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The document discusses an educational game called "Stop Disasters" that teaches about disaster preparedness. It is sponsored by the UN and aims to educate children aged 9-16, but adults can also play. The game covers hazards like fires, floods, hurricanes and earthquakes. Players complete missions by building defenses and informing the public within a budget and time limit. The overall goal is to reduce casualties from natural disasters.
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This document summarizes challenges to food and water security in the Global South, and the potential role of space technologies. Rapid urbanization and population growth are increasing demands on limited water resources and arable land. Climate change is making weather more unpredictable and damaging crops. Remote sensing from satellites can monitor these issues to inform management and planning. Combined with terrestrial sensors, satellites could help detect pollution and validate hydrological models. Space data could also improve farming practices by providing historical, current and predicted climate information. The document recommends space-based solutions be used with terrestrial technologies and policies to strengthen food and water security in developing nations.
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Top of FormOnce again a vestige of last semesters course was left.docx
Top of Form
Once again a vestige of last semester's course was left in the spring semester discussion board by an oversight. That was all my mistake. We will employ the same strategy to fix the problem as we did last time this error happening. For Weeks 7 and 8, there will be one discussion requirement on either the Week7 topic - Should Society Impose a Moratorium on the Use and Release of "Synthetic Biology" Organisms? - or the Week 8 topic - Can Infectious Animal Diseaes Be Studied Safely in Kansas? All you have to do to earn the discussion points for Weeks 7 and 8 is to pick one of the two topics and make a primary and a secondary posting on the topic that you picked. Sorry for the confusion on my part.
Bottom of Form
I need a 500-word essay on Thread: Can Infectious Animal Diseases Be Studied Safely in Kansas?
Top of Form
Bruce Knight
argues that although the U.S. Department of Agriculture’s research facility at Plum Island, New York, has served well since it was built over half a century ago, modern technology is capable of ensuring safety at a mainland facility, which would also be cheaper to operate, more easily accessible, and more responsive to potential disease threats.
https://en.wikipedia.org/wiki/Plum_Island_Animal_Disease_Center
Plum Island Animal Disease Center of New York
(
PIADCNY
) is a
United States
federal research facility dedicated to the study of
animal diseases
. It is part of the
DHS Directorate for Science and Technology
.
Location and description
The center is located on
Plum Island
near the northeast coast of
Long Island
in
New York
state. Any wild mammal seen on the island is killed to prevent the possible outbreak of foot and mouth disease.
[1]
Replacement facility
On September 11, 2005, DHS announced that the Plum Island Animal Disease Research Center will be replaced by a new federal facility. The location of the new high-security animal disease lab, to be called the
National Bio and Agro-Defense Facility
(NBAF), has been recommended to be built in
Manhattan, Kansas
.
[11]
However, this plan has been called into question by a 2009
Government Accountability Office
study, which states that claims by DHS that the work on
foot and mouth disease
performed on Plum Island can be performed "as safely on the mainland" is "not supported" by evidence.
[12]
In 2012, DHS completed a risk assessment of the Kansas site that called the proposed facility "safe and secure".
[13]
However, a 2012 review of the risk assessment by the
National Research Council
called it "seriously flawed".
[14]
References
1.
"Bioterrorism Fears Revive Waning Interest In Agricultural Disease Lab on Plum Island"
. The Wall Street Journal. 2002-01-08. Retrieved 2008-05-17.
11.
"DHS: DHS Issues Record of Decision on Proposed National Bio- and Agro-Defense Facility"
. Dhs.gov. Retrieved 2011-08-10.
12.
"Study spurs request to not phase out Plum Island"
. Newsday.com. 2009-07-31. Retrieved 2011-08-10.
13.
"DH ...
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- Extreme geohazards like large earthquakes and volcanic eruptions have the potential to cause global disasters due to their widespread impacts. However, disaster risk reduction often does not sufficiently consider these low-probability, high-impact events.
- In particular, the risk from extreme volcanic eruptions comparable to some of the largest in the past is underestimated. A modern society has yet to experience such an eruption.
