Capacity Building, Education, and Technical Training

Stoltman, Joseph P.; Lidstone, John; DeChano, Lisa M

doi:10.1007/978-1-4020-2851-9_27

Cited by 9 publications

(7 citation statements)

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“…Flooding can comprise overflow of a river as a result of prolonged seasonal rainfall, rainstorm, snowmelt, dam-breaks, accumulation of rainwater in low-lying areas with a high water table, or inadequate storm drainage. Floods could also be caused by intrusion of sea water onto coast lands during cyclonic/tidal surges (Handmer, Penning-Rowsell, & Tapsell, 1999; Stoltman, Lidstone, & DeChano, 2004).…”

Section: Statement Of Problemmentioning

confidence: 99%

Spatial Analysis of Vulnerability to Flooding in Port Harcourt Metropolis, Nigeria

Akukwe

Ogbodo

2015

Sage Open

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A flood is the accumulation of too much water which rises to overflow land which is not normally submerged (Mukhopadhyay, 2010; Ward, 1978). Flooding can comprise overflow of a river as a result of prolonged seasonal rainfall, rainstorm, snowmelt, dam-breaks, accumulation of rainwater in low-lying areas with a high water table, or inadequate storm drainage. Floods could also be caused by intrusion of sea water onto coast lands during cyclonic/tidal surges (Handmer, Penning-Rowsell, & Tapsell, 1999; Stoltman, Lidstone, & DeChano, 2004). The terms used to describe flooding are numerous and may mean different things to different scholars with respect to the context in which they are used (Brooks, 2003; Brooks, Adger, & Kelly, 2005). Social scientists and climate scientists often mean different things when they use the term "vulnerability"; whereas social scientists tend to view vulnerability as representing the set of socioeconomic factors that determine people's ability to cope with stress or change (Allen, 2003), climate scientists often view vulnerability in terms of the likelihood of occurrence and impacts of weather-and climate-related events (

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Section: Statement Of Problemmentioning

confidence: 99%

Spatial Analysis of Vulnerability to Flooding in Port Harcourt Metropolis, Nigeria

Akukwe

Ogbodo

2015

Sage Open

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“…The students do learn, for instance: that the tectonic plates are made up of the lithosphere (and not the crust), the only layer of the Earth that can produce earthquakes; that living in a land prone to volcanic or seismic hazards means that they are close to a plate boundary; that some plate boundaries have higher levels of hazard; that living close to a strata volcano can be extremely dangerous, and can require actions to be taken toward risk mitigation; and that thinking about what should be included in an emergency kit can be of great help. All of this information is believed to be fundamental to the raising of awareness of natural hazards and the triggering of risk reduction [Stoltman et al 2007, Horton 2011, Bernhardsdóttir et al 2012.…”

Section: Discussionmentioning

confidence: 99%

“Scientist as a game”: learning geoscience via competitive activities

Musacchio

Piangiamore

D’Addezio

et al. 2015

Annals of Geophysics

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<p>Nowadays, science communication is considered as one of the major challenges that research institutions are required to face. The strategies to attract public interest, the choice of the correct language, and the tools to trigger curiosity are a matter of debate. Research claims a concerning disaffection in older students toward science, which suggests that children are one of the major targets to whom the world of science and research should appeal. “Scientist as a game” is an experience of a hands-on approach that is combined with game-related challenges in the field of geoscience, where effective teaching methods require extensive research. This activity was held for the first time in the ‘Giacomo Doria’ City Museum of Natural History in Genoa as an open day laboratory, and it was linked to an interactive exhibition realized by Italy’s Istituto Nazionale di Geofisica e Vulcanologia (INGV). We set up four laboratory activities that were focused on: (1) where and why earthquakes and eruptions occur on Earth; (2) how volcanoes happen; (3) what the effect of shaking on buildings is; and (4) how to behave correctly in the case of an earthquake. Children were teamed up to score points according to the challenges included within each activity. The feedback of this experience was very positive, as shown by the questionnaires handed out to the participants immediately after each activity, and it reinforces the reviewed research on using games and hands-on activities in education.</p><div> </div>

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“…Flooding can comprise overflow of a river as a result of prolonged seasonal rainfall, rainstorm, snowmelt, dam-breaks, accumulation of rainwater in low-lying areas with a high water table, or inadequate storm drainage. Floods could also be caused by intrusion of sea water onto coast lands during cyclonic/tidal surges (Handmer, Penning-Rowsell and Tapsell, 1999;Stoltman, Lidstone and DeChano, 2004). Floods have been noted to cause about one third of all deaths, one third of all injuries and one third of all damage from natural disasters (Askew, 1999).…”

Section: Introductionmentioning

confidence: 99%

Determinants of Flooding in Port Harcourt Metropolis, Nigeria

Thecla¹

2014

IOSRJHSS

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Capacity Building, Education, and Technical Training

Cited by 9 publications

References 0 publications

Spatial Analysis of Vulnerability to Flooding in Port Harcourt Metropolis, Nigeria

Spatial Analysis of Vulnerability to Flooding in Port Harcourt Metropolis, Nigeria

“Scientist as a game”: learning geoscience via competitive activities

Determinants of Flooding in Port Harcourt Metropolis, Nigeria

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