This document discusses earthquake preparedness and response in Bangladesh. It covers individual, government, and volunteer group preparedness. For individuals, it outlines steps to take before, during, and after an earthquake, such as securing furniture, having an emergency kit, and knowing safe spots indoors. The government's responsibilities include search and rescue operations in the first few hours, providing first aid treatment, and meeting basic needs like water, food and shelter. Volunteer groups also have an important role in coordination and preparedness efforts.
1. The document discusses several environmental challenges facing California, including earthquakes caused by tectonic plates boundaries and the effects of climate change like drought and wildfires.
2. It provides information on major earthquake faults in California and how climate change is leading to more extreme weather.
3. The summary emphasizes that knowledge is key to safety and encourages assessing hazard risks, reducing carbon footprints, and taking mitigation and preparedness actions to safely adapt to disasters.
Deadly landslides in the Philippines have killed 175 people and left 110 missing. The landslides occurred in several areas of Baybay City on Leyte island. Managing geological hazards such as earthquakes, volcanic eruptions, and landslides requires preparation, mitigation efforts, and education of safe practices. Communities can reduce risks by implementing early warning systems, enforcing land use planning, and developing emergency response plans.
This document discusses potential earthquake hazards and safety measures. It identifies 5 main hazards: 1) ground or surface rupture from fault movement, 2) ground shaking that can damage structures, 3) ground subsidence and lateral spreading, 4) liquefaction of saturated soils, and 5) earthquake-induced landslides. The document emphasizes applying precautions before, during, and after quakes, such as securing objects, avoiding windows and tall furniture, and evacuating damaged buildings. Students are asked to prepare family emergency plans detailing hazards, contacts, supplies, and roles for earthquake scenarios.
This document provides information on disaster preparedness and how to prepare for different types of disasters. It discusses the key things to have before a disaster like non-perishable food and water, forms of communication, and essential tools. During a disaster, it advises staying informed by listening to the radio for instructions and staying in a safe area. It also recommends cooperating with emergency responders if evacuation is necessary. After a disaster, the document outlines steps for recovery like attending to injuries, re-establishing home if possible, and trying to save important documents. It stresses the importance of regrouping and working with authorities and the community to plan recovery efforts.
Francesco Barbero has extensive experience responding to disasters in Italy since 2000, including floods, earthquakes, and refugee crises. He gave a presentation on understanding disasters and reducing risks. He defined key terms like emergency, disaster and discussed assessing hazards and vulnerabilities. Barbero explained the disaster cycle and emphasized the importance of mitigation, preparation, and building resilience through disaster risk reduction and preparedness strategies like having an emergency plan and kit.
This document outlines a multigrade class lesson plan for grades 5 and 6 taught by Teacher Lorena. For grade 5, the lesson focuses on soil erosion, its effects, and ways to reduce it. For grade 6, the lesson focuses on earthquakes, their effects, and emergency preparedness. The plan includes content standards, competencies, learning activities like drills and games, presentations, applications, and assessments for each grade.
The document outlines a daily lesson log for a 6th grade science class. The lesson focuses on teaching students about precautionary measures before, during, and after earthquakes and volcanic eruptions. The teacher identifies learning objectives and competencies, such as enumerating safety steps and appreciating the importance of preparedness. A variety of activities are planned, including role playing emergency scenarios and designing preparedness kits. The lesson aims to educate students on how to stay safe during disasters and promote disaster readiness.
1. The document discusses several environmental challenges facing California, including earthquakes caused by tectonic plates boundaries and the effects of climate change like drought and wildfires.
2. It provides information on major earthquake faults in California and how climate change is leading to more extreme weather.
3. The summary emphasizes that knowledge is key to safety and encourages assessing hazard risks, reducing carbon footprints, and taking mitigation and preparedness actions to safely adapt to disasters.
Deadly landslides in the Philippines have killed 175 people and left 110 missing. The landslides occurred in several areas of Baybay City on Leyte island. Managing geological hazards such as earthquakes, volcanic eruptions, and landslides requires preparation, mitigation efforts, and education of safe practices. Communities can reduce risks by implementing early warning systems, enforcing land use planning, and developing emergency response plans.
This document discusses potential earthquake hazards and safety measures. It identifies 5 main hazards: 1) ground or surface rupture from fault movement, 2) ground shaking that can damage structures, 3) ground subsidence and lateral spreading, 4) liquefaction of saturated soils, and 5) earthquake-induced landslides. The document emphasizes applying precautions before, during, and after quakes, such as securing objects, avoiding windows and tall furniture, and evacuating damaged buildings. Students are asked to prepare family emergency plans detailing hazards, contacts, supplies, and roles for earthquake scenarios.
This document provides information on disaster preparedness and how to prepare for different types of disasters. It discusses the key things to have before a disaster like non-perishable food and water, forms of communication, and essential tools. During a disaster, it advises staying informed by listening to the radio for instructions and staying in a safe area. It also recommends cooperating with emergency responders if evacuation is necessary. After a disaster, the document outlines steps for recovery like attending to injuries, re-establishing home if possible, and trying to save important documents. It stresses the importance of regrouping and working with authorities and the community to plan recovery efforts.
Francesco Barbero has extensive experience responding to disasters in Italy since 2000, including floods, earthquakes, and refugee crises. He gave a presentation on understanding disasters and reducing risks. He defined key terms like emergency, disaster and discussed assessing hazards and vulnerabilities. Barbero explained the disaster cycle and emphasized the importance of mitigation, preparation, and building resilience through disaster risk reduction and preparedness strategies like having an emergency plan and kit.
This document outlines a multigrade class lesson plan for grades 5 and 6 taught by Teacher Lorena. For grade 5, the lesson focuses on soil erosion, its effects, and ways to reduce it. For grade 6, the lesson focuses on earthquakes, their effects, and emergency preparedness. The plan includes content standards, competencies, learning activities like drills and games, presentations, applications, and assessments for each grade.
The document outlines a daily lesson log for a 6th grade science class. The lesson focuses on teaching students about precautionary measures before, during, and after earthquakes and volcanic eruptions. The teacher identifies learning objectives and competencies, such as enumerating safety steps and appreciating the importance of preparedness. A variety of activities are planned, including role playing emergency scenarios and designing preparedness kits. The lesson aims to educate students on how to stay safe during disasters and promote disaster readiness.
A disaster is defined as a natural or man-made hazardous event that causes substantial damage or destruction. Disasters are categorized as either natural or manmade. Natural disasters include floods, cyclones, droughts, and earthquakes, while major manmade disasters include fires, epidemics, pollution, and wars. Disaster management involves efforts to mitigate effects, prepare for, respond to, and recover from disasters through emergency management.
