1.introduction to hazard scales and mapping
•Download as PPTX, PDF•
0 likes•570 views
A hazard is defined as a natural event that has the potential to threaten life and property. Natural hazards include volcanoes, earthquakes, hurricanes, and droughts. Their distribution is not uniform across the world, with some areas like earthquake-prone zones and tropical cyclone regions more vulnerable than others. Understanding hazards requires measuring their characteristics to better assess the level of risk they pose.
Report
Share
Report
Share
Recommended
Albay Governor Salceda presentation during the Forum on Excellence in Public ...
Forum on Excellence in Public Governance
Organized by: Development Academy of the Phils. (DAP) in cooperation with Asian Productivity Organization (APO) and Department of Trade and Industry (DTI)
Theme: “Driving Excellence Amidst Challenges in Public Governance”
Topic: DRRM Initiatives
November 14, 2014 @ Development Academy of the Phils., San Miguel Ave., Pasig City
week1-introductiontodisasterconcepts.pptx
This document provides an introduction to disaster concepts. It defines key terms like hazard, disaster, and risk. It also explains the difference between natural and man-made disasters. Examples of each are given. The effects of disasters on individuals are described as including potential death, injury, health issues, and economic problems. The document notes that a natural event only becomes a disaster when it impacts human life and property in a negative way. Activities are suggested to help students better understand and differentiate between disaster-related concepts.
week1-introductiontodisasterconcepts.pptx
This document provides an introduction to disaster concepts. It defines key terms like hazard, disaster, and risk. It explains that natural hazards can become disasters when they impact human life, property, or livelihoods. Disasters can have many effects on people such as physical or emotional harm. The document also notes underlying risk factors for disasters and differentiates between natural and man-made disasters. It provides examples of different types of disasters.
Scientific Triage: How to make strategic choices about prioritizing basic sci...
A Talk to the NIAID Data Sciences Seminar in May of 2021 on prioritizing research in response to emergency threats.
my plan
This document provides information about disaster readiness and risk reduction. It includes activities to test recall of disaster-related terms, have students share experiences with hazards, analyze pictures of hazards, and arrange examples of different types of hazards into categories. Natural hazards discussed include typhoons, earthquakes, and tsunamis. Quasi-natural hazards include smog, desertification, and pollution. Technological or man-made hazards include oil spills, biological attacks, mining, and explosions. The document aims to educate students on identifying, categorizing, and mitigating different types of hazards.
1 HAZARD MITIGATION PLANNING MADE EASY! A Simple .docx
1
HAZARD MITIGATION PLANNING
MADE EASY!
A Simple and Easy Way to Develop Your Community’s Hazard Mitigation Plan
Over the next couple of days you will be learning about a local planning process called
HAZARD MITIGATION PLANNING. Before this training program is over you will be
well on your way to developing a HAZARD MITIGATION PLAN for your local community.
That plan if properly implemented and followed may someday save the lives, property and
livelihoods of your friends, neighbors, family, perhaps even yourself. Hazard mitigation
planning may sound complicated, confusing and maybe even intimidating. It’s really not.
The first time people hear the term “hazard mitigation,” many of them say “What’s that?”
Most people have an idea of what “hazards” are. Hazards are dangers or things to watch out
for or risks, but what’s mitigation mean? The ancient Romans used the word “mitigare”
meaning “to soften.” Good old Daniel Webster says it means “to make less severe or painful,
to cause to become less harsh or hostile.” Mitigate is another way to say “relieve” or
“alleviate.” Hazard mitigation is kind of like taking an aspirin to make a headache go away, it
might not make it go away completely but it should help some. That’s the general idea, to
make a dangerous situation less risky, but now let’s get down to what Hazard Mitigation is
really all about.
Great! You’re probably thinking, now I know what the Romans and Daniel Webster meant, what
should HAZARD MITIGATION mean to me? For our purposes hazards are natural, man-made
or technological disasters. Hazard mitigation means reducing, eliminating, redirecting, or
avoiding the effects of those hazards. The standard definition of hazard mitigation that is
often used by FEMA and PEMA is:
Any cost-effective action taken to eliminate or reduce the long-term
risk to life and property from natural and technological hazards.
The phrase “cost-effective” is added to this definition to stress the important practical idea
that, to be beneficial, a mitigation measure should save you (the American taxpayer) money in
the long run. For example, in the California earthquakes when expressways and bridges
collapsed, which was more cost-effective? Rebuild structures to the same standard they
were before the quakes or spend a little additional money to build stronger, more earthquake-
resistant structures? The second choice probably makes more sense. On the other hand,
California probably doesn’t need to spend a lot of money to flood-proof homes in, let’s say,
Death Valley. A more appropriate, cost-effective mitigation there might be against drought
and extreme heat hazards.
2
OK, that’s hazard mitigation, now what’s a Hazard Mitigation Plan, since that’s what this
course is supposed to be about?
Wow! You’re just raring to go! Well, a Hazard Mitigation Plan, then, is:
A community’s outline for evaluating hazards, ...
1 HAZARD MITIGATION PLANNING MADE EASY! A Simple .docx
This document provides guidance on conducting hazard mitigation planning for local communities. It explains that the planning process involves 4 key steps: 1) evaluating potential hazards, 2) developing a hazard exposure profile of the community, 3) conducting a hazard vulnerability analysis to determine the greatest risks, and 4) developing and implementing mitigation measures. It promotes using a risk matrix method to analyze hazards based on their frequency and potential severity in order to prioritize risks and guide mitigation efforts. Various exercises are provided to help readers understand these concepts and apply them to developing a hazard mitigation plan for their own community.
DRRR-Lesson-3456.pptx
1. Disasters can have devastating physical, medical, and psychological effects on communities. They increase populations in evacuation centers, threaten public health by enabling diseases, and limit food supply when infrastructure is damaged.
2. Experiencing death and destruction from disasters can cause traumatic stress disorders like PTSD. However, factors like social support and coping skills can increase resilience.
3. A hazardous event only becomes a disaster when it causes damage and loss of lives. Proactively reducing disaster risks can help prevent hazards from resulting in disasters.
Recommended
Albay Governor Salceda presentation during the Forum on Excellence in Public ...
Forum on Excellence in Public Governance
Organized by: Development Academy of the Phils. (DAP) in cooperation with Asian Productivity Organization (APO) and Department of Trade and Industry (DTI)
Theme: “Driving Excellence Amidst Challenges in Public Governance”
Topic: DRRM Initiatives
November 14, 2014 @ Development Academy of the Phils., San Miguel Ave., Pasig City
week1-introductiontodisasterconcepts.pptx
This document provides an introduction to disaster concepts. It defines key terms like hazard, disaster, and risk. It also explains the difference between natural and man-made disasters. Examples of each are given. The effects of disasters on individuals are described as including potential death, injury, health issues, and economic problems. The document notes that a natural event only becomes a disaster when it impacts human life and property in a negative way. Activities are suggested to help students better understand and differentiate between disaster-related concepts.
week1-introductiontodisasterconcepts.pptx
This document provides an introduction to disaster concepts. It defines key terms like hazard, disaster, and risk. It explains that natural hazards can become disasters when they impact human life, property, or livelihoods. Disasters can have many effects on people such as physical or emotional harm. The document also notes underlying risk factors for disasters and differentiates between natural and man-made disasters. It provides examples of different types of disasters.
Scientific Triage: How to make strategic choices about prioritizing basic sci...
A Talk to the NIAID Data Sciences Seminar in May of 2021 on prioritizing research in response to emergency threats.
my plan
This document provides information about disaster readiness and risk reduction. It includes activities to test recall of disaster-related terms, have students share experiences with hazards, analyze pictures of hazards, and arrange examples of different types of hazards into categories. Natural hazards discussed include typhoons, earthquakes, and tsunamis. Quasi-natural hazards include smog, desertification, and pollution. Technological or man-made hazards include oil spills, biological attacks, mining, and explosions. The document aims to educate students on identifying, categorizing, and mitigating different types of hazards.
1 HAZARD MITIGATION PLANNING MADE EASY! A Simple .docx
1
HAZARD MITIGATION PLANNING
MADE EASY!
