Risk and Resilience: A Case of Perception versus Reality in Flood Management
Bibliographic record
Abstract
Canada’s vast regions are reacting to climate change in uncertain ways. Understanding of local disaster risks and knowledge of underlying causes for negative impacts of disasters are critical factors to working toward a resilient environment across the social, economic, and the built sectors. Historically, floods have caused more economical and social damage around the world than other types of natural hazards. Since the 1900s, the most frequent hazards in Canada have been floods, wildfire, drought, and extreme cold, in terms of economic damage. The recent flood events in the Canadian provinces of Ontario, New Brunswick, Quebec, Alberta, and Manitoba have raised compelling concerns. These include should communities be educated with useful knowledge on hazard risk and resilience so they would be interested in the discussion on the vital role they can play in building resilience in their communities. Increasing awareness that perceived risk can be very different from the real threat is the motivation behind this study. The main objectives of this study include identifying and quantifying the gap between people’s perception of exposure and susceptibility to the risk and a lack of coping capacity and objective assessment of risk and resilience, as well as estimating an integrated measure of disaster resilience in a community. The proposed method has been applied to floods as an example, using actual data on the geomorphology of the study area, including terrain and low lying regions. It is hoped that the study will encourage a broader debate if a unified strategy for disaster resilience would be feasible and beneficial in Canada.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".