A2 CAMBRIDGE GEOGRAPHY: HAZARDOUS ENVIRONMENTS - HAZARDS RESULTING FROM ATMOSPHERIC DISTURBANCES. It contain case studies: Hurricane Katrina 2005, Cloud Seeding in New Zealand 1950-1970.
CAMBRIDGE GEOGRAPHY A2 REVISION - SUSTAINABLE MANAGEMENT OF HAZARDOUS ENVIRONMENTS. Presentation suitable for Cambridge A2 students. It contains: key terms and definitions, topic summary, additional work and suggested websites.
CAMBRIDGE GEOGRAPHY A2 REVISION - ENVIRONMENTAL MANAGEMENT: ENVIRONMENTAL DEGRADATION. Presentation suitable for Cambridge A2 students. It contains: key words and definitions, topic summary, additional work and suggested websites.
A2 CAMBRIDGE GEOGRAPHY: HAZARDOUS ENVIRONMENTS - HAZARDOUS ENVIRONMENTS RESULTING FROM MASS MOVEMENTS. It contain case studies: Italian Mudslides 1998, New Zealand Landslip 1979, European Avalanches 1999.
A2 Geography Revision for Coastal Environments, subchapter 8.1 Waves Marine and Subaerial Processes. It is suitable for Year 13 Geography, Cambridge Examination in November 2016. It contains: key terms and definitions, a topic summary, sketches and descriptions, additional work (6 questions for testing your knowledge) and some suggested websites.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.2 THE GLOBAL ENER...George Dumitrache
A comprehensive presentation of subchapter 2.2 The Global Energy Budget, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
CAMBRIDGE GEOGRAPHY A2 REVISION - SUSTAINABLE MANAGEMENT OF HAZARDOUS ENVIRONMENTS. Presentation suitable for Cambridge A2 students. It contains: key terms and definitions, topic summary, additional work and suggested websites.
CAMBRIDGE GEOGRAPHY A2 REVISION - ENVIRONMENTAL MANAGEMENT: ENVIRONMENTAL DEGRADATION. Presentation suitable for Cambridge A2 students. It contains: key words and definitions, topic summary, additional work and suggested websites.
A2 CAMBRIDGE GEOGRAPHY: HAZARDOUS ENVIRONMENTS - HAZARDOUS ENVIRONMENTS RESULTING FROM MASS MOVEMENTS. It contain case studies: Italian Mudslides 1998, New Zealand Landslip 1979, European Avalanches 1999.
A2 Geography Revision for Coastal Environments, subchapter 8.1 Waves Marine and Subaerial Processes. It is suitable for Year 13 Geography, Cambridge Examination in November 2016. It contains: key terms and definitions, a topic summary, sketches and descriptions, additional work (6 questions for testing your knowledge) and some suggested websites.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.2 THE GLOBAL ENER...George Dumitrache
A comprehensive presentation of subchapter 2.2 The Global Energy Budget, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
A2 Geography Revision for Coastal Environments, subchapter 8.3 Coral Reefs. It is suitable for Year 13 Geography, Cambridge Examination in November 2016. It contains: key terms and definitions, a topic summary, sketches and descriptions, additional work (6 questions for testing your knowledge) and some suggested websites.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.1 LOCAL ENERGY BU...George Dumitrache
A comprehensive presentation of subchapter 2.1 Local Energy Budgets, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
A2 CAMBRIDGE GEOGRAPHY: HAZARDOUS ENVIRONMENTS - SUSTAINABLE MANAGEMENT IN HAZARDOUS ENVIRONMENTS. It contain the case study about Bioengineering in Malaysia.
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 2 ATMOSPHERE AND WEATHERGeorge Dumitrache
Cambridge Geography AS Ultra Revision Test 2, with questions and answers for chapter 2 Atmosphere and Weather. This is a test with 30 questions, 2 minutes each.
CAMBRIDGE GEOGRAPHY A2 REVISION - PRODUCTION, LOCATION AND CHANGE: 11.1 AGRICULTURAL SYSTEMS AND FOOD PRODUCTION. It contains: ley terms and definitions, topic summary, additional work and suggested websites.
