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Technology-Caused Disasters Course Administrator Guide

Community Arise: A Disaster Ministry Curriculum Page 1

Technology-Caused Disasters

Course Administrator Guide

Copyright 2006 by Church World Service, Emergency Response Program, New York, NY

Community Arise A Disaster Ministry Curriculum



2006

COURSE OVERVIEW Technology-Caused Disasters is an introduction to disasters that result from human-caused accidents. While most people are familiar with natural disasters, far fewer are familiar with disasters that result from human activities. This course describes the wide range of technology-caused disasters, how they can be prevented and the proper responses once one has occurred. Purpose Technology-caused disasters differ from natural disasters in several significant ways. They can be slow to develop, slow to recognize, and their impact can be felt for generations. Despite these differences, like natural disasters they can devastate a community. This course provides an overview of technology-caused disasters and outlines appropriate response strategies. Learning Objectives At the completion of this course, participants will be able to: • Define the term “technology-caused disaster” or “technological disaster” • Explain the differences between acute and chronic technological disasters • Describe how technological disasters impact our health • Describe how to assess the local community for technological disaster risks • Identify local resources to include in a disaster prevention alliance • Identify the organizations that respond to technological disasters • Explain why the faith-based community should respond to technological disasters • Describe the steps in responding to acute and chronic disasters • Identify the key factors in successful fundraising • Describe the needs of a variety of special needs populations. • Identify the factors involved in providing pastoral and psychological assistance to victims Target Audience The course will be designed to introduce the concepts and foundations for Technology-Caused Disasters to a broad range of audiences, including: • Local-faith community – affected and unrecognized communities • Case managers • Case supervisors • Needs Assessment workers (CRWRC) • Long-term recovery groups • Seminary, continuing education, and college students • VOADs (Voluntary Organizations Active in Disaster) • NVOADs (Non-Voluntary Organizations Active in Disaster) • State Council of Churches and Ministerial Councils • Faith-based organizations’ response staffs



Instructors Specific instructors have not been identified or selected. In addition to the items listed below, instructors for this course must have a solid understanding of the situations that lead to this type of disaster and the long-term disaster recovery implications. Community Arise curriculum instructors should be personally motivated to help in disaster situations. In addition, it would be helpful if instructors have: • Hands-on disaster experience • Worked in partnership with other people in disaster situations • Knowledge of disaster response and recovery models used by various faith-based

organizations • Some knowledge of FEMA, State/local emergency management, VOADs • Knowledge of and ability to apply adult learning principles For the most part this training will be offered to volunteers. • When training volunteers, instructors need to remember that volunteers are present because

they are dedicated. That dedication needs to recognized and acknowledged, both by you and on behalf of the sponsoring agency.

• Keep volunteers motivated by linking the course material back to what they care about. Do it early in the training and do it often.

Guiding Principles These principles were identified to guide the development of this and all other courses in this curriculum. • Maintain a focus on the client/survivor • Keep content simple and geared to beginner level • Be sensitive to tensions within the community, the population, created by who is served (“Why

did you get help but I didn’t?”) • Stress involving the community at every opportunity (Provide examples of communities and

response in different settings and situations, including pre/post/during disasters, but limited to the domestic United States and Canada)

• Be sensitive to religious diversity (should be aimed at Christians, but inclusive of all faiths) • Make a concerted effort to show the diversity of people both serving and being served –

cultural, racial, geographical, occupational (e.g., farmer/rural, city, youth, elderly, disabled, soldier)

• Avoid gender bias • Establish and use common language and terms consistently • Promote the 4 C’s (communication, coordination, cooperation, collaboration) • Provide a sense that there is hope after a disaster • Promote the “Do No Harm” concept (communities need to make their own decisions on future

direction, with guidance) • Ensure that representatives of the whole community are involved • Maintain primary focus on client (this is all about meeting disaster related unmet needs)



Course Materials The course materials include the following: • Instructor Guide with Course Administrator Guide • Participant Guide • Electronic slide presentation • Flash presentation Training Methods The following training methods will be used: • Participative lecture • Guided discussion • Individual activities • Small and large group activities



COURSE STRUCTURE

Lesson Topics Length Lesson One: About This Course

• Welcome • Why Are We Here? • Agenda • Summary and Transition

40 minutes

Lesson Two: What is a Technological Disaster?

• What is a Technology-Caused Disaster • Acute vs. Chronic Disasters • Common Scenarios • How Technology-Caused Disasters Impact

Our Health • Summary and Transition

40 minutes

Lesson Three: Organizing for Prevention

• Education • Community Assessment • Planning for Prevention • Summary and Transition

30 minutes

Lesson Four: Faith-Based Disaster Response

• The “Official” Response • Building a Response Task Force • Responding to an Acute Technology-Caused

Disaster • Responding to a Chronic Technology-

Caused Disaster • Fundraising Tips • Special Needs Populations • Summary and Transition

1 hour 25 minutes

Lesson Five: Meeting Pastoral/Psychological Needs

• Identifying Victim Needs • What Would You Say? • Summary and Transition

1 hour 40 minutes

Lesson Six: Summary

• What Have You Learned?

10 minutes



AGENDA Technology-Caused Disasters is intended to be a one-half day course. COURSE MATERIALS Instructor Guide The Instructor Guide is a complete and detailed blue print of what the course covers and how it should be taught. It is organized into seven lessons. Each lesson has an overview, several topics, and a summary. Each lesson includes: • Learning objectives • Approximate length of time for each lesson • A detailed description of the course content • Copies of PowerPoint Slides • Descriptions and instructions for exercises • Copies of any forms and handouts included in the Participant Manual To make reading the instructor guide easier, the content is displayed in a two-column format. The left column includes the content. The right column includes thumbnail copies of the PowerPoint slides and icons used to cue the instructor. The margin icons are described below. It also includes instructions for the instructor on how to conduct activities, when to refer participants to other materials, and suggested responses for the guided discussion questions.

Activity: Indicates when the instructor begins an exercise or activity.

Discussion Question: Indicates a question that the instructor can use to facilitate discussion.

Summary and Transition: Indicates when the instructor summarizes the current module and transitions to the next module.



PowerPoint Slides The slides have been developed in Microsoft PowerPoint 2000. Each module has a separate file. The slides are all in one folder. The PowerPoint presentation is designed to emphasize key points and support the instructor’s presentation. The files can also be used to produce transparencies for overheads. Participant Guide The Participant Guide serves as a reference document for the Participant. Each participant should receive a participant guide that includes: • Copies of all PowerPoint Slides with space for notes • Copies of all exercises, scenarios, and handouts COURSE EVALUATION An evaluation form is provided on the next page. You have two options for using it:

1. Each participant completes one evaluation for the entire training. In this case, distribute one form to each participant at the conclusion of the entire training. The “lesson” field will not be completed.

2. Each participant completes one evaluation for each lesson. This is particularly appropriate if there is more than one instructor. In this case, distribute one form to each participant at the conclusion of the lesson. All fields should be completed.

Designate a spot that the evaluations can be placed once complete (i.e., a table or desk near the door). The students should be reassured that their comments will be treated confidentially and anonymously.

Technology-Caused Disasters Classroom Course Evaluation

DATE: _________________________________ LESSON: ______________________________________________ Check the response closest to your opinion. Strongly

Disagree Disagree

Neither Agree nor Disagree

Agree Strongly Agree

a. Well organized b. Complete and suitable

1. Participant Materials

c. Easy to read a. Easy to read b. Adequate in number to cover subject

2. PowerPoint Slides

c. Appealing a. Subject was adequately covered b. Lesson contributed to my knowledge and

skills

c. Appropriate, task-relevant content was emphasized

3. Lesson Content

d. There was a good mix of presentation and activities

a. Objectives were made clear b. Explanations were clear c. Participation was encouraged

4. Instruction

d. There was enough time for questions Write comments on the back. If you checked “Disagree” or “Strongly Disagree” for any item above, please explain. Pertinent comments on any aspect of the course are appreciated.

