Workshop given at the Medical Library Association Conference in Seattle WA, May 24th, 2012. This course is part of the Medical Library Association's Disaster Information Specialization Program.
Lecture disasters in urban area - Master Degree Urban Engineering, Lille1 Un...Isam Shahrour
Lecture for the Master Degree « Urban Engineering and Habitat » concerning disasters in urban area. The lecture covers the causes of natural disasters as well as their impact on economy, citizens, buildings, infrastructures. It concerns also the management of disasters.
I am sharing a slide share of disaster management which I prepared recently and used same to educate school children on the topic. While preparing it, I realized that though all functions of disaster management are important, rescue operations remain the key to the motivation the distressed.
What you will learn
- To understand the events that will occur during a geological disaster
- To prepare you to perform the roles, responsibilities
- To understand the role of international organization in disaster management
A Presentation on "NGO's Role in Disaster Management" Presented by Mr. Deepak...CDRN
A Presentation on "NGO's Role in Disaster Management" Presented by Mr. Deepak Bharti, Secretary - Samajik Shaikshanik Vikas Kendra (SSVK ) at Workshop on Preparedness & Response for Emergencies and Times of Natural Disaster, Patna, Bihar - India, Organised By :-Corporate Disaster Resource Network, For Report please go to :-http://www.cdrn.org.in"
COLLAPSEThe Communication LandscapeEffective crisis commun.docxmary772
COLLAPSE
The Communication Landscape
Effective crisis communication planning requires having accurate demographic information. What languages are spoken in a particular area? Where do the more vulnerable populations live? Who is responsible for making decisions?
Effective communication strategies are typically rapid, accurate, and involve input from all those in decision-making positions. Understanding the cultural milieu and support systems may be challenging for responders from the area and even more so for responders from outside of the area. Overlay these obstacles with a technological inability to communicate inside or outside the region, and planning for communication before a crisis then takes on added importance. Additionally, without effective communication plans in place, disaster rumors and inaccurate or outdated information can in turn cause great chaos.
Furthermore, vulnerable populations can prove to be the most challenging people to assist after a disaster. As evidenced in the 2010 Haiti earthquake, relief was not immediate because of the existing impoverished pre-disaster conditions. Facilities such as airstrips and roads were in questionable repair, so aid coming in was not readily accessible. Most Haitians are low-income, existing on two U.S. dollars per day, and only 50% of the population is literate and able to read directions in order to find locations for food and water. Factors such as these contributed to difficulties in assisting this vulnerable population in the aftermath of the disaster.
To prepare for this Discussion:
Review Chapter 2 in your course text,
Crisis Intervention Strategies,
paying particular attention to multicultural perspectives and considerations.
Review the article, “Psychological Assessment of Children in Disasters and Emergencies,” and focus on the special issues related to assessing the needs of children and adolescents after a crisis. Also concentrate on the different psychological assessment tools that are appropriate for use with this population after a crisis.
Review the article, “Natural Disasters that Reveal Cracks in Our Social Foundation.” Think about the ways in which a break down in services and communication can be avoided for the elderly population during crises like the 2003 France heat wave.
Review the article, “The Transformation of Traditional Mental Health Service Delivery in Multicultural Society in California, USA That Can Be Replicated Globally,” paying particular attention to the necessity of mental health services as a top priority during crises.
Review the article, “Vulnerable Populations in an American Red Cross Shelter After Hurricane Katrina,” and think about the ways in which the ‘Model of Vulnerable Populations’ helps address crises wherein people suffer from multiple losses in their communities. Also think about appropriate mental health obligations that should be taken into consideration when working with vulnerable populations during and after a c.
Sample Access and Functional Needs & Disaster Preparedness ProposalKerry Coward
TOPIC: Involving the community in disaster preparedness and emergency management. Appropriately addressing the needs of, and the issues related to, at-risk and vulnerable populations during disastrous events is necessary for the future of society.This is a draft presentation created in Graduate School.
Lecture disasters in urban area - Master Degree Urban Engineering, Lille1 Un...Isam Shahrour
Lecture for the Master Degree « Urban Engineering and Habitat » concerning disasters in urban area. The lecture covers the causes of natural disasters as well as their impact on economy, citizens, buildings, infrastructures. It concerns also the management of disasters.
I am sharing a slide share of disaster management which I prepared recently and used same to educate school children on the topic. While preparing it, I realized that though all functions of disaster management are important, rescue operations remain the key to the motivation the distressed.
