How Does Qatar Deals With Earthquakes - Free Essay Example

Sample details Pages: 6 Words: 1695 Downloads: 6 Date added: 2019/08/08 Category Science Essay Level High school Topics: Earthquake Essay Did you like this example? Background In the past several decades, Qatar has been included the low probability expectation from any major naturally-occurring incidents like earthquakes, floods, droughts or heavy storms. A United Nations report published ranked the country as among the worlds safest. An earthquake is a sudden, rapid shaking of the earth caused by the shifting of rock beneath the earths surface. They strike without warning, at any time of year, day or night.   Don’t waste time! Our writers will create an original "How Does Qatar Deals With Earthquakes" essay for you Create order One of the most significant consequences of both natural and human-induced disasters is impacts. They have at schools as it is often one of the first activities abandoned when disasters occur. Children spend up to 50% of their waking hours in educational facilities. Children and adults death in schools cause irreplaceable losses to families, communities and countries. Millions of children also suffer lifelong injuries and disabilities through disasters. Experiencing with the earthquake happened in other country left many victims. Most of them are elderly and children. Not all children are trained to deal with disaster, therefore it is necessary to conduct an exercise elementary school so the students have a knowledge about dealing with disaster if it is suddenly happened.   In relation to the effort of managing disaster, the school has a tangible role in building community resilience. Schools, have to plan and commit in making effort to create a conducive learning atmosphere and process to enable the students to develop their potentials actively, and to express religious and spirituality, self-control, personality, intelligence, good morals, and skills needed for themselves, their communities, and country. Pertaining to this, the school still gains trust as an effective institution to build the culture of disaster preparedness in societies, particularly among students, teachers, education practitioners, other stakeholders as well as to the public. As an effort to build the school disaster preparedness, SDP (SCHOOLBASED DISASTER PREPAREDNESS) is developed to raise awareness on DRR for all stakeholders in the education sector, both individually and collectively. Preparedness is a part of the effort to anticipate and manage disaster in order to reduce its impacts/risks. DRR mainstreaming into national education system becomes an approach in developing the SDP (SCHOOLBASED DISASTER PREPAREDNESS) concept, which covers eight standards in accordance to the National Standard for Education. Objective: This was not only because of Qatars location away from disaster hotspots, but also due to its high state of preparedness in case of emergencies. The main aims of this research are to find out the effect of disaster simulation method toward the children readiness The purposes of this article are to describe: the preparedness plan for facing disaster, which should be properly implemented, particularly in its management. the problems that might be found in arranging the preparedness plan for facing disaster, such as: understanding of the steering committee officer, lack of supporter element, and not yet considered elements of the preparedness plan for facing disaster in arranging policies. the efforts that can be taken to overcome the problems in arranging the preparedness plan for facing earthquake in. Conceptually the school-based disaster preparedness not only focuses on mere preparedness, but also strives to develop knowledge to institutionalize the culture of safety and resilience of all school communities to disaster. Therefore, the concept of SDP (SCHOOLBASED DISASTER PREPAREDNESS) focuses on two agendas: A safe Learning Environment. Preparedness of the School Community. The objective of SDP (SCHOOLBASED DISASTER PREPAREDNESS) is to develop a culture of  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   preparedness and safety in school as well as resilience of school communities. The disaster preparedness culture is an absolute requirement in establishing SDP (SCHOOLBASED     DISASTER PREPAREDNESS). It will be well organized if there is a supporting system, good planning process, procurement, and maintenance of the school means and infrastructure. The SDP (SCHOOLBASED DISASTER PREPAREDNESS) concept developed by CDE is expected to provide a reference for DRR initiatives and community-based disaster management in general and school-based disaster management in particular To measure the efforts made by schools in developing School based