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A Canadian Inventory of Community Service Projects for High School Graduation
2017, March 31
The Justice Institute of British Columbia is grateful for the funding provided for this research project by Public Safety Canada.
Emily Gray Arielle Dalley
Laurie Pearce
Justice Institute of British Columbia
715 McBride Boulevard
New Westminster, BC V3L 5T4
Tel: 604.528.5800
e‐mail: [email protected]
www.jibc.ca
i A Canadian Inventory of Community Service Projects for High School Graduation
CONTENTS Introduction .................................................................................................................................................. 1
Viability of National Database ................................................................................................................... 1
Explanation of the Headings ..................................................................................................................... 2
Organization of the Inventory ................................................................................................................... 2
Building Safer Schools ................................................................................................................................... 3
Hazard Hunt School Retrofit Team ........................................................................................................ 4
Committees ................................................................................................................................................... 5
Canadian Red Cross National Youth Engagement Advisory Committee ............................................... 6
Red Cross National Youth Council ......................................................................................................... 7
Youth Preparedness Council .................................................................................................................. 8
Community Response ................................................................................................................................... 9
Camp Hopewaves ................................................................................................................................ 10
Pet Care................................................................................................................................................ 11
Contributing to Recovery ............................................................................................................................ 12
Animation Theatre ............................................................................................................................... 13
Artistic Relief and Therapeutic Support for Youth .............................................................................. 14
Disaster Recovery Leader Development Project ................................................................................. 15
Plant‐Fest ............................................................................................................................................. 16
Education and Awareness ........................................................................................................................... 17
Business Continuity Outreach.............................................................................................................. 18
Camp Counsellors at Community Safety Village .................................................................................. 19
Cyber‐Seniors ....................................................................................................................................... 20
Disaster Preparedness Comic Strips .................................................................................................... 21
Emergency BINGO ............................................................................................................................... 22
Emergency Social Services (ESS) Emergency Preparedness Champion ............................................... 23
EvacuSpots ........................................................................................................................................... 24
Geeks and Geezers .............................................................................................................................. 25
Get Prepared 7 ‐ Share Your Story ....................................................................................................... 26
ii Table of Contents
Hazard Hunt for Community Disaster Mitigation ................................................................................ 27
Let's Learn to Prevent Disasters! and Riskland board game ............................................................... 28
LISTOS .................................................................................................................................................. 29
On‐Line Emergency Preparedness Training Programs ........................................................................ 30
Pet Preparedness Education ................................................................................................................ 31
Poster or Photograph Contest ............................................................................................................. 32
Puppet Show ........................................................................................................................................ 33
Resilience by Design Game .................................................................................................................. 34
Social Media Campaign ........................................................................................................................ 35
Street Theatre ...................................................................................................................................... 36
The Bug Out: Getting the Facts on Germs ........................................................................................... 37
Video Project ....................................................................................................................................... 38
Visual Displays ..................................................................................................................................... 39
Webinar Project ................................................................................................................................... 40
Working with Immigrants .................................................................................................................... 41
Zombie Dance Performance ................................................................................................................ 42
Zombie Preparedness .......................................................................................................................... 43
Events .......................................................................................................................................................... 44
Commemorative Planning ................................................................................................................... 45
Emergency Preparedness Week Display ............................................................................................. 46
Inventory ..................................................................................................................................................... 47
Get Prepared 3 ‐ High Rise Safety ........................................................................................................ 48
Increasing Resiliency: Strategies for Managing Obesity ...................................................................... 49
Neighbourhood Capacity Survey ......................................................................................................... 50
Supplier Outreach ................................................................................................................................ 51
Media .......................................................................................................................................................... 52
Emergency Preparedness Week Social Media Campaign .................................................................... 53
Pet Preparedness Social Media Toolkit ............................................................................................... 54
The Youth Reporter Project ................................................................................................................. 55
iii A Canadian Inventory of Community Service Projects for High School Graduation
Participatory Research ................................................................................................................................ 56
Hazard Walking Tour ........................................................................................................................... 57
Photo Album Recreation Project ......................................................................................................... 58
Photovoice Project ............................................................................................................................... 59
Skills & Knowledge Community Inventory........................................................................................... 60
Youth Creating Disaster Recovery and Resilience ............................................................................... 61
Youth‐Centred Participatory Video as a Tool for Climate Change Adaptation and Disaster Risk
Reduction ............................................................................................................................................. 62
Preparedness .............................................................................................................................................. 63
Get Prepared 1 ‐ Emergency Plans ...................................................................................................... 64
Get Prepared 2 ‐ 72 Hour Kits .............................................................................................................. 65
Get Prepared 4 ‐ People with Disabilities and/or Special Needs ......................................................... 66
Get Prepared 5 ‐ Farm Animals............................................................................................................ 67
Get Prepared 6 ‐ Children .................................................................................................................... 68
Mentor Up ........................................................................................................................................... 69
Preparedness for Seniors ..................................................................................................................... 70
Red Cross Club ..................................................................................................................................... 71
Red Cross Ready Rating Program ........................................................................................................ 72
Scanning the Island .............................................................................................................................. 73
Risk Mapping ............................................................................................................................................... 74
Community Mapping ........................................................................................................................... 75
Hazard Explorer ................................................................................................................................... 76
Training ....................................................................................................................................................... 77
911 Emergency Board .......................................................................................................................... 78
Amateur Radio Emergency Services .................................................................................................... 79
Canadian Red Cross: Expect the Unexpected ...................................................................................... 80
Hungry? No Power? No Problem! Cooking to Empower the Powerless, ............................................ 81
Master of Disaster (PreparedBC) ......................................................................................................... 82
Student Volunteer Army ...................................................................................................................... 83
Teen CERT (Community Emergency Response Team) ......................................................................... 84
iv Table of Contents
Appendix 1: Glossary of Headings .............................................................................................................. 85
Appendix 2: Project Contact Information ................................................................................................... 91
Appendix 3: References .............................................................................................................................. 97
1 A Canadian Inventory of Community Service Projects for High School Graduation
INTRODUCTION This guidebook is designed for students, school professionals, and disaster and emergency management
(DEM) professionals who are looking for inspiration for short‐term disaster risk reduction‐related
projects. The inventory of projects contained within this guidebook should serve as a starting point for
students and professionals who would like to initiate similar projects in their communities. The projects
listed in the inventory are meant to be short‐term projects which students could undertake in order to
gain community service credits for high school graduation.
The inventory contains a description of the project or project idea, which the student or professional can
use for inspiration. It is important to note that, should students choose to initiate one of these projects
in their community and intend to use it to gain community service credits, the students should check
with their school to ensure that they could use the project for credit, as different school boards have
different requirements. Similarly, DEM professionals should be in contact with school staff to determine
the process for gaining approval for a project and student engagement.
VIABILITY OF NATIONAL DATABASE
This inventory provides the starting point for a national database of disaster risk reduction‐related
projects which could be implemented for community service credits. To determine the viability of this
database, students, school professionals, and DEM professionals were interviewed.
The students interviewed expressed that if a national database of potential projects related to disaster
risk reduction (DRR) aimed at high school students was available, they would use it. One student added
that the database would make it easier to find information, as the current method of notifying students
of volunteer opportunities at their school was to post opportunities on a bulletin board outside of the
guidance office.
The school professionals interviewed also expressed interest in a national database of potential projects,
and identified that they would use it if it existed. It would provide a lot of new ideas, and help people
think outside the box about how to solve issues in their own communities. A database would also
provide an opportunity for students to get involved before a disaster occurs, which would enable them
to be better prepared if a disaster does occur in their community.
All of the DEM professionals interviewed expressed that they would use a national database of potential
projects related to DRR if it was available, and many of them were very enthusiastic about the idea.
Many of the DEM professionals also expressed that a database would be valuable for their work, not
only from the point of view of helping recruit and retain volunteers, which would lead to a more resilient
community, but also for gaining a better sense of the projects which are being implemented in other
communities.
Moving forward, a few changes could be made which would make this inventory more useful for
students, school professionals, and DEM professionals. A few interviewees suggested that they would be
2 Introduct ion
more likely to use it if it specifically outlined the role of the students and the role of the DEM
professional, in addition to the description of the project. Specific timelines and timeframes would also
be helpful to include. Lastly, it was also identified that it would be helpful to have access to tools,
resource materials, exercise scenarios, and exercises which could be used to engage with students in the
community.
EXPLANATION OF THE HEADINGS
The inventory was compiled in database format, with headings to classify and describe aspects of the
potential projects. Where applicable, potential projects are linked to those existing projects that served
as inspiration. Expected outcomes and learning objectives of each potential project, as well as estimated
details about project logistics (i.e., number of students, focus population, schedule, and staff
contributions) are captured. Each project entry is classified as a certain type based on whether it already
exists (i.e., existing projects) or is an innovation (i.e., potential projects). The type of innovation that
would be required to adapt the project to DRR for youth community service requirements is broadly
specified. Top two considerations for each project entry are listed, based on a preliminary
understanding of community service requirements and informed by interview data. Where they could
be found, contact details are included for existing projects, or, in the case of potential projects, for
similar projects. Additionally, an initial contact is suggested for users who are interested in participating
in or initiating that project in their own community.
An explanation of the detailed breakdown of each contained in the inventory is included in the Glossary
following the description of the various projects.
ORGANIZATION OF THE INVENTORY
The inventory is organized by Project Type (located in the top corner) and then alphabetically by the title
name.
3 Building Safer Schools
BUILDING SAFER SCHOOLS
4 Bui ld ing Safer Schools
Hazard Hunt School Retrofit Team
Project Description:
Students undertook non‐structural mitigation measures to retrofit their school and homes for disasters
Project Outcome: Reduced Hazard Risk
Project Results: Youth gain experience with trade skills, gain a better understanding of mitigation
Type of Project: Actual ‐ Completed Number of Students: Mixed/variable
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Technical/Trade Skills
Increased Civic Engagement
Project Primary Focus: School Secondary Focus: High School Aged Youth
Estimated Student Hours: Up to 20 Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Counsellor
Items to Consider Prior to Project Start:
Access to Resources
Student Interest
Comments: Was implemented at Nathan Hale Public High in Seattle, USA
5 Committees
COMMITTEES
6 Committees
Canadian Red Cross National Youth Engagement Advisory Committee
Project Description:
Committee made up of youth and management representatives from all over Canada, who are selected
every two years (and can be reappointed); works to support the Canadian Red Cross to implement its
youth engagement strategy.
Project Outcome: Increased Understanding of Community‐Based Disaster and Emergency Management
Project Results: Youth develop leadership and teamwork skills, increased knowledge of DRR, and
professional experience working to implement policy at a national level.
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Develop Leadership/Team Management Skills
Develop General Employability Skills
Increased Civic Engagement
Project Primary Focus: High School Aged Youth Secondary Focus: Middle School Aged Children
Estimated Student Hours: 20 to 40 + Duration: Months
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Local Red Cross branch
Items to Consider Prior to Project Start:
Time Commitment ‐ Student
Ongoing Management
Comments: Could be adjusted to have more youth appointments available to high school youth rather
than young professionals (more similar to American Red Cross National Youth Council).
Website: http://www.redcross.ca/how‐we‐help/red‐cross‐youth/national‐youth‐engagement‐advisory‐
committee
Contact Information is Available in Appendix 2.
7 Committees
Red Cross National Youth Council
Project Description:
13 youth members and 2 adult advisors nationally represent and serve needs of the youth volunteers of
the Red Cross.
Project Outcome: Increased Understanding of Community‐Based Disaster and Emergency Management
Project Results: Youth develop leadership skills, increased knowledge of DRR, and life‐saving skills; gain
experience in project management, website and media management.
