SRI VENKATESWARA COLLEGE OF ENGINEERING &TECHNOLOGYR.V.S. NAGAR, CHITTOOR – 517127

DEPARTMENT OF HUMANITIES AND SCIENCES

Topic / Unit: The Cuddalore Experience from Enjoying Everyday English

Learning Outcomes: the students acquire knowledge regarding the outstanding efforts of an administrative officer who handled disaster management appreciably and effectively during the Tsunami which devastated Cuddalore on 26th December 2004.

Word Study

1. Prone to = have a tendency to, inclined to2. Indicators = markers or signs3. Frequent = regular4. Tsunami = a great sea wave produced by submarine earth movement or volcanic eruption5. Fury = anger, rage6. Magnitude = size, extent, degree7. Intense = powerful, forceful8. Havoc = disaster, destruction9. Wreaked = caused, inflicted10. Livestock = farm and domestic animals11. Saline = salty, full of salt deposits12. Scarred = wounded, permanently leave a blemish or mark13. Rendered = left, made14. Relief = assistance and help15. Rehabilitation = cure, remedy, treatment16. Mammoth = huge, massive, enormous17. Consolation = comfort and support18. Bereaved = suffering are burdened with the death of a close relative, friend or a family member.19. Streamlining = restructuring, reorganizing20. Earnestness = sincerity, seriousness21. Mobilize = assemble, gather22. Gargantuan = gigantic, large23. Sheer = absolute, total24. Voluntary = charitable25. Philanthropic = generous, benevolent, bighearted26. Onerous = burden-some, tiring, time-consuming, difficult27. Disposing = Keeping in order (contextually – burying / cremating)28. Persuasion = influence and urging29. Ensuring = making sure and certain30. Fled = run away, escape31. Refugees = migrants32. Devised = planned, worked out33. Far-flung = distant, faraway, far-off, remote34. Restoration = re-establishment, renovation

35. Civic = public, community36. Amenities = facilities, services37. Intensive = rigorous, serious38. Untoward = problematic, troublesome39. Desalination = Desalination, desalinization, or desalinisation refers to any of several processes that remove excess salt and other minerals from water. More generally, desalination may also refer to the removal of salts and minerals, as in soil desalination.40. Reverse Osmosis (RO system) = Reverse osmosis is similar to the membrane filtration treatment process. However there are key differences between reverse osmosis and filtration. The predominant removal mechanism in membrane filtration is straining, or size exclusion, so the process can theoretically achieve perfect exclusion of particles regardless of operational parameters such as influent pressure and concentration. RO (Reverse Osmosis), however involves a diffusive mechanism so that separation efficiency is dependent on influent solute concentration, pressure and water flux rate [1]. It works by using pressure to force a solution through a membrane, retaining the solute on one side and allowing the pure solvent to pass to the other side. This is the reverse of the normal osmosis process, which is the natural movement of solvent from an area of low solute concentration, through a membrane, to an area of high solute concentration when no external pressure is applied. 41. HAM radio = Amateur radio, often called ham radio, is both a hobby and a service in which participants, called "hams," use various types of radio communications equipment to communicate with other radio amateurs for public services, recreation and self-training. Amateur radio operators enjoy personal (and often worldwide) wireless communications with each other and are able to support their communities with emergency and disaster communications if necessary, while increasing their personal knowledge of electronics and radio theory. An estimated six million people throughout the world are regularly involved with amateur radio.42. SOS = SOS is the commonly used description for the international Morse code distress signal (· · · — — — · · ·). This distress signal was first adopted by the German government in radio regulations effective April 1, 1905, and became the worldwide standard under the second International Radiotelegraphic Convention, which was signed on November 3, 1906 and became effective on July 1, 1908. SOS remained the maritime radio distress signal until 1999, when it was replaced by the Global Maritime Distress Safety System. SOS is still recognized as a visual distress signal. From the beginning, the SOS distress signal has actually consisted of a continuous sequence of three-dits/three-dahs/three-dits, all run together without letter spacing. In International Morse Code, three dits form the letter S, and three dahs make the letter O, so "SOS" became an easy way to remember the correct order of the dits and dahs. In modern terminology, SOS is a Morse "procedural signal" or "prosign", and the formal way to write it is with a bar above the letters, i.e. SOS. In popular usage, SOS became associated with phrases such as "save our ship" or "save our souls". These were a later development, most likely used to help remember the correct letters (a backronym). As the SOS signal is a prosign, its respective letters have no inherent meaning per se, it was simply chosen due to it being easy to remember.43. Rubble = debris, ruins, wreckage44. Brunt = impact, force45. Ravaging = destroying46. Semblance = appearance, impression47. Epidemic = contagious / easily spreading disease48. Carcass = dead body49. NSS = National Service Scheme

