DM Unit III

7/29/2019 DM Unit III

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KALAIGNAR KARUNANIDHI INSTITUTE OF TECHNOLOGY, COIMBATORE – 641 402

NAME OF THE FACULTY: P. KARTHIKEYAN Yr / CLASS: IV / ECE

SUBJECT: Disaster Management UNIT – III

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AWARENESS OF RISK REDUCTIONIntroduction

Man feels that he has conquered nature. Nature, on its part, expresses its fury and

takes its toll every now and then reminding mankind to be cautious. There are a number

of factors, which contribute to the natural disasters striking different parts of the world.

These can be traced to the process of evolution of the planet earth, the impact of

indiscriminate developmental activities on nature and environment, consumption of

natural resources without regeneration for meeting the endless demands of man,

explosion and concentration of population and the changing patterns of social life. The

effects of the modern culture are evident as global warming, excessive generation of heat

energy and continuous depletion of the protective atmospheric layer. Whereas natural

disasters are the manifestations of nature trying to reinstate equilibrium, man made

disasters are the fall out of the top sided developmental activities man sponsors in pursuit

of his disastrous ambition to reign supreme in this planet.Categorization of Disasters

Disasters can be broadly categorised as:

(i) Those which are neither anticipated nor expected.

(ii) Those which are anticipated but not expected.

(iii) Those which are anticipated and also expected.

In case of disasters, which can only be prophesied and cannot be visulalised, there is

not much that can be done. These will continue to be the catastrophic events that elude

the comprehension of man. However, in case of disasters, which are anticipated but notexpected, precautionary measures play an important role. Most of the man made disasters

come under this category. The process of development does create hazards but effective

steps reduce the associated risk level to zero. It is the Natural disasters, which belong to

the last category of disasters that are anticipated and also expected. Preparedness plays a

very crucial role in reducing the risks and minimising the losses such disasters inflict.

Major Hurdles in Disaster Management

Whenever a disaster, natural or man made, strikes, the disaster managers struggle to

mitigate its effects of human life and property. This is on two counts. (i) The first is

attitudinal insensitivity. The management is distanced from the location of the event physically and from the affected people emotionally as a disaster usually does not involve

its own stakes. There is also public apathy towards disasters and the risks involved pose a

big challenge to mobilising the community towards preparedness. The most vulnerable

sections in disasters are the poor. This section of the society attaches very little value to

life, which in turn, lowers its desire to survive against odds and fight for itself. People in

this category generally expect providential help when disasters strike. They lack self

reliance and the capacity for individual response. This problem is aggravated further

Disaster Management - Unit II



where the writ of the law does not run and it makes the disaster management a very

difficult task.

(ii) The other problem is that the present disaster management plans, though very

exhaustive and detailed, do not have a spontaneous functional mechanism for the response

to be enacted in time. The response managers are required to swing into action as soon as

a the disaster strikes. Generally, in such situations, the managers start organising, planning

and activating the mitigation process whereas the need of the hour would be to start themitigation process on the ground, with virtually no time available for activities like

organizing and planning. Time is the essence of disaster management, the objective being

to effect immediate relief and rescue to save the maximum possible human lives and to

mitigate human miseries within the crucial first 48 to 72 hours after a disaster has struck.

What is required to be done thereafter is actually part of long-term rehabilitation and

reconstruction programmes.

TRIGGER MECHANISM

In view of the above major drawback, the trigger mechanism envisages that on receiving

signals of a disaster happening or likely to happen, all the resources and activities requiredfor the mitigation process are energised and activated simultaneously without loss of any

time and the management of the event is visible on the ground. The primary objective of

the trigger mechanism is to undertake immediate rescue and relief operations and stabilise

the mitigation process as quickly as possible.

The Trigger mechanism requires the planners:

1. To identify disasters and the probability of their occurence.

The response managers and planners should identify the disasters to which the area of their

concern is prone to and also be aware of the likelihood of such a happening. This

would mean identification of the hazards and the vulnerability of area to the hazards.

