Disasters

“A disaster is a sudden, calamitous event that seriously disrupts the functioning of a community or society and causes human, material, and economic or environmental losses that exceed the community’s or society’s ability to cope using its own resources. Though often caused by nature, disasters can have human origins” (IRFC, 2019) Disasters are split into …

Continue reading “Disasters”

  • “A disaster is a sudden, calamitous event that seriously disrupts the functioning of a community or society and causes human, material, and economic or environmental losses that exceed the community’s or society’s ability to cope using its own resources. Though often caused by nature, disasters can have human origins”
    • (IRFC, 2019)
  • Disasters are split into two main categories; man – made and natural.
    • Man made disasters
      • “events that are caused by humans and occur in or close to human settlements.”
      • Examples are famine, industrial accidents, transport accidents, famine and other complex emergencies or conflicts.
        • (IRFC, 2019)
    • Natural disasters
      • “naturally  occurring physical phenomena caused either by rapid or slow onset events”
      • Examples are split into four categories
        • Geophysical: earthquakes, landslides, tsunamis and volcanic activity
        • Hydrological: avalanches and floods
        • Meteorological: cyclones, tornadoes, storm/wave surges, and other extreme weather
        • Biological: disease epidemics and insect/animal plagues
          •  (IRFC, 2019)
  • A countries capability to be able to deal with a disaster relies on three factors;
    •  Preparedness
    • Response
    • Recovery
  • This can be seen most clearly when comparing Japan’s 9.0 magnitude earthquake in  March 2011 and Haiti’s 7.0 magnitude earthquake in January 2010.
Japan Haiti
Preparation ·       Prepared for earthquake

·       People had hard hats and protective headgear

·       Not prepared for following tsunami

·       Around 2 million Haitians live on land that they don’t own (In Port-au-Prince 67% of the 2.4 million population live in ‘Informal Areas’)

·       Buildings can be put up anywhere without proper foundations or planning

·       Only 30% had access to sanitation

·       Only 54% had access to clean water

·       History of corruption and violence within the political history

·       Badly prepared

Impact (numbers) ·       2,000 people confirmed dead (10,000 more expected to be dead)

·       2,000 people injured

·       530,000 people displaced

·       2,500 evacuation centres to house those displaced

·       2,400 people were isolated immediately after disaster

·       1.2 million homes without power

·       1.4 million homes without water

·       4,700 destroyed houses (50,000 damaged)

·       582 roads cut off

·       32 bridges destroyed

·       3.5 million people living in the most damaged areas

·       Anywhere between 85,000 and 316,000 people dead (unconfirmed because of rapid body decomposition in the heat and humidity and overwhelmed morgues resulting in mass graves)

·       30,000 injured

·       1 million made homeless (10% of the population)

·       250,000 dwellings destroyed or significantly damaged

·       60% of government buildings destroyed

·       80% of schools in capital and 60% in South and West provinces damaged or destroyed

·       UN headquarters in Haiti destroyed

Response ·       Tsunami warning issued 3 minutes after the earthquake

·       Emergency cabinet meeting convened

·       News conference held

·       Military sent in to help

·       Task force and disaster control team set up

·       Asked for help with search and rescue

·       Used social media to bring updates on the situation

·       Makeshift camps set up causing outbreaks of disease because of poor sanitation and proximity to decomposing bodies

·       Poor response from government

·       Problems with management of airports

·       4-day delay of supplies to remote areas resulting in looting and violence

·       Haitian government called off search on 23rd January (last survivor found on 8th February)

·       Lots of international response

·       No long-term strategy so problems still continue over 9 years since earthquake

This shows how much a country’s readiness and response to a disaster can really affect the recovery of the country. Although Japan’s earthquake should of had more of an impact on the country, because of the greater magnitude, it is Haiti that is still suffering because Japan had the education, money and resources to prepare themselves for the earthquake but Haiti had none of this.

This topic has really made me reflect on how the UK would cope in a situation like this and how much countries such as Haiti really need our support and help even now. This is a topic I would look into with older classes to help them understand how the impact of such disasters differ from country to country. With younger classes I would approach this subject and make them aware that disasters do cause injury, death and destruction but would mainly keep to how these events happen or form; just like what was presented in the micro teaching done by the cohort.

The main skill I used was critical thinking skills when looking at the case studies on Japan and Haiti and being able to form an opinion on the situation and to be able to able to compare them. I used a variety of skills when it came to preparing and presenting the micro teaching such as; research skills, communication skills, critical thinking, decision making and communication skills.

