This document provides an overview of disaster resistant buildings and management. It discusses fragile ecosystems and factors that cause climate change. It also examines various natural disasters like floods, cyclones, earthquakes, landslides and tsunamis. The document outlines the components and functions of ecosystems. It describes fragile ecosystems like deserts, forests, wetlands and mountains. It analyzes threats to these ecosystems from climate change, pollution, development activities and more. Finally, it discusses disaster management concepts like hazards, vulnerability, risk, coping capacity and the disaster management cycle.
The TDRM is a 6 Step Process to manage natural disasters, viz., 1. Establishing the Disaster Risk Context - strategic, and
organizational, 2. Identifying the DRs - what, why and how hazards or certain events translate into disasters including the sources of risks, areas at risk, and the existing measures.
3. Analyzing the DRs - existing controls in terms of likelihood and consequences. 4. Assessing and Prioritizing the DRs - estimating levels of risk and ranking it for prioritization.
5. Treating the DRs - identifying a range of options for treating
the priority risks, e.g., prevention, preparedness, response,
and recovery, selecting the options, planning and
implementing relevant strategies and funding.
6. Lastly, it is important to monitor and review the Performance of
the DRMS, the changes that might affect it, and ensure that
the DRMP is relevant. The entire process is iterative.
The TDRM is a 6 Step Process to manage natural disasters, viz., 1. Establishing the Disaster Risk Context - strategic, and
organizational, 2. Identifying the DRs - what, why and how hazards or certain events translate into disasters including the sources of risks, areas at risk, and the existing measures.
3. Analyzing the DRs - existing controls in terms of likelihood and consequences. 4. Assessing and Prioritizing the DRs - estimating levels of risk and ranking it for prioritization.
5. Treating the DRs - identifying a range of options for treating
the priority risks, e.g., prevention, preparedness, response,
and recovery, selecting the options, planning and
implementing relevant strategies and funding.
6. Lastly, it is important to monitor and review the Performance of
the DRMS, the changes that might affect it, and ensure that
the DRMP is relevant. The entire process is iterative.
Introduction to soil resources and land degradation; soil erosion; Soil and water conservation; land degradation components: Loss of biodiversity, salinization, water erosion, range land degradation; degradation processes, ecosystem function and losses; Basic concept of hazards, risk, vulnerability and degradation; Type of degradation, their causes and impacts; Tools, model and methodologies for land degradation assessment and monitoring, Conservation concept and measures, Reconciling degradation and land resources management issues
Natural Disaster â Definition and associated terminology, Complex Humanitarian Emergency Â
Origin and evolution of the definition, difference between man-made and natural disasters: characteristics
Concept, nature and severity of climate change.Â
Causes of climate change. Impact of climate change: globally in general and Odisha in particular.Â
Greenhouse effect, climate change and disasters.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
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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.
Introduction to soil resources and land degradation; soil erosion; Soil and water conservation; land degradation components: Loss of biodiversity, salinization, water erosion, range land degradation; degradation processes, ecosystem function and losses; Basic concept of hazards, risk, vulnerability and degradation; Type of degradation, their causes and impacts; Tools, model and methodologies for land degradation assessment and monitoring, Conservation concept and measures, Reconciling degradation and land resources management issues
Natural Disaster â Definition and associated terminology, Complex Humanitarian Emergency Â
Origin and evolution of the definition, difference between man-made and natural disasters: characteristics
Concept, nature and severity of climate change.Â
Causes of climate change. Impact of climate change: globally in general and Odisha in particular.Â
Greenhouse effect, climate change and disasters.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
Â
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
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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.
A Strategic Approach: GenAI in EducationPeter Windle
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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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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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 âany matterâ at âany timeâ 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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. SYLLABUS
UNIT 1 Basic understanding of fragile Eco-systems and factors that cause
global climatic changes. Overview of major natural disasters, design and
planning solutions for disaster mitigation, organizational and management
aspects.
UNIT 2 Introduction to Natural Disasters: Understanding the effects of
natural calamities such as floods, tropical cyclones, earthquakes, landslides,
forest fires, draughts and Tsunami.
