2008 Trainer's Manual For Community Training On ERDM Pakistan

World Vision Pakistan
Emergency Response and Disaster Mitigation

Trainers Manual for Community Training Sessions
Copyright 2008 World Vision Pakistan. All rights reserved. This document may not be reproduced, in whole or in part, without the express permission of World Vision.

Trainers Manual for Community Training on ERDM Copyright 2008 World Vision Pakistan. All rights reserved.
ACKNOWLEDGEMENTS This manual was developed by World Vision Pakistan (WVP) through a World Vision Australia funded project: Enhancing Children's Participation in ERDM implemented in Siran Valley, North West Frontier Province (NWFP). This manual will be used to raise awareness on ERDM throughout WVPs programmes in Pakistan. This module was developed by the WVP Training Unit, which is part of a Technical Support Unit. Many thanks to Bilal Sakhi (ERDM Training Coordinator) who prepared the first draft of this document under the supervision of Abdul Rab (Technical ManagerTraining and Development Unit). A special thanks to Mia Marina (Humanitarian Emergency Affairs, HEA Advisor) who brought her extensive World Vision International experience and expertise to this module. The team members of the Area Integrated Programmes in Kaghan, Siran and Oghi also gave valuable assistance in developing this module by testing and giving valuable feedback for finalizing this module. We would finally like to thank Abbas Shah who drew all the illustrations in this booklet and has insured that the key messages were as powerful in pictures as they are in writing. AFFIRMATION The training team was inspired by numerous modules developed by other organizations, namely: UNICEF, Save the Children (Sweden) and Sungi Development FoundationMansehra.
Training and Development Unit Technical Support Unit World Vision Pakistan Mansehra November, 2007

Who we are World Vision is a Christian relief, development and advocacy organization dedicated to working with children, families and communities to overcome poverty and injustice. Inspired by our Christian values, World Vision is dedicated to working with the worlds most vulnerable people. World Vision serves all people regardless of religion, race, ethnicity or gender. Where we work Founded in 1950, World Vision serves the worlds poorest children and their families in nearly 100 countries. How we assist World Vision partners with local people, organizations, and international donors, and seeks to enable children to realize their God-given potential. Our relief and development activities are community-based and child-focused, and help meet the immediate and long-term needs of families and communities, and transform their lives. We work alongside communities, families, and individuals, to combat suffering and injustice, and provide opportunities and hope for children and their families. World Vision Pakistan Since 1992, World Vision has primarily focused on relief interventions throughout Pakistan. A programming support component was added to World Vision Pakistan in 2003, when World Vision began working with a number of local NGO partners in various provinces throughout Pakistan, including NWFP. After the devastating October 2005 earthquake, WVP assisted communities by arranging airdrops and donkeys to move relief supplies. Our emergency and relief intervention reached 45,186 earthquake-affected households. 284,821 beneficiaries received non-food items (winterized tents, blankets, tarpaulins, stoves, water containers and water purification kits, hygiene kits, and shelter and construction materials). 3,743 metric tones of food supplies were distributed to 95,401 people. 50 villages benefited from food-for-work and food-for-training projects on debris clearance, road rehabilitation, and construction of walking tracks and animal shelters. World Vision Pakistan has a three-year strategy through to 2008, aimed at restoring and improving the lives of children and their families in earthquake-affected communities.
Trainers Manual for Community Training on ERDM Copyright 2008 World Vision Pakistan. All rights reserved. 3
We work in rural areas in Kaghan Valley, Siran Valley, and Oghi, where our integrated programmes focus on activities related to children, livelihoods, and humanitarian emergency assistance. Children WVP programmes ensure education for all children, since too many of them are lacking access to quality schooling because of poverty, or lack of school infrastructure. We support communities better understanding of children rights. Our engagement in educational programmes to date has included: Provision of winterized tents and supplies to schools in earthquake-affected areas to help students and teachers to go through a second winter; Encouragement of boys and girls school attendance through teachers training and involvement of Parent Teachers Associations; Construction and provision of temporary and permanent school structures so that children can have access to safe and comfortable learning conditions. Some of WVPs achievements of 2007 include: 119 teachers from schools in Oghi, Siran and Kaghan Valleys were involved in on-the-job and training sessions focused on innovative teaching techniques; Approximately 6,000 students received stationary, recreational, health and hygiene, first aid, or sport equipment kits; School enrolment either remained stable or increased due to trainings and awareness sessions conducted with hundreds of community leaders and 18 parent-teachers associations/ committees; In Oghi district, school enrollment increased by 18%; Approximately 3,000 children were involved in safety, health and hygiene, first aid trainings; 32 child brigade activities were organized in schools in Oghi and Kaghan Valley which promoted child rights, education issues, and offered psycho-social support through artistic activities (painting, role play). Livelihoods WVP invests in a sustainable future for families, through activities that target food security, agriculture, and economic development. From agricultural package distribution to targeted training in farming and animal husbandry, our projects enhance the ability of earthquake-affected populations to rehabilitate and diversify their livelihoods. Development of skills and vocational training for women and other vulnerable members of communities allow for income-generating/saving activities. Some of WVPs achievements of 2007 include: 160 beneficiaries participated in trainings for better management of livestock, veterinary health care, and better agricultural practices; Farmers in over 40 villages have received medicines for their livestock, and over 5,000 animals were vaccinated or de-wormed;
Over 600 women received training on health and nutrition, kitchen gardening, and gender issues; Approximately 100 women received vocational skills training that will allow for income generating/saving activities.
Humanitarian Emergency Assistance WVP has developed programmes that equip children and their communities with the skills and coping mechanisms that are crucial to safe lives during disasters. WVPs interventions focus on disaster mitigation, emergency response, and humanitarian protection. Some of WVPs achievements of 2007 include: Over 50 communities were assisted to organize local disaster committees, and create their own disaster preparedness plans; Members of more than 50 communities were involved in trainings on safety building techniques, and construction of seismic resistant structures; Children and adults from over 50 communities took part in hazard mapping and community mapping exercises; 6,000 leaflets and 2,000 booklets published and distributed to support the safe and dignified return of earthquake-affected people from camps to their places of origin or relocation. This training manual is a part of contributory efforts in delivering capacity building programmes with the focus of preparing the community with knowledge and skill to respond to pre disaster, during disaster and post disaster situations. Social Mobilization As communities recover from recent disasters, such as the 2005 earthquake in the Northern areas of Pakistan or the 2007 flood in Baluchistan, it is essential that relief agencies work in partnership with communities in order to have a long lasting impact. It is with this in mind that WVP seeks the partnership of local communities to bridge the gap between relief and development. This manual will assist local initiatives in raising awareness on how to be prepared for eventual disasters and how to effectively react when they do occur.

TRAINING OVERVIEW
The Disaster preparedness training manual for community examines disaster influences in the participants own lives particularly after the destructive earthquake of October 8, 2005 in Pakistan. It also provides information on how to respond to and prepare for such disasters in future. Its purpose is to improve the knowledge, attitudes, and skills of participants so as to enable and empower them to mitigate the plight of future disasters. Objective The objective of this training manual is: To ensure the safety of community members and enable them to overcome natural disasters in the future. Through this manual, trainers should be able to empower participants and enable them to: analyze basic information, key messages, useful aspects and experiences concerning safety from disasters; keep themselves informed on disastrous natural calamities such as earthquakes, landslides, floods and domestic hazards as well as understanding and identifying the factors that can lead to these disasters; take steps to protect their own and their familys safety; observe changes caused by disasters and contribute in mitigating further damage; Manage the disaster through different effort of prevention, preparedness and mitigation; Develop a proper vulnerability and capacity map in their own village and use the information for the need of development of proper Early Warning System (EWS) and Community Disaster Preparedness Plan (CDPP).

OUTLINE OF MANUAL AND METHODOLOGY

The Training Manual includes ten modules, focusing on the following: 1. Basic concepts about natural phenomena, threats and disasters. This includes: Earthquakes Floods Landslides Lightning Fire Domestic Hazards Information to assist participants on how to use tools for community based disaster risk reduction and management, this includes the following: Community Based Disaster Management Early Warning System Vulnerability and Capacity Mapping Community Disaster Preparedness Plan
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Methodology & Practical Work/Activities Community members (adults) are the targeted participants of this training program. Taking this into account, the training programme has been designed to use methodology, practical exercises/activities and different mediums that are appropriate for their learning. In this manual it is essential to ensure that knowledge is gained not only through information sharing, but also through practical learning activities. Indeed, interactive education and activities play a powerful role in the process of training. In order to generate the maximum interest of participants, this training manual focuses on different practical exercises/activities and role plays. Through this, the participants will analyze problems; thoroughly study the plan, search solutions to the problems and act according to what they have learnt. Different training methods will be applied to accomplish objectives of the training. These methods explained as under will make the activities more interesting: Group activities; Discussion (Questions and Answers); Posters Presentation of pictorial illustrations; Education through play/games; Acting/drama/role play; Brain storming. The trainer should also be encouraged to think of other innovative options to ensure that the key messages are well received. The trainer will ensure that each session ends with a key 7 World Vision Pakistan
message in the form of quizzes. This will allow participants to capture the key messages and remember them.

INTRODUCTORY SESSION WHO WE ARE AND WHY HAVE WE GATHERED HERE?

Purpose At the end of this session, the participants will: Time 20 Minutes Session Components A. Participants introduction (10 minutes) B. Training Objectives (10 minutes) Material Required A small plastic ball (or similar small item) Flip Charts Markers Scotch Tape Training Methodology Discussion Questions and Answers Group Activity. Opening of Session and introduction The trainer will invite a volunteer to inaugurate the training with recitation from the Holy Quran. In order to get participation from everyone at the beginning of the training session, the trainer should use the small ball (or similar small item) and throw it into the air, catch it and introduce her/himself. The trainer should then throw the same ball to a participant and invite her/him for introduction in the same manner (the trainer should ensure that the participant will catch the 9 World Vision Pakistan
Be introduced to the trainer and other participants; Understand the objectives of the training; Be familiar with the training methodology that will accompany them throughout the training.
ball/ object). Each participant who receives the ball should introduce themselves and then throw the same ball to another participant in the group inviting her/him to introduce themselves. In this way, a round of introduction will be completed with everybodys active participation. The aim of this introductory session is to encourage an environment where children are comfortable to speak freely. Following this short introductory session, the trainer will encourage participants to respond to the question, Do you know why we are assembled today for this training? The trainer should write all the participants responses with a marker on the flip chart. If the trainer is unable to generate any response from the group, they should start by directly sharing the objective of the workshop by writing it on the flip chart. As outlined earlier, the objective of the training is: To ensure the safety of community members and enable them to overcome natural disasters in the future. The trainer may want to invite a volunteer participant to read the objectives aloud, making it understandable for all the participants.