Disaster Preparedness, parameters, indicators and its verification need to be determined. Parameter is a minimum standard that is qualitative in nature and determines the minimum level that is needed to be achieved. Indicator is a ?marker which shows whether standards have been achieved. It provides means to measure and communicate impact or outcome of a program, a process as well as the method used. Indicator can be qualitative or quantitative in nature. Verification is a set of evidence to show indicator. Parameter of school preparedness consists of four factors: Attitude and Action School Policy Preparedness Planning Resource Mobilization 3.1. Attitude and Action The basis of ones attitude and action is their perception, knowledge and skill. SDP (SCHOOLBASED DISASTER PREPAREDNESS) expects to build the capacity of all elements of school communities, both individually and collectively, to face disasters promptly and efficiently. Therefore, students and all elements of school communities are the target of SDP (SCHOOLBASEDDISASTER PREPAREDNESS). 3.2. School Policy School policy is a formally binding decision made by schools on the matters needed to support the implementation of DRR in school, both specifically and integrated. In practice, the schools policy shall be the foundation, guideline, and direction for the implementation of activities relevant to DRR in school. Preparedness Planning Preparedness planning is to ensure a rapid and efficient action when disaster occurs, taking into consideration the local disaster management system and adjusting it according to the local condition. It will produce several documents such as preparedness Standard Operating Procedure/SOP, contingency plan, and other supporting preparedness documents, including establishment of accurate early warning system that considers local context. 3.4. Resource Mobilization The school ought to prepare human resource, facility, infrastructure and financial support for disaster management to ensure the schools disaster preparedness. Resource mobilization is based on the capacity of school and school stakeholders. The mobilization is open for other stakeholders to take part. The four parameters stated above are means to measure disaster preparedness in school, and each parameter is not a stand-alone one but linked to one another. The acquired measurement of the related schools will determine the level of school resiliency toward a specific hazard. In practice, school preparedness should also be integrated with same effort of local government, communities around the school and relevant stakeholders. ROLES AND RESPONSIBILITIES Disaster Risk Reduction (DRR) requires collective efforts from various parties in accordance to their availability, capacity, knowledge and skill. The followings are possible basic roles that can be performed by each party (school elements, parents, and implementing institution, as well as donors): What can students do? Students can take advantage of the PP and DRR training provided by non-governmental organizations such as the Red Cross and Red Crescent Societies. Furthermore, senior students are expected to be able to teach the younger ones. Students can inform their parents of what they have learned concerning hazards and risks. What can parents do? Parents can ask about school safety at the school board meeting. They may also lobby the government official concerning the resources necessary for the school safety. Parents may join other members of society to support their children in learning DRR and assisting in disseminating the risk assessment result to the community through participatory approach. Parents who lost their children during disaster at school may join associations or non-governmental organizations to prevent others from facing similar losses. There are different ways for parents who lost their children in organizing activities which contextually proper in the respective culture. Parents and teachers can discuss (through various forms of Parents and Teachers Associations) on. DRR materials, learned by students, about hazards and risk and how the school can be a safer place. What can educators and other professionals do? The educators and professionals should enrich their knowledge on hazards, risk and how to implement disaster risk reduction. Educators can take the initiative to conduct learning session on disaster and its risk reduction i.e. on a weekly basis during school hours on a specific subject matter (geography, biology, etc) bringing the students out of the classroom to learn and identify the risk zones and draw the risk map in their school environment. What can non-governmental, national, and international organizations do? In cooperation with professional, educator, children and/or community, the organizations