The 2001 Gujarat earthquake occurred on January 26, 2001 in India with a magnitude of 7.7. The epicenter was near the village of Chobari in Gujarat. It killed over 20,000 people, injured 167,000, and destroyed nearly 400,000 homes. The earthquake was particularly devastating in Bhuj, located close to the epicenter, where it destroyed around 40% of homes, schools, hospitals and roads. The earthquake caused massive damage throughout Gujarat and left over 600,000 people homeless. It was one of India's worst natural disasters.
Earthquake is a violent tremor in the earth’s crust, sending out a series of shock waves in all directions from its place of origin or epicenter.
Earthquakes constitute one of the worst natural hazards which often turn into disaster causing widespread destruction and loss to human life.
So we have to take data from the historical hazardous and effect , magnitude of earthquake vibration generated from epicenter.
Earthquake is a violent tremor in the earth’s crust, sending out a series of shock waves in all directions from its place of origin or epicenter.
Earthquakes constitute one of the worst natural hazards which often turn into disaster causing widespread destruction and loss to human life.
So we have to take data from the historical hazardous and effect , magnitude of earthquake vibration generated from epicenter.
This PowerPoint Presentation (PPT) is a case study of the Bhuj Earthquake 26th January 2001, prepared by my friend Nitin. I'm uploading this PPT inly because it may useful to some one in their study.
Earthquake is a violent tremor in the earth’s crust, sending out a series of shock waves in all directions from its place of origin or epicenter.
On the morning of January 26, 2001, the Nation’s 52nd Republic Day, a devastating earthquake occurred in the Kutch district of the state of Gujarat.
Presentation contains Detailed Introduction, types, classification, features, prevention & precaution, causes, effects, indications and Two case studies of Indian context.
Brief Description of Kerala Flood of 2018
and In starting some flood infomation is also discussed
and also given information about donation by diffferent peoples and commpanys and states.
The following is a power point presentation on the Nepal Earthquake 2015. it contains all the necessary details such as affected areas, loss of life and property etc.
There are also some methods that can be used during an earthquake.
EARTHQUAKE IS A COMMON HAZARD IN MOSTLY HILLY AREAS AND IT BECOME DISASTER WHEN IT IMPACTS ON HUMAN. SIKKIM IS ONE OF THE MOST VULNERABLE PLACES FOR EARTHQUAKES OCCURRING IN INDIA.
This presentation gives a detailed information about the Supercyclone of Odisha which had occured in the year 1999. It gives detailed information about the cyclone and its impact on the Odisha state and what are the steps taken out after this disaster
Fluorspar 101, September 2012, Simon Moores, Industrial Minerals Data Simon Moores
An introduction to the fluorspar industry, a niche, but global mineral used to produce hydrofluoric acid (fluorochemicals / fluorocarbons), and aluminium flouride.
A look at the two main products, acidspar and metspar, and their end uses.
Presented by Simon Moores, Manager of Industrial Minerals Data at the Fluorspar Express 2013 meeting in Vancouver, Canada.
This PowerPoint Presentation (PPT) is a case study of the Bhuj Earthquake 26th January 2001, prepared by my friend Nitin. I'm uploading this PPT inly because it may useful to some one in their study.
Earthquake is a violent tremor in the earth’s crust, sending out a series of shock waves in all directions from its place of origin or epicenter.
On the morning of January 26, 2001, the Nation’s 52nd Republic Day, a devastating earthquake occurred in the Kutch district of the state of Gujarat.
Presentation contains Detailed Introduction, types, classification, features, prevention & precaution, causes, effects, indications and Two case studies of Indian context.
Brief Description of Kerala Flood of 2018
and In starting some flood infomation is also discussed
and also given information about donation by diffferent peoples and commpanys and states.
The following is a power point presentation on the Nepal Earthquake 2015. it contains all the necessary details such as affected areas, loss of life and property etc.
There are also some methods that can be used during an earthquake.
