Background: The 2015.4.25 Gorkha earthquake affected about eight million people in Nepal. Most injuries and loss of life were due to building collapse and damage. This work aims to investigate the topographical and geological effects on the severe damage caused by this earthquake. Findings: In one-week field investigation in the earthquake-affected areas, several severely damaged areas with different topographic and geological features were surveyed, as well as the site of Kaligandaki River landslide dam failure. Some general tendency related to the building damage and landslide dam failure was obtained. Conclusions: Through the field investigation, it was found that geological and geomorphological characteristics of a site, combined with the structure feature of the building, such as the short column effect, amplified the seismic vibration and caused severe building collapse and damages, i.e., 1) For buildings on flat area consisting of lacustrine deposit or diluvial deposit, resonance effect might be the main reason, while for the buildings on the top of hills or narrow ridges, topographic effect and sometimes, short column effect should take the main responsibility; 2) For buildings located on the gentle slopes or landslides, the settlement in the infill side caused by the strong seismic vibration can be the main reason; 3) Besides of the building failure on lacustrine deposit, failure patterns in three types of topographic and geological features, i.e., narrow ridges formed by landslides, diluvial deposits and alluvial fans, and landslides, were proposed as the possible mechanism of the building damage caused by the earthquake. For landslide dam failure, it was found that landslide dam could easily breach or collapse, when the landslide-dam-deposits were fine.
The 2013 Partial Amendment of the Disaster Countermeasures Basic Law mandated that a roster of vulnerable persons during disasters be created, and further development of evacuation support is expected. In this study, the number of vulnerable people living in target analytical areas are identified in terms of neighborhood units by using the National Health Insurance Database to create a realistic and efficient evacuation support plan. Later, after considering the “vulnerability” of an area to earthquake disaster damage, a quantitative evaluation of the state of the disaster is performed using a principle component analysis that further divided the analytical target areas into neighborhood units to make a detailed determination of the number of disaster-vulnerable persons, the severity of the disaster, etc. The results of the disaster evaluation performed after considering the vulnerability of an area are that 628 disaster-vulnerable persons live in areas with a relatively higher disaster evaluation value.
Online classes have been provided for health-care pre-licensure learners during the novel coronavirus disease 2019 pandemic. The purpose of this study was to evaluate the utility of online group work in interprofessional education. A total of 209 students were assigned to 50 groups (18 medical student groups, 13 nursing student groups, and 19 mixed medical/ nursing student groups). Learners performed group work during the orientation for the course, which was hosted using an online video conferencing system. The learners first performed the activity individually (10 min) and then engaged in a group discussion to reach consensus on their answers (30 min). We calculated the scores before and after the group discussion and shared the results with the students. Scores were improved after the group discussion (mean ± SEM, 23.7 ± 0.9) compared with before (37.3 ± 1.3) (P < .0001). Lower scores after the group discussion, which indicated the effect of the group discussion on making better decisions, were observed most in the mixed medical/nursing student groups, followed by the nursing student and medical student groups. We noted only 3 groups in which the group discussion showed a negative effect on decision-making: all 3 of these groups were mixed (3 of 19 groups; 16%). These data demonstrated the power of group discussion for solving tasks when the participants' professional fields were mixed. However, the small size of the interdisciplinary groups might have resulted in less effective discussion, which might be due in part to psychological barriers arising from professional differences. Online group work is effective for facilitating discussion and building consensus about decisions in interprofessional education for medical and nursing students. Potential psychological barriers may exist in about 16% of mixed group students at the start, which should be kept in mind by instructors.
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