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Disaster Wars: Earthquake Vs. Tsunami Download Movie Free [2021]


Disaster wars:tsunami vs earthquake is one of those movies that you see that you never talk about or see it in a DVD bin or second hand shop,this into is fairly short due to the movie i have just watched.The first initial reaction to this films existence is what a weird title for a movie,then you realize that the concept doesn't really make much sense because in order for a tsunami to happen an earthquake must occur either in the ocean or near the coast that it sends aftershocks out to cause the tsunami,so logically the concept of the movie"tsunami vs earthquake"would'nt really pan out in a movie as this movie tries to emphasize(disappointingly this match between natural disasters never actually happens til the end in an extremely dragged out and terrible looking scene),as for the movie itself,the movie was something i was not expecting and bored and baffled me to a point where i had to take a break and think over what i was actually getting myself into.the aspects of this film i would like to point out for being something kind of ridiculous is the terrible cgi and set designs(this also includes filming locations such as outside shots),the first experience i had with the terrible looking cgi was in the first couple of minutes into the film and immediately regretted watching this film,the whole third act of the film is a horrible computer generated mess that is actually really hard to watch. another topic that is prominent that i have a major issue with is the "characters",the "characters"are all pretty much the exact same personality wise(cardboard),as the movie progressed i was kind of hoping that they would try and add personality variety between them but that was of a high expectation,one of the biggest problems i have with the characters is the main character,the reason i forgot his name is because the director and screenwriter must have forgotten to add him in and actually give him motivation like a main character has to have,most he does in the movie is go somewhere for 20 minutes and give the viewer exposition about the tsunami.In my honest opinion i don't actually recommend this film because there is nothing compelling about this film but if you want to waste an hour and 25 minutes of your time then go right ahead.1 out of 10




Disaster Wars: Earthquake vs. Tsunami download movie free


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The Fukushima Daiichi nuclear disaster was directly triggered by the 2011 Tōhoku earthquake and tsunami, when waves exceeded the height of the plant's sea wall.[75] Iwate Prefecture, which is an area at high risk from tsunami, had tsunami barriers walls (Taro sea wall) totalling 25 kilometres (16 mi) long at coastal towns. The 2011 tsunami toppled more than 50% of the walls and caused catastrophic damage.[76]


It has been ten years since a 9.0 magnitude earthquake struck in the ocean just off Fukushima prefecture, triggering both a nuclear meltdown and 15-metre tsunami that devastated over 400 miles of coastline. But even after a decade, Japan is still haunted by the aftermath of a disaster that ravaged multiple prefectures and destroyed thousands of lives.


Dwayne Johnson stars in an end-of-the-world type movie after the San Andreas fault line rubs together causing an explosive earthquake. What follows is an action-packed, run-of-the-mill storyline in which he performs some daredevil style stunts in order to save his daughter from the incoming tsunami heading straight for the city.


A young graduate student comes up with an idea, an idea so crazy it just might work. You guessed it. Create a man-made earthquake to counter the tsunami. Will it work? Gotta watch the movie for the answer.


This resource is designed to help law enforcement and school partners recognize and understand the role of schools in homeland security and readiness. While schools still remain safe places for our children to thrive, school communities must learn to prepare for the unthinkable - the possibility of a terror attack on or near their school campuses. The information presented promotes the responsibility of school safety partnerships to prevent and mitigate acts of terrorism, respond to emergencies, and play a critical role in community preparedness and disaster recovery.This document is available in pdf as a free download.


