The provision of education is a vital feature of a socially sustainable system. However, students in highly seismic areas are under permanent hazard, a critical situation for student populations with high vulnerability factors such as insecure infrastructure, low teacher salaries, and poor living conditions due to social exclusion and inequity. In this article, we use community-based elements, such as institutional arrangements and a collaborative and interdisciplinary approach, to develop a comprehensive multi-scale risk model for socially sustainable seismic risk reduction in schools. We analyze the case of schools in the city of Lima, Peru, integrating aims, objectives, and methodologies based on risk-reduction strategy from previous disciplinary studies. Identifying schools that, on one hand, can be most useful during emergencyrelief work and, on the other hand, educational facilities that could cause the most harm to students are priorities for a risk-reduction strategy. We identify social sustainability factors in schools, such as security and well-being of the student population, accessibility, incomes, basic service provision, and community organization. Specifying the spatial and territorial relationships within public school surroundings is essential to guaranteeing the effectiveness and efficiency of risk-mitigation strategies.

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El debate sobre cómo definir cuándo una ciudad es intermedia aún continúa vigente; si bien muchos estudios exploran el rol de intermediación de estas ciudades en los sistemas urbanos, el criterio más generalizado para definirlas es aún su tamaño demográfico. El presente artículo busca enriquecer el debate en torno al rol de las ciudades intermedias partiendo de las prácticas cotidianas de movilidad observadas en dos ciudades que albergan menos de 50.000 habitantes en el Departamento de La Libertad, al norte del Perú y que según numerosas clasificaciones no alcanzarían el estatus de ciudad intermedia. Como metodología de investigación se combinaron encuestas de opinión con registros etnográficos y análisis cartográficos. El estudio permite observar cómo estas poblaciones necesitan de viajes regulares a urbes más grandes, pero también hacia centros poblados menores de la región. Asimismo, estas ciudades se convierten en importantes núcleos de servicio para una población que se halla dispersa en pequeños poblados dentro de un territorio accidentado y diverso. Las prácticas de movilidad permitieron además identificar la importancia de la temporalidad semanal por encima de la diaria para entender la vida cotidiana en estas ciudades, haciendo visibles las ferias dominicales como importantes centralidades de la actividad urbana. Con estos resultados es posible sostener, por la movilidad cotidiana observada, que estas ciudades, pese a su menor tamaño, cumplen roles de ciudad intermedia con responsabilidad territorial que la política pública y la asignación de recursos del Estado no puede soslayar.

The ability to work in multidisciplinary teams and communicate solutions efficiently is one of the main requirements asked for by employers and international accreditation committees to engineering graduates around the world. However, traditionally the curricular contents of each professional career related to the construction sector, emphasizes the application of its specific knowledge in an isolated manner. This is a reality in Peru as well. Engineering students are neither trained to work in teams nor in multidisciplinary projects. This hinders the production of projects with a holistic vision and the ability to respond with greater relevance to the needs and physical and social characteristics of different territories. This document presents the results of an innovation project in undergraduate university education oriented to the development of the students' skills for working in teams and in multidisciplinary endeavors in a Disaster Risk Management (DRM) course. The project follows three lines of action: (1) Redesigning of the curricular content of a Civil Engineering specialty course to integrate professors and students from the Architecture and Urban Planning specialty. (2) Working in coordination with an Architecture and Urban Planning specialty course, focusing jointly on a common problem situation and a carrying out a case study including desktop and field work. (3) Identifying an intermediate city on the Northern coast of Peru affected negatively by climate change as case study, aiming for the students to develop risk management plans and public space design. The course's theoretical, methodological and procedural contents are aimed at conducting a risk diagnosis and delivering solution schemes. These contents include participatory and social responsibility academic methodologies that combine local knowledge and technical know-how in order to generate new knowledge. Innovation is applied to the production of information through two participatory workshops: the first one for risk diagnosis and solution guidelines, and the second one for validation of the solutions. The workshops comprised field work, urban reconnaissance walks, work tables and presentations, carried on by various groups composed by professors, students, and local actors (authorities, municipal and sectorial officials, local undergraduate students and local residents). Participation of local actors in these activities was key and contributed to their own capacity building. Professors and students acted as counselors and benefitted from the local actors' expertise. The improvement of the students' skills through a multidisciplinary and participatory approach was a positive achievement. This becomes evident in the integration of the solution criteria proposed by the Architecture and Urban Planning and Civil Engineering students in both courses. The multidisciplinary and participatory experience went beyond the academic field, since the projects were co-produced with the local actors, validated by them and delivered to the municipality. Th...

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