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Seth McGinnis. Environmental and Societal Impacts Group Emergency Management Higher Education Conference. http://www.esig.ucar.edu. ESIG’s Major Research Themes. Use and Value of Weather and Climate Information for Decision Making The Science of Weather and Climate Impact Assessment
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Seth McGinnis Environmental and Societal Impacts GroupEmergency Management Higher Education Conference http://www.esig.ucar.edu
ESIG’s Major Research Themes Use and Value of Weather and Climate Information for Decision Making The Science of Weather and Climate Impact Assessment Earth System Education: Frameworks and Informatics
Flood Damage in the United States • ESIG and CU scientists evaluated NWS flood damage estimates from 1926-2000 and developed guidelines for using the data. • The character of damaging floods varies greatly from region to region. http://www.flooddamagedata.org/
Anticipating Hurricane Damages Analysis with extreme value theory suggests that storms with high damage are not as unusual as conventional analyses would indicate Statistical tools and tutorial available at: http://www.esig.ucar.edu/extremevalues/extreme.html
Wildfire Initiative Program development with a focus on societal risk assessment tools, risk communication, and education. (In progress) http://www.rap.ucar.edu/projects/wfc/
Superstorm ’93 Project The 1993 East Coast extreme snow event was well forecast, but the impact was still extreme. The goal of the Superstorm’93 Project is to understand why.
Simulations/Models Supporting Information Player Interactions Disaster Dynamics • Educational goals • Decision making under uncertainty • Complex systems • Understanding design decisions • Fostering collaboration • Significance of the recovery phase • Approach - family of educational role-playing simulation games • Integrated face to face and computer tools • Engagement of gaming http://swiki.esig.ucar.edu/dd
Current Prototype • A computer-assisted board game (not a simulation) • Theme: urban development with natural hazard • Players take on roles with different goals • Interaction is oriented towards negotiation and evaluation • Facilitator support: record of play, system control
Example of Play • Evaluation • data views, analysis, and triggered information • Proposal cards • Polling and Negotiation • Voting • Update • computer model of growth • Random events • dilemmas and disasters • Special “Recovery Turn” 4 to 6 players 45 minute block of play
We Need Your Help! Questions we need answers to: • How much class time would you be willing to dedicate to playing a game like this? • Would you use it during lecture or a lab? • Would it be useful for the game to be available outside of class? • What kind of computer resources are typically available to you and your students? • In large classes, would you rather break the class up into multiple independent games, or have the players form teams? • Is there any specific content (e.g., flooding) you want to see included? • What kinds of support materials for the instructor do you need? • Are you interested in collaborating or beta-testing? http://swiki.esig.ucar.edu/dd/questionnaire