Earthquake Hazards
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The document describes the key hazards caused by earthquakes including ground shaking, ground rupture, liquefaction, landslides, tsunamis, and fires. It also provides maps showing predicted ground shaking, liquefaction, and tsunami hazard zones. The document outlines survival tips for those trapped in rubble, including conserving energy, making noise, and erasing unnecessary information from phones. Finally, it details the 6 phases of an earthquake evacuation plan for schools: alarm, response, evacuation, assembly, head count, and evaluation.
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This document provides information about disaster preparedness and response. It defines a disaster and discusses the importance of preparedness activities like developing emergency plans and pre-positioning supplies. It then gives specific guidelines for earthquake preparedness, response, and safety measures before, during, and after an earthquake. The document also provides tips for fire safety and what to do in case of a fire, as well as search and rescue operations after a fire. Finally, it discusses tsunami preparedness and survival tips for a tsunami, including evacuating to high ground.
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Attachment 3) How to Conduct Earthquake Drill.pdf
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2. The planning stage involves forming a disaster management committee and preparing survival kits. The evacuation plan must ensure sufficient space and safe routes.
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3. The evacuation plan should make use of all available open spaces and ensure routes do not expose students to additional risks. Roles and responsibilities are defined for students, teachers, principals, and other staff.
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1. The document provides instructions for what to do before, during, and after an earthquake.
2. Before an earthquake, it recommends identifying safe places in each location and making an emergency plan with your family.
3. During an earthquake, it says to drop, cover, and hold on by getting under sturdy furniture and holding on until the shaking stops.
4. After an earthquake, it recommends calmly exiting buildings and moving to an open space, performing headcounts to check for missing people, and reporting any injuries to emergency personnel.
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1. The document outlines the stages of conducting an earthquake drill in schools, including planning, developing an evacuation plan, conducting orientations, and the actual drill.
2. The planning stage involves forming a disaster management committee and preparing survival kits. The evacuation plan must ensure sufficient space and safe routes.
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This document discusses sexually transmitted diseases (STDs). It defines STDs as infections passed between people through sexual activity. STDs can be caused by bacteria, viruses, or parasites. They are transmitted through various sexual behaviors and bodily fluids. Common STDs like chlamydia, herpes, gonorrhea, HPV, and HIV/AIDS are explained. The document outlines methods of prevention like abstinence and condom use and states that while antibiotics can cure bacterial STDs, viral STDs have no cure. It provides overview information about STDs to educate people.
Weather Extremes
The document discusses various weather phenomena that affect the Philippines, including typhoons, thunderstorms, tornadoes, storm surge, lightning, monsoons, and rainfall. It provides information on the causes and characteristics of these weather extremes, such as how typhoon winds can cause storm surge by pushing water inland. The document also outlines terminology and warning systems used in the Philippines related to weather, including tropical cyclone wind signals and color-coded rainfall warnings.
Meteors, Comets, and Asteroids
Comets are icy, dusty objects that orbit the Sun. They are composed of ice, dust, and small rocky particles. When a comet approaches the Sun, its ice warms and sublimates into gas, forming a coma - a fuzzy cloud around the comet. Solar wind and radiation pressure cause the coma to form two tails - a blue ion tail and a white dust tail. Comets can be short-period or long-period depending on the shape and size of their orbits.
Maternal Health Concerns
This document outlines stages of maternal health concerns from pre-pregnancy through post-pregnancy and discusses various complications that can occur at each stage. It covers pre-pregnancy disorders like blighted ovum and ectopic pregnancy. During pregnancy it discusses preeclampsia, placental previa, and gestational diabetes. Post-pregnancy concerns include post-partum disorders and sepsis. It also provides 10 facts on maternal health issues globally.
Responsible Parenthood
This document discusses responsible parenthood and family planning. It defines responsible parenthood as parents meeting the needs of their family and children. Family planning allows couples to choose the timing and spacing of pregnancies. The document outlines natural family planning methods like fertility awareness and artificial methods like birth control pills, IUDs, implants, and permanent sterilization. It notes benefits and effectiveness of different natural and artificial family planning techniques.
Stages of Infection
The document discusses the stages of infectious disease progression:
1. Incubation period is when the pathogen multiplies without symptoms and the person can spread the disease.
2. Prodrome period is when the person may begin feeling ill as the immune system responds.
3. Illness period is when signs and symptoms peak as the disease is in full effect.
4. Decline period is when the immune system gains control and symptoms lessen.
5. Recovery period is when the pathogen is eliminated and the person returns to normal.
Types of Faults
This document provides information about earthquake terminology and fault lines in the Philippines. It defines key terms like epicenter, hypocenter, fault plane, and fault zone. It also lists the major fault lines in the country, including the Marikina Valley Fault, Western Philippine Fault, and Central Philippine Fault. Different types of faults are described based on the displacement of plates and the orientation of the fault, including dip-slip, strike-slip, and oblique-slip faults.
Emerging and Re-emerging Diseases
Leptospirosis is a bacterial infection spread through contact with infected animal urine that can cause fever, headache, jaundice and other symptoms. It is more common in warm climates and transmitted through breaks in the skin or mucous membranes. Antibiotics are used to treat it, with more severe cases requiring hospitalization.