3. ECO SYSTEMS
A group of organisms
interacting among
themselves and with
environment is known as
ecosystem.
Types
Natural ecosystem
a. Terrestrial ecosystem
b. Aquatic ecosystem
Man â made (or) Artificial
ecosystems
5. FUNCTION OF AN
ECOSYSTEM
The function of an ecosystem
is to allow flow of energy and
cycling of nutrients.
Energy cycle
Nutrients cycle
Hydrological cycle
Food chain
Food web
6. FARGILE ECO SYSTEMS
Fragile ecosystems are local environments that are extremely sensitive to
changes in temperature, air and water quality and other environmental
conditions.
Fragile ecosystems include deserts, semiâarid lands, mountains, forests,
wetlands, small islands and certain coastal areas.
7. DESERT ECO SYSTEM
Deserts cover about a fifth of the Earth's surface. Deserts have extreme environments.
Deserts get between 1 and 15 inches of precipitation per year. Desert plants and
animals have special adaptations that help them survive in this extreme environment.
There are four types of deserts:
subtropical deserts are hot and dry year-round;
coastal deserts have cool winters and warm summers;
cold winter deserts have long, dry summers and low rainfall in the winter;
polar deserts are cold year-round.
8.
9. HAZARDS
In some cases, the balance of life is so fragile
that one unusually dry or wet season can lead
to massive changes.
Climate Patterns
Climate Change
Drought &Wild Fires will burn away the slow-growing
fauna.
Environmental Degradation
Human Development
Water pollution, Air pollution
Poachers
Roads and Transportation
https://education.seattlepi.com/ecological-problems-hazards-face-desert-4809.html
10.
11. MOUNTAINS
A mountain is a landform that stretches
high above the surrounding terrain in a
limited area. Mountain usually have steep,
sloping sides and sharp or slightly
rounded ridges and peaks. Mountain
rages are long chains or groups or
mountains. Ranges are usually 1000 or
more miles long.
Mountains are places where many rivers
begin their sources.
12.
13. THREATS
Water
Land resources
Agriculture
Forests and bio diversity, Soil Erosion
Energy
Transport, infrastructure and communication
Mining
Tourism
Human health
Threats
Climate
change
Habitat loss
Infrastructu
re
Developme
nt
Deforestrati
on
Urbanisatio
n
15. FORESTS
A forest is a large area dominated by trees. Hundreds
of more precise definitions of forest are used throughout
the world, incorporating factors such as tree density, tree
height, land use, legal standing and ecological function.
16. INFLUENCE OF FORESTS
Air Temperature
Local Precipitation
Atmospheric Humidity
Soil and Temperature of soil
Seepage and Water Retention
Soil Erosion
Floods
Control of Air Pollution
Control of Water Pollution through Forests
http://www.fao.org/docrep/ARTICLE/WFC/XII/1018-B2.HTM
17. THREATS TO THE FOREST
ECOSYSTEM
Deforestation
⢠Poaching
⢠Overexploitation of resources
⢠Development activities (mining, dams)
⢠Changing land use patterns
⢠Fragmentation
⢠Habitat degradation
21. COASTAL POLLUTION
1.Bacteria and viruses (pathogens).
2. Oxygen-depleting substances such as
sewage, other carbon-based waste, and
dissolved carbon-based material,
3. Toxic substances such as:
ď A. Heavy metals, especially in carbon-based
compounds:
ď B. Arsenic
ď C. Cadmium
ď D. Cobalt
ď E. Copper
ď F. Lead
4. Nutrients (nitrates, phosphates),
5. Hot water discharge from power plants,
6. Trash, including plastic rings used to hold
7.packs of cold drinks.
8. Noise, especially noise that interferes
with marine mammals and other animals
communications and hearing.
22. WET LANDS
A wetland is a
distinct ecosystem that
is inundated by water, either
permanently or seasonally, where
oxygen-free processes prevail.
Wetlands play a number of
functions, including water
purification, water storage,
processing of carbon and other
nutrients, stabilization of shorelines,
and support of plants and animals.
