This document contains information from Save the Children about preparing children to respond in disaster situations. It includes modules on preparing an emergency backpack with essential supplies, and activities to teach children what to do before, during, and after disasters like fire, typhoon, flood, landslide, and earthquake. The activities aim to make learning fun and ensure children understand key safety skills like "drop, cover, and hold" during an earthquake. The goal is for children to be empowered and resilient in facing risks from disasters through education and practice.
This document provides information about a physical education and health module for 12th grade students on first aid for common emergencies and safety practices in outdoor activities. It includes learning competencies, safety tips for outdoor recreation, common first aid injuries that may occur and how to treat them, principles of first aid, and the roles and objectives of a first aider. The module aims to equip students with first aid skills and knowledge to apply in outdoor adventures and emergencies.
PREVENTION OF ACCIDENTS AMONG CHILDRENS. SANJAY SIR
It is uploaded to create awareness regarding prevention of accidents in children in various age groups among general public. it also helps nursing & paramedics educator to teach their students.
The document provides tips for keeping children safe during holidays. It recommends (1) keeping a watchful eye on children when they are eating or playing and removing dangerous items; (2) staying close to children and not relying on others without arrangements; (3) ensuring lost children can be easily found by writing contact details on them; and (4) checking room safety features like balcony railings and removing dangerous items. Additional tips include handling food safely, being aware of traffic dangers, keeping children contained in safe areas, training them what to do if lost or threatened, and having local emergency contact information.
The document provides tips for keeping children safe during holidays. It recommends (1) keeping a watchful eye on children when they are eating or playing and removing dangerous items; (2) staying close to children and not relying on others without arrangements; (3) ensuring lost children can be easily found by writing contact details on them; and (4) checking room safety features like balcony railings and removing dangerous items. It also suggests handling food safely, being aware of traffic dangers, keeping children contained in safe areas, training them what to do if lost or threatened, and finding local medical contact information.
This weekly learning plan outlines psychosocial support activities for students in Grade 2 for Week 1. Each day focuses on a different topic like safety, problem solving, self-awareness and expressing feelings. Activities include drawing safe animals, creating a desert island with survival items, roleplaying emergency situations and a feelings wheel activity. Discussions emphasize identifying feelings, strategies for feeling safe, and supporting each other. The goal is to help students acknowledge and understand their emotions.
The document outlines procedures for conducting an earthquake drill at a school. It details steps such as conducting DROP drills where students duck, cover and hold, evacuating the building in an orderly manner, teachers taking attendance and checking classrooms for any remaining students, selecting alternate exits if primary routes are blocked, and custodians securing utility shutoffs. It also describes assembling disaster response teams and having the administrator keep records of drills to submit for review. Safety tips are provided for being prepared before, during and after an earthquake through measures like securing heavy objects, having emergency supplies, turning off utilities, and remaining calm.
New microsoft office power point presentationحازم عجمى
The document discusses common causes of injury in children and prevention and first aid measures. It covers falls, drowning, burns, poisoning, choking/suffocation. For each it provides the typical causes, prevention tips like removing hazards, close supervision, and first aid instructions like checking breathing/circulation, treating wounds, calling for help without moving patient. Prevention focuses on removing hazards, close supervision of children, and safety measures around the home. First aid emphasizes not panicking, checking breathing/pulse, treating injuries appropriately, and calling for emergency help.
This document provides information on parenting a toddler, including their physical, emotional, and cognitive development. It discusses safety measures to prevent accidents, recommendations for nutrition, daily activities like dressing/bathing/sleep, and common behavioral issues such as temper tantrums. The role of nurses in caring for healthy or ill toddlers is also outlined, with examples of nursing actions to support the toddler's development and sense of autonomy in various areas such as medication, rest, stimulation, and elimination.
This document provides information about a physical education and health module for 12th grade students on first aid for common emergencies and safety practices in outdoor activities. It includes learning competencies, safety tips for outdoor recreation, common first aid injuries that may occur and how to treat them, principles of first aid, and the roles and objectives of a first aider. The module aims to equip students with first aid skills and knowledge to apply in outdoor adventures and emergencies.
PREVENTION OF ACCIDENTS AMONG CHILDRENS. SANJAY SIR
It is uploaded to create awareness regarding prevention of accidents in children in various age groups among general public. it also helps nursing & paramedics educator to teach their students.
The document provides tips for keeping children safe during holidays. It recommends (1) keeping a watchful eye on children when they are eating or playing and removing dangerous items; (2) staying close to children and not relying on others without arrangements; (3) ensuring lost children can be easily found by writing contact details on them; and (4) checking room safety features like balcony railings and removing dangerous items. Additional tips include handling food safely, being aware of traffic dangers, keeping children contained in safe areas, training them what to do if lost or threatened, and having local emergency contact information.
The document provides tips for keeping children safe during holidays. It recommends (1) keeping a watchful eye on children when they are eating or playing and removing dangerous items; (2) staying close to children and not relying on others without arrangements; (3) ensuring lost children can be easily found by writing contact details on them; and (4) checking room safety features like balcony railings and removing dangerous items. It also suggests handling food safely, being aware of traffic dangers, keeping children contained in safe areas, training them what to do if lost or threatened, and finding local medical contact information.
This weekly learning plan outlines psychosocial support activities for students in Grade 2 for Week 1. Each day focuses on a different topic like safety, problem solving, self-awareness and expressing feelings. Activities include drawing safe animals, creating a desert island with survival items, roleplaying emergency situations and a feelings wheel activity. Discussions emphasize identifying feelings, strategies for feeling safe, and supporting each other. The goal is to help students acknowledge and understand their emotions.
The document outlines procedures for conducting an earthquake drill at a school. It details steps such as conducting DROP drills where students duck, cover and hold, evacuating the building in an orderly manner, teachers taking attendance and checking classrooms for any remaining students, selecting alternate exits if primary routes are blocked, and custodians securing utility shutoffs. It also describes assembling disaster response teams and having the administrator keep records of drills to submit for review. Safety tips are provided for being prepared before, during and after an earthquake through measures like securing heavy objects, having emergency supplies, turning off utilities, and remaining calm.
