Geology Reference
In-Depth Information
functioning; and the only transportation is by foot or
bicycle. By imagining the conditions in a disaster, seek-
ing information from various sources on preparation
and coping, and preparing for the disaster, you and
your family, friends, and coworkers or students can
minimize losses. And remember, many of the prepara-
tions for an earthquake can be transferred to other
types of natural and human-induced disasters. Even if
you do not live in an earthquake hazard area, an earth-
quake could occur when you are traveling. It makes
sense to understand the nature of disasters and to pre-
pare for them.
Use a separate sheet of paper for answers to
Questions 1 and 2.
1.
Assume that you have three different amounts to spend on
earthquake preparation for you or your family: $25, $100, and
$200. Develop specific earthquake safety strategies for each
amount. Explain what you would buy, how you would store
it, and how you would cope with safety and survival issues
in and after an earthquake. Are there simple lifestyle changes
before the earthquake that would also help you? You may
find it helpful to use your textbook or other sources from a
library to do research on earthquake hazard reduction.
2.
Imagine that an earthquake occurs while you are in a class.
What would you want from your educational institution
immediately? What would you want over the next few days?
How soon would you want to be back in class? Develop a
separate list of items that you believe your educational insti-
tution should be ready to provide or situations that it should
be prepared to deal with after an earthquake. Divide your
list into two sections, with the first section itemizing needs
during the first 72 hours, and the second section listing
longer-term considerations. Who do you contact at your
school to determine which preparations on your list have
been made and which are still needed?
