Water Resources SCHOOL Workshop – I-GUIDE 2023

Water Resources SCHOOL Workshop – I-GUIDE 2023

The TOPST Science Core Heuristics for Open Science Outcomes in Learning (SCHOOL) project is developing seven modules that will be part of NASA’s Transform to Open Science curriculum. Each 2.5-hour module will teach students how to apply Open Science principles to scientific research in a specific thematic area. We are asking for your participation to help the Development Team formulate use cases for a learning module that is aligned with the principles of inclusive teaching and active learning in mind.

Thank you. Alright, most folks are wandering in from lunch. But we have a lot on our agenda, so. I’m gonna go ahead and get started. So thanks for joining us for this workshop. This afternoon. On the science core heuristics for open science outcomes and learning project. Specifically on our water resources module development.

My name is Kit Mcmanus. I’m a GIS developer at a research center called Season. Where the Center for International or Science Information Network. It’s up at the Lamont campus here at Columbia.

You know, I’ve spent. Most of my career focused on creating data sets and applications for one of our biggest projects, which is the NASA socioeconomic data and application center and SSC that. So in that time, I focused primarily on mapping demographic information. And also looking at the nexus between.

Climate change and human interactions to add up how many people might be exposed to something like sea level rise. Before we really dive in. I do want to mention that, you know, this is this is a hybrid meeting so we will have some participants joining the zoom.

When I just talked about what the code of conduct is. For tops. This slide is taken from, from Shell Gatman, who is the science lead from NASA on the transform to open science mission or tops.

So, you know, the code of conduct, it really appeals to things that many of us know intuitively about having patients and humility, you know, empathy for others.

Listening carefully and actively. In other words, we’re not. We’re aiming to not interrupt people, you know, sometimes that kind of thing will come up, but we’re trying to build a community where people feel safe to.

Speak their truths and you know that really that’s what open science is all about is broadening the umbrella. To encourage folks who, you know, in traditional scientific settings maybe weren’t able to get a word in.

To be part of the process. So we’ll follow the code of conduct today. I do also want to note that this meeting is being recorded. So, you know, part of the reason for that is as you can see the translation on the screen there in the captions.

From English to Spanish. So we’re making our project materials. Accessible in multiple languages. And you know one way we’re able to do that is using conferencing technology with real time captioning and translation services.

So everyone knows we have a code of conduct. We’re gonna respect each other. And meeting it is actually being recorded.

I was joking earlier oftentimes I mean to record something and then it’s like I’m 5 min into the presentation I’m like oh no I didn’t hit record I hit record I’ll very quickly go over the first 5 min again.

So now I have this prompt in here for myself. It’s like if you forgot, hit record. I did want to make everyone aware that FEMA is going to be running an emergency alert today at 220.

So our phones will probably start beeping around that time. Just be aware that it, you know, it’s not, it’s a test, it’s not a real emergency, we don’t need to. Have a fire trailer run out of the building. So but before I dive in, I just want to quickly go around the room.

We don’t, we don’t have a lot of time, but if you could just say who you are and what your affiliation is, again, I’m Kit Mcmanus. I’m a GIS developer at season. Yeah, sure. Jeff Harrily, University of Wyoming, and associate director of our school computing and I direct the geographical.

My name is Lori. I’m a research scientist at the Columbia Water Center and specialized in. Hi, Hi everyone, I’m S. I’m a Hello everyone, my name is, Oh hi, Hi, I’m David. I’m a recently graduated master in Economics, from Judy County College and also a director with the.

Hi, I’m Reg. And I’m, and I’m, and, and, and, and, and, and, and, and, and, and, and, and, at Toronto State University or for campus. So I teach, over. And my previous background is also in environmental science and, Hi, my name is, Thank you.

Nice to meet you. My name is Mallory. I’m a PhD student at our university. I’m going to. Water resources. I, I’m in, I’m 20 number PH. I’m at the University of Illinois National Center for Super Computing Applications or the Director of Data Regulation.

I see. I think. Hi, my name is, I’m Linda, Pelici. For our online participants, Tom, did you want to introduce yourself? My name is Tom Paris. I’m president of Buy Sciences and you’ll hear more about me later. Right.

Hi everybody, my name is Ryan Mead and I am with the Educational Opportunity Program at Biggleton University. Josh? My name is Josh Brinks and I’m a research scientist that I sciences, which Tom will tell you more about shortly.

And just walked in, so. Who you are and where you’re from. Oh, I’m a research associate. Do you know what you’re doing? Right. So yeah, I think it’s exciting. We have we have a great group of folks here and I you know, I appreciate everyone attending today.

I just want to give you an overview. Yeah, go ahead, Linda. Oh, Hasim, do you wanna introduce yourself? We’re just reaching the end of introduction just who you are and where you’re from. Hi, my name is Hassimen. I am from season. I’m a geo specialist. Thank you.

Thank you. Thanks. So some of us may have heard of the tops mission before, but for those of us who haven’t. You know, the federal government in the US has declared 2023 as the year of open science.

And in accordance with that NASA launched a 5 year mission called Call Tops for the transformed open science mission.

The idea behind this is that open science. Can help us to accelerate major scientific discoveries. You know, if we if we reach out to the cloud, we can solve some of the wicked problems that we’re facing in the world about.

You know climate change or any any other type of problem. You know another objective is to broaden participation from a historically excluded groups so you know inclusivity is a huge part of what NASA is advocating for and implementing across other missions.

And the third objective then is to increase understanding and adoption of open science principles and techniques. And you know open science is something that you know, personally I’ve been working on for about 20 years and I recognize that I still have a lot to learn about it.

So. I think increasing understanding and adoption, it applies to people who are new in the field, but it also to season professionals who may have been working on this for many years. There really is. A lot that we can do to expand access and expand inclusivity in our scientific work.

So how does tops conceive of what open science means? You know, many of us have heard of the fair principles that data should be findable. Accessible, interoperable and reproducible. And those fair principles, they’re part of the equation here.

What I would, you know, what tops adds to that is this additional emphasis on, you know, inclusivity and accessibility. So I accessibility for tops. Doesn’t just mean that you can find and download a data set.

It also means that the data set is presented to you in a way that is sensible given, you know, your personal experiences and the background of your community.

So it’s like how do we translate science in ways that it’s accessible to everyone, not just that they can click and download it, but also it makes sense to them. You know, reproducibility has been a long saw after and Still a difficult thing to achieve.

But, you know, as we move into these cloud-based workflows where we have the opportunity even to take an image of the exact computer. We’re doing data processing on and store that in the cloud. The idea of reproducibility is it’s becoming more realistic than it has been, you know, prior.

So I think that part of what TOPPS is doing is also making data available in cloud based. You know, cloud based interfaces. Again, to foster that reproducibility.

So again, this idea that we need more people. You know, more hands, more eyes, more brains, and more diverse experiences in order that we can find the best solutions to problems.

As experts, you know, we tend to be able to solve problems very quickly, but one of the downfalls of becoming an expert is we also tend to develop some tunnel vision. Like we have there’s certain problems we’ve seen again and again and will find a solution that may have worked in the past.

However, that doesn’t necessarily mean it’s the best solution. So, you know, through broadening participation in. Making a big umbrella where other people can participate. Maybe we can disruption methodologies and problems that in the past. Have it. Solutions that maybe weren’t 100% desirable.

So within the, you know, within the tops mission. One of the first. Project outputs was a collaboration with the AGU to develop some online learning modules called so if you were to go to open science one on one.org, you can gain access to these modules.

And what it is, it’s 5 modules that present the basic ethos of open science. It presents some tools and resources we can use to bolster our ability to do open science.

Open data, you know, many of the NASA data centers have been practicing this for a long time, but we’re bringing it out and we’re bringing it out and with outreach through these learning modules to make it more usable for folks, you know, open software, which I think that when you hear the term open source and open science, most people think about open software.

There’s been a long history there. People doing open source versions research with software but Maybe we don’t know how which one to pick, how to interact with it. So the open software module, it kind of lays out the gamut, what’s available for us.

And maybe most importantly is the open results. Like how do we take the research we’re doing and.

Put it in a vehicle where other people are gonna be able to access it. So, you know, our project that the school project is a second effort to do this same same type of thing building out open science related modules.

It’s through a program called Tops T, which was a NASA Roses funded program. And it’s called the science core because it’s focused more on domain-specific information about open science-specific information about open science.

Whereas Open Core is very broad in general. Science course specific to different domains and of course we’re all here to talk about the water resources domain today. Here’s a list of the, you know, the 10 different projects that are working on this, ours highlighted in red.

You know, we’ll share these slides out with participants later on. You may want to look deeper into some of the other projects as well, which work not only on earth science topics, but also planetary science topics.

So then what really is our school project? The objective our, our proposal is to develop curriculum for science core that uses NASA data. And use cases into the complete data science life cycle. We’ll do this through 7, 2 and a half hour long learning modules.

The water resources being the first of those 7 modules. The other domains will look at our health and air quality. Environmental justice, disasters. Wildfires, agriculture and climate. We will be working on this over the next 2 years.

So definitely will keep everyone in this workshop in the know about when the next workshops are happening in different domains and we’d really welcome you to participate in those as well if you’re interested.

As I mentioned at the beginning, my background is in population and infrastructure. So, you know, above all of these these physical science domains, we’re going to be interweaving human impacts information about. Things like, you know, building footprints or different demographic groups.

So each of the modules will consist of 5 lessons. And you know the goal of these lessons is to go through a full data science life cycle. And then to integrate open science practices throughout. So lesson one will focus on generation and collection of data. Lesson 2, processing and storage.

Lesson 3 is management and analysis. Lesson 4 will be visualization and interpretation. And then less than 5 will be open science and community engagement.

In the second session of our workshop this afternoon, we’re going to do a bunch of breakout groups and brainstorming about case studies and lesson plans for each of these different. Sub lessons in the Motor Resources module.

The project takes an agile approach. So it’s a 2 year project. But the modules will be developed during springs, which really this is the kickoff for us for our project iteration.

We’re going to do brainstorming about what our development sprints will be about. The idea is that we’ll be releasing modules every 6 months. Starting first with water resources and then in the spring we’ll look at health and air quality and environmental justice. So. One module, then 2 modules, 2 modules too much.

For the water resources module and the proposal we identified a couple of data sets. I’m calling out here. I won’t go into to a lot of details about them. But you see one of them is the modus near real time global flood product.

And the other one is this historic compendium on water security, W. Which ranges from 1948 to 2,014.

So some of the things we’ve been grappling with even in advance of this workshop. Is how how do we how are we going to manage the different spatial scales and temporal scales and there’s just so much in the water resources topic.

How are we going to narrow that down to things that are most useful for folks? The technical frameworks that we’re going to be using, you know, the outputs are gonna be Jupiter books. Primarily Python based, although we’re open to including our. As you know another language in those books.

They’ll be put in a GitHub repository. There’s still some discussions going on about the governance of exactly which repository or you know which GitHub it will live in. But we’ll figure that out and you know, we’ll also post things to.

Zenoto, the data centers. Even YouTube with these recorded videos. So at the end of the day, I’ll be online interactive code. You know, I’d like to invite my colleague, Juan Martinez up to. Just give us a little flavor of what those things will look like.

So as Kit mentioned, we are, our goal is to develop 7 modules, training modules, science modules for NASA. Each of these modules will be in the form of a computer notebook. So I showed you here a quick schematic of what open science and open software system could look like.

