Unit 3 Disaster Management

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UNIT THREE: AWARENESS OF RISK REDUCTION

As per the Syllabus     

According to our Omnibus

Trigger mechanism Constitution of trigger mechanism Risk reduction by education Disaster information network Risk reduction by public awareness

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Trigger Mechanism Risk Reduction by Education  Risk Reduction by Public Awareness  Disaster Information Networks

TRIGGER MECHANISM Introduction * Need * Activities/Component Activities/Componentss * Constitution of Trigger Mechanism Mechanism

1. INTRODUCTION

Trigger Mechanism is a quick response mechanism, which would spontaneously set the vehicle of management into motion on the road to disaster mitigation process.

The trigger mechanism has been envisaged as a preparedness plan whereby the receipt of a signal of an impending disaster would simultaneously energise and activate the mechanism for response and mitigation without loss of crucial time.

The Trigger Mechanism is in essence, the Standard Operating Procedure (SOP) in disaster management in which the implementation of efforts on ground is well laid down.

2. NEED

As and when a disaster takes place, be it natural or man-made, the managers struggle to mitigate its effects on human lives and material losses. The immediate response in all disasters has more or less the same parameters. These are to provide rescue and relief and save the precious human life. Thus, the emergency response of the disaster managers is a factor independent of the types of intensity of the disasters. This is the need for trigger mechanism.

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3. ACTIVITIES/COMPONENTS OF TRIGGER MECHANISM

The Trigger Mechanism requires the disaster managers to: 1. Identify disasters and their probability of occurrence

Identification of hazards and vulnerability of areas/people to the hazards Preparation of District Profile or Area Profile which includes hazards, vulnerability and records of previous disasters Developmental Process and Notable changes in the area

2. Evolve an effective signal / warning mechanism

Use of traditional/mordern methods of communication to alert the people Can be availed from agencies like IMD,CWC,AIR,DD etc

3. Identify activities

Co-ordination, Command and Control Rapid Assessment of Damage Restoration of Power, Communication and Surface Transport Deployment of Search/ Rescue Teams and Medical Teams Arranging water and food Setting up Temporary Shelters Maintenance of Sanitation and Hygiene Identification and Earmarking of Resources Maintenance of Law and Order

4. Identify sub-activities under each activity

Each activity will generally involve three to six sub activities All sub activities need to be listed under respective main activity Eg. Medical Assistance is main activity. Sub Activity – arrangement of doctors, arrangement of medicines, travel of doctors, needs of doctors, inventory and supply of







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5. Define level of response

Lower impacts of disaster, lower the level of response. More impacts of disaster, more the level of response. The Levels are named L0 – L0 – normal normal situation or no disaster L1 – L1 – disaster disaster can be managed at district level L2 – L2 – disaster disaster can be managed at state level L3 – L3 – disaster disaster can be managed at national/international level

6. Specify authorities for each level of activity and sub-activity.

Every activity is assigned to specific authority. Since many authorities/departments will be involved, all details of authorities should be specified and each authority allotted a unique ID. Like activities and sub activities, authorities should be mapped with sub authorities

7. Determine the response time for each activity

In emergency time is always the essence For each activity/sub activity quick response time not more than 20 minutes should be fixed Every authority should be aware of the response time and act accordingly

8. Work out individual plans of each specified authority to achieve as per the QRT

Plan for each activity and its sub activities so that the activity is done within the response time List the various resources required for accomplishment Clearly establish the authorities and provide him required powers to arrange for resources The identification and earmarking of resources should be based on availability and functionality







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The team should have training and preparedness drills. They should always be in communication with each other and the specified authority

10. Have alternative plans and contingency measures

Sometimes plans may get struck due to Octopus Effect or poor planning or absence of authority etc. and trigger mechanism may get stopped To avoid this, alternative plans and contingency measures should also be thought in advance. Plan B is essential for any plan

11. Provide appropriate administrative & financial delegations

Necessary to ensure administrative, financial and legislative provisions Delegations should be well defined and clearly laid down so that everyone is aware of their own delegations and common delegations

12. Undergo preparedness drills

The Quick Response Team should undergo preparedness drills and carry out mock exercises. The

teams

should

update

their

methodology

after

the

drills

and

exercises.