A Simple and Easy Way to Develop Your Community’s Hazard Mitigation Plan
Over the next couple of days you will be learning about a local planning process called
HAZARD MITIGATION PLANNING. Before this training program is over you will be
well on your way to developing a HAZARD MITIGATION PLAN for your local community.
That plan if properly implemented and followed may someday save the lives, property and
livelihoods of your friends, neighbors, family, perhaps even yourself. Hazard mitigation
planning may sound complicated, confusing and maybe even intimidating. It’s really not.
The first time people hear the term “hazard mitigation,” many of them say “What’s that?”
Most people have an idea of what “hazards” are. Hazards are dangers or things to watch out
for or risks, but what’s mitigation mean? The ancient Romans used the word “mitigare”
meaning “to soften.” Good old Daniel Webster says it means “to make less severe or painful,
to cause to become less harsh or hostile.” Mitigate is another way to say “relieve” or
“alleviate.” Hazard mitigation is kind of like taking an aspirin to make a headache go away, it
might not make it go away completely but it should help some. That’s the general idea, to
make a dangerous situation less risky, but now let’s get down to what Hazard Mitigation is
really all about.
Great! You’re probably thinking, now I know what the Romans and Daniel Webster meant, what
should HAZARD MITIGATION mean to me? For our purposes hazards are natural, man-made
or technological disasters. Hazard mitigation means reducing, eliminating, redirecting, or
avoiding the effects of those hazards. The standard definition of hazard mitigation that is
often used by FEMA and PEMA is:
Any cost-effective action taken to eliminate or reduce the long-term
risk to life and property from natural and technological hazards.
The phrase “cost-effective” is added to this definition to stress the important practical idea
that, to be beneficial, a mitigation measure should save you (the American taxpayer) money in
the long run. For example, in the California earthquakes when expressways and bridges
collapsed, which was more cost-effective? Rebuild structures to the same standard they
were before the quakes or spend a little additional money to build stronger, more earthquake-
resistant structures? The second choice probably makes more sense. On the other hand,
California probably doesn’t need to spend a lot of money to flood-proof homes in, let’s say,
Death Valley. A more appropriate, cost-effective mitigation there might be against drought
and extreme heat hazards.
2
OK, that’s hazard mitigation, now what’s a Hazard Mitigation Plan, since that’s what this
course is supposed to be about?
Wow! You’re just raring to go! Well, a Hazard Mitigation Plan, then, is:
A community’s outline for evaluating hazards, ...
1 HAZARD MITIGATION PLANNING MADE EASY! A Simple .docx
This document provides guidance on conducting hazard mitigation planning for local communities. It explains that the planning process involves 4 key steps: 1) evaluating potential hazards, 2) developing a hazard exposure profile of the community, 3) conducting a hazard vulnerability analysis to determine the greatest risks, and 4) developing and implementing mitigation measures. It promotes using a risk matrix method to analyze hazards based on their frequency and potential severity in order to prioritize risks and guide mitigation efforts. Various exercises are provided to help readers understand these concepts and apply them to developing a hazard mitigation plan for their own community.
DRRR-Lesson-3456.pptx
1. Disasters can have devastating physical, medical, and psychological effects on communities. They increase populations in evacuation centers, threaten public health by enabling diseases, and limit food supply when infrastructure is damaged.
2. Experiencing death and destruction from disasters can cause traumatic stress disorders like PTSD. However, factors like social support and coping skills can increase resilience.
3. A hazardous event only becomes a disaster when it causes damage and loss of lives. Proactively reducing disaster risks can help prevent hazards from resulting in disasters.
The Next Thirty Years
1. The document discusses three major structural developments that will impact leadership over the next 30 years: the rise of digitization and artificial intelligence, increasing pressure on social cohesion due to inequality and populism, and the need to mitigate climate change.
2. Effective leadership will require challenging orthodoxies like neoliberalism, understanding different types of risks including "black swan" risks that are unpredictable but high impact, and aiming for antifragility by reducing fragility to shocks and allowing systems to benefit from volatility.
3. Leaders must recognize complex interconnections between global risks, manage both computable and incomputable risks, and develop balanced strategies that combine aggressiveness and paranoia to build antif
L7 hazard research ap
This document discusses natural hazards and provides information and assignments about them. It defines a natural hazard as an extreme weather event that occurs naturally. Some examples of natural hazards mentioned are tornados, flooding, avalanches, earthquakes, and hurricanes. Students are assigned a project to research a natural hazard of their choice, with success criteria including describing what causes it, its effects on people, how humans respond to it, where it is found, and including an example, maps, photos and diagrams in their project.
L7 hazard research ap
This document discusses natural hazards and provides information and assignments about them. It defines a natural hazard as an extreme weather event that occurs naturally. Some examples of natural hazards mentioned are tornados, flooding, avalanches, earthquakes, and hurricanes. Students are assigned a project to research a natural hazard of their choice, with success criteria including describing what causes it, its effects on people, how humans respond to it, where it is found, and including an example, maps, photos and diagrams in their project.
Campaigning yee
Presentation prepared by the expert Darek Grzemny for YEE study session 'European Environmental Law and Youth Participation'.
MASS DISASTERSBrainstorm the types of potential disasters th.docx
MASS DISASTERS
Brainstorm the types of potential disasters that could occur in your community, resources available, strengths of the community that could be used in the event of a disaster, and available sources of information to report the aftermath of a disaster.
Respond to ALL of the following questions:
1. To what extent are the individuals and families in the area prepared for a potential disaster?
2. Have families in an disaster-prone region (earthquake, hurricane, etc), gathered supplies that will be needed, in the event of a disaster and placed them in an accessible location?
3. Have emergency escapes routes from homes, schools, and other buildings been identified?
4. Have families discussed an emergency contact person who can relay messages for and about family members separated in a disaster?
5. Do you conclude that these types of preparation have been ignored.
must be in APA
must be at least one page long
must include at least one nursing journal article
.
Disaster Risk Reduction power point presentation.3.1
This document outlines learning objectives for a section on disaster risk reduction. By the end of the section, students should be able to: discuss key DRR concepts and elements, recognize the importance of DRR, discuss community-based practices for specific hazards, develop a community preparedness plan, and prepare survival kits and materials for public advocacy. It defines a disaster as an event exceeding a community's response capacity, bringing human, physical, social and environmental losses. Disasters are classified as natural or human-induced, with human-induced potentially being as catastrophic as natural disasters.
As College Costs Continue To Rise, Students Wonder If Higher Ed Pays
The document provides instructions for students to request writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Receive the paper and authorize payment if pleased. 5) Request revisions until satisfied. The service aims to provide original, high-quality content and offers refunds for plagiarized work.
DRRR_mod1_Basic Concept of Disaster and Disaster Risk.pptx
The document discusses disasters and disaster risk. It defines a disaster as a sudden event that causes harm to life and property and disrupts normal life. Disasters can be natural, resulting from hazards like earthquakes, typhoons and droughts, or man-made such as industrial accidents, terrorism and war. The Philippines is prone to natural disasters due to its location along the Ring of Fire. Disaster risk is the potential losses from a hazard due to a community's vulnerability, and results from hazards, vulnerability and lack of coping capacity.
UMUC CAPL 398A – Skills and Self-Assessment In addition.docx
UMUC CAPL 398A – Skills and Self-Assessment
In addition to an assessment of your values and career interests, a thorough skills analysis is a critical component of the
career-planning process. Skills are the currency used by job seekers. In the job market you receive pay in exchange for the
value of your knowledge and skills combined. Skills may be divided into three types:
1. Content or Knowledge specific to a field
2. Functional skills that may be applied in various fields
3. Self-management or behavioral traits
Employers value content skills, but they tend to favor candidates with strong functional and self-management skills.
Employers report that when hiring someone, 30% of the decision is based on an applicant’s content knowledge and
70% of the decision is based on an applicant’s functional and self-management skills.
Content Skills --- What you KNOW, CAN DEMONSTRATE, and CAN TEACH OTHERS. You usually acquire them
through education and work experience. Examples of content skills include:
Creating and updating a spreadsheet.
Writing a technical report in a particular subject.
Designing a Web page or software program.
Delivering a presentation on a topic.
Performing a budget analysis.
Functional Skills --- are skills that expedite tasks in any job situation. Examples of functional skills include:
Communicating to develop a team.