What you will learn
- To understand the events that will occur during a geological disaster
- To prepare you to perform the roles, responsibilities
- To understand the role of international organization in disaster management
A Presentation on "NGO's Role in Disaster Management" Presented by Mr. Deepak...CDRN
A Presentation on "NGO's Role in Disaster Management" Presented by Mr. Deepak Bharti, Secretary - Samajik Shaikshanik Vikas Kendra (SSVK ) at Workshop on Preparedness & Response for Emergencies and Times of Natural Disaster, Patna, Bihar - India, Organised By :-Corporate Disaster Resource Network, For Report please go to :-http://www.cdrn.org.in"
COLLAPSEThe Communication LandscapeEffective crisis commun.docxmary772
COLLAPSE
The Communication Landscape
Effective crisis communication planning requires having accurate demographic information. What languages are spoken in a particular area? Where do the more vulnerable populations live? Who is responsible for making decisions?
Effective communication strategies are typically rapid, accurate, and involve input from all those in decision-making positions. Understanding the cultural milieu and support systems may be challenging for responders from the area and even more so for responders from outside of the area. Overlay these obstacles with a technological inability to communicate inside or outside the region, and planning for communication before a crisis then takes on added importance. Additionally, without effective communication plans in place, disaster rumors and inaccurate or outdated information can in turn cause great chaos.
Furthermore, vulnerable populations can prove to be the most challenging people to assist after a disaster. As evidenced in the 2010 Haiti earthquake, relief was not immediate because of the existing impoverished pre-disaster conditions. Facilities such as airstrips and roads were in questionable repair, so aid coming in was not readily accessible. Most Haitians are low-income, existing on two U.S. dollars per day, and only 50% of the population is literate and able to read directions in order to find locations for food and water. Factors such as these contributed to difficulties in assisting this vulnerable population in the aftermath of the disaster.
To prepare for this Discussion:
Review Chapter 2 in your course text,
Crisis Intervention Strategies,
paying particular attention to multicultural perspectives and considerations.
Review the article, “Psychological Assessment of Children in Disasters and Emergencies,” and focus on the special issues related to assessing the needs of children and adolescents after a crisis. Also concentrate on the different psychological assessment tools that are appropriate for use with this population after a crisis.
Review the article, “Natural Disasters that Reveal Cracks in Our Social Foundation.” Think about the ways in which a break down in services and communication can be avoided for the elderly population during crises like the 2003 France heat wave.
Review the article, “The Transformation of Traditional Mental Health Service Delivery in Multicultural Society in California, USA That Can Be Replicated Globally,” paying particular attention to the necessity of mental health services as a top priority during crises.
Review the article, “Vulnerable Populations in an American Red Cross Shelter After Hurricane Katrina,” and think about the ways in which the ‘Model of Vulnerable Populations’ helps address crises wherein people suffer from multiple losses in their communities. Also think about appropriate mental health obligations that should be taken into consideration when working with vulnerable populations during and after a c.
Sample Access and Functional Needs & Disaster Preparedness ProposalKerry Coward
TOPIC: Involving the community in disaster preparedness and emergency management. Appropriately addressing the needs of, and the issues related to, at-risk and vulnerable populations during disastrous events is necessary for the future of society.This is a draft presentation created in Graduate School.
Defines humanitarian advocacy;
- goals
- differences between advocacy and communications
- advocacy approaches/tactics
- advocacy levels
- advocacy process
- advocacy challenges
Presentation originally presented at CERAH, University of Geneva
Towards a learning for disaster resilience approachNeil Dufty
This paper is a first attempt to scope the possible content and learning processes that could be used in a holistic Learning for Disaster Resilience (LfDR) approach as a possible improvement to current disaster education, communications and engagement practices. The research found that LfDR should not only cover public safety aspects, but also learning about the community itself, including how to reduce its vulnerabilities and strengthen resilience. In relation to learning process, a review of learning theory found four broad learning theory groups - behavioural, cognitive, affective, social – that have relevance to LfDR. The research identified a range of potential learning activities across these groups. The use of social media in disaster management is strongly supported by the research as it has relevance to three of the four groups.
“Why Information Matters: a foundation for resilience” is
part of Embracing Change: The Critical Role of Information,
funded by a grant from the Rockefeller Foundation to
support the Internews’ Center for Innovation and Learning’s
research on the role of information ecosystems in building
resilience. Many thanks to the Rockefeller Foundation, and
especially to Sundaa Bridgett-Jones, Associate Director,
International Development, for vital input and support.