Wetlands are also considered the
most biologically diverse of all
ecosystems, serving as home to a
30. CLIMATE
Climate is traditionally defined
as the description in terms of
the mean and variability of
relevant atmospheric variables
such as temperature,
precipitation and wind. Climate
can thus be viewed as a
synthesis or aggregate of
weather.
the World Meteorological
Organisation (WMO), 30 years is
the classical period for performing
the statistics used to define
37. CLIMATE CHANGE
Climate change is a change in the statistical distribution of weather patterns
when that change lasts for an extended period of time (i.e., decades to
millions of years).
If the climate doesnât remain constant, we call it climate change.
Climate change is caused by factors such as biotic processes, variations
in solar radiation received by Earth, plate tectonics, and volcanic eruptions.
38. CAUSES
- The Earths climate can be affected by natural factors that are external to
the climate system.
a. VOLCANIC ACTIVITY
b. OCEAN CURRENT
c. EARTH ORBITAL CHANGES
d. SOLAR VARIATIONS
e. CURRENT GLOBAL WARMING
39. HUMAN CAUSES (Anthropogenic or Man-made
causes)
ď§ Greenhouse gases
ď§ Deforestation
ď§ Coal mining
ď§ Burning of fossil fuels
ď§ Industrial processes
40. GREEN HOUSE EFFECT
The greenhouse effect is the
process by which radiation
from a planet's atmosphere
warms the planet's surface to
a temperature above what it
would be without its atmosph
]
â˘water vapor, 36â70%
â˘carbon dioxide, 9â26%
â˘methane, 4â9%
â˘ozone, 3â7%
â˘Nitrous oxide
45. INTRODUCTION TO
DISASTER
a sudden accident or a natural catastrophe that causes great damage or
loss of life.
A disaster is a serious disruption, occurring over a relatively short time, of
the functioning of a community or a society involving widespread human,
material, economic or environmental loss and impacts, which exceeds
the ability of the affected community or society to cope using its own
resources
46. DISASTER
"disaster" means a catastrophe, mishap, calamity or grave occurrence in any
area, arising from natural or man made causes, or by accident or negligence
which results in substantial loss of life or human suffering or damage to, and
destruction of, property, or damage to, or degradation of, environment, and is
of such a nature or magnitude as to be beyond the coping capacity of the
community of the affected area
THE DISASTER MANAGEMENT BILL, 2005
47. HAZARD is any substance, phenomenon or situation, which has the
potential to cause disruption or damage to people,their property, their
services and their environment
Ć
Natural Ć
Biological Ć
Technological Ć
Societal
48. Secondary hazards These are
hazards that follow as a result of other
hazard events.
Hazards secondary to an earthquake
may be listed as follows to illustrate
the concept.
Primary hazard is the earthquake.
Secondary hazards are
⢠Building collapse
⢠Dam failure
⢠Fire
⢠Hazardous material spill
⢠Interruption of power/ water supply/
communication/ transportation/ waste
disposal
⢠Landslide ⢠Soil liquefaction â˘
Tsunami (tidal wave) ⢠Water pollutio
49. Multiple hazards
When more than one hazard event impacts the same area, there arises a
multiple hazard situation. These different hazard events may occur at the
same time or may be spaced out in time.
The Return Period
Majority of hazards have return periods on a human time-scale.
Examples are five-year flood, fifty-year flood and a hundred year flood.
This reflects a statistical measure of how often a hazard event of a given
magnitude and intensity will occur. The frequency is measured in terms of a
hazardâs recurrence interval.
50. VULNERABILITY ?
Vulnerability describes the characteristics and circumstances of a
community, system or asset that make it susceptible to the damaging effects
of a hazard.
There are many aspects of vulnerability, arising from various physical, social,
economic, and environmental factors.
According to UNESCO/UNDRO (1982) Definitions of Hazard & Risk Terminology
Vulnerability (V) is the degree of loss to a given element or set of elements at risk
resulting from the occurrence of a hazardous phenomenon of a given magnitude. It
is expressed on a scale from 0 (no damage) to 1 (total loss).
