DISASTER MANAGEMENT www.reavan.com UNIT THREE: AWARENESS OF RISK REDUCTION As per the Syllabus According to our Omnibus Trigger mechanism Constitution of trigger mechanism Risk reduction by education Disaster information network Risk reduction by public awareness Trigger Mechanism Risk Reduction by Education Risk Reduction by Public Awareness Disaster Information Networks TRIGGER MECHANISM Introduction * Need * Activities/Components * Constitution of Trigger Mechanism 1. INTRODUCTION Trigger Mechanism is a quick response mechanism, which would spontaneously set the vehicle of management into motion on the road to disaster mitigation process. The trigger mechanism has been envisaged as a preparedness plan whereby the receipt of a signal of an impending disaster would simultaneously energise and activate the mechanism for response and mitigation without loss of crucial time. The Trigger Mechanism is in essence, the Standard Operating Procedure (SOP) in disaster management in which the implementation of efforts on ground is well laid down. 2. NEED As and when a disaster takes place, be it natural or man-made, the managers struggle to mitigate its effects on human lives and material losses. The immediate response in all disasters has more or less the same parameters. These are to provide rescue and relief and save the precious human life. Thus, the emergency response of the disaster managers is a factor independent of the types of intensity of the disasters. This is the need for trigger mechanism.
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DISASTER MANAGEMENT www.reavan.com
UNIT THREE: AWARENESS OF RISK REDUCTION
As per the Syllabus According to our Omnibus
Trigger mechanism
Constitution of trigger mechanism
Risk reduction by education
Disaster information network
Risk reduction by public awareness
Trigger Mechanism
Risk Reduction by Education
Risk Reduction by Public Awareness
Disaster Information Networks
TRIGGER MECHANISM
Introduction * Need * Activities/Components * Constitution of Trigger Mechanism
1. INTRODUCTION
Trigger Mechanism is a quick response mechanism, which would spontaneously set the vehicle
of management into motion on the road to disaster mitigation process.
The trigger mechanism has been envisaged as a preparedness plan whereby the receipt of a
signal of an impending disaster would simultaneously energise and activate the mechanism for
response and mitigation without loss of crucial time.
The Trigger Mechanism is in essence, the Standard Operating Procedure (SOP) in disaster
management in which the implementation of efforts on ground is well laid down.
2. NEED
As and when a disaster takes place, be it natural or man-made, the managers struggle to mitigate
its effects on human lives and material losses. The immediate response in all disasters has more
or less the same parameters. These are to provide rescue and relief and save the precious human
life. Thus, the emergency response of the disaster managers is a factor independent of the types
of intensity of the disasters. This is the need for trigger mechanism.
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3. ACTIVITIES/COMPONENTS OF TRIGGER MECHANISM
The Trigger Mechanism requires the disaster managers to:
1. Identify disasters and their probability of occurrence
Identification of hazards and vulnerability of areas/people to the hazards
Preparation of District Profile or Area Profile which includes hazards,
vulnerability and records of previous disasters
Developmental Process and Notable changes in the area
2. Evolve an effective signal / warning mechanism
Use of traditional/mordern methods of communication to alert the people
Can be availed from agencies like IMD,CWC,AIR,DD etc
3. Identify activities
Co-ordination, Command and Control
Rapid Assessment of Damage
Restoration of Power, Communication and Surface Transport
Deployment of Search/ Rescue Teams and Medical Teams
Arranging water and food
Setting up Temporary Shelters
Maintenance of Sanitation and Hygiene
Identification and Earmarking of Resources
Maintenance of Law and Order
4. Identify sub-activities under each activity
Each activity will generally involve three to six sub activities
All sub activities need to be listed under respective main activity
Eg. Medical Assistance is main activity. Sub Activity – arrangement of doctors,
arrangement of medicines, travel of doctors, needs of doctors, inventory and supply of
medicines etc.