could support in developing action plan to improve school safety and the level of risk awareness among the school communities. They can support the coalition and partnership among schools to build inter school network. They can develop and provide education materials What can donors do? To ensure standard building code for safe school and disaster risk reduction in their support to school construction projects. To fund education projects for DRR. SUPPORT FOR SUCCESS In the effort for a successful DRR and SDP (SCHOOLBASED DISASTER PREPAREDNESS) implementation aside from the school itself (commitment of the school principals and school elements), as well as the surrounding school communities, it is also important to have support from the government policy and resources, among others from the education office, BPBD and other organization working in DRR in the area. Several CDE members have conducted SDP (SCHOOLBASED DISASTER PREPAREDNESS) activities in several areas in Indonesia in the last couple of years. Based on their experiences, the following steps could be taken into consideration in developing SDP (SCHOOLBASED DISASTER PREPAREDNESS): Building understanding and collective commitment among school elements and other stakeholders to establish SDP (SCHOOLBASED DISASTER PREPAREDNESS), with or without facilitation of external parties Establishment of SDP (SCHOOLBASED DISASTER PREPAREDNESS) Team Drafting plan to develop SDP (SCHOOLBASED DISASTER PREPAREDNESS) Developing schools roadmap to SDP (SCHOOLBASED DISASTER PREPAREDNESS) Conduct analysis of threats, capacity, and vulnerability of the school Perform risk analysis of the school on disaster Create risk and school evacuation map Develop SDP (SCHOOLBASED DISASTER PREPAREDNESS) by formulating activities to improve the school resilience to disaster in accordance to the four parameters: attitude and action, school policy, preparedness planning, and resource mobilization (see chapter 3) Monitor and evaluate SDP (SCHOOLBASED DISASTER PREPAREDNESS) implementation Keywords: planning, preparedness, earthquake Conclusion: The training of readiness to face an earthquake disaster increase the level of children awareness. All of the level elementary students are able and involved after the training was repeated 5 times and most of the children showed that the level of awareness is categorized as less ready.

“Privacy and Spamming Ethical Issue in E-Marketing”

â€Å"PRIVACY AND SPAMMING ETHICAL ISSUE IN E-MARKETING† ABSTRACT It is contended that we are all living in a transitional economy and given the implications of globalization and information technologies for business and commerce, no economic system displays stability. The Internet poses fundamental challenges to the issues central to society, namely free speech, privacy and national sovereignty. With the advent of e-marketing, it brings with it a host of ethical issues surrounding customer privacy. The topic of protecting individual and corporate privacy as a major ethical issue has triggered a wave of governmental legislation and has created an entire segment of Internet industry firms whose mission is to help consumers protect†¦show more content†¦However the role of the web goes far beyond business. For a new generation of consumers it’s become a key lifestyle and entertainment channel, with many strong nationally created entertainments, sport and news sites traceable back to the mid nineties. The strong home-grown content industry India has had, complemented by a strong IT sectors in Bangalore, Mumbai and Delhi have fuelled internet development. In terms of international access, there is an additional pattern of strong use of UK and US websites as well as international sports websites. The internet advertising industry remains young in India and behaves in a similar way to the Western European internet advertising industry 5-8 years earlier. It is enjoying fast growth, albeit from a low base. The sector is dominated by financial services, IT/mobile and recruitment, with consumer package goods and motoring accounting for only small shares of the national online advertising market. 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Starry Night, by Vincent Van Gogh Analysis Free Essays

