Results 191 to 200 of about 6,525 (256)
Emergency Response Capabilities of Institutions of Higher Education: A Case of a Developing Country
This study justifies its significance by addressing crucial gaps in knowledge concerning emergency response capabilities in higher education institutions, focusing specifically on the KNUST; ranked as the best university for quality education (SDG 4) by Times Higher Education in 2023.
Lyndon N. A. Sackey +6 more
wiley +1 more source
Interwoven urban crises: how health, housing, and climate change intersect. [PDF]
Ribeiro AI, Lueddeke GR, Kuenzli N.
europepmc +1 more source
Spatiotemporal Analysis of Population Density Patterns for Urban Flood Resilience and Disaster Impact Modeling in the Municipality of Carmen, Davao del Norte [PDF]
Kim Harvey C. Roca, Charlyn T. Gorgonio
openalex +1 more source
By integrating game theory‐based combined weighting with a system dynamics model, this study systematically reveals the dominant role of agility and adaptability in the resilience of post‐disaster emergency material supply chains. ABSTRACT In light of the intricate dynamics and uncertain risk parameters inherent in the emergency materials supply chains,
Hao Sun, Longxiang Ma, Fuyu Wang
wiley +1 more source
Linking precipitation-driven flooding events to acute respiratory illness in New York city. [PDF]
Cabrera-Rivera LT +8 more
europepmc +1 more source
The Reflexive Turn in Systems Engineering: A Disciplinary Response to Complexity
ABSTRACT The Future of Systems Engineering (FuSE) programme has called for the discipline to evolve as a transdiscipline capable of engaging complex eco‐socio‐technical challenges. Yet the pace of that evolution has been slower than the arguments for it would predict. This article examines why.
Raul Leal Ascencio
wiley +1 more source
The changing surface of the world's roads. [PDF]
Randhawa S +8 more
europepmc +1 more source
Object–Disturbance–Capacity Coding and Catalogue Dataset for Urban Flood Resilience Guidelines
Shang Xuefeng
openalex +1 more source
ABSTRACT Science education often approaches climate change as a scientific issue, disconnected from its multidimensional nature and lived realities. As climate‐related disasters intensify, teachers must help students confront climate challenges by connecting scientific learning to local contexts and addressing embedded systemic injustices.
Wisam Sedawi +3 more
wiley +1 more source

