This document provides information about flood safety and preparedness. It discusses what a flood is and why it is dangerous. It outlines steps to stay safe during a flood, such as making an emergency plan and listening to weather forecasts. It describes who can help during a flood, including local authorities, and what their roles are. The document instructs what to do, such as following an emergency plan and evacuating to higher ground if needed. It advises what not to do, like walking in flood waters. Finally, it covers what to do after a flood, like calling for help if in danger and following instructions.
Four hundred and thirty- five of the world’s leading aquatic industry, lifesaving and drowning research experts joined together in Danang, Vietnam, to participate in the International Life Saving Federation’s World Conference on Drowning Prevention 2011!
Critical consciousness, conscientization, or conscientização (Portuguese), is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in post-Marxist criticaltheory.Criticalconsciousness focuses on achieving an in-depth understanding of the world, allowing for the perception and exposure of social and political contradictions. Critical consciousness also includes taking action against the oppressive elements in one's life that are illuminated by that understanding.[
INFORMATIONAL INTERVIEWThe purpose of an informational interview.docxdirkrplav
INFORMATIONAL INTERVIEW
The purpose of an informational interview is to learn more about the industry or the role you are seeking. The goal is NOT to ask for a job, but to gather information and network.
Specifics:
The Interviewee should have a min of 5 years industry experience
Presentation must be done in PowerPoint
Presentation must be between 8-10 mins
Concluding slide must answer the question: What was your biggest take-away or lesson learned from this experience and why?
Prior to Scheduling the Informational Interview:
• Do your homework! (Know their title, role, etc)
• Send an request explaining the purpose of the meeting/call asking for an hour of their time.
• Know yourself!
• Be prepared to clearly articulate your intentions/goals
• If you don’t know, how can they know??
• Have the elevator pitch together as to WHY….
• Why are you seeking this info?
• Why are you interested in this career path?
About the Individual
What would you say is the best path to this career?
What attracted you to this industry, the company, and your job?
What aspects of your career have you found most and least rewarding and why? Any regrets?
What are your educational and career backgrounds? What would you do differently if you were starting over?
What do you see as possible next steps for you? What career expectations do you have in the short and long term?
What are you most excited or concerned about for this industry/career path in the future?
About their Job
What are your primary responsibilities? How do you spend your time?
How do you value/measure your results and effectiveness?
What do you do in a typical day or week? How much time are you in meetings, on the phone, on the road, and working in teams versus working independently?
About Skills
What skills are most critical to your success?
What weaknesses in a person’s skill set would make him or her ineffective in this business?
What are the most valuable skills in your job? Which experiences enabled you to develop these skills?
How do you keep skills current? What do you read? What professional associations do you belong to? What seminars or continuing education do you consider useful?
About You
What strengths and weaknesses do you see in my current background?
Is there anything else you think would be helpful as I consider this field?
Looking at my résumé, what advice would you have for me on next steps if I were interested in this career?
Who else would you recommend I go and talk to?
Who else would you recommend I go and talk to?
Skip directly to searchSkip directly to A to Z listSkip directly to navigationSkip directly to page optionsSkip directly to site contentStart of Search Controls
Search Form Controls
Search The CDC
Cancel
Submit
Search The CDC
CDC A-Z Index MENUCDC A-ZSEARCHABCDEFGHIJKLMNOPQRS.
This slide show can be used to brief students as to safety awareness issues in the outdoors. It identifies many hazards, these can be used to discuss with students identification of dangerous situations and risk management strategies to reduce exposure to these hazards. This can be a beginning point for students developing the skills to make informed decisions and judgements when in the outdoors.
I am so glad that you have been able to learn a little bit about how we can be a helping hand in the conservation of water in our world. Taking care of our planet is a big responsibility. We have only scratched the surface of conservation of water, but if we all work together, we can bring about change, not only with water, but with air, land, energy, waste, and others. Even though you have completed this task, do not stop here. I encourage you to try and find out the ways you can help your community to become active in conservation. Get involved and dig deeper for life!
Four hundred and thirty- five of the world’s leading aquatic industry, lifesaving and drowning research experts joined together in Danang, Vietnam, to participate in the International Life Saving Federation’s World Conference on Drowning Prevention 2011!
