2008 trainer’s manual for community training on erdm pakistan

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World Vision Pakistan

Emergency Response andDisaster Mitigation

Trainers Manual for CommunityTraining Sessions

Copyright 2008 World Vision Pakistan. All rights reserved.This document may not be reproduced, in whole or in part, without the expresspermission of World Vision.

World Vision PakistanTrainers Manual for Community Training on ERDMCopyright 2008 World Vision Pakistan. All rights reserved.

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ACKNOWLEDGEMENTS

This manual was developed by World Vision Pakistan (WVP) through a World VisionAustralia funded project: Enhancing Children's Participation in ERDM implemented inSiran Valley, North West Frontier Province (NWFP). This manual will be used to raiseawareness on ERDM throughout WVPs programmes in Pakistan.

This module was developed by the WVP Training Unit, which is part of a TechnicalSupport Unit. Many thanks to Bilal Sakhi (ERDM Training Coordinator) who preparedthe first draft of this document under the supervision of Abdul Rab (Technical Manager-Training and Development Unit). A special thanks to Mia Marina (HumanitarianEmergency Affairs, HEA Advisor) who brought her extensive World Vision International

experience and expertise to this module. The team members of the Area IntegratedProgrammes in Kaghan, Siran and Oghi also gave valuable assistance in developing thismodule by testing and giving valuable feedback for finalizing this module. We wouldfinally like to thank Abbas Shah who drew all the illustrations in this booklet and hasinsured 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 Foundation-

Mansehra.

Training and Development UnitTechnical Support UnitWorld Vision PakistanMansehraNovember, 2007


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Who we areWorld Vision is a Christian relief, development and advocacy organization dedicated toworking 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 innearly 100 countries.

How we assist

World Vision partners with local people, organizations, and international donors, andseeks to enable children to realize their God-given potential.

Our relief and development activities are community-based and child-focused, and helpmeet the immediate and long-term needs of families and communities, and transformtheir lives.

We work alongside communities, families, and individuals, to combat suffering andinjustice, and provide opportunities and hope for children and their families.

World Vision PakistanSince 1992, World Vision has primarily focused on relief interventions throughoutPakistan. A programming support component was added to World Vision Pakistan in2003, when World Vision began working with a number of local NGO partners invarious provinces throughout Pakistan, including NWFP.

After the devastating October 2005 earthquake, WVP assisted communities byarranging airdrops and donkeys to move relief supplies. Our emergency and reliefintervention reached 45,186 earthquake-affected households. 284,821 beneficiariesreceived non-food items (winterized tents, blankets, tarpaulins, stoves, water containersand 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 benefitedfrom food-for-work and food-for-training projects on debris clearance, roadrehabilitation, and construction of walking tracks and animal shelters.

World Vision Pakistan has a three-year strategy through to 2008, aimed atrestoring and improving the lives of children and their families in earthquake-affectedcommunities.


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We work in rural areas in Kaghan Valley, Siran Valley, and Oghi, where our integratedprogrammes focus on activities related to children, livelihoods, and humanitarianemergency assistance.

ChildrenWVP programmes ensure education for all children, since too many of them are lackingaccess to quality schooling because of poverty, or lack of school infrastructure. Wesupport 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-affectedareas to help students and teachers to go through a second winter;

Encouragement of boys and girls school attendance through teachers trainingand involvement of Parent Teachers Associations;

Construction and provision of temporary and permanent school structures sothat 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 andhygiene, first aid, or sport equipment kits;

School enrolment either remained stable or increased due to trainings andawareness sessions conducted with hundreds of community leaders and 18parent-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 Valleywhich promoted child rights, education issues, and offered psycho-socialsupport through artistic activities (painting, role play).

LivelihoodsWVP invests in a sustainable future for families, through activities that target foodsecurity, agriculture, and economic development. From agricultural package distributionto targeted training in farming and animal husbandry, our projects enhance the ability ofearthquake-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 WVPsachievements 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, andover 5,000 animals were vaccinated or de-wormed;


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Over 600 women received training on health and nutrition, kitchen gardening,and gender issues;

Approximately 100 women received vocational skills training that will allow forincome generating/saving activities.

