...seismic events you have studied from contrasting areas of the world, compare the ways in which earthquakes and their impacts have been managed | | “The hazards presented by volcanic and seismic events have the greatest impact on the world’s poorest people” To what extent do you agree with this view? | Jan 2011 | Study fig 1, a map showing tectonic features in the Philippines. Comment on the degree to which the area of the Philippines might be subject to tectonic hazards | Outline the formation of hot spots and explain their relationship to plate movement | With reference to 2 volcanic events that you have studied from contrasting areas of the world, compare the nature of the volcanic hazard and its impact | | “Volcanic and seismic events are major pieces of evidence towards proving that plate tectonics theory is valid”. Discuss the extent to which you agree with this statement. | June 2011 | Study fig 1 which is an image of the sea bed of the N Atlantic Ocean … Comment on the extent to which the features shown support the theory of plate tectonics. | Describe the characteristics of, and explain the formation of, minor forms of extrusive volcanic activity. | In what ways does volcanic activity vary in relation to the type of plate margin along which it occurs. | | Discuss the view that the impact of earthquake hazards depends primarily on human factors. | Jan 2012 | Study fig 1 which shows the relationship between shaking intensity (Mercalli scale) and different types...
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...World Cities: With reference to examples, assess the degree to which the level of economic development of a country affects planning and management in urban areas. (40 marks) Define planning and management: Sewage systems/housing/waste disposal LEDC’s – naturally expect them to be less sustainable, overcrowded and less efficient because lack money for good infrastructure 1. Stage 2 DTM high birth rate therefore overpopulation overcrowding so demand for housing/schools/roads/transport high but lack money to meet * Leads to illegal squatter settlements where metal scraps used to make homes/overcrowding on the train/poor sewage systems diseases more likely to spread 1. E.g. Dharavi Slum, India – 1 toilet per 400 Could argue that LEDC’s/NIC’s have poorer planning and management and when they did try to regenerate via Partnership scheme (slum clearance programme) – left in hands of developers who dumped them all on outskirts therefore very poor 2. On the contrary – Curitiba, Brazil which is BRIC country (GDP per capita in both cities is roughly same, with Curitiba earning $300 per head more) – population not growing as rapidly as MUMBAI but still quite significant. They had different approach – more sustainable: 1. Bus rapid transit system 2. Green exchange system – poor collect recycling and receive bus pass or food vouchers in return 3. Pedestrianisation * Extremely eco-friendly and though not fully developed and on par with USA and...
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...Content Foreword 4 Part 1 - Introduction to Emergency Preparedness Planning 5 CARE Approach to Emergency Preparedness 5 Measurement of Preparedness 6 Emergency Preparedness and Contingency Planning 6 Emergency Preparedness Planning Steps 8 Writing and Distributing the Plan 8 Monitoring and Updating the Plan 8 Part II – The Written Plan 10 Executive Summary 10 1. Formation of Emergency Response Team 10 2. Information Collection 11 3. Country Office Capacity Inventory 12 3.1. Country Office Organization Chart 13 3.2. Country Office Human Resources 13 3.3. Country Office Physical Resources 13 3.4. Country Office Key Staff Contact Information 13 3.5. RMU, CARE Lead Member, and CARE International Key Contacts 13 3.6. In Country Coordination Mechanisms and Contacts 13 4. Risk Analysis 13 5. Scenario Development 15 5.1. Scenario 1 16 5.1.1. Scenario Description 16 5.1.2. Impact Analysis 16 5.1.3. Identification of Risk Reduction Measures 17 5.1.4. CARE Prevention and Mitigation Measures 19 5.1.5. CARE Response Strategy 19 5.1.5.1. Criteria for Engagement 20 5.1.5.2. Partnership Analysis 20 5.1.5.3. Geographical Focus 21 5.1.5.4. Objectives of CARE Interventions 21 5.1.5.5. Trigger Indicators 21 5.1.5.6. Key Interventions/Actions 22 5.1.5.7. Entry and Exit/Transition Strategy 24 5.1.6. Local Considerations 24 5.1.7. Programming Considerations 24 5.1.7.1. CARE International Emergency Strategy 25 ...
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... Design consultation and desktop publishing have been provided by Artifax. Cover Photo: Destruction of a bridge by flood waters. VIZDOK photo The first edition of this module was printed in 1991. Utilization and duplication of the material in this module is permissible, however, source attribution to the Disaster Management Training Programme (DMTP) is required. 4 CONTENTS Introduction .................................................................................................... 7 The relationship between disasters and development ............................. 9 Definition of terms ....................................................................................... 11 How disaster effects can vary from one type of hazard to another .............. 13 How vulnerability varies between and within countries .............................. 16 CASE...