Type of Project: Actual ‐ In Progress Number of Students: Large group
Learning Objectives:
Develop Leadership/Team Management Skills
Develop Project Management Skills
Experience with Website and Media Management
Project Primary Focus: High School Aged Youth Secondary Focus: Community
Estimated Student Hours: 20 to 40 + Duration: Months
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Teacher
Items to Consider Prior to Project Start:
Time Commitment ‐ Student
Ongoing Management
Website: http://redcrossyouth.org/arcnyc/
Contact Information is Available in Appendix 2.
8 Committees
Youth Preparedness Council
Project Description:
National Council of youth leaders who are selected by FEMA to advocate for youth preparedness and
engage the youth community in preparedness‐related activities. Members undertake preparedness
projects in their local communities, act as ambassadors for youth preparedness, and act as liaisons to
FEMA on the youth perspective.
Project Outcome: Reduced Disaster Vulnerability of Youth
Project Results: Youth develop variety of employability skills, such as public speaking, leadership,
teamwork, time management, project management, and communication skills.
Type of Project: Actual ‐ Completed Number of Students: Large group
Learning Objectives:
Experience Working with Local Government
Increased Civic Engagement
Develop Public Speaking Skills
Project Primary Focus: High School Aged Youth Secondary Focus: Middle School Aged Children
Estimated Student Hours: 20 to 40 + Duration: Months
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Interest
Access to Resources
Comments: Youth could create a smaller scale equivalent in their own community, or independently
undertake Youth Council role
Helpful Resources: FEMA Youth Council job posting: https://www.fema.gov/media‐library‐
data/1452876965003‐
dd30778ce4d3e94a17ed266aad1e2189/Draft_YPC_2016_YPC_Roles_and_Responsibilities_28_Dec_508.pdf
Website: https://www.ready.gov/youth‐preparedness‐council
9 Community Response
COMMUNITY RESPONSE
10 Community Response
Camp Hopewaves
Project Description:
This project was designed to provide free child care in the disaster aftermath, sustainable food sources
for vulnerable communities, and healthy eating awareness for children. It engages teens to teach
younger children in stressful situations, to develop aquaponics systems for raising healthy food in
environmentally sound ways, and to encourage healthy food habits for young people.
Project Outcome: Reduced Disaster Vulnerability of At‐Risk Population
Project Results: The project provided child care for stressed parents and helped youth develop
sustainable food sources for vulnerable communities, and healthy eating awareness for children.
Type of Project: Actual ‐ Completed Number of Students: Mixed/variable
Learning Objectives:
Experience Working with At‐Risk Populations
Develop Lesson Plans
Experience Coordinating Events
Project Primary Focus: At‐Risk Populations Secondary Focus: Families
Estimated Student Hours: 20 to 40 + Duration: Months
Student Time Commitment: Part‐Time
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: High
Lead Contact: School Teacher
Items to Consider Prior to Project Start:
Time Commitment ‐ Student
Time Commitment ‐ Advisor
Comments: Following Hurricane Katrina, the SHOREline Program was initiated as a youth empowerment
program that seeks to provide an opportunity to make fundamental changes in the lives of youth, their
families, their communities, and beyond. This project was undertaken by the Gulfport High School in
New Orleans.
Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/gulfport‐high‐school/
11 Community Response
Pet Care
Project Description:
When residents are evacuated from their homes, the care
of their pets is of major concern to families as they are
often boarded in separate facilities. Students can assist with
pet care: walking dogs, socializing with pets, feeding pets,
etc. to relieve the concerns of families trying to recover
from the impact of disasters.
Project Outcome: Better Prepared Communities to Deal
with Disasters
Project Results: Youth contribute to relieve the stressors on evacuated families with pets and provide an
important service in providing pet care when other organizations are often overwhelmed with priorities.
Type of Project: Actual ‐ Completed Number of Students: Mixed/variable
Learning Objectives:
Increased Civic Engagement
Experience Coordinating Events
Experience Working with Local Government
Project Primary Focus: Families Secondary Focus: Community
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Community Support
Student Safety
Comments: Needs to be coordinated with local SPCAs or organizations engaged in post‐disaster pet care
Helpful Resources: http://www.cdart.org/beprepared.htm
12 Contr ibut ing to Recovery
CONTRIBUTING TO RECOVERY
13 Contributing to Recovery
Animation Theatre
Project Description:
Following a major disaster, under the direction of school drama teacher and school psychologists,
students wrote the script and produced a play, "Freaking Out: Who Wouldn't," that illustrated the
challenges and difficulties that high school students experienced following a major school bus crash. The
play ends with audience participation which includes discussions on strategies for coping with the event.
Project Outcome: Better Prepared Schools to Deal with Disasters
Project Results: Youth engaged in producing the play have an opportunity to identify potential fears and
concerns of students coping with the disaster and to develop youth‐centred strategies to cope with the
impacts of the event and to create an original performance. Other students in the audience benefit from
the learning opportunity the play provides regarding psychosocial considerations.
Type of Project: Actual ‐ Completed Number of Students: Large group
Learning Objectives:
Develop Communication Skills
Experience Working with At‐Risk Populations
Develop Public Speaking Skills
Project Primary Focus: High School Aged Youth Secondary Focus: Parents
Estimated Student Hours: 20 to 40 + Duration: Weeks
Student Time Commitment: Temporary
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Drama Teacher & School Counsellor
Items to Consider Prior to Project Start:
Time Commitment ‐ School
Student Interest
Comments: Requires considerable engagement from school counsellors. Can involve a large number of
students (e.g., actors, writers, make‐up, program design)
14 Contr ibut ing to Recovery
Artistic Relief and Therapeutic Support for Youth
Project Description:
The program works with high school student to develop a program to provide an opportunity for young
children who are emotionally distressed as a result of disasters to find a safe haven to express their
emotions in a fun way through creative play‐related activities
Project Outcome: Supporting Family Recovery
Project Results: The pilot program will help the students evaluate the efficacy of their program during a
time of non‐disaster so they are ready to deploy should a disaster strike.
Type of Project: Actual ‐ In Progress Number of Students: Mixed/variable
Learning Objectives:
Develop Lesson Plans
Experience Working with At‐Risk Populations
Experience with Website and Media Management
Project Primary Focus: High School Aged Youth Secondary Focus: Elementary School Aged
Children
Estimated Student Hours: 20 to 40 + Duration: Weeks
Student Time Commitment: Part‐Time
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Art Teacher & School Counsellor
Items to Consider Prior to Project Start:
Time Commitment ‐ Student
Time Commitment ‐ School
Comments: Following Hurricane Katrina, the SHOREline Program was initiated as a youth empowerment
program that seeks to provide an opportunity to make fundamental changes in the lives of youth, their
families, their communities, and beyond. This project was undertaken by the Benjamin Franklin High
School in New Orleans.
Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/benjamin‐franklin‐
high‐school/
Contact Information is Available in Appendix 2.
15 Contributing to Recovery
Disaster Recovery Leader Development Project
Project Description:
To bring together innovative youth in a workshop setting to creatively and collectively develop better
strategies for facilitating community recovery.
Project Outcome: Increased Disaster Resilient Community
Project Results: Students who have gained employment skills and knowledge through the development
of innovative strategies for increasing community disaster resiliency. A community that is better able to
protect its residents through the identification of new, creative approaches to managing risk.
Type of Project: Potential ‐ Based on Similar Projects in Other Disciplines
Number of Students: Small group
Learning Objectives:
Develop Leadership/Team Management Skills
Develop Research Skills
Develop General Employability Skills
Project Primary Focus: High School Aged Youth Secondary Focus: Community
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Time Commitment ‐ Advisor
Ongoing Management
Comments: Following the 2011 earthquake in Japan, ETIC developed a number of programs to promote
social innovation by developing entrepreneurial leaders for the next generation, and to provide young
people with opportunities to develop their entrepreneurship and enterprising capacity.
Website: http://www.etic.or.jp/recoveryleaders/en/about_the_project
Contact Information is Available in Appendix 2.
16 Contr ibut ing to Recovery
Plant‐Fest
Project Description:
Students plant bulbs in the fall in neighbourhoods or communities that have experienced bush or
wildfires so that the next spring the community experiences beauty and colour in their burned out
gardens and community parks.
Project Outcome: Increased Disaster Resilient Community
Project Results: Youth get a good understanding of the impacts of fires on the community and have an
opportunity to contribute to the community's recovery with visible results.
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Experience Coordinating Events
Experience Working with Local Government
Develop Project Management Skills
Project Primary Focus: Community Secondary Focus: Families
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Funding
Community Support
Comments: Was a major project following bush fires in Australia where the community received 10,000
donated bulbs from around the country. Schools were closed for the day and students worked alongside
families and businesses to plant the bulbs. Would need substantial support at this level, but could more
easily be accomplished with a much smaller scope.
Helpful Resources: https://ajem.infoservices.com.au/items/AJEM‐13‐02‐07
17 Education and Awareness
EDUCATION AND AWARENESS
18 Educat ion and Awareness
Business Continuity Outreach
Project Description:
Students go out into the community in pairs to visit small business owners and to review with them
some of the key elements of a simple Business Continuity Plan (e.g., IT back‐up, alternate location,
emergency contacts) and leave some materials behind to encourage them to participate.
Project Outcome: Increased Disaster Resilient Community
Project Results: Increased number of small businesses exposed to simple business continuity strategies
to increase their viability post‐disaster. Students gain increased knowledge of what's required at the
small business level to maximize their chances to providing services to the community post‐disaster.
Type of Project: Potential ‐ Based on Similar Projects in Other Disciplines
Number of Students: Small group
Learning Objectives:
Experience Working with Local Government
Develop Public Speaking Skills
Develop Data Collection and Management Skills (e.g., surveys, interviews)
Project Primary Focus: Community Secondary Focus: Businesses
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Safety
Transportation Needs
Contact Information is Available in Appendix 2.
19 Education and Awareness
Camp Counsellors at Community Safety Village
Project Description:
Grade 12 youth are counsellors for students in Grade 4‐5 and 6‐7 at one week Leadership Camps at
Community Safety Village, which has police and fire education classrooms and a fully equipped
apartment where students plan and execute an emergency escape.
Project Outcome: Better Prepared Schools to Deal with Disasters
Project Results: Youth develop leadership skills, gain experience working with younger children, and
gain more knowledge of disaster and emergency management.
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Develop Leadership/Team Management Skills
Develop General Employability Skills
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Project Primary Focus: Elementary School Aged Children Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Weeks
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Funding
Time Commitment ‐ Student
Website: https://www.yrp.ca/en/community/community‐safety‐village.asp
Contact Information is Available in Appendix 2.
20 Educat ion and Awareness
Cyber‐Seniors
Project Description:
High school youth mentors visit care homes to teach social media (Twitter, Facebook) to older persons.
Project Outcome: Reduced Disaster Vulnerability of At‐Risk Population
Project Results: Youth gain experience working with at‐risk populations, teaching, and develop a better
understanding of emergency preparedness in their community.
Type of Project: Actual ‐ In Progress Number of Students: Mixed/variable
Learning Objectives:
Experience Working with At‐Risk Populations
Develop General Employability Skills
Increased Civic Engagement
Project Primary Focus: Older Persons Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Weekends
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Local care home
Items to Consider Prior to Project Start:
Transportation Needs
Access to Resources
Comments: Youth could teach older persons how to use computers, social media, and show them how
to use the programs to reduce their vulnerability to an emergency event.
Helpful Resources: Forbes’ interview about the film:
http://www.forbes.com/sites/michaelhumphrey/2015/01/27/a‐chat‐with‐cyber‐seniors‐director‐social‐
media‐through‐new‐old‐eyes/#3a56d21c1c89
Website: http://cyberseniorsdocumentary.com/
Contact Information is Available in Appendix 2.
