The document discusses warning and evacuation processes during disaster situations. It provides details on the stages of issuing warnings from hazard prediction to public response. Effective warnings are issued by official sources, are clear and repeated. While some public will deny threats, most will seek confirmation before acting. Evacuation is an important response but not always feasible. The stages of evacuation include decision making, notification, evaluation and journey time. Factors like warning time, destination options, and faith in authorities influence compliance. Research finds evacuation rates vary from 32% to 98% depending on risk level.
Everything you need to know about a disaster and their management. The slides start with an introduction of disaster their types, effects, and preventions to the initiatives taken by the government to manage reliefs and readiness.
Today's world is full of unexpected events so as a nurse we have to prepare ourself to face that situation for that we should know disaster management.
Everything you need to know about a disaster and their management. The slides start with an introduction of disaster their types, effects, and preventions to the initiatives taken by the government to manage reliefs and readiness.
Today's world is full of unexpected events so as a nurse we have to prepare ourself to face that situation for that we should know disaster management.
DISASTER MANAGEMENT- A presentation about some disasters and the ways of disaster mangement. It gives and idea abou what a disaster is, its types, causes and about the strategies of disaster management. facts about the national and international agencies involved in disaster management ae included.
Communications a critical to save lives during disasters, and to enable victims, responders and officials to understand the situation (situational awareness) take the right actions. (Presentation given by the author at the Korean Communications Conference in Seoul, May 12, 2011).
Author: Gerhard Fasol, http://fasol.com
The presentation covers various aspects of DM like the type of disasters, scientific approach, disaster cycle, zones, Incident command, triage, Hospital plan, communication, statutory structure, and support organizations
Disaster
“A disaster can be defined as any occurrence that causes damage, ecological disruption, loss of human life, deterioration of health and health services on a scale, sufficient to warrant an extraordinary response from outside the affected community or area”.
(W.H.O.)
Disaster management
Disaster management can be defined as the effective organization, direction, and utilization of available counter-disaster resource.
B T Basavanthappa
Aim
• To provide prompt and effective medical care to the maximum possible in order to minimize morbidity and mortality.
Objectives
• To optimally prepare the staff and institutional resources for effective performance in disaster situation
• To make the community aware of the sequential steps that should be taken at individual and organization levels.
DISASTER MANAGEMENT- A presentation about some disasters and the ways of disaster mangement. It gives and idea abou what a disaster is, its types, causes and about the strategies of disaster management. facts about the national and international agencies involved in disaster management ae included.
Communications a critical to save lives during disasters, and to enable victims, responders and officials to understand the situation (situational awareness) take the right actions. (Presentation given by the author at the Korean Communications Conference in Seoul, May 12, 2011).
Author: Gerhard Fasol, http://fasol.com
The presentation covers various aspects of DM like the type of disasters, scientific approach, disaster cycle, zones, Incident command, triage, Hospital plan, communication, statutory structure, and support organizations
Disaster
“A disaster can be defined as any occurrence that causes damage, ecological disruption, loss of human life, deterioration of health and health services on a scale, sufficient to warrant an extraordinary response from outside the affected community or area”.
(W.H.O.)
Disaster management
Disaster management can be defined as the effective organization, direction, and utilization of available counter-disaster resource.
B T Basavanthappa
Aim
• To provide prompt and effective medical care to the maximum possible in order to minimize morbidity and mortality.
Objectives
• To optimally prepare the staff and institutional resources for effective performance in disaster situation
• To make the community aware of the sequential steps that should be taken at individual and organization levels.
Zika Outbreak Preparedness: Lessons from Ebola UWI_Markcomm
Shaping the Caribbean's response to Zika, UWI’s Zika Task Force (www.uwi.edu/zika) is gathering and providing expert advice to develop a strategic, scientific approach toward tackling the Zika virus.
A brief description of what a disaster is and a detailed account of how to manage a disaster from a doctors point of view. Also, a short account on the short term effects of different disasters.
Presentation by Prof. George Gray, Director of the Centre for Risk Science and Public Health, George Washington University, at the Workshop on Risk Assessment in Regulatory Policy Analysis (RIA), Session 14, Mexico, 9-11 June 2014. Further information is available at http://www.oecd.org/gov/regulatory-policy/
Presentation by Prof. George Gray, Director of the Centre for Risk Science and Public Health, George Washington University, at the Workshop on Risk Assessment in Regulatory Policy Analysis (RIA), Session 13, Mexico, 9-11 June 2014. Further information is available at http://www.oecd.org/gov/regulatory-policy/
Diagnosis of the relative failure of disaster risk reduction in the modern world and proposal for a cure - at least regarding disaster response, if not also prevention.