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...GREEN GUIDE TO 3 ENVIRONMENTAL IMPACT ASSESSMENT TOOLS AND TECHNIQUES GREEN RECOVERY AND RECONSTRUCTION: TRAINING TOOLKIT FOR HUMANITARIAN AID The Green Recovery and Reconstruction Toolkit (GRRT) is dedicated to the resilient spirit of people around the world who are recovering from disasters. We hope that the GRRT has successfully drawn upon your experiences in order to ensure a safe and sustainable future for us all. GREEN GUIDE TO 3 ENVIRONMENTAL IMPACT ASSESSMENT TOOLS AND TECHNIQUES Jonathan Randall, World Wildlife Fund Emma Jowett, Consultant A NOTE TO USERS: The Green Recovery and Reconstruction Toolkit (GRRT) is a training program designed to increase awareness and knowledge of environmentally sustainable disaster recovery and reconstruction approaches. Each GRRT module package consists of (1) training materials for a workshop, (2) a trainer’s guide, (3) slides, and (4) a technical content paper that provides background information for the training. This is the technical content paper that accompanies the one-day training session on environmental impact assessment tools and techniques. Cover photo © Brent Stirton/Getty Images/WWF © 2010 World Wildlife Fund, Inc. and 2010 American National Red Cross. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. To view a copy of this license, visit http://creativecommons. org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 171 Second...
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...Republic of the Philippines DEPARTMENT OF EDUCATION K to 12 Basic Education Curriculum Technology and Livelihood Education Learning Module HOUSEHOLD SERVICES EXPLORATORY COURSE Grades 7 and Grade 8 TABLE OF CONTENTS Page What is this Module About? ................................................................................................. 2 How do you Use this Module ............................................................................................... 3 LESSON 1 – Use and Maintenance of Cleaning Tools and Equipment............ 4 - 25 LESSON 2 - Practice Occupational Health and Safety Procedures ................ 26 - 61 LESSON 3 – Maintain an Effective Relationship with Clients/Customers ..... 62 - 89 Answer Keys ................................................................................................................ 90 - 95 Acknowledgment ............................................................................................................... 96 HOUSEHOLD SERVICES K to 12 – Technology and Livelihood Education 1 What Is This Module About? Welcome to the world of Household Services! This Module is an exploratory and introductory course on Household Services which leads you to Household Services National Certificate Level II ( NC II)1. It cover 3 common competencies in Household Services that a Grade 7/Grade 8 Technology and Livelihood Education (TLE) students like you ought to possess, namely: 1) Use and maintenance...
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...gether Towards a Safer India Part-III To A textbook on Disaster Management for Class X A Stride Ahead CENTRAL BOARD OF SECONDARY EDUCATION PREET VIHAR, DELHI - 110092 Together Towards a Safer India Part III A Stride Ahead A Textbook on Disaster Management for Class X CENTRAL BOARD OF SECONDARY EDUCATION PREET VIHAR, DELHI - 110092 TOGETHER, TOWARDS, A SAFER INDIA PART-III A textbook on disaster management for class X FIRST EDITION 2005 REVISED EDITION 2006 © CBSE, DELHI Acknowledgements CBSE Advisors: Shri Ashok Ganguly, Chairman, CBSE. Shri G. Balasubramanian, Director (Academic), CBSE. Editors: Shri R.K. Singh Joint Secretary, Ministry of Home Affairs, Govt. of India Shri Saroj Jha, I.A.S Director (Disaster Management), Ministry of Home Affairs, Govt. of India. Authors: Prof A.S Arya, Shri Ankush Agarwal and Shri Arvind Nagaraju Shri Anup Karanth Dr. Kamla Menon and Ms. A. Venkatachalam Ms. Balaka Dey Shri Hemang Karelia Ms. Malini Narayanan Coordinator: Ms. Sugandh Sharma, Education Officer, CBSE. Price: Published By: The Secretary, Central Board of Secondary Education, ‘Shiksha Kendra’, 2, Community Centre, Preet Vihar, Delhi-110 092 Design, Layout & Illustration By: Spectrum Media, 3721/5, IInd Floor, New Delhi-110 002 Phone : 011-23272562 Printed By: Contents Foreword For Students Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Introduction Tsunami – The killer sea waves Survival Skills Alternative Communication Systems…...
