Welcome to the 2016 InTeGrate Professional Development Webinar Series Free and open to the public, this series aims to help faculty teach about the earth in the context of societal issues. The series incorporates InTeGrate principles into teaching practices, provides materials available for adoption, and creates a forum for participants to learn and share teaching strategies. Rory will introduce the series and say a few words about InTeGrate http://serc.carleton.edu/integrate/workshops/webinars/2016_2017/hazards/index.html

Teaching About Natural Hazards and Risk Lisa Gilbert Laurel Goodell Tim Bralower Rory McFadden Princeton University Williams College Pennsylvania State University SERC (moderator)

Defining hazard and risk A discussion-based approach These first 3 slides for intro http://serc.carleton.edu/integrate/teaching_materials/hazards/

Hazard or Risk? In this cartoon, what are the hazards?  Please type into the chat box. (Richard J. King, 2012) http://serc.carleton.edu/integrate/teaching_materials/hazards/unit1.html

Hazard or Risk? In this cartoon, what are the hazards? How could the two people minimize risk from these hazards?  Please type into the chat box. (Richard J. King, 2012) http://serc.carleton.edu/integrate/teaching_materials/hazards/unit1.html

The Risk Equation Risk = Hazard x Vulnerability x Value

The Risk Equation Risk = Hazard x Vulnerability x Value Earthquake, volcanic eruption, car accident, jumping out of an airplane

The Risk Equation Risk = Hazard x Vulnerability x Value Earthquake, volcanic eruption, car accident, jumping out of an airplane The people and property affected

The Risk Equation Risk = Hazard x Vulnerability x Value Earthquake, volcanic eruption, car accident, jumping out of an airplane Assume the hazard occurs. How vulnerable are people and property to damage, injury, death? The people and property affected

In the chat box, describe a scenario that would maximize risk. The Risk Equation Risk = Hazard x Vulnerability x Value Earthquake, volcanic eruption, car accident, jumping out of an airplane Assume the hazard occurs. How vulnerable are people and property to damage, injury, death? The people and property affected In the chat box, describe a scenario that would maximize risk.

If we reduce any one of the terms, we reduce the risk The Risk Equation Risk = Hazard x Vulnerability x Value Earthquake, volcanic eruption, car accident, jumping out of an airplane Assume the hazard occurs. How vulnerable are people and property to damage, injury, death? The people and property affected If we reduce any one of the terms, we reduce the risk

The Risk Equation Risk = Hazard x Vulnerability x Value Earthquake, volcanic eruption, car accident, jumping out of an airplane Assume the hazard occurs. How vulnerable are people and property to damage, injury, death? The people and property affected Must understand the hazard – but for natural hazards, usually cannot prevent or reduce likelihood of occurrence.

The Risk Equation Risk = Hazard x Vulnerability x Value Earthquake, volcanic eruption, car accident, jumping out of an airplane Assume the hazard occurs. How vulnerable are people and property to damage, injury, death? The people and property affected Must understand the hazard – but for natural hazards, usually cannot prevent or reduce likelihood of occurrence. People and property will always be in hazardous situations

The Risk Equation Risk = Hazard x Vulnerability x Value Earthquake, volcanic eruption, car accident, jumping out of an airplane Assume the hazard occurs. How vulnerable are people and property to damage, injury, death? The people and property affected Must understand the hazard – but for natural hazards, usually cannot prevent or reduce likelihood of occurrence. This is what we can work on ! People and property will always be in hazardous situations.

http://serc.carleton.edu/integrate/teaching_materials/hazards/

http://serc. carleton. edu/integrate/teaching_materials/hazards/unit2 http://serc.carleton.edu/integrate/teaching_materials/hazards/unit2.html

http://serc. carleton. edu/integrate/teaching_materials/hazards/unit2 http://serc.carleton.edu/integrate/teaching_materials/hazards/unit2.html

* Miami * Galveston http://serc.carleton.edu/integrate/teaching_materials/hazards/unit2.html

http://serc.carleton.edu/integrate/teaching_materials/living_edge/index.html

Reasons for these trends? Earthquakes affecting human populations by decade, 1980-2009 (n=738) http://currents.plos.org/disasters/article/the-human-impact-of-earthquakes-from-1980-2009-a-historical-review-of-events-1980-2009-and-systematic-literature-review/

What determines the amount of deaths/damages from earthquakes?

http://serc.carleton.edu/integrate/teaching_materials/living_edge/index.html

What’s the best use of (limited) funds for retrofitting? LOE Unit 2 San Francisco school sites to evaluate for seismic risk – What’s the best use of (limited) funds for retrofitting?