Teaching a class.
Analyzing information.
Sorting and/or collating documents.
Repairing electronic devices and/or troubleshooting software.
Self-management Skills or behavioral traits --- are command words that describe your strongest personality traits and
characteristics. Examples of self-management skills are:
Being organized in your work process
Patience with team members, when under time pressure
Thinking analytically, problem-solving
Customer-focused prioritization
Sense of humor
Every year, the National Association of Colleges and Employers (NACE) surveys large numbers of hiring managers from
across the country on what skills they plan to prioritize when recruiting new college graduates. In 2015, NACE listed 10
skills (ranked in order of importance) that employers said they would be looking for when hiring. Consider which of
these skills you have and how you might work these skills into your resume.
1. Ability to work in a team structure.
2. Ability to make decisions, Ability to solve problems (tie).
3. Ability to communicate verbally with people inside and outside an organization.
4. Ability to plan, organize and prioritize work.
5. Ability to obtain and process information.
6. Ability to analyze quantitative data.
7. Technical knowledge related to the job.
8. Proficiency with computer software programs.
9. Ability to create and/or edit written reports.
10. Ability to sell and influence others.
Essay Assignment #3 – Synthesis and Research
Length: five-to-seven pages (essay must ...
Tuesday With Morrie Essay.pdf
Tuesdays with Morrie: Symbolism - Free Essay Example | StudyDriver.com. Tuesdays With Morrie Summary. Free tuesdays with morrie Essays and Papers - 123helpme. The Profound Lessons of Morrie Schwartz Free Essay Example. Learning Perspective: The Memoir Genre in “Tuesdays with Morrie .... ≡Tuesdays With Morrie Essays | Summary, Analysis | Format Template .... ⇉"Tuesdays with Morrie" Book Review Essay Example | GraduateWay. Tuesdays with morrie final essay - copywriterdubai.x.fc2.com. Tuesdays With Morrie eNotes Lesson Plan - Our eNotes... - Language Arts .... An Analysis of Tuesdays with Morrie by Mitch Albom Essay Example .... Tuesdays with Morrie Essay Example | Topics and Well Written Essays .... Striking Tuesdays With Morrie Essay ~ Thatsnotus. Persuasive Essay: Tuesdays with morrie essay. ️ Tuesday with morrie reaction paper. Reaction Paper for Tuesday with .... PPT - Tuesdays with Morrie Response to Literature Essay PowerPoint .... Tuesdays with Morrie Summary Free Essay Example. Tuesdays with Morrie. Tuesdays with Morrie - 1970 Words | Free Essay Example on GraduateWay.
Hazards Week 1
This document discusses hazards and how they are categorized. It defines hazards as extreme events that threaten lives and property. Hazards are divided into natural hazards, caused by physical factors like weather or earth movements, and human hazards caused by human-made events like poverty or conflict.
Natural hazards are further classified based on their geophysical process, duration of impact, forewarning, scale of impact, frequency and area extent. For an event to be considered a natural disaster, it must meet at least one criteria: killing 10 or more people, affecting 100 people, a state of emergency declaration, or a request for international aid. The document examines maps of hazards around the world and describes patterns for earthquakes, volcanoes, tropical storms
The disputed role of expert knowledge in understanding and managing risk
This document discusses the contested role of expert knowledge in understanding and managing risk. It begins by defining key concepts like risk, probability, uncertainty, and the differences between expert and lay knowledge. It then presents the theory of a "risk society" where modern life involves constant threats. The main section examines three ways expert knowledge can be contested: when experts disagree with each other, when epidemiological knowledge differs from medical knowledge, and when lay knowledge contradicts expert assessments. Overall, the document explores circumstances in which expert and lay understandings of risk may diverge.
A natural hazard teacher
This document provides a learning unit on natural hazards that aims to help students analyze how hazards become disasters, assess disaster preparedness, and present information on natural hazards creatively. It includes articles, videos, and activities about different natural hazards and case studies on disaster preparedness. Students are asked to research natural hazards, create hazard profiles in groups, and compare responses to different disasters. The goal is for students to understand how preparedness can reduce a hazard's impact and how human activities relate to hazards.
1- An industrial furnace burns No. 4 residual oil with a heati.docx
1- An industrial furnace burns No. 4 residual oil with a heating value of 135,000
Btu/gal. Based on the emission factors given in Table 5-4, is a particulate
collector required to meet a state emission standard of 0.10 lb/106 Btu?
2- Two particulate collectors are in series. The fractional efficiency for size dp in
the upstream device is 80 percent, and for the downstream device the efficiency
is 60 percent. Find the overall removal efficiency for size dp.
3-A spreader stoker is used to burn coal containing 8 per cent ash. The flue gas
from burning 1 lb of coal is 170 ft3. What is the maximum dust loading of PM in
combustion gas in grains per cubic foot?
SEEE NEXT PAGE FOR TABLE
NOTE :
I do have the final answer for Q2 and Q3 as shown below:
The answer of Question Number 2 is 92 percent
.
The answer of Question Number 3 is 1.35 grains per cubic foot.
Hunt: you should use Table 5-4 in Question number 3.
The Sociology of Disaster: The Final Lecture
This is a difficult lecture for me to write, for several reasons. First of all, any time a professor gives a “Final Lecture”, it becomes a “last chance” for you to gain those concepts and perspectives that are essential for the course. Whenever I leave a class, I believe that I have been granted a wonderful challenge in this job that I so deeply love: I hope that you leave this course thinking about the world in a new way that will improve the world, nation, neighborhood, family, group, and/or individual (including you, especially you) in some manner. In a face-to-face class, I would be looking you in the eye at this point. Here, I hope that my words look into your heart.
The “Last Lecture” also brings about thoughts of mortality, especially given the cultural awareness of Randy Pausch’s “Final Lecture”. Titling a “Last Lecture” in a disaster course also truly seems a challenge to my individual and potentially ironic fate. You probably have thought a great deal about death, dying, and society throughout this course. I understand many of the frustrations that you have had throughout this semester. We don’t talk about death very much in our society. Sure, we have many games, movies, and books that superficially focus on death, but we don’t talk about its reality. From the moment of birth, we are all dying. Some of our deaths are easier than others; some are noted publicly, others occur invisibly. Death happens. How it happens depends upon so many things: politics, genetics, geography, class, education, and damned luck. I have interviewed family members who have experienced absolute loss. Some have never had their loved ones’ remains recovered; others, relying upon “death professionals” did not view their loved ones remains and have said that they will regret that decision until their own dying breath. Geoffrey Gorer [endnoteRef:1] made the following comment in 1965 and I believe that it pertains to us today: [1: Gorer, Geoffrey. 1965. Death, Grief, and Mour ...
lecture 2ppt.pdf
- The document discusses the dilemma faced by science after the atomic bombings of Hiroshima and Nagasaki.
- Laymen are confused and troubled by the immense destructive power that science has placed in human hands without providing guidance on its ethical use.
- Scientists claim to pursue truth alone without responsibility for how discoveries may be used, but the author argues this is an irresponsible view given science's life-threatening capabilities.
- Ultimately, the author believes stopping war is more important than curbing science, and that responsibility lies with society and international cooperation, not scientists alone.
G10 eng lesson 1
This document contains information about several topics:
1. It discusses how discovering personal challenges can create a deeper understanding of oneself by losing and rediscovering one's inner stillness.
2. It lists learning objectives related to understanding texts, persuasive writing, and public speaking.
3. It provides instructions for an oral report on cyberbullying which will be assessed based on verbal skills, nonverbal skills, and content.