And this is kind of a system that we’re heavily relying on. As he, as mentioned, is primarily Python and Jupyter Notebooks. With these Jupiter notebooks, we will upload them online and make them public via GitHub.

I don’t know if anybody’s familiar with GitHub, but it’s kind of like an online repository that people can access and and link to very easily. So in that repository, GitHub, we have one here, Columbia, season, season has one as well in which we’ll be uploading the modules.

But we’re also working with a group called Openscapes, that is also providing some template modules and and web designs that we will be applying sort of like keeping an ethos with the open science and theme.

And ultimately those, Jupyter Notebooks will be kind of integrated with software systems that are such as binder and go collab. Which allow you to use, online cloud system to be able to do processing or to be able to do any kind of science.

Experiments or data processing right on the cloud. So you’ll be able to access NASA data sets directly on the cloud and be able to process them online.

Or you really need is an internet connection and a computer. Right now for Google collapse, the the limitation is that you do need an account which for some people can be a limitation but Google accounts are free for everybody.

Another tool is binder, which is free, but it’s still kind of being developed to be used as a larger scale. So just quickly show you. Yes. Oh, sorry. Where you gonna go?

So this is. What a GitHub repository looks like for those of you who are not familiar with it will be uploading stuff to to our own GitHub.

But what I did want to show you is that the template that comes with GitHub, allows you to create these what are called I/O websites or I/O.

Front facing sites which look much cleaner and are geared more towards the user experience. So we plan to work with Openscapes to use some of their templates and apply it to to our GitHub and provide information through there as well as the modules.

Now what could a module look like? As I mentioned, this is our season GitHub and in here you can create different repositories.

One of the examples that I want to show you very quickly is the hospital training that we did. Here you can see the Google Lab but all the information including the Jupyter Notebook is linked here in our GitHub.

So what the Google Collab link does is that it takes you to this kind of cloud system that gives you a certain amount of RAM and this space up here to see in the top right corner.

This is essentially a Jupyter notebook with a Python script in it. Which allows you to run all this, in the cloud. So this is an example of What a lesson could look like, which would include, you know, you can include pictures, video links, links to other websites.

So in this example, we’ve included a lot of information on, vulnerability and poverty. But I won’t be getting into that because the focus now is just to show you what what it could look like as you can see here you you can include the UI links, you can include images.

So it’s just kind of an introduction to what the topic is and then it gets into more the data sets that we used which are provided in the notebook and then ultimately at the end you start getting more into the coding which as a user you can come in here and edit yourself.

And run the codes again and it will give you, you know, a different result. Each time or you know as you edit so the lesson can be dynamic because not only does it give you the information but it also allows you to see how to develop a project.

Or how to extract data from the cloud. And It allows the user and whoever is teaching the lesson to also in real time play around with with the values or display images, display rasters.

So hopefully with this technology we can start integrating it with, you know, water data. Water resources data or all the topics that Kid mentioned so that ultimately these modules will look something like this.

Where people just go online, they access them right away. And they can start doing their own analysis. In this example, at the end, it’s a vulnerability analysis in Colombia and at the end it just kind of ranks. A municipality by the level of. Multi dimensional. Stress.

Based on 4 different indices that you see here. So the the script is combining all these data sets that are pulled from from different sources and creating.

A lesson on how to build, emphasis. But again, for this project in particular, and this forum where we’re talking more about water resources rather than vulnerability indices. One, you want to say why, why you developed this Hotspot training? Sure, yeah.

So this hospital training again, I was in the spirit of open science. You know, we have a lot of students that don’t have access to our GIS or RGS online and they don’t really know how to access these.

He’s data sets and we do collaborations as well with schools across South America and so that this summer we went to Amerigio, which is kind of like a American geographers. Consortium and there’s a lot of young students there that come to to learn a lot of these technologies.

So we had students from both, from Panama that, you know, drove hours to come to the, forum to the conference. And so another reason why I wanted to show you is because, you know, at the beginning we provide this lesson both in English and in Spanish.

You can see that the English is the black text, the Spanish is the green text. But you can split it into different notebooks, you know, it’s just whatever preference you have. Yeah, I mean that’s one of the things we want to get feedback on is like how to manage multilingual.

Lesson. You know, putting it all on one page, something to be desired, but it does, it does unify everything in one. One place so as we get into the breakout it’s one of one of the things we’ll discuss Yep.

Thanks a lot. So again, you know, our deliverables are gonna be Jupiter based notebooks, that will either be downloadable based notebooks, that will either be downloadable or executable and online. Tools such as Google. Did you have a question? Alright.

You want with instructions on what Oh, if you wanted to execute it in another country. Yeah, alright. So right now it’s, just for Columbia because all of the, data that I use is already in the GitHub. So I’m providing it as a folder. That you’re just kinda. Using the link.

But our next step is to integrate it with a NASA, cloud data, which will allow you to, you know, Hey, pick a site or doing all those kind of.

But in this specific, lesson, it was more about How do I do that? So yeah, ultimately you could be your own analysis if you have your own bias.

Yeah, we should say that that effort was part of that this program called the Human Planet Initiative that was funded by the group on Earth observations. I see Barb here in the room. So definitely to mention GIA, I think, for many years.

Hmm. Yeah. So thank you, Bar. And that is kinda get us. Moving in the right direction. Yes. Did you say just a little bit more about the intended audience for the Kind of just in general.

So there’s open core and then there’s science core. So open core exists already. It was a collaboration with AGU and NASA. Their goal with that is to Training 25,000 people over 5 years and they’re what they’re looking at is undergraduate and above but including professional teams.

And for Science Corps, which our project sits within. It’s it’s the same target audience.

We’re looking at undergraduate and above and also focusing on training out professional teams. I should say that within NASA there’s this idea that you know in in the future the badges that you can receive for completing these trainings are gonna really mean something in terms of who gets hired.

And who doesn’t? But, It’s not focused at high schoolers, although we, you know, we feel like maybe we would like to. So we’ll see, you know, an advanced high school there is almost an undergrad.

So, you know, another part of this first portion of the workshop is we want to hear from some subject matter experts. I just want to want to thank each of them for joining us today. So I’ll introduce our first SME.

His name is Tom Paris. He’s the president of I sciences, LLC, and expertise as an impacts and vulnerability assessment. Quick funny story is, you know, I saw Tom in the spring and he told me to get ready.

He’s like, this, there are a lot, the sea temperature is really high this year and we’re gonna see things this summer that we’ve never seen before.

Then a couple weeks later, lo and behold, smoke clouds rolled into New York City. So he, he’s a, he’s a bit of a prognosticator and he has some accuracy in that, but, hope that’s it.

It’s a good thing, good introduction, Tom. Feel free to say some more and I’ll hand it over to you. Sure. Let me get my slides up. Okay. Alright, thank you. Will do. I think I do I need to switch my screens here? I can see it time. It looks like the presentation mode.

Okay, you have a full mode now? That’s the present. Switch it to the other mode. Sorry. Oh, sorry. Okay. It’s always a bit of a mystery to me which That’s it. Okay. Good. So. Thank you very much for having me today.

I’m looking forward to working with you all as we move into the afternoon. Let me start by just giving you a little bit of a sense of who I am and who I science is.

So. My bad, my training is in math, computer science and public policy, but all of my professional work has been. Focused on an environmental science climate science. Risk assessment vulnerability, things like that. And you can sort of see that reflected in what I sciences does as a company.

We’re a small. Work for hire consultancy. We do a lot of work on water and climate, which is what I’ll be presenting today. Human security, so food, water, energy. Public health and governance. Corporate sustainability and we do so some foundational applied remote sensing.

All of our work tends to involve geospatial analysis or, time series analysis of one form or another. So. When people ask me what we do I say we do geospatial analysis. But our niche within that is that we do that over large. Territories, typically continental or global scale. In our office.

So what I’d like to do is start by just telling some stories. And as I go through this slide. What I’d like you to do is think about Your own moved experience in the past couple of years.

And any sort of water related shocks or hazards that you’ve lived through and how that might compare to what I’m about to talk about. So. Little over a year ago, I was asked to do a presentation and I put the slide together.

These are based on news stories from the first 2 weeks of August, 2022. And water was, it was easy to find water stories from all over the world. So we had issues with the the Colorado River Basin and agricultural license to operate and in the basin.

Breweries in Mexico being asked to move from water stress areas to less water stressed areas. In industrial supply chain in China and grinding to a halt, in this case primarily due to the lack of hydropower production, but that created, export issues for China.

Agricultural production issues in the Middle East and North Africa. Public water supply issues and drought. Inland shipping issues in Germany. So when the rine dries up, they can’t move the ships. Real estate valuation in the US due to climate risk. This is actually about. Wildfire risk in Oregon.

Oh, which has a climatic component in the water component. Public health issues in Italy. Due to extreme heat. Sweden, which is generally considered a very water rich nation. Had to curve their electricity exports because of of shortfall and hydro power production due to drought.

And then political instability in Iraq. protests over power cuts. That were, during the heat wave that also have a water upon it. So there’s a lot going on in the sort of climate and water realm. And if you think about what happened this August.

You can easily populate a couple more slides of stories like this. And I, and, you know, I hope you’ve been thinking about. Sort of, you know, the stories that you’ve lived through this year. And how that might relate to climate and water issues.

So this is consistent with what the climate, you know, consensus climate science is saying. So the IPCC is the intergovernmental panel. On climate change this is the every 3 to 5 year. Global. A consensus assessment of climate science and what it means for people.

And so I just highlighted some of their observations about Water issues. So, It’s affecting weather and climate extremes every region of the grow. Frequency and intensity of heavy precipitation events have increased. Likely due to human induced climate change.

Human. Introduce climate change is contributed to increases in ag cultural and ecological droughts. And there’s a temperature component in there, increased land, toapo transpiration. So vapor transpiration. Is the process through which. Plants drink water. So, convert.

To support photosynthesis and then as they use the energy in the water. For the photosynthesis, they effectively Transport the water out into the atmosphere. And, human influences increase the chance of compound extreme events such as concurrent heat waves and droughts.

Talked about a little bit the previous slide. Fire weather. And compound flooding in some locations so We have consensus science, we have lived experience. And what I like to try to do is tell stories that connect the 2. So I’m gonna do that in the next 2 slides.

So the first story is it’s a pretty old one. But I really like the story because it’s sort of it connects. What’s going on in climate with major Geopolitical events. So if you recall in the winter of the sort of winter 2010 2011 In Egypt, there were massive protests in Tahrir Square.

That ended up overthrowing. The government at that time. So what you’re looking at on top here It’s the black line is the observed monthly average temperature. Over time and then the background colors are the return periods or how often you would expect to see a temperature of that.

Type on average of that level on average. Using a 1950 to 2,009. Baseline period. So the the blue shadings are Yeah, where it’s colder than average, the darker the blue, the rare or the events to the point where it gets to be a one in 40 year event.

And then similarly the the warm colors are hot events are hot. Periods and you know where you would expect to see temperatures of one in 20 or one in 40 year event at the extremes.

And so what we’ve done is plotted the observed temperature against the expected temperatures. And what you can see is that during The summer. Late summer and early fall of 2,010 preceding the Tereir Square. Protests.

It was the hot season, so that’s the scientific units on top. And then if you just stretch it out in terms of return period on on the bottom, you can see that these are events that the certain events are with words.

Good. Exceed the threshold for what we would expect to see once every 50 years based on that baseline period. So it’s really hot. During the hot season. Actually during Ramadan as well.

And then you can see a narrative on the left. That talks about what that means. And so What happened is To deal with this. The the Egyptian government was sort of exposed with some challenges. Do they release water from their major dam to produce electricity?

