Browsing by Author "Inzunza General, Simón Ignacio"

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    Improving Tsunami Risk Analysis by Integrating Spatial Resolution and the Population’s Evacuation Capacities: A Case Study of Cartagena, Chile
    (Beijing Normal University, 2024-12-09) León, Jorge; Martínez Reyes, Carolina del Pilar; Inzunza General, Simón Ignacio; Ogueda, Alonso; Urrutia, Alejandro
    Intensive human activity in global coastal areas has led to increasing exposure to hazards. Cartagena Bay in Chile, an area with a long history of tsunami disasters, has undergone significant urbanization and experiences heavy tourist activity during the summer. While some studies have examined risk in Cartagena by focusing on hazard and vulnerability characteristics, challenges remain in delivering more spatially accurate studies and incorporating the population’s coping capacities. We undertook a tsunami risk assessment of Cartagena Bay that disaggregates social vulnerability to the census block level and assesses the inhabitants’ pedestrian evacuation potential through an agent-based model. Our findings indicate that urban coastal areas in Cartagena Bay might face substantial tsunami risk in a worst-case scenario, with 31.0% to 54.1% of its territory—depending on the scale of analysis—classified as high-risk areas. Of the examined urban blocks, 31.4% have average evacuation times exceeding 17 min (the critical time required by the tsunami to reach its run-up), and the most disadvantaged census block is 1,971.9 m away from its nearest shelter. We also demonstrated that a more spatially accurate vulnerability analysis is more conservative too. For instance, zones with high-risk levels decreased by 42.8% when the study scale moved from the block to the zone level of analysis. Similarly, areas with low risk increased by 80%. In comparison to previous studies, our findings show that tsunami risk in Cartagena Bay is significantly lower if coping capacities such as evacuation potential are included in the analysis.
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    Interdisciplinarity and local knowledge to foster community resilience in disaster risk management: A community-based educational approach on the Chilean coast
    (2025) Palma, Karla; Jofré, David; Huenul Colicoy, Susana; Inzunza General, Simón Ignacio; Guerrero Mancilla, Nikole Fernanda; Cabello González, Valeria Magaly; Martínez Reyes, Carolina del Pilar; González, Javiera Castañeda
    This article explores the transformative potential of community-based disaster risk management (DRM) schools by emphasizing the critical role of comprehensive, participatory, and inclusive approaches in resilience building. Using the Environmental Community School of the Coast (ECAC) in Cartagena, Chile, as a case study, it demonstrates how integrating local and scientific knowledge through interdisciplinary collaboration fosters socio-environmental governance and community resilience. This approach aligns with international frameworks advocating for multistakeholder participation, communication, education, and shared responsibilities across sectors. Developed through participatory action research and co-creation with local communities, the ECAC illustrates how interdisciplinary efforts can address socio-environmental challenges and shape disaster risk reduction (DRR) strategies. The article discusses the theoretical and practical contributions of the ECAC, highlighting its innovative educational model, the challenges of interdisciplinary work, and the importance of social learning and local engagement. Findings underscore the necessity of addressing social vulnerabilities through community-based education programs, which enhance resilience by preserving traditional knowledge, fostering community cohesion, and empowering local decision-making. This research contributes to the literature on DRM and community resilience by presenting a replicable framework for inclusive disaster governance and transformative learning. It reflects on academia's evolving role in fostering interdisciplinary and transdisciplinary collaboration, offering evidence-based insights into the success factors and challenges of creating community schools capable of enhancing territorial resilience and socio-environmental governance.