Disaster risk reduction involves activities taken before a disaster to minimize vulnerabilities and reduce potential damages. This includes hazard and vulnerability assessments, early warning systems, land use planning, building codes, and public education. Community-based disaster risk reduction emphasizes empowering local communities to prepare for, respond to, and recover from disasters more effectively. It involves communities in all phases of disaster management from risk assessment to reconstruction. Training and education programs help communities understand risks and how to minimize impacts, while also building local capacities.
Hello! I've created this PowerPoint presentation as a requisite in Disaster Readiness and Risk Reduction subject during SY 2019–2020.
Concept of Disaster Risk Reduction (DRR) and Disaster Risk Reduction and Management (DRRM)
- Disaster Risk Reduction
- Community-Based Disaster Risk Reduction and Management (CBDRRM) for Preparedness
Should you need a .pptx file, kindly email me at rd.chrxlr@gmail.com.
Hello! I've created this PowerPoint presentation as a requisite in Disaster Readiness and Risk Reduction subject during SY 2019–2020.
Concept of Disaster Risk Reduction (DRR) and Disaster Risk Reduction and Management (DRRM)
- Disaster Risk Reduction
- Community-Based Disaster Risk Reduction and Management (CBDRRM) for Preparedness
Should you need a .pptx file, kindly email me at rd.chrxlr@gmail.com.
Why do risk and disaster management matterDavid Solis
For development to be sustainable, disaster management must be built into the planning process. In this way, countries can reduce some of the negative impacts on development and improve the situation of the poor during and after crises.
Why do risk and disaster management matterDavid Solis
For development to be sustainable, disaster management must be built into the planning process. In this way, countries can reduce some of the negative impacts on development and improve the situation of the poor during and after crises.
Introduction to Disasters, Hazards, Key factors, Types of Disasters, Characteristics of Hazards, Vulnerability, Capacity and Risk.
It also contains Disaster management techniques, Risk mapping, Vulnerability Analysis, Role of NGOs in Disaster Mitigation and Management.
Earthquake and its impacts, Protection against Earthquakes, Earthquake Risk in India and Mitigation Strategy,
Brief Case study of Bhuj Earthquake, 2001
Floods, impact of Flooding, Problem of Floods in India, Flood control and Government policies and Mitigation practices.
Brief Case Study of Uttarakhand Flash Floods, 2013
This power point presentation gives a brief outlook about the need of Disaster Risk Management and its Structure in India. Further, it highlights issues, challenges and suggestions regarding September, 2014 Floods in Kashmir Valley.
well.. this time its about disaster all over india...so sad...but i hope that you know what you could do when needed help to the needies...........<3 hope you like it
The Learner is introduced to the following terms in this unit.
Hazard * Vulnerability *Risk * Disasters *Disaster management
* Early Warning System * Preparedness * Response * Relief
* Recovery * Mitigation & DRR * Coping & Resilience
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
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
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
concept of drrm.ppt
1.
2. What would have happened if the
responsible agencies did not
anticipate these events?
$ •:«
yr;*
■
‘I fHSl
J 1 H-M: - v • • ^ v J tSw0S
Do you recall from news and accounts
the disasters brought upon by Mt.
Pinatubo (1991) and super typhoon
Yolanda (2013)?
Tacloban City during super typhoon Yolanda (2013).
Clark Air Base during Mt. Pinatubo eruption (1991).
3. Not all hazards can be predicted.
Kidapawan City during Cotabato earthquake swarm (2019).
Yet, even with an event, which we
know very little about and totally
unpredictable, can have a very
minimal impact.
Taal volcano eruption (2020) taken from Tagaytay City.
4. Mindoro after the tsunami from Mindoro earthquake (1994)
Paradoxical as it may seem,
do you know how this can be
attained?
What are the other aspects that
need to be taken into account to
prevent or minimize the impacts
of disaster?
