CSU, Long Beach -- Geography 458/558 -- Hazards and Risk Management

Most readings are available through the electronic collection of our library. You need to have off-site access to our library, which you can arrange at https://www.csulb.edu/university-library/access-requirements, if you haven't already had occasion to do so. The majority of library readings will be articles in hazards-related journals, e-books, and web links.

First Week (22 August - 28 August)

Go to the library home page, https://csulb.edu/university- library/. There, select OneSearch and then search for "10.5194/esd-7-659-2016" where you click on "Online access." You'll need to type in your student ID and password to log in. Then, click on "Full text available" and you should be good to go.

Gill, Joel C., and Malamud, Bruce D. 2016. Hazard interactions and interaction networks (cascades) within multi-hazard methodologies. Earth System Dynamics 7, 3: 659-679. doi: 10.5194/esd-7-659-2016. You are only required to read pages 659-661 (abstract and sections 1 and 2.1); 662 (section 3 introduction, no subsections required); section 4.1 but only the part on p. 664; p. 669 (section 5 introduction, so subsections required); and pp. 676-677 (section 6). Be sure to look at Figure 1, Table 1, and the basic idea behind Figure 4. So, the required reading is 6 pages of highlights, though some of you may enjoy reading the whole article to see how the concepts in the highlights are developed.

Alternatively, you can type the same DOI (or Digital Object Identifier) in Google Scholar and you should be able to find the article through Joel Gill's Researchgate web page and save yourself some login hassles.

As you go over the concept of interacting hazards and disaster cascades, try to map it to COVID-19.

Second Week (29 August - 4 September)

Wachinger, Gisela, and Renn, Ortwin. 2010. The background of risk perception factors of natural hazards. Ch. 3 of Risk Perception and Natural Hazards, pp. 21-33. CapHaz-Net WP3 Report. DIALOGIK Non-Profit Institute for Communication and Cooperative Research, Stuttgart. Available at
https://www.researchgate.net/profile/Tracey_Coates/publication/228827276_Risk_perception_of_natural_hazards/links/00b49519f2905da3f5000000.pdf. It may be easier to go to Google Scholar (https://scholar.google.com/) and do a search on "Wachinger, Gisela, and Renn, Ortwin. 2010. The background of risk perception factors of natural hazards." It comes up much faster that way. Remember: You only need to read pp. 21-33.

As you review the psychological factors in hazard perception and behavior in disaster, think of how prominent psychological reactions have been in COVID-19.

Third Week (5 September - 11 September)

Rovai, Eugenie, and Rodrigue, Christine M. 1998. The "Northridge" and "Ferndale" earthquakes: Spatial inequities in media attention and recovery. National Social Science Journal 11, 2: 109- 120. Available at https://home.csulb.edu/~rodrigue/nssajournal.html.

Hartman, Travis; Hart, Sam; Marte, Jonelle; and Schneider, Howard. 2020. The race gap: Black, white. Ill. Catherine Tai. Ed. Brian Thevenot and Christine Chan. Reuters Graphics. Available at https://graphics.reuters.com/GLOBAL- RACE/USA/nmopajawjva/index.html.

Differential social vulnerability to hazards is a major theme in hazards social science, disaster planning and emergency management applied work, and environmental justice advocacy. Our own personal identities have multidimensional axes (e.g., race and ethnicity, gender, age, class, occupation, sexuality, languages we are most comfortable in, religion, mobility and other disability issues,and others). Each one of these facets can put us in different places at the moment a disaster strikes and cause us to be more or less at risk and vulnerable to that disaster. This week's reading explores one of these dimensions: It examines the myriad pathways through which Black people's marginalization is historically constituted and then socially, politically, legally, and economically sustained. It is a particularly well-done and nicely presented investigation by Reuter's and, while not focussed on hazards, provides insights into how differential social vulnerability to hazards is socially constructed and how different groups can wind up in especially bad situations following a disaster. As you click through the Reuter's presentation, try to identify three ways that COVID-19 raised the same issues of marginalization and environmental justice. Identify the various axes of identity that make some people more vulnerable to COVID-19: Who is more vulnerable and why? How has that changed over the course of the pandemic?

