Ppt on natural disasters for class 5

To what extent does Climate Change have an impact upon Risk Analysis and Risk Coverage for Property Insurance and Business Interruption Insurance contracts?

by insurers All insurance classes potentially impacted Pressure on reinsurers, ART applications, calls for Govt support for private insurance market or /(a “tax”) on all properties UK domestic property insurers - fixed for 5 years (£180m – c£10.50 per policy)  Eligible Properties: /Vice President, British Insurance Law Association APPENDIX 2A Comparison of % penetration of insurance cover for specific natural disasters by EU member states (Part 2) EU MSFloodStormEarthquakeDrought Luxembourg (LU) <10%>75% /

Session 15 Disaster Policy and Advocacy

Department of Education—assisting school systems in resuming classes. Department of Energy—ensuring continuous energy supply/natural disasters; The Great Indian Ocean tsunami in 2004 drew attention to the need for logistics capacity and illustrated the potential scale of disasters/for the implementation stage), and provides a medium for negotiation and conflict resolution (Bryner, 1987: 5). Discretion permits officials to be flexible and allows them to adapt policies to changing circumstances (Bryner, 1987: 5/

CLIMATE AND NATURAL HAZARDS 8 th Grade Science. 8 th Grade Science 11/05/2014 Essential Question – How can we predict if a natural disaster is going to.

natural disaster? 2. How would you prepare for a natural disaster? Agenda for Today 1. Leadership Binder – Put in your resources reflection sheet, knowledge check, quiz and test. 2. Natural Hazards and Climate pre – test 3. Peer grade pre-test 4. Natural Hazards and Climate reflection sheet 5/paper and write Weather and Climate Review on the center of the top line. Write your name, date, and class period on the upper right hand side. Answer the following questions in complete sentences: 1. What is the /

Director, Bishopric Medical Library Sarasota Memorial Hospital

the Principle of Impartiality states, “It makes no discrimination based upon nationality, race, religious beliefs, class, or political opinions. It endeavors to relieve the suffering of individuals, being guided solely by their /-Principles-Publication_EN.pdf Preparing for different types of disasters Pandemics Natural disasters Burns, bombs and explosions Biological terrorism Preparations Random Selection – Lottery As part of the preparation, planning must occur before a disaster to help alleviate any /

Disaster Genre It’s the end of the world...again...

natural disaster. Natural disasters Human negligence, arrogance or ignorance. Real events e.g. terrorism Personal disasters Social disasters Imagined future disasters/ – The hero – The false hero – The princess: “reward” for hero’s endeavours. – The father (of the princess) – The /5.The new equilibrium – the problem is solved and harmony is resolved, although things may have changed. Disaster/class so make it good! – Codes and conventions – Themes: The disaster movie and the individual – Themes: The disaster/

RISK MANAGEMENT (iDRM) Industrial Safety & Health

48 3.2.3 Transportation Hazard Potential 49 3.3 Hazard Identification for Natural & Other Manmade Disasters 51 3.3.1 Flood & Heavy Rain 3.3.2 / 2.3 Industrial concentration 2.4 Classification of chemical/nuclear disasters 2.5 When Natural and Chemical Disasters Collide 2.6 On-site and Off-site Emergency Plan / operating processes. Safe Operating Procedures Preparation of Safe Operation Procedures (SOP) for specific class of industry, processes and work to reduce accidents Ship breaking industry Textile /

Click on the images to activate your schema!. Laptop with computer access Critical Reading Series: Disasters – Krakatoa: The Doomsday Crack Heard Round.

in Kansas. 74 Spinning Road Greensburg, KS 67054 *Team member 5 is a pen pal near a volcano in Ecuador. 38 /disasters: Web sites Natural Disasters: Destructive Forces of Nature This site gives general information and safety tips for tornadoes, volcanoes, tsunamis, lightning, earthquakes, drought, and hurricanes. Natural Disasters: Destructive Forces of Nature FEMA For Kids: The Disaster Area FEMA For Kids: The Disaster Area This site is written specifically for kids. It gives information and safety tips for/

Linda Pikula, NOAA For IODE OceanTeacher Workshop Disaster Planning and Recovery, Oostende, Be. May 23-27, 2011.

