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This paper places a college at the centreof a multi-hazard assessment (earthquake, flood and landslide). The college is within a less studied, rural area of Ladakh, North India. Research focusses on a case study (Students Educational and Cultural Movement of Ladakh (SECMOL) College), close to Leh, Ladakh, and extends to incorporate/apply thinking from/to the wider Ladakh region. The approach adopted, centring on the hazard assessment of a single entity/local area, allows a rapid uptake of hazard recommendations within a college environment planning to continue its existence for decades ahead. A sister paper (Petterson et al., 2019) documents the active involvement of college staff and students in the principles of geohazard assessment and the development of student-centric hazard assessments of the college and their home village. SECMOL is a self-sufficient, alternative, college, organised along strong environmentally sustainable principles. The paper aims to discuss these issues.

This work has adopted different strategies for different hazards. Fieldwork involved the collection of quantitative and qualitative data (e.g. shape and size of valleys/river channels/valley sides, estimation of vegetation density, measurement of sediment clasts, angle of slopes, assessment of sediment character, stratigraphy of floodplains and identification of vulnerable elements). These data were combined with satellite image analysis to: define river catchment character and flood vulnerability (e.g. using the methodology of Collier and Fox, 2003), examine catchment connectivity, and examine landslip scars and generic terrain analysis. Literature studies and seismic database interrogation allowed the calculation of potential catchment floodwater volumes, and the collation of epicentre, magnitude, depth and date of seismic events, together with recent thinking on the return period of large Himalayan earthquakes. These data were used to develop geological-seismic and river catchment maps, the identification of vulnerable elements, and disaster scenario analyses.

This research concludes that SECMOL, and much of the Ladakh region, is exposed to significant seismic, flood and landslide hazard risk. High magnitude earthquakes have return periods of 100s to c. 1,000 years in the Himalayas and can produce intense levels of damage. It is prudent to maximise earthquake engineering wherever possible. The 2010 Leh floods demonstrated high levels of devastation: these floods could severely damage the SECMOL campus if storms were centred close by. This study reveals the connectivity of catchments at varying altitudes and the potential interactions of adjacent catchments. Evacuation plans need to be developed for the college. Northern ridges at SECMOL could bury parts of the campus if mobilised by earthquakes/rainfall. Slope angles can be lowered and large boulders moved to reduce risk. This work reinforces recommendations that relate to building quality and urban/rural planning, e.g. using spatial planning to keep people away from high-risk zones.

The frequency of hazards is low, but potential impacts high to very high. Hazard mitigation actions include engineering options for hazardous slopes, buildings to be earthquake-proofed, and evacuation management for large floods.

Methodologies undertaken in this research are well-tested. Linkages between disciplines are ambitious and somewhat original. The application of this work to a specific college centre site with the capacity to rapidly take up recommendations is novel. The identification of catchment inter-connectivity in this part of Ladakh is novel. This work complements a sister paper (Petterson et al., 2019) for community aspects of this study, adding to the novelty value.

The purpose of this paper is to apply the concept of “Interconnected Geoscience” to a disaster and risk reduction (DRR) case study at SECMOL College, near Leh, Ladakh, N. India. Interconnected geoscience is a model that advocates holistic approaches to geoscience for development. This paper reports research/practical work with Ladakhi students/staff, undertaking community-oriented DRR exercises in hazard awareness, DRR themed village/college mapping, vulnerability assessments and DRR management scenario development. The geoscientific hazard analysis work is published within a separate sister paper, with results feeding into this work. This work addresses aspects of, and contributes to, the DRR research(science)-policy-interface conversation.

Interconnected geoscience methodologies for DRR here are: the application of geoscience for hazard causality, spatial distribution, frequency and impact assessment, for earthquakes, floods and landslides, within the SECMOL area; the generation of community-developed DRR products and services of use to a range of end-users; the development of a contextual geoscience approach, informed by social-developmental-issues; and the active participation of SECMOL students/teachers and consequent integration of local world-views and wisdom within DRR research. Initial DRR awareness levels of students were assessed with respect to earthquakes/floods/landslides/droughts. Following hazard teaching sessions, students engaged in a range of DRR exercises, and produced DRR themed maps, data, tables and documented conversations of relevance to DRR management.

Students levels of hazard awareness were variable, generally low for low-frequency hazards (e.g. earthquakes) and higher for hazards such as floods/landslides which either are within recent memory, or have higher frequencies. The 2010 Ladakhi flood disaster has elevated aspects of flood-hazard knowledge. Landslides and drought hazards were moderately well understood. Spatial awareness was identified as a strength. The application of an interconnected geoscience approach immersed within a student+staff college community, proved to be effective, and can rapidly assess/build upon awareness levels and develop analytical tools for the further understanding of DRR management. This approach can assist Ladakhi regional DRR management in increasing the use of regional capability/resources, and reducing the need for external inputs.

