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Support for disaster risk reduction and resilience building
Support for disaster risk reduction and resilience building
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Support for disaster risk reduction and resilience building
Disaster risk reduction (DRR) and resilience building are critical components of a comprehensive approach to disaster management. They aim to reduce the likelihood and impact of disasters by improving the resilience of communities and reducing their exposure to risk. DRR and resilience building are important for reducing the risk of disasters, such as earthquakes, floods, and droughts, and for supporting the recovery of communities that have been affected by such disasters.
To support DRR and resilience building, it is important to take a multi-disciplinary approach that considers the social, economic, and environmental factors that contribute to disaster risk. This may involve working with communities to identify their vulnerabilities and to develop community-based disaster risk reduction plans. It may also involve working with local authorities and other stakeholders to develop and implement policies and regulations that promote disaster risk reduction and resilience building.
Another important aspect of supporting DRR and resilience building is to ensure that communities have access to early warning systems and preparedness measures. This may involve establishing warning systems, such as early warning systems for floods and hurricanes, and training communities on how to respond to these warnings. It may also involve developing and implementing evacuation plans, and ensuring that communities have access to adequate shelter, food, and water in the event of a disaster.
In addition to these technical measures, it is also important to invest in disaster risk reduction education and awareness-raising. This may involve working with schools and community-based organizations to educate communities about disaster risk and how to reduce their exposure to risk. It may also involve working with media organizations to promote public awareness and understanding of disaster risk reduction and resilience building.
Another critical aspect of supporting DRR and resilience building is to invest in risk-informed infrastructure development. This may involve working with communities to identify the risks posed by existing infrastructure and to develop plans for improving or replacing this infrastructure to reduce the risk of disasters. This may also involve investing in new infrastructure that is designed to be more resilient to disasters, such as buildings that are earthquake-resistant or infrastructure that is designed to withstand floods and hurricanes.
Finally, it is important to ensure that DRR and resilience building efforts are integrated into broader development and sustainability initiatives. This may involve working with local authorities and other stakeholders to ensure that DRR and resilience building are considered in the planning and implementation of development initiatives, such as urban planning, agriculture, and infrastructure development. It may also involve working with financial institutions to develop financing mechanisms that support DRR and resilience building initiatives, such as disaster risk insurance programs.
In conclusion, supporting DRR and resilience building is essential for reducing the risk of disasters and supporting the recovery of communities that have been affected by disasters. This requires a multi-disciplinary approach that considers the social, economic, and environmental factors that contribute to disaster risk, as well as the development and implementation of technical measures, such as early warning systems, evacuation plans, and risk-informed infrastructure development. By investing in DRR and resilience building, we can help to ensure that communities are better prepared for disasters, and that they are able to recover more quickly and effectively from the impacts of these disasters.
Support for disaster risk reduction and resilience building
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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