Community Arise: A Disaster Ministry Curriculum



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GENERAL MATERIALS, EQUIPMENT, AND PREPARATION

General Materials, Equipment, and Preparation Materials and Equipment

Participant Guide for each participant Computer projection system Projection screen Copies of the Course Evaluation

Preparation

Prepare one copy of the Participant Guide for each participant.

Gather all activity materials. Practice with the projection system. Have extra pencils or pens and writing

tablets on hand. Equipment and Room Layout This course requires a computer, projector and screen or projection surface. The ideal class size is 20-25 participants. The room should be laid out in such a way that each participant could clearly see the projection screen and the instructor and, ideally, see each other. If possible, try to arrange seating in a U formation with writing room for each participant. If a U is not possible, small tables are the best alternative. Computer Requirements The instructor will need a computer with a projection system. The instructor’s computer should also have Microsoft PowerPoint installed. The computer used by the instructor should have, or be able to project, PowerPoint 97-2000.



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FACILITATION AND PRESENTATION REMINDERS FOR INSTRUCTORS Preparation Tips

The following tips will help you to prepare to instruct the training course:

Read and become very familiar with the Instructor Guide and Participant Guide.

Anticipate questions participants may ask and prepare your responses.

Personalize the content by writing your own personal notes in the margins, adding personal experiences, and revising discussion questions.

Step through all of the guided demonstration procedures, supported practices, and

exercises to become familiar with them and to be prepared for potential problem areas. General Presentation and Facilitation Tips

The success of a training program hinges on the instructor’s ability to impart information through presentation, as well as to draw on the knowledge and expertise of the participants through facilitation. Following are some presentation and facilitation tips.

Know When to Present and When to Facilitate

• Presenting is best when you need to:

- Present key points or new information. - Review course materials or job aids. - Provide instructions for activities. - Relate your own experiences to the training session information.

• Facilitating is best when you want to:

- Draw on the knowledge and experience of the participants. - Maintain a climate conducive to participating, listening, understanding, learning,

and creating. - Get a variety of new ideas and approaches to situations from the participants. - Keep the participants focused on the module objectives. - Encourage dialog and interaction among the participants. - Protect participants’ ideas from being ignored or attacked. - Summarize participants’ input.



10

FACILITATION AND PRESENTATION REMINDERS FOR INSTRUCTORS (continued) General Presentation and Facilitation Tips (continued)

Use Effective Delivery Techniques

• Be clear, direct, and precise in your presentations.

• Use sensitive language that is adapted to the participants’ culture and experiences (e.g., nonsexist, non-racist).

• Use language that is inclusive of all participants’ experiences and backgrounds.

• Avoid the use of jargon and acronyms.

• Demonstrate knowledge of the subject matter by relating it to your own experiences

when appropriate.

• Build upon previous modules and presentations from other instructors.

• Emphasize the relevance of exercises and activities to the participants’ job situations.

• Give clear instructions and answer questions for clarification.

• Periodically ask the participants if they have any questions.

• Repeat questions asked by participants to check for understanding and to allow other participants to hear the question.

• Reinforce what participants are saying, and encourage others’ input by asking them

for their comments.

• Use humor appropriately. Avoid telling jokes.



11


Use Body Language that Communicates Self-confidence, Poise, and Openness

• Voice

- Vary the tempo, inflection, and volume of your voice. - Use a clear, strong voice. - Speak slowly. - Pause at appropriate points and know when to be silent.

• Eye contact and facial expression

- Establish eye contact with the Participants. - Be aware of your personal blind spots. - Avoid darting your eyes around the room or fixing your eyes at the back of the room. - Do not read your notes, but do not be afraid to use them.

• Movement

- Do not stand behind a lectern. This creates a barrier between you and the

Participants. - Position your body so you face the majority of people. - Avoid looking frozen in one place, but don’t pace either.

• Hand gestures

- Be natural. If you normally do not talk with your hands, now is not the time to start. - Avoid distractions such as having your hands in your pockets, wringing your hands, or

jingling change. - Avoid appearing closed or defensive by remembering not to cross your arms in front of

you, having your hands clasped behind your back, or placing your hands on your hips.

• Energy

- Demonstrate energy and enthusiasm in your voice, facial expression, body language, and movement.

- Be aware of the typical energy lows that occur in groups (e.g., following lunch, late in the afternoon, the last day of training) and adjust your energy level appropriately.

- Be aware of your own energy dips and develop methods for energizing yourself.



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Use Effective Facilitation Techniques

• Use active listening skills by: - Reflecting back what you heard in your own words. - Checking for understanding. - Summarizing participants’ comments. - Listening for content and for meaning. - Showing patience and empathy.

• Generate participation by:

- Asking open-ended questions. - Helping the participants build on each other’s ideas. - Showing enthusiasm and appreciation for Participants’ contributions and

backgrounds. - Forming relationships between participants’ ideas.

• Focus discussions by:

- Reminding the participants of time limits. - Referring the participants back to the learning objectives. - Asking closed-ended questions. - Drawing out key points from contributions. - Setting ground rules. - Limiting time spent on “war stories.”

• Observe for:

- Level of interest, boredom, fatigue, frustration, confusion, etc. - Clues on when to move to another topic, generate further discussion, or take a

break. - Dynamics between the participants.

• Manage group dynamics by:

- Breaking up any cliques or side conversations. - Modeling sensitivity, empathy, and a willingness to help. - Protecting the participants from criticism or attacks. - Managing participants who dominate discussions. - Switching group assignments often.



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FACILITATION AND PRESENTATION REMINDERS FOR INSTRUCTORS (continued) Tips for Using Computer Projection System and PowerPoint Slides

During the presentation, hold the image on the screen only until the participants grasp the

meaning. Control attention and avoid distractions by turning the projector off when it is not being

used. Talk to the participants, not to the projected image. Leave the lights on or darken the lights in the front of the room where the screen is

located. Don’t block the view of the screen. Have an extra projector bulb on hand.

Tying It Together

Be sure to spend a few minutes at the end of the first day to “tie together” the topics covered that day. Begin the second day by “tying together” the topics from the previous day to that day’s topics.

Technology-Caused Disasters Instructor Guide, 2006 1- 1



Course Name: Technology-Caused Disasters

Lesson 1: About This Course

Learning Objectives

At the conclusion of this lesson, participants will be able to:

♦ Identify the purpose of this course

♦ State the learning objectives

♦ Describe the course topics

Time Required

40 minutes

Topics

1. Welcome (25 minutes)

2. Why Are We Here? (10 minutes)

3. Agenda (5 minutes)

4. Summary and Transition

Training Methods

1. Participative lecture

2. Large group activity

3. Guided discussion


Participant Materials

1. Participant Manual

Training Materials

1. PowerPoint slides and projection system

2. Easel pad, markers, and tape

Instructor Notes

While many people have had experience with natural disasters, far fewer have experience with technology-caused disasters. This lesson helps participants expand their awareness of what a technology-caused disaster is and how this course will help them prepare for and respond to such disasters.


About This Course

Lesson Plan Instructor Notes

Welcome

25 minutes .

Say that you want to welcome everyone to the course.

Introduce yourself, including a brief description of your background in disaster response, and your personal reasons for teaching this course.

Explain that participants may have heard the term “technological disaster” or “technology-caused disaster”. They may encounter both in this course and both refer to the same thing – disasters that are the result of a breakdown of technological systems.

Show Slide 1-1


Lesson 1About This Course

About This Course



Tell participants you would like to start with a brief poll.

Ask:

Record the results on an easel pad.

Ask:

Record the results on an easel pad.

How many of you have ever experienced a flood?