The document provides information about disaster preparedness in Negros Oriental, Philippines. It discusses the hazards the region faces from typhoons, earthquakes, and other natural disasters. It defines key terms like hazard, risk, vulnerability, and resilience. It also outlines the different phases of disaster management: mitigation, preparation, response, and recovery. Specific guidance is given on preparing an emergency kit and what to do before, during, and after different types of disasters like typhoons, fires, and earthquakes. The goal is to help residents better protect themselves and their communities from harm.
The article discusses a 14-wheeler truck that fell into a hole on Roxas Boulevard in Manila. Early one morning, the pavement collapsed under the weight of the truck, which was carrying 16 tons of sand. The truck was delivering sand for the Manila Bay rehabilitation project when the incident occurred at the intersection of Roxas Boulevard and Remedios Street. The cause of the hole was not specified.
The document discusses a classroom lesson on tsunamis. It covers defining tsunamis and distinguishing them from tidal waves and storm surges. It discusses natural warning signs of an impending tsunami and creating a plan for before, during, and after a tsunami. The lesson includes activities to recognize tsunami signs and develop evacuation plans. It stresses the importance of evacuating inland or to higher ground if an earthquake is felt near the coast.
The document provides an introduction to disaster management, discussing the increasing frequency of natural and man-made disasters globally. It defines two main types of disasters - natural disasters caused by events like floods, tornadoes, cyclones, volcanic eruptions and landslides, and man-made disasters such as fires and industrial hazards. For each type of disaster, examples are given and management recommendations are provided, such as making evacuation plans, sheltering safely during events, and accessing important supplies. The full disaster management cycle is also outlined, encompassing pre-disaster preparedness, emergency response during events, and post-disaster recovery activities.
This slides presentation will help the person in facing and tackling the disasters.It portrays about survival tips and saving the lives in meeting various kind of disasters. This knowledge and strategies can act as pearl wisdom because there is nothing greater than saving lives in the midst of disasters.
The document provides an introduction to disaster management. It discusses that while disasters have always occurred, their frequency and damage has increased significantly in recent decades. It outlines that there are two main types of disasters - natural disasters which are caused by environmental hazards, and examples include floods, tornadoes, cyclones, volcanic eruptions and landslides. The second type is man-made disasters, which result from human factors like fires or industrial accidents. For each hazard, the document provides details on the hazard and recommendations for management and mitigation. It also introduces key concepts in disaster management like preparedness, mitigation and the disaster management cycle of pre-disaster, disaster occurrence and post-disaster phases.
The document discusses human impact on the environment through a powerpoint presentation. It begins by outlining the objectives of the presentation, which are to discuss environmental problems, their causes, and proposed solutions. It then examines various natural disasters like floods, cyclones, earthquakes, forest fires, tsunamis, and landslides, and their impacts. It also discusses how rapid human population growth and activities like deforestation are negatively impacting the environment by depleting resources and causing problems like pollution. Preventive measures for different disasters and reducing human impact are suggested.
The document outlines procedures for conducting an earthquake drill at a school. It details steps such as conducting DROP drills where students duck, cover and hold, evacuating the building in an orderly manner, teachers taking attendance and checking classrooms for any remaining students, selecting alternate exits if primary routes are blocked, and custodians securing utility shutoffs. It also describes assembling disaster response teams and having the administrator keep records of drills to submit for review. Safety tips are provided for being prepared before, during and after an earthquake through measures like securing heavy objects, having emergency supplies, turning off utilities, and remaining calm.
The document provides an overview of disaster management presented by a group of students. It defines key terms like disaster, hazard, vulnerability and discusses different types of natural and man-made disasters. The phases of disaster management are outlined as prevention, preparedness, response, recovery and mitigation. Specific techniques like continuous monitoring and not harming natural resources are mentioned. Case studies of cyclones in India and the atomic bombings in Japan are summarized. The students provide their views on using technology to control accidents and propose methods to make structures earthquake resistant.
Ms. Rosalie U. Malasan led a science lesson on weather disturbances in the Philippines for grade 5 students. The lesson covered the different types of tropical cyclones like tropical disturbances, depressions, storms, and typhoons. It discussed their defining wind speeds and effects to living things and the environment. Students participated in activities to identify typhoon effects, learned about the agency that tracks cyclones, and discussed preparedness. They were assigned to watch the weather news and share updates in the next class.
This slides presents about how to take safety measures during any kind of natural disaster and human thereby which can reduce loss of life.The simple knowledge can save precious life and can act as possessing of priceless wisdom
The document provides information and guidelines for conducting earthquake drills at National Christian Life College. It outlines a 4 stage process for 1) planning and organizing the drill by forming teams, 2) developing an evacuation plan by designating safe areas and routes, 3) orienting students and staff beforehand, and 4) conducting the actual drill and evaluating performance. Instructions are given for what to do during shaking, such as dropping under desks and covering heads, and after, like evacuating orderly and checking for injuries or damage. Regular drills are emphasized to prepare the school community for earthquake emergencies.
This document provides information on how to survive an earthquake with three key points:
1. Educate yourself and your family on earthquake safety and prepare emergency supplies in advance.
2. Stay safe inside and take cover during shaking, and check for injuries and damage after.
3. Plan to be self-sufficient for at least 72 hours as response services may be limited after a major quake.
1. The document provides guidance on how to prepare for and respond to an earthquake in 3 stages: before, during, and after.
2. In the "before" stage, it recommends securing heavy furniture and objects that could fall, strengthening buildings, practicing drop/cover/hold on drills, gathering emergency supplies like water and food, and developing a communication plan.
3. During an earthquake, the key actions are to drop down, cover your head and neck, and hold on until shaking stops to protect from falling debris.
Earthquakes can cause significant damage to life and property through building collapses and broken glass. Safety films can be added to existing glass in buildings to strengthen it and reduce breakage from earthquakes. Tests on various glass types found that safety films increase security and protection by delaying cracking and breaking. Proper building design and preparation measures can help reduce earthquake damage by allowing structures to withstand shaking without collapsing and preparing residents for emergencies.
Disaster management Presentation (PPT) by Faisal Faisal Ayub
HI friends..I am Faisal.....this is my PPT of disaster management...some topics like earthquake,flood,drought,human made disaster etc..have been covered and their precaution...feel free to use this....hope u like it..........comment rating out of 10.....thnx
This document provides information and guidelines about earthquake preparedness and safety. It defines an earthquake as a sudden, violent shaking of the ground caused by movements within the earth's crust. Possible effects include fires, tsunamis, and landslides. It recommends storing emergency supplies and conducting drills at home. During an earthquake, it advises moving to a safe spot indoors and staying away from hazards outside. After an earthquake, people should check for injuries, damage and be prepared for aftershocks while keeping lines clear for emergency responders.