Humanitarian Emergency AssistanceWVP has developed programmes that equip children and their communities with theskills and coping mechanisms that are crucial to safe lives during disasters. WVPsinterventions focus on disaster mitigation, emergency response, and humanitarianprotection. Some of WVPs achievements of 2007 include:

Over 50 communities were assisted to organize local disaster committees, andcreate their own disaster preparedness plans;

Members of more than 50 communities were involved in trainings on safetybuilding techniques, and construction of seismic resistant structures;

Children and adults from over 50 communities took part in hazard mapping andcommunity mapping exercises;

6,000 leaflets and 2,000 booklets published and distributed to support the safeand dignified return of earthquake-affected people from camps to their places oforigin or relocation.

This training manual is a part of contributory efforts in delivering capacity buildingprogrammes with the focus of preparing the community with knowledge and skill torespond to pre disaster, during disaster and post disaster situations.

Social Mobilization

As communities recover from recent disasters, such as the 2005 earthquake in theNorthern areas of Pakistan or the 2007 flood in Baluchistan, it is essential that reliefagencies work in partnership with communities in order to have a long lasting impact. Itis with this in mind that WVP seeks the partnership of local communities to bridge thegap between relief and development. This manual will assist local initiatives in raisingawareness on how to be prepared for eventual disasters and how to effectively reactwhen they do occur.


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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 inPakistan. It also provides information on how to respond to and prepare for such disasters infuture. Its purpose is to improve the knowledge, attitudes, and skills of participants so as toenable 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 concerningsafety from disasters;

- keep themselves informed on disastrous natural calamities such as earthquakes,landslides, floods and domestic hazards as well as understanding and identifying thefactors 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) andCommunity Disaster Preparedness Plan (CDPP).


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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

2. Information to assist participants on how to use tools for community based disaster riskreduction and management, this includes the following:

Community Based Disaster Management Early Warning System Vulnerability and Capacity Mapping Community Disaster Preparedness Plan

Methodology & Practical Work/Activities

Community members (adults) are the targeted participants of this training program. Taking thisinto account, the training programme has been designed to use methodology, practicalexercises/activities and different mediums that are appropriate for their learning. In this manualit is essential to ensure that knowledge is gained not only through information sharing, but alsothrough 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 ondifferent practical exercises/activities and role plays. Through this, the participants will analyzeproblems; thoroughly study the plan, search solutions to the problems and act according towhat they have learnt.

Different training methods will be applied to accomplish objectives of the training. Thesemethods 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 thekey messages are well received. The trainer will ensure that each session ends with a key


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message in the form of quizzes. This will allow participants to capture the key messages andremember them.


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INTRODUCTORY SESSION

WHO WE ARE AND WHY HAVE WE GATHERED HERE?

Purpose

At the end of this session, the participants will:

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.

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

MarkersScotch Tape

Training Methodology

DiscussionQuestions and AnswersGroup Activity.

Opening of Session and introduction

The trainer will invite a volunteer to inaugurate the training with recitation from the HolyQuran.

In order to get participation from everyone at the beginning of the training session, the trainershould use the small ball (or similar small item) and throw it into the air, catch it and introduceher/himself. The trainer should then throw the same ball to a participant and invite her/him forintroduction in the same manner (the trainer should ensure that the participant will catch the


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ball/ object). Each participant who receives the ball should introduce themselves and then throwthe same ball to another participant in the group inviting her/him to introduce themselves. Inthis way, a round of introduction will be completed with everybodys active participation. Theaim of this introductory session is to encourage an environment where children are comfortableto speak freely.

Following this short introductory session, the trainer will encourage participants to respond tothe 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 thetrainer is unable to generate any response from the group, they should start by directly sharingthe objective of the workshop by writing it on the flip chart. As outlined earlier, the objective ofthe 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. Understand Earthquakes;2. Explain the impact of Earthquakes;3. Demonstrate understanding of preparedness and response for an Earthquake situation.

Time

45 minutes

Session Components

A. Introduction to Earthquakes (10 minutes)B. Awareness messages (15 minutes)C. Action messages (20 minutes)

Required Materials

Flipchart

Pictorials/PostersMarkers (permanent and broad)Equipment for the role play (e.g. pen and paper for observers)


Questions and AnswersDrillsRole PlayVisual 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. Usethe key messages and the provided pictorials as tools. Examples where possible should be usedfrom the area where you are training - i.e. referring to the Himalaya's or K2 when talking aboutplate movement creating mountains.

