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This chapter focuses on mainland coastal towns that have populations of between 10,000 and 50,000 inhabitants. Through six case studies, the chapter develops an understanding of the characteristics that shape each of the communities. By exploring the climate change hazards each of the case studies are experiencing now and forecast into the future, the physical and ecological profile and the human development condition, a view of the climate impacts for each is shaped. The six case study areas include towns that are large enough to be a regional centre, down to much less organised and resourced communities that are at a more subsistence level of development. The case studies include communities that range from tropical storm areas to more temperate climatic areas. Adaptation strategies for each case study are observed, drawing out the similarities and the differences. Insights and lessons learnt show that the bottom-up inclusion of all communities in shaping the adaptation approach is crucial, together with alignment of policy between governments from national to local. Also crucial is the resourcing of local councils which sit on the front line of many adaptation initiatives. The role of universities and other research organisations to provide data, skills training and a toolbox of methodologies to those in the front line leadership roles. An important insight is the collaborative opportunity for universities, communities and agencies to draw out the innovative adaptation strategies that can inform other coastal communities from the smallest village to the largest city., Green Open Access added to TU Delft Institutional Repository 'You share, we take care!' - Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public., History & Complexity

Background: In higher education the traditional teaching methods and corresponding learning environments, although often resource efficient and still widely deployed, have a tendency to fail in enabling the authentic learning of management knowledge and skills and to develop genuine practice capability. With respect to fundamental and core skills, knowledge, and capabilities in course curricula this is often observable by academics and employers in students' inability to demonstrate and apply what has apparently been learned and assessed at an earlier level of the course or upon completion of it. Purpose: Can an effective learning environment, where active learning in project management is observable, be created using a game development project? Design/Method: A third level core project management unit offered annually within accredited Bachelor of Engineering courses was used to develop and assess a game development enabled learning environment. A total population of about 200 students was involved (across multiple engineering disciplines). This student population existed across two student cohorts (corresponding to two distinct modes of enrolment): campus-based (online study resources where on campus classes and seminars are available but not mandated) and cloud-based (online study resources distance where online seminars are available but not mandated). A majority of the assessment for the unit (both formative and summative) involved the development of a board game by students working in partnerships of two. The development goal assigned to student partnerships was to design and produce a serious board game that taught and/or assessed players' knowledge and skills in fundamental project management theory and principles. Peer learning and peer assessment were also included as techniques aimed at enhancing student engagement, active learning, and authentic achievement of learning outcomes. Results