In other words, a profile of the district or the state or the area of concern is required to be prepared, which will include vulnerability assessment, records of previous

disasters, details of, the geographical features of the area and the impact and intensity

as also the damages inflicted by disasters in the past. Taking into account these

parameters, the developmental process and other noticeable changes in the area, an

assessment of the likely intensity and the impact of the probable disasters of the future

may be carried out. This would enable the response managers to define the parameters

for the response.

2. To evolve an effective signal/warning mechanism. After identifying the likely

disasters and their probability, the next step would be to evolve an effectivesignal/warning mechanism and to put it in place. This mechanism may avail the

techniques being used in the existing signal warning systems of the India

Meteorological Department and the Central Water Commission and also enlist the

services of the All India Radio. The TV, local sirens and other traditional means of

communi cation may also be used to alert the community and the field level

machinery immediately in the event of a likely disaster.

3. To identify the activities. Disaster management is always a coordinated effort. A




number of activities need to be undertaken as the response in the event of a disaster.

The activities involved in disaster response generally would be: (i) co ordination,

command and control, (ii) rapid assessment of damage, (iii) restoration of power, (iv)

restoration of Telecommunication, (v) restoration of surface transport, (vi)

deployment of search and rescue teams, (vii) deployment of medical and para-

medical teams, (viii) supply of food material, (ix) supply of medicines, (x)

arrangements for drinking water, (xi) setting up of temporary shelters, (xii) sanitation

and hygiene, (xiii) transportation of men and material, (xiv) identi fication of

resources i.e. men, material and money, (xv) earmarking of resources i.e. men,

material and money, (xvi) maintenance of law and order, etc.

4. To identify the sub-activities. Having listed down the likely activities, which would

be needed in specific terms, it would be necessary to determine the sub-activities

under each category of main activity identified. In fact, when it comes to actual

performance on the ground, each activity will generally involve three or four sub-

activities. For example, for search and rescue, one needs to organise the search and

rescue team, the necessary equipment, means of transportation, the dog squad and the

like. Similarly, for deployment of medical assistance, besides the doctors and the para-medical staff, other arrangements like medicines and medical equipments would

be needed. For effective response all the sub-activities need to be listed under the

respective main activities.

5. To define the level of response. The level of response should be in view of the

magnitude of the disaster in terms of intensity and impact. Lower the magnitude of a

disaster, lower the level of activity required. In other words, the arrangements needed

would be less elaborate. If the magnitude of the disaster were very severe then the

same response activity would be required to be undertaken on a much larger scale.

Therefore, it is necessary to grade the levels of activities keeping in view of theassessment of intensity and the impact of probable disasters carried out as already

described. This will enable to undertake activities as per planned level of response.

6. To specify authorities. Every activity is to be assigned to a specific authority. Since

a number of departments/organisations would be involved in the response

programme, details like name, designation, telephone/fax numbers, e-mail addresses,

etc. of the authorities specified for the different activities should be listed down. As

an alternative, the similar details of the second-in command authority should also be

listed for each activity. As already discussed, a number of sub-activities need to be

undertaken to effect every main activity. The sub-authorities entrusted with these

sub-activities should also be specified. As far as possible, these should be from

within the organisation so that proper command and control is exercised. Details like

the name, designation, telephone/fax numbers, e-mail addresses, etc. of the sub-

authorities and the second-in-command for each sub activity must also be listed

down.

7. To determine the response time. In an emergency response, one should not forget

that time is the essence. Therefore, each specified authority should work out the




response time needed for operationalising the activity and the sub-activity it is

responsible for. This response time will be graded as lesser time will be required for

operationalising an activity and sub-activity at a lower scale and obviously more time

would be needed i f the activity is to be operationalised at a higher scale. Thus, each

authority and sub-authority should very clearly know its response time with reference

to the scale of activity it is to operationalise as part of the response.

8. To work out individual activity plans. After identifying and defining the activitiesand sub-activities and the scale at which these will be required to be operationalised

with reference to the pre-determined response time, every authority and sub authority

has to work out the individual activity required of it in view of the assessment of

probable disasters and their likely intensity and impact determined earlier. These

plans will lay down a functional mechanism of coordination in both, horizontal and

vertical manner. These plans will require clear identification of the resources i.e. men,

money, material and equipments needed for each activity and the sub-activities under

it. This is needed for the distribution of the resources during an actual operation as

well as for earmarking the resources. The identi fication and earmarking of resources

should be both in terms of quantity and availability and also functionality.