Climate change will negatively impact global food production and supply in several ways:
1. Rising temperatures, droughts, and extreme weather from climate change will reduce crop yields for many plants worldwide, especially in dry and tropical regions. This will decrease global food availability.
2. Climate change will also harm livestock through heat stress, drought reducing pastures and feed, and increasing diseases. It may also decrease the nutritional quality of livestock feed.
3. Fisheries will be negatively impacted as some fish species shift ranges, diseases spread, and ocean acidification harms shellfish. This threatens food supplies and livelihoods in fishing communities.
A disaster is defined as a natural or man-made hazardous event that causes substantial damage or destruction. Disasters are categorized as either natural or manmade. Natural disasters include floods, cyclones, droughts, and earthquakes, while major manmade disasters include fires, epidemics, pollution, and wars. Disaster management involves efforts to mitigate effects, prepare for, respond to, and recover from disasters through emergency management.
The document provides information about disaster preparedness in Negros Oriental, Philippines. It discusses the hazards the region faces from typhoons, earthquakes, and other natural disasters. It defines key terms like hazard, risk, vulnerability, and resilience. It also outlines the different phases of disaster management: mitigation, preparation, response, and recovery. Specific guidance is given on preparing an emergency kit and what to do before, during, and after different types of disasters like typhoons, fires, and earthquakes. The goal is to help residents better protect themselves and their communities from harm.
The article discusses a 14-wheeler truck that fell into a hole on Roxas Boulevard in Manila. Early one morning, the pavement collapsed under the weight of the truck, which was carrying 16 tons of sand. The truck was delivering sand for the Manila Bay rehabilitation project when the incident occurred at the intersection of Roxas Boulevard and Remedios Street. The cause of the hole was not specified.
The document discusses a classroom lesson on tsunamis. It covers defining tsunamis and distinguishing them from tidal waves and storm surges. It discusses natural warning signs of an impending tsunami and creating a plan for before, during, and after a tsunami. The lesson includes activities to recognize tsunami signs and develop evacuation plans. It stresses the importance of evacuating inland or to higher ground if an earthquake is felt near the coast.
The document provides an introduction to disaster management, discussing the increasing frequency of natural and man-made disasters globally. It defines two main types of disasters - natural disasters caused by events like floods, tornadoes, cyclones, volcanic eruptions and landslides, and man-made disasters such as fires and industrial hazards. For each type of disaster, examples are given and management recommendations are provided, such as making evacuation plans, sheltering safely during events, and accessing important supplies. The full disaster management cycle is also outlined, encompassing pre-disaster preparedness, emergency response during events, and post-disaster recovery activities.
This slides presentation will help the person in facing and tackling the disasters.It portrays about survival tips and saving the lives in meeting various kind of disasters. This knowledge and strategies can act as pearl wisdom because there is nothing greater than saving lives in the midst of disasters.
The document provides an introduction to disaster management. It discusses that while disasters have always occurred, their frequency and damage has increased significantly in recent decades. It outlines that there are two main types of disasters - natural disasters which are caused by environmental hazards, and examples include floods, tornadoes, cyclones, volcanic eruptions and landslides. The second type is man-made disasters, which result from human factors like fires or industrial accidents. For each hazard, the document provides details on the hazard and recommendations for management and mitigation. It also introduces key concepts in disaster management like preparedness, mitigation and the disaster management cycle of pre-disaster, disaster occurrence and post-disaster phases.
The document discusses human impact on the environment through a powerpoint presentation. It begins by outlining the objectives of the presentation, which are to discuss environmental problems, their causes, and proposed solutions. It then examines various natural disasters like floods, cyclones, earthquakes, forest fires, tsunamis, and landslides, and their impacts. It also discusses how rapid human population growth and activities like deforestation are negatively impacting the environment by depleting resources and causing problems like pollution. Preventive measures for different disasters and reducing human impact are suggested.
The document outlines procedures for conducting an earthquake drill at a school. It details steps such as conducting DROP drills where students duck, cover and hold, evacuating the building in an orderly manner, teachers taking attendance and checking classrooms for any remaining students, selecting alternate exits if primary routes are blocked, and custodians securing utility shutoffs. It also describes assembling disaster response teams and having the administrator keep records of drills to submit for review. Safety tips are provided for being prepared before, during and after an earthquake through measures like securing heavy objects, having emergency supplies, turning off utilities, and remaining calm.
The document provides an overview of disaster management presented by a group of students. It defines key terms like disaster, hazard, vulnerability and discusses different types of natural and man-made disasters. The phases of disaster management are outlined as prevention, preparedness, response, recovery and mitigation. Specific techniques like continuous monitoring and not harming natural resources are mentioned. Case studies of cyclones in India and the atomic bombings in Japan are summarized. The students provide their views on using technology to control accidents and propose methods to make structures earthquake resistant.
Ms. Rosalie U. Malasan led a science lesson on weather disturbances in the Philippines for grade 5 students. The lesson covered the different types of tropical cyclones like tropical disturbances, depressions, storms, and typhoons. It discussed their defining wind speeds and effects to living things and the environment. Students participated in activities to identify typhoon effects, learned about the agency that tracks cyclones, and discussed preparedness. They were assigned to watch the weather news and share updates in the next class.
This slides presents about how to take safety measures during any kind of natural disaster and human thereby which can reduce loss of life.The simple knowledge can save precious life and can act as possessing of priceless wisdom
The document provides information and guidelines for conducting earthquake drills at National Christian Life College. It outlines a 4 stage process for 1) planning and organizing the drill by forming teams, 2) developing an evacuation plan by designating safe areas and routes, 3) orienting students and staff beforehand, and 4) conducting the actual drill and evaluating performance. Instructions are given for what to do during shaking, such as dropping under desks and covering heads, and after, like evacuating orderly and checking for injuries or damage. Regular drills are emphasized to prepare the school community for earthquake emergencies.
This document provides information on how to survive an earthquake with three key points:
1. Educate yourself and your family on earthquake safety and prepare emergency supplies in advance.
2. Stay safe inside and take cover during shaking, and check for injuries and damage after.
3. Plan to be self-sufficient for at least 72 hours as response services may be limited after a major quake.
1. The document provides guidance on how to prepare for and respond to an earthquake in 3 stages: before, during, and after.
2. In the "before" stage, it recommends securing heavy furniture and objects that could fall, strengthening buildings, practicing drop/cover/hold on drills, gathering emergency supplies like water and food, and developing a communication plan.