Uses: Economic well-being Class Activity: Take a few minutes to locate one of these websites on the Internet and prepare a short paragraph for class presentation which includes the following/ Day 2: Storm Surge Day 3: Wind Day 4: Inland Flooding Day 5: The Team Effort Day 6: Get a Plan Day 7: What to/Disaster Response: NOAA Ships, Planes, and Officers Offer Valuable Capabilities NOAA Library Subject Guides and Bibliographies: Includes: Services to Employees: The EAP is available to assist in natural disasters/

Session 1 World Bank Institute Krishna S. Vatsa

Disaster Risk Management Community-based Disaster Risk Management 5 Vulnerable Groups Low-income groups: find it difficult to recover after disaster Women as a group are disproportionately affected by disasters Race / caste / ethnicity is closely related to their differential abilities for/membership of social networks are intangible in nature Access to financial services for asset-building: credit, savings, and insurance Access to non-financial services for asset-building: social capital, trust, reciprocity/

Class 13 : Future impacts and assessment of risk Different classes of impact. Risk assessment. Impact mitigation. Much material borrowed from NASA “Hazard.

,000 Mt) Destroys area equivalent to small country. Average interval: ~100,000 yr. Moderate risk relative to other disasters. Tunguska-class impact (~15 Mt) Damage roughly equivalent to nuclear bomb (city killer). Average interval for whole Earth: ~100- 1000 yr. Minor risk relative to other natural disasters. Bolides (<5 Mt) Great fireworks display! No damage. Terrestrial impact frequency TNT equivalent yield (Mt) year century million yr/

1 Session 8 Mass Relocation Anthony Oliver-Smith, PhD United Nations University Institute for Environment and Human Security and the University of Florida.

In direct causal relationships A always causes B. Seeking single causes for complex outcomes is usually difficult in any context. Disasters, A, increase the risk of B, forced migration. 5 In Class Discussion Why is the issue of causality important in discussions of/ arid and semi-arid areas, forested areas and areas liable to forest decay; c.Countries with areas prone to natural disasters; d.Small island countries; e.Countries with areas liable to drought and desertification; f.Countries with areas of high/

Integrating climate change adaptation in disaster risk reduction

enjoyment of rights, opportunities, resources and rewards. Gender, along with class and race, determines the roles, power and access to/control over resources for females and males in any culture. These are important factors in / for this module. Introduction Vulnerability to what? Different people have varying degrees of vulnerability to different hazards. Vulnerability is determined by human, social, physical, natural, political and financial factors. To effectively reduce vulnerability to disasters,/


for learning from past disasters for better future protection and to improve risk reduction measures.(UN-SDR 2004)  The strengthening of coping capacities usually builds resilience to withstand the effects of natural/characteristics of vulnerable groups in society are social class, caste, ethnicity, gender; disability; age and/for empirical methods  Remote sensing;  Rapid monitoring using video cameras;  Participatory GIS approaches;  Existing data bases;  Expert opinion Exercise  Expert opinion Task 5/


.  So it would not be realistic to require the risk due to natural disasters to be lower than this.  These curves differ from country to country/e. annual risk reduction) of both scenarios 4.The life time of the investment 5.Discount rate RiskCity  RiskCity is (not) Tegucigalpa, Honduras  Educational changes Risk / you conclude when you compare the spatial probabilities and consequences for the high, moderate and low susceptibility classes ? Losses for a return period = sum of losses in high, moderate/


for USA and selected countries in Europe all loss events since 1970.  Retrospectively, all great disasters since 1950.  In addition, all major historical events starting from 79 AD – eruption of Mt. Vesuvio (3,000 historical data sets).  Currently more than 29,500 events 5 The Database Today MR NatCatSERVICE One of the world‘s largest databases on natural/bonds into one of 6 classes: class 1 has the lowest expected impairments; successively higher numbered classes imply increasing impairment likelihood. /

1 Disaster Management System of the Republic of Korea National Institute for Disaster Prevention The Ministry of Government Administration and Home Affairs.

