This document discusses disaster management and different types of disasters. It defines disaster management as a systematic plan of action for responding to disasters or emergencies. Disasters are categorized as either natural disasters, caused by weather, geology, biology or other natural factors, or man-made disasters, caused by human intent, negligence or error. Examples of natural disasters include hurricanes, earthquakes, floods and droughts, while examples of man-made disasters include industrial hazards, civil disorder and terrorism. The document provides strategies for preparing for, responding to and recovering from specific natural and man-made disasters like earthquakes, floods, hurricanes and nuclear power plant incidents.
There are different types of natural disasters including hurricane, tornado, land and mudslides, earthquakes, tsunami, severe storm and flooding, etc. Each presents with a different set of health and safety concerns. Understanding these concerns and being able to prepare for it, may save a life and prevent further catastrophic loss. In the event, a natural disaster strikes, there are control methods that can be used to prepare and contingencies to be implemented to protect people, property, and the planet.
There are different types of natural disasters including hurricane, tornado, land and mudslides, earthquakes, tsunami, severe storm and flooding, etc. Each presents with a different set of health and safety concerns. Understanding these concerns and being able to prepare for it, may save a life and prevent further catastrophic loss. In the event, a natural disaster strikes, there are control methods that can be used to prepare and contingencies to be implemented to protect people, property, and the planet.
The earthquake preparedness and response system is presented
as a part of Masters of planning and Interior Designing elective course at Ansal University in 2018.
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.
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.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. WHAT IS DISASTER MANAGEMENT
Disaster management is a systematic plan of action
designed for immediate implementation at the time of
disasters or emergency situations. It encompasses a wide
range of activities such as emergency response, relief &
recovery, rehabilitation etc.
4. Natural Disaster
A natural disaster is an event with a natural, as
opposed to human cause that results in largescale loss of life or damage to property. It could
be related to weather, geology, biology or even
factors outside the Earth.
7. Strategies for Natural Disaster
Earthquake
Before the Disaster
During the Disaster
After the Disaster
•
•
•
•
Identify safe places
indoor or outdoor
Ensure all family
members know how
to respond after an
earthquake
•
If indoors: Take cover under a
piece of heavy furniture or
against an inside wall and stay
inside
If outdoors: Move into the
open, away from buildings,
street lights, & utility wires and
remain there until shaking
stops
•
•
Be prepared for after
shocks
Help injured or trapped
persons and give first aid
where appropriate
Stay out of damaged
buildings and return
home only when
authorities say it is safe
8. Flood
Before the Disaster
During the Disaster
After the Disaster
•
•
•
•
•
Learn warning signs and
community alert systems
Plan and practice an
evacuation route
Develop an emergency
communication plan in
case of separation
•
•
If indoors: If told to leave,
do so immediately.
Climb to high ground and
stay there
Avoid walking through
any floodwaters
•
•
Don't return home until
authorities express express it is
safe to do so
Use extreme caution when
entering buildings
Help neighbors whom may
need assistance
Hurricane
Before the Disaster
During the Disaster
•
•
•
•
Have disaster supplies kit
Teach family members
when and how to turn off
gas and electricity
After the Disaster
Listen to radio for instructions •
Take blankets and sleeping
bags to a shelter and leave
immediately
•
Avoid loose power lines
and report them to the
power company
Stay tuned to radio for
information
9. Man-Made Disaster
A disaster resulting from human intent,
negligence, or error. The results are usually wide
scale destruction, and high cost. Oil spills are
examples of man-made disasters.
12. Effects Of Man-Made Disasters
ENVIRONMENTAL POLLUTION
• Air Pollution
• Water Pollution
• Land Pollution
• Radiation
RIOTS
PHYSICAL DESTRUCTION
LOSS OF LIVES
13. Stratigies for Disaster Management
In case of Nuclear Power Plant Incident
Before the Disaster
During the Disaster
After the Disaster
•
•
•
•
•
Always have emergency
tool kit
Plan places where your
family will meet, both
within and outside of
your immediate
neighborhood.
Evacuation routes
•
•
Follow the Emergency Alert
System (EAS) instructions
carefully.
If you are told to evacuate,
keep car windows and
vents closed; use recirculating air do that .
Stay out of the incident
zone if you can.
•
•
Go to the nearest designated
public shelter if you have been
told to evacuate or you feel it is
unsafe to remain in your home
Change your clothes and shoes;
put exposed clothing in a
plastic bag; seal it and place it
out of the way.
Seek medical treatment for
unusual symptoms, as soon as
possible.
14. In case of Hazardous Material Incident
Before the Disaster
During the Disaster
After the Disaster
•
•
•
•
Build an Emergency
Supply kit, which includes
items like non-perishable
food, water, a batterypowered radio, extra
flashlights and batteries
Make a Family Emergency
Plan. Your family may not
be together when disaster
strikes.
•
Follow the routes
recommended by the
authorities--shortcuts may
not be safe. Leave at once.
Go into the pre-selected
shelter room. This room
should be above ground
and have the fewest
openings to the outside.
•
Act quickly if you have
come in to contact with or
have been exposed to
hazardous chemicals.
Listen to local radio or
television stations for the
latest emergency
information.