21 Education and Awareness
Disaster Preparedness Comic Strips
Project Description:
Youth create comic strips about disaster preparedness and disaster risk reduction in their community,
with locally relevant hazards and risk reduction initiatives highlighted.
Project Outcome: Increased Hazard Awareness
Project Results: Youth have an opportunity to use creative skills in order to an interesting artistic
approach to educate others in regards to emergency preparedness and in doing so learn about the
necessary steps to take.
Type of Project: Actual ‐ Completed Number of Students: Individual
Learning Objectives:
Develop Communication Skills
Experience with Website and Media Management
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Project Primary Focus: High School Aged Youth Secondary Focus: Middle School Aged Children
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Teacher
Items to Consider Prior to Project Start:
Student Interest
Comments: Youth could use examples of comic strips from FEMA/GetReady, etc..
Helpful Resources: http://www.rcrc‐resilience‐southeastasia.org/document/comic‐book‐be‐prepared‐
for‐natural‐disasters‐with‐mr‐radar/
22 Educat ion and Awareness
Emergency BINGO
Project Description:
Youth facilitate a BINGO session with younger school children. The BINGO cards have symbols of things
to put in an emergency kit (e.g., flashlight, radio) instead of numbers. The students mark the appropriate
square when the actual items are pulled out of a big black bag. The first child(ren) to get BINGO get a
prize. The children are then encouraged to take their cards home (along with a pamphlet) to discuss
with their parents where these items are in their homes.
Project Outcome: Better Prepared Families to Deal with Disasters
Project Results: Younger children gain a better understanding of what goes into an emergency kit and
they take that knowledge home to share with parents. Increased participation during Emergency
Preparedness Week.
Type of Project: Actual ‐ Completed Number of Students: Individual
Learning Objectives:
Develop Public Speaking Skills
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Increased Civic Engagement
Project Primary Focus: Elementary School Aged Children Secondary Focus: Parents
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Access to Resources
Community Support
Comments: Small amount of funding for prizes
Contact Information is Available in Appendix 2.
23 Education and Awareness
Emergency Social Services (ESS) Emergency Preparedness Champion
Project Description:
Flexible opportunity for those aged 14 + to promote and generate awareness within their community
around emergency preparedness based on own skills, interests, trainings, and vision for Emergency
Preparedness and supported by the local government.
Project Outcome: Better Prepared Communities to Deal with Disasters
Project Results: Youth develop general employability skills, especially related to communication,
leadership, and project management.
Type of Project: Actual ‐ In Progress Number of Students: Mixed/variable
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop General Employability Skills
Develop Leadership/Team Management Skills
Project Primary Focus: Community Secondary Focus: Families
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Time Commitment ‐ Student
Ongoing Management
Helpful Resources: http://www.surrey.ca/culture‐recreation/6032.aspx
Website: http://www.surrey.ca/city‐services/674.aspx
Contact Information is Available in Appendix 2.
24 Educat ion and Awareness
EvacuSpots
Project Description:
Art installations mark evacuation routes and pick‐up locations for the City Assisted Evacuation Program
Project Outcome: Increased Disaster Resilient Community
Project Results: Reduced vulnerability of youth to potential future events, enhanced understanding of
emergency response, professional application of art skills
Type of Project: Actual ‐ Completed Number of Students: Mixed/variable
Learning Objectives:
Increased Civic Engagement
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Experience Working with Local Government
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Months
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Funding
Student Safety
Comments: Youth could create their own art awareness installations.
Website: http://evacuspots.evacuteer.org/
Contact Information is Available in Appendix 2.
25 Education and Awareness
Geeks and Geezers
Project Description:
Seniors can make appointments with youth at the Metchosin Seniors Information Resource Centre to
receive help with technology such as laptops and smartphones. By learning about computers and social
media, seniors will be better equipped to connect with people and services in the event of an
emergency. Additionally, seniors have commented that they no longer feel isolated after learning how
to use technology and being able to connect with friends and family.
Project Outcome: Reduced Disaster Vulnerability of At‐Risk Population
Project Results: Youth gain experience working with at‐risk populations, teaching, and develop a better
understanding of emergency preparedness in their community.
Type of Project: Actual ‐ In Progress Number of Students: Mixed/variable
Learning Objectives:
Experience Working with At‐Risk Populations
Develop General Employability Skills
Increased Civic Engagement
Project Primary Focus: Older Persons Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Local care home, seniors centre, or community centre co‐ordinator
Items to Consider Prior to Project Start:
Transportation Needs
Time Commitment ‐ Student
Comments: In addition to teaching older persons how to use
computers and social media, youth could show them how to use the
programs to reduce their vulnerability to an emergency event.
Helpful Resources: http://www.metchosinseniors.ca/home_feature/geeks‐geezers/
Contact Information is Available in Appendix 2.
26 Educat ion and Awareness
Get Prepared 7 ‐ Share Your Story
Project Description:
Website that collects 500 ‐ 1000 word stories submitted by people who have lived through emergencies
to educate and raise awareness, and to help others be more prepared.
Project Outcome: Better Prepared Communities to Deal with Disasters
Project Results: Youth develop website/media management, communication, and data collection skills,
also gain experience in project management and better understanding of DRR.
Type of Project: Actual ‐ In Progress Number of Students: Small group
Learning Objectives:
Experience with Website and Media Management
Develop Data Collection and Management Skills (e.g., surveys, interviews)
Develop Project Management Skills
Project Primary Focus: High School Aged Youth Secondary Focus: Community
Estimated Student Hours: 20 to 40 + Duration: Weeks
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Interest
Ongoing Management
Comments: Youth could create and manage their own website to collect stories from their community
or school.
Helpful Resources: https://www.getprepared.gc.ca/cnt/str/shr/str‐en.aspx
Website: https://www.getprepared.gc.ca/
Contact Information is Available in Appendix 2.
27 Education and Awareness
Hazard Hunt for Community Disaster Mitigation
Project Description:
Students go out into the community and identify areas/buildings in the community that present a high
degree of vulnerability to potential hazards (e.g., stagnant pools of water that would attract mosquitos,
firewood stacked next to buildings, high fuel build‐up in the forests near homes). They photograph these
areas and develop a display (in malls or at a booth) illustrating their findings for Emergency
Preparedness Week.
Project Outcome: Reduced Hazard Risk
Project Results: Identified potential hazards to enable Disaster and Emergency Manager to set priorities
for mitigation and gain community support and awareness for action.
Type of Project: Actual ‐ In Progress Number of Students: Small group
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Increased Civic Engagement
Experience Coordinating Events
Project Primary Focus: Community Secondary Focus: Families
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Safety
Transportation Needs
Comments: This project is one of a number of projects identified in the on‐line Aboriginal Disaster
Resilency Program but is suitable for Indigenous and non‐Indigenous populations.
Helpful Resources: http://adrp.jibc.ca
28 Educat ion and Awareness
Let's Learn to Prevent Disasters! and Riskland board game
Project Description:
Booklet with educational activities and board game to educate children aged 8 to 12 about DRR. Can be
adapted to hazards faced by different communities and is downloadable in 7 different languages.
Project Outcome: Reduced Disaster Vulnerability of Youth
Project Results: Youth gain experience developing lesson plans and working with younger children,
develop leadership skills, and help to reduce the disaster vulnerability of child/youth.
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Lesson Plans
Experience Working with At‐Risk Populations
Project Primary Focus: Elementary School Aged Children Secondary Focus: High School Aged Youth
Estimated Student Hours: Up to 20 Duration: Weekends
Student Time Commitment: Casual/Seasonal
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Counsellor
Items to Consider Prior to Project Start:
Time Commitment ‐ School
Student Interest
Comments: Youth could organize sessions with younger children to educate them about DRR.
Helpful Resources: Download kit and game at: http://www.unisdr.org/we/inform/publications/2114
29 Education and Awareness
LISTOS
Project Description:
Translation project; LISTOS emergency readiness program conducts workshops and offers First Aid
training in Spanish.
Project Outcome: Better Communication of Risk
Project Results: Youth gain professional experience using second languages and experience facilitating
workshops
Type of Project: Actual ‐ Completed Number of Students: Mixed/variable
Learning Objectives:
Experience Working with At‐Risk Populations
Develop Cultural Sensitivity Skills
Develop Public Speaking Skills
Project Primary Focus: At‐Risk Populations Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Weeks
Student Time Commitment: Casual/Seasonal
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Funding
Student Interest
Comments: Potential to involve youth with second languages as facilitators and trainers.
Website: https://www.facebook.com/Listos‐de‐Washington‐County‐1662855493983597/
Contact Information is Available in Appendix 2.
30 Educat ion and Awareness
On‐Line Emergency Preparedness Training Programs
Project Description:
In small groups students would develop on‐line training programs for younger students around
identifying hazards and taking the necessary steps to prepare for those hazards.
Project Outcome: Better Prepared Families to Deal with Disasters
Project Results: High school students with a good understanding of the importance of emergency
preparedness through the development of on‐line training tools and increased awareness of younger
students who take the training
Type of Project: Potential ‐ Based on Similar Projects in Other Disciplines
Number of Students: Small group
Learning Objectives:
Develop Lesson Plans
Experience with Website and Media Management
Develop General Employability Skills
Project Primary Focus: Middle School Aged Children Secondary Focus: Elementary School Aged
Children
Estimated Student Hours: 20 to 40 + Duration: Weeks
Student Time Commitment: Temporary
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Ongoing Management
Student Interest
31 Education and Awareness
Pet Preparedness Education
Project Description:
Youth develop a campaign to raise awareness for pet emergency preparedness and educate households
on how to create pet emergency kits.
Project Outcome: Better Prepared Communities to Deal with Disasters
Project Results: Youth develop communication and project management skills.
Type of Project: Potential ‐ Innovation Number of Students: Mixed/variable
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Project Management Skills
Develop Communication Skills
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: Up to 20 Duration: Weekends
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Safety
Community Support
Comments: Would require youth to take on as a project.
Helpful Resources: http://www.cdart.org/beprepared.htm
32 Educat ion and Awareness
Poster or Photograph Contest
Project Description:
Youth develop a poster/photograph contest for any age group of students with a theme of disaster risk
reduction or emergency preparedness. Students could submit their version of the poster for the contest
and the youth would set up criteria for evaluation and make recommendations for the winners of the
contest. Could be used as a promotion for Emergency Preparedness Week.
Project Outcome: Increased Understanding of Community‐Based Disaster and Emergency Management
Project Results: Youth gain a better understanding of how students view disaster risk reduction.
Students and families gain a better understanding of disaster risk reduction. Increased participation
during Emergency Preparedness Week.
Type of Project: Potential ‐ Innovation Number of Students: Small group
Learning Objectives:
Experience Coordinating Events
Increased Civic Engagement
Develop Decision‐Making Skills
Project Primary Focus: Elementary School Aged Children Secondary Focus: Middle School Aged
Children
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Funding
Time Commitment ‐ Advisor
Comments: Small amount of funding would be needed for prizes.
33 Education and Awareness
Puppet Show
Project Description:
Students develop a puppet show to demonstrate the positives of taking emergency preparedness steps
and the perils of not doing so.
Project Outcome: Better Prepared Families to Deal with Disasters
Project Results: A fun, innovative way to engage children and families to understand the benefits of
taking steps to improve emergency preparedness. Can increase interest and participation in Emergency
Preparedness Week activities (or other times of the year).
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Develop Communication Skills
Develop Project Management Skills
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Project Primary Focus: Elementary School Aged Children Secondary Focus:
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Funding
Access to Resources
Comments: Would need some funding to fund a puppet booth and to make/adapt puppets.
Contact Information is Available in Appendix 2.