The Motto of NSS "Not Me But You", reflects the essence of democratic living and upholds the need for self-less service. NSS helps the students develop appreciation to other person's point of view and also show consideration to '/other living beings. The philosophy of the NSS is well doctrined in this motto, which underlines/on the belief that the welfare .of an individual is ultimately dependent on the welfare of the society on the whole and therefore, the NSS volunteers shall strive for the well-being of the society.

The main objectives of National Service Scheme (NSS) are :

i.                understand the community in which they work

ii.              understand themselves in relation to their community

iii.             identify the needs and problems of the community and involve them in problem-solving

iv.            develop among themselves a sense of social and civic responsibility

v.             utilise their knowledge in finding practical solutions to individual and community problems

vi.            develop competence required for group-living and sharing of responsibilities

vii.          gain skills in mobilising community participation

viii.         acquire leadership qualities and democratic attitudes

ix.            develop capacity to meet emergencies and natural disasters and

x.              practise national integration and social harmony

50. NYK = Nehru Yuva Kendra

The Nehru Yuva Kendra Sangathan (NYKS) an autonomous body of the Ministry of Youth Affairs and Sports, Government of India was set up in 1972 as Nehru Yuvak Kendra under the erstwhile Ministry of Education.

Objectives : To form Youth Clubs and involve the youth in nation building activities. To develop their values & skills so that they may become responsible and productive

citizens of India. To act as a catalytic agency in reaching the benefits of Central and State Government

Schemes to the rural community in general and the youth in particular. To inculcate in the rural youth the spirit of voluntarism and cooperation To utilize NYK'S large Network for development and promotion of programmes in

priority sectors such as employment generation, literacy, family welfare, environment conservation, national integration, gender equality and women's empowerment.

51. Volunteer = Unpaid helper / assistant52. Personnel = staff / employees53. Alarm bell = call for help54. Disinfect = clean thoroughly55. Displaced = shifted, relocated56. Disrupted = disturbed57. Fair = impartial, equal58. Inventory = registered list / account / record59. Track = follow60. Channelised = processed, outsourced61. Routed = sent through

62. Equitable = reasonable, just63. Accountability = responsibility64. Facilitate = make possible65. Yeoman = one that performs great and laborious service66. Crisis = emergency, calamity67. Counseling = guidance and therapy68. Traumatised = shocked and distressed69. Reclamation = recovery, recuperation70. Mooted = suggested, proposed 71. Enhanced = better, superior72. Compensation = repayment, reimbursement, paying cost for the damages73. Stranded = trapped / cut off / abandoned74. Disposal = removal, clearance75. Fodder = feed / animal food76. Vaccination = immunization injection77. Bogus = false / fake78. Therapy = treatment and healing79. Pilot = guide / experiment80. Tremendous = remarkable, sensational81. Endeared = to make dear and respected82. Ushered = brought83. Trafficking = illegal transfer84. Abuse = ill-treatment, exploitation85. War Footing = with in a short span of time86. Thrust = focus87. Quarters = sectors / areas / sections88. Vulnerable = exposed / open to / defenseless89. Invariably = always, habitually, commonly90. Inundated = flooded91. Recurrent = repeated, periodic92. Dramatic = powerful, extraordinary

REPORT WRITING

A report represents written, factual accounts that objectively communicate information about some aspect of the business. In short reports constitute a managerial tool. The goal when developing a report for such an audience is to make the information as clear and convenient as possible. To achieve clarity and readability, the elements / components of the report must be developed in a logical and focused manner.