Key Message:

An Earthquake is natural phenomena of movement on the earth surface that can be caused bythe breaking and shifting of plates inside the earth.

The plates can move in four different ways:


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Trainer can mention that this is how the K2 Mountain was created through the collision of theEurasian and Indo Australian plates. This took millions of years.


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The epicenter inthe tragic

October 2005earthquake was in

Muzaffarabad, AJK


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Source: http://news.bbc.co.uk/2/hi/science/nature/4126809.stmB. AWARENESS MESSAGES

At this point, the trainer should involve all participants in order to ensure that the differences ofthe affect can be highlighted.

Key Message:

Earthquake can cause different effects on the lives of people; this depends on the intensity ofthe earthquake, which can be measured through a machine called Seismograph. A low intensityearthquake may cause only a mild shake on the floor or the ground under you however a highintensity earthquake may cause buildings to collapse, injuries, or may trigger other naturaldisasters such as landslides.

A simple seismograph recording themovement 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 toEarthquake because of its geographical situation.NWFP is located in between 2 plates that couldbreak or shift anytime. Earthquakes are occurringalmost everyday with different intensity in Pakistan.One of the biggest recent earthquake happened in

October 2005 which regrettably caused manydeaths, disabilities and widespread destruction.


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The Eurasian and Indian split Pakistan into two, making this country vulnerable toearthquakes.

Source: http://en.wikipedia.org/wiki/Image:Earthquake_Information_for_Pakistan.gif


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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 anearthquake 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 picturesrelevant 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 yourarea by listening to the radio and television and reading newspapers and any othersources.

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 theinformation is very important because it can help everyone to have better response oraction.

ACTIVITY ONE

This role play will help the participants to understand the importance of information andcommunicating this information to others.

Choose the following groups from the participants:

1. One participant to be an informant (TV or Radio)2. Five participants to be Family A (The parents and 2 children and 1 elderly grandfather)3. Four participants to be Family B (1 parent and 2 children with one with disability)4. The rest of the group will act as observersFour areas should be identified in the room: a hamlet, a playground, a safe place and a place forthe observers (observation point) the areas should be as far as possible from each other, ifthe room is rectangular use the corners for each place. Use paper and pens to clearly markeach 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 TVpresenter.

All the children (of Family A and Family B) should be playing in the play ground along withthe 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 childrenshould 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 asuitable broadcast i.e. weather report, recital of a poem etc.). The informant will suddenly stopthe broadcast and say News Flash, News Flash An Earthquake has occurred at 11.00AMwith intensity of 5.8 SR and there are aftershocks occurring and a higher intensity Earthquakemay happen later today.

Parent of Family A should immediately go to one of his children and whisper in his ear to fetchhis siblings to join the parents and go to the safe place and rush helping elderly by taking him tothe safe place. Parent of Family B should continue watching the television or listening to theradio.

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 ofhis children, who should have collected his siblings and brought them to the safe place, whilstParent of Family B did not convey the vital information putting his children at risk. It would alsobe interesting to see if the child who received the information from his parent actuallycommunicated 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 stageof 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 conveythe 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, thenconvey the messages to the other family members and other communitymembers including family B.

3. Communicating false messages may cause ignorance and that can hinder thedissemination 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 hasoccurred. You can start by reading the news or listening to the warning message in theradio or television for any potential earthquake that might coming and give theinformation to the others especially your parents.

With your family member, you should check the condition of your house. When doingthe checking, identify the area that you need to avoid, check any possible falling objectsor furniture, and check your windows and doors condition.

Remind your community members to have an evacuation plan for an earthquakesituation in the house and the village. The evacuation plan for one disaster might differfrom another type of disaster in regards to the safe place and evacuation route, so youhave 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 exercise2. 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 theparticipants to think logically about the evacuation route and planning.Once finished, each group need to present their drawing to the other group and discussionsshould 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 toexplaining 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 relevantmessages

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 youneed to drop down next to any furniture, which you consider safe (chair ortable), coveryour head to avoid any injuries from falling objects, and hold onuntil the shaking has stopped.