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5. Define level of response
Lower impacts of disaster, lower the level of response. More impacts of disaster, more
the level of response. The Levels are named
L0 – normal situation or no disaster
L1 – disaster can be managed at district level
L2 – disaster can be managed at state level
L3 – disaster can be managed at national/international level
6. Specify authorities for each level of activity and sub-activity.
Every activity is assigned to specific authority. Since many authorities/departments will
be involved, all details of authorities should be specified and each authority allotted a
unique ID. Like activities and sub activities, authorities should be mapped with sub
authorities
7. Determine the response time for each activity
In emergency time is always the essence
For each activity/sub activity quick response time not more than 20 minutes should be
fixed
Every authority should be aware of the response time and act accordingly
8. Work out individual plans of each specified authority to achieve as per the QRT
Plan for each activity and its sub activities so that the activity is done within the response
time
List the various resources required for accomplishment
Clearly establish the authorities and provide him required powers to arrange for resources
The identification and earmarking of resources should be based on availability and
functionality
9. Have Quick Response Teams for each specified authority
A Special Team (Quick Response Time) having complete knowledge and skills can be
allotted for each authority
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The team should have training and preparedness drills. They should always be in
communication with each other and the specified authority
10. Have alternative plans and contingency measures
Sometimes plans may get struck due to Octopus Effect or poor planning or absence of
authority etc. and trigger mechanism may get stopped
To avoid this, alternative plans and contingency measures should also be thought in
advance. Plan B is essential for any plan
11. Provide appropriate administrative & financial delegations
Necessary to ensure administrative, financial and legislative provisions
Delegations should be well defined and clearly laid down so that everyone is aware of
their own delegations and common delegations
12. Undergo preparedness drills
The Quick Response Team should undergo preparedness drills and carry out mock
exercises.
The teams should update their methodology after the drills and exercises.
Even the authorities can undertake this preparedness drills.
4. CONSTITUTION OF TRIGGER MECHANISM
The term constitution of trigger mechanism refers to the process of constituting (establishing,
appointing; and formation) of trigger mechanism for a particular disaster. The general flowchart
for trigger mechanism can be given as follows
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Any trigger mechanism, involves a network of people, operating as given by the following flow
diagram
There constitution of trigger mechanism may vary
1. When early warning signals are available
2. When early warning signals are not available
Where Early Warning signals are available
At the National Level, nodal agencies have been designated for generating/forecasting of events
of natural disasters. The onset of disaster shall be indicated through forecasting by the Nodal
Agencies with respect to their hazards, as per laid down protocol. In such a case, the first and
foremost task shall be informing the community likely to be affected by the disaster through a
warning system and undertake evacuation When such early warning signals are available, the
constitution of trigger mechanism can be explained as per the following flowchart.
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Where Warning Signals are not Available
In disaster situations where no early warning signals are available, the primary objective of the
trigger mechanism shall be to mount immediate rescue and relief operations and set the process
in as quickly as possible. The following procedure outlined by the flowchart shall be followed in
such situations:
RISK REDUCTION BY EDUCATION
Introduction * Formal Education * Informal Education* Examples * People Involved * Model Curriculum
1. INTRODUCTION
Education is an important aspect of the development process and it has a direct bearing on the
knowledge and attitude a country possesses on disaster management, environmental issues,
energy conservation etc.
The disaster risks can be reduced through a proper scheme of education – formal and informal. A
formal education means what you learned in school or college through organized programmes.
Informal education means what you learned by studying on your own initiative or through non
organized programmes.
The DRR by Education programmes are very important because they
(1) augment capacity building of a nation/state/region in DRR
(2) induce community based disaster management programmes
(3) help in establishing disaster preparedness and mitigation
(4) enable easy reach of Government initiatives in DRR
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2. FORMAL EDUCATION
Formal curriculum integration of disaster risk reduction may be introduced in the following
means
Certificate Courses refers to conducting special certificate courses on Disaster Management by
organisations like NDMA or NDMI for a short period of time and making it compulsory for high
level managers and engineers. This is intended in the case of higher education and not for
schools and undergraduate colleges.
Curriculum Integration refers to an approach that makes use of specially developed units
concentrating on disaster risk reduction and fitting them into several specific course curriculums,
for a specific duration. For example, when a ECE student studies Satellite Communication, a unit
or a portion of a unit may be related to the disaster risks associated with the concept of satellite
communication. Similarly when the student is pursuing a course on Fiber Communication, the
applications of fiber communication specifically with disaster risk reduction may be made a part
of the syllabus.
Curriculum Infusion is a more comprehensive approach that distributes disaster risk reduction
as one course/subject of the curriculum, using lessons, readings, activities and problems,
enriching the existing curriculum rather than displacing it.