Critical consciousness, conscientization, or conscientização (Portuguese), is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in post-Marxist criticaltheory.Criticalconsciousness focuses on achieving an in-depth understanding of the world, allowing for the perception and exposure of social and political contradictions. Critical consciousness also includes taking action against the oppressive elements in one's life that are illuminated by that understanding.[
INFORMATIONAL INTERVIEWThe purpose of an informational interview.docxdirkrplav
INFORMATIONAL INTERVIEW
The purpose of an informational interview is to learn more about the industry or the role you are seeking. The goal is NOT to ask for a job, but to gather information and network.
Specifics:
The Interviewee should have a min of 5 years industry experience
Presentation must be done in PowerPoint
Presentation must be between 8-10 mins
Concluding slide must answer the question: What was your biggest take-away or lesson learned from this experience and why?
Prior to Scheduling the Informational Interview:
• Do your homework! (Know their title, role, etc)
• Send an request explaining the purpose of the meeting/call asking for an hour of their time.
• Know yourself!
• Be prepared to clearly articulate your intentions/goals
• If you don’t know, how can they know??
• Have the elevator pitch together as to WHY….
• Why are you seeking this info?
• Why are you interested in this career path?
About the Individual
What would you say is the best path to this career?
What attracted you to this industry, the company, and your job?
What aspects of your career have you found most and least rewarding and why? Any regrets?
What are your educational and career backgrounds? What would you do differently if you were starting over?
What do you see as possible next steps for you? What career expectations do you have in the short and long term?
What are you most excited or concerned about for this industry/career path in the future?
About their Job
What are your primary responsibilities? How do you spend your time?
How do you value/measure your results and effectiveness?
What do you do in a typical day or week? How much time are you in meetings, on the phone, on the road, and working in teams versus working independently?
About Skills
What skills are most critical to your success?
What weaknesses in a person’s skill set would make him or her ineffective in this business?
What are the most valuable skills in your job? Which experiences enabled you to develop these skills?
How do you keep skills current? What do you read? What professional associations do you belong to? What seminars or continuing education do you consider useful?
About You
What strengths and weaknesses do you see in my current background?
Is there anything else you think would be helpful as I consider this field?
Looking at my résumé, what advice would you have for me on next steps if I were interested in this career?
Who else would you recommend I go and talk to?
Who else would you recommend I go and talk to?
Skip directly to searchSkip directly to A to Z listSkip directly to navigationSkip directly to page optionsSkip directly to site contentStart of Search Controls
Search Form Controls
Search The CDC
Cancel
Submit
Search The CDC
CDC A-Z Index MENUCDC A-ZSEARCHABCDEFGHIJKLMNOPQRS.
This slide show can be used to brief students as to safety awareness issues in the outdoors. It identifies many hazards, these can be used to discuss with students identification of dangerous situations and risk management strategies to reduce exposure to these hazards. This can be a beginning point for students developing the skills to make informed decisions and judgements when in the outdoors.
I am so glad that you have been able to learn a little bit about how we can be a helping hand in the conservation of water in our world. Taking care of our planet is a big responsibility. We have only scratched the surface of conservation of water, but if we all work together, we can bring about change, not only with water, but with air, land, energy, waste, and others. Even though you have completed this task, do not stop here. I encourage you to try and find out the ways you can help your community to become active in conservation. Get involved and dig deeper for life!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
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
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.