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MODULE ONE EARTHQUAKE

Learner Objectives By the end of this session participants will be able to: 1. 2. 3. Time 45 minutes Session Components A. B. C. Introduction to Earthquakes (10 minutes) Awareness messages (15 minutes) Action messages (20 minutes) Understand Earthquakes; Explain the impact of Earthquakes; Demonstrate understanding of preparedness and response for an Earthquake situation.
Required Materials Flipchart Pictorials/Posters Markers (permanent and broad) Equipment for the role play (e.g. pen and paper for observers) Training Methodology Questions and Answers Drills Role Play Visual Demonstrations (Posters/Pictorials)

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SESSION PROCEEDINGS
A. INTRODUCTION TO EARTHQUAKES
Participants are expected to acquire a brief knowledge of how and why earthquakes occur. Use the key messages and the provided pictorials as tools. Examples where possible should be used from the area where you are training - i.e. referring to the Himalaya's or K2 when talking about plate movement creating mountains. Key Message: An Earthquake is natural phenomena of movement on the earth surface that can be caused by the breaking and shifting of plates inside the earth. The plates can move in four different ways:
Trainer can mention that this is how the K2 Mountain was created through the collision of the Eurasian and Indo Australian plates. This took millions of years. 12 World Vision Pakistan

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The epicenter in the tragic October 2005 earthquake was in Muzaffarabad, AJK

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Source: http://news.bbc.co.uk/2/hi/science/nature/4126809.stm B. AWARENESS MESSAGES At this point, the trainer should involve all participants in order to ensure that the differences of the affect can be highlighted. Key Message: Earthquake can cause different effects on the lives of people; this depends on the intensity of the earthquake, which can be measured through a machine called Seismograph. A low intensity earthquake may cause only a mild shake on the floor or the ground under you however a high intensity earthquake may cause buildings to collapse, injuries, or may trigger other natural disasters such as landslides.
A simple seismograph recording the movement of the earths surface. Source: http://www.thetech.org/exhibits/ online/quakes/seismo/
Now with the help of this picture, explain to participants the key message.
Key Message: Pakistan especially the NWFP is very prone to Earthquake because of its geographical situation. NWFP is located in between 2 plates that could break or shift anytime. Earthquakes are occurring almost everyday with different intensity in Pakistan. One of the biggest recent earthquake happened in October 2005 which regrettably caused many deaths, disabilities and widespread destruction.
The Eurasian and Indian split Pakistan into two, making this country vulnerable to earthquakes.
Source: http://en.wikipedia.org/wiki/Image:Earthquake_Information_for_Pakistan.gif Trainers Manual for Community Training on ERDM Copyright 2008 World Vision Pakistan. All rights reserved.
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C.
ACTION MESSAGES
Once the participants have a clear awareness of the effects of earthquakes, the trainer should move onto the action messages based on preparedness and response during and after an earthquake situation. There are steps that can be done to prepare and respond to potential earthquakes in your area. The steps can be divided into 2 actions, preparedness (before the earthquake) and response (during and after the earthquake). This step will mainly involve describing the following action messages through different pictures relevant to the following points for preparedness and response on earthquake. C1: Preparedness (before the earthquake) Be prepared by becoming more aware of warning messages about earthquakes in your area by listening to the radio and television and reading newspapers and any other sources. Share the information with your family members, your neighbors, and your community. Not everyone has the time or opportunity to read or listen to the news so sharing the information is very important because it can help everyone to have better response or action.
ACTIVITY ONE This role play will help the participants to understand the importance of information and communicating this information to others. Choose the following groups from the participants: 1. 2. 3. 4. One participant to be an informant (TV or Radio) Five participants to be Family A (The parents and 2 children and 1 elderly grandfather) Four participants to be Family B (1 parent and 2 children with one with disability) The rest of the group will act as observers
Four areas should be identified in the room: a hamlet, a playground, a safe place and a place for the observers (observation point) the areas should be as far as possible from each other, if the room is rectangular use the corners for each place. Use paper and pens to clearly mark each area. The parents should be sitting in the village either watching TV or listening to the radio the participant acting as the informant should be speaking as if they are a radio or TV presenter. All the children (of Family A and Family B) should be playing in the play ground along with the disabled child. The observers should all be sitting in the observation point taking notes.
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The Informant and both Parents should have access to all the information, whilst the children should only be told to play in the playground. Allow a brief period (maximum 2 minutes) for the scene to settle down, children playing and parents watching TV or listening to the radio (the trainer may suggest to the informant a suitable broadcast i.e. weather report, recital of a poem etc.). The informant will suddenly stop the broadcast and say News Flash, News Flash An Earthquake has occurred at 11.00AM with intensity of 5.8 SR and there are aftershocks occurring and a higher intensity Earthquake may happen later today. Parent of Family A should immediately go to one of his children and whisper in his ear to fetch his siblings to join the parents and go to the safe place and rush helping elderly by taking him to the safe place. Parent of Family B should continue watching the television or listening to the radio. The trainer should allow one minute and then stop the role-play. Once the role play has finished, ask the following questions to the observers: Which of the two families is safer? Why do you think one family is safer than the other family? Any other observation? The Observers should have picked-up that parent of Family A conveyed the message to one of his children, who should have collected his siblings and brought them to the safe place, whilst Parent of Family B did not convey the vital information putting his children at risk. It would also be interesting to see if the child who received the information from his parent actually communicated to his siblings and peers, thus saving them too. The trainer should ensure that all participants understood that: 1. The media can play an important role in disseminating information at an early stage of a disaster; 2. Communicating vital information can save lives; When there is an Emergency predicted it is important to verify and act fast; If you receive information you should verify the information first with the government, expert, or other who understand better the situation and convey the right messages to as many people as possible i.e. the parents (family A) should have contacted the government authorities in their area to verify, then convey the messages to the other family members and other community members including family B. 3. Communicating false messages may cause ignorance and that can hinder the dissemination of the information in an event of real disaster.

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Tell them that Earthquakes like other natural disasters cannot be avoided. However, you can help your family or community to reduce the risk of earthquake once it has occurred. You can start by reading the news or listening to the warning message in the radio or television for any potential earthquake that might coming and give the information to the others especially your parents. With your family member, you should check the condition of your house. When doing the checking, identify the area that you need to avoid, check any possible falling objects or furniture, and check your windows and doors condition.
Remind your community members to have an evacuation plan for an earthquake situation in the house and the village. The evacuation plan for one disaster might differ from another type of disaster in regards to the safe place and evacuation route, so you have to familiar with all of them.

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Remind your community members to have disaster supplies kit ready for an earthquake event: first aid kit, food supplies, torch, etc.

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ACTIVITY TWO Divide the participants into 2 groups and give them the following instructions: 1. The participants have 15 minutes for the exercise 2. Considering that during the earthquake you would need an evacuation plan which cover the plan to evacuate from your house and/or from your neighborhood to the safe place: Group A will need to do an evacuation plan for the house Group B will need to do an evacuation plan for the entire community/village
The trainer should observe the exercise and see how the exercise going and facilitate the participants to think logically about the evacuation route and planning. Once finished, each group need to present their drawing to the other group and discussions should be opened for this exercise. C2: Response (During and After an Earthquake)
Once the trainer has completed the session on preparedness, they should move on to explaining to the participants how to respond during and after an earthquake. ACTIVITY THREE The trainer should show the participants the following pictures and describe the key relevant messages When you feel the floor or ground has started to shake, you can do the following: o If you are in the room either in your house or any other building, try to go outside using the nearest exit. However, if you are not near to any exit you need to drop down next to any furniture, which you consider safe (chair or table), cover your head to avoid any injuries from falling objects, and hold on until the shaking has stopped.

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If you are outside the room, stay still where you are, drop, cover and hold on, but keep away from trees, poles, buildings, because they may collapse.
If you are in the vehicle with driver or driving yourself, remind the driver that it is dangerous to drive and that you have to stop and stay put until the shaking has stopped. If you have a disabled child or a sick man or elderly women, first of all attend to them. If you are outside in the mountainous area, be more cautious to the falling rocks or landslides that may happen during Earthquake.
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Once the shaking has stopped, stay where you are safe and firstly observe your surroundings: Can you identify a safer place to go? Have you been injured? Is there anyone injured near you?
The trainer should show this picture to the participants and ask them: what are the first actions they would do in this scenario. Participants should respond with the following: 1. Check if the shaking has completely stopped and that they are safe and not injured. 2. Attend to the person lying on the floor to see if he is injured, and give first aid if they are able to do so or find someone who can. 3. Try and use the mobile telephone to call for help and share information with other community members/ government / hospital etc. 4. Go to a safe place and stay there until help arrives. If the shaking has completely stopped, go to the safe place together with your family members or other community members. Start to help your family members and or the community by direct them to the safer place based on the evacuation plan. In any rescue operation or assistance, children, women and elderly people MUST be given priority
ACTIVITY FOUR After going through all the pictures / messages the trainer should pause for one minute to allow participants to settle down. As a last activity the trainer should identify evacuation points and nearby safe places where they should go in case of an earthquake. To finish the session organize a drill on the spot with saying one, two, three and go. The World Vision Pakistan
participants should react based on where they are, observe the situations and reach to the evacuation point and reach to the safer areas. After seeing their reactions, the trainer should reconcile the relevant pictures with what happened.
Remember always these things: Drop, Cover and Hold on, Always try to stay close to adults Follow the instructions given for safety.

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MODULE TWO FLOODS

Learner Objectives By the end of this session participants will be able to: 1. 2. 3. Time 60 minutes Session Components A. B. C. Introduction to Floods (10 minutes) Awareness messages (30 minutes) Action messages (20 minutes) Understand what is a Flood; Explain the impact of Floods; Demonstrate understanding of preparedness and response during a Flood.
Required Materials Flipchart Pictorials/Posters Markers (permanent and broad) Training Methodology Role Play Drawing Drills Questions and Answers Visual Demonstrations (Posters/Pictorials)

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SESSION PROCEEDINGS
A. INTRODUCTION TO FLOODS
Participants are expected to acquire a brief knowledge of Floods. Use the handouts to emphasize the phenomena. Key Message: Floods can be described as an overflow of water in an area that might be caused by different factors: rainfall intensity and duration, melted snow, poor drainage of land, and poor river conditions. Rainfall intensity and duration is the most common cause of flood in many places. This kind of flood is usually quick to subside, however, the high intensity of rainfall in the high elevated area could cause a flash flood that carry other substances such as mud, rocks, plants, etc which can be highly destructive. Melted snow may cause floods when the warming level is high as this causes the snow to melt at a much quicker rate than usual. This kind of flood will have a similar effect as to floods caused by heavy rainfall. Bad drainage conditions can either create or worsen a flood; Baluchistan flood - 2007 this is a common occurrence, resulting in water residing for a long time. Indeed, the bad drainage on land (mostly in urban areas) will allow the water to stagnate and not be washed away in the river. This can also be caused by the river itself when rubbish or silt clogs the water flow so that it overflows the river bank. In most of the cases, it also caused by the conditions of the river bank which is usually plain and low. This makes the water easily overflow when the quantity of water is rising. In coastal areas of Pakistan like Baluchistan and Sindh districts, the flood can also be caused by the spillage of sea water because of a heavy storm. The storm might cause the high tide that get into the land and flooded the area. ACTIVITY ONE This activity will help participants to understand a flood scene and its after effects. The activity will help the participants realize the impact that a flood can bring to different aspects of life including physical damage, human loss and the loss of livelihoods. World Vision Pakistan
Begin this activity with giving a question to the participants about any experiences with flood in their area. Divide the group into 3 or 4 with each group has at least one person that has the experience. Instruct the groups to answer the following questions and write the answers on the flipchart: When do floods usually happen and how was it occur? For how long did the flood reside? Who were the most affected people during the flood? What happened when the flood finally subsided? What were the issues raised within the community?
The participants have 20 minutes to prepare their presentation and appoint one person from the group to present to the rest of the participants (10 minutes for all the presentations and the discussions). The trainer should ensure that the participants focus on noting down i.e. material destruction, human loss, animal loss, destruction of livelihood etc. The expected responses from the participants may include: Destruction of settlement Destruction of roads Destruction of cars Loss of shops
If a trainer does not get response on loss of food or livestock etc, they may ask questions to also divert their attention towards things which they may ignore e.g. in case of loss of livelihood the following might be asked: * Since every thing is lost in the above mentioned exercise, where will people now get food from? * How will sheep owner earn money if sheep are lost? The activity should emphasize the dangers and devastation caused by floods. This exercise will also set stage for the next activity on awareness messages

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B.
AWARENESS MESSAGES
In this section, the trainer should involve all participants in order to ensure that the differences of the effects caused by floods can be highlighted. Key Message: Floods like other natural phenomena have different effects on the lives of people depending on the level of intensity. Ordinarily floods will only be seen as a disaster when it has threatened lives or livelihoods. However, the level of threat itself also differs based on the livelihoods* of the people themselves. * The understanding of livelihoods can differ from one community to another community because of the different cultures or common practices in their lives. This can be in a sense of different way of using and maintaining the natural resources, different way of farming or agriculture, different practices related to the health issues, etc. The trainer should give the following information relating to floods in Pakistan to explain the following key messages: Key Message: Floods in Pakistan In Pakistan, floods commonly occur in the southern provinces: Baluchistan and Sindh as well as in NWFP. Baluchistan and Sindh are prone to floods because they are located in the coastal area and receive higher intensity of rain in one season of the year. NWFP is also prone to floods because of its mountainous condition which results in more intensity of rain within a year compared to other areas. In addition to these factors, the melting of snow in the NWFP during the summer season worsens the risk. Whilst in Baluchistan or Sindh there is not a high risk of flash floods (unless in the case of thunderstorms), NWFP is also prone to flash floods because of its high altitude and the many river streams present in the province. The bad condition of its soil, by and large caused by not respecting the environment (i.e. uncontrolled deforestation), is also a cause of floods. Use the following key message to explain the damage floods can bring: Key Message: Damage that Floods May Cause When floods occur they might not cause as many fatalities as what an earthquake may do, however they are more frequent and can vary in calamity. Due to their frequency and their seemingly low risk nature, people often do not realize the dangers and find no need to prepare for these risks. Floods are a recognized disaster and do affect peoples livelihoods and cause deaths. Floods may: Cause people to flee their house as the water approaches; Cause minor destructions to infrastructure: houses, road, electricity poles, water system, telephone lines etc.; Cause food shortages as the water can destroy food stocks, farms, gardens etc.; Bring waterborne diseases when the water stagnates for a long time. World Vision Pakistan
Use the following key message to explain flash floods: Key Message: Flash Floods Flash floods usually claim more fatalities when they occur. Whilst slow rising normal floods are easier to predict, flash floods can occur without much prior warning. Flash floods also have a more destructive power than other floods since they carry with them other substances other than water; hence, mud, rocks, concrete, bicycles, livestock etc. Buildings can be destroyed as well as farms and crops and they may create other disasters such as landslides, power cuts, etc. Floods and flash floods can also make an area isolated and cause further problems such as lack of access to basic supplies such as food and medicines. ACTIVITY TWO At this point the trainer will explain (with the help of two pictures) a flood scene on how to response during a flood situation and also the effects of flood:

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By using these pictures, and through encouraging comments from the participants, the trainer should be able to help the participants to understand the affects a flood can cause and also what should be done if flood occurs. Key Message: Floods like other natural disasters can not be avoided unless long term measures are taken. However, you can help your family or community to reduce the risk of flood once it occurs. You can start by reading the news or listening to the warning message in the radio or television for any potential flood announcement nearby and give information to the others in your community.

