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 REDUCTION
Introduction
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 not
expected, 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
where the writ of the law does not run and it makes the disaster management a very

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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 the
mitigation 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 required
for 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 effective
signal/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
communication 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) coordination,

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 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) identification 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 the
assessment 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-incommand 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 subactivity 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

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 would be needed if 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 activities
and 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 subauthority
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 identification 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 viable and
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
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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

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'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.

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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.
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

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“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
– 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.
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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 AWARENESS

Introduction
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

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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 with
responsibilities, 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
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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 and
environmental 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 is
effective 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,

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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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