34 Educat ion and Awareness
Resilience by Design Game
Project Description:
Youth connect with academics, nurses, disaster and emergency management staff, and community
organizations to develop a game to engage different populations in their community in DRR‐related
activities.
Project Outcome: Better Prepared Communities to Deal with Disasters
Project Results: Youth gain interdisciplinary research experience, improve knowledge of DRR and
disaster and emergency management practices, and develop communication skills.
Type of Project: Actual ‐ Completed Number of Students: Large group
Learning Objectives:
Develop Research Skills
Develop Group Facilitation Skills
Develop Leadership/Team Management Skills
Project Primary Focus: High School Aged Youth Secondary Focus: Community
Estimated Student Hours: 20 to 40 + Duration: Weeks
Student Time Commitment: Part‐Time
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Time Commitment ‐ School
Time Commitment ‐ Advisor
Website: resiliencebydesign.com/research/board‐game/
Contact Information is Available in Appendix 2.
35 Education and Awareness
Social Media Campaign
Project Description:
Youth develop social media campaign to raise awareness and increase disaster preparedness in their
community.
Project Outcome: Better Prepared Communities to Deal with Disasters
Project Results: Youth develop research, project management, and communication skills and gain
experience using social media in a professional context.
Type of Project: Potential ‐ Innovation Number of Students: Individual
Learning Objectives:
Experience Using Social Media for Professional Communication
Develop Project Management Skills
Develop Research Skills
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment:
Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Ongoing Management
Community Support
Comments: Youth could coordinate with local DEM and research preparedness to design a social media
campaign.
Helpful Resources: FEMA Citizen Corps Twitter: https://twitter.com/Citizen_Corps; Campus Safety
Magazine Tips:
http://www.campussafetymagazine.com/article/23_tips_tricks_to_a_successful_emergency_preparedn
ess_social_media_campaign/notification
36 Educat ion and Awareness
Street Theatre
Project Description:
Street theatre by youth stage managers/producers/script writers with younger children involved in
writing and acting. Themes focus on raising awareness of hazard risks and communicate youth views of
DRR.
Project Outcome: Increased Hazard Awareness
Project Results: Youth develop public speaking, event coordination, performance, and leadership skills
and increase knowledge of DRR
Type of Project: Actual ‐ Completed Number of Students: Large group
Learning Objectives:
Develop Leadership/Team Management Skills
Experience Coordinating Events
Develop Public Speaking Skills
Project Primary Focus: High School Aged Youth Secondary Focus: Middle School Aged Children
Estimated Student Hours: 20 to 40 + Duration: Weeks
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Counsellor
Items to Consider Prior to Project Start:
Funding
Access to Resources
Comments: Initially was carried out following the Guinsaugon Landslide of 2006 in the Philippines.
37 Education and Awareness
The Bug Out: Getting the Facts on Germs
Project Description:
Train high school students to deliver a hand‐washing program to reduce the risk of infection and prevent
a pandemic; could draw on Canadian Red Cross program that uses green glow gel to help kids see what
parts of their hands weren’t actually cleaned.
Project Outcome: Reduced Hazard Risk
Project Results: Youth gain experience working with children, develop teaching and communication
skills, and gain a better understanding of hazards.
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Develop Lesson Plans
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Leadership/Team Management Skills
Project Primary Focus: Elementary School Aged Children Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 30 Duration: Weeks
Student Time Commitment: Part‐Time
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Local Red Cross branch
Items to Consider Prior to Project Start:
Student Interest
Time Commitment ‐ School
Comments: Youth could deliver program for younger children.
Helpful Resources: http://www.hand‐hygiene.com/wash‐and‐glow‐about.htm
Website: http://www.redcross.ca/how‐we‐help/emergencies‐and‐disasters‐in‐canada/for‐teachers‐and‐
educators‐of‐children/help‐students‐learn‐about‐preventing‐the‐spread‐of‐germs
Contact Information is Available in Appendix 2.
38 Educat ion and Awareness
Video Project
Project Description:
Youth create a documentary about the history of disasters in their area, interviewing local residents who
have lived through past disasters, and highlighting what types of hazards are most relevant in their
community.
Project Outcome: Increased Hazard Awareness
Project Results: Students have a greater understanding of the hazards that have occurred in their
community and how those hazards have affected residents and shaped their community to be what it is
today.
Type of Project: Potential ‐ Innovation Number of Students: Mixed/variable
Learning Objectives:
Develop Data Collection and Management Skills (e.g., surveys, interviews)
Develop Research Skills
Experience with Website and Media Management
Project Primary Focus: High School Aged Youth Secondary Focus: School
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Teacher
Items to Consider Prior to Project Start:
Access to Resources
Time Commitment ‐ School
Helpful Resources: http://hurricanearchive.org/collections/show/29
39 Education and Awareness
Visual Displays
Project Description:
Youth create a visual display which could be displayed on a bulletin board at their school, or at their
local community centre, about the hazards they face in their community
Project Outcome: Increased Hazard Awareness
Project Results: Youth develop research, writing, and visual presentation skills
Type of Project: Potential ‐ Innovation Number of Students: Individual
Learning Objectives:
Develop Research Skills
Develop Communication Skills
Develop Project Management Skills
Project Primary Focus: High School Aged Youth Secondary Focus: School
Estimated Student Hours: Up to 20 Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Teacher
Items to Consider Prior to Project Start:
Student Interest
Comments: The displays could be as simple or as complex as the youth wishes, which would affect how
many hours it would take.
40 Educat ion and Awareness
Webinar Project
Project Description:
Youth create a webinar/podcast series directed at their community or a broader audience about topics
related to hazards and disasters that interest them.
Project Outcome: Increased Hazard Awareness
Project Results: Students have a better understanding of disaster and emergency management topics,
enhance their communication skills and serve to further educate their audience
Type of Project: Potential ‐ Based on Similar Projects in Other Disciplines
Number of Students: Mixed/variable
Learning Objectives:
Develop Research Skills
Develop Communication Skills
Experience Using Social Media for Professional Communication
Project Primary Focus: Community Secondary Focus: School
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Access to Resources
Ongoing Management
Helpful Resources: https://www.ready.gov/preparedness‐leader/webinar‐library
41 Education and Awareness
Working with Immigrants
Project Description:
Youth from different ethno‐cultural backgrounds could work with newcomers to communities to
educate them about hazards and how they can prepare themselves and their families to be more
resilient.
Project Outcome: Reduced Disaster Vulnerability of At‐Risk Population
Project Results: Youth gain experience working with at‐risk populations, build a better understanding of
disaster and emergency preparedness in their community and communication skills.
Type of Project: Potential ‐ Innovation Number of Students: Small group
Learning Objectives:
Experience Working with At‐Risk Populations
Develop Cultural Sensitivity Skills
Develop Communication Skills
Project Primary Focus: At‐Risk Populations Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Interest
Time Commitment ‐ Advisor
Comments: Would require youth to take on as a project.
42 Educat ion and Awareness
Zombie Dance Performance
Project Description:
Local dance school worked with dance students and to produce a dance routine as a Flash Mob in a mall
which had them portraying zombies as tool to promote disaster readiness.
Project Outcome: Better Communication of Risk
Project Results: Youth learn more about disaster preparedness in an innovative way. Draws attention to
emergency preparedness and could be used during Emergency Preparedness Week to increase
community awareness.
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Increased Civic Engagement
Experience Coordinating Events
Project Primary Focus: High School Aged Youth Secondary Focus: Community
Estimated Student Hours: 20 to 30 Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Community Support
Time Commitment ‐ Advisor
Helpful Resources: http://emergency.cdc.gov/socialmedia/zombies.asp
Contact Information is Available in Appendix 2.
43 Education and Awareness
Zombie Preparedness
Project Description:
Video clips and 'survivor's blog' offer zombie preparedness tips
to help users survive any emergency; link to PreparedBC
resources for emergency plans, emergency kits, etc.
Project Outcome: Better Prepared Families to Deal with
Disasters.
Project Results: Youth develop website/blog/social media
management skills, better educated youth in DRR
Type of Project: Actual ‐ Completed Number of Students: Individual
Learning Objectives:
Experience with Website and Media Management
Experience Using Social Media for Professional Communication
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Project Primary Focus: High School Aged Youth Secondary Focus: Community
Estimated Student Hours: Up to 20 Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Counsellor
Items to Consider Prior to Project Start:
Time Commitment ‐ Student
Ongoing Management
Comments: Youth could create a "Zombie Preparedness" blog, website, or social media program.
Website: http://www2.gov.bc.ca/gov/content/safety/emergency‐preparedness‐response‐
recovery/preparedbc/zombie‐preparedness
Contact Information is Available in Appendix 2.
44 Events
EVENTS
45 Events
Commemorative Planning
Project Description:
If a disaster has occurred in their community, youth could organize an annual or periodic
commemoration event, which could be held by community organizations, schools, or municipality.
Project Outcome: Increased Hazard Awareness
Project Results: Youth develop leadership skills, event coordination skills, and a better understanding of
any disaster events which have occurred in their community.
Type of Project: Potential ‐ Innovation Number of Students: Mixed/variable
Learning Objectives:
Experience Coordinating Events
Develop Project Management Skills
Develop General Employability Skills
Project Primary Focus: Community Secondary Focus: School
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Teacher
Items to Consider Prior to Project Start:
Time Commitment ‐ Student
Funding
46 Events
Emergency Preparedness Week Display
Project Description:
Youth use materials available Emergency Preparedness Week to host a display at a local community
centre, shopping mall, or school with free publications and a fun activity, such as the "Can You Build a Kit
Game."
Project Outcome: Increased Understanding of Community‐Based Disaster and Emergency Management.
Project Results: Youth develop communication skills and gain a better understanding of disaster and
emergency management in Canada while working to better prepare their community.
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Develop Communication Skills
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Increased Civic Engagement
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: Up to 20 Duration: Weekends
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Interest
Transportation Needs
Helpful Resources: https://www.getprepared.gc.ca/cnt/rsrcs/ep‐wk/tlkt‐en.aspx#a08
Website: https://www.getprepared.gc.ca/cnt/rsrcs/ep‐wk/tlkt‐en.aspx
47 Inventory
INVENTORY
48 Inventory
Get Prepared 3 ‐ High Rise Safety
Project Description:
Youth inventory high rise buildings for emergencies using guidelines from Public Safety Canada's Get
Prepared guides.
Project Outcome: Better Prepared Communities to Deal with Disasters
Project Results: Youth develop project management experience, inventory/assessment, and
communication skills, and gain a better understanding of DRR
Type of Project: Potential ‐ Innovation Number of Students: Individual
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Project Management Skills
Develop General Employability Skills
Project Primary Focus: Families Secondary Focus: Community
Estimated Student Hours: 20 to 30 Duration: Weekends
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Safety
Comments: Youth could use material available through Get Prepared.
Helpful Resources: https://www.getprepared.gc.ca/cnt/rsrcs/pblctns/pplwthdsblts/index‐
en.aspx#psn.06.06
Website: https://www.getprepared.gc.ca/
49 Inventory
Increasing Resiliency: Strategies for Managing Obesity
Project Description:
Youth and children in Alexander First Nation identified places and spaces where they could be active or
obtain food as 'assets', described how each asset was used and could be better used, grouped assets
into usage categories that were mapped onto the community, and presented maps at a community
meeting to address childhood obesity.
Project Outcome: Reduced Disaster Vulnerability of Youth
Project Results: Youth develop mapping skills, better understanding of DRR activities, develop data
collection skills
Type of Project: Potential ‐ Based on Similar Projects in Other Disciplines
Number of Students: Small group
Learning Objectives:
Develop Mapping Skills
Develop Data Collection and Management Skills (e.g., surveys, interviews)
Increased Civic Engagement
Project Primary Focus: High School Aged Youth Secondary Focus: Community
Estimated Student Hours: 20 to 30 Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Counsellor
Items to Consider Prior to Project Start:
Student Interest
Student Safety
Comments: Potential to map assets that could be used during an emergency to develop inventory of
community preparedness.