51. Vulnerability = Exposure + Resistance + Resilience
Exposure: at risk property and population
Resistance: Measures taken to prevent, avoid or reduce loss
Resilience: Ability to recover prior state or achieve desired post-disaster
state
52.
53. TYPES
Physical Vulnerability:
Meaning the potential for physical impact on the physical environment â
which can be expressed as elements-at-risk (EaR). The degree of loss to a
given EaR or set of EaR resulting from the occurrence of a natural
phenomenon of a given magnitude and expressed on a scale from 0 (no
damage) to 1 (total damage)â
Environmental Vulnerability:
Natural resource depletion and resource degradation are key aspects of
environmental vulnerability. Example: Wetlands, such as the Caroni Swamp,
are sensitive to increasing salinity from sea water, and pollution from storm
water runoff containing agricultural chemicals, eroded soils, etc.
54. 2.Economic Vulnerability:
the potential impacts of hazards on economic assets and processes (i.e.
business interruption, secondary effects such as increased poverty and job
loss) Vulnerability of different economic sectors. The poor are usually more
vulnerable to disasters because they lack the resources to build sturdy
structures and put other engineering measures in place to protect
themselves from being negatively impacted by disasters.
3. Social Vulnerability:
refers to the inability of people, organizations and societies to withstand
adverse impacts to hazards due to characteristics inherent in social
interactions, institutions and systems of cultural values.
It includes aspects related to levels of literacy and education, the
existence of peace and security, access to basic human rights,
systems of good governance, social equity, positive traditional values,
customs and ideological beliefs and overall collective organizational
systems (UNISDR). Example- When flooding occurs some citizens, such as
children, elderly and differently-able, may be unable to protect themselves or
evacuate if necessary
55. WHAT IS COPING CAPACITY ?
âThe ability of people, organizations and systems, using available skills and
resources, to face and manage adverse conditions, emergencies or
disastersâ The capacity to cope requires continuing awareness, resources
and good management, both in normal times as well as during crises or
adverse conditions. Coping capacities contribute to the reduction of disaster
risks (UN-ISDR, 2009).
Types of Resources There are two (2) types of resources: national and
international. The national resources have two (2) subdivisions: government
resources and non-government resources. ⢠National Resources are âassetsâ
and/or âwealthâ which a country possesses ⢠International Resources are
external âmeansâ which a country may tap or access for disaster
management purposes.
56. WHAT IS RISK ?
The probability that a communityâs structure or geographic area is to be
damaged or disrupted by the impact of a particular hazard, on account of
their nature, construction, and proximity to a hazardous area.
Risk is a function of threats exploiting vulnerabilities to obtain, damage or
destroy assets.
Thus, threats (actual, conceptual, or inherent) may exist, but if there are no
vulnerabilities then there is little/no risk.
57.
58.
59.
60. TYPES OF DISASTERS
Cause
Frequency and Risk
Duration of Impact
Speed of Onset
Scope of Impact
Destructive Potential
Predictability
Control
Human Vulnerability
62. DISASTER MANAGEMENT
DM involves a continuous and
integrated process of planning ,
organising, coordinating and
implementing measures which are
necessary or expedient for:
63.
64. E.g.: Indian Meteorological department (IMD) plays a key role in forewarning the
disaster of cyclone-storms by detection tracing.
It has 5 centres in Kolkata, Bhubaneswar, Vishakapatanam, Chennai & Mumbai. In
addition there are 31 special observation posts setup a long the east coast of India.
The International Agencies which provides humanitarian assistance to the disaster
strike areas are United Nation agencies.
ď§Office for the co-ordination of Humanitarian Affair (OCHA)
ď§World Health Organization (WHO)
ď§UNICEF
ď§World Food Programme (WFP)
ď§Food & Agricultural Organisation (FAD)
E.g.: Non Governmental Organizations
ď§Co-Operative American Relief Every where (CARE)
ď§International committee of Red cross
ď§International committee of Red cross