Will major emergencies in the future be anything like those of the past? To what extent can we derive lessons from past disasters that will help us deal with future ones? This presentation explores these questions.
About the intersection of different kinds of disaster and vulnerability. Complexity of modern disasters and the means of tackling them. Cascading and concurrent major incidents and disasters.
A framework for understanding, analysing and managing cascading disasters, with notes on complexity, compound risks, interacting risks and interconnected risks.
Una previsione del fabbisogno del futuro rispetto alla necessita' di una risposta forte contro i disastri. Due sono i messaggi: (1) dato i rischi che si materializzeranno, avremo bisogno di una protezione civile che e' un ordine di magnitudo piu' forte di quella attuale; (2) dovremo combattere contro la "realta' fabbricata" di false informazioni.
Verso una cultura di prevenzione e mitigazione, ma nello stesso tempo verso la preservazione delle culture umane daglil effetti depredanti dei disastri.
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
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
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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.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
3. KANSAS
5 dead, 150 injuredOKLAHOMA
38 dead, 669 injured
TEXAS
1 dead, 12 injured
Monday 3 May 1999
76 tornadoes in 7 hours
damage exceeded $500 million
4319 buildings destroyed
WARNING TIME: 20-120 minutes
ONLY 44 DEATHS
Largest tornado max.
F5 (420-510 km/hr)
path 130 km x 1.5 km
4. What does this picture
tell us about warning
and preparedness?
5. Definition:-
A warning is a recommendation
or order for action to take place
based on a prediction or forecast.
6. Predictions and forecasts
should be made by scientists
(or other appropriate
and qualified experts)
Warnings should be issued
by civil authorities (such as
as an emergency management agency)
on the basis of valid predictions.
8. Factors that influence the
effectiveness of a warning
• how predictable the hazard is
• how long the precursors (if any) last
• how quickly the disaster
strikes (speed of onset)
• how far the impact can be controlled
• frequency, duration and size of impact.
9. A warning system consists
of a combination of:-
• physical and social components
• technology and organisation
• planning and communication.
• monitoring and evaluation
10. Stages in the warning process
• decision-makers recognize
existence of hazard and decide
to create a warning system
• they decide who to warn, about
what, and how to warn them
• a system is designed to monitor changes
in the hazard and issue warnings
• the system is installed and tested.
11. • what is likely to happen -
the nature of the impact
• when it is likely to happen -
the time window of the prediction
• where it is likely to happen -
the geographical area affected.
What a warning message should say:-
12. What a warning message should say:-
• what actions are required
• who to contact for further information.
• what the consequences of the
impact are expected to be
• whether the response is
obligatory or merely recommended
13. Stages in the warning process
• the public must be educated to
respond appropriately to a warning
• the system must be tuned
to make it work better
• changes in the hazard are
detected and monitored
• incoming information is
collated and evaluated.
14. The phases of warning:-
• warning message sent
• content evaluated
• risk perceived
• choice of behaviour
• action taken
(choice realised).
• message received
15. Transmission
of warning
messages:-
• a hazard watch
- "conditions have occurred that
normally precede a disaster"
• a hazard warning
- "impact is certain,
or at least very likely".
16. Post-warning actions
• issue of all-clear, stand-down
and end-of-emergency messages
• debriefing and hindsight review
• revising and testing the warning system.
17. Factors that influence the
effectiveness of a warning:-
• what the probable consequences
of the impact are
• how much assistance is available
• quality of personnel
and command structure
• legal responsibilities.
18. Warning messages that succeed are:-
• from official (and credible) sources
• clear, consistent, precise
• repeated and confirmed
• the content of messages
• how messages are interpreted.
But social factors influence...
• the channels of communication
19. People interpret warning messages
differently according to...
• circumstances
• personality factors
• revised and repeated warning messages
will almost certainly be needed.
• social contexts
Public reaction to warnings needs
to be monitored and the results
fed back to the issuers of warnings
20. The initial response to warnings
tends to be disbelief, followed
by confirmation behaviour
Public awareness and participation
are crucial to the success
of warning systems.
21. Warning verification processes
• normalcy bias: lack of confirming
evidence (usually visual)
• latent confirmation: does the
information square with beliefs
and personal knowledge?