Aids Essay
Essay on Hiv (600 Words) - PHDessay.com. Hiv & Aids Essay | PDF | Candidiasis | Hiv/Aids. Sample Essays(1) | Cd4 | Hiv/Aids. (HIV infection and AIDS) Short Essay in Simple English. The HIV/AIDS pandemic - A-Level Economics - Marked by Teachers.com. Topic: Aids/HIV Essay Example | Topics and Well Written Essays - 1000 words. essay hiv | Hiv/Aids | Medical Humanities. Essay on Aids | Aids Essay for Students and Children in English - NCERT .... AIDS - Major Issue in Our Society Today - Free Essay Example .... (PDF) Essay on Rehabilitation of Patients Living with HIV/AIDS. Hiv essay. ️ Conclusion of aids essay. Hiv Aids Conclusion Free Essays. 2019-01-19. Essays about hiv aids. Essay On AIDS | AIDS Essay for Students and Children in English - A .... HIV/AIDS Prevention Issues Essay Example | Topics and Well Written .... The Impact of HIV - GCSE Health and Social Care - Marked by Teachers.com. HIV in the United States of America Essay Example | Topics and Well .... AIDS History Essay | Hiv/Aids | Homosexuality. Report On Hiv / Aids. - A-Level Healthcare - Marked by Teachers.com. Aids prevention and control essay. HIV/AIDS: Transmission, Symptoms, Prevention Essay Example | Topics and .... ≫ HIV/AIDS - Causes and Effects Free Essay Sample on Samploon.com. Effect of Aids and the Impact on People - Free Essay Example .... AIDS Essay Composition- for class 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 .... Strategies to help prevent HIV - A-Level Healthcare - Marked by .... Essay on AIDS | Important for all class | Ontaheen. Aids Essay | Hiv/Aids | Hiv | Free 30-day Trial | Scribd. Working With HIV and AIDS Essay Example | Topics and Well Written .... Essay – HIV and AIDS - 898 Words | Free Essay Example on GraduateWay. Using visual aids Essay Aids Essay
Essay On House On Fire.pdf
A House On Fire Essay | Essay on A House On Fire for Students and .... Short Essay on a House on Fire [100, 200, 400 Words] With PDF - English .... Essay on A House on Fire in English || Paragraph on A House on Fire in .... A House On Fire Paragraph In English | Essay On A House On Fire | A .... essay on the topic the house on fire - Brainly.in. Descriptive Essay on a House on Fire | Nature. A House on Fire English Essay for 5th and 8th Class - Ratta.pk. Essay on A House on Fire in English For Students & Children. Easy and Outstanding Essay on 'A House on Fire' for 12th and 10th .... A House on Fire | English Essay - YouTube. A house on fire essay for 10th class in 2021 | Essay, Review of systems .... A House On Fire Essay with quotations | My House on Fire | Essay with outlines House on fire. Like a House on Fire – Insight Sample Essay 1 – Insight Publications. House On Fire Essay: Suitable for all students | Ontaheen. My house on fire essay in 2021 | Essay structure, Essay, Climate change .... Like a House on Fire Essay | English - Year 12 VCE | Thinkswap. A House on Fire Essay | Essay on A House on Fire for Students and ....
Myp introduction unit 4
This document outlines a natural science unit on reducing casualties from earthquakes and volcanoes. It will cover key concepts like the Earth's internal energy and structure, tectonic plates, earthquakes, volcanoes, and tsunamis. Students will demonstrate their knowledge through exams, activities, and essays. They will learn how density and seismic risk are measured, and how to plot coordinates on a map. The unit aims to develop approaches to learning skills and IB learner profile attributes like being inquirers, thinkers, and risk-takers.
Disasters and Humans (DEMS3706 SU2020, Dr. Eric Kennedy)APDEMS370
Disasters and Humans (DEMS3706 SU2020, Dr. Eric Kennedy)
AP/DEMS3706 Note Share
Hello everyone! Think of this space as a crowdsourced notebook . . . everyone is welcome to take and share DEMS3706 lecture and reading notes here. -[;.
Module One - Rational, Irrational, or Something Else? 2
Cognitive Biases - Definitions 2
Bounded Rationality (Tversky, Kahneman) 6
Representativeness 6
Availability Bias 7
Adjustment and Anchoring 8
Cultural Cognition (Kahan, Braman) 8
DEMS3706 Lecture #1 10
DEMS3706 Lecture #2 (Cultural Cognition) 11
Module Two - Uncertainty & Prediction 13
Prediction, Cognition and the Brain (Bubic, von Cramon, Schubotz) 13
“A 30% Chance of Rain Tomorrow”: How Does the Public Understand Probabilistic Weather Forecasts? (Gigerenzer et al.) 16
Don’t Believe the COVID-19 Models (Tufekci) 18
Lecture #1 20
Lecture #2 21
Module Three - Fear, Anxiety, and All Things Scary 25
Lecture #1 25
Module Four - Decision-making Under Pressure 29
Lecture #1 29
Module Five - Expertise & Thinking as an Institution 33
54Lecture #1 33
Module Six - PTSD & Mental Health 35
Disasters and Humans (DEMS3706 SU2020, Dr. Eric Kennedy) 1
Module One - Rational, Irrational, or Something Else?Cognitive Biases - Definitions
Here are two images of cognitive biases of the ones that are required from the reading guide. The examples are simple and easy to follow:
12 Cognitive Biases That Can Impact Search Committee Decisions
https://www.visualcapitalist.com/50-cognitive-biases-in-the-modern-world/
Bias
Definition
Bias in Action (how this bias applies to disasters)-
Anchoring
This bias is described by individuals relying on an initial piece of information to make decisions. Comment by Eric Kennedy: Nice! Think of the example I gave during tutorial: students first were asked to think of the last two digits of their student number, then guess the number of countries in Africa. The lower the student #, the lower the guess. The higher the student #, the higher the guess. They got /anchored/ towards their initial number!
-During a large-scale disaster, a country may choose to proceed in a manner similar to a different country that went through the same experience, instead of searching for additional information to create the most successful plan. Comment by Eric Kennedy: Yes, these are good: early reactions to the pandemic will shape later ones... although this is also an example of priming.
If you wanted an example that's specific to anchoring, think about the magic "2 meter" number for physical distancing in lines. That number being introduced so early has powerfully affected what we see as "reasonable" physical distancing amounts... if it had started at 5m, we would be in a very different world of assumptions!
-This could also have been observed in how different countries proceeded with closures and containment during the pandemic.
Authority bias
This is defined as the tendency for people to rely more heavily on the opinion of a someone perceive ...
Year 9 outdoor activities 2015 pe
The document provides information about an upcoming year 9 outdoor activities trip taking place in May 2015. It will involve over 100 students participating in multiple outdoor activities like hillwalking, caving, canoeing, and climbing at two outdoor centers in South Wales over the course of a week. The trip aims to develop students' confidence, resilience, leadership, teamwork, and independence through challenging outdoor experiences outside their comfort zones with safety as the top priority. The total cost of the trip is £320 with a payment plan requiring a £75 deposit and seven £30 monthly payments.
Asteroids
This document discusses whether asteroids pose a threat to Earth. It presents evidence both for and against the idea that an asteroid could collide with Earth. The document explores recent reports of potential asteroid impacts, how impact angle and size affect crater size and damage. It examines evidence from the asteroid hypothesized to have caused the KT extinction event that killed the dinosaurs. The conclusion weighs all evidence presented to answer whether asteroids threaten Earth.
More Related Content
Similar to 1.introduction to hazard scales and mapping
The Next Thirty Years
1. The document discusses three major structural developments that will impact leadership over the next 30 years: the rise of digitization and artificial intelligence, increasing pressure on social cohesion due to inequality and populism, and the need to mitigate climate change.
2. Effective leadership will require challenging orthodoxies like neoliberalism, understanding different types of risks including "black swan" risks that are unpredictable but high impact, and aiming for antifragility by reducing fragility to shocks and allowing systems to benefit from volatility.
3. Leaders must recognize complex interconnections between global risks, manage both computable and incomputable risks, and develop balanced strategies that combine aggressiveness and paranoia to build antif
L7 hazard research ap
This document discusses natural hazards and provides information and assignments about them. It defines a natural hazard as an extreme weather event that occurs naturally. Some examples of natural hazards mentioned are tornados, flooding, avalanches, earthquakes, and hurricanes. Students are assigned a project to research a natural hazard of their choice, with success criteria including describing what causes it, its effects on people, how humans respond to it, where it is found, and including an example, maps, photos and diagrams in their project.
L7 hazard research ap
This document discusses natural hazards and provides information and assignments about them. It defines a natural hazard as an extreme weather event that occurs naturally. Some examples of natural hazards mentioned are tornados, flooding, avalanches, earthquakes, and hurricanes. Students are assigned a project to research a natural hazard of their choice, with success criteria including describing what causes it, its effects on people, how humans respond to it, where it is found, and including an example, maps, photos and diagrams in their project.
