A paradigm shift in disaster management: Incorporating a human rights-based approach to disaster risk reduction.

Understanding disasters as socially constructed events represents a departure from current and historic ways in which disasters are characterized, requiring a focal shift in thinking from forces of nature toward social order. Changing societal reactions to evolving natural occurrences restores disasters within the social order, introducing law as an essential framework in approaching disasters as injustices as opposed to misfortunes. International attention is starting to shift strategies intended to reduce risks to natural or man-made hazards and increasing attention on methods toward minimizing their impact known as disaster risk reduction (DRR).

A Marshall Plan for the 21st century: Addressing climate change in the Asia-Pacific through diplomacy, development, and defense.

The inevitable climate challenges facing the Asia-Pacific territory require a massive whole-of--government approach comparable to the Marshall Plan of 1948. While many political leaders have called for such a plan, no policy currently exists for this region or purpose. With nearly eight trillion dollars in trade revenue passing through crucially strategic straits daily, seven of the 10 largest militaries in the world (five of which are nuclear capable) operating throughout this territory, and a forecast for nearly exponential population growth, the geopolitical provenance of the United States (US), ties inextricably to this portion of the globe.

Utilizing teachers to enhance student recovery through emergency educational programming: A case study analysis of Hurricane Maria.

Emergency educational programing after disasters contributes to the physical, cognitive, and psychological protection of students when they are at their most vulnerable. The Inter-Agency Network for Education in Emergencies Minimum Standards for Education in Emergencies framework details the need to incorporate specific domains throughout implementation and asserts that teachers and educational institutions play a significant role in supporting disaster-affected youth in the classroom. Following the detrimental impact of Hurricane Maria on Puerto Rico, teachers became critical agents for maintaining the well-being of children at school, so the goals of this analysis are to (1) examine teachers' post-hurricane experiences to find out how the event impacted physical teaching environments and students' learning capacity, (2) investigate how teachers adapted and developed lesson plans to facilitate students' processing of the event, and (3) explore what resources, training, and emotional support teachers needed to continue their work in the classroom post-disaster.