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On December 26, 2004, a strong earthquake of magnitude 9.0 on the richer scale, hit the Northwest of Sumatra island, Indonesia and caused the Indian Ocean Tsunami. The tsunami struck Aceh and North Sumatra (NAD), caused about 130,000 deaths, 500,000 left homeless, and extensive damage to life, property, and infrastructures. Sumatra is the western tip of island in the Indonesian archipelago. The population of Aceh province is estimated at 4.2 million (2000), or 3% of the Indonesian population and nearly a quarter of the population of Sumatra as a whole. One of the most heavily affected areas is Banda Aceh, which is located at the tip of Sumatra island had a population of 270,000 of which about 25% people lost their lives.

In November 2001, Scott Carlson, in the Chronicle of Higher Education wrote an article on library use titled “The deserted library: As students work online, reading rooms empty out—leading some campuses to add Starbucks” (Carlson, 2001). The essence of this chapter is that many librarians, facing dramatic declines in library gate counts resulting from the wealth of electronic resources accessible remotely, were beginning to move away from traditional conceptions of the library as primarily a repository for print collections. Carlson describes the “tough sell” that the Georgia College and State University in Milledgeville had experienced when planning a $19.5 million library addition in the mid-1990s. In response librarians had begun “fighting back” with “plush chairs, double-mocha lattes, book groups, author readings.” Still, no one knew whether these stratagems would enhance learning or bring its readers back.

The pace of urbanization in the developing world is led by Asia. Over the next 25 years, Asia's urban population will grow by around 70% to more than 2.6 billion people. An additional billion people will have urban habitats (ADB, 2006).

The “Hyogo Framework for Action 2005–2015: Building the Resilience of Nations and communities to disasters” (HFA) was adopted at the UN World Conference on Disaster Reduction (January 2005, Kobe, Japan). The HFA specifies that disaster risk is compounded by increasing vulnerabilities related to various elements including unplanned urbanization. Across the HFA, important elements on urban risk reduction are mentioned as one of crucial areas of work to implement the HFA. In particular incorporating disaster risk reduction into urban planning is specified to reduce the underlying risk factors (Priority 4).

In the previous chapters, disaster education was discussed based on the aspect of the place where disaster education was conducted – in school, in the household, and in the community. Generally, school disaster education is regarded as formal disaster education, while household and community disaster education as informal disaster education. School-based stand-alone courses are perhaps the easiest programs to implement on a large scale and within a short time frame (Petal, 2009). However, to achieve community-based disaster management, stakeholder involvement is important. If students learn with the community, the learning may be regarded as informal or semi-formal education. When the community, including students, learn about disaster management, local contexts are important to be considered. Anticipated hazards, stakeholders, availability of human and physical resources, extent of threatened or affected area, culture, history, and other various factors can be taken into account. In addition, when the community and students learn together, there are at least two actors. This means that disaster education programs should focus on both community members and students as the target learners. Therefore, such education programs cannot be discussed from the aspect of place of education like school, community, or household. Shaw and Takeuchi (2008) emphasized the importance of the participatory approach. Thus, it is necessary to consider how education programs should be conducted. As described before, it is necessary to consider various factors and situations in order to provide disaster education programs that meet local contexts. In this regard, a standardized disaster education program is not appropriate. Therefore, people/organizations who/that organize disaster education programs should need to play important roles so that the disaster education program becomes effective. In other words, the organizers need to consider how they provide disaster education as well as what they provide.

The restrictive measures related to the COVID-19 pandemic put a halt to everything across the world. The global crisis hit every sphere of life. The mobility restrictive nature of the pandemic was a major blow to the travel, tourism and hospitality industry. For a country like Pakistan, with an unstable economy and struggling tourism, the pandemic served as ground zero. This chapter critically examines tourism dimensions in Pakistan and how it sustained the impact of various crises. It pays attention to the concepts of vulnerability, social and community resilience, and adaptive capacity to provide a theoretical understanding of the revival of tourism in Pakistan. It also considers the impact of COVID-led measures on the tourism industry and corresponding initiatives of the government. The chapter concludes by arguing that Pakistan should carefully monitor and assess the current debates on tourism policies and practices. The chapter suggests that the national tourism strategy should incorporate a mechanism that can address tourism in crises in addition to addressing the environmental, socio-cultural and economic impact of tourism.