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The lack of studies about the relevance of disaster awareness factors and disaster evacuation as a part of disaster responses especially for fire cases in an academic environment in Indonesia has triggered this study to explore the disaster awareness factors and evacuation experiment without emergency alarm for case study students in the classroom. The relevance of disaster awareness factors in transforming into practical action and decision in a disaster evacuation need to be examined to study the relevance of both phases in disaster.

This research conducted a quantitative approach by studying questionnaires from 162 respondents collectively divided into five groups to examine the student disaster awareness factors randomly from those groups. The qualitative approach was implemented through the evacuation experiments that were conducted twice to analyze the disaster evacuation performance. The analysis for the relevance is conducted by comparing the result of the questionnaire study and the evacuation experiment.

According to the questionnaire study, generally, the students are highly confident with their hazard knowledge in disaster awareness except that half of them are doubtful about appropriate steps in a disaster. The experiment without explosive sound showed that they have slower responses in the critical moment of evacuation. The response in the experiments showed relevance with several disaster awareness factors

This study has explored the relevance of disaster awareness factors with disaster response in a campus building. In the part of reducing risk during fire disaster, this research shows the importance of social interaction and hazard knowledge during the disaster.

The improvement of disaster evacuation procedures and training in a campus building is mandatory to reduce disaster risk based on the relevance of disaster awareness factors and disaster response in this study.

This study measures the relevance of disaster awareness factors performance of the students by comparing it to their actions and decisions in an experimental setting of fire building. The disaster awareness factor performance was measured by a questionnaire survey while the experiments were deployed to observe the performance of their actions and decisions during evacuation as part of the disaster response phase.

This article uses the idea of informed learning, an interpretation of information literacy that focuses on people’s information experiences rather than their skills or attributes, to analyse the character of using information to learn in diverse communities and settings, including digital, faith, indigenous and ethnic communities. While researchers of information behaviour or information seeking and use have investigated people’s information worlds in diverse contexts, this work is still at its earliest stages in the information literacy domain. To date, information literacy research has largely occurred in what might be considered mainstream educational and workplace contexts, with some emerging work in community settings. These have been mostly in academic libraries, schools and government workplaces. What does information literacy look like beyond these environments? How might we understand the experience of effective information use in a range of community settings, from the perspective of empirical research and other sources? The article concludes by commenting on the significance of diversifying the range of information experience contexts, for information literacy research and professional practice.

This chapter uses the idea of informed learning, an interpretation of information literacy that focuses on people’s information experiences rather than their skills or attributes, to analyse the character of using information to learn in diverse communities and settings, including digital, faith, indigenous and ethnic communities. While researchers of information behaviour or information seeking and use have investigated people’s information worlds in diverse contexts, this work is still at its earliest stages in the information literacy domain. To date, information literacy research has largely occurred in what might be considered mainstream educational and workplace contexts, with some emerging work in community settings. These have been mostly in academic libraries, schools and government workplaces. What does information literacy look like beyond these environments? How might we understand the experience of effective information use in a range of community settings, from the perspective of empirical research and other sources? The chapter concludes by commenting on the significance of diversifying the range of information experience contexts, for information literacy research and professional practice.

The purpose of this paper is to outline the development of a resource designed to support practitioners, who are not sexual health specialists, but who work with young people who may be at risk of teenage pregnancy or parenthood. Its aim was to enable practitioners to carry out an assessment using a screening tool, and to use educational interventions designed to reduce risk-taking behaviour or refer to a sexual health specialist. A research project to examine the perceptions of practitioners who had used the resource is reported.

The resource was based on a local needs assessment and developed by a multi-agency working group. The research utilised an online questionnaire and telephone interviews with practitioners.

Practitioners reported using the screening tool with young people with an average age of 13.1 years. They thought the educational interventions provided knowledge and helped with communication, self-awareness, reflection, confidence, attitudes and values clarification.

The project was based in one county in England. A sample of 17 per cent of the practitioners responded to the questionnaire, and they might be biased towards those who had engaged most, or most positively, with the resource. Three practitioners undertook interviews. The views and behaviours of young people are yet to be evaluated.

Within a climate of limited resources, the findings suggest that the project is providing an acceptable proportionate universalist, early sexual health intervention for young people.

The purpose of this paper is to examine the role of independent vs interdependent self-construal in non-smokers’ responses to an anti-smoking message that focuses on either personal or relational consequences of smoking.

Two web-based experimental studies were conducted among US college non-smokers. In the first study, participants’ self-construal was measured. Then participants were randomly assigned to view an anti-smoking message emphasizing either relational or personal consequences of smoking. Message evaluation, smoking attitudes, and behavioral intentions were assessed after message exposure. The second study followed the same procedure except that participants’ self-construal was manipulated by randomly assigning participants to an independent or interdependent self-construal priming task prior to message exposure.

Both studies showed a noticeable pattern of interaction between message focus and self-construal: non-smokers with a salient interdependent self-construal responded more favorably to an anti-smoking message emphasizing personal (vs relational) consequences of smoking whereas non-smokers with a salient independent self-construal responded more favorably to an anti-smoking message emphasizing relational (vs personal) consequences of smoking. However, the interaction effect was small in the first study.

Findings from this study are original in that they run counter to the general belief that messages matching people’s self-perceptions will be more persuasive. On the other hand, matching health risk messages with people’s dominant self-construal may reduce the messages effectiveness due to defensive processing. As a result, communication practitioners should take a great caution of tailoring threatening smoking prevention messages to target audiences’ self-perceptions.