Even the authorities can undertake this preparedness drills.

4. CONSTITUTION OF TRIGGER MECHANISM

The term constitution of trigger mechanism refers to the process of constituting (establishing, appointing; and formation) of trigger mechanism for a particular disaster. The general flowchart for trigger mechanism can be given as follows







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Any trigger mechanism, involves a network of people, operating as given by the following flow diagram

There constitution of trigger mechanism may vary 1. When early warning signals are available 2. When early warning signals are not available Where Early Warning signals are available

At the National Level, nodal agencies have been designated for generating/forecasting of events of natural disasters. The onset of disaster shall be indicated through forecasting by the Nodal Agencies with respect to their hazards, as per laid down protocol. In such a case, the first and foremost task shall be informing the community likely to be affected by the disaster through a warning system and undertake evacuation When such early warning signals are available, the constitution of trigger mechanism can be explained as per the following flowchart.







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Where Warning Signals are not Available

In disaster situations where no early warning signals are available, the primary objective of the trigger mechanism shall be to mount immediate rescue and relief operations and set the process in as quickly as possible. The following procedure outlined by the flowchart shall be followed in such situations:

RISK REDUCTION BY EDUCATION Introduction * Formal Education Education * Informal Education* Examples Examples * People Involved * Model Curriculum Curriculum

1. INTRODUCTION Education is an important aspect of the development process and it has a direct bearing on the knowledge and attitude a country possesses on disaster management, environmental issues, energy conservation etc.

– formal and informal. A The disaster risks can be reduced through a proper scheme of education – formal formal education means what you learned in school or college through organized programmes. Informal education means what you learned by studying on your own initiative or through non organized programmes. The DRR by Education programmes are very important because they (1) augment capacity building of a nation/state/region in DRR (2) induce community based disaster management programmes









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2. FORMAL EDUCATION Formal curriculum integration of disaster risk reduction may be introduced in the following means Certificate Courses refers to conducting special certificate courses on Disaster Management by organisations like NDMA or NDMI for a short period of time and making it compulsory for high level managers and engineers. This is intended in the case of higher education and not for schools and undergraduate colleges. Curriculum Integration refers to an approach that makes use of specially developed units concentrating on disaster risk reduction and fitting them into several specific course curriculums, for a specific duration. For example, when a ECE student studies Satellite Communication, a unit or a portion of a unit may be related to the disaster risks associated with the concept of satellite communication. Similarly when the student is pursuing a course on Fiber Communication, the applications of fiber communication specifically with disaster risk reduction may be made a part of the syllabus. Curriculum Infusion is a more comprehensive approach that distributes disaster risk reduction as one course/subject of the curriculum, using lessons, readings, activities and problems, enriching the existing curriculum rather than displacing it. Stand-alone courses refer to specialized course curricula focused on disaster risk reduction. In some countries where curriculum permits, these courses may supplement the existing curriculum at specific grade levels, like in India where it is introduced as elective courses. Extra-curricular integration is a compromise where needed disaster management content is slipped in to the school day in form of extracurricular activities for which credit is assigned and awarded. For example, in a private university in India each student has to spend 20 hours a semester in disaster management related studies and submit an assignment for which credit of 2 points is awarded.