Or do they hold it back to produce for irrigation for agriculture? That tension resulted in a large-scale, rolling blackouts and brownouts in Cairo. When it’s really hot during the hot period of the year when you’re trying to celebrate a major holiday.

And Electricity is also needed for water distribution. So not only were the electricity cuts, but they’re also water cuts. And It really began to undermine the the legitimacy of the state and there were actually protests in the street, much smaller scale in 3 or square.

But it it demonstrated to the participants that they could, you know, meet each other and at least at that time they were not partially repressed. And so it It created an opportunity to sort of break down some of the barriers to collective action, which we then saw when it gets cooler.

In January, the big protests in Trier Square. Story number 2. The new energy economy and water issues. So. One of our. Solution spaces for dealing with greenhouse gas emissions is to electrify everything. And then use renewable generation for the electricity.

But for transportation, that means we need batteries. And right now we’re using a lot of lithium to produce those batteries. So there’s a big push. To expand with the mining around the world. Lithium mining is incredibly water intensive.

And it tends to lithium deposits tend to be in arid or semi arid parts of the world. That are experiencing more droughts. And so you see the story on the right, but what you’re seeing on the left is the percentage of chili’s population exposed.

To surface water anomalies. The reds are droughts, the blues are surpluses or above. Expected amounts of water. And what you can see in the past decade is really a long running drought in Chile and that that gray bar I’ll talk about later is actually a forecast period.

But now you have a situation where you’re trying to build an industry that’s water intensive. In an area that doesn’t have a lot of water and has been experiencing more or less persistent drought for the decade. So that’s our recipe for. Challenges. So with those 2.

Stories in mind, let’s. Zoom out a little bit and talk about. Hey, Tom, I apologize for interrupting. I just wanted to let you know, 5 min. Yeah. The hydrological system. And so we have, you know, precipitation that comes down.

We have vapor transpiration, which goes up, which people call greenwater, and we have stream flow which accumulates people call blue water and all along that path There are things like cities, industry, aquatic systems, terrestrial ecosystems, agriculture that use the water.

So one of the things that we look at is water stress. How much water do we want to use versus how much is available on a renewable basis? And the measure that we use. Is something called is water stress which is the the ratio of the draws.

The renewable supply, less upstream consumptive use, that part that’s primarily due to agriculture. That uses the water in such a way that it’s not available for subsequent downstream use. And so you can do that on multiple timescales.

One is you can sort of say, what’s the current chronic condition? And then you can try to protect that forward in time and look at how that chronic condition is going to change over the coming decades.

So the red areas are where people are effectively using all the renewable water and and that creates competition for the water.

And it also makes the water more expensive because you start doing things like moving it from the Colorado to the Central Valley of California for irrigation that’s super expensive and then you can see large areas of the world are going to dry out and these are actually coincide with where a lot of our agriculture is.

So if you look at consumptive use of water, the big driver is irrigation so that leads us to think about ways where we can map the constructive use of water duty irrigation and it changes.

Considerably year over year because a lot of irrigation is supplemental supplementing the the natural supply with with the irrigation supply. So as the lower Mississippi gets wet they need less. Irrigation in lower Mississippi as the upper Mississippi is dry they need more irrigation in the upper Mississippi.

And that’s work that we’ve done. I can describe in more detail. So Kate mentioned that one of the data sets we produce is produced with this tool we call the water security indicator model.

And this is a tool that monitors and forecasts. Surface water, water anomalies worldwide, forecast of lead times up to 9 months. So what you’re looking at here. Is a forecast where the dark red areas are deficit areas where they’re effectively drought areas.

And a cool color is blues are where there’s more water than expected. Associated with flooding, but there’s quite a leap from just having a surplus to actually have enough blood.

We actually have multiple versions of W. So the version that Kit talked about. We used the modeling component from NASA, something called the Global Land Data Assimilation System. And then we do the statistics and and W. Unfortunately, that’s a backward looking data set.

That stops in 2014 and then we have 2 multiple versions of W. SIM using different temperature and precipitation and other meteorological drivers. So some from the climate prediction center at NOAA, which is a US. Science organization. And the other from the European Center for Medium Range Forecasting. Called EA.

5, which is a what people call a reanalysis product. So what you can see here is 2010 broken into 3 month sections sections. Big drought in Texas. In August was Irene in Vermont. You can see there’s a lot of similarity between the different data sets.

But you can also see that there’s some pretty substantial differences if you take the time to look at them closely. And then you when you compare that with US drought monitor. Which is sort of the definitive US source for drop policy, you only drought, not surplus.

You can sort of see additional differences. Okay. Okay, we’re getting the FEMA emergencies coming through Tom. It’s actually very very right on point. Yeah. So the point here is there’s a lot of uncertainty in the data. The choice of drivers actually very more than the choice of models.

The drought monitor is a subjective assessment versus objective assessments from W. And, your choice of statistical baseline period also affects your, your, your assessments. So you can see, the US. S. Drop monitor uses multiple baselines. We have a choice of baselines with W.

Sims that sort of vary with data sets. And then the other thing is the the drop monitor mixes short and long-term droughts. And everything you’re seeing on WCM is broken up by 3 months, which is sort of the short-term drop.

So you have to understand that you’re comparing a little bit of apples and oranges across these different choices.

So my last slide, I wanna leave you with is. Sort of how I think about these issues. So we have a place which is that blue square in the middle and that places a couple of human environment system with some attributes about how it can respond to various forms of stressors.

And recover from those stressors or adapt to those stressors. Then on the left we see that there’s, you know, variability and change in human systems. So that’s sort of the context that I was talking about my first 2 stories about Cairo and lithium mines in Chile.

And that couples with variability and change in environmental systems. So the temperature in chiro and the water and also the water in Chile. And these interact over different timescales, produce stresses. To which a place is more or less sensitive to based on what they’re doing.

So it’s different if they’re doing subsistence. Sad culture versus irritated our culture versus industry. And how those interact produce. Outcomes and I’ve highlighted bad outcomes. We can also produce good outcomes.

Sustainability is the flip side of vulnerability. What’s not pictured here, which I think is really important where we need to take analysis in the future is the interaction between places.

In 2,010 part of what fed that episode in Egypt. If there was a massive drought in Russia and Russia as a result imposed an export embargo on grains because they were worried about feeding their own population, which spiked food prices in Cairo.

So the interactions between places are also really so I will leave it there. Hopefully I didn’t go over too much. Thanks a lot, Tom. So just ask folks, let’s hold our comments until the end. Couple more people to hear from.

So Laurel and Justin, is an associate research scientist at the Columbia Water Center. She works on the evaluation of water stresses. I don’t wanna read through the whole thing, Lauren, but I’ll let you introduce yourself.

And I think many people here even know you already, which is great. Let me get your presentation up on screen though. So my background on businesses by training, then I did my PhD in groundwater motherling. Crows book is very much on.

So that has been my session. And we’re trying to develop a national, model for stress. That was going to inform infrastructure and policies. You’re clicking into account insurance and these sort of things from energy and agriculture typically.

And when I was doing this work, I got quite frustrated with my background. Physics and robust assessments on the lack of water data and that has been my obsession for the past 8 years.

Is really focusing on water that, what is available, why, and what are the gaps. And I think this is where our screen is not being shared.

Oh, thank you. Sorry about that. And so what I’m going to show you today is I think a nice compliment to what to Tom, showed until now that we’re going to No, and look at something that we have here and I’m going to talk about New York.

A lot of you are busy there. I hope you’ve been enjoying bagels and coffee. I don’t know if you heard but the excuse that New Yorkers make for them being the best is because of the tap water.

I hope you’ve been drinking top water, but it’s also quite difficult knowing whether You can drink it or not. That’s not what everyone knows about. So what I’m going to show you is really a bit about the top water in New York City through that platforms that are available.

So the first thing you can do is actually go to the New York City Environmental Protection website and you can see the current water distributions. And what you see, this is a map of New York where we have Manhattan and everything is in blue because everything comes from the CAT scale.

Delaware. I think that might be the first surprising element. Where are you by the Hudson? We’re not going the Delaware River, but all of the water that we’re consuming today comes from the Delaware River.

The reason for that is that if you want to see, I don’t know if that’s readable on the screen, but this is the line for the 100 miles.

That you have here. So 160 kilometers. All of our waters today come from the Delaware River that is flowing here from this reservoirs that you have here. This is the data that you can get from today. From the New York City Environmental Protection.

And you can see the status on the terms of the capacity of the reservoirs that we have currently and you can see what is the the releases. I got this screenshots this morning and you have the data from yesterday. That’s something that I’m going to bring up a couple of times.

Okay. So that’s one thing. You can see that the water came from here. It traveled by aqueduct and then he went further down and then there’s a bunch of pipelines, aqueducts that feed into the city.

And what you see here is New York City. And what’s interesting is that you have local valves that you allows you to shut off the system, but if you have a leak above, 20 bits above that, you need to shut off the whole system, which is above here, and you got a you know, and the distribution of water in the city.

So I mentioned they are aware and that brings us to another platform, which is the Delaware River Basin Commission.

This is a water compact. So that means that the states have been fighting and the federal government step in to create a coalition of states that are going to negotiate how much can be released.

And what you see is that at the very top or the slide that you have here, these are the status of the New York City Reservoirs and you have the federal reservoir storage.

The thing that is quite interesting to me is that the releases that New York City is allowed to make from the reservoir to go into or top water is linked to this, the salt front location.

This is all the way down here. What you see is that the Delaware River goes down here, that blue line here. And you have the delta here in Pennsylvania and what we’re trying to manage is where is the salt phone location?

If I’m not wrong, this is here. And we’re trying to do that because that’s going to jeopardize the water that is available to the city of Philadelphia.

So I don’t think that’s quite straightforward and when you think about GIS, when we want to think about infrastructure and people, this is where we really need CS in to step up. There’s a lot of things to take into consideration there.

But then, you know, so you have this water, everyone tells you, well, just to go back to that here, what’s happening, there’s actually very little treatment because these reservoirs and the water basin that is around them is very well managed, very, on highly security around them and they test the water, but there’s no need to treat it.

Basically you just let it sit. The sediments. Well, they put it to the bottom. There’s a UV treatment to make sure that there’s no bacteria. And then it’s sent to the city. Then there’s things happening in the city and this is where it gets a bit difficult.

I’m not sure we knew many platforms there because It is none. You cannot know. There’s, the, the cities does a great job, but it’s not publicly disclosed on where it’s happening.

What’s happening is that you have chlorine, you have fluoride that is added to the water both of them are to protect our keys for the fluoride. The chlorine is to make sure that there’s no battery at the develop when you store that water.

Right? This is the city storage, but then you have the water tanks which is also a stipend of highlights of New York City. Please look at them. They’re on the top of all the buildings. You see this? Wooden barrel with the tiny roof that’s the water thanks.

But one thing that you might be aware of, is microplastics. Be fast as being a threat, what we call fiber chemicals. These both are not regulated. So you don’t see that loud at them. What is regulated is LEV.

And what I’m showing you here is that platform that does exist that is quite rarely known by people, but you can look up each building. And see whether there’s lead in the pipes. So that tells you a lot about your exposure that is happening.

What I’m showing you here is that if you’re at Columbia and you’re renewable, you’re renewing your visa. And you go to Student Baker, it’s the building that is right over there. There’s not like there’s no light there.