  • Homeland Security:The Role of Schools in a Post 9/11 EnvironmentThe combination of the 9/11 tragedies and the imminent threat of war in the Middle East generates a new wave of concerns among school officials, students and parents. The specter of these threats comes on the heels of a series of serious school shootings that occurred in the late 1990s. During the past decade, more than 300 school-associated violent deaths occurred on or near school campuses in America.School safety is a major issue in communities across the country, particularly now in those areas that are near strategically rich terrorist targets. After the terrorist attacks of September 11, 2001, the question facing schools and communities alike is: How far must schools go to create a safe and welcoming environment without turning our nation's schools into armed camps?Since 9/11, many schools have developed much closer partnerships with local law enforcement officials and with mental health professionals. This is particularly true as these school safety partners work with school officials to evaluate the risk of rumors and threats that may emerge on the school campus and as they deal with the aftermath of violence, terrorism and national tragedies such as Columbia Space Shuttle's fatal disaster. Unfortunately, as a nation, we have become all too well experienced in dealing with grief in recent months.A massive incident such as the terrorist attacks of 9/11 reminds school officials that our systems and facilities are vulnerable and that it is extremely important to have plans and procedures (and contingency plans and procedures) in place in the event of a major attack on domestic soil. For the most part, schools were not designed to be defended. They were designed as open places of learning and respect where teachers can teach and students can learn.The importance of contingency planning cannot be overstated. In New York City, for instance, nine schools are within the immediate proximity of the fallen Twin Towers. On 9/11, many elementary schoolchildren were lining up outside their classrooms, prepared to enter when the first plane struck the North Tower, and students at Stuyvesant High School had a clear view of the Tower disasters. Evacuation plans played a key role when the tragedy struck. School officials in the area quickly learned that having more than one plan for evacuation is critical in the event of a crisis. For several of these schools, the planned evacuation location was one of the other schools in the vicinity of what became known as "ground zero."Many of the strategies that would be used in a natural disaster, such as an earthquake or tornado, have significant application for managing the effects of a terrorist attack involving explosions or chemical, biological, or radiological warfare. While dealing with a human-caused terrorist attack is more unsettling for many than dealing with a natural disaster, the key for both is to be prepared.Is your school prepared?In the event of a major terrorist attack any given area, school officials and staffs could be called upon to assume more responsibility than they ever imagined. Depending on the severity of the attack, communications systems could be disabled. Accurate information or direction from authorities could be delayed. Emergency response services could be critically over-burdened and not readily available. Working without assistance, schools could be called upon to provide shelter, food, medical attention and guidance to students for extended periods of time beyond typical school hours. The physical and emotional endurance of staff members would be sorely tested as they assume parenting roles providing physical, emotional and spiritual support to their charges.While dwelling on the unlikely and unspeakable may unnecessarily frighten and alarm the school community, the question still lingers: What kinds of preparations should schools make? This article is designed to offer some guidance and preparation in that regard. Although it is difficult, if not impossible, to calculate and predict the kinds of disasters that might come along, it is reasonable to plan for a variety of actions that can help school officials and teachers prepare, manage, and respond to a major crisis at school.Reasonable expectations Some of the lessons learned from prior incidents of school violence can provide insight to preventing or managing such incidents from happening in the future. For example, some reasonable limitations and restrictions should be placed on what the community expects of its school officials. It is one thing to ask school administrators to address violence and disruption on a school campus. It is quite another for them to be held responsible for the actions of a mentally deranged person in the community or for foreign terrorist threats and attacks that are brought upon this nation. It is also important to recognize that there will never be any guarantees that a school will be completely safe from crime, violence or disaster. Schools are still among the safest places for our young people to be. Students are 99 times more likely to be victimized in the community - on the streets, at the mall, at movie theaters, in fast food restaurants and other public places - rather than at school.A school safety focusWhile there is no guarantee that a school will ever be completely safe, school safety should always be a top agenda item. Creating safe schools is a continuing process that focuses on the development and implementation of strategies to support the safety and security of children at school and in the community. When school leaders make a conscious decision that safe and welcoming schools are a high priority, that commitment provides the basis for the development of plans and strategies to achieve this goal.District-wide safe schools plan, one component of which is a crisis response plan, should be established, complemented by safety plans for each school site. These over-arching plans and programs should be developed collaboratively with parents, students, educators, law enforcers, the courts, probation and social service personnel, and religious, corporate and other community leaders, representing the racial and ethnic balance of the community. Strategies should be established that focus not merely on security and supervision options, but also on educational options, including community and corporate partnerships. Plans should be reviewed, updated and broadly disseminated annually to students, parents and staff.The general measures that follow are divided into two classifications: (1) establishing and maintaining a safe school and (2) implementing recommendations for maintaining the safety of a school under the threat of war and terrorism. These measures can be tailored for local schools and communities to help develop a safe schools plan and to prepare school officials and community leaders to respond to a crisis of significant magnitude.Planning for Safe Schools and Crisis ResponseSchool communities that are dedicated to creating and maintaining safe schools may have already taken the following measures. At minimum, schools that are beginning the process of planning for safe schools and crisis response can review and implement the following actions.1. In the school's mission statement, identify the context for which the school wishes the academic learning to take place, using phrases like "to learn in a safe and secure environment free of violence, drugs and fear." Such phrases enhance the school's legal position to create and enforce policies that promote a safe, caring, and disciplined school climate. A statement of this nature can have a powerful effect upon the validity and credibility of the school's efforts to create and preserve a safe environment.2. Identify a specific procedure for evaluating and responding to threats. Every campus should have a series of threat assessment protocols so that school officials can effectively work with mental health and law enforcement professionals in handling circumstances that could result in potential violence or harm. Also, make certain students are on your team. For the most part, students are the best information resources for inside threats. Recent studies by the Secret Service revealed that in the vast majority of student shooting, other students on the campus were aware of the even before it occurred. Having a tipline or safe reporting mechanism in place for students is critical.3. Identify the potential disasters that could occur based on the school's setting and climate. Such disasters may include:Civil Unrest/ Demonstrations/Rioting

