PHYSICS 030 Earth and Space Sciences
Gregory S. Jenkins: Department of Physics and Astronomy
Researching hurricane disaster vulnerability for minority communities in seven US
coastal cities and Haiti.
On the morning of August 29th, 2005, Category 3 Hurricane Katrina made landfall in the
Greater New Orleans (N.O.) Metropolitan area with sustained winds of more than 100
miles per hour and a storm surge greater than 20 ft. Emergency planners had prepared
for a major hurricane striking N.O. because it had been known for several decades that
this was one of the most vulnerable cities in the United States because parts of the city is
below sea level. The city was also vulnerable to flooding with parts of New Orleans
(ninth ward) experiencing considerable flooding during Hurricane Betsy in 1965.
Three days (September 1st 2005) after Katrina made landfall near New Orleans (NO),
there were some 60,000 residents (majority African-American) in the City Business
District (25,000 residences at the superdome and potentially another 25,000 at the
convention center) that needed food, water and to be evacuated to safer conditions. In
total, Hurricane Katrina produced more than 1600 confirmed fatalities, damages of more
than $100 billion and displaced more than 500,000 residents. In New Orleans, more than
200,000 homes were damaged or destroyed, 220,000 jobs were lost, 18,700 businesses
were destroyed. The surge and waves associated with Katrina caused 50 major breaches
in the Hurricane Protection System (HPS), damaged nearly half of the pumping stations
and damaged 169 miles of the 350 miles of protective structures (Levees and floodwalls).
The planning had failed to a large extent.
In this course we used the disaster pressure and release model, which defines a natural
disaster as a combination of a natural hazard (hurricanes in this case) and unsafe
conditions (socio-economic or other factors) to examine the likelihood of a hurricane
disaster, similar to Katrina, occurring in seven US cities where there is a significant
minority population. These cities include: Houston, TX; New Orleans, LA; Tampa, FL;
Miami, FL, Charleston, SC; Wilmington, NC; and Hampton, VA. We also examine
vulnerability in Port au Prince Haiti where several hurricanes have made landfall over the
last few year. Students examine the question of vulnerability from multiple disciplines,
including atmospheric sciences, economics, sociology, African-American studies and
history. Case studies of New Orleans (Hurricane Katrina), Miami (Hurricane Andrew)
Houston (Hurricane Rita) will be examined as foundations for assessing hurricane
vulnerability.
Physics 030
Earth and Space Science I: An Interdisciplinary Research Course: Hurricane
Disaster Vulnerability for Minority Communities in Seven US Coastal Cities and
Haiti.
MWF 1010-11:00 Room 103 Thirkield Hall
Instructor: Gregory S. Jenkins
Tel. 202-806-6245
Email: gjenkins@howard.edu
Office hours M, 1-3 PM, W 1:00 pm
Course Description: This course will focus on the vulnerability of seven US
cities (New Orleans, LA, Houston, TX, Norfolk, VA, Miami, FL, Tampa Bay, FL,
Wilmington, NC, Charleston, SC) and the country of Haiti to Hurricanes. The
disaster pressure and release model will be used to examine the likelihood of a
hurricane disaster similar to Katrina. We will examine vulnerability from multidisciplinary point (atmospheric sciences, economics, sociology, African-American
studies and history).
COURSE GOALS
o
o
o
Goal 1: To engage in interdisciplinary ways of thinking
critically about research with reference to vulnerability to
Hurricanes. You will:
 generate research questions by analyzing a problem
from more than one disciplinary perspective.
 infer what researchers from two or more disciplines would
need to know to solve a problem.
 integrate into their projects research approaches from two or
more disciplines, etc.
Goal 2: To empower, through information literacy, to become
self-directed life-long learners. Students will:
 determine the nature and extent of the information needed.
 access needed information effectively and efficiently.
 evaluate information and its sources critically and
incorporate information into their knowledge base and value
system.
 use information effectively to accomplish a specific purpose.
 understand many of the issues (e.g., economic, legal, and
social) surrounding the use of information and access and
use information ethically and legally.
Goal 3: To learn how to conduct, write about, and present
research. You will:
 formulate appropriate research questions or hypotheses.
 synthesize and evaluate the related literature.
 design a viable research study.
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


apply appropriate research methodologies.
interpret primary sources, data, or artifacts from the
perspectives of the discipline(s).
compose a research project that fulfills the purposes and
conventions of scholarly activity.
prepare a presentation that demonstrates satisfactory oral,
written, quantitative, and visual communication skills.
Prerequisites/Co-requisites
This course is open to students who have passed Freshman Composition 002
and currently enrolled or have taken FRSM 003 Writing for Research. Basic
Algebra is a requirement for the course.