How many of you have ever experienced a fire?

How many of you have ever experienced a hurricane?

How many of you have ever experienced a chemical spill?

How many of you have ever experienced a sick building?

How many of you have ever experienced toxic ground water?

About This Course



Compare the results to the two polls.

♦ In most situations more people will have had some experience with natural disasters.

♦ Technology-caused disasters are not familiar to most people. However, they do happen and when they do, the survivors need support and help.

Error!

Explain that the purpose of the course is to:

♦ Introduce the basic concepts underlying technology-caused disasters

♦ Present strategies to use to prevent or respond to technology-caused disasters

Say that the first thing you want to do is have the participants begin to get familiar with technology-caused disasters and get to know each other.

Show Slide 1-2.

Technology-Caused Disasters 1-2

About this Course

Course Purpose

• To introduce the concepts underlying technological disasters

• To present appropriate prevention and response strategies

About This Course



Read the scenario:

“In the 1890’s, William T. Love excavated a canal for a proposed hydroelectric power project. The project was never completed. Beginning in 1942, the canal was used as a landfill by Hooker Chemicals and Plastics (now Occidental Chemical Corporation (OCC)) for the disposal of over 21,000 tons of various chemical wastes, including pesticides and dioxin. Dumping ceased in 1952, and, in 1953, the landfill was covered and deeded to the Niagara Falls Board of Education (NFBE). Subsequently, the area near the covered landfill was developed, including the construction of an elementary school and numerous homes.

“Problems with odors and residues began years later. After many years of citizen complaints, studies indicated that numerous toxic chemicals had migrated into the area adjacent to the original landfill disposal site. In 1978 and 1980, President Carter issued two environmental emergencies for the Love Canal area. As a result, approximately 950 families were evacuated from a 10-square-block area surrounding the landfill. Many families in the area suffered increased rates of cancer and other diseases.”

Show Slide 1-3.


About this Course

Love Canal

About This Course



Read the scenario: “On the night of Dec. 2nd, 1984, a Union Carbide plant in Bhopal, India, began leaking 27 tons deadly gas. None of the six safety systems designed to contain such a leak were operational, allowing the gas to spread throughout the city of Bhopal. Half a million people were exposed to the gas and 20,000 have died to date as a result of their exposure. More than 120,000 people still suffer from ailments caused by the accident and the subsequent pollution at the plant site. These ailments include blindness, extreme difficulty in breathing, and gynecological disorders. The site has never been properly cleaned up and it continues to poison the residents of Bhopal.”

Show Slide 1-4.

Read the scenario: “When Jonas Wilkes took over the family hog farm he vowed to make it profitable. He accomplished his goal by increasing the size of the operation significantly. The farm now provides employment and other economic benefits to the town. However, as the farm grew, neighbors began to complain of odors and some people said they were becoming ill. Recent testing of water in a stream flowing along the border of the Wilkes property indicated increased levels of Salmonella, E. coli and fecal coliform bacteria.”

Show Slide 1-5.


About this Course

Bhopal, India


About this Course

Wilkes Hog Farm

About This Course



Read the scenario: “A Norfolk Southern Railway Company train disaster killed nine people and injured 240 when one Norfolk Southern Railway Company train mistakenly ran into another Norfolk Southern Railway Company Train in a siding in Graniteville, South Carolina on January 6, 2005. Three of the Norfolk Southern Railway Company tank cars carried ninety tons each of the deadly chemical chlorine gas. The wreck leaked the chlorine gas killing local mill workers and residents in Aiken County, South Carolina. Five thousand people were evacuated from the area surrounding the disaster.”

Show Slide 1-6.

Read the scenario: “Joyce Miller was delighted when she got her new job with the Stilman Corporation. She was looking forward to working on the 12th floor of the new Stilman Corporate Center building downtown. Three days after she started working, Joyce began to experience a number of symptoms including headaches, sore throat, a dry cough and nausea. She thought she was coming down with the flu and took a few days off. She began to feel better and returned to work. Her symptoms returned. Several visits to the doctor failed to pinpoint the cause. After six months, Joyce was asked to leave because of the large number of sick days she had taken.”

Show Slide 1-7.


About this Course

Norfolk Southern Railway


About this Course

Stilman Building

About This Course



Activity 1-1: Introductions

Say that the scenarios you have just read provide a sample of the diverse nature of technology-caused disasters. With this information in mind, let’s get to know each other a little bit.

Have participants introduce themselves by giving their name, the city or town they are from, and their church affiliation. Each should then describe a personal strength he/she would bring to a technology-caused disaster.

Use this exercise to have participants begin to understand technology-caused disasters and to introduce themselves.

Activity instructions:

1. After reading all of the scenarios, ask each participant to introduce himself or herself and describe a personal strength they would bring to a technology-caused disaster.

About This Course



Why Are We Here?

10 minutes

Ask this question:

Debrief point:

♦ Technology-caused disasters vary widely

Features might include: ♦ Slow to develop (Love Canal) ♦ Develop quickly (Bhopal) ♦ Caused fatalities (Bhopal, train

wreck) ♦ Caused sickness (Love Canal,

sick building, hog farm) ♦ Easy to identify the problem

(Bhopal, train wreck) ♦ Hard to identify the problem

(Love Canal, sick building, hog farm)

Say that the scriptures consistently call us to:

♦ Compassion for those in danger

♦ Justice for those who endanger the innocent

Remind participants that people of faith have always responded to human need, whatever the cause.

As our reliance on technology has grown, responding to disasters this century has meant responding to disasters that are not natural; that are in fact created by human beings and implemented by human technology.

What were the major characteristics of each of the disasters we heard about in the scenarios?

About This Course



Explain the difference between natural disasters and technology caused disasters.

♦ In responding to natural disasters, people of faith act as a part of a structural "team." We are welcomed on this team as a partner with business, government and other segments of society.

♦ But in technology-caused disasters, people of faith may find themselves castigated for interfering in a business matter, a government matter or a scientific matter.

♦ Since technology-caused disasters can usually be blamed on someone, natural partners in other disasters do not wish to appear to be shouldering the legal and economic burdens of a technology-caused disaster. Otherwise helpful individuals and organizations can become focused on avoiding or assigning blame, rather than meeting human needs.

Say that we are here today to learn how you can help prevent or respond effectively to technology-caused disasters.

About This Course



What You Will Learn

Say that to help you learn how to prevent or respond to technology-caused disasters this course will address several key points. You will be able to:

♦ Define the term “technology-caused disaster” or “technology-caused disaster”

♦ Explain the differences between acute and chronic technology-caused disasters

♦ Describe how technology-caused disasters impact our health

♦ Describe how to assess the local community for technology-caused disaster risks

♦ Identify local resources to include in a disaster prevention alliance

♦ Describe the steps in responding to acute and chronic disasters

♦ Identify the key factors in successful fundraising

Show Slide 1-8.

Error!

Show Slide 1-9.


About this Course

What You Will Learn

• Define the term “technology-caused disaster” or “technological disaster”

• Explain the differences between acute and chronic technological disasters

• Describe how technological disasters impact our health

• Describe how to assess the local community for technological disaster risks


About this Course

What You Will Learn

• Identify local resources to include in a disaster prevention alliance

• Describe the steps in responding to acute and chronic disasters

• Identify the key factors in successful fundraising

About This Course



Activity 1.2: Personal Expectations

Say that in addition to the course goals, each participant may also have his or her own personal goals. What do they hope to learn from the class?

Use this exercise to get participants to start thinking about their expectations for the course.


1. Ask participants what they hope to learn in the course.

2. List the responses on chart paper.

3. As you review the responses listed on chart paper, point out the items that will not be covered in the course. Explain how people can get information about them.

About This Course



Course Agenda

5 minutes

Review the agenda for the course:

♦ Lesson 1: About This Course

− This is the lesson we are in now. It provides an overview of the course.