It’s quite certain. And depending you can look up your address and see you can look up your hotel and see if there’s lead points there. That gives you a good a good overview. Here when you’re drinking from the top, the fontains, they’re well-maintained and the filter land.

One thing that we might be interested in is really I’m looking at the exposure of students. We know that kids are very much susceptible to lead.

We all aren’t there’s no level of lead that is safe but when you’re a kid and I think the very sad things that happen in Flint, Michigan, but that have any new or that happened in many occasions.

There’s actually a screening for all babies between before one year old in New York City because of the lead paint that you might have. Is really mentoring and making sure that kids do not expose to lead. So you can go to that page that is within the new FCD department.

And tells you, to the Department of Education and the link is that. So that’s at the CD level. Thankfully, you can move to the state level. And there you have a data set. Sorry for the screenshots. The screenshot like it’s really updated every week. But that doesn’t change, but it’s updated.

It was created in 2020 because that corresponds to a that was put in place to monitor and this is a state level initiative. You see many states have it. Many states don’t have it at all and states there are states that monitor it.

But don’t necessarily regulate it. So you have obligations in your state on what you’re supposed to do about live. And if you look at the data and you go quite naively, one thing that you want to see is really the level.

They’re measuring every outlet that is that the the risk of having Let’s above 15 ppb. One thing to know is that’s actually that regulation has changed. It’s not 5 ppv, but you haven’t heard that on that.

About 15 ppd. What you see is that for 2,470 so for you do not have any issues before 1864 so 40% of schools you have outlets this led above 15 ppb.

And what you see is the percentage of schools that have outlets above 15 ppd. Outlets is basically a top or a fountain or something. So that’s very scary, right? The first thing is when you, if that’s not okay, we know it’s unsafe and that leads to very bad outcomes.

If you look at other columns in your datasets. What you see is that’s out of this 18 and 64 schools. There is 18 and 51 that have taken appropriate measures. But you do not see that when you see underland the the number of outlets that have been affected.

And for 500, more of them, more than 500 of them, they have completed the remediations and it is not free. You 12 schools. Which is not, you know, this protein and different. So there’s a school that hasn’t taken the appropriate measures but has remediated the issue.

So that’s where you get them to the granularity of your results, it gets a bit messy. You have still 12 schools that have outlets above 50 15 ppv. And the question that we have there is really why has resembling not happened and the data set has not been.

Updated because do you trust one column over the other and they’re supposed to accord this according to the Department of Health regulations, they should have updated this. And what is happening for these 12 schools. And it’s one thing to know that things have been fixed, but what happened in the past? Right?

What if you wear a student there? These lead points are not from yesterday. They’re from a while and you could be 20 years later and have been exposed to that land. Are you scared or not? What should happen? This is not an easy solution. I’m not blaming the state for mismanaging it.

It’s very difficult. The problem is that land is not everything, but there’s other contaminants that you might care about, right? This is one view, but you need to think about the other issues. So this is where you always want to focus on the people that you’re serving, servicing.

What is what is your purpose of your study? What you care about is the student. What you care about is not the lead, the students, and the quality of the water that they’re drinking.

And that should shape what data sets you’re going to use on. Yeah. So let me just give you, an overview of what we’re trying to do is really teaching and advocating for portability, top, quite proud of the acronym.

This is, we got funding from the climate school to do a one year kick off for this and this is actually coming from some research that we did a while ago that was about preparing middle and high school students to tackle water justice issues.

And what we were doing this is that we work with teachers at the EGLE Academy, which is a high school that is really close by. And we learn through the teachers on what learning standards they are using. They are the national level, the state level, at the city level.

And we establish a list of keywords that we collectively thought were relevant. For water, data, and social justice. When for food we went for many domains. And so the highlights I’m showing it here is that water drinking infrastructure is barely discussed.

Pop water is never mentioned from any of them. Climate change is mentioned quite a lot of time, but Sylvia, Silver rise only 3 times. Irrigation is only seen at the AP level, which is like if you take a specific. Course that is going to prepare you for college.

This is when you’re going to talk about irrigation according to the learning standards, right? And, until justice is not mentioned yet because Although we have the Department of Justice that focuses on environmental justice, these learning standards are from before that creation.

So our project here is to develop learning standards curriculum and teaching material to work with the students directly. The instructors, the principals and researchers.

And so what we’re going to work is really to a mix of these carnival data and self-collected data because actually there’s very simple test that you can run to gain the confidence.

And what we’re hoping is that together will lead to student water empowerment. Student empowerment maybe is a concept that the people that has placed the specific specialized in water in student education, you would know well. But we want to decline that and think what does it mean in the water context.

So if you look at open data in New York. It’s the data fair, right? So that’s what, Kit was mentioning, findable, interpretable, accessible, reusable. No, from a water from a governmental data perspective. There are great things that have existed, overall it’s not.

You have 2 initiatives that exist, the open data for you all New Yorkers from new CD level and the New York State initiative. Open that. But that has been created for 10 years now. So these are really helpful. But they’re not everything, but it’s a step in the right direction.

Sorry, to conclude, press yourself if you’re going to work with water data. There’s a lot of things to consider.

And what video I want to keep. It would be wonderful if you can keep focusing on the purpose really what is the question that you care about too often there’s oh there’s a data set that is available let’s push it forward and what questions we can serve.

No, let’s review the gaps in Norvata. What does it mean in terms of domain, resolution, the accuracy, the timeliness? You want that, that is concurrent, you want to know if you can drink the water now, you want to know if you’re going to have a flood now, not.

What happened 2 years ago. If you look at water years, the data is old. It’s from 2,020. Otherwise we don’t have, we don’t know how much water has been consumed. Quite uniformly across the federal level. And that’s why it’s not everything, right? When we talk about open science, open data is one aspect.

There’s all of the other elements that are covered. But there’s also narrative data. There’s oral C, that is a key part of this. There’s many cultures that do not rely on these numbers. There’s many of us that do not rely on these numbers.

There’s many of us that do not rely on these numbers. We need to make sure that we work throughout and this is where I really look forward to working on tops and working with the team to see what we can do in terms of visualization, interpretation, and getting in these stories that do matter and reflect and interpret the data much better than the data.

And that was it. Just to work, you, what I’m done by you, I’m sitting at the back. So thank you very much. Thank you. Thank you, Lori. I again, we’ll have time for questions at the end. So as you can see, we’re up against the tall task.

There’s a lot of sub issues here and how are we going to boil this down to 2 and a half hours of lessons. And I think, you know, like Lauren, to 2 and a half hours of lessons.

And I think, you know, like Laurel and concluded that, The quantitative side and the qualitative side, they’re both. Both important for us if we wanna really communicate this stuff. So then finally in the first session.

I’d like to. Introduce our subject matter expert Ryan Mead from city Binghamton. His background is in sociology and he’s been working as the coordinator of academic support services at Binghamton University in the educational opportunity program.

So he’s gonna help us to kind of bring it all together and say, how can we educate folks about this? While being inclusive while taking into account diverse backgrounds. So. Ryan. I’ll go ahead and stop share. Alright, hello everybody. Let’s kick note, my name is Ryan Mead and I am going to share.

My screen so we can get started. All right, can everybody see that? Yes. Awesome. Alright. So. Kit talked a little bit about who I am. I’m just gonna emphasize just Little more. Yeah, I have 14 years working in higher education, experience working in higher education. It’s getting out.

I do have a PhD in sociology and 13 years teaching experience. I teach across a wide variety of disciplines. I mainly focus on sociology. In addition to working at Binghamton, I’m an associate professor of sociology at SUNY Sullivan.

I also focus on first-year composition, academic leadership courses, and success skill courses. But my main job is working with the educational opportunity program. This has many different variants across New York State. There’s the educational opportunity program for SUNY.

There’s, higher education opportunity program for private institution opportunity program for private institutions. Columbia has one. Higher education opportunity program for private institutions. Columbia has one. There’s a Sikh program in, CUNY schools and so on. And we are a long standing, program. Actually this year we are celebrating our 50 fifth.

Anniversary and we were born out of the civil rights movement and we really focused on different elements of social justice. Just as a really quick recap, what we do is we help students from underserved communities and historically marginalized backgrounds and help them transition into college and succeed.

So the eligibility for EOP is a student must be a New York State resident for at least 12 months. Qualify as economically disadvantaged according to New York State guidelines. Also to require special admissions consideration.

So our students are initially denied admissions into the school. In this case, Binghamton and then they are accepted into the school only through EOP. So what do I do in EOP? I assist students in their transition to college by really focusing on student success initiatives.

I work a lot with different faculty members all across campus and developing curriculum for things like our summer bridge program as well as our tutoring program. I recruit and train students success professionals and instructional staff. And as, and I collect, assess and report data on student success initiatives.

In addition to all this, I run the tutorial center and Yeah, work with a whole host of different, student employees and professional employees.

So, now that that’s out of the way, the one thing I want to focus on is the driving question, the thing that has me really interested in about this program is, you know, how do we expand access to different students, through, this open science initiative.

So the question here I have is how can we enhance the NASA top school while the resource modules to support development success and agency of students from underrepresented populations.

And there’s a whole host of ways I’ve been thinking about this and one of the things that I’ve really been thinking about Now only myself and then talking to kit as well as others on this call is you know 3 different elements the first is you know how do financial concerns impact not only, students in this, program, but also to how, we think about developing these modules.

This relates to things like wealth and income of individual students as well as access to resources such as housing and food, or whether or not other responsibilities such as work is conflicting with these students ability to engage in the curriculum and network with others.

So, you know, financial concerns, expand a whole lot more than just, you know, having. Money. It’s what money, what these resources can help these students do and the, in the agency provided to those students because of those financial resources.

Another element is cultural capital. Cultural capital is the concept developed in the late 1970, s and 19 eighty’s by the French sociologist Pierre Bourdieu. And it’s really defined as the non-financial assets such as knowledge, skills, education, manners, tastes.

Fashion, etc. And these are things that people inherent inherent. Or acquire by association with their group. So Bordeaux argues that societies organized around certain cultural and social expectations. In which those from high status positions used our cultural capital to maintain or increase their social.

Status. And this is really, really important. So, you know, scientists have their own senses of cultural capital and these things are really unspoken and they come through again not only in terms of knowledge and skills and education but manners, tastes, fashions, etc.

So these are things that we want to be the cognizant about as students who aren’t from these backgrounds who maybe let’s say a first generation college student. Coming into these. Coming into these spaces, may experience. And then the last one I want to focus on is the hidden curriculum.

And the hidden curriculum is a it’s a critical sociological concept. That really came in the prominence in the late 1970, s and 19 eighty’s by people like I’m Jean Onyon, Philip W. Jackson and Michael Apple. And this is defined as the unwritten, unofficial and unintended lessons, values, and perspectives that students.

Indirectly learn while in school that’s different from the official curriculum. So whereas the official curriculum in this sense is water resource management, you know, and while the resources, what what are students learning unofficially by going through these modules?

The way they’re taught, the way that they, you know, are told to interact with their peers the way they’re told to interact with the people teaching it.

Things like that. So the hidden curriculum largely is shaped by a schools environment and structure as well as the culture, experience and expectations of the staff and faculty within it. So again, this kind of pushes back or this kind of goes back to the cultural capital of those staff.

And faculty members. So, you know, what I want to do is I kind of just want to focus on, you know, different sub questions revolving around this as well as potential solutions, potential ways to move forward and think about how to design these modules for these students.

So some of the sub questions I I was thinking about is in what ways is the NASA tops initiative addressing these issues?