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o If you are outside the room, stay still where you are, drop, cover and holdon, 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 isdangerous 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 yoursurroundings: Can you identify a safer place to go? Have you been injured? Is there anyoneinjured near you?

The trainer should show this picture to the participants and ask them: what are the firstactions 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 thecommunity 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 givenpriority

ACTIVITY FOUR

After going through all the pictures / messages the trainer should pause for one minute toallow participants to settle down. As a last activity the trainer should identify evacuation pointsand 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


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participants should react based on where they are, observe the situations and reach to theevacuation point and reach to the safer areas. After seeing their reactions, the trainer shouldreconcile 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 TWOFLOODS

Learner Objectives


1. Understand what is a Flood;2. Explain the impact of Floods;3. Demonstrate understanding of preparedness and response during a Flood.

Time

60 minutes

Session Components

A. Introduction to Floods (10 minutes)B. Awareness messages (30 minutes)C. Action messages (20 minutes)

Required Materials

Flipchart

Pictorials/PostersMarkers (permanent and broad)


Role PlayDrawingDrillsQuestions and AnswersVisual 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 toemphasize the phenomena.

Key Message:

Floods can be described as an overflow of water in an area that might be caused by differentfactors: rainfall intensity and duration, melted snow, poor drainage of land, and poor riverconditions.

Rainfall intensity and duration is the most common cause of flood in many places. This kind offlood is usually quick to subside, however, the high intensity of rainfall in the high elevated area

could cause a flash flood thatcarry other substances such asmud, rocks, plants, etc which canbe highly destructive.

Melted snow may cause floodswhen the warming level is high asthis causes the snow to melt at amuch quicker rate than usual.This kind of flood will have asimilar effect as to floods causedby heavy rainfall.

Bad drainage conditions caneither create or worsen a flood;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 tostagnate and not be washed away in the river. This can also be caused by the river itself whenrubbish or silt clogs the water flow so that it overflows the river bank. In most of the cases, italso caused by the conditions of the river bank which is usually plain and low. This makes thewater easily overflow when the quantity of water is rising.

Baluchistan flood - 2007

In coastal areas of Pakistan like Baluchistan and Sindh districts, the flood can also be caused bythe 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 activitywill help the participants realize the impact that a flood can bring to different aspects of lifeincluding physical damage, human loss and the loss of livelihoods.


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Begin this activity with giving a question to the participants about any experiences with flood intheir area. Divide the group into 3 or 4 with each group has at least one person that has theexperience. Instruct the groups to answer the following questions and write the answers onthe flipchart:

When do floods usually happen and how was it occur? For how long did the floodreside?

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 fromthe group to present to the rest of the participants (10 minutes for all the presentations andthe 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 shopsIf a trainer does not get response on loss of food or livestock etc, they may ask questions toalso divert their attention towards things which they may ignore e.g. in case of loss oflivelihood the following might be asked:

* Since every thing is lost in the above mentioned exercise, where will people now get foodfrom?* How will sheep owner earn money if sheep are lost?

The activity should emphasize the dangers and devastation caused by floods. This exercise willalso 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 differencesof the effects caused by floods can be highlighted.

Key Message:

Floods like other natural phenomena have different effects on the lives of people depending onthe level of intensity. Ordinarily floods will only be seen as a disaster when it has threatenedlives or livelihoods. However, the level of threat itself also differs based on the livelihoods* ofthe people themselves.

* The understanding of livelihoods can differ from one community to another community because ofthe 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 asin NWFP. Baluchistan and Sindh are prone to floods because they are located in the coastalarea and receive higher intensity of rain in one season of the year. NWFP is also prone tofloods because of its mountainous condition which results in more intensity of rain within ayear compared to other areas. In addition to these factors, the melting of snow in the NWFPduring the summer season worsens the risk. Whilst in Baluchistan or Sindh there is not a highrisk 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 badcondition of its soil, by and large caused by not respecting the environment (i.e. uncontrolleddeforestation), 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 theirseemingly low risk nature, people often do not realize the dangers and find no need to preparefor these risks. Floods are a recognized disaster and do affect peoples livelihoods and causedeaths. 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.