3. During an earthquake, the key actions are to drop down, cover your head and neck, and hold on until shaking stops to protect from falling debris.
Earthquakes can cause significant damage to life and property through building collapses and broken glass. Safety films can be added to existing glass in buildings to strengthen it and reduce breakage from earthquakes. Tests on various glass types found that safety films increase security and protection by delaying cracking and breaking. Proper building design and preparation measures can help reduce earthquake damage by allowing structures to withstand shaking without collapsing and preparing residents for emergencies.
Disaster management Presentation (PPT) by Faisal Faisal Ayub
HI friends..I am Faisal.....this is my PPT of disaster management...some topics like earthquake,flood,drought,human made disaster etc..have been covered and their precaution...feel free to use this....hope u like it..........comment rating out of 10.....thnx
This document provides information and guidelines about earthquake preparedness and safety. It defines an earthquake as a sudden, violent shaking of the ground caused by movements within the earth's crust. Possible effects include fires, tsunamis, and landslides. It recommends storing emergency supplies and conducting drills at home. During an earthquake, it advises moving to a safe spot indoors and staying away from hazards outside. After an earthquake, people should check for injuries, damage and be prepared for aftershocks while keeping lines clear for emergency responders.
Similar to Earthquake preparedness and response (20)
Climate change will negatively impact global food production and supply in several ways:
1. Rising temperatures, droughts, and extreme weather from climate change will reduce crop yields for many plants worldwide, especially in dry and tropical regions. This will decrease global food availability.
2. Climate change will also harm livestock through heat stress, drought reducing pastures and feed, and increasing diseases. It may also decrease the nutritional quality of livestock feed.
3. Fisheries will be negatively impacted as some fish species shift ranges, diseases spread, and ocean acidification harms shellfish. This threatens food supplies and livelihoods in fishing communities.
This document provides information on climate change from a lecture given by Md. Abdullah-Al-Mahbub. It defines weather and climate, noting that weather is specific conditions over days while climate is average conditions over decades for a region. It discusses factors that determine climate like latitude, altitude, winds, and oceans. It also covers causes of climate change, distinguishing between natural causes like orbital changes, solar variations, and volcanic eruptions, and anthropogenic causes like greenhouse gas emissions from fossil fuel use and population growth since the Industrial Revolution. Finally, it lists some critical changes caused by climate change like warming temperatures, changes to the water cycle, and declining glaciers.
Global warming is caused by an increase in greenhouse gases from human activities like burning fossil fuels and deforestation. This traps heat in the lower atmosphere and increases Earth's temperature. Some impacts of global warming include rising sea levels submerging coastal areas, more extreme weather events, wildfires increasing, and threats to plants and animals as temperatures rise. Global warming will have widespread health, environmental, and economic effects around the world if left unaddressed.
5203 Disaster and Climate Resilience, Occupational Health and Safety Md. Abdullah-Al-Mahbub
The document discusses methods for controlling hazards in the workplace. There are five main categories of hazard control: elimination, substitution, engineering controls, administrative controls, and personal protective equipment. Engineering controls are built directly into equipment and include enclosure, isolation, and ventilation systems. Administrative controls alter work procedures through policies, scheduling, and training rather than removing the hazard. Substitution replaces a hazardous material with a less hazardous one.
5203 Disaster and Climate Resilience, Occupational Health and Safety Md. Abdullah-Al-Mahbub
This document discusses biological hazards and disasters. It defines biological hazards as living organisms that threaten human health, including viruses, bacteria, fungi and parasites. Three major routes of entry into the human body are discussed. Occupations at risk of exposure include healthcare workers, cleaners, and those in agriculture, fisheries and manufacturing using biological materials. Preventive measures discussed include engineering controls, personal hygiene, protective equipment, sterilization, respiratory protection, and environmental management strategies like controlling water, sewage, vectors and monitoring for disease outbreaks. The importance of prevention, detection and containment of biological disasters is emphasized.
5203 Disaster and Climate Resilience, Occupational Health and Safety Md. Abdullah-Al-Mahbub
The document discusses noise hazards in the workplace, identifying noise levels over 85dB over an 8-hour period as hazardous. It describes how noise causes hearing loss by damaging delicate hair cells in the inner ear, and lists various common sources of noise in industries like manufacturing, construction, and agriculture. Prevention methods covered include engineering controls that modify equipment, administrative controls that limit exposure time, and providing personal protective equipment.
5203 Disaster and Climate Resilience, Occupational Health and Safety Md. Abdullah-Al-Mahbub
The document discusses chemical hazards, defining them as substances that can cause harm, especially to people. It provides examples of common chemical hazards, how chemicals can enter the body, symptoms of chemical exposure, factors that influence chemical toxicity risk, effects of chemical hazards, and how to control chemical hazards through engineering controls, administrative controls, personal protective equipment, and using a combination of methods.
5203 Disaster and Climate Resilience, Occupational Health and SafetyMd. Abdullah-Al-Mahbub
This document discusses occupational health and safety topics including occupational health, occupational hazards, and common workplace hazards. It defines occupational health as promoting worker well-being and preventing work-related illness and injury. Workplace hazards can be biological, chemical, physical, safety-related, or ergonomic in nature. Biological hazards may include bacteria, viruses, or dusts that can cause respiratory illness. Chemical hazards include cleaning products, hair dyes, and other substances that can cause skin or respiratory issues if not handled properly. Identifying hazards is important for assessing and reducing risks to worker health and safety.
5203 Disaster and Climate Resilience, Occupational Health and SafetyMd. Abdullah-Al-Mahbub
This document discusses several occupational health hazards related to climate change that could impact workers. It begins by listing factors like increased temperature, air pollution, UV radiation, extreme weather, expanded vector habitats, industrial transitions, and changes to the built environment as hazards. It then provides more details on some specific hazards: increased temperature can cause heat stress, decreased chemical tolerance, and fatigue in workers; increased air pollution can worsen respiratory diseases; and UV radiation can pose eye and skin cancer risks as well as impact the immune system. The document also notes extreme weather may expose rescue and cleanup workers to flood risks and mental stress. Factors like age, obesity, pre-existing conditions, pregnancy, and genetics can increase a person's susceptibility to climate
M.A. Mahbub is an assistant professor in the Department of Disaster Management at BRUR who's name and position are repeatedly mentioned in the document. The document does not contain any other information besides repeating M.A. Mahbub's name and title.
This document provides an overview of biodiversity and its conservation. It discusses the following key points:
1. It defines biodiversity as the variety of life forms within an ecosystem and notes that biodiversity is important for ecosystem health.