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C.
ACTION MESSAGES
Once the participants have a clear understanding of floods and its potential effects, then the trainer should move onto the action messages based on preparedness and response during and after a flood situation. There are steps that can be done to prepare and respond to potential flood in your area. The steps can be divided into 2 actions, preparedness (before the flood) and response (during and after the flood). C1: Preparedness (before a Flood)
ACTIVITY THREE The trainer should start a discussion with the participants regarding the prevention for the flood using the following question: In order to prevent the possibility of floods and high risk of floods to your community, what are the actions that you need to do? Let the participants answer the question and trainer will write all the answers on the flipchart. This discussion will be a start for the following session on the key messages. In order to prevent the possibility of floods and high risk of floods to your community, you need to work at the following actions together with your family and community: Note down in your calendar, the rainy season and snow melting season in the current year for your warning; Observe the signs of forthcoming floods: rain intensity, storms, river banks filling, early sunshine observe this with other community members; Open your eyes and ears to all information about the possible rainfalls or melting snow coming in your area and share it with others especially your family and other community members.

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With your family and your community, observe the condition of the rivers and drainages surrounding your house and your community. Important steps to look for and do include: If you live in a frequent flood area, make sure your home is above the water level; Make sure rivers are clean from silt or other domestic waste that might clog its stream; Make sure that the river banks are maintained properly and not used for any activities such as farming, sands mining, etc. Dont cut the trees at the river banks; If theres a barrier wall in your area, make sure its in a good condition to avoid water coming to your community; Make sure that the drains are working well and clean of any rubbish.

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Remind your family and community members to have an evacuation plan for any flood situation ensuring plan for vulnerable group as well. The evacuation plan for one disaster might differ from another type of disaster in regards to the safe place and evacuation route, so you have to familiar with all of them. Remind your family and community members to have disaster supplies kit ready for any event of floods or flash floods; first aid kit, food supplies, torch, etc.

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C2:
Response (During and After a Flood)
Once the trainer has completed the session on preparedness, they should move on to explaining to the participants how to respond during and after a flood situation. ACTIVITY FOUR The trainer should describe the following action messages for response during and after a flood by showing the participants the following pictures and describe the key relevant messages. If a flood occurs, the following actions can be taken: When you get the warning of the water coming, inform others and prepare for evacuation following the evacuation plan either in the house and /or in the community; Immediately leave the area with your family and or other community members for the need to evacuate if the water has started to come to your house or to your neighborhood; Dont forget to bring your disaster supplies when you evacuate; Turn off the electric power immediately to avoid electric shocks. Dont forget to give special support to your disabled, sick or elderly family members (if any) Store your valuable possessions in the highest places available in the house so as to avoid possible damages. If this is not possible dont bring everything with you
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in your evacuation except your disaster supplies to make an easier and quicker evacuation.
Watch and observe the conditions after the floods and wait until it is safe before going back to your house.
After the floods occurred, there are few steps that you can take to help you restore your livelihoods. As the water resides, immediately clean up your house and your neighborhood from any possible flood residue remaining and water to avoid any possible diseases; Check your water sources to see if any contamination has occurred. Avoid using water from any of these sources without checking first; Dispose of any soiled and ruined food; Check the condition of your house again, to see any possibility of damages or needs for repair given that a flood may re-occur in the future.
ACTIVITY FIVE World Vision Pakistan

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After going through all the pictures / messages the trainer should pause for one minute to allow participants to settle down. As a last activity the trainer should invite the participants to form two groups and each group should prepare a role play related to the action messages. One group to perform about action for preparedness (before a flood) and the other group to perform the response (during and after the flood). The trainer and the other group that not perform should be the observer for the role play. Each group has 5 minutes to perform and there will be 5 minutes discussion time in the closing to summarize all the activities.
Remember always these things: Watch and Warn for any coming floods, Clean up your rivers and drainages. Maintain your river banks.

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MODULE THREE LANDSLIDES

Learner Objectives By the end of this session participants will be able to: 1. 2. 3. Time 60 minutes Session Components A. B. C. Introduction to Landslides (10 minutes) Awareness messages (30 minutes) Action messages (20 minutes) Understand what Landslides are; Explain the impact of Landslides; Demonstrate understanding of preparedness and response for a Landslide situation.
Required Materials Large White Drawing papers Colored Crayons/Pencils Flipchart Pictorials/Posters Markers (permanent and broad) Training Methodology Questions and Answers Visual Demonstrations (Posters/Pictorials)

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SESSION PROCEEDINGS
A. INTRODUCTION TO LANDSLIDES
Participants are expected to acquire a brief knowledge of Landslides. Use the following key message to make participants understand the phenomena: Key Message: A landslide is a geological phenomenon which includes a wide range of ground movement, such as rock falls, deep failure of slopes and shallow debris flows. (Source: http://en.wikipedia.org/wiki/Landslide) Also emphasize the following key message about other causes of land sliding: Key Message: Landslides can occur naturally because of gravity or they can be triggered by another natural phenomenon like an earthquake or a flood. Landslides involve a movement of the slopes and this commonly happens in mountainous areas. The movement could either be falling, sliding, or flowing. Landslides may move slowly causing gradual damage or rapidly causing severe destruction. Other forms of landslides that can occur in Pakistan include mudslides or avalanches (snow slides). B. AWARENESS MESSAGES
Landslide in UC Jabori, September 2006 (photo by Dana Palade/ World Vision)
In this section, the trainer should involve all participants in order to ensure that the differences of the effects caused by Landslides can be highlighted. ACTIVITY ONE The trainer should describe the following awareness messages by showing the participants the following pictures and describe the key relevant messages. Key Message: Considering that landslides usually happen in hilly or mountainous areas, in Pakistan, the NWFP is an area where this phenomenon commonly and regularly occurs. This is aggravated by the fact that these areas are also prone to earthquake and floods, which both are potential triggers for landslides. World Vision Pakistan
Participants should be made aware of the importance of knowing the history of land slides in a particular area and also about different related signs: Key Message: Landslides usually occur in the same location, where the ground is unstable and the environment has been damaged. Experts can and have identified areas where landslides could occur due to the damaging of the ecosystem or the instability of the ground. Due to the lack of awareness, communities sometimes choose to ignore the preservation of their environment and continue exploiting the ecosystem. We should be aware of ways that the ecosystem can be damaged and insure that we respect the environment for our sake! The following key message will focus on some key methods on how you can prevent landslides from happening or minimize their risk:
Key Message: Though it is believed that landslides are mostly caused by gravity and that they happen naturally, there are still ways of preventing them or at least minimizing their consequences. Prevention methods can include: reforestation (re-planting the area with the right kind of trees); slope stabilization by building land terraces; building retaining walls; earth water controlling; improved settlement planning (settlement relocation from landslides area) and; road planning.

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This key message will bring attention to the effects landslides may cause: At this point the trainer can also have an option to display the following pictures and asking participants to observe and identify the situation.
Key Message: When landslides occur, the effect on peoples lives can be severe. The effect on peoples livelihoods or the ecosystem may be minimal if they occur in remote areas, however the effects can be devastating when they occur in populated places. Landslides may cause destruction to buildings, crops, farms, water systems, roads and other infrastructure. 39 World Vision Pakistan
Landslides also can damage the ecosystem by destroying trees, water sources and kill wild animals. Landslides can also claim lives. ACTIVITY TWO The trainer will divide participants into two groups and provide them with large white paper and markers with the following instruction: Each group should discuss and then ask them to write a list showing the ways the eco system may be destroyed by a landslide. The trainer should only facilitate, giving ideas so the participants could imagine the event of landslides. Give the participants 10 minutes to complete this activity. Once the exercise is completed, invite each group to present their work on wall with one of the participants explaining it to everyone. The trainer will complement and add extra information after each presentation to enhance the participants knowledge on the subject. After the presentation, the trainer should encourage the participants to speak about What damage can a landslide cause? They should also give an affirmation to the list that the participants have prepared and give other examples outside their list. This exercise will help understand the phenomenon of land sliding and its effects. C. ACTION MESSAGES Once the participants have a clear understanding of landslides and the effects, the trainer should then move onto the action messages based on preparedness and response during and after a landslide situation. There are steps that can be taken to prepare and respond to potential landslide in your area. The steps can be divided into 2 actions, preparedness (before the flood) and response (during and after a landslide). C1: Preparedness (before a Landslide)
ACTIVITY THREE The trainer will invite participants to have a brainstorming discussion about different ways of preventing landslides. This brainstorming will open the session for the key messages sharing and ensure that they can understand what action that they need to for the preparedness.

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There are a few steps that can be taken to mitigate landslides from occurring: Dont exploit your ecosystem by cutting the trees without re-planting and dont exploit your water sources. Remind your family and community members about this. Remind your family and community members about any needs for reforestation in your area.
Learn and seek information about the unstable slopes in the area where you live or close to your community.

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Encourage your community members or family to start tree planting campaigns, or plant trees yourself near your house and /or in your community. Be active in any reforestation activity with the government and your community.
Learn the road sign for potential landslide areas.
Remind your family and the community to have an evacuation plan for any landslide situation including plan for vulnerable group as well. The evacuation plan for one 42 World Vision Pakistan
disaster might differ from another type of disaster in regards to the safe place and evacuation route, so you have to familiar with all of them. C2: Remind your family and the community to have disaster supplies kit ready for any event of floods or flash floods; first aid kit, food supplies, torch, etc. Response (During and After a Landslide)
Once the trainer has completed the session on preparedness, they should move on to explaining to the participants how to respond during and after a landslide situation. ACTIVITY FOUR The trainer should describe the following action messages for response during and after a landslide by showing the participants the following pictures and describe the key relevant messages. When you get the warning or see any signs warning you that a landslide is about to occur near your home, you should: Inform your family and other community members of what you have seen or heard; Be prepared for a possible evacuation; Avoid going any closer to that area. Support your disabled family members. When you get the warning or see any sign of warning that a landslide is actually happening somewhere near where you live, you should: Inform immediately your family and other community members especially the leaders; Evacuate immediately to the safe place following the evacuation plan; Assist any younger child or disabled or elderly,

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After a landslide has occurred you should take the following steps: Stay away from the landslide area because there is still a possibility that another landslide will occur as the ground is unstable. Together with your family, check your house or livestock and assist in identifying if there are any persons or animals that are injured or trapped due to the landslide. Only provide assistance if you are able to do so, if you cannot make sure that you inform other community member or the authority. Help those who need your support especially disable and elderly Observe your area if there are any needs for rehabilitation and restoration: remind the elders and community members to do it immediately so to avoid future landslides.
ACTIVITY FIVE After going through all the pictures / messages the trainer should pause for one minute to allow participants to settle down. As a last activity the trainer will conduct a brief quiz on land slides by reading statements from the action messages above and encouraging the participants to answer. The trainer should read out a statement and instruct the participants to respond in the form of either true or false. If the participant answers true they should walk to the right side of the room, and if they answer false they should walk to the left side of the room. The following questions could be considered as statements to use in the short quiz: 1. Exploit your ecosystem by cutting the trees without re-planting and exploit your water source. Remind your family and community about this. 2. Remind your family and community about the importance of reforestation in your area. 3. Learn and seek information about the unstable slopes in the area where you live or near your community. 4. Start a tree cutting activity by yourself in your house or in your community. 5. Be active in any de-forestation activity with the government and your community. 6. Learn the sign for potential landslide area. World Vision Pakistan
7. If the landslide is happening in the area near to where you live, dont inform your family and community as there is no need to be prepared for possible evacuation. 8. If the landslide is happening in the area where you live, warn your family and community and evacuate immediately to the safe place following the evacuation plan. 9. When you get the warning or see any sign of warning that a landslide is happening near the area that you live you should run towards the landslide to watch it happen. 10. After a landslide has occurred you should stay away from the landslide area because there is still a possibility that another landslide will occur as the ground is unstable. 11. Help your family to check your house or livestock and assist in identifying if there are any persons or livestock that are injured, or trapped due to the landslide. Provide assistance if you are able to do so. 12. Save yourself and forget about disables and elderly people 13. Dont give priority to vulnerable group (women, children, disables, sick and elderly in any rescue operation). 14. Observe your area if theres any needs for rehabilitation and restoration and remind the elders and community members to do it immediately so to avoid future landslides.
Remember to always maintain your ecosystem to prevent your community from being affected by the devastation of landslides.

