Case study highlighting achievement and failures of the international response to the 2010 earthquake in Haiti. This presentation was given during Fordham University's "International Diploma on Humanitarian Assistance".
Case study highlighting achievement and failures of the international response to the 2010 earthquake in Haiti. This presentation was given during Fordham University's "International Diploma on Humanitarian Assistance".
Hereby presenting the worst earthquake in the history of the world. So many people died in that earthquake as there was this tsunami who nearly damaged as much as the earthquake did. I have collected as much as data I could collect. Hope it is helpful.
A very detailed PowerPoint on the 2010 disaster: Haiti Earthquake. The PPT includes:
The background info of the quake
Maps showing the location of Haiti and the epicentre
The reason why the earthquake occurred
The immediate damage
The aftermath
Foreign aid info (including an ITN news video of a UK firefighter rescue)
Continuing problems
Long term recovery
Pictures of the devastation/rescue efforts
GEOGRAPHY IGCSE: EARTHQUAKES. It contains: earthquakes, energy and epicentre, measuring the power, effects of an earthquake, factors affecting the impact, earthquakes and volcanoes in LEDC and MEDC. Kobe 1995, Kashmir 2005.
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.
Hereby presenting the worst earthquake in the history of the world. So many people died in that earthquake as there was this tsunami who nearly damaged as much as the earthquake did. I have collected as much as data I could collect. Hope it is helpful.
A very detailed PowerPoint on the 2010 disaster: Haiti Earthquake. The PPT includes:
The background info of the quake
Maps showing the location of Haiti and the epicentre
The reason why the earthquake occurred
The immediate damage
The aftermath
Foreign aid info (including an ITN news video of a UK firefighter rescue)
Continuing problems
Long term recovery
Pictures of the devastation/rescue efforts
GEOGRAPHY IGCSE: EARTHQUAKES. It contains: earthquakes, energy and epicentre, measuring the power, effects of an earthquake, factors affecting the impact, earthquakes and volcanoes in LEDC and MEDC. Kobe 1995, Kashmir 2005.
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.
Types of natural disasters by Mr. .Allah Dad Khan Former Director General A...Mr.Allah Dad Khan
Types of natural disasters by Mr. .Allah Dad Khan Former Director General Agriculture /Visiting Professor The University of Agriculture Peshawar Extension KPK Pakistan
AQA A2 Geography Case Studies (Development + Globalisation, Ecosystems and Te...itskit
Full list of AQA A2 geography case studies.
Includes:
Tectonics
Kashmir 2005, Expanding Earth Theory, Haiti 2010, Kuril Islands 1963, 2003 Colima, Izmit 1999, California & Japan earthquake methods, Japan Tsunami 2011, Mount Pinatubo, Montserrat, Eyjafjallajökull, Etna 1991, Hawaii.
Globalisation
Milenium Development Goals, South Korea, Exxon Mobil TNC, China, India, Brazil, Dubai, LDC, EU, Mercosur, NAFTA, Opec, Bangladesh Trade v Aid, Mamiraua
Ecosystems
Sand Dunes, Northern Uplands Regeneration Project, Amazonia, The blue loop, Surrey Biodiversity, Serengeti Tanzania.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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
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
A Strategic Approach: GenAI in EducationPeter 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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Azure Interview Questions and Answers PDF By ScholarHat
Christchurch earthquake case study
1. Case Study: Christchurch September 2010/February 2011
Where did it happen?Christchurch is located on the east ofSouth Island of
New Zealand. The island is located in the Pacific Ocean on the conservative
boundary between the Indo-Australian plate and the Pacific plate.
What happened?At 4:35am on the 4th of September 2010 a magnitude 7.1
earthquake. The epicentre was 40km away from Christchurch with a shallow focus of 10km. The
quake lasted 40 seconds and was felt across South Island. This earthquake had little effect causing
some structural damage, only two people were injured. On February the 2nd 2011 at 12:51 pm an
aftershock of the September earthquake struck with a magnitude of 6.3 on the Richter scale. The
epicentre was 10km away from Christchurch with a shallow focus of 5km. This earthquake caused
much more damage and had a greater impact on the area.
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Primary effects
Severe liquefaction
Large icebergs (the size of 20
football fields) calved into Tasman
Lake
Rock falls in the hills around
Lyttelton harbour
Earth rose by 1m and Christchurch
moved closer to Sydney.
Spire of the Christchurch cathedral
collapsed
Water supplies disrupted by pipes
rupturing
181 people were killed, 80 of whom
were killed when the CTV building
collapsed
200 people were injured
50% of the central city’s buildings
were severely damaged
80% of the city was without power
Cars fell into sink holes
Secondary effects
Flooding from liquefaction, ankle to
knee deep water in most areas
Damage to roads through
liquefaction made it difficult for
people and emergency services to
move around
Business were put out of action for
long periods causing losses of
income and jobs
Christchurch could no longer host
Rugby World Cup matches so lost
the benefits, e.g. tourism and income,
they would bring
2. Immediate responses
Ordinary people helped to rescue those
who were trapped
Urban Search and Rescue was there
within a couple of hours of the event.
Emergency government cabinet meeting
held at 3pm
The Canterbury Art Gallery, which was
earthquake proof, was turned into an
emergency response centre.
300 Australian police were flown in
The police provided security cordons,
organised evacuations, supported search
and rescue teams, missing persons and
family liaison, and organised media
briefings and tours of the affected areas.
Chemical toilets were provided for
30,000 residents
Areas were zoned (green, orange, white,
red) to classify damage/cost of repairs
International aid was provided in the
form of money (around $6-7 million) and
aid workers
The Earthquake commission assessed all
buildings to ensure they were safe.
Long term responses
The Red Cross provided grants to
families with children under 5years of
age who were living in significantly
damaged homes caused by the September
or February earthquakes, with their
electricity bills.
The police coordinated forensic analysis
and evidence gathering of fatalities
working closely with pathologists,
forensic dentists and scientists.
Paid $898 million in building claims
Provided temporary housing and ensured
all damaged housing was kept water tight
Water and sewerage was restored for all
residents by August
Roads and houses were cleared of silt
from liquefaction by August and 80% of
roads/50% of footpaths were repaired
How was the hazard managed? In New Zealand regular earthquake drills are carried out to ensure
people know what to do. Plus all buildings are made life safe ensure that they will not collapse in case
of an earthquake. Any old buildings have been retrofitted to withstand earthquakes
Why did the main shock have so little effect but the aftershock of a smaller magnitude have a
greater effect?The earthquake in September happened in the middle of the night when nobody was
out and about which meant that there was no casualties. Plus, the buildings are earthquake proof
which meant that, although they were weakened, they did not collapse and kill people as they slept.
The earthquake in February happened in the middle of the day when everyone was at work of having
lunch. This meant that when the buildings collapsed there were lots of people around. Also, many
buildings had been weakened by the previous earthquake which meant that they were more likely to
collapse, and in many cases they did. There was some controversy over buildings that had been
declared safe after the main earthquake collapsing in February.