2. It describes three types of biodiversity: genetic diversity within species, species diversity within communities, and ecosystem diversity of different habitats.
3. It outlines the significance of biodiversity, including providing ecosystem services, resources, economic benefits, and supporting other species.
4. It discusses threats to biodiversity such as habitat loss and ways to conserve biodiversity, including both in-situ and ex-situ conservation methods.
Improving the viability of probiotics by encapsulation methods for developmen...Open Access Research Paper
The popularity of functional foods among scientists and common people has been increasing day by day. Awareness and modernization make the consumer think better regarding food and nutrition. Now a day’s individual knows very well about the relation between food consumption and disease prevalence. Humans have a diversity of microbes in the gut that together form the gut microflora. Probiotics are the health-promoting live microbial cells improve host health through gut and brain connection and fighting against harmful bacteria. Bifidobacterium and Lactobacillus are the two bacterial genera which are considered to be probiotic. These good bacteria are facing challenges of viability. There are so many factors such as sensitivity to heat, pH, acidity, osmotic effect, mechanical shear, chemical components, freezing and storage time as well which affects the viability of probiotics in the dairy food matrix as well as in the gut. Multiple efforts have been done in the past and ongoing in present for these beneficial microbial population stability until their destination in the gut. One of a useful technique known as microencapsulation makes the probiotic effective in the diversified conditions and maintain these microbe’s community to the optimum level for achieving targeted benefits. Dairy products are found to be an ideal vehicle for probiotic incorporation. It has been seen that the encapsulated microbial cells show higher viability than the free cells in different processing and storage conditions as well as against bile salts in the gut. They make the food functional when incorporated, without affecting the product sensory characteristics.
Microbial characterisation and identification, and potability of River Kuywa ...Open Access Research Paper
Water contamination is one of the major causes of water borne diseases worldwide. In Kenya, approximately 43% of people lack access to potable water due to human contamination. River Kuywa water is currently experiencing contamination due to human activities. Its water is widely used for domestic, agricultural, industrial and recreational purposes. This study aimed at characterizing bacteria and fungi in river Kuywa water. Water samples were randomly collected from four sites of the river: site A (Matisi), site B (Ngwelo), site C (Nzoia water pump) and site D (Chalicha), during the dry season (January-March 2018) and wet season (April-July 2018) and were transported to Maseno University Microbiology and plant pathology laboratory for analysis. The characterization and identification of bacteria and fungi were carried out using standard microbiological techniques. Nine bacterial genera and three fungi were identified from Kuywa river water. Clostridium spp., Staphylococcus spp., Enterobacter spp., Streptococcus spp., E. coli, Klebsiella spp., Shigella spp., Proteus spp. and Salmonella spp. Fungi were Fusarium oxysporum, Aspergillus flavus complex and Penicillium species. Wet season recorded highest bacterial and fungal counts (6.61-7.66 and 3.83-6.75cfu/ml) respectively. The results indicated that the river Kuywa water is polluted and therefore unsafe for human consumption before treatment. It is therefore recommended that the communities to ensure that they boil water especially for drinking.
Presented by The Global Peatlands Assessment: Mapping, Policy, and Action at GLF Peatlands 2024 - The Global Peatlands Assessment: Mapping, Policy, and Action
Evolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...Joshua Orris
The incorporation of a 3DCSM and completion of HRSC provided a tool for enhanced, data-driven, decisions to support a change in remediation closure strategies. Currently, an approved pilot study has been obtained to shut-down the remediation systems (ISCO, P&T) and conduct a hydraulic study under non-pumping conditions. A separate micro-biological bench scale treatability study was competed that yielded positive results for an emerging innovative technology. As a result, a field pilot study has commenced with results expected in nine-twelve months. With the results of the hydraulic study, field pilot studies and an updated risk assessment leading site monitoring optimization cost lifecycle savings upwards of $15MM towards an alternatively evolved best available technology remediation closure strategy.
ENVIRONMENT~ Renewable Energy Sources and their future prospects.tiwarimanvi3129
This presentation is for us to know that how our Environment need Attention for protection of our natural resources which are depleted day by day that's why we need to take time and shift our attention to renewable energy sources instead of non-renewable sources which are better and Eco-friendly for our environment. these renewable energy sources are so helpful for our planet and for every living organism which depends on environment.
Epcon is One of the World's leading Manufacturing Companies.EpconLP
Epcon is One of the World's leading Manufacturing Companies. With over 4000 installations worldwide, EPCON has been pioneering new techniques since 1977 that have become industry standards now. Founded in 1977, Epcon has grown from a one-man operation to a global leader in developing and manufacturing innovative air pollution control technology and industrial heating equipment.
Climate Change All over the World .pptxsairaanwer024
Climate change refers to significant and lasting changes in the average weather patterns over periods ranging from decades to millions of years. It encompasses both global warming driven by human emissions of greenhouse gases and the resulting large-scale shifts in weather patterns. While climate change is a natural phenomenon, human activities, particularly since the Industrial Revolution, have accelerated its pace and intensity
Recycling and Disposal on SWM Raymond Einyu pptxRayLetai1
Increasing urbanization, rural–urban migration, rising standards of living, and rapid development associated with population growth have resulted in increased solid waste generation by industrial, domestic and other activities in Nairobi City. It has been noted in other contexts too that increasing population, changing consumption patterns, economic development, changing income, urbanization and industrialization all contribute to the increased generation of waste.
With the increasing urban population in Kenya, which is estimated to be growing at a rate higher than that of the country’s general population, waste generation and management is already a major challenge. The industrialization and urbanization process in the country, dominated by one major city – Nairobi, which has around four times the population of the next largest urban centre (Mombasa) – has witnessed an exponential increase in the generation of solid waste. It is projected that by 2030, about 50 per cent of the Kenyan population will be urban.
Aim:
A healthy, safe, secure and sustainable solid waste management system fit for a world – class city.
Improve and protect the public health of Nairobi residents and visitors.
Ecological health, diversity and productivity and maximize resource recovery through the participatory approach.
Goals:
Build awareness and capacity for source separation as essential components of sustainable waste management.
Build new environmentally sound infrastructure and systems for safe disposal of residual waste and replacing current dumpsites which should be commissioned.
Current solid waste management situation:
The status.
Solid waste generation rate is at 2240 tones / day
collection efficiently is at about 50%.
Actors i.e. city authorities, CBO’s , private firms and self-disposal
Current SWM Situation in Nairobi City:
Solid waste generation – collection – dumping
Good Practices:
• Separation – recycling – marketing.