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...436_XSS_FM.qxd 4/20/07 1:18 PM Page ii 443_Disaster_Rec_FM.qxd 5/25/07 3:07 PM Page i Visit us at w w w. s y n g r e s s . c o m Syngress is committed to publishing high-quality books for IT Professionals and delivering those books in media and formats that fit the demands of our customers. We are also committed to extending the utility of the book you purchase via additional materials available from our Web site. SOLUTIONS WEB SITE To register your book, visit www.syngress.com/solutions. Once registered, you can access our solutions@syngress.com Web pages. There you may find an assortment of valueadded features such as free e-books related to the topic of this book, URLs of related Web sites, FAQs from the book, corrections, and any updates from the author(s). ULTIMATE CDs Our Ultimate CD product line offers our readers budget-conscious compilations of some of our best-selling backlist titles in Adobe PDF form. These CDs are the perfect way to extend your reference library on key topics pertaining to your area of expertise, including Cisco Engineering, Microsoft Windows System Administration, CyberCrime Investigation, Open Source Security, and Firewall Configuration, to name a few. DOWNLOADABLE E-BOOKS For readers who can’t wait for hard copy, we offer most of our titles in downloadable Adobe PDF form. These e-books are often available weeks before hard copies, and are priced affordably. SYNGRESS OUTLET Our outlet store at syngress...
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...COPYRIGHT ALL RIGHTS RESERVED. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright owner. This publication may not be lent, resold, hired or otherwise disposed of by any way of trade without the prior written consent of the copyright owner. ABOUT MUA MUA is a premier University in management, governance and leadership sponsored by The Kenya Institute of Management (KIM). The University was established on 2nd September 2011. Since then the University has established itself as a leader and local hub for Management, Leadership and Governance training in the Higher Education sector. The University offers market driven courses to spur economic growth and produce dynamic Managers and Leaders for Africa and the World. This module has been developed for use in the Management University of Africa ODEL Programme by Isabella Sile. She is a lecturer at the Management University of Africa, School of Management and Leadership. Ms. Sile is currently pursuing her PhD in Business Administration –Finance at The University of Nairobi. MODULE OVERVIEW. This module is developed for student taking the course unit “Risk and Insurance Management” in the Bachelor of Management and Leadership Programme. The module follows the outline given below. (Note: Assignments are issued...
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...Prevention Preparedness Response Activity: Response Operations Recovery Mitigation Unit 4: Roles of Key Participants Introduction and Unit Overview The Role of the Local Emergency Program Manager State Emergency Management Role How the Private Sector and Voluntary Organizations Assist Emergency Managers Federal Emergency Management Role The National Response Framework Activity: Emergency Management Partners Emergency Management Functional Groups Case Study: Emergency Management Coordination Unit 5: The Plan as a Program Centerpiece Introduction and Unit Overview What Is an EOP and What Does It Do? Activity: Where Do I Fit Into the EOP? Case Study: An EOP in Action Importance of the Hazard Analysis to the Planning Process What Is In a Hazard...
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...COLLAPSE HOW S O C I E T I E S CHOOSE TO FAIL OR S U C C E E D JARED DIAMOND VIK ING VIKING Published by the Penguin Group Penguin Group (USA) Inc., 375 Hudson Street, New York, New York 10014, U.S.A. Penguin Group (Canada), 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 (a division of Pearson Penguin Canada Inc.) Penguin Books Ltd, 80 Strand, London WC2R ORL, England Penguin Ireland, 25 St. Stephen's Green, Dublin 2, Ireland (a division of Penguin Books Ltd) Penguin Books Australia Ltd, 250 Camberwell Road, Camberwell, Victoria 3124, Australia (a division of Pearson Australia Group Pty Ltd) Penguin Books India Pvt Ltd, 11 Community Centre, Panchsheel Park, New Delhi—110 017, India Penguin Group (NZ), Cnr Airborne and Rosedale Roads, Albany, Auckland 1310, New Zealand (a division of Pearson New Zealand Ltd) Penguin Books (South Africa) (Pty) Ltd, 24 Sturdee Avenue, Rosebank, Johannesburg 2196, South Africa Penguin Books Ltd, Registered Offices: 80 Strand, London WC2R ORL, England First published in 2005 by Viking Penguin, a member of Penguin Group (USA) Inc. 13579 10 8642 Copyright © Jared Diamond, 2005 All rights reserved Maps by Jeffrey L. Ward LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Diamond, Jared M. Collapse: how societies choose to fail or succeed/Jared Diamond. p. cm. Includes index. ISBN 0-670-03337-5 1. Social history—Case studies. 2. Social change—Case studies. 3. Environmental policy— Case studies. I. Title. HN13. D5 2005 304.2'8—dc22...