In what ways is the NASA top? Initiative not addressing these issues, so such as things like financial concerns, cultural capital of hidden curriculum, and how can we develop curriculum in ways that ensure that we are carrying out the NASA tops, missions and goals that Kit went over at the beginning of this session.

So the first thing I want to do is I want to address on the top to the first 2 questions.

So addressing and not addressing these issues and the reason I’m lumping these together is because this is largely focused on you, the designers, the educators on the staff members coming around, you know, and I’m developing this and carrying this out for students.

Can we reflect on how and how not this NASA tops missions is addressing these issues? You know, the first and foremost thing is just reflection and discussions of these issues by the educators. Another thing too is, you know, different brainstorming activities, you know, trying to get outside of herself.

So playing role reversals and adapting the role of your students, you know, so thinking about the different, you know, the different environments, the different, you know, cultural context in which our students are coming from, as well as the different, bases, them, you know, knowledge basis in which our students are coming from.

This is something, you know, there’s a fallacy out there a logical fallacy called the the curse of knowledge where you know when we become so highly educated in one thing that we think that, you know, things in that field are common knowledge and they really aren’t you know and this brings me back to you know There’s many students on I work with.

Who are very interested in getting into, you know, getting into things like coding and computer science and they take a class called computer coding or beginner computer coding thinking that this is, you know, for them and they realize that it’s so advanced that they’re unable to do that.

So they’re pushed out. And I’ve seen numerous students who, you know, really, you know, are engaged in wanting to learn, you know, science.

Wanting to learn coding and realize that what they are, you know, what’s promoted as beginner level really isn’t that, you know, the level is much higher and they get, you know, denied access to these spaces.

So really trying to get into the heads of the students that you’re working with and where they’re coming from. Ryan, I’m sorry to interrupt but 5 min, okay? Oh, wow, all right. So things like conducting a diversity audit. I’ve already planned material.

So going through all of the plan materials and trying to figure out, you know, where you’re at and that in terms of that in terms of diversity.

Providing workshops as well as gathering feedback from diverse stakeholders. So all these things you can do before you even start, before you even start and trying to figure out, you know, are my workshop, are these modules going to be speaking to these student populations.

Now let’s look at developing on the third question. This is largely geared towards students. You know, so how can we figure out how best to help the students in the program?

The first thing that I always, you know, talk about, you know, whenever I’m doing anything is develop pre-programmed surveys that gather information about students.

I do this with the summer program all the time. I send out these surveys to students. To see where they’re coming from and how I could best help them where they’re at.

Insuring materials that adhere to universal design principles and offer multilingual support is another key thing. Customizing content for diverse backgrounds, including using real-world examples and inclusive language.

Is another one. Creating a centralized resource repository where students can easily access materials and more importantly access materials even when it’s outside of the module so they could come back to it and access materials from it.

I’m clearly defining on learning objectives in order to communicate the intention behind learning materials. Again, really, really important is you know, defining why you’re doing what you’re doing. You know, that there is a plan. There is, you know, a method to everything and how it’s going together.

And then from those learning objectives, working backwards and developing that lesson plan. So this is a, you know, a really big instructional design principle, create the learning outcome, then work backwards. What type of lessons do I need to use? What type of assessments do I need to use, etc.

Overtly discuss the impact of things like wealth inequality, cultural capital and the hidden curriculum in higher education within these lessons. Incorporate representative examples of people who are successful in the field. Publicizing outside resources and supports that students can utilize.

Offering mentorship and networking opportunities outside of modules. I think this one is really, really important. As KNOW, these modules are lasting 2.5 h. You know, what can students, how can students expand on this outside of that 2.5 h? And instituting feedback, evaluation, and assessment mechanisms, as well as action plans for both staff and students.

I’m a big believer in feedback and trying to figure out not only the strengths of what I’m doing, but the weaknesses and giving as much, you know, feedback and data from those students and then figuring out how to create, you know, changes and action plans from that I think is really really important.

So I just want to thank you all for your time and if you have any questions there’s my contact information but I will stop sharing and hand it back over the cat. Thanks a lot, Ryan.

So. You know, we were running a little bit short on time and you know I had I had panel questions that I that we had prepared for.

Our panelists, I think I’d like to open it up to audience questions just in case anyone has something burning in their mind that they’d like to ask. Or not. We’re post lunch in here. But, so.

If there are no questions from our God, yes, you can ask a question yourself. Okay, that’s my, and, that I expected here and I think this is where I feel, you know, in terms of the things that I should have mentioned.

One thing that is treating when talk to water about with not water researchers that people have a very specific experience. And so, very privileged. For a lot of people, water is actually a different. Experience.

This is not an easy subject. And when I mentioned that number, I know that it is scary. If you are a parent, don’t have kids in New York State.

What do you do about this, I should give you? And this is where I think there is something that is quite difficult between the real experience and the solving of the issues and something that scale about having global problems.

That may seem sometimes to be abstract and the of the daily reality of the end is water. Right? In the massive blood on Friday. Can we do something about this? What does we need to work on this now?

This is our biggest challenge and this is where you’re extremely valuable to us water subject matter experts. And to get us out of that mobile desk, Ryan mentioned. Sure, thanks so much. Yes. I’ve got a question that kind of follows on a bit from that.

Do you think the public perception of how like that can have in what is treated within the media is perhaps different to other kinds of industrial components, like due to the health effects of. Like say versus asbestos. Which code is, and that’s kind of, bit more, like graphic in some ways.

Do you think, that at all, that’s how people see me. Just just to restate the question for folks online the question is do you think that the treatment of lead specifically in the media has an impact on, the question is, do you think that the treatment of LEDs specifically in the media has an impact on, you know, the question for folks online.

The question is, do you think that the treatment of lead specifically in the media has an impact on, you know, public perception I think this is key because you have high schoolers that come to us and I say I’m gonna talk about micro classics because I’m a high schooler.

I’m not being told that in the press and nobody’s giving me answers. I’m not being told that in the press and nobody’s giving me answers. Actually, I’s giving me answers. Actually, I’ll work with and nobody’s giving me answers.

Actually, I’ll work with a high schooler. We try looking for all the Michael Fastics in the Data that we have around New York City and we have to go to New Jersey to find the that has said and I wasn’t big in muscles.

And so you’re like, well, this is actually. What is going on? We’re making places out of high school students. I’m here that every single day. From even the onions. people.com talked about this. And nobody is providing answer to that students however we get in that and I think there’s there’s media tremendous data.

There. Sure. So just to pose another question to. To Tom. And Tom, what do you see as the most critical gaps in water resources data? There are many. But the The, I would say I’ll focus on 2. So we’ve already focused on one which is water quality.

At various scales. And then the other is. The water use. How much is being used? What is it being used for? How is it being discharged? How much of it is being discharged. What is the deterioration in quality, associated with that use?

Yeah. And. You know, this builds on some prior conversations we’ve had, but I’d say those are really the 2 areas that are. Least well understood. Sure. Thank you. So Ryan, I wonder. You know, what types of additional resources would you recommend to enhance an online?

Learning experience, are they things like external readings or websites or is there any other types of things that would be useful to create a good online inclusive learning environment.

I would just suggest, you know, really, instead of just delving into the literature just because there is a lot of it and there’s little amount of time utilizing the resources that are on your campus such as you know your institutions.

I’m teaching and learning center as well as things like that. I could also provide a short reading list for those types of things. As well, but I think really, you know, working with the institution, one of the suggestions I have was a centralized learning repository.

So, you know, using like an LMS like our institution uses on bright space D 2 L. I usually for every single initiative I do I make a bright space page where I post everything there or if you want to have a private website where you post links and things like that too.

That and just ensuring too, you know, working with, you know, your Center for Learning and Teaching to ensuring things abide by universal design principles. And things like that and also the diversity experts in creating you know documents that have inclusive language and things like that.

That those are some of the things I would suggest. Yep. Sure, thank you. Are there any other questions from the audience? We’re online. Keeping things on time is the challenge for me has maybe you see but I know everyone We’ll need it.

We’ll need a break before we get into brainstorming. I did just want to say that this afternoon will be joined by some more subject matter experts, Nancy Dagnan who was the assistant dean at the School of International Public Affairs here and is the current director of the Center for Environmental Research and Conservation.

Cause I, you know, a great background. Teaching and learning will help us to kind of refine our messages. Deborah Balk is our research professor and director of the CUNY Institute for Demographic Research.

She’s gonna talk to us this afternoon about human impacts and water resources data. So hopefully that’s enough to bring you back after the break. Thank you again for our subject matter experts. We really appreciate your time. It’s really useful for us as a project to see these broad and diverse perspectives.

This afternoon we’ll return here at 3 30. And the focus then is going to be on breakout groups for use case development. So. Thanks for attending this first session. Enjoy the break and I hope to see you back here at 3 30. Bye everybody. Alright. Bye.

Hi, folks online. We’re just gonna give it another minute or 2 for folks here at the conference to come back in after a break. Good. Okay. Okay. That’s fine. Yeah, I know. Yeah.

And is that that one? No, it’s, it’s just, it’s just, I’m difference, you know, the resonance. And I’ll put the pressure up to 5 stories. They can go on either. So that is the question.

Okay, I’m sorry. That’s why they go, you know, that they have 4. That’s why they were, you’d know that they have 4, 5, 30. So they don’t find this known. Oh, yeah. And when it’s more, it’s just because the pressure for the, and the, higher up too.

Okay. so thanks everyone who was sticking with us. You know, our audience in the room has shrunk a little bit, but that’s okay.

That’ll give us more of an opportunity to influence the direction of this project. So. There is a link on the whiteboard here in the room and I pasted it into the chat for other folks if they want to go to the agenda which has questions that we’ll be thinking about.

As in breakout groups. But to get started. I wanted to go around the room with an icebreaker. We heard, we heard both Ryan and Lauren. Call for qualitative information on water data.

Yeah, as far as the agenda all the way after the functions, there’s the opportunity to. So I wanted to point out that at the bottom of this agenda, which again, I pasted it into the chat and there’s also a bitly link.

There’s a, there’s a Google form that if you wanted to continue to engage with us on the development of the water resources module over the next 3 months.

You can fill out that form and what we’ll do is we’ll have a couple of check in meetings so that you can comment on our development progress and then get the first look at the final project at the end.

But with, you know, with a more intimate group here. Wanted to go around the room and you know we’ve all introduced ourselves we can introduce ourselves again and then a couple of questions.

You know, the first is what, why did you decide to participate in this workshop? And then perhaps the most important question is. What is your experience or relationship with water? Like thinking back. You know, your life. How is water impacted your life?

And I, you know, I’ll start out with this, again, just for people who might just be joining. You know, I’m Kit Mcmanus. I’m a GIS developer at a research institute called Season here at Columbia. When I think about you know, what my experience is with water. I was just saying it.

In Lauren and Lorlene’s presentation earlier she had a slide that pointed to the Catskill watershed that you know that serves New York City drinking water.

And it, you know, happens that I grew up in this area and there’s a family history there where These are reservoirs when when they were, you know, being created, there were many eminent domain decisions that went into it.

So their their entire towns that were underneath where some of the reservoirs are now located and my maternal grandmother’s family happened to live in one of those towns.

So, you know, I learned from a very young age, one about eminent domain, and now I can kind of drive your family off in another direction and then 2 about how important these reservoirs are and you know this.

This amazing story that New York City has a largely unfiltered water source in the Catskills, which I think. You know, pretty unique in the world. So, you know, my whole life has been kind of. My relationship to water has been defined around, you know, this idea that we’re capturing things and reservoirs.