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MODULE FOUR LIGHTNING

Learner Objectives By the end of this session participants will be able to: 1. 2. 3. Time 60 minutes Session Components A. B. C. Introduction to lightning (10 minutes) Awareness messages (30 minutes) Action messages (20 minutes) Understand the phenomena of lightning; Explain the impact of lightning; Demonstrate understanding of preparedness and response if lightning strikes.
Required Materials Flipchart Pictorials/Posters Markers (permanent and broad) Training Methodology Questions and Answers Visual Demonstrations (Posters/Pictorials)

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SESSION PROCEEDINGS
A. INTRODUCTION TO LIGHTNING
Participants are expected to acquire a brief knowledge of Lightning. Use the following key messages to make participants understand the phenomena: Key Message: Lightning is an atmospheric discharge of electricity, which typically occurs during thunderstorms, and sometimes during volcanic eruptions or dust storms Source: (http://en.wikipedia.org/wiki/Lightning)
Key Message: Lightning occurs in many different ways but thunderstorms are the primary sources of lightning. In the context of Pakistan, mostly lightning happens from the cloud to the ground or ground to the cloud. Lightning carries high electrical currents when it strikes.
B.
AWARENESS MESSAGES
In this section, the trainer should involve all participants in order to ensure that the differences of the effects caused by lightning can be highlighted. Key Message: Lightning can strike a hundred times per second. There are various type of lightning i.e.: cloud to cloud lightning, positive, dry lightning, rocket lightning, bead lightning, ribbon lightning, etc. The difference between these types of lightning is the source of the discharges and the type of electrical currents being discharged. However, regardless of the type of lightning that occurs, all types carry high electrical currents that are very dangerous to any human being. The following key message will focus on the target of lightning strikes: Key Message: Lightning is a very common natural phenomenon that could happen anywhere including in Pakistan. You should be aware that it may happen any time when there are thunderstorms.

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Lightning will be seen as flashes and may or may not occur with loud sounds of thunder. The distance of the lightning can be predicted by calculating the gap between the flash and the sound and use the formula that sound travels 330-350 meters/second. For example, if you see the flash and after one minute you hear the sound, this means that the lightning is located 19.8-21km from your place. Hence the lightning will roughly be 1 Km away from you for every 3 seconds that you count. Lightning usually strikes tall objects on the ground which may deliver the electrical currents to everything near them. This can be trees, electric poles, towers, tall buildings, etc. Trees are the most common conductors of lightning which is coming from the cloud to the ground. This key message will introduce participants to different ways a lightning can strike: Key Message: When lightning strikes it may or may not cause harm, however all lightning is considered very dangerous because of its electricity discharge. There are 4 different ways that a lightning can strike a human being: Directly Striking a person; 'Splash' from nearby objects that it has struck (e.g. trees); Striking the ground near a person. This can cause different degrees of harm depending on the composition of the earth that makes up the ground in that location (sand being a fair insulator and wet, salty and spongy earth being more conductive); EMP or electromagnetic pulse from close strikes - especially during positive lightning discharges Source: http://en.wikipedia.org/wiki/lightning_safety ACTIVITY ONE The trainer will divide the participants into 2 groups and give the story written below to each. Each group has 5 minutes to read through the story and should answer the questions giving below. The participants should write their answers on the flipchart and present them to the panel for discussions. The participants have 15 minutes to write the answers and do the presentation. One day during the rainy season many years ago, there was a young boy called Akhtar who was 12 years old at the time. Akhtar looked up in the sky and noticed that the darkest part of the cloud was directly overhead and the frequent dance of lightning bolts was getting quite close. There was loud, crashing thunder which was followed less than 5 seconds after the lightning indicating that the lightning was striking within a mile of where Akhtar was standing. Large raindrops began to splat on the ground around him as a breath of cold air pushed over him from the storm. He stood up and began walking backwards towards the house, not able to take his eyes off the angry but fascinating sky. It seemed as something wanted to chase him but he wasnt sure if it was the rain or the lightning chasing him indoors. Then it hit. Akhtar remembers that first there was a loud hiss that moved rapidly overhead and to his left, which was followed a split second later by a brilliant bolt of lightning into the back of the next-door neighbors house. The explosive force of the lightning bolt nearly knocked him off his feet. Akhtar couldnt tell if his World Vision Pakistan
house had been hit. He turned around to see his house and paused briefly to see if his house was on fire. Fortunately it wasnt, and Akhtar rushed inside to safety. The lightning strike had caused dishes to fall from shelves and pictures to fall off walls along the back wall of the house. Although his nerves were quite rattled there was still that powerful desire to go back to the front door and watch the show. After about ten minutes the most electrical part of the storm was off to the east and southeast and the rain became gentle. When the storm ended, and it was safe to go outside again, Akhtar saw that the lightning damaged houses on both sides of his house and had struck a clump of scrub oak trees just behind the house. At the base of the trees, large cobblestones were dislodged and two crows were found dead, apparently electrocuted. Later, one of the trees dried up and died over the next weeks. The neighbour situated next door could no longer use his television set as it had been destroyed by the electrical surge. Now Akhtar is 50 and he tells us that he has never experienced the same fear after that day. He still has fright whenever he hears thunder. Once the trainer has finished reading the story, ask following questions to the participants to reflect on the story: 1. What has Akhtar done in reaction to the lightning that is the right thing to do for lightning and what is not right? 2. List down the possible affects from lightning from the story above. C. ACTION MESSAGES
Once the participants have a clear understanding of lightning and the effect when it strikes, then the trainer should move onto the action messages based on preparedness and response during and after a lightning situation. There are steps that can be taken to prepare and respond to lightning. The steps can be divided into 2 actions, preparedness (before a lightning strikes) and response (during and after a lightning has struck). C1: Preparedness (before a Lightning Strike)
ACTIVITY TWO The trainer should describe the following action messages for minimizing the effects of lightning by showing the participants the following pictures and describe the key relevant messages. There is no way to prevent or avoid lightning however there are some steps that can be taken to minimize the possible risk or effects if the lightning strikes: Dont forget to always check if you have a first aid kit available in your house or your school for any emergency needs; When you hear that thunderstorms are coming, remember that there is always a possibility that the lightning may strike; World Vision Pakistan
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If youre outside in an open space, go inside the building. Dont stay outside! You should try to look for a place to shelter. lightning will strike tall objects especially trees so try to avoid trees, electric poles, towers, etc, because they could be the conductor of the lightning. You also need to avoid any water pool or water streams like the lake and river, because they are also conductors for lightning. Remember to take disable or elderly or sick people of your family inside the shelter along with you If you are inside a room or building, make sure to switch off the electronic appliances because these can also be a conductor for the lightning when it strikes. This also includes appliances that are running on batteries (e.g. radio).
C2:
Response (During and After a Lightning Strike) If lightning strikes near where you are located, dont panic, stay where you are and carefully observe your surroundings. Check that you have not been injured by the lightning bolt and call for assistance if you need it. Help others especially children, sick, disabled and elderly, in giving immediate assistance to anyone who may have been injured, if you cannot assist them, make sure you get the attention of others such as your family or community member to assist you. Remember, there is a possibility of electric discharge from a person who has been struck by the lightning, so prevent touching the person immediately as to avoid the electricity discharge passing on to you.

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ACTIVITY THREE After going through all the pictures / messages the trainer should pause for one minute to allow participants to settle down. As a last activity the trainer should remind about the participants the following key message.
Remember always in the event of Lightning: Dont stay outside, go inside where it is safe and dont go near Lightning conductors such as trees, poles, towers, and water.

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MODULE FIVE FIRE

Learner Objectives By the end of this session participants will be able to: 1. 2. 3. Time 60 minutes Session Components A. B. C. Introduction to Fires (10 minutes) Awareness messages (30 minutes) Action messages (20 minutes) Understand what Fire is and how it can become a hazard; Explain the impact of Fires; Demonstrate understanding of preparedness and response during a fire hazard.
Required Materials Orange drawing paper Large Drawing Paper Sticky Papers Flipchart Pictorials/Posters Markers (permanent and broad) Training Methodology Drawing Questions and Answers Drills Visual Demonstrations (Posters/Pictorials)

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SESSION PROCEEDINGS
A. INTRODUCTION TO FIRES
Participants are expected to acquire a brief knowledge of Fires. Use the following key messages to make participants understand the phenomena. According to a preliminary survey conducted by the Pakistan Forest Institute of Peshawar in 2001 almost 50,000 hectors of forests are burnt every year. Fires can take the form of Forest Fires or Residential Fires. Forest fires can have devastating consequences to the ecosystem: the biodiversity can suffer through undergrowth and destruction of animal habitats and water sources can also be damaged, ultimately effecting water access for human consumption. In most households in Pakistan fire is a common commodity used for both cooking and heating. Many household accidents are a result of negligence in the use of fire, and household members sometimes do not realize how fire can be a dangerous hazard if it is not used correctly in the household. Key Message: Forest Fires Forest fires and residential fires are always considered to be a man-made disaster. However, forest fires sometimes can also happen naturally. Forest fires usually occur during the summer season when most of the plants, trees, grass are dry and can easily catch fire. Forest Fires can happen through human negligence i.e. throwing a still lit cigarette or matches or abandoning an un-extinguished bonfire for farming. Forest Fires can also occur naturally when the climate is very hot and might ignite a dry object (i.e. grass, leaf or tree). Residential Fires Residential fires are usually caused through human factors. Residential Fires can be caused by electrical faults, or they can be caused by items catching fire. A residential fire may occur through a gas blast or a stove blast, or from a kerosene lamp falling over in the house. They may also occur through negligence in household members not maintaining household equipment (i.e. maintaining and replacing gas pipes, heaters, electrical wiring etc.). B. AWARENESS MESSAGES
In this section, the trainer should involve all participants in order to ensure that the differences of the effects caused by Fires can be highlighted.