A2 CAMBRIDGE GEOGRAPHY: COASTAL ENVIRONMENTS - CORAL REEFS. It contains: what are coral reefs, the development of corals, growth rates, polyps and algae, reef formation, fringing reefs, barrier reefs, atolls, threats to coral.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.3 WEATHER PROCESS...George Dumitrache
A comprehensive presentation of subchapter 2.3 Weather Processes and Phenomena, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
A2 Geography Revision for Coastal Environments, subchapter 8.3 Coral Reefs. It is suitable for Year 13 Geography, Cambridge Examination in November 2016. It contains: key terms and definitions, a topic summary, sketches and descriptions, additional work (6 questions for testing your knowledge) and some suggested websites.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.1 LOCAL ENERGY BU...George Dumitrache
A comprehensive presentation of subchapter 2.1 Local Energy Budgets, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
A2 CAMBRIDGE GEOGRAPHY: HAZARDOUS ENVIRONMENTS - SUSTAINABLE MANAGEMENT IN HAZARDOUS ENVIRONMENTS. It contain the case study about Bioengineering in Malaysia.
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 2 ATMOSPHERE AND WEATHERGeorge Dumitrache
Cambridge Geography AS Ultra Revision Test 2, with questions and answers for chapter 2 Atmosphere and Weather. This is a test with 30 questions, 2 minutes each.
CAMBRIDGE GEOGRAPHY A2 REVISION - PRODUCTION, LOCATION AND CHANGE: 11.1 AGRICULTURAL SYSTEMS AND FOOD PRODUCTION. It contains: ley terms and definitions, topic summary, additional work and suggested websites.
A2 CAMBRIDGE GEOGRAPHY: COASTAL ENVIRONMENTS - CORAL REEFS. It contains: what are coral reefs, the development of corals, growth rates, polyps and algae, reef formation, fringing reefs, barrier reefs, atolls, threats to coral.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.3 WEATHER PROCESS...George Dumitrache
A comprehensive presentation of subchapter 2.3 Weather Processes and Phenomena, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
about the formation and causes and impacts of the cyclone formation in the earth. and cyclone formed in the INDIA region whole about the briefly explained about cyclone
Hydrometeorological hazard is a process or phenomenon of atmospheric, hydrological or oceanographic nature that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage.
Climate Extreme (extreme weather or climate event) refers to the occurrence of a value of a weather or climate variable above (or below) a threshold value near the upper (or lower) ends of the range of observed values of the variable. Extreme weather and climate events, interacting with exposed and vulnerable human and natural systems, can lead to disasters.
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE SOURCESGeorge Dumitrache
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE
On February 27, 1933, the German parliament (Reichstag) building burned down. The Nazi leadership and its coalition partners used the fire to claim that Communists were planning a violent uprising. They claimed that emergency legislation was needed to prevent this. The resulting act, commonly known as the Reichstag Fire Decree, abolished a number of constitutional protections and paved the way for Nazi dictatorship.
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTXGeorge Dumitrache
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTX
Following Hitler’s appointment as chancellor the Nazis were finally in a position of power.
However, this power was limited, as the Nazis were just one party in a three party coalition government, under President Hindenburg.
This topic will explore how the Nazis managed to eliminate their opposition and consolidate ultimate power over Germany, whilst maintaining an illusion of democracy.
It will first explore this topic in chronological order, from the Reichstag Fire through to the death of President Hindenburg, and then explore it thematically in the last section. On the 31 January 1933, Hitler, conscious of his lack of a majority in the Reichstag, immediately called for new elections to try and strengthen his position. The Nazis aimed to increase their share of the vote so that they would have a majority in the Reichstag. This would allow them to rule unopposed and unhindered by coalition governments.
Over the next two months, they launched themselves into an intense election campaign.
On 27 February 1933, as the campaign moved into its final, frantic days, the Reichstag, the German Parliament building, was set on fire and burnt down. An atmosphere of panic and terror followed the event.