• socialisation of response:
seeking confirmation from
family, friends and colleagues
• contact with officialdom.
22. • unconflicted inertia: the
tendency to undervalue warnings
• cognitive dissonance: unease
when two conflicting beliefs
are held simultaneously
• some deviant behaviour is possible.
• panic is an unlikely
response to warnings
23. People who react best to warnings
• are under 40 but over 25
• are female
• are not members of an ethnic minority
• have not lived long in the area
but are well integrated with the
community and its institutions.
24. • have middle-to-high social status
• are parents with children living at home
• live near relatives and
utilise kinship networks
• are well able to understand the risk.
People who react best to warnings
25. How much time does it take to warn
a community of modest dimensions
(a small town, for instance)?
• 3-4 hours for 90% of inhabitants
• using various means of communication:
- official emergency personnel
- informal contacts
- the mass media
• longer warnings lead to more
confirmation behaviour
• confirmation is most important
when impacts are common.
26. Examples of imprecise predictions
that led to inefficient warnings
• an 86% chance of a
magnitude 7 earthquake in
Southern California in 25 years
• a 5% chance that a magnitude
5.1 earthquake would occur
in the San Francisco Bay region
during specified 5-day periods
• a 20% chance of a magnitude 5.1
or greater in a restricted area of
S. California over a 30-day period.
27. Nevado del Ruiz, Colombia, Nov. 1985:
the worst failure of warning processes
in modern times.
28. Nevado del Ruiz, 13 November 1985
• a nocturnal phreatic eruption
with attenuated precursors
• 23,000 dead in lahars (mudflows),
most in the town of Armero
• a hazard map had been made
• the volcano was heavily instrumented
• there was a failure of communication
between scientists, civil authorities
and the general public.
29. Parkfield, California,
1992-3: a 90% chance
of a mag. 6 earthquake
300 scientific instruments
deployed, 80 of them
recording continuously
32. Evacuation is the most widespread
and effective short-term measure
to protect the public
against sudden-impact disasters
BUT: it is not always appropriate,
feasible or advisable.
33. Types of evacuation
Sort-term Long-term
Pre-impact
Emergency
protection
Preventative
Post-impact Rescue
For
reconstruction
34. The 'evaluation-dissemination subsystem'
• identify and measure risk
• collect and interpret data
• decide to evacuate
• determine content of message to public
• apportion these tasks
to appropriate agencies.
• transmit message
• direct evacuation and monitor result
35. The phases of evacuation
• decision time
• notification time
• evaluation time
• preparation time
• verification time.
• journey time
36. Some precepts of evacuation
• evacuation should only be attempted if
there is enough time to accomplish it
• evacuation should move people into
progressively safer areas, not
through areas of danger
• bottlenecks must be managed
• destinations need to be planned.
37. The evacuee's choice
• be unaware and do nothing
• understand the risk but do nothing
• do something to protect oneself,
but not evacuate
• prepare to evacuate but not go
• evacuate.
38. Immediate
adaptive
actions
ADAPTIVE
Eventual
adaptive
actions
Efforts to
confirm
information
Failure to act
on received
information
Total
denial of
threat
MALADAPTIVE
A CONTINUUM OF PUBLIC REACTIONS
TO HAZARD IMPACT WARNINGS
Supply
interpretable
information
ADAPTIVE
Supply
"raw"
information
Supply
theoretical
information
Fail to
deliver
information
Have no
applied
contacts
MALADAPTIVE?
A CONTINUUM OF SCIENTISTS' REACTIONS
TO THE NEED FOR USABLE INFORMATION
40. Things that facilitate evacuation
• a personal action plan
• is what the mass media say consistent?
• can one calm fears of looting?
• are there public information centres?
• do potential evacuees have faith in
the authorities and institutions that
issue the evacuation order? .
41. Factors that influence the
choice of destination
• will relatives offer shelter?
• how long is the warning time?
• how long is the evacuee expected
to be away from home?
• how well-prepared is the evacuee?
• from what social class is the evacuee?
• what is the risk?
42. Efficiency of evacuations as
reported in the research literature
(Sorenson & Mileti 1988 and other sources)
• minimum 32% in low-risk areas
• maximum 98% in high-risk areas
• almost 90% left within 1 hour
• nearly 60% left within 10 minutes
• 60-88% went to friends and relatives.
• 6-36% went to public shelters
[X]