50 Inventory
Neighbourhood Capacity Survey
Project Description:
Youth survey households and organizations to compile an inventory of resources and skills that would
be useful for emergency/hazard events, for example, community members who own generators, have
First Aid, etc.
Project Outcome: Better Prepared Communities to Deal with Disasters
Project Results: Youth develop survey and data management skills
Type of Project: Potential ‐ Innovation Number of Students: Mixed/variable
Learning Objectives:
Develop Data Collection and Management Skills (e.g., surveys, interviews)
Develop General Employability Skills
Increased Civic Engagement
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 30 Duration: Weekends
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Counsellor
Items to Consider Prior to Project Start:
Student Safety
Community Support
Comments: Would require youth to take on as a project.
Helpful Resources: Another sample inventory sheet:
http://www.torontocentrallhin.on.ca/~/media/sites/tc/New%20media%20folder/For%20HSPs/emergen
cypreparedness/City%20of%20Toronto%20Community%20Capacity%20Survey%202015.pdf?la=en
Website: http://www.anmore.com/sites/anmore.civicwebcms.com/files/media/2015‐11‐10%20‐
%20community%20emergency%20capacity%20inventory.pdf
Contact Information is Available in Appendix 2.
51 Inventory
Supplier Outreach
Project Description:
Students go out into the community in pairs to visit potential suppliers to the community in case of a
disaster and leave information/get contact information to pass on to the Emergency Program Office if
the businesses are willing to sign agreements to provide services/materials (e.g., emergency lodging or
feeding, generators).
Project Outcome: Increased Disaster Resilient Community
Project Results: Increased number of suppliers willing to provide services and materials to support the
community's disaster response and recovery efforts. Students gain increased knowledge of what's
required at the community level to provide post‐disaster services to the community.
Type of Project: Potential ‐ Based on Similar Projects in Other Disciplines
Number of Students: Small group
Learning Objectives:
Experience Working with Local Government
Develop Public Speaking Skills
Develop Data Collection and Management Skills (e.g., surveys, interviews)
Project Primary Focus: Community Secondary Focus: Businesses
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Safety
Transportation Needs
Contact Information is Available in Appendix 2.
52 Media
MEDIA
53 Media
Emergency Preparedness Week Social Media Campaign
Project Description:
Youth use materials available for Emergency Preparedness Week to organize and undertake a social
media campaign to promote the week and emergency preparedness in their neighbourhoods.
Project Outcome: Better Prepared Communities to Deal with Disasters
Project Results: Youth develop professional communication skills and gain a better understanding of
disaster and emergency management in Canada.
Type of Project: Actual ‐ Completed Number of Students: Individual
Learning Objectives:
Experience Using Social Media for Professional Communication
Experience with Website and Media Management
Develop Project Management Skills
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: Up to 20 Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Interest
Time Commitment ‐ Advisor
Website: https://www.getprepared.gc.ca/cnt/rsrcs/ep‐wk/tlkt‐en.aspx
54 Media
Pet Preparedness Social Media Toolkit
Project Description:
FEMA toolkit with safety and preparedness messages, graphics, and video clips, that can be shared on
social media.
Project Outcome: Better Prepared Communities to Deal with Disasters.
Project Results: Youth gain experience using social media for a professional project, develop
communication, project, and time management skills.
Type of Project: Potential ‐ Innovation Number of Students: Small group
Learning Objectives:
Experience Using Social Media for Professional Communication
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop General Employability Skills
Project Primary Focus: Community Secondary Focus: Families
Estimated Student Hours: Up to 20 Duration: Flexible
Student Time Commitment: Casual/Seasonal
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Ongoing Management
Helpful Resources: http://www.aspca.org/pet‐care/general‐pet‐care/disaster‐preparedness
Website: https://www.ready.gov/pet‐toolkit
55 Media
The Youth Reporter Project
Project Description:
Participatory, community‐based youth media project that supports youth to share their stories and
priorities related to DRR with communities and decision‐makers through media, videography, and
broadcast journalism.
Project Outcome: Increased Understanding of Community‐Based Disaster and Emergency Management
Project Results: Youth develop media/technology, communication, and teamwork skills and increase
knowledge of DRR.
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Develop Communication Skills
Experience with Website and Media Management
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Months
Student Time Commitment: Part‐Time
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Teacher
Items to Consider Prior to Project Start:
Funding
Access to Resources
Helpful Resources: Project description: http://www.wcdrr.org/wcdrr‐data/uploads/371/FEATURED%20‐
%20Plan%20International%20Philippines%20‐%20Youth%20Reporter.pdf
Website: https://www.facebook.com/YouthReporterProject/
Contact Information is Available in Appendix 2.
56 Part ic ipatory Research
PARTICIPATORY RESEARCH
57 Participatory Research
Hazard Walking Tour
Project Description:
Youth research hazards in their community, then organize and lead walking tours to educate community
members about risks.
Project Outcome: Increased Hazard Awareness
Project Results: Youth gain research experience, show ability to take initiative, develop leadership skills,
and increase civic engagement.
Type of Project: Potential ‐ Based on Similar Projects in Other Disciplines
Number of Students: Small group
Learning Objectives:
Develop Research Skills
Develop Project Management Skills
Develop Leadership/Team Management Skills
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 30 Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Safety
Community Support
Comments: Youth would be responsible for researching, mapping, and leading walking tours.
Website: http://www.chinatownalleywaytours.org/
Contact Information is Available in Appendix 2.
58 Part ic ipatory Research
Photo Album Recreation Project
Project Description:
Students worked in teams to meet with families to recreate
lost photo albums. They interviewed families to identify
what photos were in the album and who might have a photo
of the event (e.g., who else would have a photo of Susie's
wedding?). They then contacted those persons, got a copy of
the photo, duplicated it, and created a memory photo album
with the photos.
Project Outcome: Supporting Family Recovery
Project Results: Families have an increased sense of recovery with the recreation of photo albums which
serve as storehouses of the happy events in their lives and improves their overall wellbeing
Type of Project: Actual ‐ Completed Number of Students: Mixed/variable
Learning Objectives:
Develop Research Skills
Increased Civic Engagement
Develop Communication Skills
Project Primary Focus: Families Secondary Focus: Community
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Access to Resources
Student Safety
Comments: This initiative used support from the teacher who supported the school Photography Club
and was dependent on donated supplies (e.g., photograph albums) and donated funding.
59 Participatory Research
Photovoice Project
Project Description:
Photovoice projects provide people with cameras to capture their everyday realities to influence public
policy and was used by youth to generate community change for enhancing community well‐being.
Project Outcome: Better Communication of Risk
Project Results: Youth develop photography skills, facilitation skills, discussion skills, presentation skills
Type of Project: Potential ‐ Based on Similar Projects in Other Disciplines
Number of Students: Mixed/variable
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Increased Civic Engagement
Develop Research Skills
Project Primary Focus: High School Aged Youth Secondary Focus: Community
Estimated Student Hours: 20 to 30 Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Teacher
Items to Consider Prior to Project Start:
Access to Resources
Student Safety
Comments: Could be used to advocate to local decision‐makers for better DRR.
60 Part ic ipatory Research
Skills & Knowledge Community Inventory
Project Description:
Students reach out to the neighbourhood or community to build a community inventory of the services
and skills that exist in the community to support community rebuilding and recovery efforts.
Project Outcome: Increased Disaster Resilient Community
Project Results: Community Inventory of useable and practical skills and knowledge to assist in
community recovery post‐disaster.
Type of Project: Actual ‐ In Progress Number of Students: Small group
Learning Objectives:
Develop Research Skills
Increased Civic Engagement
Develop Data Collection and Management Skills (e.g., surveys, interviews)
Project Primary Focus: Community Secondary Focus: Families
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Safety
Transportation Needs
Comments: This project is one of a number of projects identified in the on‐line Aboriginal Disaster
Resilency Program but is suitable for Indigenous and non‐Indigenous populations.
Helpful Resources: http://adrp.jibc.ca
61 Participatory Research
Youth Creating Disaster Recovery and Resilience
Project Description:
Research project that connects with youth in disaster‐affected communities of Missouri, United States,
and Alberta, Canada. Directly engages youth in peer‐to‐peer networking, creative workshops, and an
online repository of creative expressions to empower youth and enable them to build community and
personal resilience.
Project Outcome: Increased Disaster Resilient Community
Project Results: Youth have enhanced recovery from disaster event, enhanced resilience for potential
future events, research skills.
Type of Project: Actual ‐ In Progress Number of Students: Mixed/variable
Learning Objectives:
Develop Research Skills
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Increased Civic Engagement
Project Primary Focus: High School Aged Youth Secondary Focus: Community
Estimated Student Hours: Up to 20 Duration: Flexible
Student Time Commitment: Casual/Seasonal
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: University
Items to Consider Prior to Project Start:
Student Interest
Time Commitment ‐ Student
Comments: Potential to focus on other stages of the emergency management spectrum (preparedness,
mitigation).
Website: http://www.ycdr.org/contact/
Contact Information is Available in Appendix 2.
62 Part ic ipatory Research
Youth‐Centred Participatory Video as a Tool for Climate Change
Adaptation and Disaster Risk Reduction
Project Description:
Participatory video projects by teams of youth in the Phillipines to mobilize and advocate for disaster
risk reduction in their communities.
Project Outcome: Better Prepared Communities to Deal with Disasters
Project Results: Youth develop research skills, film skills, workshop coordination skills, increased
awareness of disasters, enhanced preparedness for disasters
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Research Skills
Experience Coordinating Events
Project Primary Focus: High School Aged Youth Secondary Focus: Community
Estimated Student Hours: 20 to 40 + Duration: Months
Student Time Commitment: Temporary
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Teacher
Items to Consider Prior to Project Start:
Funding
Time Commitment ‐ Student
Contact Information is Available in Appendix 2.
63 Preparedness
PREPAREDNESS
64 Preparedness
Get Prepared 1 ‐ Emergency Plans
Project Description:
Youth could create emergency plans for their families using the Get Prepared online form, raise
awareness and guide other households in their neighbourhoods to create their own.
Project Outcome: Better Prepared Families to Deal with Disasters
Project Results: Youth develop increased understanding of DRR, inventory, assessment, and
communication skills, and demonstrate ability to work independently and responsibly.
Type of Project: Potential ‐ Innovation Number of Students: Individual
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop General Employability Skills
Increased Civic Engagement
Project Primary Focus: Families Secondary Focus: Community
Estimated Student Hours: Up to 20 Duration: Weekends
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Parents
Items to Consider Prior to Project Start:
Student Safety
Community Support
Comments: Youth could use material available through Get Prepared.
Helpful Resources: https://www.getprepared.gc.ca/cnt/plns/mk‐pln‐en.aspx
Website: https://www.getprepared.gc.ca/
65 Preparedness
Get Prepared 2 ‐ 72 Hour Kits
Project Description:
Youth could undertake community campaigns to raise awareness and help people prepare 72 hour
emergency kits.
Project Outcome: Better Prepared Families to Deal with Disasters
Project Results: Youth gain experience working independently, in project management, event/campaign
coordination, and education.
Type of Project: Potential ‐ Innovation Number of Students: Mixed/variable
Learning Objectives:
Develop Project Management Skills
Experience Coordinating Events
Develop General Employability Skills
Project Primary Focus: Families Secondary Focus: Community
Estimated Student Hours: Up to 20 Duration: Weekends
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Access to Resources
Student Safety
Comments: Youth could use material available through Get Prepared.