Required Text: (1) At Risk: Natural Hazards, people’s vulnerability and
disaster, 2nd edition by Ben Wisner, Piers Blaikie, Terry Cannon and Ian Davis,
Routledge Press 2005. Available at Amazon.com
Reference Textbooks: (1) Disaster: Hurricane Katrina and the Failure of
Homeland Security by Christopher Cooper and Robert Block; (2) There is no
such thing as a Natural Disaster: Race, Class and Hurricane Katrina, Chester
Hartman and Gregory D. Squires editor.
Guest Lectures: During the semester a faculty member from another
department will teach a class from a different disciplinary perspective that can be
applied to a research aspect of this question.
Research Project
Students are required to work on project, examining the likelihood of disasters in
the list of cities that have been outlined. They are to take a multi-disciplinary
approach using the Release and Pressure model that is described in the course.
Data sources will be made available for students in the class in researching the
particular cities. Students will use other sources of data, such as FEMA, US
CENSUS data and GIS databases for these cities in the research project.
Students will give an oral presentation of their research at the COAS
Undergraduate research symposium on April 19-20, 2010 in addition they will
have to write a 10 page research paper.
COURSE REQUIREMENTS AND EVALUATION
Requirement
Percentage of grade
Homework
20
Tests (2)
40
Project
40
TOTAL
100
Grades—Grades will be based on the sum of earned points divided by the total
number of possible points: A: 90-100%; B: 80-89%; C: 70-79%; D: 60-69%; F:
<60%. Grades for most written assignments, both hard and online submissions,
will be based on style, grammar, content, format, and analysis. See rubrics on
Bb for evaluating the research blog, digital research portfolio, team report, and
presentation. In addition to grades, the students with the best blog, portfolio, and
project will receive awards.
Rubrics: Copies of the rubrics (scoring guides used to evaluate performance
characteristics corresponding to a specific rating scale) that will be used for
assessment will be provided (online whenever possible):
Tests: Students will take two hourly in-class examinations, one at the middle of
the term and one at the end.
Homework: Each student is responsible for reading each assignment prior to
class and is expected to participate fully in all class activities. Students who are
prepared will earn credit for their contributions to class discussions, team
meetings, and training workshops; they will also earn credit for brief,
unannounced writing assignments at the beginning or end of class. Students are
also expected to complete homework assignments on time.
Manuscript Conventions: All papers must be (1) typed, (2) concise, and (3)
well-documented.
Technology: This course requires fairly extensive use of computers. Students
will have the opportunity to learn how to master the requisite technologies by
participating in training workshops, accessing online tutorials, and/or consulting
manuals. Whenever possible, pertinent, course-related materials will be
available on the course Blackboard website and the course wiki site (access
information will be provided in class). Students should check sites frequently so
that they do not miss assignments. Note: Because of factors beyond the
instructors’ control, Blackboard may not be accessible all the time; therefore,
students should download materials and post assignments as soon as possible
rather than wait until the last minute to access Blackboard.
COURSE POLICIES
Absences and Tardiness: You are expected to attend classes regularly and
promptly. Students who are absent from a class or laboratory period are still
responsible for material they may have missed by their absence.
Make-up Exams: NO make-up exams will be given unless the student has
contacted the instructors prior to the exam date or presents a legitimate
document for the absence. Make-up exams will be comprehensive and given at
the instructors’ convenience.
Incomplete Grades: A grade of Incomplete (I) is given only if an emergency prevents a
student from completing the team project. Such an emergency must be documented by
the student’s dean or advisor.
Late Assignments: All late material will be penalized 10% per day except in the
case of a documented emergency.
Extra Credit: There maybe limited opportunities for extra credit.
Course Outline
Note: If the order and coverage of lecture material changes due to weather or
other events, the syllabus may be altered during the semester. All changes will
be posted on the course Blackboard website.
Part I: Natural Disasters -- What are they? Natural or Man-made?
Week 1 (Chapter 1 The challenges of Disasters and our approach, pp. 3-39)
11Jan
M
Introduction and course overview
W:
Disasters and Natural Hazards
F:
Disasters and Natural Hazards
Week 2 (Chapter 2 The Disaster Pressure and Release model , pp. 49-87)
18Jan
20Jan
22Jan
M
MLK Birthday (Holiday)
W
Library Assignment/Online assignment #1
F
The Pressure and Release Model
(Vulnerability/Unsafe Conditions)
Week 3 (Chapter 2 The Disaster Pressure and Release model , pp. 49-87)
25Jan
M
The Pressure and Release Model – Katrina (Root Causes)
27Jan
W
The Pressure and Release Model – Katrina (Root Causes +
Dynamic Pressures)
29Jan
F
The Pressure and Release Model – Katrina (Root Causes +
Dynamic Pressures)
Week 4 Part II: (Hurricanes as a Natural Hazard – Read Chapter 6, Floods
pp. 201-242)
1Feb
M
Formulation of Research Problem (Library??)