- Investing several billion dollars annually in a global volcano monitoring system could significantly reduce risks by enabling early warnings of eruptions.
- Reducing vulnerability, increasing resilience
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Top of FormOnce again a vestige of last semesters course was left.docx
Top of Form
Once again a vestige of last semester's course was left in the spring semester discussion board by an oversight. That was all my mistake. We will employ the same strategy to fix the problem as we did last time this error happening. For Weeks 7 and 8, there will be one discussion requirement on either the Week7 topic - Should Society Impose a Moratorium on the Use and Release of "Synthetic Biology" Organisms? - or the Week 8 topic - Can Infectious Animal Diseaes Be Studied Safely in Kansas? All you have to do to earn the discussion points for Weeks 7 and 8 is to pick one of the two topics and make a primary and a secondary posting on the topic that you picked. Sorry for the confusion on my part.
Bottom of Form
I need a 500-word essay on Thread: Can Infectious Animal Diseases Be Studied Safely in Kansas?
Top of Form
Bruce Knight
argues that although the U.S. Department of Agriculture’s research facility at Plum Island, New York, has served well since it was built over half a century ago, modern technology is capable of ensuring safety at a mainland facility, which would also be cheaper to operate, more easily accessible, and more responsive to potential disease threats.
https://en.wikipedia.org/wiki/Plum_Island_Animal_Disease_Center
Plum Island Animal Disease Center of New York
(
PIADCNY
) is a
United States
federal research facility dedicated to the study of
animal diseases
. It is part of the
DHS Directorate for Science and Technology
.
Location and description
The center is located on
Plum Island
near the northeast coast of
Long Island
in
New York
state. Any wild mammal seen on the island is killed to prevent the possible outbreak of foot and mouth disease.
[1]
Replacement facility
On September 11, 2005, DHS announced that the Plum Island Animal Disease Research Center will be replaced by a new federal facility. The location of the new high-security animal disease lab, to be called the
National Bio and Agro-Defense Facility
(NBAF), has been recommended to be built in
Manhattan, Kansas
.
[11]
However, this plan has been called into question by a 2009
Government Accountability Office
study, which states that claims by DHS that the work on
foot and mouth disease
performed on Plum Island can be performed "as safely on the mainland" is "not supported" by evidence.
[12]
In 2012, DHS completed a risk assessment of the Kansas site that called the proposed facility "safe and secure".
[13]
However, a 2012 review of the risk assessment by the
National Research Council
called it "seriously flawed".
[14]
References
1.
"Bioterrorism Fears Revive Waning Interest In Agricultural Disease Lab on Plum Island"
. The Wall Street Journal. 2002-01-08. Retrieved 2008-05-17.
11.
"DHS: DHS Issues Record of Decision on Proposed National Bio- and Agro-Defense Facility"
. Dhs.gov. Retrieved 2011-08-10.
12.
"Study spurs request to not phase out Plum Island"
. Newsday.com. 2009-07-31. Retrieved 2011-08-10.
13.
"DH ...
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CRISIS MANAGEMENT IN SAUDI ARABIAN AND UNITED STATES SCHOOLS.docx
CRISIS MANAGEMENT IN SAUDI ARABIAN AND UNITED STATES SCHOOLS
Abstract
In each and every nation has a crisis and learning how to manage them is of great importance. Crises occur everywhere and at anytime. Knowing how to handle them is of great importance. This paper examines how the United States prepares and handles crisis that occur in schools and compares this preparation to Saudi Arabia’s preparation. The intention is to better understand what works and what needs to be thoughtfully reexamined. The results revealed that developing a plan is essential but the plan must include a team of individuals that will have responsibilities for ensuring the safety of others. Another important part of this process is learning how to prevent crises from occurring.
Crisis Management in United States and Saudi Arabia Schools
Introduction
The Oxford Online Dictionary (2004) defines crisis as a time when a difficult or important decision must be made. A crisis is also defined as a sudden event where a person is fearful, has an accident or property is damaged (Moore & Seymour 2005).In the Arabic language a crisis could be a drought, intense feelings or a situation with few options such as a road narrowing (Razi, 1992, p.6). Hamadat (1998) defines as a crisis a threat to humans and the opportunity for renewal and development. What defines a crisis for a school depends on the unique needs, resources, and assets of a school and community (U. S. Department of Education, 2007).
