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Web3.0, as the link between the physical and digital domains, faces increasing security threats due to its inherent complexity and openness. Traditional intrusion detection systems (IDSs) encounter formidable challenges in grappling with the multidimensional and nonlinear traffic data characteristic of the Web3.0 environment. Such challenges include insufficient samples of attack data, inadequate feature extraction, and resultant inaccuracies in model classification. Moreover, the scarcity of certain traffic data available for analysis by IDSs impedes the system's capacity to document instances of malicious behavior. In response to these exigencies, this paper presents a novel approach to Web3.0 intrusion detection, predicated on the utilization of cycle-consistent generative adversarial networks (CycleGANs). Leveraging the data transformation capabilities of its generator, this method facilitates bidirectional conversion between normal Web3.0 behavioral data and potentially intrusive behavioral data. This transformative process not only augments the diversity and volume of recorded intrusive behaviors but also clandestinely simulates various attack scenarios. Furthermore, through fostering mutual competition and learning between the discriminator and generator, the approach enhances the ability to discern the defining characteristics of potential intrusive behaviors, thereby bolstering the accuracy of intrusion detection. To substantiate the efficacy of the CycleGAN-based intrusion detection method, simulation experiments were conducted utilizing public datasets, including KDD CUP 1999 (KDD), CIC-DDOS2019, CIC-IDS2018, and SR-BH 2020. The experimental findings evince the method's remarkable accuracies across the four datasets, attaining rates of 99.81%, 97.79%, 89.25%, and 95.15%, respectively, while concurrently maintaining low false-positive rates. This research contributes novel insights and methodologies toward the advancement of Web3.0 intrusion detection through the application of CycleGAN technology, which is poised to play a pivotal role in fortifying the security landscape of Web3.0. [ABSTRACT FROM AUTHOR]

Building community resilience has been widely recognized as a learning process at multiple societal levels, yet few prior studies have examined the feedback loop between community‐ and policy‐level learning. Following a qualitative research approach, we document experiential and transformative forms of learning from coastal cyclones in Bangladesh that help local community and their institutions mitigating the impact of cyclonic shocks and recovering from disaster‐related losses, both in the shorter and longer term. This study discovers that such community‐level learning (when scaled‐up) as well as learning from policy failure significantly enhanced programmatic interventions, which in turn enhanced community resilience to cyclones and future disasters. However, this feedback loop can be attenuated by multiple factors, such as lack of attention to community‐level learning by policy/decision makers in non‐disaster settings and the presence of a strong vested interest group, may impede learning‐based policy instrumentation. Boundary spanners or organizations can significantly improve the feedback loop, thus enhancing community resilience and improving policy. [ABSTRACT FROM AUTHOR]

College students are a unique population occupying a distinct life-course and transition period between adolescence and adulthood. Although not monolithic in experiences, knowledge, and demographics, this diverse population is particularly susceptible to immediate, short-term, mid-term, and long-term disaster impacts. Recently, disaster research focusing on college students has rightly focused on the ongoing COVID-19 pandemic. Although the pandemic was a public health disaster interrupting social, developmental, and educational processes for students on a global scale, the climate crisis and related environmental disasters continuously threaten college students' individual development, health, and well-being. Thus, it is critical to understand current knowledge focusing on environmental disasters and college students in order to determine future research needs. This article used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach to examine research on college students and disasters over the past ten years (2014–2023). We identified 67 articles, which we analyzed through a mixed methods approach, including descriptive statistics and thematic analysis. Results indicate that disaster impacts on college students are an understudied topic in the social sciences, especially in an era of more-frequent and -intense environmental hazards. Our findings demonstrate a need to engage college students in disaster research worldwide so that trade schools, colleges, and universities can collaborate with policymakers to build this unique and disproportionately impacted population's capacity to mitigate against, respond to, and recover from environmental hazards in an ever-changing climate. [ABSTRACT FROM AUTHOR]

The upward tendency of global disasters and associated losses urgently calls for enhancing disaster education (DE) and professional training. Although postsecondary education institutions (PSEIs) play an essential role in this educational mission, a comprehensive understanding of DE development in PSEIs remains unclear. In response to this knowledge deficit, this article employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach to explore the current development of DE in PSEIs through reviewing 76 publications from 2011 to 2022 through a mixed-method analysis process (univariate analysis and thematic inquiry). The quantitative analysis outcomes illustrate that the studies were unevenly distributed globally. The qualitative findings demonstrate the following fourfold characteristics of DE in PSEIs: (1) in terms of pedagogical characteristics of DE, there is a call for a radical shift in pedagogical strategies because the conventional teaching approaches are inadequate in tackling the potential risks and emerging hazards; (2) disciplinary and interdisciplinary perspectives have been integrated into DE, addressing diverse disasters and their differential influences; (3) through community-based partnerships, PSEIs can provide informal and nonformal education to affected individuals and communities; and (4) interconnections between DE and other educational approaches that broadly address global climate change have been recognized, contributing to resilience and sustainability. Based on these outcomes, this study recommends future DE-specific research could focus on (1) exploring potential radical pedagogical approaches to respond to emerging risks and hazards, (2) stimulating cross-disciplinary collaboration to address the full spectrum of disasters' societal impacts, and (3) increasing collaboration between PSEIs and nonacademic organizations to raise grassroots awareness through informal DE. The increasing number of disasters worldwide encourages the development of DE, especially at PSEIs. A nuanced understanding of the DE development in PSEIs will identify the strengths and areas for improvement, better preparing future researchers, educators, practitioners, and policymakers. Having focused on DE at PSEIs, this literature review examined 76 journal articles published from 2011 to 2022. Disasters are a global issue, and the literature review outcomes show the uneven distribution of DE on a global scale. Although interdisciplinary approaches have been applied to DE in PSEIs to examine disaster's diverse impacts, innovative pedagogies are needed to address the emerging issues associated with extreme events. DE provides community outreach activities to educate and support the individuals and communities hit by disasters. DE also joins other educational missions to contribute to the global issues of climate change, resilience, and sustainability. These findings suggest that future improvement could focus on developing novel pedagogies, enhancing cross-disciplinary collaboration, and promoting community outreach and public education. [ABSTRACT FROM AUTHOR]