A series of recommendations for the DRR geoscience/research-policy-practice area include: adopting an “interconnected geoscience” approach to DRR research, involving scientific inputs to DRR; using and developing local capability and resources for Ladakhi DRR policy and practice; using/further-developing DRR exercises presented in this paper, to integrate science with communities, and further-empower communities; taking account of the findings that hazard awareness is variable, and weak, for potentially catastrophic hazards, such as earthquakes, when designing policy and practice for raising DRR community awareness; ensuring that local values/world views/wisdom inform all DRR research, and encouraging external “experts” to carefully consider these aspects within Ladakh-based DRR work; and further-developing DRR networks across Ladakh that include pockets of expertise such as SECMOL.

The term “interconnected geoscience” is highly novel, further developing thinking within the research/science-policy-practice interface. This is the first time an exercise such as this has been undertaken in the Ladakh Himalaya.

The paper reviews existing literature on South Asian ecosystem-based disaster risk reduction (DRR) and identifies how community participation can be used to plan and implement ecosystem-based DRR approaches.

The literature review methodology involved several stages. Firstly, the research objective was determined. Secondly keywords for the literature search were determined. Scopus, Google Scholar, JSTOR and AUT online library were utilized for the literature search. After the search, the literature was screened. The study design, methodology, results and limitations were identified and documented. After data extraction, the literature was analyzed. The patterns, trends and inconsistencies in the literature were identified based on the research question. Later the gaps, controversies and future research needs were identified. Then, a comprehensive and structured literature review that summarizes the relevant literature, synthesizes the findings and provides a critical evaluation of the literature was documented. After writing the document, it was reviewed and edited to ensure its clarity, accuracy and coherence.

The paper identifies four different themes recurrently emerging in literature on the importance of community participation in ecosystem-based DRR in South Asia. The themes are local community participation in ecosystem-based DRR governance, knowledge production, livelihood enhancement and increased public acceptance.

The paper also illustrates the challenges in integrating community participation with the dominant physical scientific approaches ecosystem-based DRR and proposes a five-element framework to facilitate the integration.

The point of departure of this book is that smart mobility will only be developed in a desired direction and fulfil societal objectives if it is steered in that direction. The market, left to itself, will most certainly not deliver on these objectives. This message has been conveyed extensively in recent literature, but this book aims to take this discussion one step further by focussing on what governance of smart mobility looks like today and in the future. In this introductory chapter, the authors provide a framework of different understandings of policy instruments, how they are selected, developed and used. After the array of policy instruments within the transport sector has been extensively discussed, the authors turn to discussing a broader understanding of policy instruments found within political science and political sociology. In doing so, this book contributes to the critical scholarship on policy instruments, while exploring the why, the how and the what of policy instruments in relation to smart mobility. The chapter closes with a brief introduction to the structure of the book as well as a description of the content of each chapter.

The chapter introduces the reader to select language of human sexuality and the definitions and characteristics of some key terms related to lesbian, gay, bisexual, transgender, and questioning/queer (LGBTQ+), identifies different theoretical perspectives of human sexuality and sexual orientation, and discusses select LGBTQ+ theories and concepts in a historical context that library and information science (LIS) professionals should consider while performing their roles related to information creation–organization–management–dissemination–research processes. It helps better understand the scope of what is LGBTQ+ information and traces its interdisciplinary connections to reflect on its place within the LIS professions. The chapter discusses these implications with the expectation of the LIS professional to take concrete actions in changing the conditions that lack fairness, equality/equity, justice, and/or human rights for LGBTQ+ people via the use of information. Important considerations in this regard include the need for an integrative interdisciplinary LGBTQ+ information model, growth of a diversified LGBTQ+ knowledge base and experiences, holistic LGBTQ+ information representations, LGBTQ+ activism, and participatory engagement and inclusion of LGBTQ+ users.

The Coronavirus disease 2019 (COVID-19) pandemic has profoundly altered the zeitgeist of American higher education. Currently, these institutions struggle to find safe and creative ways to reopen in the fall. While the debate is mainly focused on the reopening possibilities, one area of the university experience is profoundly impacted and overlooked: the study abroad programs. The chapter overviews the role and importance of international education for American higher education institutions (HEI) and explains the pandemic’s profound disruption. The chapter will review how institutions reacted, first reactively and then proactively. This chapter will argue for adopting technology not just as a tool to save the immediate study abroad offerings but as a catalyst for change. In the post-pandemic world, universities need to create more robust and agile international experiences for students using alternative formats, facilitating shorter travel experiences, more cultural exposure through technology, and allowing more options for international faculty and students to participate in the life of the college. Universities have an invaluable opportunity to rethink their international offers and approaches, working with the assumption that students will still want to travel (even more than before) and that international travel will eventually resume operations.