The following are the elements of the report: Letter of transmittal Title page Abstract Table of contents

List of illustrations Executive summary Glossary and list of symbols Appendix

The text of the report starts with an introduction, which covers: Authorization Problem / purpose Scope Background Limitations Report organization

The body of the report follows the introduction. It consists of the major sections that present, analyze and interpret the findings gathered apart of your investigation. These sections contain the detailed information necessary to support your conclusions and recommendations. Summary, conclusions and recommendations finally, wrap-up the report. Summary is the key findings of the report, paraphrased from the body and stated in the order in which they appear in the body. Conclusions are the writer’s analysis of what the findings mean. In other words, answers to the questions that led to the report. Recommendations are opinions based on reason, logic, about the course of action that should be taken. Notes and bibliography is a list of sources consulted while preparing the report. Reports convey information objectively from one organizational area to another or from one institution to another. They assist in decision-making or problem solving.

VERB

A verb is a word, which tells or asserts something about a person or thing. It tells about a person or thing in a state of

Doing Being Being acted upon

Verbs are broadly divided into two kinds.

1. Transitive verbs2. Intransitive verbs

A transitive verb expresses an action that passes over from the subject to the object. I read a book She sang a sweet song.

An intransitive verb expresses the state of being or a static action or a self-contained action. The child sleeps. The boy was laughing.

VERB: TENSEThe word ‘tense’ is derived from the Latin word ‘tempus’ which means time. Hence the tense is the form taken by the verb to indicate the time of the action. An action or event may have taken place in the past or it may take place in the present or future time. There fore, a verb may refer to:

The present time The past time The future time

There are three main tenses – present tense, past tense and future tense. Each tense has four forms. They are:

Indefinite Continuous Perfect

Perfect continuous

Present Tense

Simple Present or Indefinite tenseThis tense tells us about an action which is done at the present time, but the information supplied to us is indefinite i.e., uncertain or incomplete. A simple formula for this tense is:

Subject + first form of verb + objectWe work hard.

Present Continuous TenseThis tense indicates the continuity of an action which is going on at the present moment. The formula is:

Subject + is, am, are + v + ing + objectI am doing sums.

Present Perfect TenseThis tense indicates the completion of an action. Subject is followed by ‘has’ or ‘have’, the third form of verbs and then object. The formula is:

Subject + has, have + verb + objectWe have paid our dues.

Present Perfect Continuous TenseThis tense shows the part completion of some work and continuity of the remaining part of the work. The formula is:

Subject + has, have + been + verb + ing + object + for, since +point or period of time.I have been suffering from fever for two days.

‘For’ is used when ‘period’ of time is indicated. ‘Since’ is used when there is indication of ‘point’ of time.

Past Tense

Simple Past or Indefinite TenseThis tense shows ‘indefinitely’ some past action. Formula for this is:

Subject + past form of the verb + objectI went to see the Taj.

Past Continuous TenseThis tense shows the continuity of an action in the past tense. The formula is:

Subject + was, were + verb + ing + objectThe child was playing in the ground.

Past Perfect TenseThis tense shows the completion of an action in the past tense. Formula is:

Subject + had + verb + Object.I had never seen a snake.

Past Perfect Continuous TenseIt shows partial completion along with continuity of an action in the past tense. The formula is:

Subject + had + been + verb + ing + object + for, since + timeWe had been waiting for you since morning.

Future Tense

Simple Future or Future Indefinite TenseIt shows ‘indefinite’ action in the future. The formula is:

Subject + shall, will + verb + objectI shall help you in this matter.

Future Continuous TenseThis tense denotes the continuity of an action in the future tense. The formula is:

Subject + shall, will + be + verb + ing + objectI shall be having my breakfast in the morning.