Social Media play a critical role during crisis events, revealing a natural coordination dynamic. We propose a computational framework guided by social science principles to measure, analyze, and understand coordination among the different types of organizations and actors in crisis response. The analysis informs both the scientific account of cooperative behavior and the design of applications and protocols to support crisis management.
H. Purohit, A. Hampton, V. Shalin, A. Sheth, J. Flach. Framework to Analyze Coordination in Crisis Response. Workshop on Collaboration and Crisis Informatics, CSCW-2012.
http://knoesis.wright.edu/library/resource.php?id=1640
Reminders are an important part of the functionality of many systems. In this talk, I discuss what affects the user experience, from personal preferences to perception, with a focus on auditory reminders, hearing, and synthetic speech.
Tweet Your Pubs: How Altmetrics are Changing the Way We Measure Research ImpactRobin Featherstone
Presentation given to the Northern Alberta Health Libraries Association (NAHLA) Trends Mini Conference in Edmonton at the University of Alberta on May 2, 2014
Lecture given to Unit 8 (INDS 208) -- Pathobiology Treatment and Prevention of Disease -- in the undergraduate medical curriculum at McGill University on September 10, 2012.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
CDSCO and Phamacovigilance {Regulatory body in India}NEHA GUPTA
The Central Drugs Standard Control Organization (CDSCO) is India's national regulatory body for pharmaceuticals and medical devices. Operating under the Directorate General of Health Services, Ministry of Health & Family Welfare, Government of India, the CDSCO is responsible for approving new drugs, conducting clinical trials, setting standards for drugs, controlling the quality of imported drugs, and coordinating the activities of State Drug Control Organizations by providing expert advice.
Pharmacovigilance, on the other hand, is the science and activities related to the detection, assessment, understanding, and prevention of adverse effects or any other drug-related problems. The primary aim of pharmacovigilance is to ensure the safety and efficacy of medicines, thereby protecting public health.
In India, pharmacovigilance activities are monitored by the Pharmacovigilance Programme of India (PvPI), which works closely with CDSCO to collect, analyze, and act upon data regarding adverse drug reactions (ADRs). Together, they play a critical role in ensuring that the benefits of drugs outweigh their risks, maintaining high standards of patient safety, and promoting the rational use of medicines.
The Gram stain is a fundamental technique in microbiology used to classify bacteria based on their cell wall structure. It provides a quick and simple method to distinguish between Gram-positive and Gram-negative bacteria, which have different susceptibilities to antibiotics
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
Follow us on: Pinterest
Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
MIP 201T & MPH 202T
ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMS By - AKANKSHA ASHTANKAR
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
263778731218 Abortion Clinic /Pills In Harare ,sisternakatoto
263778731218 Abortion Clinic /Pills In Harare ,ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group of receptionists, nurses, and physicians have worked together as a teamof receptionists, nurses, and physicians have worked together as a team wwww.lisywomensclinic.co.za/
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Pharynx and Clinical Correlations BY Dr.Rabia Inam Gandapore.pptx
Information Roles in Disaster Management
1. Information Roles in Disaster
13:00 – 17:00
May 24, 2012
Management
MLA 2012
Seattle, WA
Robin Featherstone, MLIS
Liaison Librarian (Medicine)
Life Sciences Library, McGill University
robin.featherstone@mcgill.ca
2. Activity 1
• Complete the hazards checklist
• Introductions
– What is your name?
– Where are you from?
– Which three hazards did you identify?
3. Agenda
Disaster information specialists
Disaster management
Librarian roles
Reflection exercise
BREAK – 30 mins
Tabletop exercises
Planning recommendations - role playing
Summary quiz
Resolution & questions
4. Disaster Information Specialist
• Provides disaster-related library or information
services as part of their ongoing job functions
• Possesses knowledge and skills necessary to
support their libraries, institutions and
communities in times of disasters or other
emergencies
• Does more than protect library collections and
maintain library operations
5. Selected Continuity of Operations
Resources
• NN/LM Emergency & Preparedness • Halsted, Deborah D., Richard P. Jasper,
Toolkit http://nnlm.gov/ep/ and Felicia M. Little. Disaster Planning:
A How-to-Do-It Manual for Librarians.
New York: Neal-Schuman, 2005.
