1) Discuss and assess disaster relief resources provided by FEMA fo...

1) Discuss and assess disaster relief resources provided by FEMA for earthquake victims, specifically. Draw upon past disasters and FEMA response.
2) Humans can trigger earthquakes, but should we? Can we set off medium sized earthquakes in a controlled fashion that will prevent a large earthquake in an area? Make a list of pros and cons for earthquake control.
3) Should the federal governemt provide disaster-relief funds to help home and business owners rebuild their flood-ravaged properties on the floodplain?
4) Do some preliminary research online for technologies that have and are being developed to help disaster relief victims.

3rd part
Part 1: Volcanoes can kill in numerous ways. They can burn you with a pyroclastic flow, slam, and suffocate you with a lahar, batter and drown you with tsunami, poison you with gas, hit you with a pyroclastic bomb, fry you with a lava flow, or kill you with indirect events such as famine.
Volcanoes operate all around the world. How many people do they kill? Which volcanic processes claim the most lives? The lack of written records for some time intervals and in some parts of the world makes these questions difficult to answer. Volcanologists Tom Simkin, Lee Siebert and Russell Blong have studied the questions and given approximate answers. About 275,000 people have been killed by volcanic action during the past 500 years. A dozen or so volcanic processes have done the killing. Do some personal research (using referenced sources ) on the following ways that a volcano can cause harm and cite RELEVANT EVENTS IN THE PAST that have caused similar eruptions and damage. What happened during these events AND how did the society at large respond to the damage?
Write about Pyroclastic Flows.

2) Part 2: A hurricane is a storm of the tropics. Heat builds up in the tropics during long, hot summers and hurricanes are one means of exporting excess tropical heat to the midlatitudes. Before a hurricane can develop, several requirements should be met: (1) Seawater should be at least 27*C (80*F) in the upper 60m (200ft) of the ocean; (2) air must be warm, humid, and unstable enough to sustain convection; (3) the storm must be far enough (~500 km = 300 mi) from the equator for a Coriolis effect to be strong enough to spin the system; and (4) the upper level of winds should be weak and preferably blowing in the same direction the developing storm is moving.
Address the following questions and work together to create a coherent and relevant discussion.
1) 1. What can be done to strengthen buldings enough to withstands hurricanes?
2) 2. If local ocean temperatures continue to rise, what effect will it have on hurricane strength?
3) 3. Many hurricanes form north of the equator in the North Atlantic, Caribbean Sea and Gulf of Mexico. Why don't many hurricanes form south of the equator in the South Atlantic Ocean? Tip: Focus on ocean physics and temperatures ...

Tsunami Review
Chile tsunami 27 February 2010
a. Where did the tsunami occur?
b. Which plates were involved?
c. The tectonic plates near Chile meet in a subduction zone. Use a diagram to explain why earthquakes and tsunami can occur in such an area.
d. Describe the shape of the sea bed near the coast line
2. Visit the NOAA website Chile 2010 tsunami and click on the map showing maximum wave amplitude (you will need to wait for this to appear on the screen
before clicking and opening the map). This map is showing wave height and the time it took for the first wave to arrive (blue lines).
Compare Concepcion and Hawai’i in terms of
a. how long it took the tsunami to arrive
b. the height of the waves
3. How long did it take for the tsunami to have an impact on the other side of the Pacific Ocean along the east coast of Australia? How does this compare to the time it takes to fly across the Pacific? (You may need to do some research here or talk to someone who has made this trip).
What was the impact?
List the ways in which Chile was impacted by the earthquake and tsunami and present the information in the form of a table.
5. In what ways might people a long way from the earthquake/tsunami area be affected?
6a. Investigate a range of aid organizations and news reports to find examples of the emergency response to the earthquake and tsunami. Your goal is to find examples of actions taken by Chilean authorities and actions taken by groups from other countries.
b. Of all the examples you have found which do you think is the most significant? Why do you think so?