2. IN THIS LESSON YO WILL LEARN
Reminder - what is a flood and why is it
dangerous
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
3. IN THIS LESSON YO WILL LEARN
Reminder - what is a flood and why is it
dangerous
How to stay safe during the flood
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
4. IN THIS LESSON YO WILL LEARN
Reminder - what is a flood and why is it
dangerous
How to stay safe during the flood
Who will help
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
5. IN THIS LESSON YO WILL LEARN
Reminder - what is a flood and why is it
dangerous
How to stay safe during the flood
Who will help
Practical instructions
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
6. IN THIS LESSON YO WILL LEARN
Reminder - what is a flood and why is it
dangerous
How to stay safe during the flood
Who will help
Practical instructions
What to do and what not to do during
natural disaster
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
7. IN THIS LESSON YO WILL LEARN
Reminder - what is a flood and why is it
dangerous
How to stay safe during the flood
Who will help
Practical instructions
What to do and what not to do during
natural disaster
Who will help after the flood
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
8. IN THIS LESSON YO WILL LEARN
Reminder - what is a flood and why is it
dangerous
How to stay safe during the flood
Who will help
Practical instructions
What to do and what not to do during
natural disaster
Who will help after the flood
What to do and what not to do after a
natural disaster
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
9. FLOOD – WHEN NORMALLY DRY AREAS ARE
COVERED WITH WATER DURING A LIMITED
TIME PERIOD
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
10. WHY IS FLOODING DANGEROUS?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
11. WHY IS FLOODING DANGEROUS?
IT IS DIFFICULT TO MOVE AROUND
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
12. WHY IS FLOODING DANGEROUS?
IT IS DIFFICULT TO MOVE AROUND
FLOODS CAUSE DAMAGE TO YOUR SURROUNDINGS
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
13. WHY IS FLOODING DANGEROUS?
IT IS DIFFICULT TO MOVE AROUND
FLOODS CAUSE DAMAGE TO YOUR SURROUNDINGS
BULDINGS CAN COLLAPSE
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
14. WHY IS FLOODING DANGEROUS?
IT IS DIFFICULT TO MOVE AROUND
FLOODS CAUSE DAMAGE TO YOUR SURROUNDINGS
BULDINGS CAN COLLAPSE
TREES FALL
LANDSLIDES HAPPEN
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
15. HOW TO STAY SAFE
DURING A FLOOD
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
MAKE AN EMERGENCY
PLAN AND PUT
TOGETHER A
GRAB BAG
16. HOW TO STAY SAFE
DURING A FLOOD
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
MAKE AN EMERGENCY
PLAN AND PUT
TOGETHER A
GRAB BAG
LISTEN TO THE WEATHER
FORECAST
17. HOW TO STAY SAFE
DURING A FLOOD
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
MAKE AN EMERGENCY
PLAN AND PUT
TOGETHER A
GRAB BAG
LISTEN TO THE WEATHER
FORECAST
18. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
IF YOU ARE AT HOME
– YOUR PARENTS,
FAMILY AND FRIENDS
WILL TELL YOU WHAT
TO DO
FOLLOW YOUR
EMERGENCY PLAN
19. WHO WILL HELP
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
WHEN AT SCHOOL –
YOUR TEACHERS WILL
HELP YOU
MAKE SURE YOU LISTEN
TO WHAT THEY TELL
YOU
FOLLOW YOUR SCHOOL
EMERGENCY PLAN
20. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
What can they do?
21. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
What can they do?
Try to keep the water away
22. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
What can they do?
Try to keep the water away
Rescue people trapped by flood water
23. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
What can they do?
Try to keep the water away
Rescue people trapped by flood water
Pump flood water
24. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
What can they do?
Try to keep the water away
Rescue people trapped by flood water
Pump flood water
Give shelter to people who have been
evacuated
25. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
What can they do?
Try to keep the water away
Rescue people trapped by flood water
Pump flood water
Give shelter to people who have been
evacuated
Give information about the flood
26. WHO WILL
HELP?
What can they do?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
27. WHO WILL
HELP?
What can they do?
Evacuate people that might be in danger
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
28. WHO WILL
HELP?
What can they do?
Evacuate people that might be in danger
Close the areas where you are not allowed to go
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
29. WHO WILL
HELP?
What can they do?
Evacuate people that might be in danger
Close the areas where you are not allowed to go
Search for missing people in the flood area
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
30. WHO WILL
HELP?
What can they do?
Evacuate people that might be in danger
Close the areas where you are not allowed to go
Search for missing people in the flood area
Provide information about the flood
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
32. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
LOCAL GOVERNMENT
AGENCIES
Councils, municipalities and other
institutions may help by:
33. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
LOCAL GOVERNMENT
AGENCIES
Councils, municipalities and other
institutions may help by:
Opening rest centres for people who
have been evacuated from their homes
34. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
LOCAL GOVERNMENT
AGENCIES
Councils, municipalities and other
institutions may help by:
Opening rest centres for people who
have been evacuated from their homes
Help Fire and Rescue Services
35. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
LOCAL GOVERNMENT
AGENCIES
Councils, municipalities and other
institutions may help by:
Opening rest centres for people who
have been evacuated from their homes
Help Fire and Rescue Services
Clear roads from fallen trees or other
obstacles
36. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
LOCAL GOVERNMENT
AGENCIES
Councils, municipalities and other
institutions may help by:
Opening rest centres for people who
have been evacuated from their homes
Help Fire and Rescue Services
Clear roads from fallen trees or other
obstacles
Start cleaning areas which have been
damaged by flood
37. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
LOCAL GOVERNMENT
AGENCIES
Councils, municipalities and other
institutions may help by:
Opening rest centres for people who
have been evacuated from their homes
Help Fire and Rescue Services
Clear roads from fallen trees or other
obstacles
Start cleaning areas which have been
damaged by flood
Provide information about the flood
38. WHO WILL HELP?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
They can pass on information about
what to do and where to go
Provide help and support
Help police to evacuate the area
39. WHAT SHOULD YOU DO?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
40. WHAT SHOULD YOU DO?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
Use your family emergency plan
41. WHAT SHOULD YOU DO?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
Use your family emergency plan
Have a grab bag ready in case you need to leave the house
42. WHAT SHOULD YOU DO?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
Use your family emergency plan
Have a grab bag ready in case you need to leave the house
Fill jugs or bottles with fresh water
43. WHAT SHOULD YOU DO?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
Use your family emergency plan
Have a grab bag ready in case you need to leave the house
Fill jugs or bottles with fresh water
Get to higher ground
44. WHAT SHOULD YOU DO?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
Use your family emergency plan
Have a grab bag ready in case you need to leave the house
Fill jugs or bottles with fresh water
Get to higher ground
Listen to situation updates on radio, TV or smartphone
45. WHAT SHOULD YOU DO?
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
Use your family emergency plan
Have a grab bag ready in case you need to leave the house
Fill jugs or bottles with fresh water
Get to higher ground
Listen to situation updates on radio, TV or smartphone
If you or your family is in danger, CALL 999
46. e-Learning for the Prevention, Preparedness and Response to Natural Disasters
o Flood can damage houses, cars and
the environment
47. e-Learning for the Prevention, Preparedness and Response to Natural Disasters
o Flood can damage houses, cars and
the environment
o Don’t walk in flood water – it can
contain dangerous obstacles
48. e-Learning for the Prevention, Preparedness and Response to Natural Disasters
o Flood can damage houses, cars and
the environment
o Don’t walk in flood water – it can
contain dangerous obstacles
o Don’t go into the freezing winter
flood water
49. e-Learning for the Prevention, Preparedness and Response to Natural Disasters
o Flood can damage houses, cars and
the environment
o Don’t walk in flood water – it can
contain dangerous obstacles
o Don’t go into the freezing winter
flood water
o Be careful during floods and always
stay safe!
50. e-Learning for the Prevention, Preparedness and Response to Natural Disasters
o Flood can damage houses, cars and the
environment
o Don’t walk in flood water – it can
contain dangerous obstacles
o Don’t go into the freezing winter flood
water
o Be careful during floods and always stay
safe!
o If you think you are in danger or
somebody near you is in danger – call
999!
51. e-Learning for the Prevention, Preparedness and Response to Natural Disasters
o Flood can damage houses, cars and the
environment
o Don’t walk in flood water – it can
contain dangerous obstacles
o Don’t go into the freezing winter flood
water
o Be careful during floods and always stay
safe!
o If you think you are in danger or
somebody near you is in danger – call
999!
52. e-Learning for the Prevention, Preparedness and Response to Natural Disasters
53. CALLING 999 – STEP ONE
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
BRIEFLY AND
CALMLY TELL THE
OPERATOR WHAT
THE EMERGENCY IS
54. CALLING 999 – STEP TWO
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
The operator will put you
through to the
POLICE or
FIRE AND RESCUE
SERVICE or
AMBULANCE SERVICE
55. CALLING 999 – STEP THREE
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
TELL THE
OPERATOR
WHO YOU ARE
56. CALLING 999 – STEP THREE
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
TELL THE
OPERATOR
WHO YOU ARE
WHAT THE
EMERGENCY IS
57. CALLING 999 – STEP THREE
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
TELL THE
OPERATOR
WHO YOU ARE
WHAT THE
EMERGENCY IS
WHERE THE
EMERGENCY IS
58. CALLING 999 – STEP FOUR
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
IF SOMEONE IS
HURT, TELL THE
OPERATOR
The operator will ask you questions, be brave and
answer them to the best of your ability
59. CALLING 999 – STEP FOUR
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
IF SOMEONE IS
HURT, TELL THE
OPERATOR
WHO IS HURT
The operator will ask you questions, be brave and
answer them to the best of your ability
60. CALLING 999 – STEP FOUR
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
IF SOMEONE IS
HURT, TELL THE
OPERATOR
WHO IS HURT
HOW THEY ARE
HURT
The operator will ask you questions, be brave and
answer them to the best of your ability
61. CALLING 999 – STEP FIVE
While listening to you, the operator will
determine what kind of help to send to you
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
FOLLOW THE
INSTRUCTIONS
GIVEN BY THE
OPERATOR
62. CALLING 999 – STEP SIX
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
DON’T HANG UP
UNTIL THE
OPERATOR TELLS
TO DO SO
63. CALLING 999 – REMEMBER
SPEAK SLOWLY AND CLEARLY
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
64. CALLING 999 – REMEMBER
SPEAK SLOWLY AND CLEARLY
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
LISTEN TO THE OPERATOR AND DO
AS HE/SHE TELLS YOU
65. CALLING 999 – REMEMBER
SPEAK SLOWLY AND CLEARLY
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
LISTEN TO THE OPERATOR AND DO
AS HE/SHE TELLS YOU
DO NOT HANG UP UNTIL THE
OPERATOR TELLS YOU TO
66. CALLING 999 – REMEMBER
SPEAK SLOWLY AND CLEARLY
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
LISTEN TO THE OPERATOR AND DO
AS HE/SHE TELLS YOU
DO NOT HANG UP UNTIL THE
OPERATOR TELLS YOU TO
DO NOT CALL 999 IF THERE IS NO EMERGENCY – YOU
MAY SLOW DOWN THE EMERGENCY SERVICES GOING TO
HELP SOMEONE IN DANGER
67. WHAT HAPPENS AFTER A FLOOD
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
When the water level starts to drop, the
most dangerous part of the flood is over.