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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 floodsare easier to predict, flash floods can occur without much prior warning. Flash floods also havea more destructive power than other floods since they carry with them other substances otherthan water; hence, mud, rocks, concrete, bicycles, livestock etc. Buildings can be destroyed aswell 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 lackof 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 alsowhat 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 televisionfor any potential flood announcement nearby and give information to the others in yourcommunity.


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C. ACTION MESSAGES

Once the participants have a clear understanding of floods and its potential effects, then thetrainer should move onto the action messages based on preparedness and response during andafter a flood situation.

There are steps that can be done to prepare and respond to potential flood in your area. Thesteps can be divided into 2 actions, preparedness (before the flood) and response (during andafter the flood).

C1: Preparedness (before a Flood)

ACTIVITY THREE

The trainer should start a discussion with the participants regarding the prevention for theflood 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, youneed 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 thecurrent year for your warning;

Observe the signs of forthcoming floods: rain intensity, storms, river banksfilling, early sunshine observe this with other community members;

Open your eyes and ears to all information about the possible rainfalls ormelting snow coming in your area and share it with others especially your familyand other community members.


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With your family and your community, observe the condition of the rivers and drainagessurrounding 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 waterlevel;

Make sure rivers are clean from silt or other domestic waste that might clog itsstream;

Make sure that the river banks are maintained properly and not used for anyactivities such as farming, sands mining, etc. Dont cut the trees at the riverbanks;

If theres a barrier wall in your area, make sure its in a good condition to avoidwater 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 floodsituation ensuring plan for vulnerable group as well. The evacuation plan for one disastermight 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 anyevent 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 toexplaining 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 floodby 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 forevacuation following the evacuation plan either in the house and /or in thecommunity;

Immediately leave the area with your family and or other community membersfor the need to evacuate if the water has started to come to your house or toyour 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 asto 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 quickerevacuation.

Watch and observe the conditions after the floods and wait until it is safebefore going back to your house.

After the floods occurred, there are few steps that you can take to help you restore yourlivelihoods.

As the water resides, immediately clean up your house and your neighborhoodfrom any possible flood residue remaining and water to avoid any possiblediseases;

Check your water sources to see if any contamination has occurred. Avoidusing 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.


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ACTIVITY FIVE


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After going through all the pictures / messages the trainer should pause for one minute toallow participants to settle down.

As a last activity the trainer should invite the participants to form two groups and each groupshould 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 andafter 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 closingto 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


1. Understand what Landslides are;2. Explain the impact of Landslides;3. Demonstrate understanding of preparedness and response for a Landslide situation.

Time

60 minutes

Session Components

A. Introduction to Landslides (10 minutes)B. Awareness messages (30 minutes)C. Action messages (20 minutes)

Required Materials

Large White Drawing papers

Colored Crayons/PencilsFlipchartPictorials/PostersMarkers (permanent and broad)


Questions and AnswersVisual 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 keymessage to make participants understand the phenomena:

Key Message:

A landslide is a geological phenomenon which includes a wide range of ground movement, suchas rock falls, deep failure of slopes and shallow debris flows.(Source: http://en.wikipedia.org/wiki/Landslide)

Also emphasize the following key message about othercauses of land sliding:

Key Message:

Landslides can occur naturally because of gravity orthey can be triggered by another naturalphenomenon like an earthquake or a flood.Landslides involve a movement of the slopes and thiscommonly happens in mountainous areas. Themovement could either be falling, sliding, or flowing.Landslides may move slowly causing gradual damageor rapidly causing severe destruction. Other formsof landslides that can occur in Pakistan includemudslides or avalanches (snow slides).

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 differencesof the effects caused by Landslides can be highlighted.

ACTIVITY ONE

The trainer should describe the following awareness messages by showing the participants thefollowing pictures and describe the key relevant messages.

Key Message:

Considering that landslides usually happen in hilly or mountainous areas, in Pakistan, the NWFPis an area where this phenomenon commonly and regularly occurs. This is aggravated by thefact that these areas are also prone to earthquake and floods, which both are potential triggersfor landslides.