Future Perfect TenseThis tense indicates the perfection of an action in the future tense. The formula is:

Subject + shall, will + have + verb + objectShe will have sung a song

Future Perfect Continuous TenseThis tense tells us about the partial completion of an action in the future along with continuity of the remaining part of the action. The formula is:

Subject + shall, will + have + been + verb + ing +object + for, since + timeThe mechanic will have been working at the machine for one hour.

AUXILIARY VERBS

Modals are the auxiliary verbs, which help other verbs in formation of sentences. There are two kinds of auxiliaries. They are:

1. Primary auxiliaries2. Modal auxiliaries

Primary Auxiliaries

These auxiliaries are three in number. They are:

1. Be = be, is am, are, being, was, were It is used in the continuous tense. It is used along with the passive voice form of indefinite tense.

2. Have = have, has, had, having It is used in the formation of a sentence in the perfect tense.

3. Do = do, does, doing, done It is used in the formation of negative sentences, interrogative sentences and

emphatic sentences.

Modal Auxiliaries

These are also known as ‘helping verbs’, as they help other verbs in formation of sentences. The following is a list of modal auxiliaries:

Shall Used to express simple future tense or a prediction. Used to express a suggestion Used to act according to the will of the listener.

With the second and third person it is Used to express a command, a promise, a determination, declaration, willingness,

intention or insistence of the speaker. Used to express a threat, a legal injunction, obligation or prohibition.

Will Used in the second and third persons to express simple future tense in the sense of

prediction. Used to express general truth, characteristic habit, request, invitation, order,

determination, probability, willingness, wish, intention, command, warning or threat.With the first person it is

Used to express a promise, willingness, determination, threat and a refusal.

WouldPrimarily it is used a past tense form of ‘will’ in the indirect speech. It is used to express

Preference Wish Habit Polite request Polite invitation Willingness Determination Probability Imaginary or unreal condition

MayIt is used in / to express

Declarative sentence Purpose Wish or prayer Curse Strong possibility Give permission seek permission To offer help, service, etc.

CanIt is used

To express ability, capacity or capability To express permission To express an impossibility To convey a derogatory sense

To make request Empty use

MightIt is used

To express the past tense of may To express remote possibility To give or seek permission

Could It is used

As the past tense of can in indirect speech To make a polite request To express past ability To express a characteristic To express empty use

Must It is used

To express necessity, duty, obligation, compulsion, advice and determination To express some possibility To express some expectation To express a logical conclusion

The past tense of ‘must’ is ‘had to’ and the future tense is ‘will or shall have to’. ‘Must’ is not used in sentences that convey interrogative or negative sense. The expression ‘must have’ conveys the sense of a past or completed action. Mustn’t is used to convey the sense of compulsion, obligation etc. as in the case of ‘must’ but in the negative sense.

DareIt is used

To express courageousness Daren’t is used to express lack of courage

Ought toIt is used

To express obligation To express duty To express necessity or advice

Have toIt is used

To express some compulsion, obligation or necessity in the present or future tense.

Used to Is used

To depict existence of something in the past To express some habit in the past.

NeedIt is used

To express some necessity or obligation, generally in an interrogative sentence in the present tense.

‘Needn’t’ and ‘need not’ are used to express necessity or obligation in the negative sense.

Had toIs used

To express compulsion, necessity or obligation in the past. The expression ‘had to’ is the past tense form of ‘have to’ and as such carries the same

sense in the past.