9. To have Quick Response Teams (QRTs). By now it is clear what is required of each

authority and sub-authority in the context of the activities and sub-activities they are

associated with. The job to be undertaken is known in advance and the process of

planning and organisation has been completed. Therefore, at this stage, a Quick

Response Team may be constituted for each activity. The team members should know

one another and should also know their specific task as an individual activity besides

the overall task assigned to the team. The specified authority and sub-authorities

should have complete details of the Quick Response Team members to ensure their

availability and proper communication at the time of response.10. To undergo preparedness drills. The Quick Response Teams should undergo

preparedness drills and carry out mock exercises so as to pre-empt the possibility of

any functional hiccups or restrains which are likely to occur while implementing their

plan on ground. On the basis of field experience or the lessons learnt from previous

disasters, the team should update their functional methodology to be more effective

both in terms of time and delivery.

11. To provide appropriate delegations. The performance of the Quick Response

Teams will depend on mobilising the resources at their command. It would, therefore,

be necessary to ensure the necessary administrative, financial, and legislative

provisions in advance so that the response mechanism becomes functionally viableand sustainable. The provisions for the different authorities and sub-authorities

should be well defined and clearly laid down. In fact, the Standard Operating

Procedures (SOPs) should be laid down in advance so that one knows what to

respond to and how to respond.

12. To have alternative plans. Even in an emergency response to a disaster, one has to

aim for zero level of failure. It is therefore recommended that alternative plans and




contingency measures also be thought of in advance so that the response mechanism

does not get stuck up for any reason till the mitigation process is stablised.

CONSTITUTION OF TRIGGGER MECHANISM

The Trigger mechanism has two basic components. These are the Trigger authority and

the coordination, command and control activity. The Trigger authority would generally

be the authority in charge of the disaster response by the unit and may be the District

Magistrate, the Relief Commissioner, the Central Relief Commissioner or any other

officer designated for the purpose.

Source Info

Trigger Authority

Trigger Level

Sub Activities Activities Sub Activities

Coordination, Command & Control

The Trigger mechanism in fact is a preparedness plan in which all the participating

managers know in advance the task assigned to them and the manner in which they have

prepared themselves to respond. As such, the organisation and planning would have

already been taken care of. The resources including manpower, material and equipment

are identified. The performers have adequate delegation of financial and administrative

powers and have the mandate for accomplishing the task.




The success of the Trigger mechanism depends on the VISION and perception of the

planners. They are required to anticipate the likely activities with reference to the nature

of the disaster and its impact. In fact the Trigger mechanism can also be called the

'Operating Standard Procedure' since the implementation of the efforts on ground are well

laid down in advance. All the major activities, which are generally common to all types

of disasters will require sub-division and preparation of sub-action plans by each

specified authority. They will be required to list all the requirements and their availability

within the prescribed response time. 'frigger mechanism would thus be a horizontal

network of interaction between the different responders.

To sum up, the trigger mechanism is an emergency quick response mechanism like

an ignition switch, which when energised spontaneously sets the vehicle of management

into motion on the road of disaster mitigation process to play a prominent role in disaster

risk reduction.

RISK REDUCTION BY EDUCATION

Disaster risk reduction and education is an interactive process of mutual learning between

people and institutions.

Reducing risk and vulnerability to disasters requires people understanding how they can best protect

themselves, their property and their livelihoods.

The key to education and disaster risk reduction is sharing and using information and knowledge in a

productive way through awareness-raising and educational initiatives so that people make informed

decisions and take action to ensure their resilience to disasters.

Education and DRR is about formal and informal ways of exchanging knowledge.

It encompasses both formal education at schools and universities and informal education such as the

recognition and use of traditional wisdom and local knowledge for protection from natural hazards.

Education is conveyed through experience, established learning arrangements, information technology,

staff training, electronic and print media and other means that facilitate the sharing of information and

knowledge to citizens, professionals, organizations and policymakers, among a range of other

community stakeholders.