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Participants should be made aware of the importance of knowing the history of land slides in aparticular 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 couldoccur due to the damaging of the ecosystem or the instability of the ground. Due to the lack ofawareness, communities sometimes choose to ignore the preservation of their environmentand continue exploiting the ecosystem. We should be aware of ways that the ecosystem can bedamaged 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 landslidesfrom happening or minimize their risk:

Key Message:

Though it is believed that landslides are mostly caused by gravity and that they happennaturally, 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 oftrees); slope stabilization by building land terraces; building retaining walls; earth watercontrolling; 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 askingparticipants to observe and identify the situation.

Key Message:

When landslides occur, the effect on peoples lives can be severe. The effect on peopleslivelihoods or the ecosystem may be minimal if they occur in remote areas, however theeffects can be devastating when they occur in populated places. Landslides may causedestruction to buildings, crops, farms, water systems, roads and other infrastructure.


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Landslides also can damage the ecosystem by destroying trees, water sources and kill wildanimals. 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 systemmay be destroyed by a landslide. The trainer should only facilitate, giving ideas so theparticipants could imagine the event of landslides. Give the participants 10 minutes to completethis activity.

Once the exercise is completed, invite each group to present their work on wall with one ofthe participants explaining it to everyone.

The trainer will complement and add extra information after each presentation to enhance theparticipants 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 anaffirmation to the list that the participants have prepared and give other examples outside theirlist.

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 shouldthen move onto the action messages based on preparedness and response during and after alandslide 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 (duringand after a landslide).

C1: Preparedness (before a Landslide)

ACTIVITY THREE

The trainer will invite participants to have a brainstorming discussion about different ways ofpreventing landslides. This brainstorming will open the session for the key messages sharing andensure 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. Remindyour 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 orclose to your community.


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Encourage your community members or family to start tree planting campaigns, or planttrees yourself near your house and /or in your community. Be active in any re-forestation 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 landslidesituation including plan for vulnerable group as well. The evacuation plan for one


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disaster might differ from another type of disaster in regards to the safe place andevacuation route, so you have to familiar with all of them.

Remind your family and the community to have disaster supplies kit ready for any eventof floods or flash floods; first aid kit, food supplies, torch, etc.

C2: Response (During and After a Landslide)

Once the trainer has completed the session on preparedness, they should move on toexplaining 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 alandslide by showing the participants the following pictures and describe the key relevantmessages.

When you get the warning or see any signs warning you that a landslide is about to occurnear 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 happeningsomewhere 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 ifthere 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 informother 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 toallow participants to settle down.

As a last activity the trainer will conduct a brief quiz on land slides by reading statements fromthe action messages above and encouraging the participants to answer. The trainer should readout 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 theyanswer 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 watersource. 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.


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7. If the landslide is happening in the area near to where you live, dont inform your familyand 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 andcommunity 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 nearthe 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 becausethere 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 areany persons or livestock that are injured, or trapped due to the landslide. Provideassistance if you are able to do so.

12. Save yourself and forget about disables and elderly people13. 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 FOURLIGHTNING

Learner Objectives


1. Understand the phenomena of lightning;2. Explain the impact of lightning;3. Demonstrate understanding of preparedness and response if lightning strikes.

Time

60 minutes

Session Components

A. Introduction to lightning (10 minutes)B. Awareness messages (30 minutes)C. Action messages (20 minutes)

Required Materials

Flipchart

Pictorials/PostersMarkers (permanent and broad)


Questions and AnswersVisual 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 keymessages to make participants understand the phenomena:

Key Message:

Lightning is an atmospheric discharge of electricity, which typically occurs duringthunderstorms, and sometimes during volcanic eruptions or dust stormsSource: (http://en.wikipedia.org/wiki/Lightning)

Key Message:

Lightning occurs in many different ways butthunderstorms are the primary sources of lightning. Inthe context of Pakistan, mostly lightning happens fromthe cloud to the ground or ground to the cloud.Lightning carries high electrical currents when it strikes.