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The following key message focuses upon the two ways of risk a fire can cause: Key Message: The damage that fire can cause is twofold: 1. It may cause severe burns through flames. These burns can cause both mild and severe external injuries. 2. Secondly, the smoke from the fire emanates toxic gases (Carbon Dioxide). Carbon dioxide present in the smoke can cause minor internal injuries resulting various symptoms such as a fainting feeling, asphyxiate and even death if inhaled for a longer period of time. Fatalities caused by fire often are the result of a combination between fire and smoke: if someone is trapped in a burning room the smoke will cause asphyxiation and drowsiness and the victim will probably faint. The flames will then cause severe injuries and probably result in death. In the following message, emphasis will remain on the affects of forest fires and residential fires on a communitys livelihood: Key Message: Forest fires have a bigger effect on the livelihood of communities than what a residential fire might have. Forest fires cause destruction to the ecosystem that could seriously affect what your community needs to use for survival. Natural forest fires cannot be prevented, but you can mitigate its effects and expansion in different ways. Residential fires can cause a material loss for the single household, however if the fire expands, it can affect the whole community. Residential fires can usually be prevented. ACTIVITY ONE The trainer should divide the participants into three groups (A, B and C) and instruct them to separately draw pictures as indicated below: GROUP A: What can cause residential fires? GROUP B: What can cause forest fires? GROUP C: What can help in extinguishing fires? Important Note: The instructions should be given individually to each group so that each group is not aware of other groups instructions) The trainer should give clear instructions to the participants that they should only draw objects that are a hazard to causing fire rather than drawing the scenes of a fire happening. The pictures should not be labeled. The objective of the activity is to ensure participants are aware of the objects that can cause residential fires as well as forest fires and also how you can extinguish these fires. World Vision Pakistan
Ask the participants to paste their drawings on the wall and invite each group to label the pictures drawn by the other groups. Trainer can expect following from each group: GROUP A: GROUP B: GROUP C: Match Box, heaters, kerosene lamps, gas bottles, stoves, wood, fire place with plastic and wooden objects near it; Match Box, still lit cigarette, sun and dry leaves, dry grass or trees; Water, Sand, fire extinguisher, blanket or damp clothing.
If the trainer does not expect the above mentioned responses, they should be able to bring the participants attention to these objects so that they are aware of the common objects of fire and how extinguishing it. C. ACTION MESSAGES
Once the participants have a clear awareness of residential and forest fires and the effects of these fires, then the trainer should move onto the action messages based on preparedness and response during and after a fire situation. There are steps that can be done to prepare and respond to fires in your area. The steps can be divided into 2 actions, preparedness (before a fire) and response (during and after a fire). The action points are divided into two sections based on the type of fires, as explained above. C1: Preparedness (before a Fire)
ACTIVITY TWO The trainer should describe the following action messages for minimizing the effects of fire by showing the participants the following pictures and describing the key relevant messages. For forest fires, there are some preventive actions that you can do: Always be observant of your surroundings including any nearby forests. Check during the dry season if there are any areas that have become very dry and could easily catch fire. Share this information to everyone especially your family and other community members. Remind everyone to not start fires in a dry part of a forested area. In this way you can avoid any fire getting out of control and spreading to unintended areas. You can warn others to avoid cutting the trees because trees keep the forest areas moist during the dry season. Remind everyone that whilst farming in a new plot of land they should not burn the land before working the land, especially during the dry season as it can spread to forested areas. If burning is necessary they should make sure that they are supervising the fire until the very end and to ensure that is not spreading out.
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For residential fires, there are some preventive actions you can take: You need to be very cautious at all times when there is a fire And warn your family members especially children for not playing with fire inside the house. Have a look around your house together with your family members and move away all flammable objects from the stove or fire place. This will avoid them from catching fire. Always keep the First Aid Kit in a place that can easily be reached for any need emergency. Also regularly check the First Aid box and replace missing or outdated items. Avoid giving responsibility of fire work at home to any sick person especially when s/he is subject to any kind of unexpected fits. Sit together with your family members and draw up an evacuation plan in case there is a residential fire in your home, and outline the steps that can be taken to stop the fire (see below). Make sure everyone can easily follow and be familiar with these steps.
ACTIVITY THREE To emphasize the importance of evacuation plans, the trainer should do a small drill with the participants. In consultation with the participants, the trainer should come up with different exit points if a fire occurs in the school and locate a safe location outside where everybody should gather. After this has occurred, the trainer should take a moment to get the participants to settle down after they have identified the exit points and safe locations. Next, the trainer should use orange paper and create two images of fire. The trainer should then put these fires in two places in the room. The trainer should give instructions to the participants that the trainer will shout a warning: Fire! Fire! and then they will practice how to evacuate to the identified safe place correctly. At the end of the exercise, the trainer should ask the participants to reflect with the following questions: C2: What are the lessons learnt from the evacuation exercise? Why is it important to identify evacuation points and safer places? Response (During and After a Fire)
ACTIVITY FOUR The trainer should describe the following action messages for minimizing the effects of fire by showing the participants the following pictures and describe the key relevant messages. If your house is on fire, these are steps you need to do: First try to quickly work out what has caused the fire. Only if it is safe or if you feel comfortable doing so, try to put the fire out. o If it is an electrical fire, try to put sand on it to stop it. o If it is a fire caused by something that has caught fire then try to put it out using a damp cloth or pouring water and remove any other flammable things around it to avoid the fire expanding. 58 World Vision Pakistan
Dont panic, if the fire is large or cannot be extinguished safely then use the nearest exit and go out immediately Dont forget to help vulnerable group of your family (If any) in evacuation
When you get outside, try to observe your surroundings. Try to remain close with your family members especially the disabled, sick and elderly. You can assist to put out the fire if you feel comfortable but you do not need to. Check and attend to any injuries before assisting others or in putting the fire out.
If a forest fires started, there are few steps you need to take: Share information with everyone so they are aware about what is happening and measures can be taken to stop the fire spreading. Stay away from the fires location and always give clear instructions to your family members when there is a need for you to evacuate.
ACTIVITY FIVE After going through all the pictures / messages the trainer should pause for one minute to allow participants to settle down. As a last activity the trainer should say would you know what to do if a fire occurs? Have key messages repeated by the participants so that the concept is reinforced.

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Remember always these things: Prevent fires from starting. Use damp clothes to put out a fire Check and observe any injuries.

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MODULE SIX DOMESTIC HAZARDS

Learner Objectives By the end of this session participants will be able to: 1. 2. 3. Time 60 minutes Session Components A. B. C. Introduction to Domestic Hazards (10 minutes) Awareness messages (30 minutes) Action messages (20 minutes) Understand what Domestic Hazards are and how they occur; Explain the impact of Domestic Hazards; Demonstrate understanding of preparedness and response during a Domestic Hazard.
Required Materials Flipchart Pictorials/Posters Markers (permanent and broad) Training Methodology Role Play/ Questions and Answers Visual Demonstrations (Posters/Pictorials) Handouts

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SESSION PROCEEDINGS
A. INTRODUCTION TO DOMESTIC HAZARDS
ACTIVITY ONE For the first activity, trainer should ask the participants to brainstorm about: what is a domestic hazard and what are the domestic hazards common for the people in their community. The trainer could distribute the sticky notes to the participants and ask them to write their answers on it and come up and stick their answers on the flip chart. They have 15 minutes for the exercise and the trainer could summarize the result and share the following key messages. Participants are expected to acquire a brief knowledge of Domestic Hazards. Use the following key message to make participants understand the phenomena: Key Message: A Domestic Hazard is an accident that occurs in your home or where you live. There are many different types of domestic hazards and you need to be aware for all the potential domestic hazards in your house. Domestic hazards can include such things as: electric shocks, falling from high places, stove blasts, explosions of gas heaters, injuries from electric fans, domestic fires through bad wiring, objects falling from roofs etc. In this session, the trainer will discuss 10 of the most common domestic hazards that may occur in your household. B. AWARENESS MESSAGES
Key Message: A domestic hazard can happen easily in the home, and so its important to be aware of how you can avoid this occurring in your home. Domestic hazards are very much preventable and should not become a regular occurrence if we are aware of our surroundings and notice any potential ways that a hazard may occur. Understanding of potential domestic hazards is important as it can cause a very serious impact to people especially women, children, disabled, and the elderly. What we really need to do to prevent ourselves from domestic hazards is to be very carefully in the house and to be very cautious in doing our activities and to remind others to be careful and cautious in what they are doing. 10 most common Domestic Hazards that could affect you in your house or community can include: Electrical Shocks Falls Gas Leakages Injuries from Electrical Fans Stove Explosions World Vision Pakistan
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Insect and Animal Bites Falling Objects Food Poisoning Water Borne Diseases Burns
It is important that the whole household understands domestic hazards, however some family and community members are more at risk of these hazards than others. The most at risk persons for the ten selected domestic hazards are highlighted below: Electrical Shocks Key Message: An electrical shock is a perceptible and physical effect of an electrical current that enters the body. The shock may range from an unpleasant but harmless jolt of static electricity, received after one has walked over a thick carpet on a dry day, to a lethal discharge from a power line. Electrical shocks can be caused due to leakage or breakage of electrical wires. A person may experience an electrical shock if they touch electrical wires whilst standing on a wet floor or having direct contact with electrical points by, for example, inserting fingers into the electrical socket etc. This is a common hazard for young children in particular and can be avoided by placing the socket out of reach of younger children. Most vulnerable Family/Community members: Children and women are usually most vulnerable as they are usually in the house and have least awareness of the dangers of electrical leakages or breakage of electrical wires. Source: Falls Key Message: Falls can be a serious way of sustaining injuries, whether this is from a height such as falling from the roof of a house, or slipping on a slippery wet floor. The roofs of houses should be built in such a way that there is no threat of falling off, and also built so that children cannot climb onto the roof unsupervised. Family members should make sure that children do not have access to the roof for playing or doing other unnecessary activities on the roof. Family members should also ensure that children do not run or play on the slippery floor and that they should walk carefully to avoid injuries from falling. This is also important for elderly persons; they need to take more care when they are walking on slippery surfaces. Most vulnerable Family/Community members: Anybody can have a fall due to carelessness but women in particular are vulnerable due to the fact that they are washing floors and washrooms. The elderly are also vulnerable as they may not be as stable on their feet as other family members. The disables and sick who are fully World Vision Pakistan
(http://www.britannica.com/eb/article-9032293/electrical-shock)
dependant on others to help them. Gas Leakages Key Message: A gas leak occurs when there is a leakage of natural gas or LPG used for cooking or heating purposes in house. Gas leakages can be very serious and can lead to huge loss to material and human life. Gas leakages can be due to usage of low quality gas products e.g. stoves, pipes or cylinders. Gas leakages can bring loss either by spreading fire and blast or by high intensity of leakage of chemicals in gas that might be inhaled by people and cause unconsciousness or even death. Most vulnerable Family/Community members: Gas explosions and leaks put everyone inside the house at risk but especially sick, disables and paralyzed people. Injuries From Electrical Fans Key Message: Due to the low purchasing power, people particularly in the rural areas prefer to use pedestal fans. These fans are in easy access of children. Children are fascinated with the moving fans and they tend to touch them. This can cause serious injuries. Most vulnerable Family/Community members: Children are the most vulnerable to this type of domestic hazard. Stove Explosions Key Message: Explosions caused by cooking stoves in Pakistan are unfortunately a common occurrence, particularly where usage of gas is not very common and kerosene oil stoves are used. Two of the main causes of stove explosions include: use of cheap low quality stoves and lack of maintenance. Most vulnerable Family/Community members: The most vulnerable to this type of domestic hazard is usually women as they are the ones in the kitchen using the stoves for cooking.

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Insect and Animal Bites Key Message: Bites from snakes, scorpions, pets and other common insects is also known to be a common domestic hazard. These bites can be fatal in some circumstances if not attended properly. In order to avoid this to happen, you should observe the conditions of your house and have a regular check on the house, by doing that, you can prevent any possible incident. Most vulnerable Family/Community members: All family members are vulnerable to this domestic hazard however children are particularly at risk due to their curiosity to touch or go near insects, pets and other animals. Disable people are also at high risk due to the fact they cant save themselves without external support Falling Objects Key Message: Another common domestic hazard is the falling of different objects from roofs or from tall cupboards onto a person etc. This type of accident can cause minor as well as severe injuries depends on the type of the objects and the height the object is falling from. Ensure that your house does not have heavy objects in high places and that your cupboards are stable. Most vulnerable Family/Community members: The risk of falling objects in the household makes everyone vulnerable to the risk. Food Poisoning Key Message: Food poisoning refers to eating of any food item carrying poisonous elements. The reasons for this poisoning may include: eating of food that has become rotten due to lack of proper storage or keeping food in unhygienic conditions, eating poisonous wild foods from the forest or garden, eating expired food, unhygienic food preparation practices etc. Most vulnerable Family/Community members: All family members are vulnerable to food poisoning; however children are also particularly vulnerable as they cannot always tell if the food appears to be poisonous.

