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Effect of Fireworks, Chinese New Year and the COVID-19 Lockdown on Air Pollution and Public Attitudes
Special Issue on COVID-19 Aerosol Drivers, Impacts and Mitigation (VII) Aerosol and Air Quality Research, 20: 2318–2331, 2020 ISSN: 1680-8584 print / 2071-1409 online Publisher: Taiwan Association for Aerosol Research https://doi.org/10.4209/aaqr.2020.06.0299 Effect of Fireworks, Chinese New Year and the COVID-19 Lockdown on Air Pollution and Public Attitudes Peter Brimblecombe1,2, Yonghang Lai3* 1 Department of Marine Environment and Engineering, National Sun Yat-Sen University, Kaohsiung 80424, Taiwan 2 Aerosol Science Research Center, National Sun Yat-Sen University, Kaohsiung 80424, Taiwan 3 School of Energy and Environment, City University of Hong Kong, Hong Kong ABSTRACT Concentrations of primary air pollutants are driven by emissions and weather patterns, which control their production and dispersion. The early months of the year see the celebratory use of fireworks, a week-long public holiday in China, but in 2020 overlapped in Hubei Province with lockdowns, some of > 70 days duration. The urban lockdowns enforced to mitigate the COVID-19 pandemic give a chance to explore the effect of rapid changes in societal activities on air pollution, with a public willing to leave views on social media and show a continuing concern about the return of pollution problems after COVID-19 restrictions are lifted. Fireworks typically give rise to sharp peaks in PM2.5 concentrations, though the magnitude of these peaks in both Wuhan and Beijing has decreased under tighter regulation in recent years, along with general reductions in pollutant emissions. Firework smoke is now most evident in smaller outlying cities and towns. The holiday effect, a reduction in pollutant concentrations when normal work activities are curtailed, is only apparent for NO2 in the holiday week in Wuhan (2015–2020), but not Beijing. -
Respondus Lockdown Browser & Monitor Remote Proctoring Is Available, but Not Recommended. Please Consider Alternative Assess
Respondus Lockdown Browser & Monitor Remote proctoring is available, but not recommended. Please consider alternative assessment strategies. If you absolutely cannot use alternatives, and want to move forward using Respondus Lockdown Browser, here are some aspects to consider to minimize the impact to your students: Definitions: • Respondus Lockdown Browser is an internet browser downloaded and installed by students, which locks down the computer on which they are taking the test so that students cannot open other applications or web pages. Lockdown Browser does not monitor or record student activity. • Respondus Monitor is an instructor-enabled feature of Respondus Lockdown Browser, which uses the students’ webcams to record video and audio of the exam environment. It also records the students’ computer screens. Instructors can view these recordings after the exam session is over. Considerations: • If Respondus Monitor is enabled, students must have a webcam to take the test. Be aware that many of your students may not have access to a webcam. You will need to offer an alternative assessment for students who do not have a webcam. o Students may not be asked to purchase a webcam for these exams, unless one was required as an initial expectation for the course. Requiring the purchase of additional materials not specified in the class description or original syllabus opens up a host of concerns, including but not limited to: student financial aid and ability to pay, grade appeals, and departmental policies. • Both Respondus Lockdown Browser and Respondus Monitor require a Windows or Mac computer. iPads require a specialized app, and are not recommended. -
Hospital Lockdown Guidance
Hospital Lockdown: A Framework for NHSScotland Strategic Guidance for NHSScotland June 2010 Hospital Lockdown: A Framework for NHSScotland Strategic Guidance for NHSScotland Contents Page 1. Introduction..........................................................................................5 2. Best Practice and relevant Legislation and Regulation ...................7 2.1 Best Practice............................................................................7 2.8 Relevant legislation and regulation ..........................................8 3. Lockdown Definition ..........................................................................9 3.1 Definition of site/building lockdown...........................................9 3.4 Partial lockdown .......................................................................9 3.5 Portable lockdown ..................................................................10 3.6 Progressive/incremental lockdown .........................................10 3.8 Full lockdown..........................................................................11 4. Developing a lockdown profile.........................................................12 4.3 Needs Analysis ......................................................................13 4.4 Critical asset profile................................................................14 4.9 Risk Management ..................................................................14 4.10 Threat and hazard assessment..............................................14 4.13 Lockdown threat -
Hospital Lockdown Resources