• Open dumpsite dandora dump site through public education on source separation of waste, of which the situation can be reversed.
• Nairobi is one of the C40 cities in this respect , various actors in the solid waste management space have adopted a variety of technologies to reduce short lived climate pollutants including source separation , recycling , marketing of the recycled products.
• Through the network, it should expect to benefit from expertise of the different actors in the network in terms of applicable technologies and practices in reducing the short-lived climate pollutants.
Good practices:
Despite the dismal collection of solid waste in Nairobi city, there are practices and activities of informal actors (CBOs, CBO-SACCOs and yard shop operators) and other formal industrial actors on solid waste collection, recycling and waste reduction.
Practices and activities of these actor groups are viewed as innovations with the potential to change the way solid waste is handled.
CHALLENGES:
• Resource Allocation.
Kinetic studies on malachite green dye adsorption from aqueous solutions by A...Open Access Research Paper
Water polluted by dyestuffs compounds is a global threat to health and the environment; accordingly, we prepared a green novel sorbent chemical and Physical system from an algae, chitosan and chitosan nanoparticle and impregnated with algae with chitosan nanocomposite for the sorption of Malachite green dye from water. The algae with chitosan nanocomposite by a simple method and used as a recyclable and effective adsorbent for the removal of malachite green dye from aqueous solutions. Algae, chitosan, chitosan nanoparticle and algae with chitosan nanocomposite were characterized using different physicochemical methods. The functional groups and chemical compounds found in algae, chitosan, chitosan algae, chitosan nanoparticle, and chitosan nanoparticle with algae were identified using FTIR, SEM, and TGADTA/DTG techniques. The optimal adsorption conditions, different dosages, pH and Temperature the amount of algae with chitosan nanocomposite were determined. At optimized conditions and the batch equilibrium studies more than 99% of the dye was removed. The adsorption process data matched well kinetics showed that the reaction order for dye varied with pseudo-first order and pseudo-second order. Furthermore, the maximum adsorption capacity of the algae with chitosan nanocomposite toward malachite green dye reached as high as 15.5mg/g, respectively. Finally, multiple times reusing of algae with chitosan nanocomposite and removing dye from a real wastewater has made it a promising and attractive option for further practical applications.
Kinetic studies on malachite green dye adsorption from aqueous solutions by A...
Earthquake preparedness and response
1. Earthquake preparedness and
response in Bangladesh
Lecture on
Md. Abdullah-Al-Mahbub
Assistant Professor
Assistant Proctor
Director, External Affairs (Former)
Assistant Provost (Former)
Dept. of Disaster Management
Begum Rokeya University, Rangpur
Course code: 3201
Title: Disaster Forecasting & Preparedness
2. 1. Earthquake Overview
1.1 Definition of Earthquake
1.2 Earthquake associated hazards
1.3 Disaster management cycle
2. Level of earthquake preparedness
2.1 Individual preparedness
2.1.1 Before an earthquake
2.1.2 During an earthquake
2.1.3 After an earthquake
2.2 Government preparedness about how to respond an earthquake
2.3 Volunteer group preparedness
2.4 Coordination
3. Conclusion
3. Earthquake is
the vibration or shaking of Earth’s surface
cause by seismic waves
generated by a sudden release of energy from inside the earth
due to tectonic activity.
1. Earthquake Overview
1.1 Definition
Earthquake preparedness and response in Bangladesh
4. • Ground displacement (only along a fault)
• Damage to buildings
1.2 Earthquake associated hazards
1. Earthquake Overview
Earthquake preparedness and response in Bangladesh
5. • Disrupt electric service & Fire
• Damage to bridges
• Landslide • Avalanches
1.2 Earthquake associated hazards
1. Earthquake Overview
Earthquake preparedness and response in Bangladesh
6. • Tsunami
A seiche is a standing wave in an
enclosed or partially enclosed body of
water.
It observed on lakes, reservoirs,
swimming pools, bays, harbours and
seas.
• Flooding caused by tsunami
• seiche
1.2 Earthquake associated hazards
1. Earthquake Overview
Earthquake preparedness and response in Bangladesh
7. 1.2 Earthquake associated hazards
1. Earthquake Overview
Animation
Earthquake preparedness and response in Bangladesh
9. Earthquake preparedness + Risk + Risk reduction
……….the chance that
somebody may be
harmed by a disaster.
Earthquake preparedness
……….is a set of measures taken to minimize
the effects of an earthquake.
…….the steps and plans you take
to make sure you are safe before, during and after an
earthquake.
1. Earthquake Overview
Risk
Earthquake preparedness and response in Bangladesh
10. Risk reduction
……the practice
of reducing disaster risks
through systematic efforts.
1. Earthquake Overview
Earthquake preparedness + Risk + Risk reduction
Earthquake preparedness and response in Bangladesh
11. 2.1 Individual preparedness
2. Level of earthquake preparedness
2.1.1 Before an earthquake
2.1.2 During an earthquake
2.1.3 After an earthquake
12. 2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
1. Check for hazards in the home/office
2. Identify safe places indoors and outdoors
3. Educate yourself and family members
4. Prepare an emergency supply kit
5. Make an emergency communication plan
6. Help your community get ready
Earthquake preparedness and response in Bangladesh
13. Locate safe spots and danger
zones in each room of your
home.
Make sure beds and sitting place
are away from heavy mirrors,
large pictures, bookcases, or
shelves.
A. Check for hazards in the home
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
14. Use earthquake-proof picture hooks to secure wall hangings
such as mirrors and pictures to walls.
A. Check for hazards in the home
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
15. Fasten/bolts standing tall and heavy objects i.e., almirah,
showcase, refrigerator etc. securely to walls
A. Check for hazards in the home
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
16. A. Check for hazards in the home
Place large or heavy or
breakable items on lower
shelves.
such as bottled foods, glass,
ceramic objects, flammable
products
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
17. Secure/lock all wheeled objects so they cannot roll.
A. Check for hazards in the home
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
18. Repair any deep cracks in ceilings or wall or foundations.
Get expert advice if there are signs of structural defects.
A. Check for hazards in the home
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
19. Repair defective electrical wiring
A. Check for hazards in the home
Repair leaky gas connections
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
20. Identify safe exit routes from each room in your home and
Move heavy objects away from exit routes.
A. Check for hazards in the home
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
21. B. Identify safe places indoors and outdoors
Practice …….
Under sturdy furniture
such as a heavy desk or
table.
Identify safe places away
from where glass could
shatter around windows,
mirrors, pictures…..
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
22. C. Educate yourself and family members
Hold a family meeting and
create an emergency action
plan. Practice this plan.