IRREGULAR VERBS

The verbs listed below are irregular in either the Past Tense or the Past Participle, or both

Present Past Past Participle

Arise arose arisenBe was/were beenBear bore borneBeat beat beatenBecome became becomeBegin began begunBend bent bentBid bid bidBind bound boundBite bit bittenBleed bled bledBlow blew blownBreak broke brokenBreed bred bredBring brought broughtBuild built builtBurn burnt burntBurst burst burstBuy bought boughtCast cast castCatch caught caughtChoose chose chosenCling clung clungCome came comeCost cost costCreep crept creptCut cut cutDeal dealt dealtDig dug dugDo did doneDraw drew drawnDream dreamt dreamtDrink drank drunkDrive drove drivenEat ate eaten Fall fell fallenFeed fed fedFeel felt feltFight fought foughtFind found foundFlee fled fled

Fling flung flungFly flew flownForbid forbade forbiddenForget forgot forgottenForgive forgave forgivenForsake forsook forsakenFreeze froze frozenGet got gottenGive gave givenGo went goneGrind ground groundGrow grew grownHang hung hungHear heard heardHave had hadHide hid hiddenHit hit hitHold held heldHurt hurt hurtKeep kept keptKneel knelt kneltKnow knew knownLay lay laidLead led ledLean lean leantLeap leapt leaptLearn learnt learntLeave left leftLend lent lentLet let letLie lay lainLight lit litLose lose lostMake made madeMean mean meantMeet met metPay paid paidPut put putRead read readRide read raadRide rode riddenRing rang rungRise rose risenRun ran runSay said saidSee saw seenSeek sought soughtSell sold soldSend sent sentSet set setShake shook shakenShed shed shedShine shone shoneShoot shot shot

Show showed shownShrink shrank shrunkShut shut shutSing sang sungSing sank sunkSit sat satSleep slept sleptSlide slid slidSling slung slungSlit slit slitSmell smelt smeltSow sowed sownSpeak spoke spokenSpeed sped spedSpell spelt speltSpend spend spentSpill split splitSpin spun spunSpit spat spatSplit split splitSpoil spoilt spoiltSpread spread spreadSpring sprang sprungStand stood stoodSteal stole stolenStick stuck stuckSting stung stungStink stank stunkStride strode striddenStrike struck struckSwear swore swornSweep swept sweptSwim swam swumSwing swing swungTake took takenTeach taught taughtTear tore tornTear tore toreTell told toldTell told toldThink thought thoughtThrust threw thrownTrust thrust thrustTread trod troddenWake woke wakenWear wore wovenWeep wept weptWin won wonWind wound woundWring wrung wrungWrite wrung wrungWrite wrote written

Phrasal Verbs

A phrasal verb is a combination of a verb and a preposition, a verb and an adverb, or a verb with both an adverb and a preposition, any of which are part of the syntax of the sentence, and so are a complete semantic unit. Sentences, however, may contain direct and indirect objects in addition to the phrasal verb. Phrasal verbs are particularly frequent in the English language. A phrasal verb often has a meaning which is different from the original verb.

Alternative terms for phrasal verb are ‘compound verb’, ‘verb-adverb combination’, ‘verb-particle construction (VPC)’, AmE ‘two-part word/verb’ and ‘three-part word/verb’ (depending on the number of particles), and multi-word verb (MWV).

'Preposition' and 'adverb' as used in a phrasal verb are also called 'particle' in that they do not alter their form through inflections (are therefore uninflected, they do not accept affixes, etc.).

Phrasal verbs in informal speech

Phrasal verbs are usually used informally in everyday speech as opposed to the more formal Latinate verbs, such as “to get together” rather than “to congregate”, “to put off” rather than “to postpone”, or “to get out” rather than “to exit”.

Literal usage

Many verbs in English can be combined with an adverb or a preposition, and readers or listeners will easily understand a phrasal verb used in a literal sense with a preposition:

"He walked across the square."

Verb and adverb constructions can also easily be understood when used literally:

"She opened the shutters and looked outside." "When he heard the crash, he looked up."

An adverb in a literal phrasal verb modifies the verb it is attached to, and a preposition links the subject to the verb.

Idiomatic usage

It is, however, the figurative or idiomatic application in everyday speech which makes phrasal verbs so important:

"I hope you will get over your operation quickly." "Work hard, and get your examination over WITH."