However, there may be damage that
needs to be repaired and there may still
be dangers –
68. WHAT HAPPENS AFTER A FLOOD
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
When the water level starts to drop, the
most dangerous part of the flood is over.
However, there may be damage that
needs to be repaired and there may still
be dangers –
NEVER WALK in flood water - you
can’t see below the surface
69. WHAT HAPPENS AFTER A FLOOD
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
When the water level starts to drop, the
most dangerous part of the flood is over.
However, there may be damage that
needs to be repaired and there may still
be dangers –
NEVER WALK in flood water - you
can’t see below the surface
Flood water can contain diseases –
DON’T DRINK IT!
70. WHAT HAPPENS AFTER A FLOOD
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
When the water level starts to drop, the
most dangerous part of the flood is over.
However, there may be damage that
needs to be repaired and there may still
be dangers –
NEVER WALK in flood water - you
can’t see below the surface
Flood water can contain diseases –
DON’T DRINK IT!
Damaged trees and land slides are
dangerous – don’t stand near them
71. AFTER THE FLOOD
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
YOUR PARENTS WILL
KEEP YOU SAFE
Don’t get close to the
damaged areas without a
parent or adult
72. AFTER THE FLOOD
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
Fire and Rescue Services
will pump the water away
and start cleaning the
areas.
Don’t go close, it might
still be unsafe and
dangerous!
73. AFTER THE FLOOD
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
Don’t return to your home until
the professionals tell you it is
safe to return
Be careful – the ground might
still be unstable
If you had to leave home, stay at
the rest centre until you are told
to return home
74. HOW CAN YOU HELP?
Ask your parents or teachers what can
you do
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
75. HOW CAN YOU HELP?
Ask your parents or teachers what can
you do
Listen to professionals’ advice
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
76. HOW CAN YOU HELP?
Ask your parents or teachers what can
you do
Listen to professionals’ advice
Make sure that you stay safe from any
kind of danger connected to the
flood or recovery work
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
77. HOW CAN YOU HELP?
Ask your parents or teachers what can
you do
Listen to professionals’ advice
Make sure that you stay safe from any
kind of danger connected to the
flood or recovery work
Help with little tasks at home or at
school
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
78. You can find more information about flooding and how to act
during it at the following website:
The Environment Agency
www.environment-agency.gov.uk
e-Learning for the Prevention, Preparedness and Response to Natural Disasters
79. This educational resource has been produced by the partners of the e-PPR Project (e-Learning for the Prevention,
Preparedness and Response to Natural Disasters) with the support of the Erasmus+ programme.
Unless otherwise stated, this educational resource is licensed under a Creative Commons Attribution-ShareAlike 4.0
International License. It is attributed to the partners of the e-PPR project. Further information can be found at
www.e-ppr.eu
The authors are committed to respecting the intellectual property rights of others, and have taken all reasonable
efforts to ensure that the reproduction of content (text, pictures, etc.) has been done with the full consent of
copyright holders and that all copyright holders are acknowledged in such reproductions. If you feel that your
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If you are going to use parts of the content with materials whose copyright holder(s) is/are not the authors, it is your
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This content is the sole responsibility of the project partners and can in no way be taken to reflect the views of the
European Union.
e-Learning for the Prevention, Preparedness and
Response to Natural Disasters 79
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