Campaigning yee
Presentation prepared by the expert Darek Grzemny for YEE study session 'European Environmental Law and Youth Participation'.
MASS DISASTERSBrainstorm the types of potential disasters th.docx
MASS DISASTERS
Brainstorm the types of potential disasters that could occur in your community, resources available, strengths of the community that could be used in the event of a disaster, and available sources of information to report the aftermath of a disaster.
Respond to ALL of the following questions:
1. To what extent are the individuals and families in the area prepared for a potential disaster?
2. Have families in an disaster-prone region (earthquake, hurricane, etc), gathered supplies that will be needed, in the event of a disaster and placed them in an accessible location?
3. Have emergency escapes routes from homes, schools, and other buildings been identified?
4. Have families discussed an emergency contact person who can relay messages for and about family members separated in a disaster?
5. Do you conclude that these types of preparation have been ignored.
must be in APA
must be at least one page long
must include at least one nursing journal article
.
Disaster Risk Reduction power point presentation.3.1
This document outlines learning objectives for a section on disaster risk reduction. By the end of the section, students should be able to: discuss key DRR concepts and elements, recognize the importance of DRR, discuss community-based practices for specific hazards, develop a community preparedness plan, and prepare survival kits and materials for public advocacy. It defines a disaster as an event exceeding a community's response capacity, bringing human, physical, social and environmental losses. Disasters are classified as natural or human-induced, with human-induced potentially being as catastrophic as natural disasters.
As College Costs Continue To Rise, Students Wonder If Higher Ed Pays
The document provides instructions for students to request writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Receive the paper and authorize payment if pleased. 5) Request revisions until satisfied. The service aims to provide original, high-quality content and offers refunds for plagiarized work.
DRRR_mod1_Basic Concept of Disaster and Disaster Risk.pptx
The document discusses disasters and disaster risk. It defines a disaster as a sudden event that causes harm to life and property and disrupts normal life. Disasters can be natural, resulting from hazards like earthquakes, typhoons and droughts, or man-made such as industrial accidents, terrorism and war. The Philippines is prone to natural disasters due to its location along the Ring of Fire. Disaster risk is the potential losses from a hazard due to a community's vulnerability, and results from hazards, vulnerability and lack of coping capacity.
UMUC CAPL 398A – Skills and Self-Assessment In addition.docx
UMUC CAPL 398A – Skills and Self-Assessment
In addition to an assessment of your values and career interests, a thorough skills analysis is a critical component of the
career-planning process. Skills are the currency used by job seekers. In the job market you receive pay in exchange for the
value of your knowledge and skills combined. Skills may be divided into three types:
1. Content or Knowledge specific to a field
2. Functional skills that may be applied in various fields
3. Self-management or behavioral traits
Employers value content skills, but they tend to favor candidates with strong functional and self-management skills.
Employers report that when hiring someone, 30% of the decision is based on an applicant’s content knowledge and
70% of the decision is based on an applicant’s functional and self-management skills.
Content Skills --- What you KNOW, CAN DEMONSTRATE, and CAN TEACH OTHERS. You usually acquire them
through education and work experience. Examples of content skills include:
Creating and updating a spreadsheet.
Writing a technical report in a particular subject.
Designing a Web page or software program.
Delivering a presentation on a topic.
Performing a budget analysis.
Functional Skills --- are skills that expedite tasks in any job situation. Examples of functional skills include:
Communicating to develop a team.
Teaching a class.
Analyzing information.
Sorting and/or collating documents.
Repairing electronic devices and/or troubleshooting software.
Self-management Skills or behavioral traits --- are command words that describe your strongest personality traits and
characteristics. Examples of self-management skills are:
Being organized in your work process
Patience with team members, when under time pressure
Thinking analytically, problem-solving
Customer-focused prioritization
Sense of humor
Every year, the National Association of Colleges and Employers (NACE) surveys large numbers of hiring managers from
across the country on what skills they plan to prioritize when recruiting new college graduates. In 2015, NACE listed 10
skills (ranked in order of importance) that employers said they would be looking for when hiring. Consider which of
these skills you have and how you might work these skills into your resume.
1. Ability to work in a team structure.
2. Ability to make decisions, Ability to solve problems (tie).
3. Ability to communicate verbally with people inside and outside an organization.
4. Ability to plan, organize and prioritize work.
5. Ability to obtain and process information.
6. Ability to analyze quantitative data.
7. Technical knowledge related to the job.
8. Proficiency with computer software programs.
9. Ability to create and/or edit written reports.
10. Ability to sell and influence others.
Essay Assignment #3 – Synthesis and Research
Length: five-to-seven pages (essay must ...
Tuesday With Morrie Essay.pdf
Tuesdays with Morrie: Symbolism - Free Essay Example | StudyDriver.com. Tuesdays With Morrie Summary. Free tuesdays with morrie Essays and Papers - 123helpme. The Profound Lessons of Morrie Schwartz Free Essay Example. Learning Perspective: The Memoir Genre in “Tuesdays with Morrie .... ≡Tuesdays With Morrie Essays | Summary, Analysis | Format Template .... ⇉"Tuesdays with Morrie" Book Review Essay Example | GraduateWay. Tuesdays with morrie final essay - copywriterdubai.x.fc2.com. Tuesdays With Morrie eNotes Lesson Plan - Our eNotes... - Language Arts .... An Analysis of Tuesdays with Morrie by Mitch Albom Essay Example .... Tuesdays with Morrie Essay Example | Topics and Well Written Essays .... Striking Tuesdays With Morrie Essay ~ Thatsnotus. Persuasive Essay: Tuesdays with morrie essay. ️ Tuesday with morrie reaction paper. Reaction Paper for Tuesday with .... PPT - Tuesdays with Morrie Response to Literature Essay PowerPoint .... Tuesdays with Morrie Summary Free Essay Example. Tuesdays with Morrie. Tuesdays with Morrie - 1970 Words | Free Essay Example on GraduateWay.
Hazards Week 1
This document discusses hazards and how they are categorized. It defines hazards as extreme events that threaten lives and property. Hazards are divided into natural hazards, caused by physical factors like weather or earth movements, and human hazards caused by human-made events like poverty or conflict.
Natural hazards are further classified based on their geophysical process, duration of impact, forewarning, scale of impact, frequency and area extent. For an event to be considered a natural disaster, it must meet at least one criteria: killing 10 or more people, affecting 100 people, a state of emergency declaration, or a request for international aid. The document examines maps of hazards around the world and describes patterns for earthquakes, volcanoes, tropical storms
The disputed role of expert knowledge in understanding and managing risk
This document discusses the contested role of expert knowledge in understanding and managing risk. It begins by defining key concepts like risk, probability, uncertainty, and the differences between expert and lay knowledge. It then presents the theory of a "risk society" where modern life involves constant threats. The main section examines three ways expert knowledge can be contested: when experts disagree with each other, when epidemiological knowledge differs from medical knowledge, and when lay knowledge contradicts expert assessments. Overall, the document explores circumstances in which expert and lay understandings of risk may diverge.
A natural hazard teacher
This document provides a learning unit on natural hazards that aims to help students analyze how hazards become disasters, assess disaster preparedness, and present information on natural hazards creatively. It includes articles, videos, and activities about different natural hazards and case studies on disaster preparedness. Students are asked to research natural hazards, create hazard profiles in groups, and compare responses to different disasters. The goal is for students to understand how preparedness can reduce a hazard's impact and how human activities relate to hazards.
1- An industrial furnace burns No. 4 residual oil with a heati.docx
1- An industrial furnace burns No. 4 residual oil with a heating value of 135,000
Btu/gal. Based on the emission factors given in Table 5-4, is a particulate
collector required to meet a state emission standard of 0.10 lb/106 Btu?
2- Two particulate collectors are in series. The fractional efficiency for size dp in
the upstream device is 80 percent, and for the downstream device the efficiency
is 60 percent. Find the overall removal efficiency for size dp.
3-A spreader stoker is used to burn coal containing 8 per cent ash. The flue gas
from burning 1 lb of coal is 170 ft3. What is the maximum dust loading of PM in
combustion gas in grains per cubic foot?