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Water Borne Diseases Key Message: Water borne disorders are direct results of consuming contaminated water. The reasons for this contamination may include mixing of clean water with poisonous elements, harmful chemicals, unhygienic conditions and bad storage facility etc. Most vulnerable Family/Community members: The whole household is at risk of consuming contaminated water, however children and elderly are often more susceptible to illness as their immune system is either not as developed or is not as healthy as other younger family members. Burns Key Message: Burns are also unfortunately a common hazard occurring in Pakistani houses. The common causes for these burns include falling of boiling water from cooking pots onto body parts, touching of a hot iron, touching heaters and burning wires etc. Burns can also be a consequence of other incidents in the house such as the electric shocks, Lightning strikes, and fires. Most vulnerable Family/Community members: All family members are vulnerable to burns; however children can be particularly at risk due to their curiosity to touch hot objects. C. ACTION MESSAGES
Once the participants have a clear understanding of domestic hazards and their potential effects in their homes, the trainer should move onto the action messages based on preparedness and response to various domestic hazards. Since domestic hazards can be easily prevented, there are ways to be prepared for any potential accidents. C1: Preparedness and Response to a Domestic Hazard Situation
ACTIVITY TWO The trainer should describe the following action messages for minimizing the effects of domestic hazards by showing the participants the following pictures and describe the key relevant messages.

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Electrical Shocks Remember, there is a possibility of electric discharge from a person who has got electric shock, so prevent touching the person immediately as to avoid the electricity discharge to you. If someone has received an electrical shock, you should not touch the person immediately, as electricity discharges can also transfer to you. If you are able, release the person from the electric source by turning off the mains to where the power is coming from. Release the person from electric source with the help of a wooden object. Wood does not conduct electricity. Assist the person to lie down and provide the person with necessary first aid if you are able and comfortable in doing so. If you are not able or not comfortable to assist get someone else to help immediately. Dont leave children and disabled family members unattended with unsafe electric appliances
Falls The Roof of your house should be built in such a way that there is no threat of falling off, and also built so that children do not climb onto the roof unsupervised. Family members should watch each other and make sure that your children do not have access to the roof for playing or doing other unnecessary activities on the roof. Family members should also ensure that children do not run or play on the slippery floor and that everyone in the house should walk carefully to avoid injuries from falling. This is also important for elderly persons; they need to take more care when they are walking on slippery surfaces.

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If someone falls from the roof, then assist him by providing first aid immediately, or getting someones assistance to assist. Try to not move the person as they may have broken bones.
Gas Leakages If there is a leakage of gas it is important to leave the place as soon as possible so that you do not get affected by the fumes. Ask someone to assist, or you ourselves locate the mains for the gas and turn off the gas at the mains immediately. If you are indoors, open all the doors and windows to allow fresh air to come in. Under no circumstances should you use a Match Box in this situation, (e.g. to light a cigarette or a candle). Dont leave children, sick and disabled family members unattended for long duration with a gas fixture in the room If someone becomes unconscious because of the gas fumes, they should be brought out into the fresh air outside and provided first aid immediately.
Injuries from Electrical Fans Family members should supervise young children at all times when the fan is in use. Try to position the fan away from the curious fingers of children. Ensure that you check for any breakage of fan wires and that the fan cover is securely attached

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Stove Explosions Avoid using low quality stoves in the house. Ensure that you take proper care and ensure timely maintenance of stoves. Ensure that only pure kerosene oil is used for the stove. In the event of an explosion, immediately leave the place of the explosion and assist others to leave also. Try to extinguish the fire if you are able by using damp clothes, sand, or water.
Insect and Animal Bites If possible, ensure lights are available in the house at night as much as possible. Ensure proper disposal of garbage. Use bed nets over the bed to avoid insect bites when sleeping. Use salt around the house as it should also reduce the risk of crawling insects entering the house. Warn your children and other family members when playing or doing activities outside not to play with pets, or wild animals, as they may potentially bite. Attend the person that has received an insect or animal bite by providing first aid as soon as possible or immediately call for help to assist if you are unable to do so

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Falling Objects Ensure that all objects in the house or around the house are secure from any possibility of falling. Check all the hanging objects that they are securely glued or nailed on the wall. Check any objects on the cupboard or any higher place that they are safe. Avoid placing flower pots or other objects on edges of roofs or higher places.. If someone is hit by a falling object you should assist the person by providing the necessary first aid if you are able and comfortable in doing it. If you are not able or not comfortable to assist get someone else to help immediately.
Food Poisoning Regularly check all the food stock in the house from the possibility of rotten food. Make sure you check the expiry dates on any packed food and medicines. Understand and warn others not to collect any wild food that you are not familiar with, as these foods may be poisonous. Ensure that food is prepared and stored in a hygienic manner. If someone is affected by food poisoning in your household, try to get the person to vomit so that they may be able to remove some of the poisonous foods that they have just eaten. In the case of frequent vomiting or diarrhea, it is important to treat the person by ensuring that they drink lots of liquid, or ORS solution.

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Water Borne Diseases Ensure that you always check your water source for potential contamination. Always consume your water by using clean glasses or containers. Always boil your water for 20 minutes before you consume to ensure that it is not going to make you unwell. For any possible incidents, you should follow the same action for food poisoning.
Burns Observe your household for any equipment in the house that might cause burns. Ensure any hot items are always out of reach of children. Always ensure that you and other family members do not pick up hot pots (e.g. kettles) with your bare hands. Never fill water containers to the top level for boiling. Ensure that you supervise any children when they are in the kitchen and pots are cooking on the stove. Ensure that you supervise any children when the iron is on. Ensure that you supervise any children when the gas/electrical heaters are operating.
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Keep a First Aid kit at home at all times.
Overall General Care Ensure that you are careful and watch over others in the house when doing domestic chores or activities in the house in order to avoid any potential accidents. Always have the first aid kit ready and kept in a safe, clean and reachable place. Remember to replace out of date items and replace items that have been used. Dont forget to always remind your family members if you see anything that could cause a domestic hazard and give clear instructions for any case of accidents.
ACTIVITY THREE The trainer should divide participants into 3 groups and invite them to select one of the domestic hazards from the earlier discussion. Each group should be given the following instruction: Each groups will have 10 minutes to complete the group work; Each group should select a domestic hazard; Each group will identify the effects caused by the hazard which they have selected; Each group will conceive a three minutes role play about how the hazard is caused and how to prevent the hazard.
Allow the group 10 minutes to prepare their role play. Once this is complete, the trainer should invite each group to act out the role play. Each role play should be followed by discussion with participants around the following question: What were the causes of the hazard? How could the hazard have been prevented? Likewise other domestic hazards can also be discussed and more concentration should be given to the safety measures for these hazards. ACTIVITY FOUR World Vision Pakistan
After going through all the pictures / messages and doing the above activity, the trainer should pause for one minute to allow participants to settle down. As a last activity the trainer should say would you know what to do if a domestic hazard occurred? Write the answers on the flipchart and discuss with the rest of the participants.
Remember always: A Domestic Hazard is always preventable. Look out for others safety in the house. Be always careful and cautious in doing activities in the house.

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MODULE SEVEN COMMUNITY BASED DISASTER MANAGEMENT

Learner Objectives By the end of this session participants will be able to: 1. 2. Understand the concept of Disaster Management Devise Plan and Strategies for activities related to Community Based Disaster Management.
Time 1 hour 15 minutes Session Components A. B. Introduction to Disaster Management. Community Based Disaster Management Approach.
Required Materials Flipchart Markers Crayons for each participant Scotch Tape Training Methodology Questions and Answers Group Work Interactive Discussion Handouts

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SESSION PROCEEDINGS
Before starting this session, the trainer should remind participants about the different hazards that are common in the country and in the area where the participants live. The trainer should share with the participants that in order to reduce the risk of the community to the different hazards that might occur, there is a specific set of skills that can be learned and practiced in the community; this is the Community Based Disaster Management (CBDM). In this session, the participants will learn about the concept of Disaster Management and Community Based Disaster Management, and all the related activities concerning CBDM. A. INTRODUCTION TO DISASTER MANAGEMENT
In this session, the participants are expected to acquire a brief knowledge of the following terminologies. Key Message: Disaster Management is a collective term for all activities that contribute to increasing capacities and will lead to reducing immediate and long-term vulnerabilities, this includes activities before, during and after a disasters. The objectives of disaster management are: To increase capacities and resilience; To reduce vulnerabilities; To avoid or reduce human, physical and economic losses suffered by individuals, families, the community and the country; To speed up recovery after a disaster; To reduce personal suffering; To provide protection to refuges or displaced persons whose lives are threatened by any disaster.
ACTIVITY ONE The trainer will divide the participants into 3 groups and ask them to have discussion in the group about what are the activities related to Disaster Management that they might think needs to be undertaken or have already been done in their community. The participants will have 20 minutes to work on this task, write the discussions result on the flip chart and assign one participant to present it to everyone. Each group will have maximum 5 minutes to give the presentation and get questions, comments or inputs from other groups. Based on the activity result, the trainer could share with the participants about what are the components for the Disaster Management and the common activities for each component by relating them to the results from the above activity.

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Key Message: Disaster Management in general comprises of six components that interlinked together in a cycle: Early Warning, Preparedness, Disaster Mitigation, Response, Rehabilitation, and Transition. There is no particular point which component is the start and which one is the end since it is in a cycle and the community could start from any component depends on the capacity of the community at specific time for the Disaster Management. Early Warning is the provision of timely and effective information, through identified institutions, that allows individuals exposed to a hazard to take action to avoid or reduce their risk and prepare for effective response. Preparedness is the activities and measures taken in advance to ensure effective response to the impact of hazards, including the issuance of timely and effective early warnings and the temporary evacuation of people and property from threatened locations. Disaster Mitigation is the activities and measures, structural and non-structural, taken to allow the community to reduce the consequences, effect or damages caused by a disaster. Response are actions taken in anticipation of, during and immediately after a disaster to ensure that its effects are minimized and that people affected are given support. This can be of an immediate, short-term or protracted duration. Rehabilitation is the actions taken for restoring the basic services in the community especially the vital and critical facilities. Transition is actions taken after the rehabilitation to ensure that the community is ready for the longer term development activities. (Source: http://www.unisdr.org/eng/library and WV Ecuador ERDM Manual for children) The trainer may share at this point a sample of different activities which are related to each component of Disaster Management and then divide these sample activities into before, during, and after the disaster activities.

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a. Before the disaster - prevention, mitigation and preparedness
Some examples of prevention and mitigation measures: Structural measures: dikes, dams, drains, flood protection or sea walls, raising of roads and houses, earthquake resistant construction, permanent houses Non-structural measures: Common indigenous safety measures; community health and sanitation (improving nutrition, keeping the community clean, immunization, herbal gardens, training of community health workers); strengthening livelihood and economic activities (sustainable agriculture, income generating projects, handicrafts, marketing cooperatives); planting coastal shelter belts like coconut trees; reforestation; mangroves reforestation; building codes; legislation supporting community based disaster management and environmental protection; savings.
Some examples of preparedness measures Individual, family and community preparedness measures: knowing what to do before, during and after a disaster; Disaster preparedness training; Community early warning system; Public awareness activities - public awareness campaigns such as community meetings and house-to-house information dissemination, posters and pamphlets, poster making contest for school children, disaster consciousness day/week/month; Formulation of community disaster preparedness plan or disaster management plan (that include the evacuation/contingency plan); Formation and strengthening of community disaster management organization (Disaster Management Committee); Evacuation drills and disaster simulation exercises; Strengthening coordination, networking and institutional arrangements; Ensuring availability of relief supplies (stockpile) and logistics; World Vision Pakistan
Evacuation Plans.
b. During the disaster - emergency responses Some examples of emergency responses Evacuation and evacuation center management; Search and rescue; First Aid and Medical Assistance; Needs assessment; Immediate Relief delivery (food and drinking water; non-food such as clothing, blankets, kitchen utensils); Psycho-social counseling (comforting, prayers, critical stress debriefing); Repair of critical facilities and services; Emergency Operations Center (for major disaster) c. After the disaster - recovery: rehabilitation/reconstruction and transition Some examples of recovery activities Cleaning up the debris; Rebuilding and strengthening of damaged structures; Relocation to safe place; Income generating projects. B. COMMUNITY BASED DISASTER MANAGEMENT APPROACH
The trainer in this session will need to emphasize the need for community mobilization for disaster management activities. The trainer also needs to focus on the importance of coordination especially between the community and the authority for disaster management activities. The CBDM approach will ensure the increase of community resiliency at the household level, village level and the country level, where the disaster is nationwide and there has been continuous and effective coordination amongst the major stakeholders. Key Message: Activities, measures, projects and programs to reduce the risks of should be designed by the people or communities living in the high risk areas, and should be based on their urgent needs and capacities. The following matrix describes the differences between the traditional approaches in relation to the Disasters and Disaster Management with the Community Based Disaster Management approach.