♦ Lesson 2: What is a Technology-Caused Disaster?

− In Lesson 2 we will learn about chronic and acute disasters and how technology-caused disasters impact our health.

♦ Lesson 3: Organizing for Prevention

− In Lesson 3 we will find out how to assess the local community for technology-caused disaster risks and how to identify local resources for disaster prevention.

♦ Lesson 4: Responding to Technology-Caused Disasters

− Here we will explore how to respond when a disaster does occur.

− You will find out what steps to follow for both chronic and acute disasters, the steps in successful fundraising, and the needs of vulnerable groups.

♦ Lesson 5: Meeting Pastoral/Psychological Needs

− In Lesson 5 you will learn to identify the factors involved in providing pastoral and psychological assistance to victims.

♦ Lesson 6: Summary

Show Slide 1-10.

Have participants follow along in their Participant Guide while you review the agenda.

As you review the agenda, point out how the lessons and topics to be covered address the participants’ expectations.


About this Course

Course Agenda

• Lesson 1: About this Course

• Lesson 2: What is a Technology-Caused Disaster?

• Lesson 4: Organizing for Prevention

• Lesson 4: Responding to Technology-Caused Disasters

• Lesson 5: Meeting Pastoral/Psychological Needs

• Lesson 6: Summary

About This Course



Summary and Transition

Explain that participants now understand the purpose of the course and how it will help them be better prepared to assist their communities with technology-caused disasters.

Transition to the next session by saying that it is important to understand more clearly what a technology- caused disaster is.

Transition to What is a Technology-Caused Disaster?

Take a 10-15 minute break.





Lesson 2: What is a Technology-Caused Disaster?

Learning Objectives


♦ Define the term “technology-caused disaster” ♦ Explain the differences between acute and chronic disasters ♦ Describe how technology-caused disasters impact our health

Time Required

50 minutes

Topics

1. What is a Technology-Caused Disaster (10 minutes)

2. Acute vs. Chronic Disasters (10 minutes)

3. Common Scenarios (15 minutes)

4. How Technology-Caused Disasters Impact Our Health (15 minutes)


Training Methods







Training Materials



3. Envelopes containing disaster scenarios (described at end of lesson)

4. Cards designed to be hung around participants’ necks labeled: Toxin, Victim, Air, River & Streams, Soil, Ground Water, Plants & Crops

5. A nerf football

Instructor Notes

This lesson helps participants further their understanding of technology-caused disasters. Following a discussion of basic terminology, participants engage in an exercise to identify different types of technology-caused disasters. This is followed by an exercise where participants explore how toxins can spread through the environment.


What Is a Technology-Caused Disaster?


What is a Technology-Caused Disaster?

10 minutes .

Welcome participants to Lesson 2.

Explain that this lesson will help them further their understanding of technology-caused disasters and how they impact us.

Show Slide 2-1.

Say that, as you mentioned earlier, a technology-caused disaster is the breakdown of technological systems due to human action that results in harm to people, animals, and/or the environment.

Show Slide 2-2. Error!


Lesson 2

What is a Technology-Caused Disaster?


What Is A Technology-Caused Disaster?

Sources




Definition of a Technology-Caused Disaster

Remind participants that a technology-caused disaster can come from many places. It could be:

♦ An accidental spill

♦ A deliberate or careless release

♦ An illegal or badly designed disposal or storage area or a leak from such an area

♦ A transportation accident

♦ "Sick" buildings

♦ Workplace or mining hazards that get out of control

Explain that these disasters can affect air, soil, water, plants and animals in the human food chain -- and the human body.

Say that, as you can see, the term covers a broad range of issues and may be most easily defined by what a technology-caused disaster is not.

♦ It is not a classic "act of God."

♦ It is not caused by weather or natural forces (although these may be factors).

♦ Federal and state agencies rarely declare a "disaster" of technological origin.




Say that, if we didn’t already have enough sources to worry about, recent history has shown that we now have an additional source to consider.

Ask

The newest potential source of technology-caused disasters is terrorism.

Show Slide 2-3.

Does anyone know what this new source might be?



Terrorism




Identifying a Technology-Caused Disaster

Say that it isn’t always easy to identify a technology-caused disaster.

♦ In fact, one of the unique characteristics of these disasters is the uncertainty that a disaster has occurred.

♦ For example, it took many years to identify the disaster at Love Canal.

Show Slide 2-4.

Explain that some of the warning signs that have alerted communities to the presence of a technology-caused disaster include:

♦ Outbreaks or "clusters" of birth defects

♦ Stillbirths or miscarriages

♦ Asthma and other respiratory distress

♦ Unexplained illnesses in multiple households

♦ Warning signs in the environment

− Fish kills

− Loss of normal vegetation

− Illnesses or deaths of birds, pets, or wild animals

− Changes in normal soil and water color and odor



Identifying Technology-Caused Disasters




Acute vs. Chronic Disasters

10 minutes

Say that most technology-caused disasters can be classified as acute or chronic.

♦ Acute disasters are usually easy to identify and have a relatively short period of time from beginning to end

− Example: an accident involving a truck or train carrying a toxic chemical

− Example: a one-time spill from a mine tailing impoundment

♦ Chronic problems develop over a long period of time and often feature repeated behaviors

− Example: the chemical dumping that occurred for years prior to the Love Canal incident

− Example: a slow, unrecognized leak from a gas station storage tank

♦ Chronic problems are often revealed after some acute incident, or after enough acute incidents (illnesses, deaths, etc.) have accumulated to reveal an underlying problem.

Show Slide 2-5.



Acute vs. Chronic Disasters

• Acute– Easy to identify

– Short timeframe

• Chronic– Harder to identify

– Develop over longer period of time




Point and Non-Point Source Pollution

Say that the greatest advances in pollution control have come in the area of "point" sources.

♦ These are individual factories, facilities, tanks, pipelines, dumps, farms, etc., that can be identified as the source of a pollutant

♦ Major point sources are usually known, tested, and regulated; still, accidents can happen

♦ Storage or disposal methods considered adequate 20 years ago may not prove to be so adequate in the long run

− Embankments crumble, tanks corrode, and leaks develop

− We learn more sophisticated ways to measure emissions and track their effects

♦ Most technology-caused disasters are point source

Show Slide 2-6.

Say that today many sources of pollution are "non-point."

♦ They come from too many places to track

♦ One example is the emissions from internal combustion engines

− If you fix one car, or even one make of car, you've still got a problem

Show Slide 2-7.



Point Source Pollution



Non-Point Source Pollution




Common Scenarios

15 minutes

State that most technology-caused disasters fall into four major categories. These include:

♦ Impoundment failures

♦ Transportation accidents

♦ Handling accidents

♦ Sick buildings

Show Slide 2-8.

Impoundment Failures

Say that impoundment failures occur when the structure built to contain materials breaks down. This could be the failure of a dam, or dike, or the sealant underneath a disposal or storage site.

♦ This failure could take the form of catastrophic flooding or a slow leak that gets into ground water or nearby homes

Show Slide 2-9.

Transportation Accidents

Say that transportation accidents usually involve trucks or trains, but could also be ships, barges, or planes. The immediate cause could be a collision, leak, or fire or all three.

Show Slide 2-10.



Disaster Categories

• Impoundment failures

• Transportation accidents

• Handling accidents

• Sick buildings



Impoundment Failures



Transportation Accidents




Handling Accidents

Say that handling accidents often happen within the confines of a specific manufacturing plant or handling facility.

♦ Spills, fires, accidents, breakdowns, or simple human error can result in release of toxic substances, especially during loading and unloading or transfer from one container to another

♦ Many accidents involving pesticides and farm workers can fall into this category, including improper application of pesticides or inadequate safeguards

Show Slide 2-11.