This continued when a young Dutch communist, Van der Lubbe was arrested for the crime.
The Nazi Party used the atmosphere of panic to their advantage, encouraging anti-communism. Göring declared that the communists had planned a national uprising to overthrow the Weimar Republic. This hysteria helped to turn the public against the communists, one of the Nazis main opponents, and 4000 people were imprisoned.
The day after the fire, Hindenburg signed the Emergency Decree for the Protection of the German People. On the 28 February 1933, President Hindenburg signed the Emergency Decree for the Protection of the German People. This decree suspended the democratic aspects of the Weimar Republic and declared a state of emergency.
This decree gave the Nazis a legal basis for the persecution and oppression of any opponents, who were be framed as traitors to the republic. People could be imprisoned for any or no reason.
The decree also removed basic personal freedoms, such as the freedom of speech, the right to own property, and the right to trial before imprisonment.
Through these aspects the Nazis suppressed any opposition to their power, and were able to start the road from democracy to a dictatorship. The atmosphere of uncertainty following the Reichstag Fire secured many voters for the Nazi party.
The SA also ran a violent campaign of terror against any and all opponents of the Nazi regime. Many were terrified of voting of at all, and many turned to voting for the Nazi Party out of fear for their own safety. The elections were neither free or fair.
On the 5 March 1933, the elections took place, with an extremely high turnout of 89%.
The Nazis secured 43.9% of the vote.
DEPTH STUDY GERMANY: NAZI REGIME - 04. HITLER BECOMING CHANCELLOR 1933George Dumitrache
Hitler was not immediately appointed chancellor after the success of the July 1932 elections, despite being leader of the largest party in the Reichstag. It took the economic and political instability (with two more chancellors failing to stabilise the situation) to worsen, and the support of the conservative elite, to convince Hindenburg to appoint Hitler.
Hitler was sworn in as the chancellor of Germany on the 30 January 1933. The Nazis were now in power.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 08. NAZIS IN THE WILDERNESSGeorge Dumitrache
The “Lean Years” (also called the "wilderness" years) of Hitler and the Nazi Party in Germany refer to the period between 1924 and 1928 when the Nazi party did not have high levels of support and still suffered from humiliation over the Munich Putsch. Why where these years “lean”?
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 07. STRESEMMAN ERA 1924-1929George Dumitrache
The period 1924-1929 was a time when the Weimar economy recovered and cultural life in Germany flourished. This dramatic turnabout happened in large part because of the role played by Gustav Stresemann who became Chancellor in August 1923 during the hyperinflation crisis.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 06. THE BEER HALL PUTSCH 1923George Dumitrache
The Beer Hall Putsch, also known as the Munich Putsch, was a failed coup d'état by Nazi Party (Nationalsozialistische Deutsche Arbeiterpartei or NSDAP) leader Adolf Hitler, Generalquartiermeister Erich Ludendorff and other Kampfbund leaders in Munich, Bavaria, on 8–9 November 1923, during the Weimar Republic. Approximately two thousand Nazis marched on the Feldherrnhalle, in the city centre, but were confronted by a police cordon, which resulted in the deaths of 16 Nazi Party members and four police officers. Hitler escaped immediate arrest and was spirited off to safety in the countryside. After two days, he was arrested and charged with treason. The putsch brought Hitler to the attention of the German nation for the first time and generated front-page headlines in newspapers around the world. His arrest was followed by a 24-day trial, which was widely publicised and gave him a platform to express his nationalist sentiments to the nation. Hitler was found guilty of treason and sentenced to five years in Landsberg Prison, where he dictated Mein Kampf to fellow prisoners Emil Maurice and Rudolf Hess. On 20 December 1924, having served only nine months, Hitler was released. Once released, Hitler redirected his focus towards obtaining power through legal means rather than by revolution or force, and accordingly changed his tactics, further developing Nazi propaganda.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 05. HYPERINFLATIONGeorge Dumitrache