SEEE NEXT PAGE FOR TABLE
NOTE :
I do have the final answer for Q2 and Q3 as shown below:
The answer of Question Number 2 is 92 percent
.
The answer of Question Number 3 is 1.35 grains per cubic foot.
Hunt: you should use Table 5-4 in Question number 3.
The Sociology of Disaster: The Final Lecture
This is a difficult lecture for me to write, for several reasons. First of all, any time a professor gives a “Final Lecture”, it becomes a “last chance” for you to gain those concepts and perspectives that are essential for the course. Whenever I leave a class, I believe that I have been granted a wonderful challenge in this job that I so deeply love: I hope that you leave this course thinking about the world in a new way that will improve the world, nation, neighborhood, family, group, and/or individual (including you, especially you) in some manner. In a face-to-face class, I would be looking you in the eye at this point. Here, I hope that my words look into your heart.
The “Last Lecture” also brings about thoughts of mortality, especially given the cultural awareness of Randy Pausch’s “Final Lecture”. Titling a “Last Lecture” in a disaster course also truly seems a challenge to my individual and potentially ironic fate. You probably have thought a great deal about death, dying, and society throughout this course. I understand many of the frustrations that you have had throughout this semester. We don’t talk about death very much in our society. Sure, we have many games, movies, and books that superficially focus on death, but we don’t talk about its reality. From the moment of birth, we are all dying. Some of our deaths are easier than others; some are noted publicly, others occur invisibly. Death happens. How it happens depends upon so many things: politics, genetics, geography, class, education, and damned luck. I have interviewed family members who have experienced absolute loss. Some have never had their loved ones’ remains recovered; others, relying upon “death professionals” did not view their loved ones remains and have said that they will regret that decision until their own dying breath. Geoffrey Gorer [endnoteRef:1] made the following comment in 1965 and I believe that it pertains to us today: [1: Gorer, Geoffrey. 1965. Death, Grief, and Mour ...
lecture 2ppt.pdf
- The document discusses the dilemma faced by science after the atomic bombings of Hiroshima and Nagasaki.
- Laymen are confused and troubled by the immense destructive power that science has placed in human hands without providing guidance on its ethical use.
- Scientists claim to pursue truth alone without responsibility for how discoveries may be used, but the author argues this is an irresponsible view given science's life-threatening capabilities.
- Ultimately, the author believes stopping war is more important than curbing science, and that responsibility lies with society and international cooperation, not scientists alone.
G10 eng lesson 1
This document contains information about several topics:
1. It discusses how discovering personal challenges can create a deeper understanding of oneself by losing and rediscovering one's inner stillness.
2. It lists learning objectives related to understanding texts, persuasive writing, and public speaking.
3. It provides instructions for an oral report on cyberbullying which will be assessed based on verbal skills, nonverbal skills, and content.
Aids Essay
Essay on Hiv (600 Words) - PHDessay.com. Hiv & Aids Essay | PDF | Candidiasis | Hiv/Aids. Sample Essays(1) | Cd4 | Hiv/Aids. (HIV infection and AIDS) Short Essay in Simple English. The HIV/AIDS pandemic - A-Level Economics - Marked by Teachers.com. Topic: Aids/HIV Essay Example | Topics and Well Written Essays - 1000 words. essay hiv | Hiv/Aids | Medical Humanities. Essay on Aids | Aids Essay for Students and Children in English - NCERT .... AIDS - Major Issue in Our Society Today - Free Essay Example .... (PDF) Essay on Rehabilitation of Patients Living with HIV/AIDS. Hiv essay. ️ Conclusion of aids essay. Hiv Aids Conclusion Free Essays. 2019-01-19. Essays about hiv aids. Essay On AIDS | AIDS Essay for Students and Children in English - A .... HIV/AIDS Prevention Issues Essay Example | Topics and Well Written .... The Impact of HIV - GCSE Health and Social Care - Marked by Teachers.com. HIV in the United States of America Essay Example | Topics and Well .... AIDS History Essay | Hiv/Aids | Homosexuality. Report On Hiv / Aids. - A-Level Healthcare - Marked by Teachers.com. Aids prevention and control essay. HIV/AIDS: Transmission, Symptoms, Prevention Essay Example | Topics and .... ≫ HIV/AIDS - Causes and Effects Free Essay Sample on Samploon.com. Effect of Aids and the Impact on People - Free Essay Example .... AIDS Essay Composition- for class 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 .... Strategies to help prevent HIV - A-Level Healthcare - Marked by .... Essay on AIDS | Important for all class | Ontaheen. Aids Essay | Hiv/Aids | Hiv | Free 30-day Trial | Scribd. Working With HIV and AIDS Essay Example | Topics and Well Written .... Essay – HIV and AIDS - 898 Words | Free Essay Example on GraduateWay. Using visual aids Essay Aids Essay
Essay On House On Fire.pdf
A House On Fire Essay | Essay on A House On Fire for Students and .... Short Essay on a House on Fire [100, 200, 400 Words] With PDF - English .... Essay on A House on Fire in English || Paragraph on A House on Fire in .... A House On Fire Paragraph In English | Essay On A House On Fire | A .... essay on the topic the house on fire - Brainly.in. Descriptive Essay on a House on Fire | Nature. A House on Fire English Essay for 5th and 8th Class - Ratta.pk. Essay on A House on Fire in English For Students & Children. Easy and Outstanding Essay on 'A House on Fire' for 12th and 10th .... A House on Fire | English Essay - YouTube. A house on fire essay for 10th class in 2021 | Essay, Review of systems .... A House On Fire Essay with quotations | My House on Fire | Essay with outlines House on fire. Like a House on Fire – Insight Sample Essay 1 – Insight Publications. House On Fire Essay: Suitable for all students | Ontaheen. My house on fire essay in 2021 | Essay structure, Essay, Climate change .... Like a House on Fire Essay | English - Year 12 VCE | Thinkswap. A House on Fire Essay | Essay on A House on Fire for Students and ....
Myp introduction unit 4
This document outlines a natural science unit on reducing casualties from earthquakes and volcanoes. It will cover key concepts like the Earth's internal energy and structure, tectonic plates, earthquakes, volcanoes, and tsunamis. Students will demonstrate their knowledge through exams, activities, and essays. They will learn how density and seismic risk are measured, and how to plot coordinates on a map. The unit aims to develop approaches to learning skills and IB learner profile attributes like being inquirers, thinkers, and risk-takers.
Disasters and Humans (DEMS3706 SU2020, Dr. Eric Kennedy)APDEMS370
Disasters and Humans (DEMS3706 SU2020, Dr. Eric Kennedy)
AP/DEMS3706 Note Share
Hello everyone! Think of this space as a crowdsourced notebook . . . everyone is welcome to take and share DEMS3706 lecture and reading notes here. -[;.
Module One - Rational, Irrational, or Something Else? 2
Cognitive Biases - Definitions 2
Bounded Rationality (Tversky, Kahneman) 6
Representativeness 6
Availability Bias 7
Adjustment and Anchoring 8
Cultural Cognition (Kahan, Braman) 8
DEMS3706 Lecture #1 10
DEMS3706 Lecture #2 (Cultural Cognition) 11
Module Two - Uncertainty & Prediction 13
Prediction, Cognition and the Brain (Bubic, von Cramon, Schubotz) 13
“A 30% Chance of Rain Tomorrow”: How Does the Public Understand Probabilistic Weather Forecasts? (Gigerenzer et al.) 16
Don’t Believe the COVID-19 Models (Tufekci) 18
Lecture #1 20
Lecture #2 21
Module Three - Fear, Anxiety, and All Things Scary 25
Lecture #1 25
Module Four - Decision-making Under Pressure 29
Lecture #1 29
Module Five - Expertise & Thinking as an Institution 33
54Lecture #1 33
Module Six - PTSD & Mental Health 35
Disasters and Humans (DEMS3706 SU2020, Dr. Eric Kennedy) 1
Module One - Rational, Irrational, or Something Else?Cognitive Biases - Definitions
Here are two images of cognitive biases of the ones that are required from the reading guide. The examples are simple and easy to follow:
12 Cognitive Biases That Can Impact Search Committee Decisions
https://www.visualcapitalist.com/50-cognitive-biases-in-the-modern-world/
Bias
Definition
Bias in Action (how this bias applies to disasters)-
Anchoring
This bias is described by individuals relying on an initial piece of information to make decisions. Comment by Eric Kennedy: Nice! Think of the example I gave during tutorial: students first were asked to think of the last two digits of their student number, then guess the number of countries in Africa. The lower the student #, the lower the guess. The higher the student #, the higher the guess. They got /anchored/ towards their initial number!
