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QUESTION

UNDRR Stop Disasters Simulations    

PAD 4390 HW-3

 

UNDRR Stop Disasters Simulations (30 points)

Name:

You will be testing your mitigation knowledge and skills by undertaking mitigating activities within two simulated communities and then running a simulated disaster in each community to see the results that your mitigation activities had on the disaster impacts. You will run one simulation for an earthquake in the eastern Mediterranean. The second simulation will be a hurricane in the Caribbean. Once you have run the simulations, answer the below questions (hint: it will be helpful to review the questions BEFORE starting the simulations).

It will take you about 1.5 hours to finish this assignment. Submit the completed worksheet in the folder of Module 14 .

To access the simulations:

  1. Go to http://www.stopdisastersgame.org/stop_disasters/
  2. Click on “Game Objective” and read about how to play the game
  3. Click on “Play Game”
  4. Click on “EASTERN MEDITERRANEAN – Earthquake/Lowland Hills” and then select “Easy” for the difficulty level
  5. Run the scenario
  6. Repeat for “THE CARIBBEAN – Hurricane/Caribbean Island”, “Easy” level

 

  1. Did you pass the simulations? If you failed, why did you fail (you are welcome to do them again if you want)?

 

 

 

 

  1. Which of the five types of mitigation strategies that was discussed in Module 12 (Structural Engineered Project, Prevention, Property Protection, Natural Resource Protection, and Public Information) were available for the earthquake simulation?

 

 

 

 

  1. Which of the five types of mitigation strategies that was discussed in Module 12 (Structural Engineered Project, Prevention, Property Protection, Natural Resource Protection, and Public Information) were available for the hurricane simulation?

 

 

 

  1. How were the mitigation activities (the specific actions that you choose from) the same for the two simulations? How were they different? Why the differences?
  2. Are there any mitigation activities that we identified in class not available for the simulations that could have been added? What are they?
  3. What activities can you note in the simulations that we would not consider mitigation (e.g., activities that we would consider preparedness instead of mitigation)?
  4. What was challenging about the simulations? Why?
  5. What did you learn from these simulations?

 

 

Subject Geography Pages 3 Style APA

Answer

UNDRR Stop Disasters Simulations

Scientific and technological advancements over the years have allowed for the prediction and anticipation of natural disasters. These technologies have now been made simpler, in the form of game simulations, as in the UNDRR Stop Disaster Simulation program (Iwahashi, 2020). The data from these simulations are then used by governments, NGOs, or civil society organizations to prepare and even prevent these disasters. In this simulation, the focus was on the Caribbean and the Mediterranean areas, each being faced with the threat of a hurricane and earthquake, respectively. This paper answers questions per the UNDRR Stop Disasters Simulations game.

Question 1: Passing/Failing the Simulations

I failed both simulations for The Eastern Mediterranean and The Caribbean. I did the simulation again, the only difference was my final score, but I still failed for both scenarios. I failed because the game objective was not entirely clear. For example, explicit instruction during the game simulations was to house all the homeless individuals in both areas. This instruction was relatively simple because it only involved building extra houses to ensure everyone was housed. However, the game objective did not provide sufficient information on how to pass the simulations.

Question 2: Mitigation Strategies Present in the Earthquake Simulation

In the earthquake simulation, the mitigation strategies discussed in Module 12 that were present were; property protection, prevention, and structural engineered project.

 

 

 

Question 3: Mitigation Strategies Present in the Hurricane Simulation

In the hurricane game simulation, the mitigation strategies discussed in Module 12 that were present were natural resource protection, property protection, public information, and structural engineered project prevention.

Question 4: Similarities and Differences in the Two Simulations

The first mitigation activity was to house the homeless in the town. This involved building houses, hotels, community centers, schools, or churches in regions with minimum risk. For both simulations, this step was similar. The next activity was to relocate houses in high-risk areas. The “show risk” option in the game made it easy to identify safe and at-risk areas. Likewise, this step was common for both simulations. After relocation, building reinforcement was the next activity. I reinforced all buildings that were still prone to the effects of either the hurricane or the earthquake. A key difference manifested between the two towns. In the Caribbean, the simulation gave specific instructions for protecting the harbor, while in the Mediterranean, such an objective was missing. Therefore, part of the budget in the Caribbean was directed towards protecting the harbor and the oil drums along the harbor to prevent wildfires during the natural disaster.

Question 5: Additional Mitigation Strategies for the Simulation

Other mitigation activities that could have been included in the simulations include: raising of homes in areas that are prone to flooding if relocation is not a feasible option and insurance programs to help the community back to its feet after the disaster.

Question 6: Other Activities in the Simulations

Activities that can be considered as preparedness as opposed to mitigation include the reinforcement of existing buildings, burying of electrical cables, and clearing of trees to prevent the start and spread of wildfires. Another step would prevent flooding of homes using waterproof materials and flood walls to keep the water away. Backup generators and batteries should be readily available in case the power goes out. The community members should be educated on the proper response to natural disasters and ways of caring for themselves during the disaster.

Question 7: Challenging Factors in the Simulations

The probability of the disaster was quite challenging. The probability increased at a high rate, meaning that the disaster was approaching very fast. Managing the time was crucial to ensure that all objectives of the game were met.

Question 8: Lessons from the Simulations

From these simulations, I learned that predicting the effects of natural disasters is possible. In turn, the results of the prediction can be used to reinforce the community to reduce the loss of life and property as much as possible. I also learned that there are many factors to consider in the event of a natural disaster, such as the security of the community, the safety of property, and the aftermath of the natural disaster.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

 

Iwahashi, J., Nishioka, Y., Kawabata, D., Ando, A., Okada, S., & Shiraishi, T. (2020). Report on science classes and a workshop for teen students to learn geography and geology using Minecraft (No. EGU2020-12516). Copernicus Meetings. https://doi.org/10.5194/egusphere-egu2020-12516

 

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