The International Finance Corporation (IFC) (2010) states more than 400 natural disasters take place every year that affect more than 100 million people (p. 1). Crises range in scope and intensity depending on whether it affects one student or the entire community. Crises occur before, after or during school hours and may happen on or off school property(U. S. Department of Education, 2007, p. 1).In a school system even a simple crisis could lead to chaos and confusion (Liou, 2015). For example, in 2016, the state of Louisiana in the United States was tragically hit with flooding which resulted in 22 of the state’s 70 public school districts and more private and parochial schools being closed(Drelinger, 2016, August 19). The floods also left more than 4000 teachers displaced making it difficult for schools to reopen (Cusick, 2016, August 21). Or crises can be physical and/or violent attacks. Statistics indicate that between 2010 and 2015, more than 1,000 schools were attacked and destroyed in Pakistan’s Khyber Pakhtunkhwa province leading to the loss of many teachers and students (Global Business Coalition for Education, 2015).
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Essays On Depression.pdf
Egypt was an ancient civilization located along the Nile River in northern Africa, which provided water essential for agriculture and survival. It developed a distinct culture but was also influenced by neighboring Nubia, as the two civilizations frequently conquered each other and integrated aspects of their cultures. Egypt rose to prominence in Africa for around 3000 years due to its centralized government, advanced economy and trade, and famous architectural and artistic achievements including the Great Pyramids and Sphinx.
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- Benjamin Laabs from Geological Sciences studying "Climate and Chronology of The Last Glacial-Interglacial Transition" with funding from the National Science Foundation.
- Aaron J. Steinhauer from Physics researching "Space and Atmospheric Research" with sponsorship from NASA Ames Research Center.
- Several faculty receiving grants from the National Science Foundation, National Institutes of Health, and other organizations to support research projects in fields like biology, chemistry
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Estuaries, long recognized for their local importance, form collectively an important global ecosystem, sensitive to both climate change and local pressures. This has been recognized by a 2013 U.S. workshop, which issued a set of recommendations directed at building worldwide capacity and collaborations to address estuaries as a global ecosystem. The workshop recognized that modern observation and modeling technology is poised to play a key role in advancing the scientific understanding of estuaries, and identified the need to map the resulting understanding of individual estuaries into a common global framework. An international partnership has since emerged, driven by the increasingly recognized need to advance estuarine observation, modeling, science and science translation worldwide. Anchoring the partnership is a belief that there are important commonalities across estuaries that, if explored, will prove synergistic and transformation towards understanding and sustainable management of all estuaries. On behalf of this emerging international partnership, we describe here steps that are being taken to develop Our Global Estuary. Integral to these efforts are: (a) the organization of regular international workshops, to build a common vision and global capacity and collaborative networks—the first of these workshops planned for Chennai, India; (b) the creation of a pilot project, Our Virtual Global Estuary, where a common modeling and analysis framework, supported by and supporting local observations, will be progressively put in place for estuaries across the world—with an initial set identified in Brazil, China, Portugal, Spain, and United States, and additional estuaries under consideration; and (b) exploration of synergies with global organizations (such as the Partnership for Ocean Global Observations) and global-scale programs and initiatives (such as Blue Planet), to further contextualize the role of estuaries in the earth’s sustainability.
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Electrical boxes house electrical connections for switches, outlets, light fixtures, and wires. There are several types of boxes including wall boxes for switches and outlets, ceiling boxes for anchoring lights, and weatherproof boxes for exterior use. Wall boxes can be plastic, metal, or gem style and come in various sizes. Ceiling boxes are octagonal or round and mount lights. Weatherproof boxes have rubber gaskets to prevent water intrusion. Wall plates cover box openings.
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1. Hip-hop dance style originated in the United States during the 1970s in the Bronx. It is based on techniques like quickly contracting and relaxing muscles to cause jerks in the body.