Hyperinflation affected the German Papiermark, the currency of the Weimar Republic, between 1921 and 1923, primarily in 1923. It caused considerable internal political instability in the country, the occupation of the Ruhr by France and Belgium, and misery for the general populace.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 03. THE TREATY OF VERSAILLES IMPACT ON...George Dumitrache
Thanks to the Treaty of Versailles, Germany's ability to produce revenue-generating coal and iron ore decreased. As war debts and reparations drained its coffers, the German government was unable to pay its debts. Some of the former World War I Allies didn't buy Germany's claim that it couldn't afford to pay.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 02. THE NOVEMBER REVOLUTION 1918George Dumitrache
The German Revolution or November Revolution was a civil conflict in the German Empire at the end of the First World War that resulted in the replacement of the German federal constitutional monarchy with a democratic parliamentary republic that later became known as the Weimar Republic. The revolutionary period lasted from November 1918 until the adoption of the Weimar Constitution in August 1919. Among the factors leading to the revolution were the extreme burdens suffered by the German population during the four years of war, the economic and psychological impacts of the German Empire's defeat by the Allies, and growing social tensions between the general population and the aristocratic and bourgeois elite.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANYGeorge Dumitrache
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANY. This presentation covers the social, economic and political impact of war along with a brief analysis of the physical cost of war.
QUESTIONS AND ANSWERS - LEAGUE OF NATIONS. The League of Nations was an international organization, headquartered in Geneva, Switzerland, created after the First World War to provide a forum for resolving international disputes.
ABYSSINIAN CRISIS. The Abyssinian Crisis was over in 1936. Italy and Mussolini continually ignored the League of Nations and fully annexed Abyssinia on May 9th 1936. The League of Nations was shown to be ineffective. The League had not stood up against one of the strongest members and fulfilled the promise of collective security.
Manchurian Crisis. On September 18, 1931, an explosion destroyed a section of railway track near the city of Mukden. The Japanese, who owned the railway, blamed Chinese nationalists for the incident and used the opportunity to retaliate and invade Manchuria.
05. LEAGUE OF NATIONS - Great Depression and LON.pptxGeorge Dumitrache
GREAT DEPRESSION AND THE LEAGUE OF NATIONS. The Great Depression of 1930-33 meant people turned to extremist dictators such as Hitler and Mussolini, who were keen to invade other countries. This made it hard for the League to maintain peace. The League had some very ambitious plans and ideals – to stop war and make the world a better place.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. LEARNING OBJECTIVES
Global distribution of areas most at risk from large scale
tropical disturbances (cyclones, hurricanes, typhoons) and
small scale atmospheric disturbances (tornadoes).
Processes causing the formation and development of cyclones,
hurricanes, typhoons and tornadoes.
Hazards from large scale atmospheric disturbances: storm
surges, coastal flooding, intense rainfall leading to severe river
floods and mass movement, and high winds.
Hazards from small scale atmospheric disturbances: intense
precipitation (rain and hail), high winds, and pressure
imbalances. Primary and secondary impacts on lives and
property. Prediction, preparedness and monitoring of large
and small scale atmospheric disturbances and perception of risk.
4. TROPICAL
DISTURBANCES
A tropical disturbance forms over
waters of at least 26.5C.
A tropical disturbance is defined as
an area of organized thunderstorm
activity 100 - 300 miles in diameter
which maintains its identity for 24
hours or more.
In meteorology, a tropical
disturbance can be defined as a very
weak, or incipient (just beginning),
tropical cyclone.
5. TROPICAL CYCLONES
A tropical cyclone is a rotating storm system characterized
by a low-pressure centre, a closed low-level atmospheric
circulation, strong winds, and a fast spiral arrangement of
thunderstorms that produce heavy rain.
Depending on its location and strength, a tropical cyclone is
referred to by different names, including hurricane, typhoon,
tropical storm, cyclonic storm, tropical depression, and
simply cyclone.