Sick Buildings

Say that "sick" buildings represent another area of growing awareness.

♦ As buildings age and as new buildings are built tighter and tighter with more exotic materials, problems can develop

− Example: mold, fungus, or even viruses in heating, ventilation, and air conditioning (HVAC) systems

− Example: new carpeting, paint, or other building materials that temporarily gives off a cocktail of fumes

Show Slide 2-12.

♦ Victims may report headaches, nausea, blurred vision, flu-like symptoms -- and more serious effects

− If they are already sensitive to the chemicals involved

− If one or more of their body systems is vulnerable due to illness, age, previous medical history, etc.



Handling Accidents



Sick Buildings




Activity 2-1:

Ask:

Tell participants that they will now have a chance to practice identifying types of technology-caused disasters.

Explain the exercise.

Answer: ♦ Impoundment failures ♦ Transportation accidents ♦ Handling accidents ♦ Sick buildings


1. Break the participants into teams. Each team should have 3-4 people.

2. No one can talk unless called upon by the instructor.

3. Read a disaster scenario.

4. The entire team will stand up when they know what type of disaster the scenario represents. Written communication is ok.

5. The instructor will call on one member of the first team with all its members standing. If the person correctly identifies the type of disaster, the team is awarded one point.

6. If the person is incorrect, the instructor will call on the second team with all its members standing.

7. At the end of the exercise, the team with the most points is declared the winner.

What are the four major types of technology-caused disasters?



Category Exercise Scenarios

1. On March 24, 1989 the Exxon Valdez oil tanker hit Prince William Sound’s Bligh Reef and spilled 11 million U.S. gallons of crude oil. (Transportation accident)

2. On April 25th -26th, 1986 the Chernobyl nuclear power plant, located 80 miles north of Kiev, had 4 reactors operating. While testing reactor number 4 numerous safety procedures were disregarded. At 1:23am a chain reaction in the reactor went out of control creating explosions and a fireball which blew off the reactor’s heavy steel and concrete lid. (Impoundment failure)

3. “A few years ago,” says Cheryl, “our son said the carpet next to his bed was wet. He had a room in the basement and we went down and checked around.” The water heater was broken; they fixed it. However, her son started throwing up each morning. Their son had a waterbed flush with the floor – they emptied and lifted it. Underneath was a solid carpet of black slime with a fluorescent green cast. (Sick building)

4. A Canadian Pacific Railway train derailed at approximately 1:45 a.m. this morning. More than twenty cars were involved; some of the tanker cars ruptured and released anhydrous ammonia into the air. One fatality has been reported as a result of the early morning accident. Thirteen people remain hospitalized, six in intensive care. Approximately thirty homes remain evacuated. (Transportation accident)




How Technology-Caused Disasters Impact Our Health

15 minutes

Say that technology-caused disasters can impact many areas of our environment and our health.

♦ For example, a toxic liquid can turn to gas and poison the air

− Or it may travel through the soil long distances to pollute surface water or the underground sources of our drinking water

− Finally, it may enter the food chain when taken up by animals or plants, providing a threat to human consumers

♦ A gas may spread through the air, or condense in the form of a liquid or solid on the soil and all surfaces surrounding the scene of the emission

− Since the "wind blows where it will," movement of gases still in the air we breathe is nearly impossible to predict

− Once a gas has condensed, it can spread through the water system or food chain

♦ Polluting agents in soil can also be taken up into the food chain or the water table

− And they can harm the air we breathe by creating toxic dust or giving off gases as they decompose

Show Slide 2-13.



Impacting our Health

• Toxins can travel through:– Air

– Soil

– Rivers and streams

– Ground water

– Plants and crops




Activity 2-2:

Tell participants that they will now have a chance to explore how toxins from a technology-caused disaster might travel from the disaster site to victims in the surrounding area.

Explain the activity:

♦ We will need seven volunteers.

♦ Each volunteer will get a sign indicating his/her role.

− Toxin

− Victim

− Air

− Soil

− Rivers & streams

− Ground water

− Plants & crops

♦ The instructor will read a scenario.

♦ The person playing the role of “toxin” will have a football representing the toxic pollutant.

♦ This person’s task is to explain the first step will take on its path to the victim. He/she passes the football to the first person that will help the process.

♦ That person will then explain how the toxin will travel in the next stage towards the victim, and will pass the football to the next person.

♦ This process will be repeated until the toxin arrives at the victim.


1. Ask for seven volunteers.

2. Give each one a sign to hang around their neck identifying them as Toxin, Victim, Air, Soil, Rivers & Streams, Ground Water, Plants & Crops

3. Read a scenario.

4. Have the “Toxin” explain the first step the toxins might take on their path to the victim. The “Toxin” passes the football to the person playing the role of the next step.

5. Each person explains how the toxin will travel on its next step to the victim, and passes the football on until it reaches the victim.

6. See next page for an example.

7. Note: there are no “right” answers for this activity. One of the points to be made is that toxins spread in many different ways.

8. Debrief the activity using the points that follow the scenarios.




Example:

A farmer fails to read the instructions on a new pesticide and applies 50 times the recommended amount on his crops.

− The “Toxin” explains that the pesticide will sink into the soil the next time it rains, and hands the football to the “soil” person.

− The “Soil” person explains that the pesticide will run off the soil into the nearby stream with the rainwater, and passes the football to the “Rivers & Streams” person.

− The “Rivers & Streams” person explains that the stream runs into a river, which is tapped for drinking water downstream. He/she passes the football to the victim saying the pesticide will enter the victim’s home through the water supply.

Scenarios:

♦ A truck carrying chlorine gas skids on a slippery road and crashes into a bridge support. The gas escapes in a toxic cloud.

♦ A large-scale chicken farm cleans out the chicken houses and dumps the manure into a deep pit.

♦ Poisonous mold grows in the cooling water for a commercial building air conditioner.

♦ Liquid toxic waste from a manufacturing process is stored in tightly sealed 55-gallon drums. These are stored at the back of the property. Having done this for many years, some of the drums are rusting and beginning to leak.




Debrief points:

♦ How many ways were there for the toxin to reach the victim?

♦ (To the victim) How did you feel as the toxins traveled to you?





Ask:

Show Slide 2-14.

Explain that participants now have a better understanding of what technology-caused disasters are and how they impact us.

Show Slide 2-15 after discussion to summarize participant answers.

Transition to the next session by saying that it is much better to prevent a technology-caused disaster than to react after one has occurred. The next lesson will show you how to organize to prevent a technology-caused disaster.

Transition to Organizing for Prevention


What have you learned in this lesson?



Discussion

• What have you learned in this lesson?



Summary

• What a technology-caused disaster is

• Common sources of technology-caused disasters

• The differences between acute and chronic disasters

• Common technology-caused disaster scenarios

• How technology-caused disasters affect our health





Lesson 3: Organizing for Prevention

Learning Objectives


♦ Describe how to assess the local community for technology-caused disaster risk

♦ Identify local resources to include in a disaster prevention alliance

♦ Describe the steps to take to prevent technology-caused disasters

Time Required

30 minutes

Topics

1. Overview (1 minute)

2. Education (10 minutes)

3. Community Assessment (15 minutes)

4. Planning for Prevention (5 minutes)


Training Methods







Training Materials



Instructor Notes

Unlike natural disasters, technology-caused disasters can often be prevented. The key to this is educating the community to recognize risks and organizing to press local officials to act. This lesson provides an introduction to this process.


Organizing For Prevention


Overview

1 minute

Welcome participants to Lesson three.

♦ Say that in this lesson participants will learn how to lower the risks of a technology-caused disaster in their community.

Show Slide 3-1.

Say that we will look at three phases of activity to reach this goal:

♦ Education

♦ Assessment

♦ Planning

Show Slide 3-2.