2. Breakdancing consists of four movements - DJ-ing/turntablism, rapping, breaking, and graffiti art. Street dancing refers to dance styles performed in public spaces as a form of self-expression.
3. Some major global health initiatives include GAVI, which aims to increase access to vaccines; WHO initiatives focused on ending AIDS, TB and malaria; and efforts to achieve sustainable development goals by 2030.
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This document summarizes efforts to build extension capacity on issues related to animal agriculture and climate change. A national project team, led by researchers from various universities, is hosting events and developing educational materials. They are creating an online certification course and building partnerships to address this topic across different regions of the United States. The goal is to provide information on climate trends and impacts, adaptation strategies, carbon footprints and mitigation, and regulations to help stakeholders in this area. Input from audiences will help shape the project's content and delivery methods.
APPENDIX_F_2005_TP_neo_Cassandra_web
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Classroom without Walls
"...On 29 September 2006, Eric Noji (Stanford, 1977) delivered a lecture on the public health consequences of disasters, at the University of Pittsburgh’s main campus. However, this wasn't an ordinary lecture delivered to a packed auditorium of scholars and students. Eric’s lecture was Webcast around the world. It was expected to reach more than 1.5 million viewers, the largest academic lecture in history. Instead they had more than 3 million! Unfortunately, this exceeded the number of global access portals the university and its 12 global telecommunication partners had anticipated. Internet pioneer Vint Cerf (Stanford, 1965), was at Eric’s lecture and managed to wirelessly contact several friends around the world who opened up enough additional access points to allow another 50,000 viewers to log on—just 10 minutes late..."
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CRISIS MANAGEMENT IN SAUDI ARABIAN AND UNITED STATES SCHOOLS.docx
CRISIS MANAGEMENT IN SAUDI ARABIAN AND UNITED STATES SCHOOLS
Abstract
In each and every nation has a crisis and learning how to manage them is of great importance. Crises occur everywhere and at anytime. Knowing how to handle them is of great importance. This paper examines how the United States prepares and handles crisis that occur in schools and compares this preparation to Saudi Arabia’s preparation. The intention is to better understand what works and what needs to be thoughtfully reexamined. The results revealed that developing a plan is essential but the plan must include a team of individuals that will have responsibilities for ensuring the safety of others. Another important part of this process is learning how to prevent crises from occurring.
Crisis Management in United States and Saudi Arabia Schools
Introduction
The Oxford Online Dictionary (2004) defines crisis as a time when a difficult or important decision must be made. A crisis is also defined as a sudden event where a person is fearful, has an accident or property is damaged (Moore & Seymour 2005).In the Arabic language a crisis could be a drought, intense feelings or a situation with few options such as a road narrowing (Razi, 1992, p.6). Hamadat (1998) defines as a crisis a threat to humans and the opportunity for renewal and development. What defines a crisis for a school depends on the unique needs, resources, and assets of a school and community (U. S. Department of Education, 2007).
The International Finance Corporation (IFC) (2010) states more than 400 natural disasters take place every year that affect more than 100 million people (p. 1). Crises range in scope and intensity depending on whether it affects one student or the entire community. Crises occur before, after or during school hours and may happen on or off school property(U. S. Department of Education, 2007, p. 1).In a school system even a simple crisis could lead to chaos and confusion (Liou, 2015). For example, in 2016, the state of Louisiana in the United States was tragically hit with flooding which resulted in 22 of the state’s 70 public school districts and more private and parochial schools being closed(Drelinger, 2016, August 19). The floods also left more than 4000 teachers displaced making it difficult for schools to reopen (Cusick, 2016, August 21). Or crises can be physical and/or violent attacks. Statistics indicate that between 2010 and 2015, more than 1,000 schools were attacked and destroyed in Pakistan’s Khyber Pakhtunkhwa province leading to the loss of many teachers and students (Global Business Coalition for Education, 2015).