Rebecca Shulman February 25, 2013 ENGL 205-04 Epic and Romance Paper #1: Starry Night by Vincent Van Gogh, 1889 Swirls mix with white, yellow, blue, and black as the town sleepily yet still so helplessly moves on with its life. No one can truly understand the mystery of the night until they’ve watched it grow. The night is born so magically as the sun of the day descends over the horizon and the moon peeks in through the shadows. We will write a custom essay sample on Starry Night, by Vincent Van Gogh Analysis or any similar topic only for you Order Now It’s a darker sun, and although it is not quite as bright as the first, it is still able to shine down and create a new light for those who wake. The earth is cooled to the core as the town howls with blue breezes, while the wind chills the bones of those who walk the streets. I ponder at this painting, and wonder what thoughts pop in the minds of those whose eyes before mine have already fallen upon this golden wonder. It seems like such a small and quiet village, where the trees, so dark and gloomy as they are at dusk, grow ascending from the ground and are never ending structures. Behind the eyes of the painter was the thought of an ever-changing starlit sky in France, comparing dark with light and how it’s effects were so important to how life can look in one of the many perspectives. The oils are swimming expectantly across the page, creating this wild cotton candy vibe to the soft creamy delight of sweets that enter my imagination while I sit and stare at the tinted buttercream colored moon. As it smiles in my direction, I imagine what it’d be like if there were tiny raindrops slowly falling, but there isn’t a single cloud among such radiant tiny balls of fire. The lines in the sky dance and twirl like waves of an ocean crashing along the shore during the mightiest of storms. I can’t help but wish that I could be a part of this memorable scene, thinking what it would feel like to swim amongst the honey dipped stars so high above me, as I raise my hands and lift my chin, aiming towards the heavens. I’d look below me as my arms spread so angelic, looking down toward the low-lit buildings as I surf around this world full of beautiful wild colors of nature. Though there is a glow throughout the drawing, there is also a clear exactitude of how the sky and land are separated by colors. Where the skies glow of yellow is stronger than it is near the ground, the brightness of the waning moon shows how far that beauty can shine over the land like a guide, or a distant friend. How to cite Starry Night, by Vincent Van Gogh Analysis, Papers

The Watergate Scandal Essay Research Paper The free essay sample

The Watergate Scandal Essay, Research Paper The Watergate Scandal The Watergate Affair, is the worst political dirt in U.S. history. It led to the surrender of the president, Richard M. Nixon, after he became implicated in an effort to cover up the dirt. ? The Watergate Affair? refers to the housebreaking and electronic bugging in 1972, of the Democratic National Committee central offices in the Watergate flat, and office edifice composite in Washington D.C. The term was applied to several related dirts. More than 30 disposal functionaries, run functionaries, and fiscal subscribers pleaded guilty or were found guilty of interrupting the jurisprudence. Nixon faced possible indictment after his surrender, received from his replacement, Gerald Ford, a full forgiveness for all of his discourtesies he may or had committed ( Branford 2 ) . In 1971, Nixon created the Particular Investigation Unit, know as the? pipe fitters? , their occupation was to stop up all new leaks. Subsequently that twelvemonth, his agents broke into the office of Dr. We will write a custom essay sample on The Watergate Scandal Essay Research Paper The or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lewis Feilding, and Dr. Daniel Ellsberg, who had given transcripts of the Pentagon Papers, a secret history of U.S. engagement in Indochina, to newspapers. After Nixon learned of the housebreaking, he and his top advisers decided to state that the housebreaking had been carried out for naitonal security grounds ( Watergate 3 ) . Subsequently in 1971, H.R. Haldeman, Nixon? s head of staff, was notified by an helper, Gordon Stachan, that the U.S. Attorney General John Mitchell and John Dean, advocate to the president, had discussed the demand to develop a? political intelligence capableness? at the Committee for Reelection of the President ( CRP ) . Some of the forces and tactics identified with the activities became associated with attempts aimed at the Democrats. In early 1972, Mitchell assumed a new place as manager of the CRP and discussed political espionage programs with Dean. Mitchell besides provided the proposal to housebreaking to the Watergate ( Branford 3 ) . On June 17, 1 972, constabulary arrested five work forces at the DNC central office. The work forces were seting electronic equipment that they had installed in May. One of the work forces arrested was James McCord, security coordinator for the CRP ( Watergate 3 ) . Ehrlichman was ordered to destruct implying paperss and tapes. Then L. Patrick Gray resigned as moving manager of the FBI, subsequently acknowledging he had destroyed paperss given to him by Ehrlichman and