6. HURICANES,
TYPHOONS,
CYCLONES
A hurricane is a tropical
cyclone that occurs in the
Atlantic Ocean and North
Eastern Pacific Ocean,
and a typhoon occurs in
the North Western
Pacific Ocean; while in
the south Pacific or
Indian Ocean, comparable
storms are referred to
simply as “tropical
cyclones” or “severe
cyclonic storms”.
8. TROPICAL STORMS AS HAZARDS
A tropical storm is a hazard that brings heavy rainfall,
strong winds and other related hazards such as mudslides and
floods.
Tropical storms usually form between approximately 5° and
30° latitude and move westward due to easterly winds. The
Coriolis force sends them spinning towards the poles.
In most areas, tropical storms are given names.
The names are alphabetical and alternate between male and
female. This makes storms easier to identify, especially when
they are close together.
It is hard to predict the path of a tropical storm, and
therefore difficult to manage an adequate evacuation of an
area if needed.
10. HOW DO TROPICAL STORMS FORM?
Hurricanes need a lot of heat to form, which is why they
usually occur over tropical seas (at least 26°C). The sun is close
to the equator, providing energy to heat the ocean.
The warm ocean heats the air above it causing it to rise
rapidly. Water evaporates quickly from the hot surface of the
ocean, so the rising air contains great amounts of water
vapour. The rising air starts to spin (clockwise in the
northern hemisphere).
The centre of the storm - the eye - is calm. As the air rises it
cools, condenses and forms towering cumulonimbus clouds.
The rapidly rising air creates an area of intense low pressure.
The low pressure sucks in air, causing very strong winds. Once
the storm moves over land it starts to lose energy and fades.
13. GENERAL KNOWLEDGE
Tropical storms bring intense rainfall and very high winds,
which may in turn cause storm surges and coastal flooding,
and other hazards such as flooding and mudslides.
They develop as intense low-pressure systems over tropical
oceans.
Winds spiral rapidly around a calm central area known as the
eye. The diameter of the whole tropical storm may be as much
as 800km, although the very strong winds that cause most of
the damage are found in a narrower belt up to 300km wide.
14. GENERAL KNOWLEDGE
In a mature tropical storm pressure may fall to as low as 880
millibars. This, and the strong contrast in pressure between
the eye and outer part of the tropical storm, lead to very strong
winds of over 118km/h.
15. CONDITIONS NEEDED
For tropical storms to form, a number of conditions are needed:
- Sea temperatures must be over 27 C to a depth of 60m
(warm water gives off large quantities of heat when it is
condensed – this is the heat which drives the tropical storm).
- The low-pressure area has to be far enough away from the
equator so that the Coriolis force (the force caused by the
rotation of the Earth) creates sufficient rotation in the rising
air mass.
17. TROPICAL STORM
Tropical storms is a generic term that includes Hurricanes
(North Atlantic), Cyclones (Indian Ocean and the Bay of
Bengal), and Typhoons (Japan).
A tropical storm is a low pressure system up to 600km in
diameter with wind speeds of up to 300km/h (typically
160km/h) and bringing up to 30-50cm of rainfall.
19. TROPICAL
STORM
There is no need to
learn all of the details
of the Saffir-Simpson
scale (measuring the
scale of tropical
storm strength and
impacts), but it is
good to know about
the lower, middle and
upper ends of the
scale.
Category 1: winds 119-153km/h, storm surge
generally 1.2-1.5m above normal.
Category 3: winds 119-209km/h, storm surge
generally 2.7-3.6m above normal.
Category 5: winds greater than 249km/h,
storm surge greater than 5.5m above normal.
20. TROPICAL STORM MANAGEMENT
The unpredictability of tropical storm paths makes the
effective management of tropical storms difficult, while the
strongest storms do not always cause the greatest damage.
21. TRACKING TROPICAL STORMS
Information regarding tropical storms is received from a
number of sources including:
- Satellite images
- Aircraft that fly into the eye of the tropical storm to record
weather information
- Weather stations at ground level
- Radars that monitor areas of intense rainfall
22. PREPARING FOR TROPICAL STORMS
There are a number of ways in which national governments
and agencies can help prepare for a tropical storms.