-During a large-scale disaster, a country may choose to proceed in a manner similar to a different country that went through the same experience, instead of searching for additional information to create the most successful plan. Comment by Eric Kennedy: Yes, these are good: early reactions to the pandemic will shape later ones... although this is also an example of priming.
If you wanted an example that's specific to anchoring, think about the magic "2 meter" number for physical distancing in lines. That number being introduced so early has powerfully affected what we see as "reasonable" physical distancing amounts... if it had started at 5m, we would be in a very different world of assumptions!
-This could also have been observed in how different countries proceeded with closures and containment during the pandemic.
Authority bias
This is defined as the tendency for people to rely more heavily on the opinion of a someone perceive ...
Similar to 1.introduction to hazard scales and mapping (20)
MASS DISASTERSBrainstorm the types of potential disasters th.docx
MASS DISASTERSBrainstorm the types of potential disasters th.docx
Disaster Risk Reduction power point presentation.3.1
Disaster Risk Reduction power point presentation.3.1
As College Costs Continue To Rise, Students Wonder If Higher Ed Pays
As College Costs Continue To Rise, Students Wonder If Higher Ed Pays
DRRR_mod1_Basic Concept of Disaster and Disaster Risk.pptx
DRRR_mod1_Basic Concept of Disaster and Disaster Risk.pptx
UMUC CAPL 398A – Skills and Self-Assessment In addition.docx
UMUC CAPL 398A – Skills and Self-Assessment In addition.docx
The disputed role of expert knowledge in understanding and managing risk
The disputed role of expert knowledge in understanding and managing risk
1- An industrial furnace burns No. 4 residual oil with a heati.docx
1- An industrial furnace burns No. 4 residual oil with a heati.docx
Disasters and Humans (DEMS3706 SU2020, Dr. Eric Kennedy)APDEMS370
Disasters and Humans (DEMS3706 SU2020, Dr. Eric Kennedy)APDEMS370
More from Ed Brodhurst
Year 9 outdoor activities 2015 pe
The document provides information about an upcoming year 9 outdoor activities trip taking place in May 2015. It will involve over 100 students participating in multiple outdoor activities like hillwalking, caving, canoeing, and climbing at two outdoor centers in South Wales over the course of a week. The trip aims to develop students' confidence, resilience, leadership, teamwork, and independence through challenging outdoor experiences outside their comfort zones with safety as the top priority. The total cost of the trip is £320 with a payment plan requiring a £75 deposit and seven £30 monthly payments.
Asteroids
This document discusses whether asteroids pose a threat to Earth. It presents evidence both for and against the idea that an asteroid could collide with Earth. The document explores recent reports of potential asteroid impacts, how impact angle and size affect crater size and damage. It examines evidence from the asteroid hypothesized to have caused the KT extinction event that killed the dinosaurs. The conclusion weighs all evidence presented to answer whether asteroids threaten Earth.
The bodys natural defences
The document summarizes the body's three lines of defense against harmful microbes: 1) physical barriers like skin and mucus membranes, 2) non-specific white blood cells that attack any foreign substances, and 3) specific white blood cells and antibodies that develop a targeted response after initial exposure by marking microbes for destruction and creating immunological memory.
Observing space
The document discusses observing objects in space using telescopes. It begins by asking why we would want to observe space and provides a video link with possible reasons. It then describes how telescopes have developed over the years from early pirate telescopes to large modern ground and space-based telescopes like Hubble. Factors that control the effectiveness of ground telescopes are discussed. The best locations for large ground telescopes are analyzed based on latitude, population density, altitude and other factors. Finally, the document provides information about the Hubble space telescope, including how it works and examples of images it has captured.
Christmas quiz 2013 no answers
This document appears to be a quiz sheet for a Christmas quiz with multiple choice and fill-in-the-blank style questions across 10 categories: news, famous faces, sport, panto, Christmas, reindeer, and subjects including English, physics, geography, PE, history, ICT, and geography. The sheet includes spaces to write answers and includes a note to complete the quiz by the end of the event.
Christmas quiz 2013
This document contains the materials for a Christmas quiz, including questions and answer sheets. It includes 10 questions each on films, news events, famous faces, sports, pantomimes, Christmas, reindeer, subjects, and a final maths question asking "How many in a...". The questions cover a variety of topics from 2013.
Coaching forum
The document provides information about an upcoming coaching forum for teachers. It summarizes feedback from an October questionnaire and discusses meeting in February and April to provide coaching in specific areas like homework, attitude, progress, teaching, and subject knowledge. Teachers will be paired up to coach each other without judgment using questions to help reflect on practice and further improve teaching skills.
Yellowstone np eb
Yellowstone National Park poses a potential global risk due to its supervolcano.
1) Yellowstone sits atop one of the largest supervolcanoes on Earth, which last erupted 640,000 years ago.
2) An eruption could have devastating consequences, ejecting huge amounts of volcanic material into the atmosphere and potentially cooling the climate globally for years.
3) Millions of people living throughout North America would be at risk from the far-reaching effects of ash and gas from an eruption of the Yellowstone supervolcano.
Ice storm homework
Human activities have negatively impacted the environment in various ways. Some of the environmental impacts of human actions include pollution, climate change, and loss of habitats. It is important to consider how individual and societal choices affect the planet as a whole and to make decisions that minimize environmental harm.
Atomic structure
1. The document discusses atomic structure and radioactive decay. It aims to teach students about protons, neutrons and electrons that make up an atom, and how to build atoms digitally.
2. Students will learn about the particles that make up the nucleus, how this relates to elements in the periodic table, and the different types of radioactive decay. They will watch videos, draw diagrams, and build atoms on a website.
3. The final task is for students to research and take notes on the three main types of radioactive decay - alpha, beta, and gamma - presenting their findings through diagrams, text, and effort for homework.
Staff meeting 17th june
The staff meeting agenda included reviewing the marking policy, updating performance management, and conducting a standards audit. Key items were benchmarking books before the marking policy review, circulating appraisal guides to set objectives and plan training, and revisiting the standards audit to highlight development areas and show progress.
Arran trip
The Geography Department fieldtrip to Arran in June 2014 has three main aims: to conduct fieldwork to enhance understanding of physical and human geography; to gather and partially write up data for GCSE controlled assessments; and to foster interest in geography and the outdoors. The week-long itinerary includes days studying coastal and river landforms and processes, as well as coastal data collection and the location of industry. Students will stay at the Lochranza Field Studies Centre and participate in evening learning sessions. The trip is led by two qualified teachers and expedition leaders and will prioritize health and safety. The total cost is £300 which covers transportation, accommodation, meals, materials, and insurance. Payment plans are available and scholarships may
12. causes of hurricanes
This document provides information about re-sit help sessions for the Sustainable Decision Making paper. It states that re-sit help will begin on November 22nd at 3:10pm with Mr. Clark, focusing on the topic of rivers. All sessions will be held after school, and students will be updated on November 22nd about additional sessions.
15. cyclone management
This document discusses how two countries, the USA and Myanmar, managed tropical storms and how they could better prepare for future storms in a more sustainable way. It provides learning objectives on understanding how these countries dealt with tropical storms in the past, such as Hurricane Katrina in 2005 and Cyclone Nargis in 2008, and how they could improve preparations. The document then lists activities for students, such as completing a table comparing how the two countries managed storms well and badly, drawing a diagram of sustainable storm management strategies, and annotating a map of New Orleans to show updated protections against disasters like Hurricane Katrina.
14. cyclone nargis
Cyclone Nargis caused severe damage in Myanmar in 2008. It formed over warm waters in the Bay of Bengal and traveled west, making landfall in Myanmar. The storm caused catastrophic damage due to strong winds and heavy rainfall. Over 138,000 people were killed or left missing. The damage was exacerbated by the lack of early warning systems and destruction of coastal mangrove forests that normally help protect against storm surges.