Helpful Resources: http://www.aema.alberta.ca/72‐hour‐emergency‐kit
Website: https://www.getprepared.gc.ca/
66 Preparedness
Get Prepared 4 ‐ People with Disabilities and/or Special Needs
Project Description:
Youth could help people with disabilities and/or special needs to complete the Get Prepared checklist
and personal assessment, create emergency plans, create emergency kits, develop personal support
networks, and prepare their service animals.
Project Outcome: Reduced Disaster Vulnerability of At‐Risk Population
Project Results: Youth gain experience working with people with disabilities and/or special needs, better
understanding of DRR, develop communication skills
Type of Project: Potential ‐ Innovation Number of Students: Individual
Learning Objectives:
Experience Working with At‐Risk Populations
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop General Employability Skills
Project Primary Focus: At‐Risk Populations Secondary Focus: High School Aged Youth
Estimated Student Hours: Up to 20 Duration: Weekends
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Time Commitment ‐ Advisor
Student Safety
Comments: Youth could use material available through Get Prepared.
Helpful Resources: https://www.getprepared.gc.ca/cnt/rsrcs/pblctns/pplwthdsblts/index‐en.aspx
Website: https://www.getprepared.gc.ca/
67 Preparedness
Get Prepared 5 ‐ Farm Animals
Project Description:
Youth could use guidebook to educate and help farmers prepare their animals for natural hazards and
emergencies.
Project Outcome: Better Prepared Communities to Deal with Disasters
Project Results: Youth gain experience working independently to educate and communicate DRR
preparedness initiatives
Type of Project: Potential ‐ Innovation Number of Students: Mixed/variable
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Communication Skills
Develop Research Skills
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: Up to 20 Duration: Weekends
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Transportation Needs
Student Safety
Comments: Youth could use material available through Get Prepared.
Helpful Resources: https://www.getprepared.gc.ca/cnt/rsrcs/pblctns/frm‐nmls/frm‐nmls‐eng.pdf
Website: https://www.getprepared.gc.ca/
68 Preparedness
Get Prepared 6 ‐ Children
Project Description:
Youth could educate children about natural hazards and emergencies and help them to develop
emergency plans and kits for their families.
Project Outcome: Reduced Disaster Vulnerability of At‐Risk Population
Project Results: Youth gain experience working with children, develop teaching and communication
skills, and gain a better understanding of DRR.
Type of Project: Potential ‐ Innovation Number of Students: Mixed/variable
Learning Objectives:
Experience Working with At‐Risk Populations
Develop Lesson Plans
Develop General Employability Skills
Project Primary Focus: Pre‐School Aged Children Secondary Focus: Elementary School Aged
Children
Estimated Student Hours: Up to 20 Duration: Weekends
Student Time Commitment: Part‐Time
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Teacher
Items to Consider Prior to Project Start:
Time Commitment ‐ School
Comments: Youth could use material available through Get Prepared.
Helpful Resources: https://www.getprepared.gc.ca/cnt/plns/mrgncychldrn‐en.aspx
Website: https://www.getprepared.gc.ca/
69 Preparedness
Mentor Up
Project Description:
Youth could help seniors reduce their disaster vulnerability; such as disaster‐proofing homes, creating
preparedness kits, educating about hazards, creating emergency plans, etc.
Project Outcome: Reduced Disaster Vulnerability of At‐Risk Population
Project Results: Youth gain experience working with at‐risk populations, in project management, and
develop a better understanding of emergency preparedness in their community.
Type of Project: Potential ‐ Based on Similar Projects in Other Disciplines
Number of Students: Mixed/variable
Learning Objectives:
Experience Working with At‐Risk Populations
Develop Technical/Trade Skills
Increased Civic Engagement
Project Primary Focus: Older Persons Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Weekends
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Local care home
Items to Consider Prior to Project Start:
Student Safety
Transportation Needs
Comments: Youth could identify vulnerabilities of seniors to disasters and help to reduce them.
Helpful Resources: https://www.mentorup.org/opportunities
Website: http://www.mentorup.org
Contact Information is Available in Appendix 2.
70 Preparedness
Preparedness for Seniors
Project Description:
Students could work in pairs with older populations to assist them in assembling Emergency Kits and
developing a personal evacuation plan.
Project Outcome: Reduced Disaster Vulnerability of At‐Risk Population
Project Results: Older populations are better prepared when faced with a disaster. Youth have an
increased understanding of disaster vulnerability and emergency preparedness strategies.
Type of Project: Potential ‐ Based on Similar Projects in Other Disciplines
Number of Students: Small group
Learning Objectives:
Experience Working with At‐Risk Populations
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Communication Skills
Project Primary Focus: At‐Risk Populations Secondary Focus: Community
Estimated Student Hours: 20 to 30 Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Safety
Transportation Needs
71 Preparedness
Red Cross Club
Project Description:
Clubs started by youth in their communities or schools that offer opportunities for youth to develop
leadership skills while making a meaningful impact and addressing community needs related to
emergency response.
Project Outcome: Better Prepared Schools to Deal with Disasters
Project Results: Youth develop leadership skills, increased knowledge of DRR, and life‐saving skills; gain
experience in event coordination and project management.
Type of Project: Actual ‐ Completed Number of Students: Large group
Learning Objectives:
Develop Leadership/Team Management Skills
Experience Working with At‐Risk Populations
Develop First Aid/Survival Skills
Project Primary Focus: High School Aged Youth Secondary Focus: School
Estimated Student Hours: 20 to 40 + Duration: Months
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Teacher
Items to Consider Prior to Project Start:
Time Commitment ‐ Student
Time Commitment ‐ School
Helpful Resources: https://volunteerconnection.redcross.org/?nd=club_listing
Website: http://redcrossyouth.org/college‐resources/red‐cross‐club‐toolkits‐2/
Contact Information is Available in Appendix 2.
72 Preparedness
Red Cross Ready Rating Program
Project Description:
Self‐assessment tool for schools to show areas requiring improved preparedness and track progress
towards increasing preparedness through customized emergency action plan.
Project Outcome: Better Prepared Schools to Deal with Disasters
Project Results: Youth develop better understanding of DRR, assessment and project management skills,
gain leadership experience.
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Develop Leadership/Team Management Skills
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Project Management Skills
Project Primary Focus: School Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 30 Duration: Months
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Teacher
Items to Consider Prior to Project Start:
Time Commitment ‐ School
Time Commitment ‐ Student
Helpful Resources: http://www.readyrating.org/
Website: http://www.redcross.org/get‐help/prepare‐for‐emergencies/resources‐for‐schools#Tips‐for‐
School
73 Preparedness
Scanning the Island
Project Description:
Students focused on the fact that many people in their own community would lose vital documents as
well as photographs and other keepsakes when a disaster strikes. Students created a project which is a
pre‐disaster outreach program that used cloud‐based archiving technologies to help community
members preserve critical documents and keepsakes.
Project Outcome: Better Prepared Families to Deal with Disasters
Project Results: Families have their vital records and important pictures stored on the cloud for post‐
disaster recovery.
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Experience Working with At‐Risk Populations
Experience with Website and Media Management
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Project Primary Focus: At‐Risk Populations Secondary Focus: Families
Estimated Student Hours: 20 to 30 Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Computer Science Teacher
Items to Consider Prior to Project Start:
Student Safety
Transportation Needs
Comments: Following Hurricane Katrina, the SHOREline Program was initiated as a youth empowerment
program that seeks to provide an opportunity to make fundamental changes in the lives of youth, their
families, their communities, and beyond. This project was undertaken by the Grand Isle High School in
New Orleans.
Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/grand‐isle‐school/
Contact Information is Available in Appendix 2.
74 Risk Mapping
RISK MAPPING
75 Risk Mapping
Community Mapping
Project Description:
Students mapped community features and disaster‐related data (housing type/materials, vulnerable
populations, flood prone areas) and used map to discuss vulnerabilities, capacities, and possible actions
for DRR.
Project Outcome: Increased Hazard Awareness
Project Results: Youth develop better understanding of vulnerability, increased hazard awareness
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Develop Mapping Skills
Data Collection and Management Skills (e.g., surveys, interviews)
Experience Working with At‐Risk Populations
Project Primary Focus: High School Aged Youth Secondary Focus: At‐Risk Populations
Estimated Student Hours: Up to 20 Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Counsellor
Items to Consider Prior to Project Start:
Student Interest
Student Safety
Comments: Would require youth to take on as a project.
76 Risk Mapping
Hazard Explorer
Project Description:
Searchable online map with overlays to indicate areas vulnerable to different hazards identified in the
Seattle Hazards Identification and Vulnerability Analysis (SHIVA).
Project Outcome: Better Communication of Risk
Project Results: Youth develop mapping, software, website, research, and communication skills.
Type of Project: Potential ‐ Innovation Number of Students: Individual
Learning Objectives:
Develop Mapping Skills
Develop Project Management Skills
Develop Technical/Trade Skills
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Student Interest
Ongoing Management
Comments: Youth create online map showing hazards and vulnerable areas in community using a
variety of free software – project was initially carried out in Seattle, WA..
Helpful Resources: Google Maps, MapTiler: https://www.maptiler.com/
77 Training
TRAINING
78 Train ing
911 Emergency Board
Project Description:
Youth deliver preparedness presentation using a "911 Board" made
up with different squares, each with scenes of people experiencing
various emergency situations. For example, one person is having a
heart attack or experiencing a fire while others are dealing with a
flood or earthquake. Then the question to the children was when
should you call 911 (e.g., for the heart attack or fire) but in an
earthquake you only call 911 if it a life and death matter as you
don’t want to tie up the phone lines unnecessarily.
Project Outcome: Better Prepared Families to Deal with Disasters
Project Results: Younger children gain a better understanding of
how and when to reach out for emergency services. Increased
participation during Emergency Preparedness Week.
Type of Project: Actual ‐ Completed Number of Students: Individual
Learning Objectives:
Develop Public Speaking Skills
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Group Facilitation Skills
Project Primary Focus: Elementary School Aged Children Secondary Focus: Parents
Estimated Student Hours: 20 to 30 Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Access to Resources
Community Support
Comments: Small amount of funding for prizes.
79 Training
Amateur Radio Emergency Services
Project Description:
Certified Radio Amateurs voluntarily register for communications duty in the public service for disaster
response.
Project Outcome: Increased Disaster Resilient Community
Project Results: Youth develop technical, communication, and time management skills, demonstrate
responsibility and civic engagement.
Type of Project: Actual ‐ Completed Number of Students: Mixed/variable
Learning Objectives:
Develop Technical/Trade Skills
Develop Decision‐Making Skills
Experience Working with Local Government
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 30 Duration: Weeks
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Local amateur radio society
Items to Consider Prior to Project Start:
Access to Resources
Funding
Website: http://deltaamateurradio.com/wp/
Contact Information is Available in Appendix 2.
80 Train ing
Canadian Red Cross: Expect the Unexpected
Project Description:
Booklets designed for ages 7‐8, 10‐11, and 12‐13 that contain activities, quizzes, and scenarios to
educate children about types of disasters and emergency response procedures, designed for facilitation
by teachers or parents. Gets children to make their own commitment plan for an emergency event,
instructions for preparing their family for emergencies, and tips on reducing climate change impacts.
Students receive a certificate once complete.
Project Outcome: Better Prepared Families to Deal with Disasters
Project Results: Youth develop a better understanding of hazards and emergency response processes,
gain experience working with younger children and peers, and develop facilitation and leadership skills.
Type of Project: Actual ‐ Completed Number of Students: Small group
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Lesson Plans
Develop Group Facilitation Skills
Project Primary Focus: Middle School Aged Children Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Weeks
Student Time Commitment: Part‐Time
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Local Red Cross branch
Items to Consider Prior to Project Start:
Student Interest
Time Commitment ‐ School
Comments: Youth could take on parent/teacher role and educate their peers or younger children using
the booklet.