Teach all family members how
and when to turn off electricity,
gas, and water.
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
23. Water
Store one gallon of water per person per day.
Store water in plastic containers.
Avoid glass containers that may break.
D. Prepare an emergency supply of water, food, kit
Plastic containers
Glass containers
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
24. Food
Store at least a three-day supply of
non-perishable food for each person.
Pick foods that require no
refrigeration, preparation or cooking
and little or no water.
Store high energy foods such as jelly,
canned juices, milk pack, soup,
cookies, candy, etc.
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
D. Prepare an emergency supply of water, food, kit
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
25. Food
Store special food for
infants, elderly persons, or
persons on special diets.
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
D. Prepare an emergency supply of water, food, kit
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
26. Tools and supplies First aid kit
Radio
Flashlight
Whistle Dust mask &
work gloves
Wrench
Lighter
Sturdy shoes
Blankets
D. Prepare an emergency supply kit
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
27. Important family documents
The following records or photocopies keep in a waterproof,
portable container:
Passports, will, deeds, stocks, I.D. cards, social insurance cards and driving
license.
Family records (birth, marriage, death certificates).
Bank account numbers, bonds, credit card, insurance and company numbers.
Warranty cards of valuable household goods.
Emergency contact list (including out-of-state contact).
Prescription list for each family member.
D. Prepare an emergency supply kit
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
28. Special items
Baby supplies (formula, powdered milk, bottles, diapers).
Prescription drugs (e.g., heart and high blood pressure medications, insulin).
Feminine sanitary supplies.
Personal hygiene items i.e., toilet paper, toothbrush, toothpaste and soap
etc.
Entertainment (books, games, toys, etc. for both children and adults).
D. Prepare an emergency supply kit
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
29. Plan
In case family members are at work or are at school, develop a
plan for reuniting after the disaster. Choose two places to meet
after a disaster.
Learn
Each adult in your household should learn how and when to turn
off utilities such as electricity, water and gas.
Practice
E. Make an emergency communication plan
2.1.1 Before an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
31. Drop to the ground, take cover by getting underneath a sturdy desk
or table even a chair, and hold on until the shaking stops.
If it moves, move with it until the shaking stops.
1. If you’re indoors (in a building / class room / work place)
2.1.2 During an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
32. If there is not a table or desk near you, cover your face and head
with your arms and crouch in an inside corner of the building.
1. If you’re indoors (in a building / class room / work place)
2.1.2 During an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
33. If you are on the bed/sofa set,
stay there. Try your best to
hold on to your bed and
protect your head with a
pillow until the shaking stops.
Stay indoors. Trying to leave a building is very risky and
falling debris outside accounts for many injuries.
1. If you’re indoors (in a building / class room / work place)
2.1.2 During an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
34. Avoid heavy standing objects
such as a bookcases, filing
cabinets, etc.
Don’t try to hold things up,
move away from them.
1. If you’re indoors (in a building / class room / work place)
2.1.2 During an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
35. Move away from glass
doors and windows
which can shatter.
Do not use the elevators.
1. If you’re indoors (in a building / class room / work place)
2.1.2 During an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
36. 2. If you are outdoors,
If you cannot safely move to these areas, stay where you are and cover your neck
and head with your arms.
2.1.2 During an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
37. 4. If you’re driving, pull over to the side of the road and stop.
Avoid overpasses, power lines, and other hazards.
Stay inside the vehicle until the shaking is over.
2.1.2 During an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
38. 5. If you’re in a crowded store or other public place, do not rush for
exits. Move away from display shelves containing objects that could
fall.
2.1.2 During an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
39. 7. If you’re in the kitchen, move away from the refrigerator, stove, and
overhead cupboards. (Take time NOW to anchor appliances and install
security latches on cupboard doors to reduce hazards.)
8. If you’re in a stadium or theater, stay in your seat and protect your
head with your arms. Do not try to leave until the shaking is over. Then
leave in a calm, orderly manner. Avoid rushing toward exits.
6. If you’re in a wheelchair, stay in it. Move to cover, if possible, lock
your wheels, and protect your head with your arms.
2.1.2 During an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
41. 1. Check yourself and others for injuries. Give first aid as necessary. Call
ambulance if you or someone else needs immediate medical
assistance. If the phone lines are not working, try using a cell phone.
2. Be prepared for aftershocks and plan where you will take cover when
they occur.
3. Avoid broken glass. Remain calm and reassure others.
4. Stay out and away from damaged buildings and areas. You could get
hurt by broken glass and falling objects.
2.1.3 After an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
42. 5. Check for fire. Take appropriate actions and precautions.
6. Check gas, water and electric lines. If damaged, shut off service. If you
smell gas, find out what to do. Don’t use matches, flashlights,
appliances or electric switches. Open windows, leave building and
report to gas company.
7. Use mobile phone for emergency calls only.
8. Tune to the emergency broadcast station on radio or television. Listen
for emergency bulletins.
2.1.3 After an earthquake
2.1 Individual or sufferers’ preparedness
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
44. A. Search and rescue
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
45. Search and rescue involves 3 interrelated actions:
(1) Locating victims; (2) Extracting (rescuing)
victims from trapped
condition; &
(3) Providing initial
first aid treatment to
stabilize victims
A. Search and rescue
Once disaster response begins,
the first priority is saving lives.
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
46. Average citizens, victims’ friends, family, and neighbors, perform the
majority of search and rescue in the initial minutes and hours of a
disaster. Because, they know the location of victims.
At the same time Army, police, fire fighter & other volunteer
organizations perform search & rescue operation.
It has been estimated that half of those rescued are rescued in the first 6
hours after a disaster happens (with only 50% of those who remain trapped
beyond 6 hours surviving; BBC, 1999), so the contribution of ordinary citizens
is significant. That’s why we should train ordinary citizen.
A. Search and rescue
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
47. Disaster managers must find a way to quickly locate the injured victims,
provide them with the first aid, and transport them to specialists doctors’
for better medical assistance.
B. First Aid Medical Treatment
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
48. After earthquakes strike,
VICTIMS, however, must still drink water, eat Food, and find shelter if they
are to survive.
So, disaster manager need to begin assisting them immediately.
C. Provision of Water, Food, & Shelter
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
49. Water is used for drinking, washing, cleaning and just about any
activity we care to do. Without water, living is virtually impossible.
Disaster managers
must first determine
how many victims are
without water
where they are located
Health importance of water
Water is absolutely critical to our body
our body comprises about 75%
water;
the brain has 85%,
blood 90%,
lungs 90%,
muscles 75%,
kidney 82% and even
bones has 22%.
Basically, we are made of water!