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Changing Concepts in CBDM
Traditional Approach 1. Disasters are unforeseen events that cannot be prevented. 2. Stress is on emergency response and recovery. 3. People affected by disasters are helpless victims and passive recipients of external aid. Disaster Management is the sole responsibility of the disaster response agency and specialists, such the scientist, economist, social worker, government and NGOs.
CBDM Approach 1. Disasters can be prevented. We can prepare to avoid and reduce damage and loss. 2. Stress is on disaster management activities before the disaster on prevention, mitigation & preparedness. People affected by disasters are active actors in rebuilding their life and livelihood. Peoples existing capacities are used and strengthened. Recognition of the importance of community participation. Disaster management is everybodys responsibility. Stress on building capacity at the national, local and community levels for an integrated and responsive disaster management system. Assistance covers material, social and motivational aspects to reduced vulnerability. Focus on individual, family and community preparedness. Linked to community development. 7. The community participates in decision making to prioritize needs and risk reduction solutions. 8. The aim is to reduce peoples vulnerabilities and increase capacities to better prepare and cope with disasters. The goal is building a safe, disaster resilient and developed community and society.
5. Focus on physical and material aid and technical solutions. 6. Focus on individual households. 7. Donors (outsiders) decide on what the families and community need. 8. The aim of disaster management is to reduce immediate suffering and meet emergency needs. The goal is to bring things back to normal.
The above matrix also presents the basic common attitude of community, especially in rural areas in Pakistan. The trainer can do a short discussion asking participants to give their opinion on which approach the community living in their area is applying, the traditional approach or CBDM. They should support their opinions with concrete examples and activities undertaken. After the discussion, the trainer should pause to allow participants to reflect and settle down; he should then look again at all the messages and information that has been shared in this session. World Vision Pakistan
To enable the participants to understand even better the module, the trainer can close the session with the following activity. ACTIVITY TWO Trainer will divide the participants into the same 3 groups as in activity 1 and ask them to reflect on the Earthquake of 2005. Taking the components of Disaster Management cycle and the CBDM Approach, the groups should discuss among themselves on what do they think they should have done or need to do at present in order to minimize the risk of any future disaster. The group can also list down any activities that they currently undertaking as examples for the presentation. The groups should appoint one member to do the presentation to the other participants.

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MODULE EIGHT VULNERABILITY AND CAPACITY MAPPING

Learner Objectives By the end of this session participants will be able to: 1. 2. Identify the different hazards and potential risks in their area and the vulnerabilities; Identify the capacities that are present in the community and how they can be used to reduce risks.
Time 3 hours Session Components A. B. C. What is a hazard, risk, and vulnerability? What is Community Capacity? Community Owned Vulnerabilities and Capacity Assessment (COVACA)
Required Materials Flipchart Markers or crayons for each participant Training Methodology Questions and Answers Mapping Brainstorming Group work Handouts

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SESSION PROCEEDINGS
A. INTRODUCTION TO WHAT IS HAZARD, RISK AND VULNERABILITY
The trainer should tell the participants that in order to save lives and take precautionary measures, we should be aware of what is going on in our surroundings at all times. To do this, the participants should be provided with an understanding about what is meant by the term hazard and what different risks it brings. The trainer should share with them the definition of the following terminologies by using examples. The trainer should also encourage questions for further clarity. At the end of this session, the participants are expected to acquire a brief knowledge of the following terminologies. Hazard Key Message: A hazard is defined as the potential occurrence, in a specific time period and geographic area, of a natural phenomenon that may adversely affect human life, property or activity to the extent of causing a disaster. In the beginning of this training, we have talked about many different disasters that are common in Pakistan. By now the participants should be aware of the potential hazard in your area. Risk Key Message: Risk refers to the expected or possible losses (lives lost, people injured, property damaged, and economic activities or livelihoods disrupted) from the impact of a hazard on specific period of time. Risk is defined differently by people or community in different situations. However, in this manual, we will only talk about the risk you may potentially get from the hazard that might happen in your area. Vulnerability Key Message: Vulnerability: Human vulnerability is the relative lack of capacity of a person or community to anticipate, cope with, resist, and recover from the impact of a hazard. Vulnerability has two components: exposure to hazards (e.g. drought, earthquake, etc.) and difficulty in coping with and recovering from them (due to lack of resources). For example, those who live in NWFP are vulnerable to earthquake because they are living in the earthquake prone zone; however, the level of vulnerabilities of people might differ from one district to another depending on the preparedness to the disaster, the resources that they have in their area to respond to such a World Vision Pakistan
disaster. The trainer should also inform the participants about the following type of vulnerabilities: Key Message: Structural or physical vulnerability is the extent to which a structure or service is likely to be damaged or disrupted by a hazard. A building is said to be vulnerable to earthquake tremors if its construction lacks elements which would resist the effects of such tremors. A formula for the 3 terms above could be presented as follow: Risk = Hazard x Vulnerability The Trainer should write the formula on the flip chart and invite participants to comment on it.
B.
WHAT IS COMMUNITY CAPACITY
Once the trainer is satisfied that the participants understand the above terminologies, they should tell the participants that they need a special knowledge which will help them take prior preparations in case of any hazard. This will also reduce risk to bigger losses. The trainer should tell them that this is commonly known as Vulnerability and Capacity Mapping. Key Message: What is community capacity? Capacities: Human capacities are the qualities and resources of an individual or community to anticipate, cope with, resist and recover from the impact of a hazard. Therefore, community capacity is the way (or ways) that community work together to be able to prevent their lives being completely disrupted by a hazard. The trainer should inform the participants that community capacities can be in different forms: Key Message: Community capacities can be in different forms. They could be natural resources that community have in their area such as: crops, farms, water source, etc. It could also be the skills present in the communities such as engineers, teachers, welders, masons, carpenters etc. It can also be capital such as cash funding, assets/capitals, heavy equipments, etc.

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C.
COMMUNITY OWNED VULNERABILITIES AND CAPACITIES ASSESSMENT (COVACA)
The COVACA is a series of exercises that your community will undertake to identify: What are the likely disasters/threats to affect your community; What strengths and weaknesses you have in dealing with those threats/disasters including traditional coping mechanisms); What you as a community can do to better prevent and prepare those events so that you do not suffer as much when they strike.
Community Owned Vulnerability and Capacity Assessment (COVACA) is the recognition that communities have a vast ability to manage their own vulnerability reduction at the grass roots level. The COVACA process has three mutually supportive goals: 1) To undertake a realistic assessment of vulnerabilities and capacities leading to better decision making; 2) To identify activities that communities can implement within their own resources to protect themselves from selected key threats; and 3) Through this process, to empower the community to take responsibility for their own protection and for implementing the identified activities. The COVACA approach is three-pronged: 1) Only existing community knowledge is utilized throughout the process, including in the analysis of information and identification of potential mitigation activities: there is no external input; 2) The Assessment is undertaken solely by the community, facilitated by community members, not driven, managed and applied by an external agency; 3) The aim of the process is for the community to identify activities that it can do within its own resources to better protect itself: the information is not constructed for the benefit of external agencies, although it may still be useful for this purpose. Summary of COVACA cycle in community 1. 2. 3. 4. First year: Support from village leaders is sought. 2 Facilitators (one male, one female) are chosen at the village level, preferably via open and competitive selection. Village Facilitators are trained in undertaking the COVACA and facilitating the required cultural shift. Facilitators discuss the importance and objectives of COVACA process with the village and seek nominations from interested participants. Every year: World Vision Pakistan
5. Facilitators undertake COVACA with selected participants. Assistance sought from other Village Facilitators as necessary. 6. Village Facilitators meet and share findings from the COVACA process. 7. Facilitators inform villages of findings of COVACA, discussions with other Facilitators, sharing of lessons learned, and the information gained through/outcomes of other Village COVACAs. 8. Facilitators coordinate and monitor implementation of identified activities. 9. Villages report on the progress achieved against their identified activities 12 months later during the next COVACA process. Key Message: The strength of a COVACA lies in the consultation process from which the information is derived. The need for thorough consultation is required in recognition of the fact that not all communities are necessarily uniform and neutral, but can involve great inequality and exploitation. The diversity of a consultation group is even more important in COVACA approach because it relies solely on the contributions of individual knowledge, experience and perceptions from the participants. Ideally, a consultation group of approximately 40 participants should be engaged in the COVACA process. Given that the appropriateness of the COVACA is dependant upon the selection of a suitable consultation group, the COVACA Instruction Manual provides significant detail on how the consultation group should be selected. The aim is to select a group that adequately represents the range of people that exist in the community, including: Illiterate people Community leaders Community elders Teachers and health workers where available within the community People from varying age groups, particularly youth Women, particularly from women headed households (ideally women should constitute 50% of participants) Vulnerable groups: children, disabled and the elderly People representative of different livelihoods (i.e. pastoralists, agriculturalists) Minority groups People from different geographic locations in the community.
The following is a step by step guide to enable communities to complete the COVACA exercise. The facilitator should guide the participants through each step carefully so that they can be familiar with the COVACA activities. 1. Basic Information
This component of the COVACA process asks you to fill out some basic information on your village. If you do not have access to all the information, you can leave some of the segments blank. Furthermore, it is acceptable to provide approximate numbers: you do not need to be World Vision Pakistan
precise if you do not have access to exact numbers. The following information is requested under this component: 2. name of village village location number of households total population number of adult males number of adult females number of widows/ Female Headed Households number of young children (and a definition of what is a young child) number of elderly males (and definition of what is elderly) number of elderly females number of disabled persons (and a definition of what is a disability) number of orphans (and a definition of who is an orphan). Hazard Identification
The following 6 activities will help the community choose what they perceive as the 4 most important threats to them. 2.1 Disaster Timeline
This activity aims to remind participants of the disasters they have experienced in previous years. The disaster timeline will also demonstrate the repetitiveness of some disasters, and hopefully the increased frequency of disasters. The final aim is to collect information that can be displayed as below. Type of Disaster Earthquake 2.2 Food Calendar Occurred in the last 10 years (Y/N) / (Regular/Not Regular) Y/Not regular Occurred more than 10 years ago Y
The food calendar maps the production and consumption of food over a 12-month period, including native foods. It makes it easy for the community to identify the months where food is in short supply, but also helps them plan better by identifying which foods are available during the difficult periods, and better plan storage and rationing by identifying which foods and what amount of foods are available immediately prior to periods of food shortage.
Type Food of Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
2.3
Important Changes
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This activity aims to identify important changes that have occurred in your village over time, that affect the way you live, but that are not normally identified as disasters, often because the changes occur slowly. Many of these changes are environmental. Examples include: Decrease in soil fertility (Gardens not producing like they used to); Less wild animals to kill to eat/less fish to catch than before; Less wild foods available; Higher population creating pressure on limited land resources; More malaria cases; Greater erosion; Less trees used for firewood/building; Increase in number of orphans. 2.4 Seasonal Calendar
The Seasonal Calendar helps the community identify important aspects of seasonality that affect their lives. The community chooses the indicators they want to demonstrate seasonality against, but the Facilitator should provide some examples to the community. Ultimately, the information will be presented in the following format.
Indicators Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
2.5
Important Health Issues
This activity assists the community to identify the health issues most important to them. The focus is on diseases and health problems, and not on systemic issues such as poor infrastructure, lack of education etc. Although health issues may arise in the disaster timeline, the important changes and the seasonal calendar: this activity reinforces the importance of key health issues, and may identify health issues that havent been raised in the previous activities. By prioritizing health issues, it also makes the process of choosing key threats easier. Information can be presented in the following format Rank Problem
2.6
Selection of Key Threats
In this section, based on all the information given above, the participants should be able to identify what are the threats facing the community. From there, the participants need to select the key threats that are most likely to endanger the community and those that will have the greatest impact. World Vision Pakistan
Hazards that are likely to be of importance to the target communities include all the hazards that have been identified in the earlier session of the training: earthquake, flood, landslides, lightning, fires, etc. For the selection of the key threats, it is advised that the community limits to only 4 key threats to give more focus on further actions to take. 3. Vulnerabilities, Capacities and Coping Mechanisms
The aim of this series of activities is to identify vulnerabilities, capacities and coping mechanisms for the 4 identified key threats. The activities will be undertaken by the following groups: a. b. c. d. e. Impacts/Vulnerabilities Coping mechanisms/Capacities Causes Resources/Capacity/community linkages identification Early Warning Signs
a. Impacts/Vulnerabilities The participants should be able to identify impacts/vulnerabilities to the specified key threats. In order to undertake later activities in both groups, it is important for the community to have a clear understanding of how the threats have an impact on their lives: how they are vulnerable to each particular threat. Information can be presented in the following format Threat Impacts (on infrastructure, people, animals, livelihoods, food security etc). How are people affected?
b. Coping Mechanisms/Capacities This exercise identifies peoples traditional coping mechanisms and seeks to identify ways to improve those coping mechanisms. The information may be presented as follows: Threat Who most affected and how? How have people coped? How will they cope? How could things be done differently? What can be done to prepare?
c. Causes World Vision Pakistan