1997 ∼ 2001 17  Non-structural Preventive Measures in Enforced 2. Natural Disaster Disaster Prevention Plan Basic Plan: Established Every 5 Years (Currently the 5th is Acting) Implementation Plan: Every Year (National, Local) Disaster Impact Assessment For Urban, Industrial Complex, & Other Development Larger than 1.8 ㎢ since 1996 Study for the “Pre-consideration Regulation” to Cover Smaller Area Disaster Provision Period: From March to May Every Year Contents - Maintenance/

Fourth Grade Houghton Mifflin Theme 6 Launch: Nature – friend or foe.

). LS1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations. LS1.5 Present effective introductions and conclusions that guide and inform the listener’s understanding of important ideas and /for educational success throughout their school career. (4) Step 1 - Plan As a class, brainstorm a list of natural disasters. Students will research a natural disaster. Each student needs to select one natural disaster, making sure only three or four students in each class/

Natural Hazard Mitigation Association 1 Fort Collins Government Best Practices Leadership Link November 18, 2010 Edward A. Thomas, Esq.

 Higher Regulations  Class 4 Community Rating System Community!  Clearly you are trying to enhance community safety, sustainability and wellness  If these world class accomplishments were available in writing/ Concerning Disasters?  Pre-disaster  During disasters  Following disasters 5 Natural Hazard Mitigation Association www.nhma.info Fundamental Consideration  Allocation of responsibility for safe and sustainable development:  Government  Business and Industry  Individuals 6 Natural Hazard /

Look Out! Natural Disasters ! STEM Unit Jeremy Kirchgraber - Brittany Main - Robert McCabe.

Natural Disasters Natural Disasters STEM Unit Students will be instructed to complete this graphic organizer on the human response to natural disasters. From there, students will identify and define 5 natural disasters to be covered in this unit: 1.Wildfires 2.Volcanoes 3.Earthquakes 4.Tsunamis 5.Hurricanes/.html 7.Groups will take turns, each having 3 minutes to conduct the demonstration. (30 minutes for full class) 8.We will then discuss the results of the experiment, as well as the questions on the/

Look Out! Natural Disasters ! STEM Unit Jeremy Kirchgraber - Brittany Main - Robert McCabe.

on hurricanes, as well as some visual aids to help guide their initial understanding. 2.The class will then read an informational text on hurricanes with guidance from the instructor to provide more information on/Science/EducatorResources/NYC Scope and Sequence for Science.htm EM- DAT: The International Disaster Database. (2009) Retrieved on December 5, 2014 from: http://www.emdat.be/natural-disasters-trends National Geographic kids: Volcanoes (2014). Retrieved on December 5, 2014 from: http://kids./

Lesson 3 Natural Disasters (SKILLS FOCUS) 寿县安丰高中高二英语教研组.

: Para 4: Para 5: An example of volcanic eruption & earthquake show their threat to our world. Causes of natural disasters— Urbanization & industrialization Overpopulation in cities makes more people in the danger of natural disasters Experts predict that natural disasters will get worse Examples show natural disasters become common 3g 2f 2nd reading → Reading strategy 3 → Read the sentences before and after the gap and look for clues about the missing/

Lesson 3 Natural Disasters. Look at the following pictures and what are happening in the pictures?

What is the attitude of the journalist towards the future ? Pessimistic. 2. Who are most likely to be the victims of natural disasters? Poor people. 3. Why are there now more hurricanes, floods and droughts ? Overpopulation and mismanagement of the world’s resources/bomb was about to go off but the experts managed to ______it. 5. I _____________ the question and failed the exam. 6. I ________ yesterday and arrived an hour late for class. defuse misunderstood overslept 7. A lot of houses collapsed in the /

Welcome to our class Natural disaster What kind of natural disasters do you know ? Word study flood.