The Dr Bionic videos is a resource I would use for younger classes when doing this topic:

(These can also be accessed as seperate videos)

Red cross resources link

 

References

The International Federation of Red Cross and Red Crescent Societies (2019) About disasters [Online] Available: https://www.ifrc.org/en/what-we-do/disaster-management/about-disasters/ [Accessed: 2 November 2019]

Sustainable Development (n.d.) Case Study: Haiti  [Module resource] Available: Energy tab in Sustainable Development on Moodle [Accessed 2 November 2019]

Sustainable Development (n.d.) Case Study: Japan  [Module resource] Available: Energy tab in Sustainable Development on Moodle [Accessed 2 November 2019]

Placement experience

2 weeks ago, I nervously walked into school for my first teaching placement. Little did I know this would be the quickest and most valuable 2 weeks. I got to work with a lovely primary 3 class. Who helps me … Continue reading

2 weeks ago, I nervously walked into school for my first teaching placement. Little did I know this would be the quickest and most valuable 2 weeks. I got to work with a lovely primary 3 class. Who helps me learn and also gave me some lovely pieces of art to take home, who knew I had such a red face. Most of all through this placement I learnt areas of strength in my communication, some that I didn’t even realise and also made clear to me areas I can develop upon.

I got to work with groups closely and was able to identify key communication skills to interact with the children. But also the communication skills I could apply throughout with other teachers. This experience was valuable to me in the way I could see the teachers use their interactions to help benefit the children’s learning. As I observed and interacted I was able to realise the skills I needed to use to aid me in becoming a strong communicator within my teaching role.

Strengths

An area of strength I quickly became aware of my communication skills I used to interact with small groups, during a maths lesson. I was able to assist 2 groups at a time and have the ability to apply the appropriate amount of help to the children, looking at the different problems they required assistance with. I found I could use my initiative to go over to the groups and use effective and clear communication. I spoke at an adequate volume and used language that was appropriate for the stage of the children. Within this area, my body language was used in a positive stance and using eye contact to be able to also communicate my non-verbal communications to the children. During this maths time with the groups I found I could effectively use ‘thinking time’ to be able to help the children come to the answer themselves. I was there to support and make use of the strategies to lead them to an answer. I was able to apply this help through listening to the teachers exposition on the learning intentions for the children that day.

Areas of most progress

Areas I felt I quickly adapted to and made progress with was my interactions with individual children. I feel I learnt quickly to look at the values the children held as a school: Kind, resilient, respectful, confident and included. Through this placement, I learnt to use appropriate language and praise to effectively communicate and make the children feel valued. I used this to acknowledge the children’s efforts and also to promote positive behaviours. My positive choice of words such as ‘well done’ or giving them a simple ‘good job,’ helped them feel accomplished and respected. I also found I was strong in using enthusiasm, during free play time, to value the children’s confidence and respect their efforts. They would show me their creations and I would interact with them and making sure I was giving them the appropriate attention.

 

 

 

Areas requiring progress

My confidence is always a main struggle of mine. I find I sometimes don’t have strong communication with other adults. Lacking the confidence to ask questions or speak up on my ideas. This is an area I felt I got a bit better with on placement, but still the area of my communication that needs the most work. I find it easier communicating to the children but there is always still the nagging doubt if I am communicating the strategy correctly, or if the language choice appropriate to the stage. I know this will come over time and it will improve with practice and experiences. I try to get involved as much as possible but I feel that on occasions my confidence holds me back.

Action plan

My next steps I need to look at include, communicating to the class and creating my own lessons. This will help me look at the language I need to use and making sure my body language is positive to the whole class not just small groups or individuals. I need to also build on my group work and communication to my adult peers. From teachers to parents alike. Being able to ask questions on things I am unsure of but also sharing my own ideas. I know that group work within university will help with this but also my daily life at work or on my placements over the next few years.

Instructions for Professional Target Development

Welcome to blogs.glowscotland.org.uk – Glow Blogs. This is your first post. Edit or delete it, then start blogging!

Welcome to blogs.glowscotland.org.uk – Glow Blogs. This is your first post. Edit or delete it, then start blogging!

BA education week 1

My first week at university went better than i expected. Before i came here i was nervous about everything and knew i’d face some new challenges. However, as soon as i started i felt more secure and was ready to kick off a good academic year. I now understand, after speaking to people, that everyone […]

My first week at university went better than i expected. Before i came here i was nervous about everything and knew i’d face some new challenges. However, as soon as i started i felt more secure and was ready to kick off a good academic year. I now understand, after speaking to people, that everyone felt the same and were all nervous before coming here. This made me realise that everyone was all in the same boat and that we could help each other get through the daunting first few weeks.

The ‘Getting to Know You” workshop with Angela was probably my favourite part as the energy she put into it made me feel more confident and helped me talk to new people which i was not great at before. The energy shown by Angela has given me an insight into how teachers should be. Everyone in the workshop left in a good mood and listened to her the whole time due to her personality being so open and free.

This first week has made me believe that i can have a successful year and i look forward to facing new challenges in the course and in placement.