And we’re serving people in urban areas. That pass it on to yeah. Okay. Okay. I think, on my that’s coming. And then regarding my experience or relationship reporter. I guess. On. I got the phone call in another school.

I attended there. Thank you. Yeah, and I guess I’m a grand house place in the UK. . It’s and you can look online today that, I’m not sure if they have the, that they have, the middle level. So I thought that was kind of interesting. Different possible. It’s not. Thank you.

My name is, I’m undergrad and, I, do a lot with clubs. So, I, do a lot with, so, I kind of just wanted to I am gonna be starting a project to Good to know about, Thank you. Oh, hi. The one my name is, Okay, I don’t know. And. Why?

I decided so we had our walk shopping this morning to share our school. We get a, that are all, so we, . And also, Yeah, that would also Yeah, the, the, So yeah, so I’m dealing with a lot of water in the using.

Thank you. Online participants are having a little trouble hearing so if we could just Speak a little bit loudly if you can. It’s okay. Hi, my name is David.

As an undergrad, I was, math and, good about a physics guy, but in more recent years I’ve been more in the realm of public policy. Yeah, lawmaking. So these days I’m sort of trying to merge both of those worlds together and just.

Yeah, bye science people and decision makers, false people, the government in the same room just talking to each other about these critical issues.

When I was a kid, a senior in high school, I’m a lifelong resident of most of my life has been in your city, but at the time I was living, just an hour north of here. But when I was a senior high school, that’s when everything Sandy had 11 years ago.

So for me, water as a natural disaster is the nerve visceral thing and of course being here in your city now we just said up once last Friday so both from just like a person who lives here and there’s someone, last Friday.

So, both from just like a person who lives here and there’s someone, both from just like a person who lives here and there’s someone, who works, both from just like a person who lives here and there’s someone, who works, all the policy people.

This is, you know voice is on so we can collect and fix this problem. Thank you. Hi, I’m, and, and I’m from, and, and I’m here is PS. And what I obtain is, because I found they’re in that and that’s exactly, Education and with that.

The water resource model. I’m, and this semester and work on the project. There’s another social vulnerability for, that in the but I have, I’m doing the, I’m doing the, I’m from, Okay, yeah, share. And the, because of the phone and Okay. People, every culture with us. So I Okay.

Thank you. Sorry, my name is Lauren and I. Trying to do his kids. And my relationship to water. I was really enforced like in high school. I met someone that’s a unique. I’m sorry, the parts like university physics.

5 met someone in hydrology that told me that was possibly the dog models to simulate water politics. Yes, I’m gonna be doing video games for your life. Jeff, you really, interested and I guys work on this. We have an NSA, project at the University of Wyoming, called Wyoming, anticipating climate transition.

So really thinking about sort of the spatial temporal aspects of water and really snow as water. And sort of that relationship, you know, in the West where so much of our use of water is tied to the finding.

Oh, snow health and thinking of it that way. And of course, we have a, with data scarcity and quality and correctness as well. So. So I guess that’s why I’m here. You know, this personally I always have had a connection to rivers no matter where I lived.

Just one, sort of small thing that I just experienced last week. My, my mother grew up, and LAYING, and ask of State Park, which, is the headwaters of the Mississippi. And, when the Mississippi River leaves that like, it’s about as Half as wide as this room, probably.

And so I was at a connection to that because, you know, the, family had it by there. And then for the first time last week I visited New Orleans and Sort, of, of, the city river more than 2,000 miles downstream and it really, and I’m getting, I’m getting used.

Really, it’s correct me like, sort of the connectedness, that rivers provide and, you know, I don’t know people that are still packing up the, 20 years later. And yeah, it, it was very impactful and water is very. Thank you. I guess like my personal executive water.

. By the way, yeah, IT, IS, IT, IS, IT, WALKED, IN, THE, IT’S, IT’S, WATER, WAY, IT’S, DIRE, Different. Okay, which is, Okay. Thanks. I’ve heard when they’re saying so free fortunate.

You say hot water, which I think. I don’t, but, my family looks, and I think for like early age I recognize that clean water is not accessible as It is for that once for me growing up and I was really fortunate for that so I was pretty aware of being on page that.

. Not Okay. I have kinds of personal relationship with water and something that’s more political. I have kinds of personal relationship with water and something that’s more political. I live in Rocko County, New York. I’ve always just been drawn to. I have kinds of personal relationship with water and something that’s more political.

I live in Rockwood County, New York also in Brooklyn County is one of the smallest counties in the state and all of the water that is, you know. Available to the residents. Is what falls within the. So there’s no rivers that run.

Into the county. There’s wherever they are along the edge and to New Jersey. But so water is an issue and there’s a lot of political pressure to develop there. There’s a lot of what most would consider over development. And so water is becoming a very political issue.

There was some pressure to build the a little while ago and there was you know kind of drop down, option comes up again. So. Do you have 2 different size and more for me? Yeah, hi, I’m from the university the other way.

I’m, I’m, data ethics. So my interest in this session is to really learn more about, the, ethical issue, a lot of both in literally access and collection and, the outputs, the outputs, and, the outputs, and, they, to, to, policy, and.

Decision-making. I will say the thing about how, that’s, it’ll be a great education. I grew up, South, in England. And like, coastal community. So also, that, the, the, the, the economy, and, the, Ken,, the, he, he, he’s, to come back in Illinois, which is a thousand miles away, the case.

So I’ve missed. I’ve missed. I’d love to hear from you and learn from you about how we can make sure what we’re developing. Thanks. Yeah, I would love to hear from you and learn from you about how we can make sure what we’re developing.

It embeds ethics through and through is definitely that’s a goal for us. So for our online participants, again, you know, the question. Really is what is your experience a relationship with water and you know secondarily What inspired you to come to the workshop? Hassim, could you start us off?

Or Hugh and I’ll come back to

Yeah, hi. Hello. Hi, everybody. So my name is, Use the internal assistance of my relationship with what is I wrote in Vietnam where the clean water sources very like I would say inaccessible because it’s very Much is too much in the rainy season and very little in dry season.

And we have we have the flood situation very severe and the It has mentioned before that the water resources are very inaccessible because very polluted. And I’m interested in learning more about what Maybe 20. Yes, sir. In the. Do. And it’s. Yeah, sorry about that here. Yeah. Josh.

Sure, I’m here. Hi, my name is Josh, Research Sciences. I’m very interested in open science and water resources and work in that field. So, the topic is, present to me, but I’m a collaborator on this project.

So that’s mainly why I’m here. But my personal relationship to water. I grew up in West Michigan, actually recently moved back after many years.

And so I grew up on the dunes and playing on the beach. And I have a strong kind of nostalgic connection to those ecosystems and preserving them and monitoring them and the development of them and all we have lots of water issues in West Michigan with with cheering water with other states or Nestle sucking it dry or you know go on and on so both a

Nostalgic they kind of a citizens local taxpayer approach and then also a research connections to water. So going through for as with many here I’m guessing. Thanks, Josh. All right, Jenni. Thanks, Kit. I’m Jenny Hewson. I’m with NASA’s of Sciences Division.

I actually collaborate with Chris with Kit on an open science set of activities across NASA’s data active archive centers or DAX, which you may be familiar with.

And as far as my relationship with what, so prior to working for, for NASA I worked in a number of developing countries and at this always reminded me of what we take for granted in terms of readily drinkable water in certainly much of the US and certainly in the UK where I’m from.

Thank you, Jenny. Tom, would you like to speak about your relationship with water? Sure. So my first. Response to this question sort of mirrors Jenny’s. My relationship with water has been extraordinary privileged.

I’ve typically lived in. Areas that are relatively water-abundant but with you know, solid infrastructure for flood control and, and drinking water. So on a daily basis for the most part I haven’t had to worry about water too much except professionally.

But more recently there are a couple of exceptions to that. So my primary residence is in Vermont. Where we’ve had 2 major flooding episodes of record one in 2011 with Irene that wiped out whole communities and isolated others for, you know, on the order of a month.

Of time where there’s ATV access only. And then the other is I work part-time in Northern Virginia. And have an apartment there. It’s in an older building. That’s being renovated and in in a portion of northern Virginia that apparently doesn’t have very reliable.

Infrastructure so it seems like on average a couple days of month we have emergency shutoffs in the building. Which are unpleasant. To deal with. Thanks, Tom. Okay, Emmanuel, the question was What is your experience or relationship with water and you know feel free to introduce yourself also.

Thank you. Thank you very much. Yes. Hello Okay. Oh, I’ll come back to you, Has she? Hey, Manuel, go ahead. And thank you for the explanation because I just rejoined. Well, my relationship with what I’m from Buenos Aires, Argentina.

And you know, it’s a quite quite interesting situation that the whole city is built up. And let’s say almost facing against the water instead of all be open and benefit from the fact that we can And, develop a, city that face the huge river, Riola Plata.

And then Well, the Europe planning was completely offset in that regard. And the other relation is is that Buenos Aires is served by one of the most of the one of the largest water bodies in the in the world right in South America but we already don’t we already know very little about that so that’s why I joined the seminar.

With a great enthusiasm to know. How this issues, what the issues are explored. Thank you. Hello, my name is Hashim. I am from season. I am a guest specialist. So my relation to water. In 2 ways. First one, I am from Turkey. And the area that I live. Is mostly mountains.

So we had a lot of snow, also water. And the idea that I live, the areas that have a cleanest water. In Turkey. And this is why the water is very important for us. Second, the water is part of our culture.

And we have. Regually or culturally, we have a lot of rituals. Meet the water. So water is kind of One of the things that in our Cultured a lot. And Yeah, that’s it. Thank you. No, thank you, Hasheen. It was very interesting. Nancy?

Hi everybody, good afternoon. So to address the due questions, I think really the last couple of speakers.

Kind of echo. My relationship to water, which actually started at a very young age. I learned to swim when I was about 3 and water for me up till I became a professional has really been one that connects me to the aesthetic and to the spiritual and to literature and to art.

And too many things that I find are really quite. Quite fulfilling in in human terms. But I also became very aware of, the absence of those things to many, many people on the planet. And so of late. My work has been. In teaching and research around. Water issues.

And KIDS invitation and Laura Lynn with whom I work. On the NSF grant and on taps is the fulfillment of really looking at how to connect all these things that are part of my being but also part of my intellectual.

Engagement and hopefully service service to the people around me. Through education, and also contribution. Thanks so much, Nancy. Last spot, not least is Deborah Balk, who’s also serving as a subject matter expert for us. Human impacts related to water data. So Deborah, feel free to start off by talking about your relationship.

But then you can share your screen afterwards and dive into your presentation. Great. Thanks. Nice to be with you all. Sorry. I missed most of the earlier session. I am, Yes, I, so my relationship with water well.

You know, I have, had the fortunate experience of living in both water ritch and water scarce environments and some of the water rich environments I’ve lived in have or include places like Bangladesh, which has like water abundant and water too abundant, as well as New York State, but also places like California, which are water scarce.

And so you know, I, and that’s both, you know, perspectives from the global north and the global south. So I, even when I lived in Bangladesh, I always had access to clean water.

So I, for example, so, you know, I think, And as, you will learn in a minute, I first of all, I wanna apologize for the presentation I’m gonna share with everybody today. Yeah.

Not because it’s I mean, I love the work that I’m gonna present, but it’s I think that you’re gonna think, wow, what does this have to do with water?

So I mean, I heard, I caught a little bit of Laura L’s presentation and you know on lead and that was like, a little bit of Laura L’s presentation and you know, I’m led and that was like fantastic, presentation and you know, on lead and that was like fantastic, right?