Helpful Resources: http://www.redcross.ca/crc/documents/3‐1‐3‐1‐1‐Be‐ready‐be‐safe‐Activity‐
Booklet.pdf
Website: http://www.redcross.ca/how‐we‐help/emergencies‐and‐disasters‐in‐canada/for‐teachers‐and‐
educators‐of‐children/help‐students‐learn‐about‐and‐prepare‐for‐disasters/expect‐the‐unexpected‐
program
81 Training
Hungry? No Power? No Problem! Cooking to Empower the Powerless,
Project Description:
This is intended to empower youth with the knowledge of cooking without power, as well as inform
them about disaster preparedness. A one day workshop, organized by students, is designed to teach
students disaster preparedness skills and how to cook without power.
Project Outcome: Better Prepared Families to Deal with Disasters
Project Results: All participants are able to showcase their leadership abilities as well as spread their
knowledge and skill to help others cook without power
Type of Project: Actual ‐ In Progress Number of Students: Small group
Learning Objectives:
Develop Leadership/Team Management Skills
Develop Lesson Plans
Develop First Aid/Survival Skills
Project Primary Focus: High School Aged Youth Secondary Focus: Families
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: High
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Home Economics Teacher
Items to Consider Prior to Project Start:
Time Commitment ‐ School
Funding
Comments: Following Hurricane Katrina, the SHOREline Program was initiated as a youth empowerment
program that seeks to provide an opportunity to make fundamental changes in the lives of youth, their
families, their communities, and beyond. This project was undertaken by the Alma Bryant High School in
New Orleans.
Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/alma‐bryant‐high‐
school/
Contact Information is Available in Appendix 2.
82 Train ing
Master of Disaster (PreparedBC)
Project Description:
Resources for parents and teachers to help children (grade 6 level) learn about hazards in BC through
three learning modules.
Project Outcome: Better Prepared Families to Deal with Disasters
Project Results: Better educated youth in DRR, leadership skills
Type of Project: Actual ‐ In Progress Number of Students: Mixed/variable
Learning Objectives:
Develop Lesson Plans
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop Leadership/Team Management Skills
Project Primary Focus: Middle School Aged Children Secondary Focus: High School Aged Youth
Estimated Student Hours: Up to 20 Duration: Flexible
Student Time Commitment: Temporary
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: Minimal
Lead Contact: Counsellor
Items to Consider Prior to Project Start:
Student Interest
Time Commitment ‐ School
Comments: Youth could take on parent/teacher role and educate their peers or younger children using
the modules.
Website: http://www2.gov.bc.ca/gov/content/safety/emergency‐preparedness‐response‐
recovery/preparedbc/master‐of‐disaster
Contact Information is Available in Appendix 2.
83 Training
Student Volunteer Army
Project Description:
Volunteer army with emergency response plans who have helped
out in recent earthquakes by responding to calls for help, using
social media to distribute civil emergency notifications and to
connect friends and family in the aftermath, and recruiting after
emergencies for more volunteers to help with immediate response
needs.
Project Outcome: Increased Disaster Resilient Community
Project Results: Youth learn response skills, build a better understanding of DRR and disaster and
emergency management, and increase their civic engagement.
Type of Project: Actual ‐ Completed Number of Students: Large group
Learning Objectives:
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Develop First Aid/Survival Skills
Develop Decision‐Making Skills
Project Primary Focus: Community Secondary Focus: High School Aged Youth
Estimated Student Hours: 20 to 40 + Duration: Flexible
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Moderate
Disaster & Emergency Manager Time Commitment: High
Lead Contact: Disaster and Emergency Manager
Items to Consider Prior to Project Start:
Funding
Access to Resources
Comments: The Student Volunteer Army was initiated by students attending the University of
Canterbury in Christchurch New Zealand following the major earthquake in 2010 to assist in the
community’s recovery. High school and university students participated.
Website: http://www.sva.org.nz/home/
Contact Information is Available in Appendix 2.
84 Train ing
Teen CERT (Community Emergency Response Team)
Project Description:
Educates students in emergency preparedness and basic response for hazards that may impact their
school and/or community so that they can support school emergency operations and provide surge
capacity to local first responders when needed.
Project Outcome: Reduced Disaster Vulnerability of Youth
Project Results: Better educated youth on DRR, leadership skills, First Aid skills
Type of Project: Actual ‐ Completed Number of Students: Large group
Learning Objectives:
Develop Leadership/Team Management Skills
Develop First Aid/Survival Skills
Gain a Better Understanding of Disaster Risk Reduction Initiatives
Project Primary Focus: High School Aged Youth Secondary Focus: School
Estimated Student Hours: 20 to 40 + Duration: Months
Student Time Commitment: Part‐Time
School Personnel Time Commitment: Minimal
Disaster & Emergency Manager Time Commitment: Moderate
Lead Contact: Local CERT Coordinator
Items to Consider Prior to Project Start:
Student Safety
Time Commitment ‐ Advisor
Website: https://www.citizencorps.fema.gov/cc/searchCert.do?submitByZip
85 Appendix 1
APPENDIX 1: GLOSSARY OF HEADINGS
Project Title
Brief title, either of an existing project that inspired the potential project, or a proposed title where not
applicable.
Type of Project
This field indicates whether the project is an existing project based on actual projects that are either
completed, in progress, or starting; or, whether the project is a potential project based on projects from
other disciplines or based on an innovation inspired by this research project.
Actual ‐ Completed
Actual ‐ In progress
Actual ‐ Starting
Potential ‐ Based on similar projects in other disciplines
Potential ‐ Innovation
Project Description
Brief description of existing or potential project.
Project Type
This field classifies each entry into a certain category based on its purpose. When a project contains
aspects of more than one category, it is classified based on its most central purpose. Project categories
include:
Building safer schools projects are those that focus on improving the safety of school
environments.
Committee projects are those that consist of a youth committee or council.
Community response is used when the project is directly linked to the community’s response to
a disaster
Contributing to recovery speaks to projects that focus on supporting families or the
community’s recovery post‐disaster
Education / awareness projects seek to improve a community's understanding of hazards,
disaster risk reduction, or disaster and emergency management.
Event projects are those for which the key undertaking is the execution of an event.
Inventory projects are those that count and assess needs of the availability of resources in a
community.
Media are projects for which the key undertaking is a media campaign.
86 Appendix 1
Participatory action research projects are those that involve youth in active research methods
in their communities. Participatory action research methods collect data and seek to understand
a problem based on the researcher’s lived experience and reflection.
Preparedness projects are those that seek to enhance the preparedness of a community.
Risk mapping projects inventory, record, and map the risks in a community.
Training projects are those that focus on training for various stages of the disaster and
emergency management spectrum.
Outcome
This field describes the intended end result of the project in the community. Most entries offer more
than one result for the community, but are classified based on what is anticipated to be their most
dominant outcome. Possible outcomes include:
Better communication of risk
Better prepared communities to deal with disasters
Better prepared families to deal with disasters
Better prepared schools to deal with disasters
Increased disaster resilient community, i.e., the project offers positive impacts for more than
one stage of the disaster and emergency management spectrum, improving overall community
resilience.
Increased hazard awareness
Increased understanding of community‐based disaster and emergency management, i.e., the
project improves the community’s understanding of how they could be affected by a disaster or
emergency and their capacity to recover.
Reduced disaster vulnerability of at‐risk population
Reduced disaster vulnerability of youth
Reduced hazard risk, i.e., the project physically reduces the risk present from a given hazard,
such as through mitigation measures.
Supporting family recovery, i.e., efforts made to reduce the social, psychosocial or economic
recovery of family members
Project Results
This field offers comments on what results youth participants can expect from each project. It is
summarizes the anticipated results of each based on the learning objectives while also taking into
account considerations, duration, focus, and other details captured in the inventory.
87 Appendix 1
Learning Objectives
The inventory lists three learning objectives for youth participation in each project, in order of
magnitude. These include:
Experience coordinating events
Experience using social media for professional communication
Experience with website and media management
Experience working with at‐risk populations
Experience working with local government
Develop communication skills
Develop cultural sensitivity skills
Develop data collection and management skills (e.g., surveys, interviews)
Develop decision‐making skills
Develop first aid / survival skills
Develop general employability skills
Develop group facilitation skills
Develop research skills
Develop leadership / team management skills
Develop lesson plans
Develop mapping skills
Develop public speaking skills
Develop project management skills
Develop technical / trade skills
Gain a better understanding of DRR initiatives
Increased civic engagement
Primary and Secondary Focuses
This field considers the main two populations each project focuses on.
At‐risk populations
Community
Elementary school aged children
Families
High school aged youth
Middle school aged children
Older persons
Parents
Pre‐school aged children
School
88 Appendix 1
Estimated Hours
The estimated community service hours that youth would need to take in order to complete the project.
Up to 20 hours
20 to 30 hours
20 to 40 + hours
Duration
Span of project; when it is anticipated youth would work on the project and how long it would last.
Flexible
Months
Weekends
Weeks
School Personnel Time Commitment
Anticipated commitment required from teacher or other school staff member in comparison to other
potential projects listed.
Minimal
Moderate
High
Disaster & Emergency Manager Time Commitment
Anticipated commitment required from local disaster and emergency management organizational
personnel in comparison to other potential projects listed.
Minimal
Moderate
High
Youth Time Commitment
Anticipated commitment required by youth for the project duration.
Casual / seasonal
Full‐time
Part‐time
Temporary, i.e., the project would be time‐focused around a culminating event or
predetermined end date.
89 Appendix 1
Number of Students
Anticipated number of youth involved in the project for each community, neighbourhood, school, or
iteration.
Individual
Small group, i.e., 2 to 8 youth.
Large group, i.e., more than 8 youth.
Mixed / variable, i.e., the project could be taken on by individuals or in groups.
Considerations
This field indicates the two most significant considerations that could be challenges or barriers to each
project.
Access to resources
Community support
Funding
Ongoing management
Student interest
Student safety
Time commitment ‐ Advisor
Time commitment ‐ School
Time commitment ‐ Student
Transportation needs
Modification
If all conditions are already in place for the project to be undertaken, the field was left blank. For entries
that would require adjustments to be suitable projects for youth, this field indicates:
Requires initiative, i.e., the project would need to be initiated in the community by the student,
school staff, or local DEM organization.
Adjusted focus or scope, i.e., the target population, focus, scale, or scope of the project would
need to be adjusted.
Comments
This field offers comments on potential modifications for projects that “require initiative” or an
“adjusted focus or scope.”
90 Appendix 1
Suggested Community Contact
This field recommends who a student might approach in their own community if they would like to
initiate or participate in the project.
Resources
Provides additional resources to inform and/or support the project.
APPENDICES
Contact Information
These fields contain any contact information for existing projects or for projects that served as
inspiration for potential projects that was publically accessible online.
These headings were drafted following the environmental scan at the beginning of this research project
and have been iteratively refined throughout the project process, based on findings from the literature
review and existing projects. It is intended that the inventory will function as a living document, so that
headings and entries can be repeatedly updated as new projects are added.
APA References
This field contains citations in American Psychological Association (APA) format that link the potential
project to source documents that inspired the project or provided information about the project.