New microsoft office power point presentationحازم عجمى
The document discusses common causes of injury in children and prevention and first aid measures. It covers falls, drowning, burns, poisoning, choking/suffocation. For each it provides the typical causes, prevention tips like removing hazards, close supervision, and first aid instructions like checking breathing/circulation, treating wounds, calling for help without moving patient. Prevention focuses on removing hazards, close supervision of children, and safety measures around the home. First aid emphasizes not panicking, checking breathing/pulse, treating injuries appropriately, and calling for emergency help.
This document provides information on parenting a toddler, including their physical, emotional, and cognitive development. It discusses safety measures to prevent accidents, recommendations for nutrition, daily activities like dressing/bathing/sleep, and common behavioral issues such as temper tantrums. The role of nurses in caring for healthy or ill toddlers is also outlined, with examples of nursing actions to support the toddler's development and sense of autonomy in various areas such as medication, rest, stimulation, and elimination.
PDF FILE-UNINTENTIONAL INJURY-SIR HAROLD MICO LOPEZ.pdfChristinaBalaoro1
This document is a lesson plan on first aid and safety from a MAPEH teacher. It includes objectives like understanding first aid principles and identifying items in a first aid kit. It reviews past lessons, discusses principles of first aid like staying calm and not giving an unconscious person food or drink. It provides tips for injury prevention at home, school, and outdoors. Students are assigned to create a chant about the importance of first aid and safety awareness.
This document provides guidance for conducting a child-centered disaster risk reduction training. It includes modules on protecting oneself and understanding children's rights before, during, and after disasters. The training aims to teach children about identifying risks in their community through hazard mapping. It also covers early warning signals, evacuation routes, and family members' roles and responsibilities during emergencies. Hands-on activities like drawing hazard maps and role-playing family scenarios help children learn in a fun, interactive way so they know how to stay safe.
This document provides an overview and instructions for using an Early Child Development kit containing various educational toys and activities. The kit is meant to help stimulate young children's development and provide coping activities during difficult times. The document explains how different toys can help children develop skills in areas like problem-solving, motor skills, language, and social skills. It provides guidance on forming activity groups and incorporating parents. Suggested activities are given for each toy tailored for babies, toddlers, and preschoolers. The goal is to help children continue learning through play even in stressful situations.
Playtime is important for babies' development and bonding with caregivers. It helps babies develop social, intellectual, language, and problem-solving skills. The article provides tips for encouraging playtime with babies such as setting up a designated play area, developing loose routines around activities like feeding, participating in games with babies and observing their reactions, taking babies outside for new experiences, and involving the whole family in playtime.
This document discusses the benefits of outdoor learning for children's development. It notes that playing outside helps children explore their natural environment and aids in their cognitive, physical, and social-emotional growth. Some key benefits mentioned include allowing children first-hand experiences with weather, seasons, and nature; helping children transfer skills between the classroom and outdoors; and enabling children to learn skills like decision-making, problem-solving, and confidence building during outdoor play. The document also stresses the importance of providing children with appropriate clothing for different weather conditions to allow them to experience the outdoors safely.
This document provides guidance on baby bathing. It defines baby bathing as cleaning the skin of infants to promote hygiene and comfort. The objectives of baby bathing are to keep the skin clean, refresh the baby, stimulate circulation, and prevent infections while observing the baby. Types of baths include lap baths, sponge baths, and tub baths. General instructions are provided on water temperature, duration, supervision, and timing relative to feeding. A list of required articles and steps for bathing are outlined. Contraindications and aftercare are also discussed.
1. It is important to be prepared for disasters by knowing the risks in your area and having an emergency plan. This includes learning evacuation routes and identifying shelter locations.
2. Your emergency plan should include how to contact family members and reconnect if separated. Designate an out-of-area contact since local networks may be down.
3. Prepare emergency kits with necessities like food, water and first aid supplies. Make sure to consider any special needs of family members like children, elderly or disabled individuals. Also prepare for pets.
This document provides information on preventing injuries in child care settings. It discusses common causes of injuries for different age groups and developmental stages. Specific safety topics covered include SIDS, shaken baby syndrome, burns, choking, falls, and poisoning. Throughout, it emphasizes the importance of close supervision, childproofing the environment, and being aware of safety risks tailored to a child's abilities at different ages.
The document provides an overview of autism spectrum disorder (ASD) and guidance for working with children who have ASD. [1] It defines ASD as a neurological disorder that affects the brain's functioning and development, causing issues with social interaction, communication, and behavior. [2] Signs of ASD include repetitive motions, avoiding eye contact, speech delays, digestive issues, and poor motor skills. [3] The document offers tips for helping children with ASD, such as using visual aids to facilitate communication and providing sensory toys or breaks when a child seems overstimulated.
This document provides information and templates to help a family create a disaster and evacuation plan. It includes tips for organizing the plan such as contacting local emergency offices, learning warning signals, and finding out disaster plans for places family members frequent. Templates are provided to create location-specific plans, scenario-specific plans, and to document important contacts and meeting places. Safety tips are given for different disasters like fires, floods, and earthquakes. The overall goal is to help a family communicate, make important decisions ahead of time, and be prepared to stay safe during emergencies.
Accidents are the main cause of injury and even death in children. People only relate accidents to traffic accident or accidents in outdoor activities. However, as a matter of fact, the place where people regard as the safest place–home–hides many “hazards” The main cause of home accident is general negligence of safety at home.
1. The document discusses assuring health and safety when accompanying children. It outlines the responsibilities of spotting hazards in the environment, assessing risk levels, and controlling or reducing risks.
2. Specific hazards mentioned include slippery floors, drowning, poisoning, sharp objects, falling objects, windows, stairs, and furniture. The document provides tips for reducing risks associated with each hazard, such as always supervising children, preventing access to dangerous areas, and removing hazards.