Welcome to our class Natural disaster What kind of natural disasters do you know ? Word study flood Drought typhoon hurricane The sandstorm in Beijing volcano earthquake Tangshan, Hebei July 28, 1976/the well rise and fall; 4) The well walls have deep cracks with smelly gas; 5) Mice run out to look for places to hide; A Night A Night the Earth Didn’t Sleep Time: Place: What disaster: Before the disaster: Damage: Rescue: On July 28, 1976 Tangshan, Hebei Province A big earthquake __________________happened /


CLASS : VIII STEPS OF LESSON PLAN 1. NAME OF THE LESSON 2. NUMBER OF PERIODS REQUIRED 3. OBJECTIVES OF THE LESSON 4. Description of period wise concepts PeriodConceptsTLP strategiesResources/TLM 1. 2. 3. 4. 5. 5.Reflections 6.Teacher’s notes Name of the lesson: 24. Disaster Management No. of Periods required: 10 Objectives of the lesson: I. Conceptual Understanding: 1) Gives examples for Natural hazards 2/

Module 3 The Violence of Nature 外研版高中英语第三册.  English Song  English Class  Language Data  Video Data  English Song  English Class  Language Data.

4.Hopefully/ Fortunately/ Thankfully/ Luckily 5. Unfortunately/ Sadly 6. Fortunately/ /class.  Are you clear what happen(4Wand H)?  Do you know the writer’s attitude and emotion?  Are there any good connecting words or phrases?  Are there any good phrases or sentences?  Are there any spelling mistakes? Howe work Working in group, try to make a postcard about one of the natural disasters/ we have learnt this module. More photos are welcome. Language Date Bank  Language points for/

Natural Disasters at a Glance Introduction Humanity has been dealing with natural disasters since the beginning of time. A Natural Disaster is an event.

-news/top-5- most-expensive-natural-d/47459?partner http://www.accuweather.com/en/weather-news/top-5- most-expensive-natural-d/47459?partner/for a natural disaster (hurricanes, earthquakes, and volcanoes). This checklist should be added to the paper or PowerPoint presentation. Make one emergency kit per group and explain the items in it or make a diagram showing the evacuation route from each group member’s home and this classroom. If your group chooses the emergency kit, you must present it to the class/

Mental Health of Children in Conflict and Natural Disaster Situations: Its Implication to Scaling up of Health Services Maria Teresa Sharon C. Linog Research.

with Disasters International Conference 23-24 November 2010, Northumbria University, UK Findings of the study 5. Damages Natural disasterArmed Conflict stunned shocked running around looking for family members pray and hope for a miracle/Natural disaster Cognitive/ Mental Impact Armed Conflict Cognitive/ Mental Impact short attention span learning difficulties poor academic performance inability to recall events no desire to attend classes poor academic performance dont want to talk Dealing with Disasters/

Late Assignments: none. Assignments Due Today: Read Chapter 5 Section 2 Announcements: none. Announcements B3 November 5th.

is superior when it comes to natural disasters. Who lives in a better place? Now you will discuss and answer the following questions. Now you will discuss and answer the following questions. Which location has a climate more easily adaptable for humans? Is it easier or /the next 2 classes. Warm-up Use chapter 8 & 9 to answer the following questions. 1.What is a primate city? 2.Which areas of Latin America are most affected by volcanoes? 3.What are maquiladoras? 4.What is the altiplano? 5.What mountain range /

Health Risk from Natural Disasters

Avalanches Outbreaks of infectious disease Classes of natural disasters Hydro- meteorological Floods Storm surges Windstorms Wildfires Heat waves Dust storms Snowstorms Geological Earthquakes Tsunamis Volcanic Landslides Avalanches Biological Epidemics Pandemics Disasters may also be classified according to the type of hazard that causes the disaster. This is the most common type of classification, and the one that we will use for most of this course There/

Shaking Earth Presented by Students of Class X. Goal of our Project Analyze why and how earthquakes are caused. Provide guidelines for Earthquake Planning.