The literal meaning of “to get over”, in the sense of “to climb over something to get to the other side”, no longer applies to explain the subject's enduring an operation or the stress of an examination which they have to overcome. It is when the combined meaning of verb plus adverb, or verb plus preposition is totally different from each its component parts, that the semantic content of the phrasal verb cannot be predicted by its constituent parts and so becomes much more difficult for a student learning English to recognise.

Other idiomatic usages of phrasal verbs show a verb + direct object + preposition/adverb + indirect object construction:

In her introduction to "Longman Dictionary of Phrasal Verbs, What this dictionary contains", Rosemary Courtney includes as a third category

3. Idioms which are formed from phrasal verbs, such as let the cat out of the bag. These idioms are printed in heavy type. Idioms have a meaning which is different from the meaning of the single words, and usually have a fixed word order.

Courtney then cites among many other examples in the dictionary such phrases as "to add insult to injury", "to add fuel to the flames", "to leave someone in the lurch", "to scare someone out of their wits", etc.

"To get over an examination" is not the correct application of the phrasal verb "to get over." The author wants to imply, "to finish," the phrasal verb in this case is "to get over with." To get over the examination means put it in your emotional past.

Phrasal verb patterns

A phrasal verb contains either a preposition or an adverb (or both), and may also combine with one or more nouns or pronouns.

Particle verbs

Phrasal verbs that contain adverbs are sometimes called "particle verbs", and are related to separable verbs in other Germanic languages. There are two main patterns: intransitive and transitive. An intransitive particle verb does not have an object:

“When I entered the room he looked up.”

A transitive particle verb has a nominal object in addition to the adverb. If the object is an ordinary noun, it can usually appear on either side of the adverb, although very long noun phrases tend to come after the adverb:

Switch off the light. Switch the light off. Switch off the lights in the hallway next to the bedroom the president is sleeping in.

With some transitive particle verbs, however, the noun object must come after the adverb. Such examples are said to involve "inseparable" phrasal verbs:

The gas gave off fumes. (not *The gas gave fumes off.)

Still other transitive particle verbs require the object to precede the adverb:

They let the man through. (not *They let through the man.)

With all transitive particle verbs, if the object is a pronoun, it must normally precede the adverb:

Switch it off. (not *Switch off it.) The smell put them off. (not *put off them)

They let him through. (not *they let through him)

Prepositional verbs

Prepositional verbs are phrasal verbs that contain a preposition, which is always followed by its nominal object. They are different from inseparable transitive particle verbs, because the object still follows the preposition if it is a pronoun:

On Fridays, we look after our grandchildren. We look after them. (not *look them after)

The verb can have its own object, which usually precedes the preposition:

She helped the boy to an extra portion of potatoes. with pronouns: She helped him to some.

Prepositional verbs with two prepositions are possible:

We talked to the minister about the crisis.

Phrasal-prepositional verbs

A phrasal verb can contain an adverb and a preposition at the same time. Again, the verb itself can have a direct object:

no direct object: The driver got off to a flying start. direct object: Onlookers put the accident down to the driver’s loss of concentration.

Phrasal verbs and modifying adverbs

When modifying adverbs are used alongside particle adverbs intransitively (as particle adverbs usually are), the adverbs can appear in any verb/particle/adverb positions:

“He unhappily looked round.” “He looked unhappily round.” “He looked round unhappily.”

The particle adverb here is "round" and the modifying adverb is "unhappily". ("Round" is a particle because it is not inflected — does not take affixes and alter its form. "Unhappily" is a modifying adverb because it modifies the verb "look").

With a transitive particle verb, the adverb goes either before the verb or after the object or particle, whichever is last:

“He cheerfully picked the book up.” “He picked up the book cheerfully.” (not *picked cheerfully up the book) “He picked the book up cheerfully.”

Prepositional verbs are different from transitive particle verbs, because they allow adverbs to appear between the verb and the preposition:

“He cheerfully looked after the children.

“He looked after the children cheerfully. “He looked cheerfully after the children.

Phrasal verbs combined with special verb forms and clauses

Rosemary Courtney also includes special verb forms and clauses in phrasal verb constructions.