3. General rules for risk reduction include never leaving children unsupervised, asking for help if needing to leave children, preventing running and dangerous play, and isolating children displaying difficult behaviors from hazards. The document also discusses keeping children hydrated on hot days
Set high but reasonable expectations for children and demand responsibility in a loving way. Children should be given age-appropriate tasks to help at home and learn the value of work. Parents must lead by example and avoid doing everything for their kids. While correcting mistakes gently, parents should not accept excuses and should teach children to take responsibility for their actions through reflection and making amends. Perseverance is important to instill good habits.
The document is an acknowledgement and presentation on survival skills and first aid measures for disasters. It thanks the teacher for providing the opportunity to work on this project. It then discusses search and rescue skills, defining search and rescue, objectives of search and rescue teams, team composition, rescuer duties, precautions during rescue, and first aid goals, actions, and preventative measures for common health issues. The presentation aims to educate volunteers on survival skills for natural and man-made hazards and first aid that can save lives. It also discusses indigenous coping strategies and the important role of search and rescue teams in disaster management.
The document provides information about preparing for disasters. It introduces Snowy Khan and their disaster preparedness team. It explains that disasters can happen anywhere and any time, but being prepared makes people safer. The guide covers terminology related to disasters and provides information about different types of disasters like floods, earthquakes, thunderstorms, landslides, and fires. It emphasizes the importance of having an emergency plan and kit and knowing what to do during different disaster situations.
A survival kit contains basic tools and supplies to help a person in an emergency situation. It provides shelter, warmth, first aid, food and water, signaling, and navigation. Civilian workers in remote areas may also carry survival kits, as do those in disaster-prone areas. Proper hydration is important for survival, with a person needing 4-6 liters of water daily. Shelters can range from natural to completely man-made structures. Navigation techniques include using the sun, stars, maps, and natural landmarks. Mental toughness and a will to live are also critical for survival.
The document discusses common causes of accidents among toddlers and their prevention. It states that toddlers are prone to accidents due to their exploratory nature and lack of danger awareness. Common accident types include falls, drowning, burns, poisoning, suffocation, and bodily harm. Prevention strategies include close supervision, removing hazards, teaching water safety, safe storage of chemicals and sharp objects, and first aid for injuries. Accidents cannot always be prevented but their occurrence can be reduced through home safety awareness and education.
The document provides information on preparing for emergencies by getting emergency supplies, making plans, and getting informed. It recommends getting a kit with a 3 day supply of water, food, medical supplies, tools and important documents. It also advises making a family plan to shelter in place or evacuate, and contact friends if separated. Further information on specific threats can be found at ready.gov to help make informed decisions in an emergency.
PDF FILE-UNINTENTIONAL INJURY-SIR HAROLD MICO LOPEZ.pdfChristinaBalaoro1
This document is a lesson plan on first aid and safety from a MAPEH teacher. It includes objectives like understanding first aid principles and identifying items in a first aid kit. It reviews past lessons, discusses principles of first aid like staying calm and not giving an unconscious person food or drink. It provides tips for injury prevention at home, school, and outdoors. Students are assigned to create a chant about the importance of first aid and safety awareness.
This document provides guidance for conducting a child-centered disaster risk reduction training. It includes modules on protecting oneself and understanding children's rights before, during, and after disasters. The training aims to teach children about identifying risks in their community through hazard mapping. It also covers early warning signals, evacuation routes, and family members' roles and responsibilities during emergencies. Hands-on activities like drawing hazard maps and role-playing family scenarios help children learn in a fun, interactive way so they know how to stay safe.
This document provides an overview and instructions for using an Early Child Development kit containing various educational toys and activities. The kit is meant to help stimulate young children's development and provide coping activities during difficult times. The document explains how different toys can help children develop skills in areas like problem-solving, motor skills, language, and social skills. It provides guidance on forming activity groups and incorporating parents. Suggested activities are given for each toy tailored for babies, toddlers, and preschoolers. The goal is to help children continue learning through play even in stressful situations.
Playtime is important for babies' development and bonding with caregivers. It helps babies develop social, intellectual, language, and problem-solving skills. The article provides tips for encouraging playtime with babies such as setting up a designated play area, developing loose routines around activities like feeding, participating in games with babies and observing their reactions, taking babies outside for new experiences, and involving the whole family in playtime.
This document discusses the benefits of outdoor learning for children's development. It notes that playing outside helps children explore their natural environment and aids in their cognitive, physical, and social-emotional growth. Some key benefits mentioned include allowing children first-hand experiences with weather, seasons, and nature; helping children transfer skills between the classroom and outdoors; and enabling children to learn skills like decision-making, problem-solving, and confidence building during outdoor play. The document also stresses the importance of providing children with appropriate clothing for different weather conditions to allow them to experience the outdoors safely.
This document provides guidance on baby bathing. It defines baby bathing as cleaning the skin of infants to promote hygiene and comfort. The objectives of baby bathing are to keep the skin clean, refresh the baby, stimulate circulation, and prevent infections while observing the baby. Types of baths include lap baths, sponge baths, and tub baths. General instructions are provided on water temperature, duration, supervision, and timing relative to feeding. A list of required articles and steps for bathing are outlined. Contraindications and aftercare are also discussed.
1. It is important to be prepared for disasters by knowing the risks in your area and having an emergency plan. This includes learning evacuation routes and identifying shelter locations.
2. Your emergency plan should include how to contact family members and reconnect if separated. Designate an out-of-area contact since local networks may be down.
3. Prepare emergency kits with necessities like food, water and first aid supplies. Make sure to consider any special needs of family members like children, elderly or disabled individuals. Also prepare for pets.
This document provides information on preventing injuries in child care settings. It discusses common causes of injuries for different age groups and developmental stages. Specific safety topics covered include SIDS, shaken baby syndrome, burns, choking, falls, and poisoning. Throughout, it emphasizes the importance of close supervision, childproofing the environment, and being aware of safety risks tailored to a child's abilities at different ages.