5. CONCEPT OF DISASTER RISK REDUCTION (DRR) AND
DISASTER RISK REDUCTION AND MANAGEMENT (DRRM)
9.1 Disaster Risk Reduction
9.2 Community-Based Disaster Risk Reduction
and Management (CBDRRM) for Preparedness
6. 0.1 DISASTER RISK REDUCTION:
CONCEPT OF DRR, IMPORTANCE OF DRR, AND KEY PRINCIPLES
7. NDRRMC Logo
(2010 - Present)
Examples of DRRR
Activities
• building code revision
and implementation
• hazard and vulnerability
analysis
• zoning and land use
management
• public awareness and
education
• early warning systems
(forecasting, etc.)
Disaster Risk Reduction (DRR) refers to systematic efforts to
minimize vulnerabilities and disaster risks, to avoid, or to limit the
effects of hazards.
14. EXAMPLES OF MITIGATION MEASURES
Strengthening buildings Proper timing
of crop cycles Restriction of activities
in volcanic danger zones
Determining which facilities need fire-
safe roofing materials Implementing
flood-control projects Implementing
land use-control laws
1. Planning for evacuation routes and
camps
2. Logistics for providing relief supplies
3. Stockpiling of equipment and
supplies
4. Promotion of public awareness
through information and education
campaigns
Mitigation measures are designed to minimize disaster-related losses.
Likewise, preparedness measures are also done before a disaster-causing event.
1
2
3
4
5
6
15. Early warnings should be
easily understood
■ A Yolanda timeline prepared by
the NDRRMC shows that the
typhoon was already being
tracked a week before it
entered PAR.
■ However, it was obvious,
however, that the public could
not imagine Yolanda s
magnitude and proportions.
■ Although they had been
warned, many were not
alarmed because they had
survived very destructive
weather events before.
■ They were also warned about
a possible storm surge, but
they did not know what it
meant, let alone understood its
deadly potential.
An Excerpt from “Y It Happened: Learning
from Typhoon Yolanda’’
The Disaster Management Cycle
■ Disaster risk reduction activities are part and parcel of the whole effort
undertaken before and until long after a disastrous event.
■ The entire array of activities aimed at reducing the severity of
impact of the disaster-causing event which are undertaken
before, during, and after a disaster is referred to collectively as
disaster management.
16. The activities commonly lumped together as disaster management are:
Pre-event Syn-event Post-event
■ Risk assessment
■ Mitigation or prevention
Preparedness
■ Emergency response
(rescue, evacuation, relief)
■ Recovery
Rehabilitation
Reconstruction
■ ■
17. Disaster Risk Reduction Management involves all activities from pre-disaster to
post-disaster activities.
Risk Identification/Assessment
■ Hazard analysis
■ Vulnerability analysis
■ Determination of risk
Post-event
■ Recovery
■ Rehabilitation
■ Reconstruction
Mitigation
Land use planning Land
management (Non-)
structural measures
Preparedness
Early warning
Evacuation Emergency
planning
Syn-event
■ Rescue
■ Evacuation
■ Relief
■ ■
■ ■
20. 91 COMMUNITY BASED DRRM FOR PREPAREDNESS
EMERGENCY PLAN, MONITORING AND EVALUATION,
EARLY WARNING SYSTEMS, AND SURVIVAL KITS AND MATERIALS
21. Disaster preparedness
should not be left solely to
National Government
Agencies (NGA):
■ NGAs are limited by
budget and organizational
capability
■ NGAs cannot also be in
disaster areas right away.
■ Local people and
organizations can
recognize and respond
faster to local problems
and needs.
■ Cost-effectiveness and
sustainability of activities
should be expected when
these are conducted by
local people.
What is CBDRRM?
■ Community-Based Disaster Risk Reduction Management
(CBDRRM) empowers the people by recognizing and emphasizing
the value of communities and local organizations.
■ By entrusting DRRM to them, the technical and organizational
capacities of communities are enhanced.
22. WHO ARE THE PARTICIPANTS IN CBDRRM?
CBDRRM engages in communities, not
only in DRR, but also in all phases of the
disaster management cycle.
The tasks of decision-making and activity
implementation rest primarily on local
people and organizations, with the
national government assuming a
supportive partner’s role.
CBDRRM aims to create resilient
communities which are able to reduce
their vulnerabilities and exposure, and at
the same time, enhance their capacities
before, during, and after a disaster.