Phrasal verbs combined with wh-clauses and that-clausesSentences which include verb + particle + object(s) + wh-clauses

“The teacher tried to dictate to his class what is the right thing to do”

= transitive verb + preposition(dictate to) + direct object (his class) + wh-clause (what is the right thing to do).

“My friends called for me when the time came”

= transitive verb + preposition (called for) + pronoun (me) + wh-clause (when the time came).

“Watch out that you don’t hit your head on the low beam”

= intransitive verb + adverb (watch out) + that-clause (that you don’t hit your head on the low beam).

Phrasal verbs combined with verb-ing forms “You can’t prevent me from seeing her”

= transitive verb + pronoun (prevent me) + preposition (from) + verb-ing form (seeing) + pronoun (her).

Lesson Overview - The Cuddalore Experience

Cuddalore is about 22 kilometers south of Pondicherry. On December 26 2004 the place had to deal with the experience of a great disaster, the Tsunami. Though the district was always prone to cyclones, famine and floods this was altogether a new and unexpected experience. As it was Sunday morning and the day after Christmas it was difficult to track down the available staff and relief measures possible. The account presented by Miss Anu George is very moving and inspiring. She was at that time the Assistant Collector of the place, a smart, dynamic and young IAS Officer.

First she managed to set up a public announcement system and search or the dead and injured was mobilized. The next step was to seek the aid for food and water. First of all the people who fled from their homes were accommodated in the marriage halls. Volunteers playing a vital role collected food from the philanthropic agencies and provided food and water to the victims.

The next measure was the painful and difficult task of disposing the dead bodies to prevent the outbreak of epidemics. Mass burial was the only way out. All the bodies were photographed individually before the burial for further identification purpose. This measure had given way to the smooth relief operations. The medicines were supplied on war footing and medical aid was provided by medical camps and visiting doctors. Sintex tanks were put up to ensure the steady supply of water. Those who showed leadership qualities in the relief camps were given phone numbers of the officials concerned so that if anything went wrong, the officials could be contacted to the problem without delay.

The restoration of civic amenities was one more important task as that of power and water supply to the affected areas. Intensive police patrolling was necessary to avoid untoward incidents. Tsunami had rendered the total land deeply saline and so three desalination plants with RO system were set up to make water potable for drinking purpose. Shallow bore wells were dug to regulate water supply and temporary shelters were provided with pipelines of water.

To regulate and coordinate the relief material pouring in from every side the computerized inventory system was evolved. This helped in asking for the needy material when compared to the unnecessary dumping of the useless material. As the lists of things available and articles further needed were circulated to the donors they were able to receive required help. Moreover, the donors who sent the materials through the administration were given an official acknowledgement for the materials. This addressed the issue of accountability. Though there were some differences in some relief measures and some donors were trying to distribute the material directly in the camps or villages it could not be stopped. Community kitchens were organized for equitable distribution of food. A tracking system was devised to report to the control room about the arrangements. Sanitary workers were appointed to clean on a daily basis. The field staff was given mobile phones to contact the control room. The HAM radio operators too helped in this process.

The agricultural land which had become saline was treated with eco-friendly technologies to facilitate faster reclamation. As the live stock loss was heavy, the carcasses were to be cremated and villages cleaned with lime & phenyl. Framers were given enhanced compensation and animals were vaccinated. Another important step was to deal with traumatized and orphan children. They were rehabilitated in children’s parks and play therapy sessions were devised to bring them back to normalcy. Special homes were opened for tsunami affected children for their psychological well-being. Temporary shelters with proper amenities were put up to accommodate refugees when they returned back to their homes.

For their excellent disaster management and commendable service during the incredible tsunami Cuddalore district authorities and Anu George received widespread applause. With the help if NGOs, Red Cross Society and volunteers from various sectors they were able to rescue and provide relief to the tsunami victims. This is recorded in hearts of the people concerned forever. This effort makes it clear that if human beings are collected and unified in spirit can manage any disaster small or big to perfection.

Dr. D. AshalathaProfessor and Head, Department of HAS