The document provides an overview of autism spectrum disorder (ASD) and guidance for working with children who have ASD. [1] It defines ASD as a neurological disorder that affects the brain's functioning and development, causing issues with social interaction, communication, and behavior. [2] Signs of ASD include repetitive motions, avoiding eye contact, speech delays, digestive issues, and poor motor skills. [3] The document offers tips for helping children with ASD, such as using visual aids to facilitate communication and providing sensory toys or breaks when a child seems overstimulated.
This document provides information and templates to help a family create a disaster and evacuation plan. It includes tips for organizing the plan such as contacting local emergency offices, learning warning signals, and finding out disaster plans for places family members frequent. Templates are provided to create location-specific plans, scenario-specific plans, and to document important contacts and meeting places. Safety tips are given for different disasters like fires, floods, and earthquakes. The overall goal is to help a family communicate, make important decisions ahead of time, and be prepared to stay safe during emergencies.
Accidents are the main cause of injury and even death in children. People only relate accidents to traffic accident or accidents in outdoor activities. However, as a matter of fact, the place where people regard as the safest place–home–hides many “hazards” The main cause of home accident is general negligence of safety at home.
1. The document discusses assuring health and safety when accompanying children. It outlines the responsibilities of spotting hazards in the environment, assessing risk levels, and controlling or reducing risks.
2. Specific hazards mentioned include slippery floors, drowning, poisoning, sharp objects, falling objects, windows, stairs, and furniture. The document provides tips for reducing risks associated with each hazard, such as always supervising children, preventing access to dangerous areas, and removing hazards.
3. General rules for risk reduction include never leaving children unsupervised, asking for help if needing to leave children, preventing running and dangerous play, and isolating children displaying difficult behaviors from hazards. The document also discusses keeping children hydrated on hot days
Set high but reasonable expectations for children and demand responsibility in a loving way. Children should be given age-appropriate tasks to help at home and learn the value of work. Parents must lead by example and avoid doing everything for their kids. While correcting mistakes gently, parents should not accept excuses and should teach children to take responsibility for their actions through reflection and making amends. Perseverance is important to instill good habits.
The document is an acknowledgement and presentation on survival skills and first aid measures for disasters. It thanks the teacher for providing the opportunity to work on this project. It then discusses search and rescue skills, defining search and rescue, objectives of search and rescue teams, team composition, rescuer duties, precautions during rescue, and first aid goals, actions, and preventative measures for common health issues. The presentation aims to educate volunteers on survival skills for natural and man-made hazards and first aid that can save lives. It also discusses indigenous coping strategies and the important role of search and rescue teams in disaster management.
The document provides information about preparing for disasters. It introduces Snowy Khan and their disaster preparedness team. It explains that disasters can happen anywhere and any time, but being prepared makes people safer. The guide covers terminology related to disasters and provides information about different types of disasters like floods, earthquakes, thunderstorms, landslides, and fires. It emphasizes the importance of having an emergency plan and kit and knowing what to do during different disaster situations.
A survival kit contains basic tools and supplies to help a person in an emergency situation. It provides shelter, warmth, first aid, food and water, signaling, and navigation. Civilian workers in remote areas may also carry survival kits, as do those in disaster-prone areas. Proper hydration is important for survival, with a person needing 4-6 liters of water daily. Shelters can range from natural to completely man-made structures. Navigation techniques include using the sun, stars, maps, and natural landmarks. Mental toughness and a will to live are also critical for survival.
The document discusses common causes of accidents among toddlers and their prevention. It states that toddlers are prone to accidents due to their exploratory nature and lack of danger awareness. Common accident types include falls, drowning, burns, poisoning, suffocation, and bodily harm. Prevention strategies include close supervision, removing hazards, teaching water safety, safe storage of chemicals and sharp objects, and first aid for injuries. Accidents cannot always be prevented but their occurrence can be reduced through home safety awareness and education.
The document provides information on preparing for emergencies by getting emergency supplies, making plans, and getting informed. It recommends getting a kit with a 3 day supply of water, food, medical supplies, tools and important documents. It also advises making a family plan to shelter in place or evacuate, and contact friends if separated. Further information on specific threats can be found at ready.gov to help make informed decisions in an emergency.
Functionality of Bureau of Customs in the PhilippinesJOHNNYGALLA2
The Bureau of Customs was established in 1902 by the American colonial government to collect import tariffs and duties. It has undergone several reorganizations over the years under different regimes to modernize its structure and operations. Most recently in 1986, it expanded its central office and staff to better monitor assessments, coordinate operations, and implement computerization programs.
The document discusses three prescriptive evaluation models: Kirkpatrick's Four-Level Training Evaluation Model, the Schuman Experimental Evaluation Model, and Stufflebeam's CIPP Model. Kirkpatrick's model assesses training programs at four levels - reaction, learning, behavior, and results. The Schuman model involves designing an intervention, implementing it, collecting and analyzing data, interpreting findings, and reporting results. Stufflebeam's CIPP model evaluates the context, inputs, process, and products of a program.
The document discusses several prescriptive software development models:
1. The waterfall model is a linear sequential model and was one of the earliest prescriptive models proposed.
2. Variations of the waterfall model include the V-model and incremental model, which allow for some iteration and incremental delivery of features.
3. Evolutionary models like prototyping and the spiral model combine iterative development with controlled aspects of waterfall, producing prototypes and incremental releases to manage risk.
This document provides guidance for conducting disaster risk reduction training for children. It begins with an introduction that defines key terms like hazard, vulnerability, capacity, and resilience. It then discusses the most common natural hazards in the Philippines like typhoons, earthquakes, tsunamis, and floods. The document provides examples of how to identify vulnerabilities and increase capacities to reduce disaster risks. It concludes with suggestions for hands-on activities and games to help children understand hazards and emergency preparedness in an engaging way.