And, so this is gonna be a much like higher overview, but my, as a career wise, and, so this is gonna be a much like higher overview, but my, as a career wise, or I’ve also had the good fortune of being able to pay attention to things like where do cities get their water and what does that mean?

And so, and cities get their water from a variety of places. Sometimes groundwater, sometimes, a whole variety of resources. And as we grow, I’m, I’m a, and by way of introduction, I’m the, I’m a professor at the Mark School of Public and International Affairs.

Peru College and at the Kenny Graduate Center and I’m the director of the CUNY Institute for Demographic. Research and I get to spend a lot of time thinking about population and it’s interface with the environment.

And so. In that context, you know. I use a lot of like survey and census data and to help illuminate some of these issues but increasingly it’s especially like when you reflect even just last week on the flooding that we had.

Our data infrastructure is not either from the our data infrastructure on the geophysical side as well as on the social and behavioral science or health science side, we’re not really well equipped to be answering questions about flooding in urban areas for example we just aren’t we we don’t collect data with powerly hourly behavioral data let alone daily or yearly data for the most part.

Most of our data infrastructure is primed at a longer intervals and at spatially coarser resolutions.

And I think that really for a lot of water resource issues that is going to be problematic and then this is I think a little bit parallel although there’s a lot of been a lot of advance on understanding how and where flooding happens.

But again, pairing these things together becomes really important. So I’m going to talk a little bit about that. So, but what, what we’re gonna, so and I can share my screen and, I’m gonna talk about work that I’ve had the good fortune of, of, oops, I didn’t share my screen.

I just started my presentation. You know, you’d think. Is that even possible? Like in today’s. Thank you. Zoom. Okay, here we go. Fine. I see it. Can you see my screen large? So, okay, great. So I’m talking about work that, preparing for the rising tide.

It’s really on how we come up with population exposure change and prospects of living in low-lying coastal areas. So this is putting and so the water resource here that we’re talking about is the coastal zone.

And that’s a water resource because why? Because most as most cities of the world have find themselves living near. The water’s edge, whether it’s a coastal area or a riverine area. And they’re like long historical reasons for that.

And, so, And so I guess like, so I’m gonna take this bird’s eye view and for and Kit give me if you want to give me like a 10 min warning I’ll just speed through these I have more slides here than I can get through I but these some of these and I’m happy to answer questions on how these data these kinds of data could be retrofit for

More local quest local areas and I think about this issue and so forth. But, let me just talk about like this is the reason one of the reasons this is emblematic is that this work that I’m talking about today started more than 15 years ago.

I had the good fortune working with colleagues that season. I myself was that season with Kit and others and Alex and in the room and and so several of my co-authors on some of the work I’m presenting has seen as well are part of this.

But, the story about why this took 15 years is an interesting one. So just like, right, we all understand if you’re in this room, you know, we have both, we live in an uncertain century, but let me just pause for a moment to say what is certain.

So we have climate change is certain and demographically we have urbanization is on the rise right the bulk of it’s not just on the rise but the bulk of the future growth of the world’s population will take place in the cities and towns of mostly Asia, Africa, Latin America, but even in places like the United States where we’re largely, you know, more than 3 quarters urban will still become somewhat

More urban. You might cause and say what does it mean to be urban and that’s a really good question does it mean you live in one of the 5 boroughs of New York?

Or you live quote unquote upstate, where season is located, or, but according to some people, if that would be upstate or do you have to go in a couple more counties northward to get upstate and so forth.

So what does urbanization look like? This good question. And then, and it will also, we will more certainly become an, an older population and these things are relevant for understanding population exposures.

So the simple questions we tried to answer, how many people live in low-lying areas at risk of seaward hazards, how many people live in low-lying areas at risk of seaward hazards, how many of the city dwellers live in such areas?

How Have we, been adapting to coastal hazards by moving away from them? Is growth in these low lying areas more or less or about the same as in such areas as it has been in the past 25 years and or these, you know, and our risks evenly distributed across this zone, say by geographical features or the risks to populations evenly distributed by place and by population characteristics.

So I think you would all you might all recognize that the none of these these don’t sound like they’re earth-shattering questions right but believe it or not you know to get the answers to those simple questions it required interdisciplinary approaches it required spatial framework it required starting simply and making assumptions really clear for other people to come along.

And say, yeah, we can do better. And for a community scholarship to improve it. And it’s resulted in description. Not even like causal questions for like why a chance to the why but just the what So, and so we developed this low elevation coastal zone, which just looks like this.

It’s, here’s a simple method. It’s underlying this. Is very fine to the extent possible fine-scale census data. This is southern Vietnam. I understand there is at least one Vietnamese, Vietnam born, participant in the room. So, here we have southern, the south, southern portion of Vietnam. These are administrative data.

We overlay it with a rendering of urban areas for simplicity’s sake. I’m just showing the global rural urban mapping project data though, called grump, which lives at season, but is not updated any longer.

And that was based on night time lights. And then we overlay it with a shuttle radar topography mission based data which allowed us to estimate elevation coastal proximate to coast. And this is, so I will use the term LECZ. And this is, 10 meters contiguous to seacoast.

So we did this work in, 2, 15 years ago and Kit and Hassim and I and other colleagues updated it in in now 2 years ago. And, you, and all these data that get transformed to regular, units like a quadratic role grid and some of you like gritted population data.

And then we just do a very simple kind of, overlay a zonal statistic in GIS parlance. And then that lets us take it back into more policy type units and it asked at that point we estimated for the first time that one in 10 persons lives in low-lying coastal zone.

And so, and here each color is a continent and each and these are. Millions of persons and most people with any land area in the LACZ have their largest city in it.

So people are exposed and if you live in a city you are among them. A small island states in Deltaic countries and their cities are much higher risk.

And that was part of the motivating force for doing this work to understand small island states. But importantly, whereas it’s only one in 10 persons, it’s one in 8 urban dweller lives in the LACZ.

And again, back to the other point I made that city dwellers in African Asia disproportionately at risk and that’s really important because most of the future growth of the world’s population will take place in the cities and towns of Asia, Africa and Latin America.

So we went ahead and created these new estimates and here they are. Why do we bother updating? I’m not going to.

Much it much improved data in terms of rendering the low elevation coastal zone based on elevation data products and it also allows us for distinguishing people at higher risk, those living only up to 5 meters as opposed to those living at 5 to 10 meters.

And then we have improvements to population data. They’re now not one when this was done there was basically 2 population data sets that could have been used in this sort of family of gridded population data sets.

And now there are 4. And then, and there have also been really big, improvements in understanding the urban proxy not just grump but they’re a whole suite of data sets that allow us and this also allows us to distinguish more so an urban continuum not just urban or rural.

So I don’t want to spend time on this but here is a picture of each of these. So it’s a 4 by 4 by 4. Okay. Exactly. You can do the math and so many data choices. And it looks like this.

Sorry, sorry to jump. Sorry to jump in, Deborah. I’ll give you a 7 min warning. Thank you. Okay, so I’m not gonna, this is what it looks like. I’m just gonna walk through that.

That was the zone itself. This is the urban areas with people at risk and this is population. And, data choices really matter if we were making a website for people to use, we would make those all very clear.

We got our, the new results that we got confirmed our original findings, but importantly, it places many more urban residents in the LCCC.

Nearly 15% of the urban residents in the LECCA, it places many more urban residents in the LCC, nearly 15% of the urban centers and another 10% of people who live in these area that’s in between urban and rural that we don’t exactly know what they are.

And then similarly, we know amongst places that, that split is more half and half among these like rural areas and places that are like cities and towns as opposed to urban centers.

So those places may not be adapting the same way that urban centers historically have adapted where the lion’s share of their populations. I mean more is it this higher zone 5 to 10 rather than the 0 to 5 meter. So.

I again, I’m gonna pass on the details, but the importance here is that the sensitivity analysis is that.

That the elevation zones make a difference. The population data sets make a difference, but the elevation data sets that go into the LECCZ matter more than the population that they’re more sensitive to how you measure the LECCZ.

And let me just point out that they mostly agree on where the edges of the LCCC are, but they don’t agree in between the lower and higher risk zones within that, the up to 5 to 10 and up to 5 and 5 to 10.

And then depending upon the way you measure urbanization, we’ll give you different results on how concentrated the population and how urban the population is within the LACZ.

So these things could really matter for one’s measurement. But again, now that was the differences and I would argue that fitness of use and why you pick a particular data set matters but I want to point out that all of these places change over time, urban areas have experienced the greatest increase in population from 1990 to 2,015.

But they are that but the urban areas within the LACZ have grown faster than those outside of it. And 75% of the urban increase in the LECCZ versus, you know, less than 60% outside of it.

And that the population of these urban centers like cities are in the 0 to 5 meter LCC, the highest risk zone that’s growing fastest of all. And the global averages are driven fastest of all, importantly, and the global averages are driven by Asian cities.

Okay, so data choices are driven by Asian cities. Okay, so data choices matter and they can lead to different estimates. Okay, so data choices matter and they can lead to different estimates are driven by Asian cities. Okay, so data choices matter and they can lead to different estimates.

Consistency and estimation. Also though, that’s really important takeaway message that despite the differences we see that and fitness for use matters. Okay. Okay, now I probably have 5 min left to speed through the rest of this. So let me tell you that we went from global to regional.

This is another paper came out last week. So I’m sorry I didn’t update that slide. Yeah.

And we added deltas to this. So we added on another data set and that allows us to account if what we just saw was deep concentrations in the LECCC, we see even deeper concentrations of people in the deltaic areas.

So these slides are very colorful and very pretty and we can make them available to you. And you can see them all, but I’m gonna just go to that. Yeah. They really are beautiful, right? Our collaborators, hmm, participated in making those part of our research team made them in the really nice kit.

Hassim is one of the makers of those graphics as well as. Matt, who’s probably not in the room, but here’s the takeaway. So, Delta’s further concentrate the exposure in the LECZ and it’s especially there they can train these high concentrations both of population and built up area and the built-up is really important.

Think again about our flood that we had last week. We’re putting up high buildings and we need sewage pipes or drainage pipes to take the water without these cities experience in a large storm.

Out of the city if they experienced it the and furthermore a lot of these cities are in deltas in they’re in deltaic areas of Asia and these deltas may also it’s precarious because the urbanization last point here it’s sinking as well through groundwater extraction, sedimentation loss and other physical processes.

One stat if you’re not doing work in an integrated framework, you’re not going to pay attention to. And so that is that now you might think I’m done, but I’m gonna for a minute go to the US.

This is yet another paper, but in this case we moved away from using the global data and we used the US. S. Census blocks for 4 decades, 92,000, 2,000, 12,020, and we created similar thing.

Estimates and of the 3,000 counties in the lower 48 states, 390 of them have any land area and roughly 34 million people.

So it’s one in 6 person in those counties and It lives in this low elevation coastal zone, but it’s even more concentrated with only 5% of the population exposure in the top 25 counties and I should just point out that the okay we see Florida and Florida right and then 3 the first 3 counties are Florida but the next county is this is Brooklyn and then followed by Queens and then here we have keep going

And here’s, NASA County in Long Island. We have all of the, we have, I think, and here we have Suffolk, now that’s Suffolk, Massachusetts. Anyhow, we have, oh yeah, here, here is Manhattan and here’s Suffolk County, New York.

So we get. 4 of the we get a lot of both Long Island counties plus 3 of the 5 New York City counties are in the top 25 and so New York City you know you think hurricane Sandy but and last week flooding but we’re at risk of these coastal seaward hazards as well.