In this section, the trainer should involve all participants in order to ensure that the differencesof 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 tocloud lightning, positive, dry lightning, rocket lightning, bead lightning, ribbon lightning, etc. Thedifference between these types of lightning is the source of the discharges and the type ofelectrical currents being discharged. However, regardless of the type of lightning that occurs, alltypes 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 inPakistan. 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. Thedistance of the lightning can be predicted by calculating the gap between the flash and the soundand use the formula that sound travels 330-350 meters/second. For example, if you see the flashand after one minute you hear the sound, this means that the lightning is located 19.8-21kmfrom 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 toeverything near them. This can be trees, electric poles, towers, tall buildings, etc. Trees are themost 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 verydangerous 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 afair insulator and wet, salty and spongy earth being more conductive);

EMP or electromagnetic pulse from close strikes - especially during positive lightningdischarges

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 givingbelow. The participants should write their answers on the flipchart and present them to thepanel for discussions. The participants have 15 minutes to write the answers and do thepresentation.

One day during the rainy season many years ago, there was a young boy called Akhtar who was12 years old at the time. Akhtar looked up in the sky and noticed that the darkest part of thecloud 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 lightningindicating that the lightning was striking within a mile of where Akhtar was standing. Largeraindrops began to splat on the ground around him as a breath of cold air pushed over him fromthe storm. He stood up and began walking backwards towards the house, not able to take hiseyes off the angry but fascinating sky. It seemed as something wanted to chase him but he wasntsure if it was the rain or the lightning chasing him indoors. Then it hit. Akhtar remembers thatfirst there was a loud hiss that moved rapidly overhead and to his left, which was followed a splitsecond later by a brilliant bolt of lightning into the back of the next-door neighbors house. Theexplosive force of the lightning bolt nearly knocked him off his feet. Akhtar couldnt tell if his
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house had been hit. He turned around to see his house and paused briefly to see if his housewas on fire. Fortunately it wasnt, and Akhtar rushed inside to safety. The lightning strike hadcaused 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 thefront door and watch the show. After about ten minutes the most electrical part of the stormwas 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 lightningdamaged houses on both sides of his house and had struck a clump of scrub oak trees justbehind the house. At the base of the trees, large cobblestones were dislodged and two crowswere found dead, apparently electrocuted. Later, one of the trees dried up and died over thenext weeks. The neighbour situated next door could no longer use his television set as it hadbeen destroyed by the electrical surge.

Now Akhtar is 50 and he tells us that he has never experienced the same fear after that day. Hestill 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 forlightning 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, thenthe trainer should move onto the action messages based on preparedness and response duringand after a lightning situation.

There are steps that can be taken to prepare and respond to lightning. The steps can be dividedinto 2 actions, preparedness (before a lightning strikes) and response (during and after alightning has struck).

C1: Preparedness (before a Lightning Strike)

ACTIVITY TWO

The trainer should describe the following action messages for minimizing the effects of lightningby 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 takento 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 yourschool for any emergency needs;

When you hear that thunderstorms are coming, remember that there is always apossibility that the lightning may strike;


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o 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 objectsespecially trees so try to avoid trees, electric poles, towers, etc, because theycould be the conductor of the lightning. You also need to avoid any water poolor water streams like the lake and river, because they are also conductors forlightning.

o Remember to take disable or elderly or sick people of your family inside theshelter along with you

o If you are inside a room or building, make sure to switch off the electronicappliances because these can also be a conductor for the lightning when itstrikes. 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 andcarefully observe your surroundings. Check that you have not been injured by thelightning bolt and call for assistance if you need it.

Help others especially children, sick, disabled and elderly, in giving immediate assistanceto anyone who may have been injured, if you cannot assist them, make sure you get theattention 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 beenstruck by the lightning, so prevent touching the person immediately as to avoid theelectricity 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 allowparticipants 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 issafe and dont go near Lightning conductors such as trees, poles, towers, and water.


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MODULE FIVE

FIRE

Learner Objectives


1. Understand what Fire is and how it can become a hazard;2. Explain the impact of Fires;3. Demonstrate understanding of preparedness and response during a fire hazard.

Time

60 minutes

Session Components

A. Introduction to Fires (10 minutes)B. Awareness messages (30 minutes)C. Action messages (20 minutes)

Required Materials

Orange drawing paper

Large Drawing PaperSticky PapersFlipchartPictorials/PostersMarkers (permanent and broad)


DrawingQuestions and AnswersDrills

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 messagesto make participants understand the phenomena.

According to a preliminary survey conducted by thePakistan Forest Institute of Peshawar in 2001 almost50,000 hectors of forests are burnt every year. Fires cantake the form of Forest Fires or Residential Fires.