The document summarizes activities that take place as candidates go through the initiation process to become Knights of Columbus. It describes candidates being called by name and lined up in the antechamber. They are then instructed on procedures and promise obedience to the constitution. In the council chamber, candidates pay dues and fees and sign paperwork. They are then instructed on membership cards before the Grand Knight opens the council meeting. Candidates then recite a pledge of secrecy as a requirement for joining, with reminders of secrecy given to each candidate.
This document outlines a code of ethics for professional teachers in the Philippines. It discusses the noble profession of teaching and establishes ethical standards and guidelines for teachers' conduct with students, parents, colleagues, and administrators. Some key points include upholding high educational quality, maintaining confidentiality, resolving grievances properly, making employment decisions based on merit, treating students impartially and ensuring their welfare, and engaging in professional development. The code aims to promote teaching as a respected profession and regulate teachers' behavior to serve students and communities.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
3. 3
INTRODUCTION
PURPOSE
These activities will help children learn what
to do and how to avoid dangers before,
during and after a disaster.They will also
learn how to prepare the Emergency
Backpack which is an essential survival
tool by playing games. By playing a
game, pupils will know the most
basic survival responses. When
earthquake/tsunami strikes in any
place, they should demonstrate
their ability to react immediately
and appropriately. Allow pupils to
demonstrate the key activities that will
help them to be better prepared and
to respond in times of disasters and
emergencies.
4. 4
OBJECTIVES
At the end of this session, children and adults will
be able to:
• Identify how to be prepared before disaster,
what to do during disaster and how to
recover after disaster; and
• To learn about key life-saving skills which
include assessing the safety of the situation,
calling for assistance, and basic first aid.
5. 5
Disasters happen in the most unexpected
times. Whatever actions you take before,
during and after a disaster could either save
lives or do more harm.Now,how ready are
you to face the risks?
This session will help children learn what
to do and what to avoid before, during
and after a disaster. They will also learn
how to prepare the Emergency Backpack.
The drawings, poems, quizzes, and other
creative activities will ensure that learning
is enjoyable.
This material was adapted from Save the
Children’s “My Little Book on Disaster
Preparedness.” Some of the activities were
changed to fit the context of the program
implementation in Panay.
Now is the right time to prepare for
disasters. Let’s all learn how to response
and be prepared!
SESSION SUMMARY
6. 6
GETTING STARTED
The following are tips for the facilitator. Please read
on before you start the session.
SuggestedTeaching Strategies: Group Discussion and
Questioning
Participants:10-12 children ages 6-12,in teams of 2-3
Capacity:Approximately 50 children per hour
Facilitators: 2
Duration: 15 minutes per group
MATERIALS NEEDED:
Real or photos of objects
• 4 empty backpacks
• 4 battery-operated radios
• 4 t-shirts/shirts (various sizes)
• 1 set women’s daily clothing
• 1 set baby clothing
• 1 set men’s daily clothing
• 1 pair of shoes
• 2 blankets
7. 7
• small games, deck of cards or small child’s toy
• 4 flashlights with batteries
• 4 first aid kits
• 2 pairs of trousers (various sizes)
• 4 trash bags
• 2 plastic sheets
• 2 pairs working gloves
• 8 bottles of water (1 liter size)
• 4 plastic bags with soap, hand towel,
toothbrush/toothpaste
• Some sealed plastic bags of long-lasting,
nutritious food (e.g. cans of beans, sealed
crackers, dried fruit, jerky, energy bars)
• 4 sealed plastic bags with paper, marking pens,
and card with headings:“Name,” “Address,”
“Telephone,” and “Out of Area Contacts.”
• Several other times that are attractive to
children, but do not belong in a “go-bag” (e.g.
fresh fruit or vegetables, a large stuffed animal,
a large toy or game, slippers, an egg carton,
battery-operated toys)
• Family Disaster Plan handout for each
participant
8. 8
PROCESS
1. Cordon off an area, or set aside a small room
of approximately 100-150 square feet or 10-13
square meters for this activity.
2. SpreadALLoftheabovematerialsout(exceptfor
the backpacks, handouts and sweets) randomly
all over the contained activity area.
3. Gather 10-12 children together for this 15
minute activity.Parents are encouraged to stand
around and enjoy watching the activity.
4. Ask the children to form 4 groups of 2 or 3.
Ask them what kinds of hazards they face in
their community and, in case of emergency,
to think about what would they need to have
with them? Explain that each group will have an
empty backpack.
5. They are to work in their team and they have
5 minutes to select 10 items to put in their
“Emergency Go-Bag.” This is not a competition.
They just have to work as a team,think carefully,
and put their selections in the bag. Hand them
their bags and give them the signal to begin.
6. After 4 minutes announce to the children that
they have 1 minute left.
7. After one more minute ask the children to come
forward, outside of the activity area. Gather the
children around, sitting down on the ground if
possible.
9. 9
8. Ask each group to pass you their bag in turn.
Remove each item one by one, asking the
children why they included each particular item.
9. Repeat and recognize all of their good choices
and reasons.If there are items that don’t belong
(e.g. baby clothes, but no little baby sister or
brother,fresh food,too large toys) discuss these
too.
10. After you have looked through each of the bags
and used the opportunity to discuss with them,
congratulate and thank each participant and
offer them a treat.
11. Also give them a copy of the Family Disaster
Plan handout, and tell them that you hope that
they will go home with their family and prepare
- and share what they have learned with their
friends and neighbors.
12. A complementary activity is to provide a single
page with outline drawing of an empty backpack,
and give children crayons to draw the things
they think they’ll need in the backpack.
13. Display the children’s drawings or make it a
competition with a flashlight or similar useful
item for top prizes.
10. 10
WHAT IS AN EMERGENCY
BACKPACK?