10. effects of drought ledc medc
- Droughts can have severe consequences for people and the environment in both LEDCs and MEDCs.
- In LEDCs, droughts often result in widespread food shortages and malnutrition as crops fail, leading to deaths of over a million people in Ethiopia's 1984 drought.
- Drought-prone countries in the Sahel region of Africa, located just south of the Sahara Desert, are particularly vulnerable to prolonged dry spells.
8. kashmir earthquake 2005
This document outlines a lesson plan about the 2005 Kashmir earthquake. The objectives are for students to understand the cause, effects, and responses to the earthquake, including how the level of development influenced its impacts. Activities include a "tectonics bingo" game, reviewing resources about the earthquake, and creating notes covering key details like location, effects, responses by the local and world communities, and social/economic/environmental impacts. Students then summarize their knowledge on a "case study card." Later activities discuss planning, preparing, and protecting against earthquakes, including safe building design and assembling emergency supply kits. The homework assigns students to research the 1994 Northridge earthquake.
6. california 1994
A powerful earthquake struck Southern California early this morning, causing widespread damage and loss of life. The 6.7 magnitude quake was centered in the community of Northridge, just outside of Los Angeles. It struck at 4:30 am local time, when many people were still asleep. The shaking caused buildings and highways to collapse. Over 20,000 residences were destroyed. Tragically, 57 people lost their lives in the disaster. Estimates put financial losses from the quake in the billions. Emergency responders are working around the clock to rescue trapped individuals and provide aid to those displaced. More aftershocks are expected in the
5. earthquakes keh
Earthquakes occur when tectonic plates move towards or slide past each other. Normally plates move slowly at around 9 cm per year, but energy builds as they occasionally get stuck. This stored energy is suddenly released in the form of an earthquake when the plates slip. The shaking displaces a large amount of energy into the Earth's crust. This can cause damage to infrastructure like roads, disrupt utilities, and leave people without access to clean water or a way to get to work. Predicting earthquakes allows officials to warn people and take protective measures to reduce hazards, while preparing through drills and design helps minimize earthquake impacts.
More from Ed Brodhurst (20)
Recently uploaded
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
Digital Marketing Trends in 2024 | Guide for Staying Ahead
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
System Design Case Study: Building a Scalable E-Commerce Platform - Hiike
This case study explores designing a scalable e-commerce platform, covering key requirements, system components, and best practices.
GraphRAG for Life Science to increase LLM accuracy
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Best 20 SEO Techniques To Improve Website Visibility In SERP
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Programming Foundation Models with DSPy - Meetup Slides
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
Presentation of the OECD Artificial Intelligence Review of Germany
Consult the full report at https://www.oecd.org/digital/oecd-artificial-intelligence-review-of-germany-609808d6-en.htm
Digital Banking in the Cloud: How Citizens Bank Unlocked Their Mainframe
Inconsistent user experience and siloed data, high costs, and changing customer expectations – Citizens Bank was experiencing these challenges while it was attempting to deliver a superior digital banking experience for its clients. Its core banking applications run on the mainframe and Citizens was using legacy utilities to get the critical mainframe data to feed customer-facing channels, like call centers, web, and mobile. Ultimately, this led to higher operating costs (MIPS), delayed response times, and longer time to market.
Ever-changing customer expectations demand more modern digital experiences, and the bank needed to find a solution that could provide real-time data to its customer channels with low latency and operating costs. Join this session to learn how Citizens is leveraging Precisely to replicate mainframe data to its customer channels and deliver on their “modern digital bank” experiences.
Building Production Ready Search Pipelines with Spark and Milvus
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
Driving Business Innovation: Latest Generative AI Advancements & Success Story
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Trusted Execution Environment for Decentralized Process Mining
Presentation of the paper "Trusted Execution Environment for Decentralized Process Mining" given during the CAiSE 2024 Conference in Cyprus on June 7, 2024.
Introduction of Cybersecurity with OSS at Code Europe 2024
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Taking AI to the Next Level in Manufacturing.pdf
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Astute Business Solutions | Oracle Cloud Partner |
Your goto partner for Oracle Cloud, PeopleSoft, E-Business Suite, and Ellucian Banner. We are a firm specialized in managed services and consulting.
Columbus Data & Analytics Wednesdays - June 2024
Columbus Data & Analytics Wednesdays, June 2024 with Maria Copot 20
Recently uploaded (20)
Overcoming the PLG Trap: Lessons from Canva's Head of Sales & Head of EMEA Da...
Overcoming the PLG Trap: Lessons from Canva's Head of Sales & Head of EMEA Da...
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...
Digital Marketing Trends in 2024 | Guide for Staying Ahead
Digital Marketing Trends in 2024 | Guide for Staying Ahead
System Design Case Study: Building a Scalable E-Commerce Platform - Hiike
System Design Case Study: Building a Scalable E-Commerce Platform - Hiike
Nordic Marketo Engage User Group_June 13_ 2024.pptx
Nordic Marketo Engage User Group_June 13_ 2024.pptx
GraphRAG for Life Science to increase LLM accuracy
GraphRAG for Life Science to increase LLM accuracy
Best 20 SEO Techniques To Improve Website Visibility In SERP
Best 20 SEO Techniques To Improve Website Visibility In SERP
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
Programming Foundation Models with DSPy - Meetup Slides
Programming Foundation Models with DSPy - Meetup Slides
Presentation of the OECD Artificial Intelligence Review of Germany
Presentation of the OECD Artificial Intelligence Review of Germany
Digital Banking in the Cloud: How Citizens Bank Unlocked Their Mainframe
Digital Banking in the Cloud: How Citizens Bank Unlocked Their Mainframe
Building Production Ready Search Pipelines with Spark and Milvus
Building Production Ready Search Pipelines with Spark and Milvus
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
Energy Efficient Video Encoding for Cloud and Edge Computing Instances
Driving Business Innovation: Latest Generative AI Advancements & Success Story
Driving Business Innovation: Latest Generative AI Advancements & Success Story
Trusted Execution Environment for Decentralized Process Mining
Trusted Execution Environment for Decentralized Process Mining
Introduction of Cybersecurity with OSS at Code Europe 2024
Introduction of Cybersecurity with OSS at Code Europe 2024
Astute Business Solutions | Oracle Cloud Partner |
Astute Business Solutions | Oracle Cloud Partner |
1.introduction to hazard scales and mapping
- 1. What is a hazard? LO: To understand the term hazard and know the scales used to measure them
- 2. Chitter chatter starter: 1) What is a hazard? 2) What makes it a natural hazard? 3) List as many natural hazards as you can think of. 4) When does a natural hazard become a natural disaster? 5) Have you ever experienced a natural hazard or disaster? 6) Do natural hazards occur in certain parts of the world more than others? Where? Why?
- 3. What is a hazard? A good definition for a ‘natural hazard’ is: “a ________ natural _____which has the _______to ______both ____and ______” property perceived potential threaten life event
- 4. Distribution of Hazards • Look at the hazard map showing the main hazards: – Volcanoes – Earthquakes • Complete another map plotting on the hurricanes and drought areas. You may change the colours if you wish. • Stick both maps into your book under the mini subheading ‘Distribution of Natural Hazards’
- 5. Answer the following in full sentences in your book 1. Describe the distribution of earthquakes, volcanoes, drought and hurricanes using some examples of the words in the boxes below: 2. Which places in the world are the most vulnerable to natural hazards? Give some named examples. These are called ‘hotspots’. 3. What do you notice about these hotspot countries? Are there any other reasons for their vulnerability? Extension: can you think of a good definition for the word ‘natural hazard’? Questions oceans land masses mountains compass points
- 6. Investigating hazards • Hazards are a danger and to understand them humans study them. • In your pairs consider for each of the hazards below: what you would measure and how you would measure certain aspects of the hazards to gain a greater understanding of it. – Volcanoes – Hurricanes – Tornadoes – Earthquakes
- 10. Hazard Scales
- 11. Hazard Scales
- 12. Hazard Scales
- 13. Hazard Questions • What hazards are difficult to measure? • What do you think a greater level of hazard understanding might achieve? • Do you think we will ever fully understand natural hazards?