Severe Acute Respiratory Syndrome (SARS) is a viral pneumonia caused by a coronavirus. It is spread through droplets from coughs or sneezes of infected individuals or surfaces they touch. Prevention methods include handwashing, wearing masks around infected people, and disinfecting surfaces.
Chikungunya is a mosquito-borne viral disease caused by
First Aid
The document provides information on essential supplies and equipment for a first aid kit, including instructions for use. It discusses first aid manuals, tweezers, antibiotic ointment, bandages, gauze pads, medical tape, elastic bandages, cold packs, and how to control nosebleeds, bleeding, burns, and perform CPR. Proper first aid requires supplies to clean, dress, and treat wounds as well as knowledge of basic procedures. A well-stocked first aid kit is crucial for dealing with common injuries and medical situations until emergency help arrives.
Dengue and Bronchitis
This document discusses communicable diseases and provides details about Dengue Fever and Bronchitis. It defines communicable diseases as those spread between people through contact with bodily fluids, airborne viruses, or insect bites. Dengue Fever is a mosquito-borne disease caused by dengue viruses and spread by the Aedes aegypti and albopictus mosquitoes. Symptoms include high fever, headaches, joint and muscle pain, and rash. Treatment involves rest, fluids and medication. Bronchitis is an inflammation of the bronchial tubes causing cough, mucus, and shortness of breath. It can be acute from viruses or chronic from smoking. Prevention methods are also outlined.
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Theories of Solar System's Formation and Structure
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PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
Applied Science: Thermodynamics, Laws & Methodology.pdf
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
The debris of the ‘last major merger’ is dynamically young
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
Pests of Storage_Identification_Dr.UPR.pdf
InIndia-post-harvestlosses-unscientificstorage,insects,rodents,micro-organismsetc.,accountforabout10percentoftotalfoodgrains
Graininfestation
Directdamage
Indirectly
•theexuviae,skin,deadinsects
•theirexcretawhichmakefoodunfitforhumanconsumption
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100speciesofinsectpestsofstoredproductscauseeconomiclosses
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The cost of acquiring information by natural selection
This is a short talk that I gave at the Banff International Research Station workshop on Modeling and Theory in Population Biology. The idea is to try to understand how the burden of natural selection relates to the amount of information that selection puts into the genome.
It's based on the first part of this research paper:
The cost of information acquisition by natural selection
Ryan Seamus McGee, Olivia Kosterlitz, Artem Kaznatcheev, Benjamin Kerr, Carl T. Bergstrom
bioRxiv 2022.07.02.498577; doi: https://doi.org/10.1101/2022.07.02.498577
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Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
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In this presentation include the prototype drug SAR on thus or with their examples .
Syllabus of Second Year B. Pharmacy
2019 PATTERN.
Immersive Learning That Works: Research Grounding and Paths Forward
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Randomised Optimisation Algorithms in DAPHNE
Slides from talk:
Aleš Zamuda: Randomised Optimisation Algorithms in DAPHNE .
Austrian-Slovenian HPC Meeting 2024 – ASHPC24, Seeblickhotel Grundlsee in Austria, 10–13 June 2024
https://ashpc.eu/
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Themajorcausesofdeteriorationinstorage
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•Chemical
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Itisadvisabletostartstoragewithqualityfoodproduct.Productwithinitialpoorqualityquicklydepreciates
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(Work in progress.)
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
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Earthquake Hazards
- 2. The sensible shaking of the surface of the Earth because of the sudden release of energy in the Earth’s crust.
- 4. Ground Shaking Ground Rupture Liquefaction Landslide Tsunami Fire
- 5. A visible fracture and displacement of the Earth’s surface along the trace of the fault
- 6. A geologic hazard which includes the movement of rocks, debris, or earth down a slope
- 22. Animal Behavior Drawback
- 23. Drawback as seen in Phuket, Thailand, on Boxing Day 2004
- 32. Pray Check pockets or bags for anything that will help you scratch, dig, screw or signal way out Make noise Conserve energy Do not drink urine or alcohol Mobile phones: erase smileys, text instead of calling, and be concise if calling
- 34. Alarm Phase Response Phase Evacuation Phase Assembly Phase Head Count Phase Evaluation Phase
- 35. 1. The alarm phase Everyone should be alerted by a loud warning device, most likely the school bell. This must be a pre-arranged signal known by all so that the response will be immediate.
- 36. 2. The response phase Everyone should head for cover. Make sure to move away from windows, glass or light fixtures, which pose a serious threat if it break or get loose. If there is no cover available then crouch and try to protect the head.
- 37. 3. The evacuation phase When the shaking stops, everyone should then evacuate the school buildings. Proceeds through pre-determined safe routes Evacuees should gather outside in a safe area, away from buildings, trees and even poles. This safe area is called the assembly point.
- 38. 4. The assembly phase At the assembly point the evacuees must be grouped in order. For example, classes are grouped together and even further grouped in alphabetical order or in order as they appear in their respective classrooms.
- 39. 5. The head count phase Determine if everyone is present. A search and rescue team would have to be dispatched to look for those who are missing.
- 40. 6. The evaluation Identify the snags in the drill, problem areas or potential problem areas Aim to rectify these problems for a future earthquake drill Loss to life and limb will be lessened