Social Science and Societal Impacts of Flash Floods - Burrell Montz, Ph.D., East Carolina University

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Response to Flash Flood Warnings:

State of our Knowledge

Burrell E. Montz

Department of Geography

East Carolina University montzb@ecu.edu

• Short fuse events

– Flash floods

– Tornadoes

• Overview of studies

• Summary of findings

• So what...?

Topics

The Problem

There remains, then, the need for a mathematical model of human response to warnings, a model that would mimic all essential characteristics of human response in a setting of a local flood warning system and that would enable one to predict the outcomes of decisionevent pairs.

Krzysztofowicz, R., 1993

Reality

Components of Public Response

 Hear

 Understand

 Believe

 Personalize

 Decide to act

 Respond

What People Say

Gruntfest et al., 2008

What People Do

League, 2008

Actual versus Anticipated Behavior

• Difference between what people say and what they do

• Importance of context and circumstance

• Difficult to document impacts of

– Time

– Memory

– Cognitive dissonance

Tornado Studies: Sources of Information

60

50

20

10

0

40

30

TV Siren Friend/Family Visual Radio

Schmidlin et al., 2009; Schmidlin and King, 1997; Balluz et al., 2000

Actions and Reasons:

35% took shelter

• Positive actions correlated with

– Perceived danger

– Presence of children

– High school education

– Hearing warning

– Having a basement

– Being married

• Negative actions correlated with

– Previous damage

– Less education

– God’s will

– Lack of access to shelter

– Limited mobility

• No correlation

– Age, gender, race

– Lead time

– Owning NWR

– Family size

– Previous experience

NWS Service Assessments

• Super Tuesday 2008

Tornadoes

– 57 dead

– 18 (32%) heard some warnings

– 11 (61%) heeded warnings

– 8 (44%) sought shelter

– 6 (33%) did not

• Mothers’ Day 2008

Tornadoes

– 21 dead

– 11 (52%) knew of warning

– 10 (47.6%) tried to take shelter

________________________

– 14 groups interviewed

– 6 (42.8%) heard official warning

– 6 heard from family or friends

– 4 (28.5%) sought shelter

– 6 tried but it “came too fast”

Flood Fatalities

70

60

50

40

90

80

10

0

30

20

Total Fatalities

Flood

Flash Flood

2005 2006 2007

Source: League, 2009, http://www.geo.txstate.edu/lovell/IFFL/research.html

Vehicle Deaths

100

90

80

70

60

50

40

30

20

10

0

2005 2006 2007 Total % Vehicle

Fatalities

Source: League, 2009, http://www.geo.txstate.edu/lovell/IFFL/research.html

% Vehicle

Flood

Flash Flood

Gender Breakdown

*

40

30

20

10

60

50

Flood Male

Flood Female

Flash Flood Male

Flash Flood Female

0

2005 2006 2007 Total

Source: League, 2009, http://www.geo.txstate.edu/lovell/IFFL/research.html

* Where reported

So what about warnings?

League, 2009

But...

There is a difference between

•Intentional Drivers

•Situational Drivers

False Alarms, Near Misses, and Response

• What we know

– Very different definitions of false alarms

• NWS vs public

– Perceptions of accuracy vary

• NWS vs public

– Cry wolf or warning fatigue or neither

– Influence of event type

– We don’t know enough

Barnes et al., 2007

There is no ONE public

• Different languages

• Different understandings

• Different situations

• Different capabilities

• Different needs

And...

Vulnerability Factors

Socio-economic and demographic attributes

Social structures

Infrastructure

Attitudinal, psychological, and knowledge factors

Warning systems

Public policy/risk management

Spatial and temporal aspects of event

Indicators

Age, gender, income, profession, family situation

Cohesion of community; social networks

Building quality and types

Experience, risk perception, views of nature, press coverage

Communication channels and relevancy

System of actors; decision-making process

Time of day; location; local knowledge

Long way to go...

Conclusion

• NWS mission: Protect life and property

• NWS warnings are only the beginning of meeting this mission

• Warnings move through various paths to the public

• Warnings are received and understood differently

• Collaborative effort required to get positive, protective responses

• Social science research required to understand why people respond the way they do under what circumstances

Thank you

Any questions you’d like to wade through?

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