Human Vulnerability to Landslides.

Landslides pose a devastating threat to human health, killing thousands of people annually. Human vulnerability is a crucial element of landslide risk reduction, yet up until now, all methods for estimating the human consequences of landslides rely on subjective, expert judgment. Furthermore, these methods do not explore the underlying causes of mortality or inform strategies to reduce landslide risk. In light of these issues, we develop a data-driven tool to estimate an individual's probability of death based on landslide intensity, which can be used directly in landslide risk assessment. We find that between inundation depths of approximately 1-6 m, human behavior is the primary driver of mortality. Landslide vulnerability is strongly correlated with the economic development of a region, but landslide losses are not stratified by gender and age to the degree of other natural hazards. We observe that relatively simple actions, such as moving to an upper floor or a prepared refuge space, increase the odds of survival by up to a factor of 12. Additionally, community-scale hazard awareness programs and training for citizen first responders offer a potent means to maximize survival rates in landslides.

Multimodal method for landslide risk analysis.

Quantitative landslide risk analysis is a key step in creating appropriate land use policies. However, regional scale landslide hazard and risk studies are traditionally based on a single, infinite-slope style of failure, belying the differing consequences of a diverse range of failure modes. In this paper we expand an existing multimodal coseismic landslide hazard model to create a method for multimodal, multi-trigger quantitative landslide risk analysis and apply it to the country of Lebanon. •Physics-based, mode-specific models for coseismic and precipitation-induced landslides capture the effects of multiple failure types and triggering scenarios.•A new model for analyzing slope stability against rotational failures allows for efficient, regional scale assessments.•Open-source mapping of built-up area is used to identify elements at risk.

The Use of Social Media in Anatomical and Health Professional Education: A Systematic Review.

Social media is used by many students at universities, with sites such as Facebook, Twitter and YouTube being the most popular. Initially these social networking sites were mainly used for recreational purposes, but they have been increasingly used in an educational setting. Educators in the anatomical sciences and health professions have utilised many forms of technology to supplement and enhance a student's learning. However, the true effectiveness of using social media in anatomical and health professions education has not been fully explored. It has been hypothesised that social media in anatomical sciences and health professional education could enhance learner engagement, raise morale, relieve anxieties and improve communication. However, the evidence is limited. Therefore, the purpose of this study is to undertake a comprehensive literature review to examine the effectiveness, or otherwise, of these tools when implemented. We used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method for reviewing the literature. By using specific keywords and using Google Scholar, PubMed, ERIC and OVID, we performed an extensive literature search to examine the use of social media in anatomical sciences and health professional education. A total of 155 studies were identified in this systematic review, with 99 studies investigating a variety of social networking sites being included. Overall, the evidence is supportive, with 79.8% of the studies supporting the use social media in education. Furthermore, when the use of social media in the anatomical sciences and health professional was investigated, the majority of studies advocated for its implementation. Despite this, there are some factors that limit the significance of these results, and the amount of evidence was indeed limited. Additional research must be carried out if social media is to influence modern pedagogical practices, with more focus on how the intervention affects academic achievement.