LOE Unit 2 School Site Factors Underlying geology Bedrock vs. natural sediment vs. artificial fill Liquefaction and strong shaking potential Geography (esp. landslide potential) School building* Age, masonry, plan irregularity, soft stories Population *scaled-down version of FEMA Rapid Visual Screening protocol for assessing seismic safety.

LOE Unit 2 Differences in geology underlying school sites

LOE Unit 2 Differences in geology underlying school sites LOE Unit 2 Street view of school sites – students can “drive around”

Which school(s) to retrofit and why? School (year built) Hazard Vulnerability Value Analysis A B C E F G H   Peak Ground Acceleration (1: less than 0.3g, 2: 0.3-0.6g, 3: >0.6g) Liquefaction Potential (1: low / very low; 2: medium; 3: high / very high) Landslide Potential (1: low; 2: medium; 3: high) Soft Stories? (0=N/1=Y) Unreinforced Masonry (1=N/1.5=maybe/2=Y) Vertical or Plan Irregularity (0-=N/0.5=Y) Number of Students Risk Factor = (A+B+C)/9 x (D+E+F)/3.5 x G Which school(s) to retrofit and why? Marina Middle School (1936) Garfield Elementary School (1979) Francisco Middle School (1926) D Guadalupe Elementary School (1922) Herbert Hoover Middle School (1956) Sunset Ridge Elementary School (2002) El Camino High School (1975)

Which school(s) to retrofit and why? Example of class results School (year built) Hazard Vulnerability Value Analysis A B C E F G H   Peak Ground Acceleration (1: less than 0.3g, 2: 0.3-0.6g, 3: >0.6g) Liquefaction Potential (1: low / very low; 2: medium; 3: high / very high) Landslide Potential (1: low; 2: medium; 3: high) Soft Stories? (0=N/1=Y) Unreinforced Masonry (1=N/1.5=maybe/2=Y) Vertical or Plan Irregularity (0-=N/0.5=Y) Number of Students Risk Factor = (A+B+C)/9 x (D+E+F)/3.5 x G Which school(s) to retrofit and why? (respond in the chat box) Marina Middle School (1936) 3 1 1.5 942 314 Garfield Elementary School (1979) 2 0.5 224 107 Francisco Middle School (1926) 699 444 D Guadalupe Elementary School (1922) 434 165 Herbert Hoover Middle School (1956) 1206 670 Sunset Ridge Elementary School (2002) 614 341 El Camino High School (1975) 1486 354

http://serc.carleton.edu/integrate/teaching_materials/living_edge/index.html

Capstone Project Coastal Vulnerability Audit Tool (CVAT) Curacao, Netherlands Antilles, Photo Courtesy of Sean Cornell Instructions: This document contains 3 stages that are designed to follow the course content as it is developed so that you can complete the capstone audit of your selected city. Note that Stage 4 has three additional parts to help you prepare your final product. You will need to use this tool weekly to guide your data collection and organize your ideas and research information as you prepare your Google Earth audio-annotated tour. Stage 2: Physical System Assessment Stage 3: Human System & Engineering Infrastructure Assessment Stage 4a: Vulnerability, Planning & Action Stage 4b: Site Specific Concerns or Considerations Stage 4c: Recommended Resiliency Action Plans Stage 4d: References and Key Resources Recommendations: You may want to print this document out so that you have it in your class notes where it can be referred to and added to often. Each week you should make notes on the pages where appropriate. On occasion go back to the original electronic PPTx document to type up your notes. You are encouraged to add additional slides to the file to keep track of Excel Plots, Maps, etc. Using this tool as intended will put you on the right track to doing well with the capstone project. If you have questions, make sure you post your questions to the course discussion board (Yammer, etc.) or follow the recommendations of your instructor. DO NOT give one-word responses as you fill in the CVAT. You need to think deeply about each response and write responses that reflect that depth of thought as informed by your research.