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Forest fires can have devastating consequences to theecosystem: the biodiversity can suffer throughundergrowth and destruction of animal habitats and watersources can also be damaged, ultimately effecting wateraccess 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 memberssometimes do not realize how fire can be a dangerous hazard if it is not used correctly in thehousehold.

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 summerseason when most of the plants, trees, grass are dry and can easily catch fire. Forest Fires canhappen through human negligence i.e. throwing a still lit cigarette or matches or abandoning anun-extinguished bonfire for farming. Forest Fires can also occur naturally when the climate isvery 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 byelectrical faults, or they can be caused by items catching fire. A residential fire may occurthrough a gas blast or a stove blast, or from a kerosene lamp falling over in the house. They mayalso occur through negligence in household members not maintaining household equipment (i.e.maintaining and replacing gas pipes, heaters, electrical wiring etc.).


In this section, the trainer should involve all participants in order to ensure that the differencesof 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 varioussymptoms such as a fainting feeling, asphyxiate and even death if inhaled for a longerperiod of time.

Fatalities caused by fire often are the result of a combination between fire and smoke: ifsomeone is trapped in a burning room the smoke will cause asphyxiation and drowsiness andthe victim will probably faint. The flames will then cause severe injuries and probably result indeath.

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 firemight have. Forest fires cause destruction to the ecosystem that could seriously affect whatyour community needs to use for survival. Natural forest fires cannot be prevented, but you canmitigate 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 toseparately 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 objectsthat are a hazard to causing fire rather than drawing the scenes of a fire happening. The picturesshould not be labeled. The objective of the activity is to ensure participants are aware of theobjects that can cause residential fires as well as forest fires and also how you can extinguishthese fires.


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Ask the participants to paste their drawings on the wall and invite each group to label thepictures drawn by the other groups.

Trainer can expect following from each group:

GROUP A: Match Box, heaters, kerosene lamps, gas bottles, stoves, wood, fireplace with plastic and wooden objects near it;

GROUP B: Match Box, still lit cigarette, sun and dry leaves, dry grass or trees; GROUP C: Water, Sand, fire extinguisher, blanket or damp clothing.

If the trainer does not expect the above mentioned responses, they should be able to bring theparticipants attention to these objects so that they are aware of the common objects of fire andhow extinguishing it.

C. ACTION MESSAGES

Once the participants have a clear awareness of residential and forest fires and the effects ofthese fires, then the trainer should move onto the action messages based on preparedness andresponse 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 bedivided 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 byshowing 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 catchfire. Share this information to everyone especially your family and other communitymembers.

Remind everyone to not start fires in a dry part of a forested area. In this way you canavoid 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 areasmoist during the dry season.

Remind everyone that whilst farming in a new plot of land they should not burn the landbefore working the land, especially during the dry season as it can spread to forestedareas. If burning is necessary they should make sure that they are supervising the fireuntil 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 familymembers especially children for not playing with fire inside the house.

Have a look around your house together with your family members and move away allflammable 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 needemergency. Also regularly check the First Aid box and replace missing or outdateditems.

Avoid giving responsibility of fire work at home to any sick person especially when s/heis subject to any kind of unexpected fits.

Sit together with your family members and draw up an evacuation plan in case there is aresidential 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 theparticipants. In consultation with the participants, the trainer should come up with different exitpoints if a fire occurs in the school and locate a safe location outside where everybody shouldgather. After this has occurred, the trainer should take a moment to get the participants tosettle 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 shouldthen put these fires in two places in the room. The trainer should give instructions to theparticipants that the trainer will shout a warning: Fire! Fire! and then they will practice how toevacuate to the identified safe place correctly.

At the end of the exercise, the trainer should ask the participants to reflect with the followingquestions:

What are the lessons learnt from the evacuation exercise? Why is it important to identify evacuation points and safer places?

C2: Response (During and After a Fire)

ACTIVITY FOUR

The trainer should describe the following action messages for minimizing the effects of fire byshowing 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 toavoid the fire expanding.


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Dont panic, if the fire is large or cannot be extinguished safely then use the nearest exitand 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 yourfamily members especially the disabled, sick and elderly. You can assist to put out thefire 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

2008 trainer’s manual for community training on erdm pakistan

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