1. 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

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

3. Defining hazard and risk
A discussion-based approach
These first 3 slides for intro

4. Hazard or Risk? In this cartoon, what are the hazards?
 Please type into the chat box.
(Richard J. King, 2012)

5. 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)

6. The Risk Equation
Risk = Hazard x Vulnerability x Value

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

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

9. 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

10. 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.

11. 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

12. 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.

13. 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

14. 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.

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

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

19. * Miami
* Galveston

21. Reasons for these trends?
Earthquakes affecting human populations by decade, (n=738)

22. What determines the amount of deaths/damages from earthquakes?

24. 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?

25. 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.

26. LOE Unit 2
Differences in geology underlying school sites

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

28. 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: g, 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)

29. 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: g, 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

31. 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.

32. 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

33. 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 ?

34. 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.

35. 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.

36. 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

37. Presentation Google Earth tour of location Script of Tour
CVAT Powerpoint

38. Example Tour

39. 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

40. 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.

41. 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
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