Stand-alone courses refer to specialized course curricula focused on disaster risk reduction. In
some countries where curriculum permits, these courses may supplement the existing curriculum
at specific grade levels, like in India where it is introduced as elective courses.
Extra-curricular integration is a compromise where needed disaster management content is
slipped in to the school day in form of extracurricular activities for which credit is assigned and
awarded. For example, in a private university in India each student has to spend 20 hours a
semester in disaster management related studies and submit an assignment for which credit of 2
points is awarded.
3. INFORMAL EDUCATION
Informal education can take many forms, offering fun and engaging many ways to introduce
important knowledge, skills and competencies for people of all ages. Some of the means are
Distribution of written materials, Use of Posters and Signs, Email campaigns
Creative educational materials like toys, games, documentary, short films, storybooks,
comics, puzzles, and computer games etc
Cultural and performing arts like song, poetry, dance, puppetry, magic, street theatre etc
School/College Club Activities.
Projects/Assignments related to disaster management for students/ society members/
employees
Inter school or Open Competitions and Awards related to disaster management
Community fairs and “open house” Exhibitions related to disaster risk reduction
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4. EXAMPLES
There are many examples for DRR through education in informal and formal means of
education. Some examples in India are highlighted herewith.
Disaster Management – Indian CBSE Experience
The Government of India in its Tenth Five Year Plan emphasized the need for integrating
disaster management in the existing education system in India. As one of the important
initiatives, the inclusion of disaster management in the curriculum of schools has been
recommended to the Boards. In a first ever attempt by any educational institution in the country,
the Central Board of Secondary Education (CBSE) has integrated a short course on Disaster
Management in the school curriculum from the year 2003-04 onwards.
The Board has introduced the subject on Disaster Management as a frontline curriculum in
Social Science for classes VIII in the year 2003, for class IX in 2004 and for class X in 2005.
The Board has developed the curriculum, course content and the pedagogy with support from
Ministry of Home Affairs, Govt. of India and United Nations Development Programme(UNDP).
From this year 2009-10 onwards, it has been made practical-based and chapters on disaster have
been incorporated in other parts of the subject. Moreover, schools have also been instructed to
introduce project work and assignment. The internal assessment for the same will be sent to the
board at the time of annual examinations in class X.
The curriculum on Disaster Management contains the following topics:
● The nature and types of hazards
● Natural and man-made disasters and need for their management
● Efforts made in various regions for disaster preparedness and mitigation
● Role of community and schools in Disaster Management.
● Partnership with various Government and Non-Government agencies.
● Use of modern and scientific technologies to combat disasters and
● Survival skills
Disaster Management – Anna University of Technology Coimbatore
The Anna University of Technology, Coimbatore has introduced a course on disaster
management as a part of curriculum for engineering and technology students studying in its
nearly 200 constituent colleges.
The course has been made a mandatory course for EEE and ECE students at their penultimate
and final semesters respectively. It has also been introduced as an elective course for other
branches like CSE, IT, Bio Medical Engineering, Chemical Engineering and Textile Technology.
The course contents include all major topics like fundamentals of disaster management,
technologies in disaster management, disaster development linkage, trigger mechanism, DRR
initiatives through awareness, community participation, earthquake and tsunami hazards etc.
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5. PEOPLE INVOLVED
For the success of the disaster risk reduction through education, there should be active
involvement among five sections of the society
1. The Government , at all levels, Central/State and District Level
2. The News and Information Media, at all levels, both the print and audio/visual media
3. Administrators and Teachers
4. NGOs and Community Based Organisations
5. People, Students in particular
If the involvement of all sections of the society is available for this project, then disaster risk
reduction through education will become a big success.
6. MODEL CURRICULUM
A model curriculum for Disaster Management should involve the following whether it is
curriculum infusion or integration or stand alone/certified course. The subject should be taught
with more of a practical outlook than theoretical basis.
1. Introduction to Disasters
2. Types of Natural and Artificial Disasters and counter measures
3. Disaster Management
4. Initiatives for Disaster Management at Various Levels
5. Technology in Disaster Management
6. Disaster Risk Reduction through Education and Awareness
7. Community Participation in Disaster Risk Reduction
8. Disaster Preparedness Activities in the particular region
9. Emergency Response in the particular region
10. Financial and Legal Measures to support Disaster Risk Reduction