EARTHQUAKE IS A COMMON HAZARD IN MOSTLY HILLY AREAS AND IT BECOME DISASTER WHEN IT IMPACTS ON HUMAN. SIKKIM IS ONE OF THE MOST VULNERABLE PLACES FOR EARTHQUAKES OCCURRING IN INDIA.
This presentation gives a detailed information about the Supercyclone of Odisha which had occured in the year 1999. It gives detailed information about the cyclone and its impact on the Odisha state and what are the steps taken out after this disaster
Fluorspar 101, September 2012, Simon Moores, Industrial Minerals Data Simon Moores
An introduction to the fluorspar industry, a niche, but global mineral used to produce hydrofluoric acid (fluorochemicals / fluorocarbons), and aluminium flouride.
A look at the two main products, acidspar and metspar, and their end uses.
Presented by Simon Moores, Manager of Industrial Minerals Data at the Fluorspar Express 2013 meeting in Vancouver, Canada.
This Presentation is about Manganese, which is a chemical element with symbol Mn and atomic number 25. It contains pictures, uses of manganese, distribution, eco-significance, Imports & Exports information with respect to India.
IN THIS PPT U WILL LEARN ABOUT THE FOLLOWING SUB-TOPICS OF MANGANESE:-
-Uses
-Distribution
-Eco Significance
-Reserves in India
-Agencies exploring it
-Problems related to its exploitation
-Marketing and Production strategy
-Export and Import
Popular as Building material.
Material with adhesive and cohesive properties.
To bind the fine and corse aggregate together.
Common variety of cement is known as the Portland cement.
India is the fifth largest producer of cement in the world.
Rajasthan is the second largest producer of cement in india after Andra Pradesh.
Among the Subjects of Earth Sciences, Economic Geology deals with all the Mineral resources, mineral fuels, their distribution and their role for the economic development of a nation.
India has a good amount of all natural resources. Among the resources, minerals are the major contributors of the national economy. India is a country, much dependent on the available natural resources for its economy. This lesson is on the “ Mineral Resources in India”.
The earthquakes are a major disaster we study in classes 5,6 and 7. This
ppt will help the students very well and can be presented to them. this would help clear the burden of teachers as well as the student. The pictures in the following ppt do not belong to me.
1.What Do You Mean By ‘EARTHQUAKE’ ?
2.Causes Of Earthquake.
3.About Earthquake Of Gujarat In 2001.
4.Effects Of Earthquake In Gujarat.
5.Damages Occurs In Earthquake.
6.Conclusion.
Earthquake is a violent tremor in the earth’s crust, sending out a series of shock waves in all directions from its place of origin or epicenter.
On the morning of January 26, 2001, the Nation’s 52nd Republic Day, a devastating earthquake occurred in the Kutch district of the state of Gujarat.
This is a ppt about earthquake all u need is here with many animations and all sorry for that 207 mb but its the best ig this website always helped me so i thought i should upload mine too
This powerpoint presentation is for the mechanical engineering as well as civil engineering subject disaster management.
The topic covered is the case study of Bhuj earthquake.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. ACKNOWLEDGEME
NT
WE GREATFULLY WANT TO
ACKNOWLEDGE AND GIVE THANKS TO
OUR SPEACIAL SOCIAL TEACHER AND
RESPECTED SIR TO GIVE US SUCH A
GREAT OPPORTUNITY BY GIVING US THE
TASK TO
PREPARE A POWERPOINT PRESENTATION
IN WHICH WE HAVE TRIED TO MAKE
PEOPLE KNOW ABOUT IT AND DEVELOP
OUR KNOWLEDGE .
2. THE BHUJ EARTHQUAKE OCCURRED ON 26
JANUARY 2001 ON THE INDIA’S 51 REPUBLIC
DAY.IT WAS VERY VERY HUGE AND
DISASTEROUS AND CAUSE MANY
DEATHS.PEOPLE TODAY ALSO REAMEMBER
ABOUT THAT AS IT HAS LEAVED VERY BIG
IMPACT ON THEM. ABOUT 20,000 PEOPLE
WERE KILLED AND ABOUT 167,000 WERE
INJURED AND 40,000 HOMES WERE
DESTROYED.
