vulnerability and mitigation An empirical approach Ricardo A Alvarez Florida Center for Environmental Studies Florida Atlantic University wwwmitigatcom Background The challenge Need for education ID: 491351
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Slide1
Teaching about vulnerability and mitigation
An empirical
approach
Ricardo A. Alvarez
Florida Center for Environmental Studies
Florida Atlantic University
www.mitigat.comSlide2
BackgroundThe challengeNeed for educationLearn by doingThe empirical approachDesigning new toolsDiscovering a prerequisiteNeed for Higher EducationApplied researchProfessional practiceAdaptationSlide3
Stafford Act1989 Hurricane Hugo1992 Hurricane Andrew1992 Hurricane
InikiSlide4
1993FEMA ASSIGNMENT
Manage Public Assistance (Section 406)
Hazard
Mitigation program for major
disaster
declared for hurricane Andrew!Slide5
The starting point44 CFRA DEFINITIONELIGIBILITYREQUIREMENT FOR COST-EFFECTIVENESSOUTDATED E.M. MODELA MOVIE: ‘Breaking the Cycle’
LOTS OF CONFUSION
Between programs: 406 v. 404
Between eligible options: enhanced project v. mitigation
Meaning and objectives of mitigation
A HUGE CHALLENGESlide6
The main challengeHow to translate 44 CFR regulatory language into practical application of mitigation solutions in the fieldSlide7
The need for educationRegroupAgree on a common languageDefine objectives of mitigationTraining in the fieldLearn by doing
Develop methodology
Understand the hazardSlide8
A common languageDefined terms:VULNERABILITYHAZARDDAMAGING COMPONENTSDAMAGECAUSALITY
MITIGATION
EFFECTIVENESS
COST-EFFECTIVENESSSlide9
Simplest definition possiblei.e.:VULNERABILITY = exposure to hazardsHAZARD = source of damageMITIGATION = damage reductionSlide10
Advantage of 206 mitigationDamage was presentHazard conditions knownCauses of damage understoodCausality understoodMitigation alternatives identifiedEffectiveness assessed (
no cost-effectiveness
)
Concept of damage function (
for future use
)
A method takes shape
The empirical approach at workSlide11
New toolsA forensic approach to D.A.Extrapolation of damagesSpreadsheet approach to B.C.A.Graphical assessment of impactsSlide12
New toolsSlide13
New toolsSlide14
Breaking new ground!For the first time in its history FEMA unifies the management of its 206 and 204 mitigation programs. This applies to four major declared disasters managed by the Miami-Dade County D.F.O. in Florida.National Mitigation StrategyB.C.A. softwareMitigation training module at
E.M.I
.Slide15
Challenge of 404 mitigationPolicy: undamaged buildingsWithout damage to observe, how do you assess potential damage from a range of hazards? How do you identify mitigation alternatives?A baseline is needed!Slide16
The needed baselineBefore projecting potential damage from the impact of a hazard we must assess the site-specific vulnerability of the building, in order to characterize expected impacts.VULNERABILITY ASSESSMENTSlide17
Need for higher educationTwo 3-credit graduate level courses introduced at FIU – Dept. of Construction Management. College of Engineering and Computing:BCN 5588 – Vulnerability AnalysisBCN 5589 – Hazard MitigationSlide18
A research componentVisual assessment of vulnerabilityThe magic nailWind interaction with buildingsMitigation devicesOtherSlide19
A research
componentSlide20
A research
componentSlide21
A research
componentSlide22
Educational ContributionTaught both courses for 16 yearsTaught “Risk Management and Mitigation in the Private Sector” for 3 yearsA K-12 program: “Developing a Culture of Mitigation through Education”Continuing education program “Emergency Management and Hazard Mitigation Certificate Program”
Published BookSlide23
Professional practice1,400+ projects over 20 yearsExpert witnessSubject expert consultancyKeynote speaker, panelist, presenterPeer-reviewer, editor
Media interviewsSlide24
Expanded to Climate Change1997 entered climate change research fieldIdentified link between C.C. and hurricanes via sea level rise and storm surge;Focus on adaptation of built=environment;ADAPTATION = mitigation by another nameApplying all concepts and methods taught in these courses!Slide25
In SummaryCourses designed entirely on the basis of practice;Courses based on empirical knowledge;Applicability of knowledge calibrated through practice;Courses benefited from applied research findings;
Core course contents adapted to other offerings and levels;
Professional practice provided real-life examples;
Advanced the practice of mitigation;
Contributed relevant knowledge to
E.M
. sector;
Applied knowledge to climate change adaptation!