  • Bomb Threats/Explosions

  • Intruders/Unauthorized Visitors

  • Hostage Takings

  • Sniper Attacks

  • Extortion

  • Assault/Battery/Rape

  • Weapons Possessions

  • Drug Abuse/Trafficking

  • Gang-Related Violence/Drive-by Shootings

  • Kidnappings/Abductions

  • Child Abuse/Neglect/Molestation

  • Life-Threatening Illness

  • Accidental Injury or Death

  • Intentional Injury or Death

  • Utility Failures

  • Chemical Spills

  • Automobile Accidents

  • Natural Disasters: Earthquake, Flood, Tornado, Fire, Hurricane, Tsunami

  • Mass Transit Disasters: Falling Aircraft/Train Derailment/Bus Accidents

  • 4. Control campus access. Minimize the number of campus entrance and exit points used daily. Access points to school grounds should be limited and supervised on a regular basis by individuals who are familiar with the student body. Campus traffic, both pedestrian and vehicular, should flow through areas that can be easily and naturally supervised. Delivery entrances used by vendors also should be checked regularly. Parking lots often have multiple entrances and exits, which contribute to the vandalism and defacement of vehicles and school property. Vehicular and pedestrian access should be carefully controlled. Perimeter fencing should be considered. Bus lots should be secured and monitored. Infrequently used rooms and closets should be locked. Access to utilities, roofs, cleaning closets should be secured.5. Identify specifically assigned roles and responsibilities. Specific policies and procedures that detail staff members' responsibilities for security should be developed. These responsibilities may include monitoring hallways and restrooms, patrolling parking lots, and providing supervision at before-school and after-school activities. Specific roles and responsibilities should also be assigned for times of crisis, including the appointment of a crisis team.6. Identify whom to call in a crisis. Maintain an updated list of who to call in case of various kinds of crisis. Develop a close working partnership with these emergency responders. When a crisis occurs, school officials do not have the time or luxury to find out who handles chemical or biological disasters or who handles bomb threats. Know the extent of services offered by these agencies. Find out what to do when an emergency responder is not immediately available. Develop a close working partnership with law enforcement officials. Get to know your school police before there is a crisis. Develop a memorandum of understanding as to the role of a police officer on campus. Determine in advance who will lead, who will follow and how searches, interrogations and other issues will be handled. Create a close working partnership with mental health professionals who can assist school officials in evaluating and assessing potentially dangerous students who may threaten or intimidate others. The counselor or psychologist can also be an important partner in the aftermath of a crisis.7. Provide training for all members of the school community regarding cultural awareness and sensitivity. It is important to consider the impact of cultural influences on a school community's ability to create and maintain safe, secure, and peaceful schools. Cultural influences will directly affect the information, strategies, and resources that will be used in safe school planning. The sensitivity to cultural influences also apply to creating a plan to manage and respond to a crisis.8. Establish an Emergency Operation Communication System. In addition to campus intercoms and two-way radios, it is important for school officials to be able to communicate with law enforcement and outside telephone providers. This includes the use of cell phones.9. Implement a uniform school crime reporting and record-keeping system. When school administrators know what crimes are being committed on their campus, when they are committed and where and who is involved, it speaks volumes about the types of strategies and supervision that should be implemented. In addition, it is important to conduct some level of crime analysis to determine, what if any, linkages exists among various aspects of criminal activity on the campus.Preparing for National EmergenciesSchools should begin a process of learning and staying informed about potential national security threats, preparing for emergencies, and how to react during an attack. In addition to the following recommendations, visit the U.S. Department of Homeland Security website at www.dhs.gov/dhspublic/ for more information. (Also, the U.S. Department of Education is expected Spring 2003 to outline steps schools should take in the event of a biochemical attack.)10. Identify potential and reliable sources of information to be accessed once a crisis situation develops. Prepare a plan that identifies the first and subsequent contacts you will make to access credible information and appropriate direction for action.11. Perform an assessment of your school's risk during a national crisis. This includes:Evaluating health and medical on-site preparedness;

  • Checking the availability and accessibility of local emergency services, including HAZMAT(hazardous materials), fire, emergency medical, law enforcement, and local and federal emergency management agencies;

  • Identifying potential terrorist targets in your local community;

  • Identifying and taking inventory of potential informal contacts in the community who could provide food, water, shelter, medical aid, power sources, and other forms of emergency support; and

  • Reviewing viable communications plans, such as phone chains and parent contact information.

12. Be observant of the things transpiring on campus. During periods of high alert, an additional level of vigilance must be in place. Everyone who comes onto the campus must have a legitimate purpose. It is important to have a uniform screening policy for all visitors, including vendors and delivery/service personnel. All visitors should be required to sign in at the school office, state their specific business and wear or visibly display a visitor's badge. All school employees should be advised to greet visitors or any unidentified person and direct them to the main office to ensure that these persons have legitimate business at the school. Teachers and staff should be trained to courteously challenge all visitors. "May I help you?" is a kind, non-threatening way to begin.Confirm the identity of service personnel and anyone seeking access to operational systems such as heating/air conditioning units, gas or electric utilities, telephone systems, security systems, maintenance areas, and other related locations. Mainta


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