91 Appendix 2
APPENDIX 2: PROJECT CONTACT INFORMATION
Amateur Radio Emergency Services
Contact Name: Chris Scholefield Delta Amateur Radio Society
Contact Email: [email protected]
Website: http://deltaamateurradio.com/wp/
Artistic Relief and Therapeutic Support for Youth
Contact Email: [email protected]
Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/benjamin‐franklin‐
high‐school/
Business Continuity Outreach
Contact Name: Ginger Sherlock Emergency Program Coordinator
Contact Email: [email protected] Contact Phone: 604.514.2820
Contact Address: 5785 203 Street, Langley, BC V3A 9L9
Camp Counsellors at Community Safety Village
Contact Name: Deb Robinson York Community Safety Village
Website: https://www.yrp.ca/en/community/community‐safety‐village.asp
Camp Hopewaves
Contact Email: [email protected]
Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/gulfport‐high‐school/
Canadian Red Cross National Youth Engagement Advisory Committee
Contact Name: Canadian Red Cross
Contact Email: [email protected]
Website: http://www.redcross.ca/how‐we‐help/red‐cross‐youth/national‐youth‐engagement‐
advisory‐committee
92 Appendix 2
Cyber‐Seniors
Contact Name: Brenda Rusnak Producer (Best Part Productions Inc.)
Contact Email: [email protected] Contact Phone: 416‐388‐0310
Website: http://cyberseniorsdocumentary.com/
Disaster Recovery Leader Development Project
Contact Email: [email protected]
Website: http://www.etic.or.jp/recoveryleaders/en/about_the_project
Emergency BINGO
Contact Name: Ginger Sherlock Emergency Program Coordinator
Contact Email: [email protected] Contact Phone: 604.514.2820
Contact Address: 5785 203 Street, Langley, BC V3A 9L9
Emergency Social Services (ESS) Emergency Preparedness Champion
Contact Name: City of Surrey Emergency Social Services Program
Contact Email: [email protected]
Contact Address: 13450 ‐ 104 Ave. Surrey, BC, V3T 1V8
Website: http://www.surrey.ca/city‐services/674.aspx
EvacuSpots
Contact Name: Morgana King Arts Council of New Orleans
Contact Email: [email protected]
Website: http://evacuspots.evacuteer.org/
93 Appendix 2
Geeks and Geezers
Contact Name: Colleen Brownlee Metchosin Seniors Information Resource Centre Co‐ordinator
Contact Phone: 250‐478‐5150
Contact Address: Metchosin SIRC, 4495 Happy Valley Rd., Metchosin, British Columbia, V9C 3Z3
Hazard Walking Tour
Contact Email: [email protected] Contact Phone: 415‐984‐1478
Website: http://www.chinatownalleywaytours.org/
Hungry? No Power? No Problem! Cooking to Empower the Powerless,
Contact Email: [email protected]
Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/alma‐bryant‐high‐
school/
LISTOS
Contact Name: Cynthia Valdivia LISTOS Emergency Readiness Program
Contact Email: [email protected]
Website: https://www.facebook.com/Listos‐de‐Washington‐County‐1662855493983597/
Master of Disaster (PreparedBC)
Contact Email: [email protected]
Contact Address: Block A ‐ Suite 200, 2261 Keating Cross Road, Saanichton BC V8M 2A5
Website: http://www2.gov.bc.ca/gov/content/safety/emergency‐preparedness‐response‐
recovery/preparedbc/master‐of‐disaster
Mentor Up
Contact Name: American Association of Retired Persons Foundation ‐ Mentor Up Program
Contact Email: [email protected]
Website: http://www.mentorup.org
94 Appendix 2
Neighbourhood Capacity Survey
Contact Name: Village of Anmore, B.C.
Contact Phone: 604‐469‐9877
Contact Address: 2697 Sunnyside Road, Anmore, B.C. V3H 5G9
Website: http://www.anmore.com/sites/anmore.civicwebcms.com/files/media/2015‐11‐10%20‐
%20community%20emergency%20capacity%20inventory.pdf
Puppet Show
Contact Name: Larry Pearce Regional Director (Retired)
Contact Email: [email protected]
Contact Address: 5718 Sunshine Falls Lane, North Vancouver, BC. V7G2T9
Red Cross Club
Contact Name: American Red Cross
Contact Email: [email protected]
Website: http://redcrossyouth.org/college‐resources/red‐cross‐club‐toolkits‐2/
Red Cross National Youth Council
Contact Name: Sally Yin American Red Cross
Contact Email: [email protected]
Website: http://redcrossyouth.org/arcnyc/
Resilience by Design Game
Contact Name: Resilience by Design Innovation Lab
Contact Email: [email protected] Contact Phone: 250‐391‐2600 ext. 4358
Contact Address: 2005 Sooke Road, Victoria, BC
Website: resiliencebydesign.com/research/board‐game/
95 Appendix 2
Scanning the Island
Contact Email: [email protected]
Website: http://ncdp.columbia.edu/microsite‐page/shoreline/shoreline‐chapters/grand‐isle‐school/
Student Volunteer Army
Contact Email: [email protected].
Contact Address: 49 Creyke Road, Christchurch, Canterbury, NZ 8041
Website: http://www.sva.org.nz/home/
Supplier Outreach
Contact Name: Ginger Sherlock Emergency Program Coordinator
Contact Email: [email protected] Contact Phone: 604.514.2820
Contact Address: 5785 203 Street, Langley, BC V3A 9L9
The Bug Out: Getting the Facts on Germs
Contact Name: Canadian Red Cross
Contact Email: [email protected].
Website: http://www.redcross.ca/how‐we‐help/emergencies‐and‐disasters‐in‐canada/for‐teachers‐and‐
educators‐of‐children/help‐students‐learn‐about‐preventing‐the‐spread‐of‐germs
The Youth Reporter Project
Contact Name: Christelyn Sibugon Plan International Philippines
Contact Email: Christelyn.Sibugon@plan‐international.org
Website: https://www.facebook.com/YouthReporterProject/
96 Appendix 2
Youth Creating Disaster Recovery and Resilience
Contact Name: Robin Cox Principal Investigator
Contact Phone: 250‐391‐2600
Contact Address: Royal Roads University, 2005 Sooke Road, Victoria, BC, Canada, V9B 5Y2
Website: http://www.ycdr.org/contact/
Youth‐Centred Participatory Video as a Tool for Climate Change
Adaptation and Disaster Risk Reduction
Contact Name: Katharine Haynes Author
Contact Email: [email protected]
Zombie Dance Performance
Contact Name: Ginger Sherlock Emergency Program Coordinator
Contact Email: [email protected] Contact Phone: 604.514.2820
Contact Address: 5785 203 Street, Langley, BC V3A 9L9
Zombie Preparedness
Contact Name: PreparedBC
Contact Email: [email protected]
Contact Address: Block A ‐ Suite 200, 2261 Keating Cross Road, Saanichton BC V8M 2A5
Website: http://www2.gov.bc.ca/gov/content/safety/emergency‐preparedness‐response‐
recovery/preparedbc/zombie‐preparedness
97 Appendix 3
APPENDIX 3: REFERENCES
Animation Theatre
Martel, C. (1999). Quebec's psychosocial interventions in an emergency measures situation.
Traumatology 5(3). Retrieved from
http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2014‐10391‐006
Canadian Red Cross National Youth Engagement Advisory Committee
Canadian Red Cross. (2016). National Youth Engagement Advisory Committee. Retrieved from
http://www.redcross.ca/how‐we‐help/red‐cross‐youth/national‐youth‐engagement‐advisory‐
committee
Canadian Red Cross: Expect the Unexpected
Canadian Red Cross. (2016). Expect the unexpected program. Retrieved from
http://www.redcross.ca/how‐we‐help/emergencies‐and‐disasters‐in‐canada/for‐teachers‐and‐
educators‐of‐children/help‐students‐learn‐about‐and‐prepare‐for‐disasters/expe
Community Mapping
Gaillard, J. C., & Pangilinan, M. (2010). Research note: Participatory mapping for raising disaster risk
awareness among the youth. Journal of Contingencies and Crisis Management, 18(3), 175‐179.
Cyber‐Seniors
Rusnak, B. (Producer), & Cassaday, S. (Director). (2014). Cyber‐seniors. [Motion Picture] Toronto, ON:
Best Part Productions Inc.
Geeks and Geezers
Huber, C. (2014, January 17). Geeks and geezers tackle technology in Metchosin. Goldstream News
Gazette (Victoria, British Columbia)
Hazard Hunt School Retrofit Team at Nathan Hale Public High in
Seattle, US
Wachtendorf, T., Brown, B., & Nickle, M. C. (2008). Big bird, disaster masters, and high school students
taking charge: The social capacities of children in disaster education. Children, Youth, and
Environments, 18(1), 456‐469.
98 Appendix 3
Increasing Resiliency: Strategies for Managing Obesity
DyckFehderau, D., Holt, N. L., Ball, J. D., Alexander First Nation community, & Willows N. D. (2013).
Feasibility study of asset mapping with children: Identifying how the community environment
shapes activity and food choices in Alexander First Nation. Retrieved from
https://www.ncbi.nlm.nih.gov/pubmed/23534835
Master of Disaster (PreparedBC)
PreparedBC. (2017). Master of disaster: PreparedBC learning resources for grade 6 students. Retrieved
from http://www2.gov.bc.ca/gov/content/safety/emergency‐preparedness‐response‐
recovery/preparedbc/master‐of‐disaster
Mentor Up
AARP Foundation. (n.d.). Mentor up. Retrieved from https://www.mentorup.org/opportunities
Photovoice Project
Wang, C. C. (2006). Youth participation in photovoice as a strategy for community change. Journal of
Community Practice, 14(1), 147‐161.
Plant‐Fest
Hayes, L. (1998). Recovery: A local government response. Australian Journal of Emergency Management,
13(2), 22‐26.
Seattle Hazard Explorer
City of Seattle. (2015). Seattle hazard explorer. Retrieved from
http://seattlecitygis.maps.arcgis.com/apps/MapSeries/index.html?appid=0489a95dad4e42148d
bef571076f9b5b
Social Media Campaign
Merchant, R. M., Elmer, S., & Lurie, N. (2011). Integrating social media into emergency‐preparedness
efforts. The New England Journal of Medicine, (365), 289‐291.
Street Theatre on the Guinsaugon Landslide 2006
Mitchell, T., Tanner, T., & Haynes, K. (2009). Children as agents of change for disaster risk reduction:
Lessons learned from El Salvador and the Philippines (Working paper). Brighton, GBR: Children in
a Changing Climate ‐ Institute of Development Studies. Retrieved from
http://www.undpcc.org/undpcc/files/docs/publications/CCC_Working%20Paper_Final1_Screen.
99 Appendix 3
Teen CERT (Community Emergency Response Team)
Federal Emergency Management Agency. (2016). Teen, campus, and workplace community emergency
response team programs. Retrieved from https://www.fema.gov/teen‐community‐emergency‐
response‐team
The Bug Out: Getting the Facts on Germs
Canadian Red Cross. (2016). Help students learn about preventing the spread of germs. Retrieved from
http://www.redcross.ca/how‐we‐help/emergencies‐and‐disasters‐in‐canada/for‐teachers‐and‐
educators‐of‐children/help‐students‐learn‐about‐pre
Youth Creating Disaster Recovery and Resilience
Cox, R., Peek, L., Tobin‐Gurley, J., Heykoop, C., Michaud, S. & Pybus, K. (2014). Youth creating disaster
recovery and resilience. Retrieved December/28, 2016, from http://www.ycdr.org/
Youth Preparedness Council
Federal Emergency Management Agency. (2017). Youth preparedness council. Retrieved from
https://www.ready.gov/youth‐preparedness‐council
Youth‐Centred Participatory Video as a Tool for Climate Change
Adaptation and Disaster Risk Reduction
Haynes, K., & Tanner, T. M. (2015). Empowering young people and strengthening resilience: Youth‐
centred participatory video as a tool for climate change adaptation and disaster risk reduction.
Children's Geographies, 13(3), 357‐371.
Zombie Preparedness
PreparedBC. (2017). Zombie preparedness. Retrieved from
http://www2.gov.bc.ca/gov/content/safety/emergency‐preparedness‐response‐
recovery/preparedbc/zombie‐preparedness