scholarly journals Develop of New Tools for 4D Monitoring: Case Study of Cliff in Apulia Region (Italy)

2021 ◽  
Vol 13 (9) ◽  
pp. 1857
Author(s):  
Domenica Costantino ◽  
Francesco Settembrini ◽  
Massimiliano Pepe ◽  
Vincenzo Saverio Alfio
Keyword(s):  
At Risk ◽  
Temporal Processing ◽  
Natural Areas ◽  
Apulia Region ◽  
Analysis Methodology ◽  
Environmental Value ◽  
Scientific World ◽  
Multi Temporal ◽  
Calculation Procedures

The monitoring of areas at risk is one of the topics of great interest in the scientific world in order to preserve natural areas of particular environmental value. The present work aims to develop a suitable survey and analysis methodology, in order to optimise multi-temporal processing. In particular, the phenomenon investigated the monitoring of cliffs in southern Apulia (Italy). To achieve this objective, different algorithms were tested and implemented in an in-house software called ICV. The implementation involved the use of different calculation procedures, combined and aimed at the analysis of the phenomenon in question. The validation of the experimentation was shown through the elaboration of a series of datasets of a particular area within the investigated coastline.

Urban forest restoration cost modeling: a Seattle natural areas case study

2016 ◽  
Author(s):  
Jean M. Daniels ◽  
Weston Brinkley ◽  
Michael D. Paruszkiewicz
Keyword(s):  
Forest Restoration ◽  
Urban Forest ◽  
Cost Modeling ◽  
Natural Areas ◽  
Restoration Cost

Case study and event analysis for mitigation of unpredictable volcanic hazard

Impact ◽  
2020 ◽  
Vol 2020 (3) ◽  
pp. 26-28
Author(s):  
Tsukasa Ohba
Keyword(s):  
At Risk ◽  
Graduate School ◽  
Volcanic Hazard ◽  
Hazard Mitigation ◽  
Scientific Discipline ◽  
Mitigation Measures ◽  
Event Analysis ◽  
Traditional Methods ◽  
Risk Communities

Volcanology is an extremely important scientific discipline. Shedding light on how and why volcanoes erupt, how eruptions can be predicted and their impact on humans and the environment is crucial to public safety, economies and businesses. Understanding volcanoes means eruptions can be anticipated and at-risk communities can be forewarned, enabling them to implement mitigation measures. Professor Tsukasa Ohba is a scientist based at the Graduate School of International Resource Studies, Akita University, Japan, and specialises in volcanology and petrology. Ohba and his team are focusing on volcanic phenomena including: phreatic eruptions (a steam-driven eruption driven by the heat from magma interacting with water); lahar (volcanic mudflow); and monogenetic basalt eruptions (which consist of a group of small monogenetic volcanoes, each of which erupts only once). The researchers are working to understand the mechanisms of these phenomena using Petrology. Petrology is one of the traditional methods in volcanology but has not been applied to disastrous eruptions before. The teams research will contribute to volcanic hazard mitigation.

scholarly journals A Comparative Analysis of Two Major Approaches for Mapping the Wildland-Urban Interface: A Case Study in California

Land ◽  
2021 ◽  
Vol 10 (7) ◽  
pp. 679
Author(s):  
Avi Bar-Massada
Keyword(s):  
At Risk ◽  
Comparative Analysis ◽  
Spatial Patterns ◽  
Practical Purpose ◽  
Spatial Arrangement ◽  
Spatial Accuracy ◽  
Wildland Urban Interface ◽  
Spatial Correspondence ◽  
Data Requirements

The Wildland Urban Interface (WUI) is where human settlements border or intermingle with undeveloped land, often with multiple detrimental consequences. Therefore, mapping the WUI is required in order to identify areas-at-risk. There are two main WUI mapping methods, the point-based approach and the zonal approach. Both differ in data requirements and may produce considerably different maps, yet they were never compared before. My objective was to systematically compare the point-based and the zonal-based WUI maps of California, and to test the efficacy of a new database of building locations in the context of WUI mapping. I assessed the spatial accuracy of the building database, and then compared the spatial patterns of WUI maps by estimating the effect of multiple ancillary variables on the amount of agreement between maps. I found that the building database is highly accurate and is suitable for WUI mapping. The point-based approach estimated a consistently larger WUI area across California compared to the zonal approach. The spatial correspondence between maps was low-to-moderate, and was significantly affected by building numbers and by their spatial arrangement. The discrepancy between WUI maps suggests that they are not directly comparable within and across landscapes, and that each WUI map should serve a distinct practical purpose.

Flood Mapping Using Multi-temporal Sentinel-1 SAR Images: A Case Study—Inaouene Watershed from Northeast of Morocco

2021 ◽  
Author(s):  
Brahim Benzougagh ◽  
Pierre-Louis Frison ◽  
Sarita Gajbhiye Meshram ◽  
Larbi Boudad ◽  
Abdallah Dridri ◽  
...  
Keyword(s):  
Flood Mapping ◽  
Sar Images ◽  
Multi Temporal

scholarly journals The most places at risk surrounding the COVID-19 treatment hospitals in an urban environment- case study: Tehran city

2021 ◽  
pp. 105725
Author(s):  
Najmeh Neysani Samany ◽  
Ara Toomanian ◽  
Ali Maher ◽  
Khatereh Hanani ◽  
Ali Reza Zali
Keyword(s):  
At Risk ◽  
Urban Environment

Problem-posing in management classrooms for collective sustainability transformation

2021 ◽  
Vol 22 (3) ◽  
pp. 477-496
Author(s):  
Janette Brunstein ◽  
Mark Edward Walvoord ◽  
Ed Cunliff
Keyword(s):  
Transformative Learning ◽  
Learning Objectives ◽  
Problem Posing ◽  
Content Type ◽  
Analysis Methodology ◽  
Unique Approach ◽  
Teaching Cases ◽  
Classroom Use

Purpose The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS). Design/methodology/approach A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes. Findings Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory. Research limitations/implications This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ. Practical implications The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues. Originality/value There is limited research and analysis of the identification and implications of using PP pedagogy.

Negotiating the boundaries between the formal and the informal: An experienced teacher's reflective adaptations of informal learning in a keyboard class for at-risk students

2016 ◽  
Vol 33 (3) ◽  
pp. 309-326 ◽  
Author(s):  
Pamela Costes-Onishi
Keyword(s):  
At Risk ◽  
Informal Learning ◽  
Student Learning ◽  
At Risk Students ◽  
Experienced Teachers ◽  
Formal And Informal Learning ◽  
Pedagogical Approaches

The objective of this study is to address the important questions raised in literature on the intersections between formal and informal learning. Specifically, this will be discussed within the concept of ‘productive dissonance’ and the pedagogical tensions that arise in the effort of experienced teachers to transition from the formal to the informal. This case study discusses the issues that ensue when strict demarcations between formal and informal are perceived, and demonstrates that the former is vital to the facilitation of the latter. The blurring of formal and informal pedagogical approaches has shown that the concept of ‘critical musicality’ becomes more apparent in student learning and that engagement increases especially among at-risk students.

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