Class X Goal of our Project Analyze why and how earthquakes are caused. Provide guidelines for Earthquake Planning and Recovery Provide recommendations that can mitigate the losses due to earthquake Create awareness in the school and nearby community Natural Disasters How vulnerable is India? Our country is very vulnerable to natural disasters. Our country is very vulnerable to natural disasters/ estimates indicate losses may be as high as $5 billion. The State Department estimates that the earthquake /

Disaster Mental Health Institute The University of South Dakota September 30, 2002 The Development of a Regional Disaster Mental Health Response Plan Using.

and leverage resources Crisis Management for Supervisors class Work fluidly with both the administrative and academic communities, interlinking the two Understand collegial relationships and methods of communication Disaster Mental Health Institute, The University/ rather than moving mountains! Use established relationships to nurture natural innovators Encourage early adopters Stand by the early majority Let nature take its course Disaster Mental Health Institute, The University of South Dakota September/

Personal Safety Glencoe Teen Health (2) Chapter 15

head. 7th grade Performance Task Natural Disaster Plan The local elementary school is teaching the kindergarten classes about natural disasters. They have asked you to create a presentation that includes a visual aid explaining two different natural disasters that are common in the Midwest. Your plan should include research about your chosen natural disasters, as well as safety precautions and responses you should take for preventing injuries or death if/

Division of Agricultural Meteorology India Meteorological Department

manually, regardless of the cost involved. 5. Current natural disaster management is largely. crisis driven 5 Current natural disaster management is largely crisis driven.  There is an urgent need for a more risk-based management approach to natural disaster planning in agriculture, rangelands, forestry, / all classes in the local community. 11. There is a need to recognize the 11 There is a need to recognize the importance of understanding glacial lake outburst floods (GLOFS) as a new natural disaster and /

Business continuity Disaster Recovery RESILIENCE PLANNING Incident Mgt. COOP Crisis Mgt. preparedness management EMERGENCY MGT. I NCIDENT R ESPONSE C ONTINGENCY.

of some sort of natural disaster, man-made, security violation, intentional or accidental disruption that affects normal operations.  Examples from SCF Arizona and Central AZ Project  Disaster -  Sudden, unplanned calamitous event  Makes it impossible to perform functions for some period of time  Disaster -  Types:  Class 1 – Most severe  Class 2 – Local/regional affect  Class 3 – Major destruction during work hours  Class 4 – Destruction off hours  Class 5 – 1 or 2 functions/

1 African Americans and Trauma: Lessons Learned from Disasters Nancy Boyd-Franklin, Ph.D. Rutgers University

Learned from Natural Disasters Case Example of Hurricane Katrina Victimization Experiences 3 Overview of the Presentation Racism as Trauma Lessons from Hurricane Katrina about Race and Class in disaster situations Mental Health Interventions and Disaster Response with African/” Heal from the ravages of racism, poverty, deprivation Part of the Survival skills Affirmed minds and hearts Resilience for future generations (Burton, et al, 2004) 27 “Home or Homeplace” Encompassed not just the house Communities &/

What types of identifiers do we have?

identifiers do we have? DNA- skin, sperm, saliva, blood Fingerprinting Teeth A natural disaster strikes. Families are separated. How can they be reunited? If a body is/ “The Unknown Child” The Goodwins and their 6 children were third class passengers and all perished Finally identified in 2007 using DNA KEY CONCEPT /to Produce transgenic organisms Clone Study diseases and evolution Produce medical treatments for people with illnesses DNA cannot be picked up and rearranged by hand/ 9 8 7 6 5 4 3 2 1 - - - +

Joint Commission (formerly JCAHO) Refresher for the Clinic Environment

communication device should take place at least 5 feet from any energized medical equipment /pictogram, signal word, and hazard statement for each hazard class and category. Precautionary statements must also/for the planned interruption. Emergency Preparedness Introduction Disaster events are those events that stress the medical system by exceeding its capacity to deliver services in the usual manner. Disaster events could include natural disasters as well as internal events. Regardless of whether a disaster/

Overview & Outlook for the P/C Insurance Industry: Trends, Challenges and Opportunities Focus on Arizona Markets Arizona I-Day Scottsdale, AZ November.