Families trust that schools are going to keep their children safe (U. S. Department of Education, 2013). Also, whenever education is interrupted or limited there is the possibility students quit coming resulting in negative or permanent economic and social impacts for students, families and ultimately the communities (IFC, 2010). Families and the co.
Omenn aaas innovations in international knowledge sharing_vancouver_2.19.12
The document summarizes the Global Health and Science Supercourse, an open online educational resource that provides freely available PowerPoint lectures on various science, health, and medical topics. It has over 5,100 lectures from prominent scientists and researchers. The Supercourse aims to expand access to knowledge and help educators worldwide by providing teaching materials. It is estimated to reach over 1 million students annually and has been translated into many languages. The Supercourse is working to expand its topics beyond health to also include computer engineering, agriculture, and the environment.
Abstract 7
REPort: Continuing science education for environmental journalists and science writers: In situ with the experts
World Population day
The document discusses vaccination rates around the world on World Population Day. It provides statistics showing that 24.2% of the world's population has received at least one COVID-19 vaccine dose, with 3.22 billion doses administered globally so far. However, only 1% of people in low-income countries have received a dose. The document also presents vaccination data for several specific countries like Singapore, India, Indonesia, South Korea, China, and the UAE.
bgsu1349900740
This study tested the feasibility of using classification tree analysis (CTA) on high resolution aerial imagery and linear spectral unmixing (LSU) on Landsat TM data to map the distribution of invasive flowering rush in the Ottawa National Wildlife Refuge wetlands in Ohio. CTA was used to classify the aerial imagery and derive endmembers, which were then input into LSU to estimate sub-pixel abundances from the Landsat imagery. Validation showed the aerial imagery results were slightly better than the Landsat results at mapping flowering rush. Overall, both methods showed promise for predicting flowering rush distribution but require further research using different datasets and modeling techniques.
Fema 253
This document provides information about the Seismic Sleuths curriculum, which was developed by the American Geophysical Union (AGU) with funding from the Federal Emergency Management Agency (FEMA). The curriculum contains 6 units for grades 7-12 that focus on earthquakes, including their causes, effects, measurement, building design, and emergency preparedness. It was field tested by teachers and is intended to help students understand earthquakes through hands-on activities while also emphasizing personal and community preparedness.
Data for the Blue Future: New Collaborations for Progress
2020 UN World Data Forum Ocean Data Panel -- Data on the world’s oceans is vital to protect the environment, track and manage changes to the marine ecosystem, ensure access to coastal resources, and sustainably grow the “Blue Economy.” Climate scientists have noted that ocean data is as important as atmospheric and satellite data in understanding, predicting, and mitigating climate change. But despite its importance, ocean data has not yet been collected, shared, analyzed, and applied in all the ways that can achieve its full benefit.
Many converging factors provide the opportunity to make a quantum leap in the use of this global data resource. UN SDG Goal 14 highlighted the need to improve the health of the oceans and to collect data to track progress. In the United States, the National Oceanic and Atmospheric Administration (NOAA) and private-sector partners are making NOAA’s vast ocean data resources available and computable in the cloud. Simultaneously, established industries, emerging start-ups, academic and research institutions, and other non-government entities are collecting more data than ever about the ocean through active and autonomous measurements.
This session will be a “participatory panel” that presents case studies of ocean data’s application, describes current data sources and collaborations, and invites participants to help envision new collaborative models for improving ocean data collection, sharing, and analysis. The panelists, representing diverse organizations, will give lightning talks to describe existing data resources and examples of ocean data’s application, including the use of AI and machine learning for data management and for managing ocean resources. They will also describe collaborative programs that bring diverse stakeholders together to support the use of ocean data, such as NOAA’s Big Data Project and the Global Ocean Observing System.
Essays On Depression.pdf
Egypt was an ancient civilization located along the Nile River in northern Africa, which provided water essential for agriculture and survival. It developed a distinct culture but was also influenced by neighboring Nubia, as the two civilizations frequently conquered each other and integrated aspects of their cultures. Egypt rose to prominence in Africa for around 3000 years due to its stable government, advanced economy and trade, and impressive architectural and artistic achievements exemplified by the Great Pyramids and other iconic structures.
