{"id":318,"date":"2018-10-22T08:44:59","date_gmt":"2018-10-22T08:44:59","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/floodarchive\/?page_id=318"},"modified":"2019-10-03T12:56:02","modified_gmt":"2019-10-03T12:56:02","slug":"flood-snakes-ladders","status":"publish","type":"page","link":"https:\/\/wp.lancs.ac.uk\/floodarchive\/interactive-tools\/flood-snakes-ladders\/","title":{"rendered":"Flood Snakes &amp; Ladders"},"content":{"rendered":"<p><span style=\"font-size: 12pt\"><strong><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-762 size-medium\" src=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/11\/Cropped-Image-of-new-Flood-SL-for-CYP-WEBSITE-UPDATED-TEXT-300x167.png\" alt=\"Flood snakes &amp; ladders board with 30 squares alternately coloured in blue &amp; aqua, white dice with black dots, a red and a yellow avatar displayed as 'wellington boots' for team players\" width=\"300\" height=\"167\" srcset=\"https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/11\/Cropped-Image-of-new-Flood-SL-for-CYP-WEBSITE-UPDATED-TEXT-300x167.png 300w, https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/11\/Cropped-Image-of-new-Flood-SL-for-CYP-WEBSITE-UPDATED-TEXT-768x427.png 768w, https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/11\/Cropped-Image-of-new-Flood-SL-for-CYP-WEBSITE-UPDATED-TEXT-1024x570.png 1024w, https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/11\/Cropped-Image-of-new-Flood-SL-for-CYP-WEBSITE-UPDATED-TEXT-500x278.png 500w, https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/11\/Cropped-Image-of-new-Flood-SL-for-CYP-WEBSITE-UPDATED-TEXT.png 1113w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>A major output of Lancaster University\u2019s research into the social effects of flooding is the <a href=\"http:\/\/wp.lancs.ac.uk\/floodsnakesandladders\/\" target=\"_blank\" rel=\"noopener noreferrer\">Flood Snakes &amp; Ladders<\/a> game, which takes participants on a flood journey from a child\u2019s perspective. The game uses real data from two of our research projects (quotes, photographs, drawings and 3D models) to explore what it is like to experience and recover from flooding. <\/strong><strong>It can be played either online (1-4 players) or \u2018live\u2019 in a workshop setting.<\/strong><b><\/b><\/span><\/p>\n<p><span style=\"font-size: 12pt\"><strong>Go to our dedicated Flood Snakes &amp; Ladders website for more information and to play the game: <\/strong><strong><a href=\"http:\/\/www.lancaster.ac.uk\/floodsnakesandladders\">www.lancaster.ac.uk\/floodsnakesandladders<\/a><\/strong><\/span><\/p>\n<p><iframe loading=\"lazy\" title=\"Thomas, aged 10\" allow=\"autoplay; fullscreen\" width=\"640\" height=\"360\" src=\"https:\/\/estream.lancaster.ac.uk\/Embed.aspx?id=4966&amp;code=b2~Tnb5PhVF9nxeFzVFAkAVt6vO&amp;oc=1&amp;hm=1\"><\/iframe><\/p>\n<p><a href=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/thomas-aged-10-audio-transcript\/\"><span style=\"font-size: 12pt\">(Transcript of sound bite)<\/span><\/a><\/p>\n<p><span style=\"font-size: 12pt\">Flood Snakes &amp; Ladders is a versatile training tool that highlights the different ways that social research data can be used to engage with the policy and practice of flood risk reduction, preparedness and emergency management.\u00a0It can be used in a variety of situations such as:<\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">With emergency planners \u2013 to highlight the issues that they might wish to think about when planning recovery<\/span><\/li>\n<li><span style=\"font-size: 12pt\">With policymakers \u2013 to help them experience how their policies are played out on the ground<\/span><\/li>\n<li><span style=\"font-size: 12pt\">With public and private sector practitioners involved in disaster recovery \u2013 for example, insurers, loss adjusters, damage management professionals, local government workers, teachers, health professionals \u2013 to highlight good and bad practice and stimulate debate on the best ways to manage recovery<\/span><\/li>\n<li><span style=\"font-size: 12pt\">With students \u2013 to help them explore the disaster recovery process, to illustrate the potential consequences of climate change and as the basis for exploring issues of flood preparedness and response<\/span><\/li>\n<li><span style=\"font-size: 12pt\">The game also makes an excellent \u2018ice-breaker\u2019 for courses dealing with a wide range of subjects \u2013 from hazard and disaster management to emergency planning and understanding the social impacts of climate change. While flooding is the case study used,\u00a0the game shines a light on issues generic to disaster preparedness, experience and recovery<\/span><\/li>\n<\/ul>\n<p><span style=\"font-size: 12pt\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-772 size-medium\" src=\"http:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/11\/Tile-9-215x300.jpg\" alt=\"drawing of family with quote in bubble above their heads. The quotes says &quot;at 4 o'clock in the morning my step mom went downstairs and shouted us down. my bedroom was downstairs it got totally flooded&quot;.\" width=\"215\" height=\"300\" srcset=\"https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/11\/Tile-9-215x300.jpg 215w, https:\/\/wp.lancs.ac.uk\/floodarchive\/files\/2018\/11\/Tile-9.jpg 528w\" sizes=\"auto, (max-width: 215px) 100vw, 215px\" \/><\/span><\/p>\n<p><span style=\"font-size: 12pt\"><strong>Please reference as: <em>Flooding \u2013 a social impact archive<\/em>, Lancaster University<\/strong><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>A major output of Lancaster University\u2019s research into the social effects of flooding is the Flood Snakes &amp; Ladders game, which takes participants on a flood journey from a child\u2019s perspective. The game uses real data from two of our &hellip; <a href=\"https:\/\/wp.lancs.ac.uk\/floodarchive\/interactive-tools\/flood-snakes-ladders\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":368,"featured_media":0,"parent":154,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[16,19,5,3,4,13],"class_list":["post-318","page","type-page","status-publish","hentry","tag-data","tag-methods","tag-preparation","tag-recovery","tag-resilience","tag-tools-resources"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/Pa0Enl-58","_links":{"self":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/318","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/users\/368"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/comments?post=318"}],"version-history":[{"count":54,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/318\/revisions"}],"predecessor-version":[{"id":1720,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/318\/revisions\/1720"}],"up":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/pages\/154"}],"wp:attachment":[{"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/media?parent=318"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/floodarchive\/wp-json\/wp\/v2\/tags?post=318"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}