C. Provision of Water, Food, & Shelter
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
50. Immediate water needs can be met by:
Trucking in water in tanker trucks
Transporting bottled water
Pumping water
Moving the population to another
location where water is available
Providing filters
C. Provision of Water, Food, & Shelter
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
51. Food may be distributed by “wet” and “dry” forms:
Dry
distribution.
Provide uncooked ingredients, usually in bulk (e.g., a
week’s or month’s worth of supplies), that victims take back
to their homes or shelters to cook.
Advantages: victims can use only as much as they need at a time.
Wet
distribution.
Provide prepared meals, usually 2 or 3 times per day.
large-capacity, centralized cooking facilities (kitchens)
must be established and stocked with adequate serving
and eating utensils and staff.
provides greater control of food stocks and increases the
chance that meals are eaten regularly.
C. Provision of Water, Food, & Shelter
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
52. Stadiums, schools, auditoriums etc. may be used for temporary “Shelter”.
Shelter can be of 3 categories :
Interim (or Temporary) Housing:
o Typically provides more comforts to carry out a normal life until
permanent housing can be provided.
o Occupants can live here for a year or longer.
Transitional Housing:
o The emergency shelter can either be converted into permanent shelter,
or can be disassembled into its base construction materials and used to
build the permanent house.
o The most costly of the three options.
Emergency Housing:
o Typically provide a temporary, safe shelter until the situation stabilizes.
o It is small in terms of space (like a school gymnasium)., provides little
privacy or comfort
o It is suitable for up to 60 days.
C. Provision of Water, Food, & Shelter
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
53. Disaster managers must establish emergency health care operations to
accommodate the health needs of the affected population.
The immediate health needs are likely to be emergency first aid.
Medical supplies will also be needed, including surgical and treatment
tools and supplies, sterilization supplies and equipment, vaccines, and
drugs.
Once victims are found infected with a particular disease, monitoring
programs are established to watch those individuals.
C. Provision of Water, Food, & Shelter
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
54. Tasks to prevent outbreaks from disease include:
Rapid assessment. involves identifying the communicable
disease threats faced by the affected population, epidemic
potential, and defining the population’s health status.
Prevention. Communicable diseases may be prevented by maintaining healthy
physical, environmental, and general living conditions.
Surveillance (observation/examination). Rapid response to disease outbreaks is
only possible if a strong disease surveillance system is set up and designed with an
early warning mechanism to ensure the early reporting of cases and the
monitoring of disease trends.
Outbreak control. Adequate preparedness and rapid response can help to control
outbreak.
Disease management. By Prompt diagnosis and treatment, with the help of
trained staff using effective treatment and standard protocols at all health
facilities, .
C. Provision of Water, Food, & Shelter
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
55. a. Collection and disposal of human waste.
Wastewater are generated during cooking, washing, &
bathing. Failure to manage wastewater results in
stagnant, unsanitary pools that become breeding
grounds for mosquitoes.
Management: by establishing proper drainage systems.
To manage garbage, it should provide collection points.
Garbage collection & disposal must be planned and regularly
It should be buried or burned far from any shelters, with special
treatment.
Disaster Managers must be addressed the primary sanitation issues by:
b. Wastewater management
c. Garbage management
C. Provision of Water, Food, & Shelter
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
56. Vector control
Failing to control vectors may have catastrophic consequences.
Mosquito-, louse-, and rodent-borne diseases will spiral out of control.
Food and water stocks will quickly become contaminated and lost.
Disaster Managers must be addressed the primary sanitation issues by:
C. Provision of Water, Food, & Shelter
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
57. If the dead bodies left in the open space, it contributes to disease among the
living, and become a breeding ground for vectors.
Search and recovery of corpses
Corpses (Dead body) may be buried under rubble, soil.
C. Provision of Water, Food, & Shelter
2.2 Government preparedness after an earthquake
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
59. Many NGOs and GO groups maintain a cadre of trained and vetted
volunteers.
Spontaneous volunteers—are people who are not associated with any
recognized disaster response agency, but who appear at the scene of a
disaster eager to offer assistance.
2.3 Volunteer group preparedness
Volunteer groups across the country provide aid and
comfort to disaster victims.
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
61. Coordination has been found to be most effective when local
government administrators, emergency managers, or
chief executives of the fire, police or army department maintain
leadership at the most local level. They may work together…….
2.4 Coordination
2. Level of earthquake preparedness
Earthquake preparedness and response in Bangladesh
62. Preparedness is the most essential
phases disaster management cycle…..
Preparedness can minimize the effects of
earthquake, save life and properties.
Earthquake preparedness and response in Bangladesh
63. [1] R.E. Abercrombie, T.H. Webb, R. Robinson, P.J. McGinty, J.J. Mori, R.J. Beavan, The enigma of the
Arthur's Pass, New Zealand, earthquake: 1. Reconciling a variety of data for an unusual earthquake
sequence, J. Geophys. Res.: Solid Earth 105 (B7) (2000) 16119–16137.
http://dx.doi.org/10.1029/2000jb900008.
[2] N. Barr, J. Zeldis, C. Gongol, L. Drummond, K. Scheuer, Effects of the Canterbury Earthquakes on
Avon–Heathcote Estuary/Ihutai Macroalgae, report prepared for Environment Canterbury and
Christchurch City Council by NIWA, Report No. R12/91, 2012.
[3] H.L. Brackley, Review of liquefaction hazard information in eastern Canterbury, including Christchurch
City and parts of Selwyn, Waimakariri and Hurunui Districts, Report prepared for Environment
Canterbury by Institute of Geological and Nuclear Sciences Limited (GNS Science) Report No. R12/83,
GNS Science Consultancy Report 2012/218, 2012.
[4] Canterbury Earthquake Recovery Act, No 12 Stat., 2011. [5] CERA, Canterbury Wellbeing Index,
Canterbury Earthquake Recovery Authority, Christchurch, New Zealand, 2013, (PUB145.1306).
[6] CERA, CBD Rebuild Zone: The History of the CBD Red Zone , 〈http://cera.govt. nz/cbd-rebuild-zone〉,
2014 (retrieved 6 June 2014).
[7] S.E. Chang, J.E. Taylor, K.J. Elwood, E. Seville, D. Brunsdon, M. Gartner, Urban disaster recovery in
Christchurch: the central business district cordon and other critical decisions, Earthquake Spectra 30 (1)
(2014) 513–532.
[8] H.A. Cowan, The North Canterbury earthquake of September 1, 1888, J. R. Soc. N. Z. 21 (1) (1991) 1–
12. http://dx.doi.org/10.1080/03036758.1991.10416105.