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The participants should be able to identify the causes of the identified key threats; identify why a threat has an impact on a community.
Threat
Causes (this does not mean how the threat starts, but what are the reasons it is a threat to them)
d. Capacities/resources The participants should be able to identify community resources/capacities. Resources are explained as things that members of the community have, or that members of the community can access to, that they can use to help themselves. Capacities Accessible (In or outside community, how far?)
e. Early Warning Signs This exercise should encourage community members to articulate their early warning signs, their responses to those signs, and identify ways to strengthen either the sign or their responses to those signs. The information can be presented as follows: Threat Description of Sign. How do you know a threat is coming? How much notice does Sign give? Action taken in response to Sign Can you strengthen Sign or response to Sign?
4.
Community Activities
Community activities will be the last part of the COVACA exercise. This is for the community to bring together all the information that they have gathered during previous activities to identify actions that they can do with their own resources to better protect mitigate and respond to disasters. These activities include the Vulnerability and Capacity mapping, Early Warning System Development and Community Disaster Preparedness Plans (CDPP). EWS and CDPP will be discussed in the next modules. a. Vulnerabilities and Capacities Mapping The vulnerabilities and Capacities Mapping is a graphical representation of the vulnerabilities and capacities that have been identified in the community (through Vulnerabilities and Capacities 89 World Vision Pakistan
Assessment), using symbols superimposed on a local map. The Map is easily recognizable and can be understood by all regardless of age and the level of education. The Map should be located in the community and being used for all community development planning, design and activities.
b. Identifying activities The groups draw together all the ideas they have already identified and determine what activities they can do using their own resources to be better protect themselves. The information can be presented as follows: Key Threats Potential Solutions/ Mitigation Strategies Community activities
c. How to Implement Activities Community members need to prioritize activities, specify how they will be implemented, who will implement them and when they will be implemented. The information may be presented as follows: Community activities How implemented? By who? When?
At the end of the training session, the facilitators can ask the participants to divide into 2 big groups and do the exercise, following all the steps mentioned above.

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MODULE NINE EARLY WARNING SYSTEM

Learner Objectives By the end of this session participants will be able to: 1. 2. Time 60 minutes Session Components A. B. Introduction to Early Warning System (EWS) (20 minutes) Identify Early Warning System (EWS) and its usage (40 minutes) Articulate what is an Early Warning System (EWS) Demonstrate how to identify and use Early Warning System (EWS)
Required Materials Flipchart Markers Training Methodology Questions and Answers Brain storming Group work Practical Work

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SESSION PROCEEDINGS
A. INTRODUCTION TO EARLY WARNING SYSTEMS
At the end of this session, the participants are expected to acquire a brief knowledge of the following terminologies. The following key message will shed light on Early Warning Systems: Key Message: Early Warning Systems (EWS) are operational structures and tools formed by people and or institutions aiming to give immediate reaction in case of natural or manmade events which might potentially could become disasters. An Early Warning System comprises of 4 different steps: 1 2 3 4 Signs Analysis Interpretation Dissemination
The trainer should share the following message as it will focus upon the types of Early Warning Systems: Key Messages: There are 2 different EWS: Indigenous: any original EWS in the community that inherited through years and usually based on the culture, habits, etc. Scientific: EWS that is develop using scientific measures. In indigenous EWS, the 4 steps of EWS mentioned above should be coming directly from the community itself without using scientific references. This is usually passed on within the community through a long period of time and observes the natural habits and attitudes that usually come out during disasters. Meanwhile, scientific EWS usually has all the scientific calculations, analysis, interpretation and use of specialized equipment or machinery as well as technological innovations when giving the early warning. Scientific EWS are not inherited through the community and theres usually much research done before creating a scientific EWS. One example of scientific EWS is the use of seismograph for an earthquake. The trainer should inform the participants that the term Early Warning gives us the prior information about a potential hazard and by creating a system it can: Alert people with enough anticipation so that the community will be able to take all the precautions necessary to face a disaster.

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B.
AWARENESS MESSAGES
ACTIVITY ONE Once the trainer has explained the key messages above, the trainer will invite the participants to individually think about at least one indigenous EWS in their area when it related to any specific disaster. After a few minutes, the trainer should ask the participants to consult each other and then ask them to write down their thoughts on white paper provided. Examples could be:

unusual unrest of cattle, for the sign of possible earthquake/landslides unusual dog barking, for the sign of possible storm Extreme coldness, for the sign of possible snow storm
The trainer remind the participants that in Pakistan, unusual unrest of cattle means arrival of storm or heavy rain, unusual dog barking means some danger is around and extreme coldness reflects that extreme cold weather is about to begin. In order to bring more clarity, the trainer can share with the participants the following format with examples from Ethiopia: Indicators Murmuring and unusual unrest among animals and birds Extreme Coldness Unusual Winds Blowing Indicates what? Beginning of storm Coming of dry season Beginning of Rainfall When does it For how long? happen? 5-10 minutes before storm End November July-August 7-10 Days 15 Days Accuracy 75%
75 80% 80-85%
ACTIVITY TWO Once the trainer is satisfied enough with the understanding level of the participants, the trainer should divide them into four groups and hand them over the following format to work on with 20 minutes time. Ask them to create list based upon local information: After 20 minutes a group representative will present to the whole group. Ask the participants to take these messages learnt home and discuss with other community children and family members. The trainer may want to display such information where it can be viewed by others also on regular basis.

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Indicators
Indicates what?
When does it happen?
For how long?
Accuracy
ACTIVITY THREE After going through the above exercise, the trainer should pause for one minute to allow participants to settle down. As last step of the session, the trainer should share with the participants a scene with pictures on the following:

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Once the trainer has shared the picture, they should ask the following question: 1. When you hear or see some warnings about the potential disaster, what should you do? participants should answer following the 4 steps of the EWS (signs, analysis, interpretation, dissemination). The trainer may wish to ask the participants to imitate any possible indigenous EWS following all 4 steps in a small role play. e.g. children may imitate animals or dog barking, then other children assume that storm coming, and run away to parents to inform them and parents go to the mosque to give warning).

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MODULE TEN COMMUNITY DISASTER PREPAREDNESS PLAN

Learner Objectives By the end of this session participants will be able to: 1) 2) Time 1 hour Session Components A. Community Disaster Preparedness Plan, introduction and format for development (60 minutes) Understand the components needed for a Community Disaster Preparedness Plan (CDPP) Develop a Community Disaster Preparedness Plan (CDPP)
Required Materials Flipchart Markers for each participant Masking Tape Training Methodology Questions and Answers Group work Practical Work

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SESSION PROCEEDINGS
A. INTRODUCTION TO COMMUNITY DISASTER PREPAREDNESS PLANS At the end of this session, the participants are expected to acquire a brief knowledge of the following terminologies related to the concept of Community Disaster Preparedness Plans. The following key message will give brief explanation on Community Disaster Preparedness Plan: Key Message Planning for prevention of Disasters through community is called Community Disaster Preparedness Plan. The process includes gathering information on: How a disaster affects the area? How its impact can be reduced? How do we plan it?
Gathering of this information will involve actions at all levels of society. The trainer will explain to the participants that there is a need to have Disaster Management
Committee (DMC) in every village in which there will be equal participation of men and women. One of the responsibilities of the DMC is to develop the Community Disaster Preparedness Plan (CDPP) together with the community members. The CDPP will include the information coming from the results of the COVACA exercise regarding the potential hazards and disasters, the scenarios, response plan, and mitigation plan. The format of the Community Disaster Preparedness Plan with the key information should be presented as follows:
1. 2. Executive Summary (1 page) Introduction: (1 page) 3. Back ground to region / province / community. i.e. recent and distant history, human development indicators, seasons, challenges. Current situation. What has happened in the last couple of months? i.e. heavy rains, drought, elections coming up, etc.
Community Information (3 pages)
Size of community; Number of people; Land type; District Plans and Maps; Economic, political and social indicators; What are the traditional coping mechanisms? WV projects; Other NGOs, Government, agencies etc in area. Explain the relationships between the various stakeholders. 97 World Vision Pakistan
4.
Management structure of the area and the local authority. Outline the Community Committee Structure.
Vulnerabilities and Capacities (2 pages) What emergencies have occurred over the past 30 years? When and Why? Use a timeline to track trends. Analyze this information. What possible emergencies could occur that would warrant a relief Response? Natural Man-made How many people would be effected and how? What capacities are in the community to respond? Human resources Material resources Financial resources How will the community and other stakeholders respond? How will the community work with other agencies and/or the Government authorities to receive assistance? What issues arising from the vulnerability and capacity assessment should be integrated into the on-going development work, including Disaster Mitigation. What traditional and scientific early warning mechanisms are in place? How can these be improved? What can communities learn from these and how they can adopt them? What additional skills does the community need to carry out for an effective response? What are the food economy baselines?
5.
Scenarios (1 page) Develop the most likely case scenario for the district / community over the next 6 12 months. This must be based on reality.
6.
Relief response plan (based on most likely case scenario). (1 page) Describe how the most likely case scenario would impact on the community. For the worse case scenario, describe in 1 paragraph how the situation would change and how the community plans to respond. Funding for preparedness and response.
7.
Rehabilitation / Transition Plan / Exit Strategy (1 page) How will you plan the longer term rehabilitation? How will you fund and manage transitions? What is the impact of disaster on the environment.
8.
Communications Plan (1/2 page)
Will you want local journalists to tell the story? World Vision Pakistan
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9.
What is the audience? Who do the communities want to know about the event? How will you host and manage them?
Response Operations and Management Structure. (1 page) Development of a Disaster management committee who will provide ongoing coordination. How will the DMC relates to other stakeholders especially the government structure? Produce a simple Community Response Organogram. What protection and rights issues need to be in the plan? (Children, Vulnerable, Refugees)
10.
Detailed Implementation Plan Only do this if the emergency response is likely to begin within one month.
11.
Develop a community human resource / organization plan. (1 page) This should include names of community people who are designated certain functions. E.g. Relief Committee / Response Coordinator, Social Committee, Communications, Health Committee, Emergency Wardens, Food Coordinators, Debrief, counseling and Conflict Management, Logistics Wardens, Faith issues.
12.
Supply Chain & Logistics (1/2 page) Transportation options to the community Local Suppliers Options for warehousing consider size and locations
13.
Mitigation Plan Outline. (1 page) What specific action will be taken in the next 12 months to mitigate the threats identified in the SWOT Analysis and the Vulnerability Assessment? What training is required over the next 12 months to help the community better mitigate its vulnerabilities? How will this be integrated with the development plan?
At the end of the session, the participants will be asked to divide into 2 groups and each will work to develop a CDPP based on the above format above.
When the groups have finished they should present the key issues from the CDPP they produced, allow 15 minutes for each presentation. Finally the trainer should allow time to discuss the presented CDPP with the participants, taking particular attention in ensuring that participants will follow-up when they go back to their respective communities.

2008 Trainer's Manual For Community Training On ERDM Pakistan

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Emergency Response and Disaster Mitigation

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OUTLINE OF MANUAL AND METHODOLOGY

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INTRODUCTORY SESSION WHO WE ARE AND WHY HAVE WE GATHERED HERE?

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MODULE ONE EARTHQUAKE

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MODULE TWO FLOODS

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Response (During and After a Flood)

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ACTIVITY FIVE World Vision Pakistan

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MODULE THREE LANDSLIDES

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Learn the road sign for potential landslide areas.

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MODULE FOUR LIGHTNING

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MODULE FIVE FIRE

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MODULE SIX DOMESTIC HAZARDS

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