Organizing for Prevention


• Education

• Assessment

• Planning


Lesson 3Organizing for Prevention




Education

10 minutes

Say that one of the most important steps you can take to help your community to prevent technology-caused disasters is to help people educate themselves.

This process starts with you. When you are well educated, you can then help others.

Resources include:

♦ Local public or college library

♦ Websites

Show Slide 3-3.

Refer participants to the Annotated Bibliography and the Useful Websites list found in the Participant Guide and on the following pages.

Ask:

List responses on the easel pad.

Ask:

List responses on the easel pad.

How can you share what you learn with the community?

What other resources have you found useful in learning about technology-caused disasters?



Education Resources

• Local libraries• Websites



Annotated Bibliography

Published by the Eco-Justice Working Group, National Council of Churches of Christ

Breaking Political Gridlock: California's Experiment in Public-Private Cooperation for Hazardous Waste Policy (Environmental Studies Series, No 8) By Daniel A. Mazmanian, Michael Stanley-Jones, Miriam J. Green (1988) California Institute of Public Affairs

Caring for Creation. By Max Oelschlaeger. Yale University Press, 1994 available from Environmental Justice Resources 1 (800) 762-0968

Chemical Exposure and Disease Diagnostic and Investigative Techniques: The Professional and Layperson's Guide to Understanding, Cause and Effect. By Janette D. Sherman. Princeton, NJ: Princeton Scientific Publishing Company, Inc., 1994

A Citizen's Guide to Promoting Toxic Waste Reduction by Lauren Kenworthy, Eric Schaeffer Paperback (January 1990)

Citizen Participation in Toxic and Hazardous Substance/Waste Decision-Making: A Bibliography By Frederick Frankena, Joann Koelln Frankena. Out of print, but look for it in used bookstores or your local library

Cleaning Up the Mess: Implementation Strategies in Superfund By Thomas W. Church, Robert T. Nakamura (Contributor) Paperback 209 pages (March 1993) Brookings Institute.

The Corporate Alchemists: Profit Takers and Problem Makers in the Chemical Industry By Lee Niedringhaus Davis. William Morrow & Company, 1984. 329 pages, including notes and index. An excellent examination of the economic and historical roots of toxic pollution

Creation in Crisis: Responding to God's Covenant. Published by the Church of the Brethren to help congregations study environmental issues and develop plans for addressing these concerns. Available from Environmental Justice Resources at 1 (800) 762-0968

Earth Book for Kids: Activities to Help Heal the Environment By Linda Schwartz, Beverly Armstrong (Illustrator) Reading level: Ages 9-12; Paperback 184 pages (October 1990) Learning Works Creative ideas with easy-to-follow instructions show kids how to make their own paper, compare phosphate levels in detergents, test the effects of oil pollution, conduct a recycling survey, create a trash sculpture, redesign a package, chart a flush, measure acidity and make a difference in many other exciting ways.

Faithful Earthkeeping: The Church as a Creation Awareness Center. A three-part video produced by the Evangelical Lutheran Church of America available from Environmental Justice Resources at 1 (800) 762-0968

Guide to the Management of Hazardous Waste: A Handbook for the Businessman and Concerned Citizen



By J. William Haun, Paperback 212 pages (August 1991) North American Press; Explains waste management technology, related chemistry, and laws and regulations in plain English. Brief sections advise citizens on protecting themselves and businesses on regulations

Hazardous Waste in America By Samuel S. Epstein M.D., Lester O. Brown and Carl Pope. Sierra Club Books, 1982. 593 pages., including extensive appendices and index

Hazardous Waste (Saving the Planet) By Allen Stenstrup Reading level: Ages 4-8 School & Library Binding (December 1991) Children's Press. Explains what hazardous wastes are, how they are produced, and why it is difficult to dispose of them

Hazardous Waste Sites (Pro/Con) By Kathiann M. Kowalski. Reading level: Ages 9-12 (June 1996) Lerner Publications Company Discusses the dangers of hazardous waste sites, who is responsible for the problem, who is responsible for cleanup, various legal decisions, and the effects of the federal Superfund.

And the Leaves of the Trees are for the Healing of the Nations, published by the Eco-Justice Working Group of the NCC and the Presbyterian Church. A concise exploration of the biblical and theological foundations for cherishing God's creation. Focuses on creation stories in Genesis as well as the Psalms, Pauline writings and the life and teachings of Jesus. Available from Environmental Justice Resources at 1 (800) 762-0968

Love Canal: The Story Continues... By Lois Marie Gibbs. New Society Publishers, 1998. 223 Pages. The classic story in its second edition

Loving Nature: Ecological Integrity and Christian Responsibility. By James A. Nash. Abingdon Press, 1991

National Black Church Environmental and Economic Justice Summit Report Published by the Eco-Justice Working Group of the NCC. Highlights stories of people affected by environmental racism. Includes speeches, by prominent Black pastors and community activists on the issue of environmental justice. Available from Environmental Justice Resources at 1 (800) 762-0968

Our Children's Toxic Legacy: How Science and Law Fail to Protect Us from Pesticides By John Wargo. New Haven, CT: Yale University Press, 1996

Poisoned Land: The Problem of Hazardous Waste By Irene Kiefer. 90 pages

Preventing Industrial Toxic Hazards: A Guide for Communities By Marian Wise, Lauren Kenworthy Paperback 2nd edition (July 1993) Inform

Silent Spring, by Rachel Carson. The original eye-opener and still relevant

Toxic Deception: How the Chemical Industry Manipulates Science, Bends the Law and Endangers Your Health. By Dan Fagin and Marianne Levell and the Center for Public Integrity. Secaucus, NJ; Carol Publishing Group, 1996



"Toxic Pollution in the U.S.A. With Special Concern for Its Impact in Poor and Minority Communities" A resolution of the National Council of Churches of Christ in the USA. Available from Environmental Justice, National Council of Churches at (212) 870-2386

Toxic Sludge is Good For You: Lies, Damn Lies, and the Public Relations Industry By John C. Stauber and Sheldon Rampton. Monroe, Maine: Common Courage Press, 1995

Toxic Waste (Earth Alert) By Susan Dudley Gold Reading level: Ages 9-12 Library Binding - 47 pages 1st Ed. edition (October 1990) Crestwood House. Discusses the causes and tragic effects of chemical waste pollution, efforts to reverse existing and prevent future damage, laws regulating the disposal of toxic wastes, and how you can get involved in the fight against pollution

Toxic Waste: Clean-Up or Cover-Up? By Malcolm E. Weiss. Franklin Watts, 1984. 79 pages. Aimed primarily at young people, but a good primer for beginners of any age. Slightly dated

We Are the Ones We Are Waiting For: Women of Color Organizing for Transformation Urban Rural Mission of the World Council of Churches, Durham, N.C. 1995

Where We Live: A Citizen's Guide to Conducting a Community Environmental InventoryBy D.F. Harker and E.U. Natter. Washington, DC Island Press, 1995

Who's Poisoning America? Corporate Polluters and the Victims in the Chemical Age. Edited by Ralph Nader, Ronald Brownstein and John Richard. Sierra Club Books, 1981. 369 pages., including index

Your Health and the Environment: A Christian Perspective. By Shantilal P. Bhagat, published by the Eco-Justice Working Group of the NCC. A study and action guide for congregations. Available from Environmental Justice Resources at 1 (800) 762-0968.



Useful Websites

Inclusion in this list does not constitute endorsement. Some sites may be biased, inaccurate, or out of date.