Autistic children and their family caregivers are impacted widely by the social arrangements, which bring up a variety of problems and make their caregiving duties even more difficult. One of the main troubles family caregivers struggle with is the “Autism stigma” that eventually leads to social exclusion. This study aims to identify shreds of evidence of Autism stigma experienced by family caregivers of autistic children. The study also aims to present some general comparison between the findings in Iran and a few other countries’ available respective data to the “Autism stigma.”

This study is an inductive qualitative content analysis. Twelve family caregivers were purposefully selected. Data were gathered exercising semi-structured, in-depth interviews and scrutinized using content analysis method.

In the interviews with the participants, a new category called “Autism stigma” was discerned. This category includes three subcategories: “Diagnosis process,” “Lack of awareness” and “Presence in the society.”

In Iran, Autism is considered a kind of social stigma. It mainly happens due to a lack of public awareness about this psychological disorder. The family caregivers in the community suffer from the stigma of autism, which leads them to distance themselves from society. This paper aims to improve the social awareness in regard to the negative impacts of Autism stigma.

Jill Nixon begins by describing a project to exploit new techniques to provide equal access to information services for people with hearing disabilities, comparing the use of Minicoms and videophones. Anne Parker then provides an account of the second Public Library Development Incentive Scheme project, ‘Face to Face’.

As high school and college graduates enter today's highly competitive and diverse, globalized economies, cultural competence and social and emotional learning (SEL) competencies continue being essential skills for college, career, and life success. These capabilities are more than valuable assets, they are employability requirements in a modern workforce dependent on navigating relationships and interactions between people from different backgrounds. In education, educators are increasingly expected to cultivate these skills within equitable learning environments for all students, international and domestic. Recent research demonstrates greater need to support international students in the United States who often experience unique academic barriers, stressors, and lack of support services for managing international relocation and integration into unfamiliar academic and cultural systems. To better understand how culturally responsive SEL education can serve as a lever for increasing equitable conditions for international students and to contribute research-based practices on how distance learning can strengthen culturally responsive SEL skills, the following chapter introduces how one online academic and cultural studies course influenced high school and undergraduate international students. Through qualitative and quantitative sources (e.g., written homework reflections; cultural orientation indicator (COI) report; paper: My Action Plan; course evaluation survey), themes emerged from the data that identified how explicit online SEL education, using a culturally responsive lens, contributed to gains in cultural competence, educational equity, academic and professional development, and self-efficacy.

Purpose – Many cities are located in coastal areas and many of them are identified as prone to climate change impacts, especially sea level rise and floods. Master plans of cities can feature responses to these challenges, as in the case of Jakarta's master plan 2010–2030. However, as this chapter will argue, the top-down nature of planning would likely produce, reproduce, or reaffirm unjust urban geographies in the name of climate change adaptation. North Jakarta and its coastal area, which were prone to climate change risks, has been home for more than 40,000 poor households, most of which live in houses less than 50m2 in informal settlements with lack of basic needs infrastructures. This chapter addresses the question, “How are poor communities in the north coast of Jakarta affected by extreme weather events, and how are their everyday experiences addressed in master plan Jakarta 2010–2030?”

Methodology/approach – Analysis is based on community profiles, census information, and a workshop with representatives of these communities. This chapter will also analyze relevant parts of Jakarta's 2010–2030 master plan. The discussion covers the following: (1) the making of place-based communities of the urban poor in the north coast of Jakarta compared to the master plan, and (2) the impact of climate change on the urban poor's livelihoods in the north coast.

Findings – The current master plan 2010–2030 features plans to mitigate climate change and environmental risks for the coastal area, especially sea level rise, land subsidence, and pollution. The study reveals that North Jakarta communities were unaware of what the city planners have drafted, but most of them realized climate challenges based on their everyday experience. They aspired to be involved in the planning process, but their informal status hampered their opportunity to be heard.

Originality/value of chapter – Rather than looking at how Jakarta as a city is affected by climate change, this chapter focuses on specific communities in North Jakarta that are prone to climate change-induced risks. Climate change impacts are spatially unequal, and even in the same region that theoretically bears the same risks, the impact distribution of climate change can be unequal for different social groups. The chapter also questions the ability of urban planning to respond to these challenges when planning practice itself has not yet taken into account citizens’ social awareness and participation meaningfully.

The purpose of this paper is to ask how forms of “performative” interventions can prompt processes of re-thinking, which can, in turn, instigate the critical production of public space. Most importantly, it also asks how this methodology can manifest within various cultural and political contexts. Today, public spaces tend to be controlled either by the state or by private corporations. Neoliberal policies promote commercial interests, which subsequently drives inequality and determines what can and cannot be accessed by the public. The public spaces that are currently present in the neoliberal cities are, in fact, “pseudo” public spaces.

In an attempt to form new understandings of this problem, the authors’ approach is rooted in feminist theories of performativity, which focus on how identities are persistently re-produced through performance. These theories consider how the “self” is always entangled within everyday life interactions and how it is shaped by both societal and bodily practices. Framing spaces as shapable, informed by the embodied dialectic relations between spaces and social relations, the study uses forms of performative methodology to create productive disruptions and “constructed situations” (Debord, 2012). This methodology consists of intervention within these spaces in order to produce alternative public space and forms of publicness. Based on research conducted at the Sheffield School of Architecture, as well as a four-day invited workshop at the Floating University Berlin, this study investigates applications of performative practice methodology in the cities of Amman and Berlin.

The paper will begin by exploring how the two cities are regulated through various political and planning policies that affect public spaces. This line of enquiry will also involve questioning physical, social and political access to public space in these contexts and analysing the various actants, performative actions and processes that were involved in producing performative interventions.

The paper will conclude by discussing the potential and limitations of applying and translating such approaches in public spaces within different cultural and political contexts. As such, the study proposes a new methodological framework for re-thinking and provoking the critical production of public space through forms of performative spatial practice.