Fourth Week (12 September - 18 September)

Rodrigue, Christine M. 2004. Disaster by management: The Columbia accident and September 11th. Paper presented to the Association of American Geographers, Philadelphia, PA (17 March). Available at: https://home.csulb.edu/~rodrigue/disbymgt/aagdisbymgt04.html.

Be sure to click on the "Themes from prior literature" link in the introduction (and from there click on one of the themes in the outline that comes up: You need to know the elements of "disaster by management").

After doing that, read one of the two case studies to read, either the loss of the Shuttle Columbia or the FBI Headquarter's response to field office concerns before 9/11.

Then, read the conclusions.

Optional: read both case studies. Also: You may (or may not) find the diagram of the disaster by management model linked on the course home page helpful.

Fifth and Sixth Weeks (19 September - 2 October)

Minnich, Richard A. 2001. An integrated model of two fire regimes. Conservation Biology 15, 6: 1549-1553. Available at http://www.csulb.edu/library/, in the electronic journals section. You may also be able to download it from https://www.californiachaparral.org

Keeley, Jon E., and Fotheringham, C.J. 2001. Historic fire regime in Southern California shrublands. Conservation Biology 15, 6: 1536-1548. Available at https://www.csulb.edu/library/, in the electronic journals section. You may also be able to download it from https://www.nrem.iastate.edu/class/assets/nrem390-10/Keeley&Fotheringham2001.pdf

These two articles are by two fire scientists who have diametrically opposed interpretations of the mechanisms behind chaparral wildfire hazard and policies to manage it. Make sure you understand the gist of each article's argument and then reflect on the risk assessment science and risk management policy tension we discussed in class. It is difficult for scientists to convey a risk message to risk managers in the best of times, but what are risk managers and policy decision-makers to do when the scientists are themselves at loggerheads?

Seventh and Eighth Weeks (3 October - 16 October), Midterm preparation: Midterm on 12th

Ninth Week (17 October - 23 October)

Southern California Earthquake Center. 2021. Putting Down Roots in Earthquake Country. Available at https://www.earthquakecountry.org/booklets/.

California Governor's Office of Emergency Services. 2015. MyHazards. https://myhazards.caloes.ca.gov/ (browse through the site to get a sense of what's available and perhaps morbidly look up the hazards at your home ...)

U.S. Geological Survey. No date. Earthquake hazards program. https://earthquake.usgs.gov/ (browse through the site to get a sense of what's available)

Tenth through Twelfth Weeks (24 October - 13 November)

National Weather Service, National Oceanic and Atmospheric Administration. No date. Flooding resources page. https://www.weather.gov/safety/flood (browse through the site to get a sense of what's available)

Precipitation Measurement Missions. Goddard Space Flight Center, National Aeronautics and Space Administration. 2020. Global flood and landslide monitoring. https://pmm.nasa.gov/trmm/flood-and-landslide-monitoring (browse through the site and interact with the maps to get a sense of what's available)

United States Environmental Protection Agency. 2020. Green infrastructure: Manage flood risk. https://www.epa.gov/green-infrastructure/manage-flood-risk (browse through the site to learn about contemporary approaches to improving community resilience to flood hazard in the face of a projected 30% increasein flood monetary damages over the next 80 years.

Thirteenth through Fifteenth Weeks (14 November - 30 November)

(Week 14 was Fall Break)

Here is the video I showed in class animating the final day of Pompeii, "A Day in Pompeii": https://www.youtube.com/watch?v=dY_3ggKg0Bc. This was created by Zero One for the Melbourne Museum in Australia.

Letters from Pliny the Younger to the Roman historian, Tacitus, concerning the eruption of Vesuvius, the destruction of Pompeii, the evacuation of his mother and himself from Misenum, and the death of his uncle, Pliny the Elder.

The viewgraphs I showed in class about Pompeii. https://home.csulb.edu/~rodrigue/geog558/lectures/vesuvius.odp

Optional: Wikipedia has a nice overview of volcanoes and the hazards they pose and a good selection of graphics. Wikipedia. 2023. Volcano. https://en.wikipedia.org/wiki/Volcano

U.S. Geological Survey. No date. USGS volcano hazards. https://www.usgs.gov/volcano (surf around the site to get a sense of what's available and follow themes of particular interest to you).

CALIFORNIA STATE UNIVERSITY, LONG BEACH
Geography 458/558: Readings