Essays On Depression.pdf
Egypt was an ancient civilization located along the Nile River in northern Africa, which provided water essential for agriculture and survival. It developed a distinct culture but was also influenced by neighboring Nubia, as the two civilizations frequently conquered each other and integrated aspects of their cultures. Egypt rose to prominence in Africa for around 3000 years due to its centralized government, advanced economy and trade, and famous architectural and artistic achievements including the Great Pyramids and Sphinx.
Open house slide show
This document lists the names of faculty members from various departments, the titles of their research projects, and their project sponsors. Some highlights include:
- Kurt Fletcher from the Physics department researching "The Power of Physical Science" with funding from the National Science Foundation.
- Benjamin Laabs from Geological Sciences studying "Climate and Chronology of The Last Glacial-Interglacial Transition" with funding from the National Science Foundation.
- Aaron J. Steinhauer from Physics researching "Space and Atmospheric Research" with sponsorship from NASA Ames Research Center.
- Several faculty receiving grants from the National Science Foundation, National Institutes of Health, and other organizations to support research projects in fields like biology, chemistry
Student Immunization Campaign Proposal - PU520 Epidemiology
The document discusses immunization rates in the US and analyzes two videos with different perspectives on vaccines - a pro-vaccine song and an anti-vaccine video from the National Vaccine Information Center. It finds the pro-vaccine song accurately portrays statistics on vaccine-preventable diseases and herd immunity, but had limited views. The anti-vaccine video had fewer views and inaccurately suggested vaccines are linked to encephalitis, though it correctly described some vaccine programs. Both videos had limited reach.
C7.02: Our Global Estuary - Megan Davis
Estuaries, long recognized for their local importance, form collectively an important global ecosystem, sensitive to both climate change and local pressures. This has been recognized by a 2013 U.S. workshop, which issued a set of recommendations directed at building worldwide capacity and collaborations to address estuaries as a global ecosystem. The workshop recognized that modern observation and modeling technology is poised to play a key role in advancing the scientific understanding of estuaries, and identified the need to map the resulting understanding of individual estuaries into a common global framework. An international partnership has since emerged, driven by the increasingly recognized need to advance estuarine observation, modeling, science and science translation worldwide. Anchoring the partnership is a belief that there are important commonalities across estuaries that, if explored, will prove synergistic and transformation towards understanding and sustainable management of all estuaries. On behalf of this emerging international partnership, we describe here steps that are being taken to develop Our Global Estuary. Integral to these efforts are: (a) the organization of regular international workshops, to build a common vision and global capacity and collaborative networks—the first of these workshops planned for Chennai, India; (b) the creation of a pilot project, Our Virtual Global Estuary, where a common modeling and analysis framework, supported by and supporting local observations, will be progressively put in place for estuaries across the world—with an initial set identified in Brazil, China, Portugal, Spain, and United States, and additional estuaries under consideration; and (b) exploration of synergies with global organizations (such as the Partnership for Ocean Global Observations) and global-scale programs and initiatives (such as Blue Planet), to further contextualize the role of estuaries in the earth’s sustainability.
Keelan-Wilson_NoFaultVaccine_CPHS_2011
This document analyzes no-fault vaccine injury compensation programs in various international jurisdictions to identify lessons that could help design a program for Canada. It finds that most programs are national in scope and government-run, covering vaccines recommended for children and mandated vaccines. Claims processes typically involve administrative review of injuries rather than litigation. Most programs cover uninsured medical costs and some cover lost wages. Programs are generally stable and affordable. The authors recommend Canada implement a national no-fault program to compensate those injured by federally-recommended vaccines, administered independently with flexible eligibility criteria.
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Omenn aaas innovations in international knowledge sharing_vancouver_2.19.12
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1. Hip-hop dance style originated in the United States during the 1970s in the Bronx. It is based on techniques like quickly contracting and relaxing muscles to cause jerks in the body.
2. Breakdancing consists of four movements - DJ-ing/turntablism, rapping, breaking, and graffiti art. Street dancing refers to dance styles performed in public spaces as a form of self-expression.