THE EARTHQUAKE WAS 6.9 ON RICHTER
SCALE
3. Date The 2001 Gujarat earthquake
January 26, 2001 (2001- occurred on January
01-26) 26, 2001, India's 51st Republic
Magnitude Day, at 08:46 AM local time (3:16
7.7 Mw[1] UTC) and lasted for over two
Depth minutes. The epicentre was about 9
16 kilometres (10 mi) km south-southwest of the village
Epicenter location of Chobari[3] in Bhachau Taluka of
Yellow star marks Kutch District of Gujarat, India.[4]
epicentre The earthquake reached a
Countries or regions magnitude of between 7.6 and 7.7
affected on the moment magnitude scale
India and had a maximum felt intensity of
Max. intensity X (Intense) on the Mercalli intensity
X (Intense) scale. The quake killed around
Casualties 20,000 people (including 18 in
19,727 believed South eastern Pakistan), injured
dead, 166,001 injured [3] another 167,000 and destroyed
nearly 400,000 homes.[5]
4. DESCRIPTI
ON
The 2001 Gujarat earthquake occurred on January
26, 2001, India's 51st Republic Day, at 08:46 AM local time
(3:16 UTC) and lasted for over two minutes. The epicentre
was about 9 km south-southwest of the village of Chobari[3] in
Bhachau Taluka of Kutch District of Gujarat, India.[4] The
earthquake reached a magnitude of between 7.6 and 7.7 on
the moment magnitude scale and had a maximum felt
intensity of X (Intense) on the Mercalli intensity scale. The
quake killed around 20,000 people (including 18 in South
eastern Pakistan), injured another 167,000 and destroyed
nearly 400,000 homes.[5]
This was an intraplate earthquake, one that occurred at a
distance from any plate boundary where plate tectonics
create most earthquakes, so the area was not well prepared.
The event was the result of stored energy in a collision
margin. The shock waves spread 700 km. 21 districts were
affected and 600,000 people left homeless.
5. The four urban centers of Kachchh namely
Anjar, Bhuj, Bhachau and Rapar were replanned after the
earthquake. The Bhuj city which had an area of 19 square
kilometer before the earthquake was expanded to an area of
56 square km. Three relocations sites were developed to
decongest the inner city of Bhuj. The names of these sites
are- rawalwadi, RTO and Mundra site.
The final death toll in Kutch was 12,290 Bhuj, situated only 20
kilometres (14 miles) from the epicenter, was devastated.
Considerable damage also occurred in Bhachau and Anjar
with hundreds of villages flattened in Taluka of Anjar, Bhuj &
Bhachau. Over a million structures were damaged or
destroyed, including many historic buildings and tourist
attractions.[6] The quake destroyed around 40% of
homes, eight schools, two hospitals and 4 km of road in Bhuj
and partly destroyed the city's historic Swaminarayan temple.
In Ahmedabad, Gujarat's commercial capital with a population
of 4.6 million, as many as 50 multi-storied buildings collapsed
and several hundred people were killed. Total property
damage was estimated at $5.5 billion and rising. The
earthquake destroyed 60% of usable food and water supplies
in Kutch.
The district collector Anil Mukim oversaw the early delivery of
aid and equipment to affected villages but later called for aid
to cease as it encouraged a "relief mentality" which would
delay a return to normal life.[7]
6. CAUSES OF THE
EARTHQUAKE
Bhuj earthquake of 26 January 2001: Tectonic inversion, lithospheric flexure and plate motion and
comparison with Shillong and New Madrid earthquakes The Bhuj earthquake of 26 January 2001
(Figure 1) of Mw 7.6, with focal depth of
24–25 km was o of the most devastating
earthquakes outside plate boundaries. Various
seismological studies have suggested
that it is caused by an E–W-oriented
thrust1–3. Kachchh rift basin basically developed
during the Mesozoic period4 andis therefore characterized by an extensional
phase followed by a compressional
phase during closure of the basin. In this
respect, it is analogous to the New Madrid
earthquake of 1811–12 in USA of almost
the same magnitude, and both the events
have often been compared with each other5,6.