March 2013; Insurance Information Institute. 12/01/09 - 9pm eSlide – P6466 – The Financial Crisis and the Future of the P/C Natural Disasters Worldwide, 1980 – 2013* (Number of Events) There were 460 natural disaster events globally in the first half of 2013 and 905 for full-year 2012 Number 41 19 121 3 Geophysical (earthquake, tsunami, volcanic activity) Meteorological (storm) Climatological (temperature extremes, drought, wildfire/

Conference on “Working Together for Disaster Risk Reduction” Islamabad, (8 th October 2009) Mainstreaming of Disaster Risk Reduction.

4. Ministry of Defense 5. Planning Commission of Pakistan Conference on “Working Together for Disaster Risk Reduction” Islamabad, (/ natural disasters. To encourage the financial services sectors and local capital markets to develop schemes for financing disaster/classes at alternative location in rainy season Held classes at alternative location in rainy season Construct evacuation route from school Construct evacuation route from school Provide boats to school for evacuation Provide boats to school for/

Module: Public Health Disaster Planning for Districts Organization: East Africa HEALTH Alliance, 2009-2012 Author(s): Dr. Joseph Chuwa (MoH, Tanzania)

form of hazard in Eastern Africa May be accidental or deliberate (arson) May be natural or technological Public Health Disaster Planning for Districts 5 Elements of Fire Represented by a triangle: Fuel Heat Oxygen If any of the /irons -Aerosols and flammable liquids -Careless handling and Playing with fire -Arson -Misuse of appliances Public Health Disaster Planning for Districts 10 Class A Fires Resulting from ordinary combustible materials such as wood, paper, grass, cotton (clothes) etc. Extinguishing/

1 Session 1:Definitions, Background, and Differences Between Disasters and Catastrophes.

dead, nearly half a million people injured, more than 5 million people homeless, loss of numerous bridges crossing the Mississippi, as well as destruction of major oil, gasoline, and natural gas pipelines that serve much of the Eastern Seaboard. 8/in “Catastrophes are Different from Disasters: Some Implications for Crisis Planning and Managing Drawn from Katrina” by E.L. Quarantelli. Published on: Jun 11, 2006 on the Social Sciences Research Council website www.ssrc.org. 13 Class Discussion - 2 Refer back/

Urban Forest Strike Team Team Leader Reintroduction Urban Natural Resources Institute March 10, 2011 Dudley R. Hartel, Center Manager Eric Kuehler, Technology.

1 Disaster Response Timeline Natural Disaster Strikes 12 to 72 hrs Federal Disaster Declaration 3 to 60 days Response Phase Recovery Phase 2 – 24 months> 2yr 231 Call for Team Leader and Task Specialist availability 1 Team Leader and Assistant Team Leader selected by UFST Advisory Committee 2 Team Leaders Role: 3 Follow Team Leader Pre-deployment Checklist 1234 4 Follow Team Leader Deployment Checklist 5 5/

Catastrophe Readiness and Response Course

of Catastrophe FEMA definition: “ . . . any natural or manmade incident, including terrorism, that results in /5 Quarantelli’s 6 criteria (continued) National government and very top officials become directly involved.* * Dr. Quarantelli’s 6 criteria and related discussion can be found in “Catastrophes are Different from Disasters: Some Implications for/ Readiness and Response Course Session 1 Catastrophe Readiness and Response Course Class Discussion - 4 Memphis, continued Parts of town are being flooded/

Natural Catastrophe Risk Management Policy in Japan Hirokazu Tatano Disaster Prevention Research Institute, Kyoto University Global Conference on Insurance.

$ 41 billion Loss of a single earthquake 50 % 5 % Liability of private Insurance companies Liability of the government Disaster Prevention Research Institute Kyoto University Hirokazu Tatano Global Conference on Insurance and Reınsurance for Natural Catastrophe Risk : The Role of Public- Private Partnerships December 8–9, 2005 56 The system as initially introduced Premium rate 1st class location 2nd 2nd or 3rd structure location Non/

University of Nevada, Las Vegas Executive Masters in Crisis and Emergency Mgt (ECEM) GRADUATE PROGRAMMING FOR WORKING PROFESSIONALS: WHAT MAKES A DIFFERENCE?