And exposures when you use something like the high resolution census data that’s rich with themes, you know that you can then begin to look at exposed exposures, but differing by vulnerability. And in the US, I think I’m just gonna go to the last like housing is complicated.

Race and ethnicity is really important here. Black residents have the highest share of population in urban and rural LCCC with one out of every 5 black urban resident living in the LACZ.

And Hispanics were the only populations with positive growth in all areas. But then housing really complicates that because White Householders are more likely than black and Hispanic healthholders own homes with the on the LECCZ, but because renters and homeowners fains much different constraints in response to say a disaster.

It really you have to unpack who’s owning and who’s renting and where whether it’s urban or rural and so forth. And then, oh, I neglected that primarily by the growth of urban population. All the way at the top.

This zone increased in 20 from 22 to 31 million and the last 20 years alone the urban population grew consistently at higher rates inside the LCC than outside of it reversing the pattern from prior decade.

So if you hear that people are going to move away from the low from this like these coastal zones, I think you can say, well, the evidence, is, you know, the, our future trends are, best predicted by past trends and there’s not a lot of evidence of this right now.

The evidence is people are moving toward toward this vulner, water vulnerable, otherwise coastal climate at risk. Seaward hazards zone of high vulner, you know, high potential exposures. It’s also aging faster. That’s the takeaway. I won’t go into the details there.

And and consistent with other studies on population change people tend not to move very far so when you move out of the zone you don’t move to a like a much different kind of area you just move as close as you possibly can so you may put yourself at risk of you know that not the next disaster but a disaster in 10 years or 20 or 30 years or you may leave here at home what lucky enough to be a homeowner you

May leave that asset. To somebody who’s gonna have to move later on so concluding here the main research results are all at all evidence is that the this resource like the population exposure is disproportionately urban and that cities have grown faster in urban areas in the LCC than outside of it.

So, but it’s heterogeneous, deltaic dominance in Asia, not so much in the US. And so. A lot remains unanswered. We don’t really understand the causes of this growth. I mean, like unpacking it demographically, say by migration or urbanization, migration or land expansion, migration versus natural increase or land expansion.

And those kind of answers would help in understanding like climate adaptation and mitigation. And this LECZ that we described here, we use sort of like a what’s called a back to model and maybe it’s outlived, it’s utility.

And so making resources like this available for people to look at and to continue to poke away at and find improvements is I think really valuable.

Like let somebody come along and say that’s not good enough and you can develop a new one and it isn’t good enough like especially if we want to understand the kind of flooding we’ve had.

So they’re actually improved measures of actual flooding and expected flood exposure would be really helpful. And flooding exposure may have as much to do with social factors like housing and governance and those issues we don’t really collect in a deep way in our social and health type surveys which allow us to ask how people interface with their water.

And so that is something that we all have to like. So there’s both improvements on the physical and the social side. Importantly, I know we’re talking today about water resources, but this approach can be used with any spatial delineated hazards like heat or drought, wildfires.

Notably the remote sensing environmental data are much more, available and easier to use, but they’re still not easy to use if you’re like used to working in tables.

So and measures of vulnerability and demographic change come from censuses and surveys and I think we have to prepare to make them a little bit more accessible. In an interdisciplinary setting and with the. Spatial, it’s mostly the temporal demands of that that are not really present in those.

Data collections. Some hazards are intrinsically harder to study like storm pass and local flooding. So we have to think of new ways to capture this information and it’s not clear to me that we’re going to capture it through physical observation we might need social information to do that.

And then similarly, like as we heard earlier today, you know, climate justice principles are really important here as well as democratizing data and so how can and are these data being used? We have to ask that question. Are they being used as well as, you know, who has access to using them.

I think we have to move beyond description. We have to enhance it and move beyond it.

We have to call out where we’re where we have the opportunity for improvement in our national statistical infrastructure and refit them for the 20 first century and move away, you know, really recognize that it’s 2,020 so we don’t need the data structures of the 2020 of year 2,000 we need to move that toward 2,100.

And, use Place Space Finds, help improve our understanding of causal processes behind vulnerability and these demographic components of change.

And I think that’s my last slide, but shout out to in the room, Hassim and Kit are in the room and other collaborators including many students and funders who helped us do this work and I hope I’m still at time. Thanks for having me. I will, I’m gonna stop sharing my screen.

Thanks, Deborah. So you didn’t go over time very much, so I appreciate that. Oh, thanks, Kit. You’re too sweet. That’s like, very much is like, okay. Yes. Okay.

You could have cut me off. I’m sorry. I didn’t have time to. I meant to set my I tried to set my phone for you know whatever and I didn’t. I’m sorry. I’m sorry. I can’t, I can’t do that. But. So no, thank you.

So you know, we’ve heard so many interesting presentations today that shows like the wide range of directions that we can go in for this project. So in the last 40 min, I want to break out into 2 groups so that more people get a chance to talk.

You know we’ll have breakout rooms for the online participants that you know you’ll you’ll also be able to join one of the 2 groups that are in the room. I’m gonna throw this link in the chat again. I the link for folks in the room is is in bitly on the whiteboard.

And you know, there are there are many more questions in this document than we’ll ever be able to answer, but is a lot of food for thought. So we’ll just let the working groups naturally evolve into which questions that they want to speak about.

So Let’s move on to that. We, you know, we’ll just go into 2 clusters here in the room. I’m gonna create the breakout group breakout rooms. Chad 4 here, but I don’t need 4. So, Linda and Camilla, are you okay too?

Or, Okay. So I’m gonna, I’m gonna open these rooms. And then I’m going to assign people randomly, but. You know actually You do this again. Sorry about that. I wanna say recreate and I wanna let participants choose their room.

So, you know, if you’re an online participant, you can you can figure out which group is gonna work best for you. I’ll open them now and you know, please self-assign. You know, in both groups we’re gonna take. All of the questions and see where the conversation goes.

We’re only breaking down so that more people have a chance to talk. The one roof will be here on this side of the room. And, If you’re an online participant, you should be able to choose which room to join. Bye bye. But nothing.

Okay. You’re not, I could assign you. So I’ll put you in room too. Okay, Kid, sorry. What’s the difference between room one and room 2? I forget. I know you have it in a Google thing.

There’s no difference except it’s just breaking us in the smaller groups so more people have a chance to talk. Okay, fine. Thanks, Kit. Thank you. And, and, and, Here with the email, Right. Okay. Yeah, but you could drift in and out. Oh, so.

It’s okay. Like you could you can join and then switch rooms if you need to. I’ll come help. You. Well. Sorry if that was unclear. For time I got a little nervous. I was like, guys, we gotta break into groups.

Yeah, thanks. Forgot about the candy, but we do wanna encourage people to talk with Oh, Actually. Yeah, Okay, yes, we have 4, 5. Okay. Hearing at that. Just rolled a bunch of Okay. So, Okay, yeah, Yeah. That’s bad. I said one thing, Okay.

Okay. Find the right screen here. Yeah, but not really, anything that speaks to. That’s something.

I mean, there’s less time. You know, my best available data, you know, okay, even though that data might be, you just said, you know, my best available data, you know, okay, you’re using, you know, my best available data, you know, okay, you, so that data, might that’d be, you know, yes, I learned that, something I often, you know, and how do

You communicate, when you’re, you know, turning data, the information. I mean, there’s. Yeah, those are all in real world dilemma. Yeah, right. Yeah, I mean, so, information that Sure. . That may be Well, Okay. Alright, Alright.

Oh yeah, I mean like you think of all the, you know, webmaps and kind of, there and, of them actually, on, on, on, of, them, actually, on, the, Let me do, maybe not in a way that’s understandable. But the non-intended audience, we’ve, NASSED.

So, I’m doing anything that’s ever that are going to explain our, very often times I don’t, I don’t, I don’t want to do, I’m, I’m, actually, I’m gonna be, question, at, that, I mean, there’s, there’s, to people that more working outside.

The the issue. But, . You’re doing. So that number of that project drops back there and you don’t have what you’re doing. So that number, that, Hey, Yeah. No, It’s a great way to.

Or to like insurance, in, on what you’re running, right? So, you know, if I’ve learned that right out, it’s gonna be great. But if you don’t mention, We’re, I’m sharing this with you because and we’re doing science.

And so I have 2 first, reservation. Because of this fear that thank you for going to be wrong. And so how do we, have these conversation, what are your researchers, okay, it’s okay to be wrong.

My experience is that the water that I so bad. So, There’s a lot of things that I’ve seen happen is that most researchers have no identity with what they’re proposing. And so then, and so then, and so then here’s, that you care about. You might have to be something.

Of course, that’s a more of a risk. And for the, you know, you’re pushing the message that you care about. You’re not having to be something because of a lot of frustration on my side, you know, the honest.

You know, I still wanna say, well, this is like free. So I’ve never said that. I say it’s unlikely that this is one in transfer or process. And this is the number of the treasure, does the threshold matter?

And if you’re going to give them for the purpose, We are to stay providing. Yeah, you know, I’m on my flip side. Right. Bringing them, It’s the internet. For me, it’s a really hard.

Ladies and to, to really stay different. We deal with this all the time. This is how we’ve thought about it. These are the vendors that we use. And, Yeah, you’ll never come. Open signsigns never got coming to the dependent dancer. Knowledge and . IN. I’m really outside the world.

I’ve been data. Okay. I find that, yeah, and, there are videos for sparity. Themselves. I guess they’re like all because of venture. But these kind of problems with climate, because there’s so many houses, so we have, we, the real, Okay.

And then we’ve got like each projections. As well. Much meeting all the computer. Kinda bad. No, you, you can, and sync back, right? So that’s one thing that I made that tops last year.

I teach you, and when I say, well, you have a product, the population of California. And that’s for current lines.

I’m fine and I think, you know, I’m, I’m just, a lot of researchers that are comfortable as being a, a lot of researchers that are comfortable as being a, a lot of researchers that are comfortable asking or, you know, or whatever, you know, finally.

A lot of researchers that are comfortable asking, you know, or whatever, you know, finally, I mean, so,’re talking about a lot of researchers that are comfortable, you know, you know, whatever, you know, finally Let’s see. Not one-on-one or not one. I think that we need one of those, I’m actually mobile.

And we were kind of started on a little language. I was saying, yeah, maybe not. I’m this, language, English, because of course, you know, like you ask and you did it so that’s what I’m like you ask and you did it so that’s what I’ll do because of course, you know, like you ask, and you did it, so that’s what

I’ll call them. Thanks, you know, my name. Right. We have information about, you know, we may be that off, but I’m still having those conversation. Go for the So, how do we, Yeah, you know, you work this once and he’s trying to have You know, I’m trying to.

I don’t know the decision to talk for trying. Right, so what I’m going to be able to do is maybe I want to say, I don’t know if I don’t. Yeah. Okay, yeah, You might, totally wrong. Yeah. Yeah, but the work that was doing was a high school series.

Is that there’s no data? There’s no, they’re not. Well, as you talk, so I can use that. How is this? And I think it did different long time ago. You have to play with this, It’s enjoyable today.

I don’t know. If I can make your comments and to the to Josh, because I think Josh as a professional will have a very interesting perspective on this. Does that feel like you’re going away from metrics? That’s some of this information in wrong queues.

And what we don’t want to see is a portable layers. You look, actually, water is filters, not quite a lot. And the way that our science is doing, it’s like, it’s allowed, you know, to do a super transition. And so I think this.