But there are also several differences between the two, the most important being their distance with respect
to plate boundaries.
is within 200–300 km of the plate boundary
(inset, Figure 1) while that of the New The epicentre of the Bhuj earthquake
Madrid earthquake is at least 2000 km
away from any known plate boundary.
However, the epicentral areas of both these
earthquakes have been associated with
Precambrian–Cambrian collision zones related
to Aravalli–Delhi and Appalachian
orogeny respectively. Such zones world
over are weak, characterized by seismic
activity.
7. The epicenter was near the remote Little Rann
of Kutch, but within 150 to 200 kilometers of
several villages and towns. The proximity to
populated areas, coupled with a shallow 17-
kilometer focus, resulted in massive
destruction and fatalities. The area is mainly
barren, with the exception of a belt of arable
land stretching along the shore of the Gulf of
Kachchh. The affected area also experienced
magnitude 5.0 to 5.8 aftershocks for several
days subsequent to the main earthquake (
8.
9. Bhuj earthquake and its tectonic setting
The Mw=7.7 earthquake occurred in the
morn-ing of January 26, 2001, on the
Republic Day of India. The epicenter is
located at 23.40ºN and 70.32ºE near Bhuj
in the province of Gujarat, India (Fig. 2).
The official death toll from the India
government was close to twenty
thousand [Bendick et al., 2001].
Thousands of houses were destroyed and
more than half million of people were
left homeless. Initial results indicate a
shallow (~20 km) focal depth, with a
roughly E-W trending thrust fault plane
[NEIC; Gaur et al., 2001]. Based on the
aftershock data, the rapture was
estimated to have occurred along a
plane with a 50-100 km along-strike
length and 15-30 km down-dip rap-ture
width. The slip was 1-4 m, reaching ~12 m
near the hypocenter [Antolik and
Dreger, 2001; Bendick et al., 2001]. This
event apparently caused few surface
scarps [EERI, 2001; Rajen-dran et
al., 2001].
10. DAMAGE CAUSED BY EARTHQUAKE
The 26 January 2001 earthquake in Gujarat was the most
devastating seismic event to affect the state since the last
magnitude 7.7 event in 1819. More than 20,000 people died and
over 167,000 injuries were reported. Both rail and highway
traffic into and out of the entire Kachchh region was completely
cut off for two days. Numerous bridges, dams, and ports were
destroyed or severely damaged as a result of liquifaction of the
blue marine clay soil on which they are constucted.
Approximately 1,000,000 homes were destroyed or seriously
damaged, as were many commercial, industrial, and public
utility facilities. Total blackout resulted in several towns and
villages; communications in Bhuj were disrupted for two days
when fiber optic cables were damaged, and water supplies were
affected as liquifaction caused some wells to become turbid and
others tested positive for metal contaminants and anaerobic
sludge .
12. PEOPLE AFFECTED BY EARTHQUAKE
Many people were affected by the
bhuj earthquake 2001 which was
about 6.9 on richter scale.more
than 20,000 people died and over
18,000 people were injuried.most of
the people lost their houses and
family and were badly
affected.the earthquake caused
death of about 100 persons and
injured hundrends more.
13. BY THIS PRESENTATION WE CONCLUDE
THAT -
IT WAS VERY DANGEROUS AND SO WE
SHOULD PRAY TO GOD THAT NEXT
TIME THEY MAY NOT COME AND ALSO
GOVERNMENT SHOULD TAKE STEPS
TO RECOVER THE DAMAGES CAUSED BY
IT AND ALSO TO SAVE THE PEOPLE
AFFECTED BY SUCH DISASTERS . THE
GOVERNMENT CAN ALSO PROVIDE SOME
MONEY TO THE PEOPLE WHO SURVIVED
SO THAT THEY CAN GO ANYWHERE ELSE
AND MANAGE THERE