Teaching about vulnerability and mitigation

1. Teaching about vulnerability and mitigation An empirical approach Ricardo A. Alvarez Florida Center for Environmental Studies Florida Atlantic University www.mitigat.com

2. Background • The challenge • Need for education • Learn by doing • The empirical approach • Designing new tools • Discovering a prerequisite • Need for Higher Education • Applied research • Professional practice • Adaptation

3. Stafford Act 1989 Hurricane Hugo 1992 Hurricane Andrew 1992 Hurricane Iniki

4. 1993 FEMA ASSIGNMENT Manage Public Assistance (Section 406) Hazard Mitigation program for major disaster declared for hurricane Andrew!

5. The starting point • 44 CFR • A DEFINITION • ELIGIBILITY • REQUIREMENT FOR COST-EFFECTIVENESS • OUTDATED E.M. MODEL • A MOVIE: ‘Breaking the Cycle’ • LOTS OF CONFUSION • Between programs: 406 v. 404 • Between eligible options: enhanced project v. mitigation •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 CHALLENGE

6. The main challenge How to translate 44 CFR regulatory language into practical application of mitigation solutions in the field

7. The need for education • Regroup • Agree on a common language • Define objectives of mitigation • Training in the field • Learn by doing • Develop methodology • Understand the hazard

8. A common language Defined terms: • VULNERABILITY • HAZARD • DAMAGING COMPONENTS • DAMAGE • CAUSALITY • MITIGATION • EFFECTIVENESS • COST-EFFECTIVENESS

9. Simplest definition possible i.e.: VULNERABILITY = exposure to hazards HAZARD = source of damage MITIGATION = damage reduction

10. Advantage of 206 mitigation • Damage was present • Hazard conditions known • Causes of damage understood • Causality understood • Mitigation alternatives identified • Effectiveness assessed (no cost-effectiveness) • Concept of damage function (for future use) • A method takes shape • The empirical approach at work

11. New tools • A forensic approach to D.A. • Extrapolation of damages • Spreadsheet approach to B.C.A. • Graphical assessment of impacts

12. New tools

13. New tools

14. 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 Strategy • B.C.A. software • Mitigation training module at E.M.I.

15. Challenge of 404 mitigation • Policy: undamaged buildings Without damage to observe, how do you assess potential damage from a range of hazards? How do you identify mitigation alternatives? • A baseline is needed!

16. The needed baseline Before 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 ASSESSMENT

17. Need for higher education Two 3-credit graduate level courses introduced at FIU – Dept. of Construction Management. College of Engineering and Computing: BCN 5588 – Vulnerability Analysis BCN 5589 – Hazard Mitigation

18. A research component • Visual assessment of vulnerability • The magic nail • Wind interaction with buildings • Mitigation devices • Other

19. A research component

20. A research component

21. A research component

22. Educational Contribution • Taught both courses for 16 years • Taught “Risk Management and Mitigation in the Private Sector” for 3 years • A K-12 program: “Developing a Culture of Mitigation through Education” • Continuing education program “Emergency Management and Hazard Mitigation Certificate Program” • Published Book

23. Professional practice • 1,400+ projects over 20 years • Expert witness • Subject expert consultancy • Keynote speaker, panelist, presenter • Peer-reviewer, editor • Media interviews

24. Expanded to Climate Change • 1997 entered climate change research field • Identified link between C.C. and hurricanes via sea level rise and storm surge; • Focus on adaptation of built=environment; • ADAPTATION = mitigation by another name • Applying all concepts and methods taught in these courses!

25. In Summary • Courses 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!