6. Objectives
At the end of this workshop, you will be able to
– Define a “disaster” and distinguish disasters from hazards
– Classify disasters into two distinct types
– Name three stages in the disaster management cycle
– Identify members of the disaster workforce
– Articulate how librarians historically viewed their roles in
disasters
– Recognize roles librarians have played in disasters
– Identify professional roles for librarians during all stages of
the disaster management cycle
– Present your skills to members of the disaster workforce
7. Definitions
Disaster: a serious disruption of the functioning of society,
causing widespread human, material or environmental
losses which exceed the ability of affected society to cope
using only its own resources.
Emergency: a situation that is out of control and requires
immediate attention.
Event: an occurrence that has the potential to affect living
beings and/or their environment; a realization of a hazard.
http://www.wadem.org/guidelines/glossary.pdf
8. Disaster Categories
Natural Man made
Earthquakes Chemical spills
Hurricanes Industrial accidents
Tsunamis Terrorist attacks
Etc. Etc.
Natural or Man made?
Floods
Forest Fires
Avalanches
Epidemics
10. Disaster Workforce
Licensed or trained
Paid or volunteer
Permanent or as-needed workers
… who play a defined role in…
All-hazards preparedness, response and recovery
In implementing Emergency Support Functions 6 & 8:
Mass care, Emergency Assistance, Disaster Housing & Human
Services; Public Health and Medical Services
13. Selected core & sub competencies for
disaster medicine and public health
4.0 Communicate effectively with others in a
disaster or public health emergency
4.1 Identify authoritative sources for
information in a disaster or public health
emergency
4.3 Identify strategies for appropriate
sharing of information in a disaster or public
health emergency
(Walsh et al., 2012)
14. Disaster Health Information
Peer-reviewed scholarly literature
• Journal articles
• Books HazLit
Database
“Grey” Literature
• Reports
• Summaries
• Surveillance data
• Training materials
• Conference proceedings
15. Role of Social Media
“Clearly, social media are changing the way people communicate not only in
their day-to-day lives, but also during disasters that threaten public health.”
(Merchant, 2011)
16. How have librarians seen their
primary role?
• 66% - protecting, preserving, and providing
access to collections
• 10% - fostering community relationships and
providing support
(Zach, 2010)
20. What have been the roles of
librarians?
1. Institutional supporters
2. Collection managers
3. Information disseminators
4. Internal planners
5. Community supporters
6. Government partners
7. Educators and trainers
8. Information community builders
(Featherstone, Lyon & Ruffin, 2008)
21. New Recognition of Libraries’
Roles: The Stafford Act
• Libraries are “essential community services” eligible
for federal assistance “for the provision of temporary
facilities”
24. Hospital librarians
How did you get involved?
Invited myself onto the Emergency Management
Committee
Required to be involved as a department manager
New committee chairperson took over emergency
management committee and wanted library involved.
Previous group had not involved library
(Donohue, 2012)
25. Case example
Missouri Baptist Medical Center Medical Library
… and Incident Command Center
26.
27.
28.
29.
30. Information use by disaster
preparedness professionals
• Influenced by their training
• Viewed information as a decision-making tool
• Considered information to include observable
environmental data and conversations
• Relied on social networks and the Internet
• Revisited trusted organizational sites (i.e., CDC)
(Folb, 2011)
32. What do emergency managers
see as the roles of librarians?
• Creating and maintaining taxonomies with expert input
• Serving as a clearinghouse of knowledge concerning the
different aspects of disasters
• Equipping libraries to access real-time emergency telemedicine
networks
• Working with specialists to identify high-quality information
• Developing easy-to-use methods of delivering specific content
(Turoff & Hiltz, 2008)
33. What do emergency managers
see as the roles of librarians?
• Producing annotated bibliographies and syntheses
• Participating in call centers taking questions from the public
• Developing FAQs for local emergency preparedness and
response and making them easy to locate
• Assisting in text and data mining, aggregating and compiling
information to support public health decision-making
• Sharing expertise with those in developing countries through
an international network of librarians and archivists
(Turoff & Hiltz, 2008)
34. Recommendations for librarians
• Become part of the network
• Partner with trusted organizations
• Get involved in pre-career training
(Folb, 2011)
• Be part of your organization’s disaster plan
• Monitor information using alerting services
• Be strategic in your communication plan – consider audience
capacity and use appropriate technologies
• Evaluate your services
(Featherstone, et al. 2012)
35. Activity 2
• In pairs, identify a skill-based service you
could provide to address these disaster
interventions
• Present one service idea to the group
37. Preparation time
Most warning Less warning Least warning
Hurricane Tornado Earthquake
Infectious disease Active shooter Hazmat incident
Flooding Building fire Bridge collapse
Etc. Etc. Etc.