An Emergency Backpack is a package of basic tools and supplies
prepared in advance as an aid to survival in an emergency. The
contents of the Emergency Backpack are as follows:
READY
-TO-EAT FOOD
AND DRINKING WATER
FIRST AID KIT
CLOTHES
PERSONAL HYGIENE
KIT
IMPORTANT
DOCUMENTS
LIGHT AND FIRE FOR
COOKING
11. 11
DO’S AND DON’Ts BEFORE, DURING AND AFTER DISASTERS
FIRE
HOW TO PREPARE BEFORE THE FIRE
• Participate in fire drills, know all the fire exits,
and keep a list of emergency hotlines
WHAT TO DO DURING FIRE
1. Ask help and make some noise to be noticed.
2. Look for a fire extinguisher and help put out
the fire.
12. PULL THE PIN
SQUEEZE HANDLE SWEEP SIDE TO SIDE
AIM A
T THE BASE OF FIRE
12
DO’S AND DON’Ts BEFORE, DURING AND AFTER DISASTERS
HOW TO USE FIRE
EXTINGUISHER:
1.Pull
2.Aim
3.Squeeze
4.Sweep
13. 13
DO’S AND DON’Ts BEFORE, DURING AND AFTER DISASTERS
3. Go out of the building
as quickly as possible.
4. If trapped, cover your
nose and mouth with a
wet cloth as you crawl
out of the room.
5. Use the stairs instead
of elevators, if you’re
inside a multi-storey
building
6. Call the fire station for
help.
7. Exit burning building
immediately.
8. Do not walk through
the fire without a wet
cloth to cover your
body.
9. Do not jump from the
burning building.
14. 14
DO’S AND DON’Ts BEFORE, DURING AND AFTER DISASTERS
TYPHOON
WHAT TO DO BEFORE THE TYPHOON
1. Listen to the radio and watch TV for
more information about the coming
typhoon.
2. Find out where the nearest evacuation
center is and evacuate as necessary.
3. Prepare an emergency backpack and
keep copies of all important documents.
DO’S AND DON’TS DURING A TYPHOON
1. Stay indoors. Do not play outside.
2. Do not go outdoors unless the news
announces that the typhoon has passed.
15. 15
DO’S AND DON’Ts BEFORE, DURING AND AFTER DISASTERS
FLOOD
WHAT TO DO BEFORE THE
TYPHOON THAT MAY CAUSE FLOOD
1. Prepare an emergency backpack and
secure all important documents.
2. Clean and rehabilitate clogged drainage
system.
3. Observe proper waste disposal.
4. Plant trees.
16. 16
DO’S AND DON’Ts BEFORE, DURING AND AFTER DISASTERS
DO’S AND DON’TS DURING A FLOOD
1. Sandbag to keep water channelled away from
your home. If that’s not possible, then leave
the doors open to allow floodwaters to pass
through.
2. Turn off main switch and unplug all the
appliances.
HOW TO PREVENT
OR REDUCE FLOODING
1. Dispose of your solid waste, responsibly.
Do not throw garbage into the river and on
drainage systems.
2. Do not cut down trees.
17. LANDSLIDE
17
DO’S AND DON’Ts BEFORE, DURING AND AFTER DISASTERS
DO’S AND DON’TS DURING A LANDSLIDE
1. Be alert and move as quickly as possible away
from the scene.
2. Do not enter the building if you smell gas, if
there is flood around the building, or if there
is fire.
3. If there isn’t time to get out,curl up into a ball,
next to a low sturdy object.
4. Do not touch the debris.
WHAT TO DO AFTER THE LANDSLIDE
1. Check yourself and those nearby for wounds
and apply first aid.
2. Clean up surroundings carefully, with adult
supervision.
18. EARTHQUAKE
18
DO’S AND DON’Ts BEFORE, DURING AND AFTER DISASTERS
DO’S AND DON’TS DURING AN
EARTHQUAKE?
1. Drop, cover, and hold on until the shaking of the
ground stops.
2. If you are trapped,make some noise to be noticed.
3. Move away from hanging objects.
4. Move away from building or a post.
5. Keep your cover until the shaking stops.
6. Then exit carefully.
19. 19
DO’S AND DON’Ts BEFORE, DURING AND AFTER DISASTERS
WHAT TO DO AFTER AN EARTHQUAKE?
1.Stay with your teacher or other adults that could
help.
2. Protect your head with your arm while walking
fast towards the exit.
3.Proceed to a safe and open area and be ready in
case of an aftershock.
20. EMERGENCY
BACKPACK
Duration: 10 minutes
20
PREPARE TO RESPOND ACTIVITY
MATERIALS:
(ANNEX: GO BAG CONTENTS)
• 13 pairs of cards with items from a disaster supplies kit
printed on them and tape.
PROCEDURE:
• Describe the rules.
a. Pupils must be able to identify two matching pairs of cards.
b. The game is played by having one participant come up to
the board and flip over one card.The student then tries to
find its pair by flipping another card.
21. 21
PREPARE TO RESPOND ACTIVITY
c. If the person finds a pair, they can hold on to them and bring
it back to their seat.The next student then tries to find the
next pair.Try to remember the location of the cards for when
it is your turn! We will do this until all the cards have been
matched.
• Show and tell
a. The pupils show what items they have. Everyone that found a
pair will come up to the front one by one and show everyone
what he/she has and tell why the item is important.
• Instruct students to copy down the list and
emphasize the importance of having these
items in case of a disaster.
CONTENT BACKGROUND
Bottled Water:
Tap water may stop flowing if strong ground shaking
breaks old, brittle water pipes and connectors. It is
important to have enough water to provide for one
gallon per person, per day after a major earthquake
to last at least 3 days and ideally for 2 weeks.Water
should be replaced every year.
Canned Goods:
In addition to providing sustenance, canned fruits
and vegetables retain water that can supplement the
bottled supply.
Can Opener:
While some cans have a metal tab available for
opening, most do not, and require the use of a can
opener.
22. 22
PREPARE TO RESPOND ACTIVITY
Contact List:
A list of emergency contacts including an out-of-town contact that
can be reached in case local phone lines are busy.The numbers should
be kept in a waterproof container.