These include risk assessment, land-use control (including
floodplain management) and reducing the vulnerability of
structures and organisations.
23. LAND USE ZONING
The aim is to control land use so that the most important
facilities are placed in the least vulnerable areas, including
floodplains.
24. REDUCING STRUCTURES’ VULNERABILITY
New buildings should be designed to be wind and water
resistant.
Communication and utility lines should be located away from
the coastal area or installed underground.
Improvement of building sites includes raising the ground level
to protect against flooding and storm surges.
Protective river embankments, levees and coastal dykes should
be regularly inspected for breaches due to erosion.
Improved vegetation cover helps to reduce the impact of soil
erosion and landslides, and facilitates the absorption of rainfall
to reduce flooding.
27. ANSWER
Managing hurricane impact is difficult.
The unpredictability of tropical storm path makes the
effective management of tropical storms difficult.
The strongest storms do not always cause the greatest
damage.
People living in coastal areas face increased risks associated
with tropical storms.
28. WHAT TO DO BEFORE A TROPICAL STORM
Know where your emergency shelters are.
Have disaster supplies on hand.
Protect your windows.
Permanent shutters are the best protection.
A lower-cost approach is to put up plywood panels.
Trim back branches from trees.
Trim branches away from your home and cut out all the dead or
weak branches on any trees on your property.
Check your home and car insurance.
Make arrangements for pets and livestock.
Develop an emergency communication plan.
29.
30. EMERGENCY SHELTERS AUCKLAND CENTRAL
ASB Stadium, Kohimaramara Rd, Kohimaramara (adjacent to Selwyn College)
City Impact Church, 385 Mt Wellington highway, Sylvia Park
Eden Park, Reimers Ave, Mt Eden
Ellerslie Events Centre, 80 - 100 Ascot Ave, Ellerslie
Ellerslie War Memorial Hall, 138 Main Highway, Ellerslie
Fickling Centre, 1011 Mt Eden Rd, Three Kings
Freemans Bay Community Hall, 52 Hepburn St, Freemans Bay
Victory Church, 98 Beaumont St, Freemans Bay
Glen Innes Hall, 102 Line Rd, Glen Innes
Mt Albert Senior Citizens Hall, Corner Wairere Ave and New North Rd, Mt Albert
Mt Albert War Memorial Hall, corner Wairere Ave and New North Rd, Mt Albert
Onehunga Community Centre, 83 Church St, Onehunga
Panmure Community Hall, 7-13 Pilkington Rd, Panmure
Te Huruhi Primary School, 7 Donald Bruce Rd, Waiheke
Waiheke High school, 1 Donald Bruce Rd, Surfdale
31. WHAT TO DO DURING A TROPICAL STORM
Listen to the radio or television for tropical storm progress
reports.
Check emergency supplies.
Make sure your car is full of fuel.
Bring in outdoor objects such as lawn furniture, toys, garden
tools, and anchor objects that cannot be brought inside.
Secure buildings by closing and boarding up windows.
Remove outside antennas and satellite dishes.
32.
33. WHAT TO DO AFTER A TROPICAL STORM
Assist in search and rescue.
Seek medical attention for persons injured.
Clean up debris and effect temporary repairs.
Report damage to utilities.
Watch out for secondary hazards: fire, flooding, etc.
34. TORNADOES
Tornadoes are small and short-
lived but highly destructive storms.
Because of their severe nature and
small size, little is known about
them.
Tornados consists of elongated
funnels of cloud that descend from
the base of a well-developed
cumulonimbus cloud, eventually
making contact with the ground
beneath.
37. TORNADOES
Some students think that
hurricanes and tornadoes
are the same – they are very
different in origin, scale,
impact and potential for
management.
39. WHAT IS A
TORNADO?
A tornado is a violent,
destructive weather system,
with powerful rotating winds
(up to 300km/h).
Tornadoes are intense, low-
pressure systems, and their
development depends on
instability in the atmosphere,
convergence and strong
updrafts in the air.
40.