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- 1. Dr. Catherine Petroff, University of Washington - July 22, 2007 UW Educational Outreach – Tsunami Science & Preparedness Program (Su 07) Sponsored by NOAA and USAID under the U.S. Indian Ocean Tsunami Warning System Program Page 1 Ice Breaker Exercise – The Stop Disasters Game UN/ISDR
- 2. Dr. Catherine Petroff, University of Washington - July 22, 2007 UW Educational Outreach – Tsunami Science & Preparedness Program (Su 07) Sponsored by NOAA and USAID under the U.S. Indian Ocean Tsunami Warning System Program Page 2
- 3. Dr. Catherine Petroff, University of Washington - July 22, 2007 UW Educational Outreach – Tsunami Science & Preparedness Program (Su 07) Sponsored by NOAA and USAID under the U.S. Indian Ocean Tsunami Warning System Program Page 3 About the Stop Disasters Game: It is sponsored by UN/ISDR (the United Nations and the International Strategy for Disaster Reduction ) It covers several types of hazards: Fires, flood, hurricanes, earthquakes and tsunamis What age group is it aiming for? The core audience is 9-16 year old children but adults can play as well. To Play the Stop Disasters game what do you need? Anyone with internet access can download and play the Stop Disasters game Do you need a special computer? A Mac, PC or Linux based computer with screen resolution of 800 x 600 pixels, an up-to-date browser and Flash Player Version 7 or higher How long does the game take? Each scenario takes between 10 and 20 minutes to play, There are five scenarios to play, and each can be played on easy, medium or hard difficulty levels. What is the ISDR? ISDR stands for International Strategy for Disaster Reduction The Strategy brings many organisations, universities, institutions together for a common objective: reducing the number of dead and injured by disasters triggered by natural hazards.
- 4. Dr. Catherine Petroff, University of Washington - July 22, 2007 UW Educational Outreach – Tsunami Science & Preparedness Program (Su 07) Sponsored by NOAA and USAID under the U.S. Indian Ocean Tsunami Warning System Program Page 4 Game Play Game play is based on completing a mission – • Building a school • Housing the population • Minimizing casualties and damages You complete the mission by using controls to: • Build defenses and take preparatory actions • Develop the game area (demolish, relocate or build structures) • Educate and inform the public • You will have budget and time constraints
- 5. Dr. Catherine Petroff, University of Washington - July 22, 2007 UW Educational Outreach – Tsunami Science & Preparedness Program (Su 07) Sponsored by NOAA and USAID under the U.S. Indian Ocean Tsunami Warning System Program Page 5
- 6. Dr. Catherine Petroff, University of Washington - July 22, 2007 UW Educational Outreach – Tsunami Science & Preparedness Program (Su 07) Sponsored by NOAA and USAID under the U.S. Indian Ocean Tsunami Warning System Program Page 6
- 7. Dr. Catherine Petroff, University of Washington - July 22, 2007 UW Educational Outreach – Tsunami Science & Preparedness Program (Su 07) Sponsored by NOAA and USAID under the U.S. Indian Ocean Tsunami Warning System Program Page 7 Lecture Title: References
- 8. Dr. Catherine Petroff, University of Washington - July 22, 2007 UW Educational Outreach – Tsunami Science & Preparedness Program (Su 07) Sponsored by NOAA and USAID under the U.S. Indian Ocean Tsunami Warning System Program Page 8
- 9. Dr. Catherine Petroff, University of Washington - July 22, 2007 UW Educational Outreach – Tsunami Science & Preparedness Program (Su 07) Sponsored by NOAA and USAID under the U.S. Indian Ocean Tsunami Warning System Program Page 9
- 10. Dr. Catherine Petroff, University of Washington - July 22, 2007 UW Educational Outreach – Tsunami Science & Preparedness Program (Su 07) Sponsored by NOAA and USAID under the U.S. Indian Ocean Tsunami Warning System Program Page 10 Let’s see how it works: http://www.stopdisastersgame.org/