Copies of Important Documents:
Copies of important documents such as identification, insurance
policies, and financial records should be kept in a secure, waterproof
container in case anything happens to the originals or they become
unreachable.
Dried Snack Foods:
Food items such as energy bars and dried fruit are more nutritious
and less perishable than other foods, and unlike the water in the kit,
do not need to be replaced yearly. Best if they are not too salty, and
not too sugary.
Emergency Cash:
Power may be disrupted in large regions, making people unable to
withdraw cash or use credit cards to purchase needed goods.
First Aid Kit:
Small tools, alcohol swabs, and medicines will allow you to handle
minor injuries immediately in the likely case that outside help takes
time to arrive.
Flashlight:
Crank-powered or shake-powered flashlights are ideal to set aside
for use during emergencies when the power is out and batteries are
unavailable or drained.
Medicines:
Medicines vital to any member of the household – including babies,
the elderly, or pets – are important.There should be have an extra
supply of unexpired medications stored together with the rest of the
emergency kit for emergency use.
23. 23
DO’S AND DON’Ts BEFORE, DURING AND AFTER DISASTERS
Radio:
Radios are important for receiving information and announcements
about the development of post-disaster directions, activities, and
warnings, particularly when all other forms of communication are
either down due to loss of power (internet, television) or busy from
a system overload (phone).Crank-powered radios are also preferable
to battery-operated radios because they can function continuously
without extra supplies.
Toiletries:
Items that aid in maintaining hygiene are important to have after
any devastating disaster not only for personal reasons, but also for
people to avoid falling ill due to unsanitary practices at a time when
little medical treatment will be available.
Whistle:
Emergency rescuers are trained to be alert to whistles and knocking
coming from people who are trapped in rubble. Using a whistle
instead of yelling also helps conserve energy in case it takes a while
for the rubble to be cleared.
PROCESSING:
• Why is it important to prepare emergency items?
• What have you learned from the activity?
FACILITATOR’S NOTES
Encourage pupils to take part in the school’s and community’s
disaster preparedness programs helps them learn more information
by preparing and practicing for an emergency situation.
24. 24
PREPARE TO RESPOND ACTIVITY
DROP COVER
AND HOLD
(Earthquake/Tsunami Survival)
Duration: 15 minutes
MATERIALS:
Printed copies of earthquake and tsunami short comic story
(Annex: Comics).
PROCEDURE:
• Instruct children to drop, cover, hold on when the
caregiver shouts ‘earthquake.’
• As the children hear earthquake they should drop,
cover, hold on.
• Askthechildrentocounttoten3timesconsecutively.
• All the children are supposed to shout ‘tsunami’ and
run out the room.
25. 25
PREPARE TO RESPOND ACTIVITY
Note: the children are asked to count to ten 3 times as the children
in this age group may find it difficult to count to 30. In an earthquake
drill we are supposed to drop, cover and hold until the shaking stops.
If the counting ends at greater than 30 seconds the pupils will expect
to stay in position until the shaking stops,and then,because of possible
tsunami will evacuate immediately to higher places like mountain.
Guide processing questions:
• What is your first instinct? How do you react?
• What did you do once the earthquake stops?
• Why is it important to prepare for earthquakes?
• How do you prevent future earthquake damage?
• What have you learned from the activity?
FACILITATOR’S NOTES
• Encourage pupils to reflect on anything they might do
differently next time to better prepare.
• Encourage pupils to take part in the school’s and community’s
disaster preparedness programs, it helps them learn more
information by preparing and practicing for emergency
situations.
26. 26
PREPARE TO RESPOND ACTIVITY
ADDITIONAL POINTS FOR DISCUSSION:
DURING AN EARTHQUAKE/TSUNAMI
If inside:
• DROP to the ground.
• Take COVER under a sturdy table or other heavy furniture. If
there is nothing to get under, cover your face and head with
your arms and crouch near an inside wall.
• HOLD ON until the shaking stops.
• STAYAWAY from windows,glass,lighting fixtures,or furniture
that could fall – like bookcases.
• STAY INSIDE!
• Do not use elevators!
If outside:
• Stay there. Move away from buildings, streetlights, and wires.
• Stay out in the open until the shaking stops. Buildings could
collapse and hurt you.
If trapped under debris:
• Cover your mouth with your shirt.
• Do not scream – you could breathe in dust.
• Tap on a pipe or wall so rescuers can find you.
If extra time exists then pupils can read some of the short comics
stories on Earthquake (shown in the annexes) and answer the
questions provided in some pages that can be found in the booklet.
(The story was translated from English to Hiligaynon)
27. STOP, DROP
AND ROLL
(Fire Survival)
Duration: 15 minutes
27
PREPARE TO RESPOND ACTIVITY
MATERIALS:
• Music player
• Printed copies of fire short comic story (Annex:
Comics)
PROCEDURE:
Teach children to say “When on fire: Stop, Drop and Roll”
• Instruct the children that they have to stop, Drop and
Roll over and over when the caregiver shouts ‘you are
on fire’.
• Play music or have the children walk around the room.
• The caregiver should unexpectedly shout ‘you are on
fire’.
• The children are to stop, drop and roll sideways and
the last child to complete it is out.
• Teach children to help each other if they forget.
28. 28
PREPARE TO RESPOND ACTIVITY
Note: the caregiver can make it more difficult by shouting ‘you are
on fire, and you need to do complete roll, etc.
GUIDE PROCESSING QUESTIONS:
• How do you prevent future fire damage?
• What have you learned from the activity?
FACILITATOR’S NOTES
• Encourage pupils to reflect on anything they might do
differently next time to better prepare.
• Encourage pupils to take part in the school’s and community’s
disaster preparedness programs, it helps them learn more
information by preparing and practicing for emergency
situations.
29. 29
PREPARE TO RESPOND ACTIVITY
ADDITIONAL POINTS FOR DISCUSSION:
DURING
• Get low and go! Crawl under smoke to an exit. Heavy smoke
and deadly gases collect along the ceiling.