Capacity refers to the ability to reduce the probability of failure through risk
reduction measures, to reduce the consequences of failure, and to reduce recovery
time and patterns of vulnerability during reconstruction.
23. Government agencies
Various
stakeholders
and actors in
the CBDRRM
process
Community
To be more
effective in
reducing a
community’s
exposure and
vulnerability, and
to enhance its
capacities for
disaster risk
management, a
community-based
DRRM should
involve both
community
insiders and
outsiders.
24. Can you cite situations when
this had or might occur?
USAID giving assistance during typhoon Ompong (2018)
The outsiders should be careful
that any intervention will not
conflict with the community's
identified properties.
Are there also instances when
communities need to exercise
openness to outsiders' initiatives
and actions?
j
25. Formulation
of Policies and
Frameworks
■ The formulation of policies and
frameworks for warning rests on the
national government.
■ While putting in place systems to
ensure timely and effective warnings is
the national government’s
responsibility, communities can
certainly participate and be of help in
this aspect.
26. x x x tr * 4 t
The local goverment of Agoncillo, Batangas monitoring subtle
changes in the volcanic activity amid Taal eruption (2020).
Phivolcs lowers Taal’s status from Alert Level 4 to 3
https://philippinesgraphic.net/phivolcs-lowers-taals-status-from-alert
-level-4-to-3/
National government on top of Davao del Sur quake situation
https://www. phi/star, com/headlines/2019/12/16/1977464/national-g
overnment-top-davao-del-sur-quake-situation
27. ■ Predictions and warnings are
indispensable preparedness tools
undertaken before a disaster strikes.
■ People, however, should be made
to understand the nature and
consequences of the hazards they
are faced with when warnings are
issued.
■ The severity of hazards and the
consequences of not heeding
predictions and warnings should be
properly explained.
Tens of thousands flee Christmas Day
typhoon in Philippines
https://www. businesslive. co. za/bd/world/asia/2
016-12-25-tens-of-thousands-flee-christmas-d ay-
typhoon-in-philippines/
Landslide hits Negros Oriental town after
3.8 magnitude quake
https://news. mb. com.ph/2019/11/18/landslide-
hits-negros-oriental-town-after-3-8-magnitude-
quake/
Negros Oriental Police Provincial Office
(NORPPO) patrolling an area of Valencia,
Negros Oriental due to landslide caused
by a 3.8-magnitude earthquake (2019).
Residents were assisted into a truck
after the local government of Daraga, Albay
implemented pre-emptive evacuations due
to typhoon Nina (2016).
28. made
by and for
■ There is no better way of implementing sustained information and
education campaigns and other preparedness measures than at
the level of communities affected and by the community
dwellers themselves.
■ Emergency planning for syn- and post-disaster situations are best
done right where the people who might be affected are.
■ Involving people directly in monitoring and warning activities will
make them better understand the hazards affecting them, and
hence, be more receptive to warnings.
29. O YouTubePH Search
Community members work together for disaster risk reduction
717 views • Oct 11,2015 1^ 6 0 A SHARE
unicefphilippines
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Empowering children and youth
31. Involving Children and Youth
■ Children and youth are
increasingly participating in
CBDRM and HVCA.
■ It does not only help them in
dealing with disasters, it can
also enhance the resilience of
their communities.
■ Training their hands-on
hazard, vulnerability, and
capacity assessment (HVCA)
techniques builds their
knowledge and skills, enabling
them to assess and monitor
hazards, risks, vulnerabilities
and capacities in their
communities.
■ Having them involved becomes
more powerful when combined
with projects that recognize
poverty as key factor in
vulnerability and can actively
assist in reducing it.
An Excerpt from “Research-into-Action brief:
Community-based disaster risk management
(CBDRM)”
CBDRRM in Schools
■ Educational institutions are indispensable actors in community-based
DRRM. Students fall within the most vulnerable sectors of the population.
■ Yet, because of the nature of schools and students, they could also be
the most potent agents, not only of disaster preparedness, but in all
aspects of the disaster management cycle.