ASPR TRACIE Technical Assistance Request Request Receipt Date (by ASPR TRACIE): 14 January 2020 Response Date: 22 January 2020 Type of TA Request: Standard Request: The requestor asked for references, procedures, checklists, and plans related to a hospital lockdown. Response: A variety of incidents could necessitate a hospital implementing lockdown procedures, including active shooter incidents, hostage situations, patients/visitors/staff exhibiting threatening behavior, child abductions, and threats exterior to the facility, among others. ASPR TRACIE reviewed existing resources, including those in the Active Shooter and Explosives, Responder Safety and Health, and Workplace Violence Topic Collections, for examples related to hospital lockdowns. Previous technical assistance requests were also reviewed. ASPR TRACIE also searched for general information on lockdowns. Section I includes resources related to active shooter, hostage-taking, and other potentially violent incidents that include information on hospital lockdowns. Section II includes resources that are specifically focused on hospital lockdowns. I. Resources That Include Information on Hospital Lockdowns NOTE: The resources listed in Section I are checklists, templates, plans, and other written documents. The Topic Collections linked earlier in this response also include several videos demonstrating behaviors, including lockdown actions, that may be helpful to incorporate in training programs, scenario development, or other planning efforts. However, those videos are not listed in this Section. ASPR TRACIE. (2019). ASPR TRACIE-Developed Active Shooter Resources, and "Secure- Preserve-Fight" Model Articles. This ASPR TRACIE TA response provides links to ASPR TRACIE-developed resources specific to healthcare active shooter incidents. It also includes published articles related to the concept of a “secure-preserve-fight” model. -
Impact of Lockdown on COVID-19 Incidence and Mortality in China: an Interrupted Time Series Study
Title: Impact of lockdown on COVID-19 incidence and mortality in China: an interrupted time series study. Alexandre Medeiros de Figueiredo1, Antonio Daponte Codina2, Daniela Cristina Moreira Marculino Figueiredo3, Marc Saez4, and Andrés Cabrera León2 1 Universidade Federal da Paraiba e Universidade Federal do Rio Grande do Norte 2 Escuela Andaluza de Salud Publica 3 Universidade Federal da Paraíba 4 Universitat de Girona y Ciber of Epidemiolgy and Public Health Correspondence to : Alexandre Medeiros de Figueiredo (email: [email protected]) (Submitted: 4 April 2020 – Published online: 6 April 2020) DISCLAIMER This paper was submitted to the Bulletin of the World Health Organization and was posted to the COVID-19 open site, according to the protocol for public health emergencies for international concern as described in Vasee Moorthy et al. (http://dx.doi.org/10.2471/BLT.20.251561). The information herein is available for unrestricted use, distribution and reproduction in any medium, provided that the original work is properly cited as indicated by the Creative Commons Attribution 3.0 Intergovernmental Organizations licence (CC BY IGO 3.0). RECOMMENDED CITATION Medeiros de Figueiredo A, Daponte Codina A, Moreira Marculino Figueiredo DC, Saez M & Cabrera León A. Impact of lockdown on COVID-19 incidence and mortality in China: an interrupted time series study. [Preprint]. Bull World Health Organ. E-pub: 6 April 2020. doi: http://dx.doi.org/10.2471/BLT.20.256701 Abstract Objective: to evaluate the effectiveness of strict social distancing measures applied in China in reducing the incidence and mortality from COVID-19 in two Chinese provinces. Methods: We assessed incidence and mortality rates in Hubei and Guangdong before and after the lockdown period in cities in Hubei. -
Fight, Flight Or Lockdown Edited
Fight, Flight or Lockdown: Dorn & Satterly 1 Fight, Flight or Lockdown - Teaching Students and Staff to Attack Active Shooters could Result in Decreased Casualties or Needless Deaths By Michael S. Dorn and Stephen Satterly, Jr., Safe Havens International. Since the Virginia Tech shooting in 2007, there has been considerable interest in an alternative approach to the traditional lockdown for campus shooting situations. These efforts have focused on incidents defined by the United States Department of Education and the United States Secret Service as targeted acts of violence which are also commonly referred to as active shooter situations. This interest has been driven by a variety of factors including: • Incidents where victims were trapped by an active shooter • A lack of lockable doors for many classrooms in institutions of higher learning. • The successful use of distraction techniques by law enforcement and military tactical personnel. • A desire to see if improvements can be made on established approaches. • Learning spaces in many campus buildings that do not offer suitable lockable areas for the number of students and staff normally in the area. We think that the discussion of this topic and these challenges is generally a healthy one. New approaches that involve students and staff being trained to attack active shooters have been developed and have been taught in grades ranging from kindergarten to post secondary level. There are however, concerns about these approaches that have not, thus far, been satisfactorily addressed resulting in a hot debate about these concepts. We feel that caution and further development of these concepts is prudent. Developing trend in active shooter response training The relatively new trend in the area of planning and training for active shooter response for K-20 schools has been implemented in schools. -