Education is a crucial means within local communities around the world to communicate, to motivate,

and to engage, as much as it is to teach. Awareness and learning about risks and dangers needs to start

in early education, continuing through generations.

Role of Education and schools in DRR

The importance of education in promoting and enabling Disaster Risk Reduction (DRR) has already

been identified by researchers and policy makers. In doing so, there is a renewed focus on disaster risk




education in primary and secondary schools. Mainstreaming DRR into school curricula aims to raise

awareness and provide a better understanding of disaster management for children, teachers and

communities. Accompanying structural changes to improve safety in building schools will not only

protect children and their access to education, but will also minimise long term costs.

There is increasing evidence that students of all ages can actively study and participate in school safety

measures, and also work with teachers and other adults in the community towards minimising risk

before, during and after disaster events. Methods of participatory vulnerability assessment, capacity

assessment and hazard mapping have been be used with broader communities surrounding schools and

other institutions of education and research. Government can effectively reach out to communities and

protect them by focusing on schools in DRR initiatives to achieve greater resilience to disasters.

Recent disasters in Haiti and Pakistan in 2010 showed the need to “use knowledge, innovation and

education to build a culture of safety and resilence at all levels” as articulated in the Hyogo

Framework for Action 2005-2015. The role of education for disaster risk reduction strategies can thus

be presented according to three types of activities:

1) Save lives and prevent injuries should a hazardous event occur,

2) Prevent interruptions to the provision of education, or ensure its swift resumption in the event of an

interruption, and

3) Develop a resilient population that is able to reduce the economic, social and cultural impacts

should a hazardous event occur.

Education for Disaster Risk Reduction (DRR) takes into account the relationships between society,

environment, economy, and culture and their impacts. It also promotes critical thinking and problem-

solving as well as social and emotional life skills that are essential to the empowerment of groups

threatened or affected by disasters.

ESD, through its interdisciplinary and holistic approach to learning, helps create resilient societies. It

encourages a long-term perspective in decision-making processes, critical thinking, and holistic and

innovative approaches to problem-solving. ESD, therefore, contributes to DRR while DRR increases

the relevance and the quality of education in disaster-prone areas.

ESD and Education for Disaster Risk Reduction at UNESCO

UNESCO gives specialized policy advice and technical assistance to affected governments, UN

agencies and non-profit organizations in reactivating education system in post-disaster situations. It

also plays a catalytic role, including advocacy, networking and participation in inter-agency activities,

to ensure that educational needs are met in post-disaster settings.


http://www.unisdr.org/wcdr/intergover/official-doc/L-docs/Hyogo-framework-for-action-english.pdf






UNESCO has been playing a valuable role within the UN International Strategy for Disaster Reduction

(ISDR) Thematic Platform on Knowledge and Education. With its ISDR partner agencies, UNESCO

promotes the integration of Disaster Risk Reduction in national educational plans, school curricula and

national strategies, as well as supporting natural disaster preparedness. UNESCO has promoted

Education for Disaster Risk Reduction at a number of international events, including the workshop on

“ESD and disaster risk reduction: building disaster-resilient societies”, organized during the 2009

Bonn World Conference on ESD.

Disaster Risk Reduction and Education By UNICEF

What is Disaster Risk Reduction (DRR)?

Disaster risk is the potential loss expressed in lives, health status, livelihoods, assets and services,

which could occur to a particular community or a society due to the impact of a natural hazard. Disaster

Risk Reduction (DRR) is a systematic approach to identifying, assessing and reducing that risk.

Specifically, the purpose of DRR is to minimize vulnerabilities and disaster risks throughout a society

to avoid (prevent) or limit (mitigate and prepare for) the adverse impacts of natural hazards, as well as

to facilitate sustainable development. DRR

is also recognized as a key climate change adaptation strategy.

