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Governments can significantly reduce earthquake mortality by implementing and enforcing quake-proof construction regulation. The authors examine why many governments do not. Contrary to intuition, controlling for the strength and location of actual earthquakes, mortality is lower in countries with higher earthquake propensity, where the payoffs to mortality prevention are higher. Importantly, however, the government response to earthquake propensity depends on country income and the political incentives of governments to provide public goods to citizens. The opportunity costs of earthquake mortality prevention are higher in poorer countries; rich countries invest more in mortality prevention than poor countries in response to a higher earthquake propensity. Similarly, governments that have fewer incentives to provide public goods, such as younger democracies, autocracies with less institutionalized ruling parties and countries with corrupt regimes, respond less to an elevated quake propensity. They therefore have higher mortality at any level of quake propensity compared to older democracies, autocracies with highly institutionalized parties and non-corrupt regimes, respectively. The authors find robust evidence for these predictions in our analysis of earthquake mortality over the period 1960 to 2005.

Citizen --- Citizens --- Conflict and Development --- Democracy --- Disaster Management --- Disasters --- Earthquake --- Environment --- Government policies --- Government response --- Hazard Risk Management --- Health, Nutrition and Population --- Knowledge --- Labor Policies --- Large numbers of people --- Mortality --- Mortality reduction --- Natural Disasters --- Policies --- Policy --- Policy research --- Policy research working paper --- Population Policies --- Progress --- Richer countries --- Scarce resources --- Social Protections and Labor --- Societal level --- Urban Development --- Vulnerability

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This Open Access book examines children’s participation in dialectical reciprocity with place-based institutional practices by presenting empirical research from Australia, Brazil, China, Poland, Norway and Wales. Underpinned by cultural-historical theory, the analysis reveals how outdoors and nature form unique conditions for children's play, formal and informal learning and cultural formation. The analysis also surfaces how inequalities exist in societies and communities, which often limit and constrain families' and children's access to and participation in outdoor spaces and nature. The findings highlight how institutional practices are shaped by pedagogical content, teachers' training, institutional regulations and societal perceptions of nature, children and suitable, sustainable education for young children. Due to crises, such as climate change and the recent pandemic, specific focus on the outdoors and nature in cultural formation is timely for the cultural-historical theoretical tradition. In doing so, the book provides empirical and theoretical support for policy makers, researchers, educators and families to enhance, increase and sustain outdoor and nature education.

Pre-school & kindergarten --- Education --- benefits of outdoor activities for young children --- children’s health, well-being, learning and development --- development of pedagogical practices --- cultural formation at a personal level --- cultural formation at an institutional level --- cultural formation at a societal level --- everyday practices of interactions between children and parents --- three- and four-year-old’s play activities --- children’s exploration --- outdoor play and learning in Australia --- outdoor play and learning in Denmark --- outdoor play and learning in China --- outdoor play and learning in England --- outdoor play and learning in Norway --- outdoor play and learning in Poland --- Place-based learning and play --- Educació no-formal --- Educació alternativa --- Educació extraescolar --- Educació informal --- Educació no-reglada --- Ensenyament no-reglat --- Educació popular --- Formació ocupacional --- Educació d'adults --- Colònies escolars --- Escoles alternatives --- Innovacions educatives --- Mètodes educatius --- Early childhood education. --- International education. --- Comparative education. --- Education. --- Early Childhood Education. --- International and Comparative Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History