Denominational Sites

Evangelical Lutheran Church in America: http://www.elca.org/dcs/disaster/

Presbyterian Church USA: http://www.pcusa.org/pcusa/wmd/pda/us_resp.html

United Church of Christ: http://www.ucc.org/global/disaster/index.html

United Methodist Church: http://www.umc-gbcs.org/gbcs006.htm

Ecumenical or Interfaith Sites

Home site of the Resource Unit on Technological Disasters of the National Council of Churches of Christ: http://[email protected]

Faith-based resources http://www.earthministry.org/

Faith-based resources http://www.webofcreation.org/

Environmental Groups

Environmental Defense Fund - enter a zip code, learn about known toxic sites, releases http://www.scorecard.org

Natural Resources Council http://www.nrdc.org/

Sierra Club http://www.sierraclub.org/

Environmental activities of the US Public Interest Research Group (USPIRG) http://www.igc.apc.org/pirg/enviro/index.htm

World Wildlife Fund http://www.worldwildlife.org

Government Sites

Agency for Toxic Substances and Disease Registry http://atsdr1.atsdr.cdc.gov:8080/hazdat.html

Clean Up Information from the Environmental Protection Agency and others http://clu-in.org/

National Response Center (all spills must be reported here)

http://www.nrc.uscg.mil/index.html



Industry and Professional Sites

A primer on obtaining and understanding Material Safety Data Sheets http://www.msdsenglish.htm

Air and Waste Management Association http://www.awma.org/

Association of State and Territorial Waste Organizations http://www.astswmo.org/index.html




Community Assessment

5 minutes

Assessing the Community

Say that the next step in preventing technology-caused disasters is to assess risks in the local community. There are a variety of sources of information to help you do this:

♦ Contact state and federal environmental protection agencies

− Ask about current and former clean up sites in your area, as well as spills or leaks or complaints about air or water quality in the last few years

♦ Call your state and local health departments (their phone numbers are in your telephone book)

− Ask them about the same things

− Also ask about any known outbreaks of health issues like asthma, cancer, birth defects, mysterious undiagnosed maladies, fish and bird kills

Show Slide 3-4.

♦ Contact local health care institutions and organizations such as local chapters of the Lung Association, March of Dimes, asthma and chronic illness support groups

− Ask what they are working on locally and whether they believe they have identified a "hot spot" or "cluster" of illnesses that may be environmentally related



Sources of Information

• State and federal environmental agencies

• State and local health departments

• Local health care institutions

• Fire department

• Local government




♦ Contact your local fire department

− Ask about previous calls for emergency spills, fires or industrial accidents

− Ask about their emergency plans for evacuation and locations of special concern to them

♦ Contact your local local government officials

− Also ask about emergency plans for evacuation and locations of special concern to them

Explain that you use this information to create a map of potential danger areas in your community.

Building Alliances

Say that once you have identified the potential dangers, the next step is to build your local alliances.

Ask:

Record the results on an easel pad. When participants have suggested all they can think of, show slide and review any options they missed.

Who might you want to contact as potential members of your local alliance? These don’t have to be specific names, just the kinds or organizations you would want.




Say that the group has generated a great list. Here are some other options to consider:

♦ Local chapters of state or national environmental groups such as Sierra Club, Clean Water Action, Natural Resources Defense Council, etc.

− Learn what they are tracking or concerned about

− Ask what your church can do to help

− Invite them to talk to your church board, or an adult education class

♦ Local college departments in such areas as chemistry, engineering, environmental sciences and agriculture

− What languages do the students and faculty speak that might be of use in reaching area residents who do not have English as their first language?

♦ Local attorneys or those in nearby cities, who specialize or have experience in environmental issues, corporate liability, class action suits, etc.

Show Slide 3-5.

♦ Local congregations and ecumenical groups such as local ministerial associations or State and local Councils of Churches

− Tell them of your interests

− Offer to send a speaker

− Find out if they are already working on environmental or health concerns



Building Alliances

• National environmental groups

• Local colleges

• Attorneys

• Local congregations




♦ Labor unions in your area, such as United Farmworkers, Oil, Chemical and Atomic Workers (OCAW), United Auto Workers (UAW), United Steelworkers or Teamsters

− Focus on industrial, health care and agricultural unions

− Tell them of your interests

− Ask if they are working on similar issues

♦ Neighborhood or community associations that reflect the diversity of your community

♦ Local chapters of professional societies for waste management, chemistry, engineering, environmental sciences, agriculture

Show Slide 3-6.

♦ Local newspaper and television reporters specializing in business, religion and environmental or health concerns

− Note their producers and editors

♦ Disaster service providers like the Red Cross or Salvation Army

− They can provide faster response time than an effort starting from scratch

− They can also provide material needs such as shelter and food

Mention the Local Alliance Building Worksheet as a tool to help them get organized.

The worksheet is in the Participant Guide and on the next page in the Instructor Guide.



Building Alliances (cont’d)

• Labor unions

• Community associations

• Professional societies

• Local media

• Disaster service providers



Local Alliance Building Worksheet

Resource Function Contact # Who Calls? When?

National environmental groups

Community assessment, education

Local college departments

General information, assistance with foreign languages

Local Attorneys Legal assistance

Local churches Networking

Local labor unions

Networking, identifying potential dangers

Neighborhood and community associations

Networking

Professional societies

Information resources

Local media reporters

Information on past events, publicity for future events

Disaster service providers (Red Cross, Salvation Army)

Disaster response




Planning for Prevention

5 minutes

Say that, having now identified potential hazards and organized an alliance, participants are ready for the final phase of the prevention process.

Explain that prevention measures are not complicated. They are designed to separate the identified hazard from vulnerable people and property. Examples include:

♦ Constructing a barrier

♦ Removing the hazard

♦ Removing what's at risk

Explain that the next step in the process is to activate the alliance to work with public and private officials to make one of these three things happen.

View Slide 3-7.



Planning For Prevention

• Construct a barrier

• Remove the hazard

• Remove what’s at risk





Ask:

Show Slide 3-8.

Review key points from the lesson:

♦ Educating yourself and your community

♦ Assessing community risks for technology-caused disasters

♦ Building an effective alliance

♦ Planning to prevent technology-caused disasters


Transition to the next lesson by saying that it is important to know how to respond to a technology-caused disaster should prevention efforts fail.

Transition to Responding to a technology-caused disaster.




Summary

• Educating yourself and your community

• Assessing community risks for technology-caused disasters

• Building an effective alliance

• Planning to prevent technology-caused disasters



Discussion



Technology-Caused Disasters Instructor Guide, 2006 4-1




Lesson 4: Responding to Technology-Caused Disasters

Learning Objectives


♦ Deal effectively with the “official” response.

♦ Build an effective response team.

♦ Define the steps in responding to acute and chronic disasters.

♦ Identify the key factors in successful fundraising.

♦ Describe the needs of a variety of vulnerable groups

Time Required

1 hour 30 minutes

Topics

1. The “Official” Response (20 minutes)

2. Building a Response Task Force (25 minutes)

3. Responding to an Acute Technology-Caused Disaster (10 minutes)

4. Responding to a Chronic Technology-Caused Disaster (10 minutes)

5. Fundraising Tips (5 minutes)

6. Special Needs Populations (15 minutes)

7. Summary and Transition (5 minutes)


Training Methods






Training Materials



3. Blank 5x7 cards (50 per course)

4. Special Needs Cards: 5x7 cards labeled as follows:

• Children

• The Elderly

• Pregnant Women

• New Immigrants

• Farm Workers

• Medically Stressed People

Instructor Notes

Responding to technology-caused disasters can be very different than responding to natural disasters. Unlike hurricanes, tornadoes or earthquakes, it is often difficult to prove that a technology-caused disaster has actually occurred. This module helps participants understand how to respond when a technology-caused disaster has occurred in their community.


This module presents concepts that will be useful for responding to technology-caused disasters. You can bring these concepts to life by showing participants the film Erin Brokovich, either before or after the lesson.


Responding to Technology-Caused Disasters


The “Official” Response

20 minutes

Say that you want to welcome everyone to the third lesson of the course. In this lesson, participants will learn how to respond when a technology-caused disaster does occur.