3. INFORMAL EDUCATION







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4. EXAMPLES

There are many examples for DRR through education in informal and formal means of education. Some examples in India are highlighted herewith. Disaster Management – Indian CBSE Experience

The Government of India in its Tenth Five Year Plan emphasized the need for integrating disaster management in the existing education system in India. As one of the important initiatives, the inclusion of disaster management in the curriculum of schools has been recommended to the Boards. In a first ever attempt by any educational institution in the country, the Central Board of Secondary Education (CBSE) has integrated a short course on Disaster Management in the school curriculum from the year 2003-04 onwards. The Board has introduced the subject on Disaster Management as a frontline curriculum in Social Science for classes VIII in the year 2003, for class IX in 2004 and for class X in 2005. The Board has developed the curriculum, course content and the pedagogy with support from Ministry of Home Affairs, Govt. of India and United Nations Development Programme(UNDP). From this year 2009-10 onwards, it has been made practical-based and chapters on disaster have been incorporated in other parts of the subject. Moreover, schools have also been instructed to introduce project work and assignment. The internal assessment for the same will be sent to the board at the time of annual examinations in class X. The curriculum on Disaster Management contains the following topics: ● The nature and types of hazards ● Natural and man-made man-made disasters and need for their management ● Efforts made in various regions for disaster preparedness and mitigation ● Role of community and schools in Disaster Management. ● Partnership with various Government Government and Non-Government agencies. ● Use of modern and scientific technologies to combat disasters and ● Survival skills Disaster Management

Anna University of Technology Coimbatore







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5. PEOPLE INVOLVED For the success of the disaster risk reduction through education, there should be active involvement among five sections of the society 1. The Government , at all levels, Central/State and District Level 2. The News and Information Media, at all levels, both the print and audio/visual media 3. Administrators and Teachers 4. NGOs and Community Based Organisations 5. People, Students in particular

If the involvement of all sections of the society is available for this project, then disaster risk reduction through education will become a big success. 6. MODEL CURRICULUM A model curriculum for Disaster Management should involve the following whether it is curriculum infusion or integration or stand alone/certified course. The subject should be taught with more of a practical outlook than theoretical basis. 1. Introduction to Disasters 2. Types of Natural and Artificial Disasters and counter measures 3. Disaster Management 4. Initiatives for Disaster Management at Various Levels 5. Technology in Disaster Management 6. Disaster Risk Reduction through Education and Awareness 7. Community Participation in Disaster Risk Reduction 8. Disaster Preparedness Activities in the particular region 9. Emergency Response in the particular region 10. Financial and Legal Measures to support Disaster Risk Reduction

RISK REDUCTION BY PUBLIC AWARENESS Importance * Aim * Responsibility Responsibility * Aspects * Existing Programmes Programmes

1. IMPORTANCE OF PUBLIC AWARENESS FOR RISK REDUCTION







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In line with the above aim, most countries recognize that community members need to know the following facts in relation to possible disaster impact.  What the disaster will do?  The best immediate action to take, personally and by families!  What the government has planned to do to help the community?  How best to help other members of the community?  How to participate effectively in the disaster communication and warning process?  What to do during emergency response?  How to improvise shelter and food until assistance is available? 3. RESPONSIBILITIES OF PUBLIC AWARENESS PROGRAMME

Thee responsibility for public awareness programs needs to be clearly defined. It is probably best to place responsibility with the authorities who are into training. It is also better to have separate teams for training and awareness and enable them compete with each other, provided there are adequate financial resources. The overall responsibility should rest with the NDMA or SDMA and the organisations should have a definite annual plan and budget for public awareness programmes. 4. ASPECTS OF PUBLIC AWARENESS PROGRAMME

Normally, the following main aspects of public awareness programs need to be clearly established: The information which needs to be communicated to the public, The format in which the information is to be communicated The channel/medium which is to be used to convey the information to the public. The maintenance of awareness programmes In establishing these main program aspects, it is beneficial to consider to the following factors Extent of Government and Community involvement: Community experience of disaster Expectancy and dependency factors