Cities for Capstone Guangzhou, China Santo Domingo, Dominican Republic Miami, FL Sydney, Australia New York, NY Victoria, British Columbia, Canada New Orleans, LA London, England Mumbai, India Venice, Italy Nagoya, Japan Amsterdam, the Netherlands Tampa-St. Petersburg, FL Astoria, Oregon Boston, MA Shenzen, China Osaka, Japan Guayaquil, Ecuador Ho Chi Minh City (Saigon), Vietnam Alexandria, Egypt Darwin, Australia Sapporo, Japan

Coastal Vulnerability Audit Tool (CVAT) Stage 2: Physical System Assessment (continued) Coastal Geomorphology Barrier islands, barrier reefs, sounds, estuaries, mangroves, etc. Coastal Processes Describe the nature of coastal processes in the region (i.e., waves, tides, nearshore current configuration, common storm trajectories, etc.) Common Local Coastal Hazards Coastal flooding, storm surge, water table positions, wave run-up, storm waves, shoreline erosion rates, landslides, etc.. Regional Coastal Hazards Volcanism, earthquakes, tsunami, cyclone, etc. Coastal Vulnerability & Exposure Hazard recurrence interval(s), rate of sea-level rise/fall. Use USGS CVI Scoring System ?

Coastal Vulnerability Audit Tool (CVAT) Stage 3: Human System & Engineering Infrastructure Assessment (continued) Risk Assessment(s) Low-Medium-High Risk Hazards Shoreline Engineering Existing and potential shoreline engineering strategies - offensive and defensive options. Flood Control Existing and potential projects Coastal Regulations Zoning, regulations, land use plans, building codes, etc. Insurance / Risk Reduction Flood, Surge, Wind, Fire, etc. Beach Management Existing or potential for re-nourishment etc. Non-traditional shoreline protection Hardened dunes, dewatering systems, geotubes, bioengineering, resource restoration activities, etc.

Coastal Vulnerability Audit Tool (CVAT) Stage 4a: Vulnerability, Planning and Action Adaptive Capacity (Access to transportation, educational attainment, income/wealth, community preparedness, strength of social institutions, etc.) Vulnerability & Disaster Management Scenarios Planning for Climate Change Options Flexible relocation, sustainable building practices, staged retreat, etc. Master Plan Development Education Options Restoration Wetlands, SAV restoration, Reef/Living shorelines, dune restoration, etc.

Coastal Vulnerability Audit Tool (CVAT) Stage 4c: Recommended Resiliency Action Plans Additional things to consider: Likelihood of success factoring in: poverty, access to resources, natural geologic concerns, Relative expense, timeline considerations, pros and cons of the action item, etc. Highest Priority: Action 1 Action 2 Action 3 Action 4 Lowest Priority: Action 5

Presentation Google Earth tour of location Script of Tour CVAT Powerpoint

Example Tour https://youtu.be/QUgjVPhjPO0?t=53s

Resources Natural Hazards and Risks: Hurricanes Living on the Edge: Building resilient societies on active plate margins Coastal Processes, Hazards, and Society Rory: Hopefully you have more questions than you did at the beginning! Here are some great places to go for more information on specific concepts and approaches Still need to compile these and add here and to the website. Will just highlight a few key ones on this slide then refer them to the webinar site

After reflecting on this prompt for a moment, please use the ‘chat’ feature to write a few sentences. How do you prepare yourself for the risks from natural hazards that you may experience in your lifetime? How do you prepare your students for the risks from natural hazards that they may experience in their lifetime? You are also welcome to ask other questions for discussion at this time.

Upcoming opportunities Next InTeGrate webinar: Teaching Sustainability and Environmental Justice in the Humanities and Social Sciences Wednesday, September 7 9:00 am Pacific | 10:00 am Mountain | 11:00 am Central | 12:00 pm Eastern Registration deadline: Monday, September 5 NGSS webinar: September 8th at 1 PM PT | 2 PM MT | 3 PM CT | 4 PM ET NSTA Resources for Implementing NGSS in Earth and Space Sciences by Eric Pyle Consider your department or course for NAGT’s Traveling Workshops Program Earth Educators’ Rendezvous 2017 in Albuquerque, New Mexico Join the InTeGrate Webinar Series Community Discussion Help us…help you… Webinar evaluation