41. FAVOURED AREAS
Many tornadoes have a short life. They can last from several
seconds to more than an hour.
Favoured areas are temperate continental interiors in spring
and early summer, when insolation is strong and the air may be
unstable, although many parts of the world can be affected by
tornado outbreaks at some time or another.
The Great Plains of the USA, including Oklahoma, Texas and
Kansas, have a high global frequency, and are particularly prone
at times when cool, dry air from the Rockies overlies warm, most
“Gulf” air.
42. TORNADO DAMAGE
About 1000 tornadoes hit the USA each year.
On average, tornadoes kill about 60 people per year, mostly
resulting from flying of falling (crushing) debris.
There are 3 damaging factors at work:
- The winds are strong so objects are removed or damaged
- Rotational movement tends to twist objects from their fixings
- Low atmospheric pressure near the vortex centre is a major source of
damage
43. FUJITA TORNADO DAMAGE SCALE
The Fujita scale relates the degree of damage to the intensity of
the wind. It should be used with caution as it does not take into
account differences in building structure and materials.
CATEGORY F0
Light damage (more than 117km/h)
Damage to chimneys, branches broken off
trees, sign boards damaged
CATEGORY F3
Severe damage (254-332km/h)
Roofs and walls torn off well-constructed
houses, trains overturned, cars lifted off
CATEGORY F5
Incredible damage (419-512km/h)
Strong-frame houses lifted off foundations
and swept away, cars flying around 100m
44. MANAGING TORNADOES
As yet there is no effective way of managing tornadoes. The
best advice is to stay indoor and, if possible, underground.
There is no proof that cloud seeding can or cannot change
tornado potential in a thunderstorm.
47. ANSWER
As yet there is no effective way of managing tornadoes.
The best advice is to stay indoors and, if possible,
underground. There is no proof that cloud seeding can or
cannot change tornado potential in a thunderstorm.
CLOUD SEEDING
Cloud seeding is a form of weather modification, a way of
changing the amount or type of precipitation that falls from
clouds, by dispersing substances into the air that serve as
cloud condensation or ice nuclei, which alter the microphysical
processes within the cloud.
50. CLOUD SEEDING – 1950’s NZ TRIALS
Over twenty countries around the world are actively involved
in weather modification trials.
New Zealand is not one of them.
According to NIWA, "So far we do not know enough about
clouds and how to seed them, to be sure of the effects. We
might make less rain when we want more, or more hail when
we want less. So cloud seeding is not done in New Zealand".
Trials were carried out in the 1950s using planes to drop dry
ice in the clouds to bring rain to dry farms.
The trial was unsuccessful.
51. This image
explaining cloud
seeding shows the
chemical either
silver iodide or dry
ice being dumped
onto the cloud,
which then becomes
a rain shower. The
process shown in the
upper-right is what
is happening in the
cloud and the
process of
condensation to the
introduced
chemicals.
52. CLOUD SEEDING – 1970’s NZ TRIALS
Back in the 1860s trials were conducted where cannons were
used to shoot clouds in the hopes it would alter rainfall.
In the 1970s the New Zealand Government dropped silver
iodide from planes over Marlborough in the hopes they could
create rain to ease droughts.
But if the air is dry and there are no clouds then there is no
point in seeding. It makes about as much sense as planting
plant seeds on top of concrete instead of in the soil.
55. HURRICANE
KATRINA
Hurricane Katrina was a
devastating storm that hit
the area around New
Orleans, USA, on 25 August
2005.
It had social, economic and
environmental impacts.
56. KATRINA’S
SOCIAL IMPACTS
1,800 people died.
300,000 homes were
destroyed.
3 million people were left
with no electricity.
People had to move out of
the area.
58. KATRINA’S
ENVIRONMENTAL
IMPACTS
The storm surge flooded large
areas of the coast. 80% of New
Orleans flooded as man-made
levees, overwhelmed by extra
water, broke.
Cotton and sugar cane crops
were destroyed. Delicate coastal
habitats were destroyed.
Tornadoes were created.