38. Tabletop Exercise – 45 mins
• Designate one person to read the disaster scenario provided
• Designate roles
• Listen to the scenarios and the questions
• Talk aloud as you make decisions
• Assume an equal level of preparedness within your group
• The tabletop exercise simulates a disaster situation and
requires you to function in the capacity expected of you in a
real event (FEMA, 2012)
39. Role-playing Exercise
• In your groups, discuss the tabletop exercise
• Prepare a brief (5 min) presentation to your institution’s
safety committee
– Report on what happened
– Make recommendations that address preparedness, response and
recovery
• A representative from each group will present to the class
• Assume your audience is your institution’s safety committee.
41. Summary quiz
1. A disaster is ___________
2. A hazard is ___________
3. Two distinct types of disasters are ________ & _________
4. Three stages in the disaster management cycle are
_________, __________, & _________
5. Librarians have historically seen their role in a disaster as
__________
6. Roles librarians have played in disasters include:
__________
7. Professional roles librarians can play during
Preparedness: ______________
Response: ______________
Recovery: ______________
42. Resolution Exercise
• On the handout provided, write three resolutions of disaster
management activities you will undertake in the next 6
months
• Sign the form to permit the instructor or the project
evaluators to contact you in 6 months to inquire after your
progress
43. Resolution Exercise
Some possible resolutions:
• Planning: I resolve to contact the chief of security at my
institution with a list of disaster management services I can
provide
• Response: I resolve to maintain a current list of aid
organizations and to direct members of the community to the
nearest shelter in the event of a disaster.
• Recovery: I resolve to lend support to libraries in neighboring
communities to aid them in providing services following a
disaster.
45. References
Robert T. Stafford Disaster Relief and Emergency Assistance Act (Public Law 93-288 as
amended), http://fema.gov/about/stafact.shtm
Donohue, A. (May 21, 2012). Emergency Preparedness and Librarians: A Match Made
in Hospitals! [Poster Presentation given at the Medical Library Association
Conference, Seattle WA]
FEMA (2012). Tabletop Exercise. Accessed April 7, 2012 from:
http://www.epa.gov/ogwdw000/watersecurity/tools/trainingcd/Pages/intro.html,
Featherstone, R., Boldt, R., Torabi, N. & Konrad, S. (2012). Provision of Pandemic
Disease Information by Health Sciences Librarians: A Multisite Comparative Case
Series. Journal of the Medical Library Association, 100(2), 104-112. Accessed May
12, 2012 from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3324800/
Featherstone, R., Lyon, B. & Ruffin, A. (2008). Library roles in disaster response: an
oral history project by the National Library of Medicine. Journal of the Medical
Library Association, 96(4), 343-350. Accessed April 3, 2012 from:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2568836/
46. References cont.
Folb, B. (March 30, 2011). Information Needs and Practices of Disaster Response
Professionals: Findings and Implications. . [Presentation given at the Disaster
Information Outreach Symposium, Bethesda, MD). Accessed April 2, 2012 from:
http://videocast.nih.gov/summary.asp?Live=10102
Merchant, R.M., Elmer, S. & Lurie, N. (2011). Integrating Social Media into Emergency-
Preparedness Efforts. NEJM. 365(4). 289-291.
Turoff, M. & Starr, R. (March 6, 2008). Information Seeking Behavior and Viewpoints
of Emergency Preparedness and Management Professionals Concerned with
Health and Medicine. [Report prepared for the National Library of Medicine].
Accessed April 2, 2012 from:
http://web.njit.edu/~turoff/Papers/FinalReportNLMTuroffHiltzMarch11.htm
Walsh, L., Subbarao, I., Gebbie, K., et al. (2012). Core Competencies for Disaster
Medicine and Public Health. Disaster Medicine and Public Health Preparedness.
6(1), 44-52.
Zach, L. (March 30, 2011). Librarians’ Perceptions of Roles in Disaster Activities.
[Presentation given at the Disaster Information Outreach Symposium, Bethesda,
MD). Accessed April 2, 2012 from:
http://videocast.nih.gov/summary.asp?Live=10102
47. Image Credits
Missouri Baptist Hospital Library photos shared with permission of Sandy Decker
Planning the programmes.jpg image by David Brewer:
http://commons.wikimedia.org/wiki/File:Planning_the_programmes.jpg
Radiologist in San Diego CA 2010 by Zackstarr: http://commons.wikimedia.org/wiki/