Natural Disasters

This week we have a guest columnist, Terry Smithson the Director of Marketing for JES & Co., covering the topic of disasters and disaster recovery. Peggy will be back in a few weeks.

Millions of people around the globe have been thunderstruck and horrified by the devastating earthquake, tsunami, and resulting nuclear crisis that have unfolded in Japan in recent weeks. Stark images of the utter destruction left in the tsunami’s wake replay continuously on news reports, leaving viewers wondering how the affected communities can possibly rebuild after such a tragedy. Where does one start? The sheer scope of the destruction seems overwhelming.

Some things in the world…okay a lot of things in the world…are difficult subjects to tackle with students. When bad things happen in the world, especially close to home, how do we help our students understand what’s going on and what they are feeling? There are textbooks, lesson plans, and best practices in place to teach the core academic subjects, but the there is no clear-cut procedure for handling unexplainable disasters. Whether it’s a natural disaster or a man-made one, students are witnessing situations in real time and in more detail than ever. The unfolding events can be very scary for students and teachers. Discovering the scientific basis of these disasters and how to cope may alleviate this fear and give a feeling of control over the situation.

A few weeks ago in Hungary, a reservoir ruptured, flooding several towns with 185 million gallons of toxic red sludge. The 12-foot high river of sludge killed nine people, with scores more hospitalized with chemical burns and other injuries. The effect on the environment and the people there is still unknown, and the scope of any lasting damage is likely to be unknown for many years. The sludge is a byproduct of refining bauxite into alumina, and is contained in numerous reservoirs in communities surrounding the aluminum plant.