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...GLOBAL WARMING: Energy, Fall 2005 v30 i4 p36(2) It could get a lot warmer. (GLOBAL WARMING) Full Text: COPYRIGHT 2005 Business Communications Company, Inc. If humans continue to use fossil fuels in a business as usual manner for the next few centuries, the polar ice caps will be depleted, ocean sea levels will rise by seven meters and median air temperatures will soar to 14.5 degrees warmer than current day. These are the stunning results of climate and carbon cycle model simulations conducted by scientists at Lawrence Livermore National Laboratory. By using a coupled climate and carbon cycle model to look at global climate and carbon cycle changes, the scientists found that the earth would warm by 8 degrees Celsius (14.5 degrees Fahrenheit) if humans use the entire planet's available fossil fuels by the year 2300. The jump in temperature would have alarming consequences for the polar ice caps and the ocean, said lead author Govindasamy Bala of the Laboratory's Energy and Environment Directorate. In the polar regions alone, the temperature would spike more than 20 degrees Celsius, forcing the land in the region to change from ice and tundra to boreal forests. "The temperature estimate is actually conservative because the model didn't take into consideration changing land use such as deforestation and build-out of cities into outlying wilderness areas," Bala said. Today's level of atmospheric carbon dioxide is 380 parts per million (ppm). By the year 2300, the model...
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...Environmental Studies For Undergraduate Courses Erach Bharucha Textbook for Environmental Studies For Undergraduate Courses of all Branches of Higher Education Erach Bharucha for University Grants Commission Natural Resources i Preliminary Pages.p65 1 4/9/2004, 5:06 PM Credits Principal author and editor – Erach Bharucha Unit 1 – Erach Bharucha Unit 2 – Erach Bharucha, Behafrid Patel Unit 3 – Erach Bharucha Unit 4 – Erach Bharucha Unit 5 – Shamita Kumar Unit 6 – Erach Bharucha, Shalini Nair, Behafrid Patel Unit 7 – Erach Bharucha, Shalini Nair, Behafrid Patel Unit 8 – Erach Bharucha, Shambhvi Joshi Case Studies – Prasanna Kolte Co-ordination and compilation – Behafrid Patel Textbook Design – Narendra Kulkarni (Mudra), Sushma Durve Manuscript review and editing – Chinmaya Dunster, Behafrid Patel Artists – Sushma Durve and Anagha Deshpande CD ROM – Jaya Rai and Prasanna Kolte © Copyright Text – Erach Bharucha/ UGC, 2004. Photographs – Erach Bharucha Drawings – Bharati Vidyapeeth Institute of Environment Education and Research All rights reserved. Distributed by University Grants Commission, New Delhi. 2004. ii Environmental Studies for Undergraduate Courses Preliminary Pages.p65 2 4/9/2004, 5:06 PM Vision The importance of Environmental Studies cannot be disputed. The need for sustainable development is a key to the future of mankind. The degradation of our environment is linked to continuing problems of pollution, loss...
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...CURRICULUM OF GEOGRAPHY For 4 years BS & 2 years MS (Revised 2009) | | HIGHER EDUCATION COMMISSION ISLAMABAD CURRICULUM DIVISION, HEC Dr. Syed Sohail H. Naqvi Executive Director Prof. Dr. Altaf Ali G. Shahikh Member (Acad) Miss Ghayyur Fatima Director (Curri) Mr. M. Tahir Ali Shah Deputy Director (Curri) Mr. Shafiullah Deputy Director Composed by Mr. Zulfiqar Ali, HEC Islamabad CONTENTS 1. Introduction………………………………… 6 2. Aims and Objectives……………………… 10 3. Standardized Format for 4-years BS degree programme ………………………. 12 4. Scheme of Studies for BS …………………. 14 5. Details of Courses for BS …………………. 16 6. Elective Group Papers ……………………. 45 7. Scheme of Studies for MS Programme …. 48 8. Details of Courses for MS …………………. 50 9. Optional Courses Model……………………. 56 10. Recommendations …………………………. 61 11. Annexures A,B,C,D & E …………………… 63 PREFACE Curriculum of a subject is said to be the throbbing pulse of a nation. By looking at the curriculum one can judge the state of intellectual development and the state of progress of the nation. The world has turned into a global village; new ideas and information are pouring in like a stream. It is, therefore, imperative to update our curricula regularly by introducing the recent developments in the relevant fields of knowledge. In exercise...
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...a loss, therefore the term risk is also used to describe the expected losses or the variation from the actual outcome. Course Objectives: The course aims at making the students conversant with risk of cross border business (Trade, Investments and Long Term Projects) and the techniques available for mitigating those risks. The role of Insurers and the products and services offered by them would be gone in detail to equip the students with decisions making tools. Learning Outcomes: At the end of the course, the student will be able to: understand the concept of risk in business management learn various techniques available to assess and mitigate those risks develop strategic alternatives evaluate different kinds of risks and their impact on different areas Table of Contents Course Objectives: ........................................................................................................................................ 2 Learning Outcomes: ...................................................................................................................................... 2 Chapter 1: Concept of Risk ........................................................................................................................... 6 1.1 What is Risk ? .................................................................................................................................... 6 1.2 Direct versus Indirect Expected Losses ...........................................
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