Dean. On June 23, 1972, Nixon learned about Mitchell? s possible nexus with the operation, and Nixon instructed the FBI to halt the enquiry into the beginning of money used by the work forces who tapped the edifice. He said that? the probe would jeopardize the CIA operations. ? Dean and the others later sought to bring on CIA functionaries to collaborate with this program. On July 1, Mitchell left the CRP, mentioning personal grounds. On August 29, Nixon declared that no 1 in the disposal, so employed, was involved in the Watergate. Although money found in the ownership of the wire tapsters was traced to the CRP, such grounds was deficient to implicate high functionaries. On September 15, merely the five work forces foremost arrested, plus Liddy and E. Howard Hunt, one of the pipe fitters, were indicted ( Carson 2 ) . In January 1973, two months after Nixon? s reelection, the seven indicted work forces were tried before Judge John Sirica in the U.S. territory tribunal in Washington D.C. Five pleaded guilty, and McCord and Liddy were convicted of confederacy, burglary, and illegal wiretapping. Meanwhile, intuitions grew that the housebreaking was portion of the bro ad plan of political espionage. The U.S. Senate voted to carry on an probe, and the Grand Jury, continued to hear informants. During hearings of his nomination to be lasting manager of the FBI, Gray revealed that he had given FBI Watergate files to Dean. His testimony suggested that other top White House Plutos were involved in the clandestine activities. In March and April, Nixon met frequently with top Plutos to be after responses to the Gray disclosures and to fix for the probes. On March 23, Judge Sirica read a missive from McCord bear downing that informants had committed bearing false witness at the test and that the suspects had been pressured to plead guilty for them to stay soundless. McCord, trusting to avoid a terrible sentence, cooperated with research workers and concerned Dean and Magruder, in the housebreaking. Research workers were besides told that Mitchell had approved the housebreaking, and that transcripts of conversations, taped at the DNC, were given to Strachan for bringing to Haldeman, and Ehrilchman had ordered them to be destroyed. On April 30, Nixon announced the surrender of Haldeman, Ehrlichman, and Dean. Attorney General Richard Kleindienst resigned instead that prosecute work forces he knew. Nixon and Elliot Richardson, the new lawyer general, approved the creative activity of a particular prosecuting officers office, headed by Archibald Cox of the Harvard Law School. The Senate? s Select Committee on Presidential Campaign Activities, under the chairmanship of Senator Sam Ervin, opened public hearings in May. Dean? s testimony linked Nixon to the cover-up. Haldeman, Ehrlichman, and Mitchell denied error and defended the president. The testimony revealed the president and his Plutos as stray and as hostile toward and fearful of tonss of enemies ( Watergate 4 ) . Alexander Butterfield, a former White House functionary, testified in July 1973 that Nixon had taped conversations in his office. Nixon refused to let go of them. Judge Sirica directed Nixon to allow him hear the tapes. Nixon appealed the order, reasoning that a president was immune from judicial orders implementing subpoenas and that under the construct of executive privilege merely he could make up ones mind which communications could be disclosed. The U.S. tribunal of entreaties upheld Sirica, but Nixon so proposed that Senator John Stennis, a Democrat signifier Mississippi listen to the tapes to verify an emended version that Nixon would subject to the Grand Jury and to the Senate. One tape contained an 18 minute spread, that gave confounding testimony on how the spread might hold occurred. Electronic experts found that person must hold intentionally destroyed grounds. On March 1, 1974 seven former Plutos to the president ; Haldeman, Ehrlichman, Mitchell, Colson, Strachan, Robert Mardian, and Kenneth Parkinson, were indicted for cabaling to impede the Watergate probe. Colson pleaded guilty, and Strachan? s charges were dropped. The staying five went on to test in October 1974 and January 1, 1975, all but Parkinson were found guilty. In late July the House commission approved three articles of impeachment ( Carson 2 ) . Shortly thenceforth James St. Clair, the president? s attorney, learned that one of the 64 tapes that Nixon had been compelled to give up was the June 23, 1972, conversation with Haldeman in which Nixon sought to queer the FBI probe. He insisted that Nixon print the tape. Nixon did so, and his support in Congress virtually disappeared. Confronting certain impeachment and remotion from office, Nixon resigned, effectual at noon August 9, 1974 ( Watergate 4 ) .