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INFORMATION FORMAT The format for communicating information to the public (as distinct from the channels used) can vary from place to place and depending upon the disaster and vulnerability. Some possible options are: Notices; Posters; Cartoons; Photographs; Films, film clips, videos; Short radio or television features; Talks or presentations; INFORMATION CHANNELS The following are examples of public awareness information channels which have been used in various countries to communicate information • Telephone directories (for display of notices and posters) • Shopping bags (for posters, cartoons and photographs) • Existing government programs programs (on, say, health education) • Radio and television (radio and television features may be broadcasted/telecasted) • Cinema Shows (a short film of a previous disaster during intervals) • Special information displays (especially National Days/ Disaster Days/Remembrance Days) • Police information channels; • Use of popular popular sporting events, etc. to display posters or banners. • Community gatherings/meetings gatherings/meetings of various kinds (Rotary Clubs, Social Clubs etc) • Print media (Posters, Cartoons in Newspapers/Magazines) • Church, Temple, Mosque, Mission and similar sources; • Voluntary Voluntary organizations (especially if they are coordinated under disaster support system) • School and College programs.

Using the information channels, the programmes should be organized in a themed and continuous manner and not as one time or ad hoc manner. Eg. a series of radio broadcasts, repeated and suspense publicity in the print media, School programs throughout the year etc.









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DISASTER INFORMATION NETWORKS Definition * Classification Classification * Goals * Benefits * Data Data in DIN * Examples

1. DEFINITION Disaster Information Network can be defined as a robust, integrated, virtual network for exchange of timely, relevant information that can be used during all phases of disaster management to save lives and reduce economic loss. 2. CLASSIFICATION NDIN (National Disaster Information Network): A specific, country focused Disaster Information Network. e.g. the US-National Disaster Information Network, CARDIN (Caribbean Disaster Information Network), Indian Disaster Resource Network etc. RDIN (Regional Disaster Information Network): The network of NDINs among the nations in a particular continent or geographic zone. e.g. the South Asian Disaster Knowledge Network, Regional Disaster Information system of Latin America GDIN (Global Disaster Information Network): The network of NDINs among the nations of the world. (www.gdin.org) 3. GOALS OF DIN







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Data Available for Decision Makers international, national, regional, local maps showing how hazards vary in space & time; estimates of probability of occurrence of hazardous events; estimates and examples of potential effects, especially for structures; real-time display of what is happening during the course of a disaster; systems for contingency planning; codes, standards, and construction methods for structures; Data Available for Users 1. Base Data Topography, Political boundaries, Public land survey system, Geographic names, Demography, Land ownership/use, Critical facilities etc 2. Scientific Data Hydrography/hydrology (surface and subsurface flows and levels), Ocean levels and tides, Soils Rock types/ages/properties/structure, Meteorology and climatology, Archaeology, Seismology. Wildlife and biodiversity details etc 3. Engineering Data Control structures like dams, levees etc., Pump stations, Building inventories/codes, Offshore facilities, Transportation, bridges, tunnels, Utility infrastructure, pipelines, power lines, Communication systems etc. 4. Economic Data Financial Insurance: holdings, losses, Exposure, resources availability and distance etc. 5. Environmental Data







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The primary focus is to enable the decision makers to find answers on availability of equipments and human resources required to combat any emergency situation. This database will also enable them to assess the level of preparedness for specific vulnerabilities. IDRN is a national initiative collaborated by National Informatics Centre of Government of India and UNDP. For corporate participation, IDRN has recently collaborated with BAI(Builders Association of India) and CII(Confederation of Indian Industry) IDRN has so far more than 80000 records from more than 530 districts The data are obtained at district levels, digitized and verified at the State Level and integrated with the national database available with National Informatics Centre and Ministry of Home Affairs. The data transfer can be explained through the following illustration







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The main goal of IDKN is to create an easy to use unified point of access to disaster management knowledge and services and facilitate in accelerated and improved quality of disaster mitigation and response. IDKN is a part of South Asian Disaster Knowledge Network (SADKN). The activities and functioning of IDKN in India can be illustrated as follows

Unit 3 Disaster Management

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