3Feb
W
The Earth System
5Feb
F
The science of hurricanes
Week 5 (Hurricanes as a Natural Hazard)
8Feb
M
The science of hurricanes
10Feb
W
Classroom Guest
12Feb
F
hurricanes Hurricane Hazards (surge, flooding,
mudslides wave action)
Week 6 (Hurricanes as a Natural Hazard - Read Chapter 7, Floods pp. 243273)
15Feb
M
President’s Day
17Feb
W
Prediction systems for land-falling hurricanes
19Feb
F
Natural Hazards Case Studies (Katrina, Andrew, Jeanne)
Week 7 (Hurricanes as a Natural Hazard)
22Feb
24Feb
26Feb
M
W
F
Warning and Evacuations
Warning and Evacuation (Houston, New Orleans, Miami)
In-Class Exam
Week 8 Part III (Testing the Release and Pressure Model – New Orleans,
Haiti and Miami )
1Mar
M
Demographic Aspects of NOLA – student presentation
3Mar
W
Geophysical Aspects of LA Coast, Lake Po
5Mar
F
Hurricane Katrina (Natural Hazard)
Week 9 (Testing the Release and Pressure Model –Miami )
8Mar
M
Demographic Aspects of Miami – student presentation
10Mar
W
Geophysical aspects of Miami
12Mar
F
Hurricane Andrew
Week 10 (Spring Break)
Week 11 (Community Resilience)
22Mar
M
Indicators of Resilience
24Mar
W
Government and community responses
26Mar
F
New Orleans, Miami
Week 12 (Testing the Release and Pressure Model –Haiti)
29Mar
M
Demographic Aspects of Haiti – student presentation
31Mar
W
Geophysical Aspects of Haiti
2Apr
F
Hurricane Jeanne – student presentation
Week 13 Towards a safer environment
5Apr
M
Protection from Natural Hazards
7Apr
W
Reducing Vulnerability
9Apr
F
Strengthening Community Preparedness
Week 14 Future Threats and Natural Disaster
12Apr
M
Climate Change overview
14Apr
W
Sea level rise, warming oceans and hurricane intensity
16Apr
F
Projections and impacts for New Orleans, Miami, Haiti
19Apr
M
Undergraduate Research Symposium presentations
21Apr
W
Exam #2
Week 15
Academic Integrity— Plagiarism is the representation of another person’s
words and ideas as your own. This misrepresentation is a breach of ethics that
seriously compromises a person’s reputation. Professional careers have been
ruined by revelations of plagiarism. Researchers, therefore, must scrupulously
acknowledge sources to give proper credit for borrowed materials. The following
rules should be observed to make sure that the distinction between your own
words and ideas and those of others is justly maintained. (Of course, submitting
a paper that is completely the work of another person is plagiarism in its most
extreme form.)





Words, phrases, and sentences of another person should be
enclosed in quotation marks and cited in proper form.
Paraphrases and summaries of the ideas of others should be
properly cited. These paraphrases and summaries should not
represent merely the rearrangement of sentence elements but
should be rewritten in your style.
Quotations, paraphrases, and summaries should be introduced
with the name of the writer being cited.
Every item cited in your paper (i.e., all sources of others’ words
and ideas) should appear in the bibliography in proper form.
Citations should contain all the information required by standard
conventions and specifically indicate the location of the material
cited. Page numbers should be checked for accuracy before a
paper is submitted; the reader must be able to find the source of
the material quoted, paraphrased, or summarized. Forms of
citations and bibliographies should conform to those specified in
APA (see above).
If you plagiarize all or part of an assignment, you can expect severe penalties,
ranging from failure in that assignment to being recommended for a hearing
before a judiciary body of the University. In most cases, a letter will be placed in
your permanent file. If necessary, your instructors will use Turnitin.com to
detect and document plagiarism. For further discussion of plagiarism, read the
pertinent
sections
of
Writing
Matters,
visit
CATALYST
on-line
(www.mhhe.co./writingtoday),
read
the
Library’s
webpage
at
www.howard.edu/library/Assist/Guides/Plagiarism.htm , or go to the Writing
Center.
American Disabilities Act (ADA) — Howard University is committed to
providing an educational environment that is accessible to all students. In
accordance with this commitment, students in need of accommodations due to a
disability should contact the Office of the Dean for Special Student Services for
verification and determination of reasonable accommodations as soon as
possible after admission to the University, or at the beginning of each academic
semester. The Dean of the Office for Special Student Services, Dr. Barbara
Williams, may be reached at 202.238.2420.