• If you hear a smoke alarm, get out fast! You may only have a
few seconds to escape.
• If smoke is blocking the door, use your second way out of the
room or house.
• Feel the doorknob and door before opening it.If either is hot,
leave the door closed and use the second way out.
• If you see smoke coming around the door, use the second
way out.
• If you do open a door, open it slowly and be ready to shut it
quick if there’s smoke.
• Don’t hide from firefighters! They may look scary with all of
their equipment, but they are there to help you.
• Tell firefighters if there are any pets trapped in the house.
Don’t try to get them yourself!
• If your clothes catch on fire, stop-drop-roll! Stop, drop to the
ground, and cover your face with your hands.Then roll over
and over or back and forth until the fire is out.
• If extra time exists then pupils can read the short comics story
on Fire (shown in the annexes) and answer the questions
provided in some pages that can be found in the booklet.(The
story translated from English to Hiligaynon)
30. BASIC
FIRST AID
(Bandaging and Splinting)
Duration: 40 minutes
30
PREPARE TO RESPOND ACTIVITY
MATERIALS:
• Splints
• Elastic bandage
• Triangular bandage
PROCEDURE:
• Facilitator will have a short discussion or recap
about Basic First Aid.
• Participants will look for his/her partner.
• Facilitator will demonstrate first the proper way
of applying bandaging and splinting in a particular
wounds and fractures.
• The participants shall be asked to perform
bandaging and splinting.
• The Facilitator will critique whether the
participants have done the right thing or not.
31. 31
PREPARE TO RESPOND ACTIVITY
PROCESSING:
• Can you recall the learnings from your previous First Aid
Training? What are they?
• How do you find the activity?
• What is the importance of first aid? As a child, why is it also
essential for you to know the basic of first aid?
• Have you already applied your learnings from the trainings? If
yes, then share his/her experience.
• What will you feel if you have been able to help your fellows
who have been hurt, wounded or broken a bone?
TRAINER’S NOTE:
• Have a recap to discuss about the things the peer facilitators
or participants have learned during these activities.
• Ask the participants about the learnings that they could
remember during their training.
• Emphasize to the participants the various roles and
responsibilities.
32. 32
PREPARE TO RESPOND ACTIVITY
BUILDING EVACUATION RULES:
Don’t talk so you can hear the teacher)
Don’t run so you don’t get hurt
Don’t push so no one else gets hurt
Don’t go back so you stay safe
One adult at the front and one at the back. Check that exit is safe as
you go.Exit with a buddy.Look to be sure everyone is with you.Move
directly away from the building when exiting.
RULES FOR SAFETY
33. 33
PREPARE TO RESPOND ACTIVITY
EARTHQUAKE SHAKING RULES:
When you feel the shaking, move away from things that can fall or
slide.
DROP to you knees, on the floor
COVER your head and neck
HOLD ON to your cover
• If in a wheelchair, Duck, Cover your head and neck and Hold
on to your cover.
• If outdoors, avoid overhead hazards.
• If in a vehicle, stop and pull over in a safe place, and lie down
on the seat.
• After the shaking stops move outside to an Assemble and
Shelter Outside.
TSUNAMI RULES:
IF YOU ARE IN A TSUNAMI RISK AREA: Start counting
out loud,when you feel the earthquake shaking begin.If the earthquake
is LONG or STRONG, then evacuate immediately, away from water,
to higher ground. Stay there until you are sure that all danger is past.
Heed any early warning announcement received.
34. 34
PREPARE TO RESPOND ACTIVITY
FIRE SAFETY RULES:
IF YOU SEE A FIRE:
• If it is small,put it out with a blanket,a bucket of sand,
or a fire extinguisher, by covering the fuel.
• If it is as big as a bucket, sound the alarm, close doors
and windows, and get out!
IF YOU ARE CAUGHT IN SMOKE:
• Get down low, and go go go!
• Feel and do not open an interior door, if it is hot.
IF YOU ARE ON FIRE:
• Stop, drop to the ground, and roll! (to break the fire
triangle)
If SOMEONE ELSE IS ON FIRE:
• Stop them. Cover them with a blanket and/or roll
them on the ground.
35. 35
PREPARE TO RESPOND ACTIVITY
FLOOD SAFETY RULES:
SLOW RISE FLOODING: Follow early-warning instructions.
Evacuate to higher ground or Shelter-In-Place. Protect records and
electronic equipment. Evacuate to Safe Haven.
SUDDEN SEVERE FLOODING: Evacuate affected spaces
and Shelter-in-Place (esp. vertical evacuation). Take “Go Bag” with
supplies with you. Do not enter floodwaters. If you must evacuate,
use flotation devices prepared in advance.
HAZARDOUS MATERIALS RULES:
Evacuate upwind to Safe Haven or Shelter-in-Place. If possible, limit
release at source.
STORM SAFETY RULES:
STAY INFORMED OF CYCLONETRACKING INFORMATION and
follow any early warning instructions and advisories.
WHEN THUNDER ROARS, GO INDOORS! Stay off telephones.
Unplug anything electrical. Stay away from and out of water. Listen to
weather advisories on battery-powered radio.
36. 36
PREPARE TO RESPOND ACTIVITY
THE 30/30 RULE:
1. 1. Count the seconds between seeing lightning and hearing
thunder. If this time is less than 30 seconds, lightning is still a
potential threat. Seek shelter immediately.
2. 2. After the last lightning flash, wait 30 minutes before leaving
shelter. Half of all lightning deaths occur after a storm passes.
Stay in a safe area until you are sure the threat has passed.
THE LIGHTNING CROUCH:
If you are caught outside during a lightning storm, if your hair stands
up on-end or your skin tingles, light metal objects start to vibrate, or
if there is only a second or two between the flash and the bang, do
the lightning crouch leaving 3 body lengths between you and the next
person!
• SQUAT
DOWN
• BALANCE
ONYOUR
TOES
• TOUCH
YOUR HEELS
TOGETHER!
• COVERYOUR
EARS