DRR and UNICEF

UNICEF recognizes its crucial responsibility to integrate DRR into its development programmes. In

2005, UNICEF committed to the Hyogo Framework for Action (adopted by 168 countries) and, in

2006, it played a role not only in strengthening the UN International Strategy for Disaster Reduction

system but by actively began participating in a number of global, regional and national networks and

coalitions, such as Children in a Changing Climate (together with the Institute of Development Studies,

Plan, Save the Children and World Vision) and the Inter-Agency Committee on the Decade of

Education for Sustainable Development. UNICEF’s updated Core Commitments for Children in

Humanitarian Action (CCCs) include DRR and represent a set of principles, approaches and specific

interventions that cover preparedness, response and early recovery, in efforts to bridge the gap between

development and humanitarian programming.

DRR, Education and Equity

UNICEF advocates for the protection of the rights of all children, particularly the most deprived and

vulnerable, to help meet basic needs and to expand opportunities to reach their full potential. Disasters


http://www.esd-world-conference-2009.org/en/programme/workshops/relevance-of-esd-for-key-sustainable-development-challenge.html#c2674

http://www.esd-world-conference-2009.org/en/programme/workshops/relevance-of-esd-for-key-sustainable-development-challenge.html#c2674



– including situations of chronic disaster caused by environmental degradation – exacerbate the

conditions of the most vulnerable, negatively impacting on children’s rights and aggravating exclusion

of some 68 million children out of school worldwide.

As a consequence, disasters are rolling back years of progress towards attaining the Millennium

Development Goals for education, and will affect the achievement of UNICEF’s equity agenda.

Moreover, the frequency and severity of natural disasters is on the rise due to climate change. In the

late 1990s, the numbers of children affected by disasters was estimated at 66.5 million a year; climate

change impacts are projected to increase

this to as many as 175 million per year in the coming decade (2010–2020). Evidence proves that

investing in DRR strategies improves the resilience of populations to cope with recurring disasters and

keep children in school. DRR and climate change adaption measures at the school level ensure that the

poor are particularly included in Back-to-School initiatives and that their vulnerability is reduced before, during and after emergencies.

DRR in Schools

There is increasing evidence that students of all ages can actively study and participate in school safety

measures, and also work with teachers and other adults in the community towards minimizing risk

before, during and after disaster events. UNICEF’s added value is its capacity to link work at the

school and community levels with the education sector and system planning and policies. Working in

partnerships, UNICEF is in a unique position to empower the most vulnerable by not only promoting

safe schools but by teaching life skills to children who, as agents for change, in turn teach their

communities. Through the child-friendly schools initiative, relevant and quality education reaches the

most threatened and marginalized communities with knowledge, skills and attitudes on the local

environment and on how to reduce risks. Children are prepared and empowered to cope with and find

solutions to the effects of climate change in their own lives and in their communities.

RISK REDUCTION BY PUBLIC AWARENESSIntroduction

In developing countries, the UN sponsors a range of programmes while at the same time,

international NGOs aim at social and community development. Because many of these are

themselves relevant to disaster reduction it is both economical and effective to graft public

awareness and information plans for concerning disaster on to such existing programmes

rather than to launch specifically disaster oriented, but possibly confusing new ones,

directed at the community level.




Examples of relevant existing programmes are the primary health care schemes, woman

and child care programmes and famine warning programmes, which have already been

effectively developed and implemented by the UNICEF and Save the Children Fund. In

these programmes, home hygiene, sanitation and the importance of clean and safe drinking

water are important aspects. In disaster situations, when victims may be crowded together

in camps, water supply and normal sanitary practices may be interrupted and hygiene,

sanitation and care over drinking water may assume a vital role in controlling the spread of

diseases. These aspects of disaster reduction are best addressed as extensions of normal

practice - rather than as new practices relevant to disaster management only.

The Risk Reduction through Public Awareness can be done through ways

1) Community Based Programmes

2) Roles of Schools and School Childrens

3) The Mass Media

Community Based Programmes

Agriculture extension officers work very much within the farming community but withresponsibilities, which relate more to the maximisation of production than to disaster

reduction and environmental management. Environmental conservation and management

are best practised at the field level and responsibility and action for this lies primarily with

the farmers themselves. They themselves can ensure the preservation of the top soil and

vegetation which are the principal capital assets upon which they depend. The agricultural

extension officers' responsibilities and programmes should be extended if necessary, to

educate the farmers on the aspects of good farming practice and their duties could include

conducting public awareness and information programmes aimed at equipping the farmers

with enough knowledge of environmental management and conservation.