5 IN 2007 THAN 2006  DEMAND FOR COURSES INCREASING  (94.9%)  ON-LINE INSTRUCTION WORKS FOR STUDENTS  PROGRAMS ACCREDITED University of Nevada, Las Vegas Executive Masters in Crisis and Emergency Management (ECEM) 16 Providing Students with the Knowledge to: Effectively manage the consequences of natural, intentional and technical disasters/of instructors Fantastic Student-Instructor Interaction Guest Speakers are Fantastic! Great Class Exercises and Readings! Relevant Information to My Career and My /


a current, written emergency plan for safeguarding such material in the event of an emergency. For commands located within the continental United States (CONUS), planning must consider natural disasters (e.g., fire, flood,/for effective employment of the Machine Gun for the team 108 (c) Carries and places the M122 Tripod (d) Carries additional Ammunition (e) Changes barrel during combat (f) Normally carries binoculars and night vision device (g) Armed with M16A3 Rifle (5) Gunner (a) Normally a Third Class/

DISASTER PREPAREDNESS A KEY ELEMENT OF BECOMING DISASTER RESILIENT Walter Hays, Global Alliance for Disaster Reduction, University of North Carolina,

. STRENGTHS AND LIMITATIONS OF HAZUS – EARTHQUAKE HAZUS is most accurate when applied to a class of buildings and infrastructure in the community that is very similar to those in the default/5. Economist (s) – finance officers 6. Sociologist(s) 7. Emergency planner(s), from state office of emergency services 8. Public works personnel 9. Loss estimation users. 10. Local business leader THE GOAL OF EVERY CITY WELL PREPARED FOR ALL NATURAL HAZARDS (E.G., FLOODS, SEVERE WINDSTORMS, EARTHQUAKES, ETC.) DISASTER/

Www.rmsi.com Delivering a world of solutions Disaster Management Framework for Preparedness Delivering a world of solutions Inderjit Claire Vice President.

for Mainstreaming Pre-hazard Risks Management  Frequency and magnitude of losses from natural disasters have been constantly increasing  Losses from recent natural disasters /are more vulnerable to a hazard? – Which geographical region, socio-economic class etc.  Who are the vulnerable people? – Relative vulnerability among /integration – Hazard and risk maps developed » Assessments represented on a 5 point ordinal scale Historical data Hazard Assessment PhysicalSocial Risk Profiling Individual hazards/

DISASTER PREPAREDNESS A KEY ELEMENT OF BECOMING DISASTER RESILIENT Walter Hays, Global Alliance for Disaster Reduction, University of North Carolina,

is related to the design for varying service lives (e.g., 30 years for the half-life of a class of houses; 40 years for a class of bridges, etc.). VULNERABILITY/Setbacks CONFIGURATION VULNERABILITY CONFIGURATION RELATIVE VULERABILITY [1 (Best) to 10 (Worst)] 5 - 6 CONFIGURATION VULNERABILITY LOCATIONS OF POTENTIAL FAILURE Asymmetry and horizontal transition in/ GOAL OF EVERY CITY WELL PREPARED FOR ALL NATURAL HAZARDS (E.G., FLOODS, SEVERE WINDSTORMS, EARTHQUAKES, ETC.) DISASTER PREPAREDNESS IS A “24/7” EFFORT/

Disaster Relief : The Past, The Present, and The Future By: Sierra R. Turner Political Science Senior Capstone November 17, 2005.

for major disaster areas; encourage the mitigation plans; establish an insurance program to supplement and replace governmental assistance; and broaden the powers of the President in the evaluation of disaster/all time. The 1906 catastrophe possessed many elements of a contemporary natural disaster: 1) multiple interrelated hazards—earthquake and fire; 2) failure of/ of the working- class population; but 5) a nurturing external society that assisted in the immediate response to the disaster and to some extent/

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