Coronavirus Lockdown Is a Living Hell
Anonymous 1 Anonymous Sydney Brown English 120 4 April 2010 Coronavirus Lockdown Is a Living Hell As residents of Wuhan, China, my family and I are living in hell. The city has been locked down for more than a month. Every night before falling asleep I have been confronted by an unreal feeling and many questions: I know that coronavirus is the reason for the lockdown, but did life in Wuhan have to become a living hell? Why were we notified about the city lockdown at 2 a.m. on the second to last morning before the Lunar New Year? Why have I not been given any instructions from a government officer about how to cope when an entire city is on lockdown? Why do I feel so afraid? I'm nearly 30 years old, and my family members and I have devoted ourselves to our jobs to build a better life and we have largely succeeded. There's only a little more to do before we reach the level of middle class. But along the way, things did not go exactly as I'd hoped. I have been working hard in school since I was small. My dream was to become a journalist, and I passed the test to enter the best school for journalism in China. After school, I learned that government supervision of the media meant that telling the truth was not an option, so I gave up my dream and turned to another career. I kept telling myself that my hard work would Anonymous 2 reward me in my personal life. -
The Lockdown
TEACHING TEACHING The New Jim Crow TOLERANCE LESSON 6 A PROJECT OF THE SOUTHERN POVERTY LAW CENTER TOLERANCE.ORG THE NEW JIM CROW by Michelle Alexander CHAPTER 2 The Lockdown We may think we know how the criminal justice system works. Television is overloaded with fictional dramas about police, crime, and prosecutors—shows such as Law & Order. A charismatic police officer, investigator, or prosecutor struggles with his own demons while heroically trying to solve a horrible crime. He ultimately achieves a personal and moral victory by finding the bad guy and throwing him in jail. That is the made-for-TV ver- sion of the criminal justice system. It perpetuates the myth that the primary function of the system is to keep our streets safe and our homes secure by BOOK rooting out dangerous criminals and punishing them. EXCERPT Those who have been swept within the criminal justice system know that the way the system actually works bears little resemblance to what happens on television or in movies. Full-blown trials of guilt or innocence rarely occur; many people never even meet with an attorney; witnesses are routinely paid and coerced by the government; police regularly stop and search people for no reason whatso- ever; penalties for many crimes are so severe that innocent people plead guilty, accepting plea bargains to avoid harsh mandatory sentences; and children, even as young as fourteen, are sent to adult prisons. In this chapter, we shall see how the system of mass incarceration actually works. Our focus is the War on Drugs. The reason is simple: Convictions for drug offenses are the single most Abridged excerpt important cause of the explosion in incarceration rates in the United States. -
HUMOR in the AGE of COVID-19 LOCKDOWN: an EXPLORATIVE QUALITATIVE STUDY Patrizia Amici “Un Porto Per Noi Onlus” Association, Bergamo, Italy
Psychiatria Danubina, 2020; Vol. 32, Suppl. 1, pp 15-20 Conference paper © Medicinska naklada - Zagreb, Croatia HUMOR IN THE AGE OF COVID-19 LOCKDOWN: AN EXPLORATIVE QUALITATIVE STUDY Patrizia Amici “Un porto per noi Onlus” Association, Bergamo, Italy SUMMARY Background: This study seeks to explore the use of humor during the period of isolation caused by lockdown measures imposed in Italy as a result of the Coronavirus SARS-CoV-2 pandemic. Subjects and method: The study is based on a non-clinical sample. The ad hoc questionnaire measures people’s readiness to search for, publish and distribute humorous material during lockdown. It investigates the intentions behind sending content via social media (WhatsApp or similar) and the emotions experienced on receiving such content. Results: The responses have been analyzed quantitatively, and using Excel’s IF function they have been analyzed qualitatively. In the present sample of 106 Italian respondents, searching for content was less common than publishing it (yes 44.34%, no 54.72%). Positive emotions were more frequently the motivation (total 61.32%). A high percentage sent amusing content via social media or SMS (79%). Responses demonstrating a desire to lessen the situation’s negative impact or a desire for cohesion were common. Receiving material was similarly associated with positive emotions and a sense of being close to others. Conclusions: humorous material appears to have served as a means of transmitting positive emotions, distancing oneself from negative events and finding cohesion. Key words: humor – lockdown - COVID 19 * * * * * INTRODUCTION we cannot control events can be considered traumatic or critical, then it is entirely appropriate to include (the In March 2020, the World Health Organization effects of) lockdown in these categories. -
“Amphan” Into a Super Cyclone?
Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 3 July 2020 doi:10.20944/preprints202007.0033.v1 Did COVID-19 lockdown brew “Amphan” into a super cyclone? V. Vinoj* and D. Swain School of Earth, Ocean and Climate Sciences Indian Institute of Technology Bhubaneswar *Email: [email protected] The world witnessed one of the largest lockdowns in the history of mankind ever, spread over months in an attempt to contain the contact spreading of the novel coronavirus induced COVID-19. As billions around the world stood witness to the staggered lockdown measures, a storm brewed up in the urns of the rather hot Bay of Bengal (BoB) in the Indian Ocean realm. When Thailand proposed the name “Amphan” (pronounced as “Um-pun” meaning ‘the sky’), way back in 2004, little did they realize that it was the christening of the 1st super cyclone (Category-5 hurricane) of the century in this region and the strongest on the globe this year. At the peak, Amphan clocked wind speeds of 168 mph (Joint Typhoon Warning Center) with the pressure drop to 925 h.Pa. What started as a depression in the southeast BoB at 00 UTC on 16th May 2020 developed into a Super Cyclone in less than 48 hours and finally made landfall in the evening hours of 20th May 2020 through the Sundarbans between West Bengal and Bangladesh. Did the impact of the COVID-19 induced lockdown drive an otherwise typical pre-monsoon tropical depression into a super cyclone? Global Warming and Tropical Cyclones Tropical cyclones are primarily fueled by the heat released by the oceans. -
Alert Lockdown Inform Counter Evacuate OBJECTIVES
A.L.I.C.E Alert Lockdown Inform Counter Evacuate OBJECTIVES Implementing A.L.I.C.E. has 2 objectives: 1. Gives teachers and students options to get out of a dangerous situation as well as defend themselves from an active shooter 2. To decrease the number of casualties School Associated Violent Deaths 1992-2010 = 468 Shootings = 348 How many school deaths due to fires? © 2012 What did 8 years of LOCKDOWN preparation yield? Columbine Library Virginia Tech 1999 2007 Number of Bad 2 1 Guys Minutes of Shooting 8.5 8 Numbers Present 56 Approx. 100 Age of Victims Minors Adults Casualty Percentage About 50% About 50% Number Wounded 12 17 Number Killed 10 30 Learn From The Past, Or Be Destined … ⬜ Columbine, 1999 ◼ Was there an Option? © 2012 LOCKDOWN IN ACTION Students take cover in French Class in Holden Hall at Virginia Tech, next door to Norris Hall. Photo by Chase Damiano © 2012 THE Lesson from VT: Room 210 Room 206 - 14 Room 204 – 19 No Class Room 200 Present Present No Class Killed – 10 Killed – 2 Wounded -2 Wounded - 3 Hallway – Killed 1 Offices Room 205 – Room 211 – 19 Room 207 – 13 12 Present Present Present Killed – 0 Killed – 12 Killed – 5 Wounded – 0 Wounded - 6 Wounded - 6 Data from Chapter 8, Virginia Governor’s Report on Virginia Tech. © 2012 THE Lesson from VT: 28 vs. 2 (Fatalities) Passive vs. Proactive JUMPED Room 210 Room 206 - 14 Room 204 – 19 No Class Room 200 Present Present No Class Killed – 10 Killed – 2 Wounded -2 Wounded - 3 Hallway – Killed 1 BARRICADED BARRICADED ST Offices AFTER 1 TIME Room 205 – Room 211 – 19 Room 207 – 13 12 Present Present Present Killed – 0 Killed – 12 Killed – 5 Wounded – 0 Wounded - 6 Wounded - 6 Data from Chapter 8, Virginia Governor’s Report on Virginia Tech. -
Sample School Emergency Operations Plan
Sample School Emergency Operations Plan March 2011 For Training Purposes Only with E/L361 and G364: Multihazard Emergency Planning for Schools FEMA Intentionally Left Blank Springfield School Emergency Operations Plan March 2011 Intentionally Left Blank Table of Contents Signature Page Basic Plan I. Introduction ........................................................................................................... 1 II. Concept of Operations ........................................................................................... 8 III. Organization and Assignment of Responsibilities ................................................ 10 IV. Direction, Control, and Coordination ................................................................. 14 V. Communications .................................................................................................. 20 VI. Administration, Finance, and Logistics ................................................................ 25 VII. Plan Development, Maintenance, and Distribution ............................................. 27 VIII. Authorities and References ................................................................................... 30 Functional Annexes Drop, Cover, and Hold Procedure ............................................................................... 33 Continuity of Operations (COOP) Procedures ........................................................... 35 Recovery: Psychological Healing Procedures .............................................................. 41