In the agricultural sector in India, Food for Work (FFW) now practised as, Income

Generation Projects (IGP) have been important elements of disaster reduction, disaster

preparedness and relief for over 100 years. These are built into disaster preparedness plans at

the district and community level, with provision of resources kept ready for their early

implementation when a disaster strikes. Experience over the years has shown how important

it is to ensure that FFW /IGP plans are made in close consultation with the communities to

which they apply.

FFW /IGP must be an early subject of public awareness and information programmes

and must involve community leaders so as to take into account the community's assessment

of local projects and their expectations from them. Once mounted it is equally important that

the awareness and information programmes are sustained in a manner that ensures that the

community understands what their responsibilities are, the importance of their participation,

the role of cash or food in work programmes and the responsibilities of the Government and

any NGO involved.

Whereas FFW and IGP are intended mainly as relief measures when disasters strike,

there are a range of community programmes pertinent to drought and flood control and to

environmental management and conservation which can be stimulated by public awareness




and information programmes. Though such programmes may fall within different areas of

responsibility of the department of Agriculture, all are likely to require financial and

technical support, which must come from other departments of government and from NGOs.

Such programmes, demanding a wide range of community participation, will include a range

of erosion control measures, hillside terracing for top soil conservation, water harvesting

using small dams, forestation and tree conservation.

Community leaders must don the primary role in implementing the awareness

programmes which are essential to create community understanding of the threats which the

action programmes are designed to meet. They must not only participate actively but also set

examples that will motivate the community to involve in the work programmes. For this, the

community leaders will need the support of the Government as well as the NGOs involved in

such programmes .

Role of Schools and School Childrens

Schools, schoolteachers and pupils must be included in the national and local programmes for

disaster reduction and environmental management. This is probably one of the most cost

effective ways of creating change and effecting improvement in farming practice andenvironmental conservation. In addition to those mounted through the agricultural extension

programmes, educational and literacy programmes may be undertaken to encourage good

agricultural practice and environmental management involving both, the young and the old.

Classroom learning programmes, projects and experiments based upon environmental

conservation practices can also be started in schools and as part of adult learning

programmes.

Local weather and environmental monitoring programmes can be incorporated in

schools as part of higher levels of secondary education to promote among the young,

knowledge and understanding of the physical environment in which they live.

The Mass Media

In addition to these programmes taking place in the more formal environment of

school and adult learning, all channels and means of communication can be availed to

impart relevant information to all sections of the people. The press, radio and television

can be employed to propagate programmes of public awareness and information oriented

towards disaster reduction, provided that the finance required to support and sustain them

is available.

The news media is characterised by an immediacy and ephemeralness, which renders

it unsuitable for promoting sustained programmes related to any subject though it iseffective as an advertising medium because of its wide audience, ability to attract attention

and create an impact. These factors must be considered while judging its suitability for

disaster management programmes.

For any disaster reduction public awareness and information programme is to be

mounted by any of the means of mass communication, it is essential that either the

Government uses its authority or has the finance necessary to ensure a sustained

programme that will convey its message correctly to the target audience.




The design of educational, public awareness and information programmes requires

knowledge and abilities, which are professional and quite different from those of either

news reporters or journalists. This subject is dealt with and described in the research

report, The Effective use of Radio for Mitigation of Drought in the Sahel by Cranfield

Disaster Preparedness Centre.

Simple messages, particularly those related to family and individual responsibilities

and actions, can be the subject of effective poster campaigns. The messages must be

identified by the authority for disaster reduction and then passed on to professional

illustrators for the design and formulation of appealing posters.

Display of the posters is of equal importance. They should be displayed widely,

particularly in community centres, churches, temples and mosques, schools, medical posts,

shops and markets. Action must also be taken to prevent their deterioration and damage.

They should be renewed periodically, if possible in new colours and format so that their

impact is renewed.


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DM Unit III

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