Ask:

Say that there is a wide range of responses from both corporations and the government.

♦ You may find some people who are very casual or matter of fact

− This can be good in an emergency when panic will only make things worse

− However, casual attitudes can also form a well-paved road leading directly to disasters that could have been prevented

− And they could lead to denial of responsibility

Show Slide 1-1.

Responses may range from “apathy” to “denial” to “responsibility”. Acknowledge each response.

How do corporations usually respond to technology hazards?


Lesson 4Responding to Technology-

Caused Disasters




♦ Say that on the other hand, you will find some people in the field are very conscientious, cautious and strict in their procedures

♦ It's best not to presume either attitude is present until you have the facts

− Some "watchdog" agencies have become overworked and understaffed

− Some corporations pride themselves on meeting or exceeding government standards

The Denial Syndrome

Say that most people have read stories of corporations who have created serious problems but have not taken responsibility for their actions.

The movie “Erin Brokovich” tells the story of a utility company that did this. This is known as the “denial syndrome.” It involves six steps.

Show Slide 4-2.

Say that often the first step is that the responsible party denies that a problem exists.

♦ Sometimes the spokesperson honestly doesn't know a crisis has developed

♦ Other times those involved are simply buying time to put on a better front

Show Slide 4-3.

Say that, if the denial doesn’t work, the agency or corporation acknowledges there was a problem, but claims it was solved some time ago.

Show Slide 4-4.



The Denial Syndrome

• Deny the problem exists



The Denial Syndrome



The Denial Syndrome


• Acknowledge the problem existed, but was fixed years ago




Say that, if allegations of a problem continue, the company may admit there is a problem, but blames others, such as subcontractors, suppliers, customers, previous owners or users of the property.

Show Slide 4-5.

Say that, if the public or the government continues to press the matter, the company may claim the problem is not what has been reported, or says it is already being handled adequately.

Show Slide 4-6.

Say that the agency or corporation may then admit that a problem exists, but says it can't afford the clean up or properly respond due to government restrictions, failures of others, etc.

Show Slide 4-7.

Error!



The Denial Syndrome



• Admit there is a problem, blame others



The Denial Syndrome




• Claim problem is now being handled



The Denial Syndrome




• Claim problem is now being handled

• Admit problem, but can’t afford to fix it




Say that at the end of the process, the company enters into long court battles over who is responsible, how clean up will proceed, how it will be paid for, and what will be done with material removed.

The company may also argue over whether the complainants are really sick and whether their illnesses were actually caused by the company’s actions.

Show Slide 4-8.

Activity 4.1: Addressing the “Official” Response

Say that this kind of “official response” can be very frustrating for people who are experiencing a technology-caused disaster. Let’s brainstorm some ideas for how you might deal with a situation like this.

Debrief the exercise by saying the real indicator of a company in denial is if the official story changes, moving through the stages we saw.

When this happens, you can respond effectively by:

♦ Calling attention to the shifting story

♦ Investigating all claims with the help of independent experts, especially any claims that try to downplay the event; remember that sometimes events really aren't as dangerous as they first appear

♦ Advocate for the voiceless and the innocent, but do not prejudge any parties as "guilty"

Use this exercise to get participants thinking about how they might respond to a company that is responding with the Denial Syndrome.


1. Ask participants to brainstorm ideas for how they might deal with a situation where an organization is engaging in the “Denial Syndrome.”

2. Record ideas on an easel pad.

3. When the group has run out of ideas, briefly discuss the ideas.

4. Debrief the exercise.



The Denial Syndrome

• Deny the problem exists• Acknowledge the problem existed, but

was fixed years ago• Admit there is a problem, blame others• Claim problem is now being handled• Admit problem, but can’t afford to fix it• Go to court to fight over who is

responsible




Building a Response Task Force

25 minutes

Say that, as participants have seen, responding to a technology-caused disaster requires a lot of work and a wide range of expertise.

One key to dealing with a technology-caused disaster effectively is building a strong response task force

Ask:

Record results on an easel pad. Key characteristics include:

1. Cultural diversity

2. Wide range of skills

3. Representing all faiths

4. Broad-based community support

5. Includes disaster response organizations

What characteristics would make an effective response task force?




Activity 4.2: Building a Response Task Force

Say that now that we know the characteristics of an effective response task force, it is time to start building one for this community.

Note: this exercise will be more effective when the participants come from the same community. If they don’t, have participants suggest categories of people or organizations.

Ask participants to think about who should be on the task force. Have them write down the names of organizations/groups that should be represented on 5x7 cards. Tape the cards to the wall.

When they are done, verify that the suggested members meet the characteristics identified.

Use this exercise to get participants to start thinking who should be on a Response Task Force.


1. Ask participants to think about who should serve on a Response Task Force. These should be organizations or groups within their local community.

2. Have participants write down the name of one organization or group on a 5x7 card and tape it to the wall.

3. Build as complete a list as possible in 15 minutes.

4. List should include:

• Pastors and congregational lay leaders

• Neighborhood leaders • Union and business leaders • Attorneys • Local government officials

from Health, Fire and Emergency Management

• Representatives of groups reflecting the racial and ethnic diversity of your community

• Red Cross and Salvation Army officials




Debrief the exercise by commenting on the number and range of organizations.

Say the secret to a successful task force is to have as many of the organizations involved in the disaster as possible at the table. An ecumenical task force may be the ONLY place all these folks are willing and able to gather as one.

Say that the point of an ecumenical task force is to break down the natural "us and them" dynamics that will develop and help all parties to bring their resources to bear on a solution that will be good for all.

Explain that special efforts may be required to reach out to non-mainline congregations, such as those who do not normally participate in the formal ecumenical organizations.

You may also find some wonderful neighborhood leaders who are not part of any formal group, but need to be at the table as opinion leaders in the community.

• VOAD (Voluntary Organizations Active in Disasters) representative

• Representatives of charitable foundations

• Other local service providers (social services, housing groups, etc.)

• Local college professors with appropriate specialties

Ask:

Answers might include: 1. Too many diverse opinions 2. No clear leadership 3. Competition 4. People used to doing things

their way 5. Distrust of other organizations

What challenges do you think might arise in trying to manage such a diverse group?




Creating an Effective Task Force

Say that such a diverse task force will be awkward at first and making progress will seem difficult at times.

♦ Select a capable facilitator

− At first, the facilitator may be the person who called the group together

− This person may or may not be the best person for the job

− As you move forward, it will be important to make sure the facilitator has the skills to listen to all, manage competing points of view, and keep the process moving forward

♦ Set up ground rules for your discussions

− Agree that all members will be treated with respect and understanding

− Agree that differences will be aired honestly Explain that many groups decide to operate by consensus building, rather than majority rule.

♦ This helps prevent winners and losers

♦ Building consensus means that everyone at the table can live with the solution proposed, not that the solution is agreed to in every detail by all people

Show Slide 4-9.



Working With Diversity

• Establish ground rules– Respect

– Honesty

• Strive for consensus




Say that choosing a name for the task force can be important. Use of terms such as "homeowners" or "Christian" may not be a good idea.

♦ Renters can be affected by a technological disaster, just as homeowners

♦ Many communities have people of faith who are not comfortable with the label "Christian," including Jewish congregations, Buddhists and others




Responding to an Acute Technology-Caused Disaster

10 minutes

Say that participants may remember that an acute disaster is one with a well-defined beginning and relatively short duration. An acute technological disaster can be broken down into three phases. These are:

♦ Emergency

♦ Relief

♦ Recovery

Show Slide 4-10.

The Emergency Stage

Explain that the emergency stage can last from a few hours to several days or even weeks – depending on the nature of the disaster.

♦ Immediately after a fire, explosion, spill or release, the substances involved may be unknown.

− Even if the individual substances are known, the ways in which they interact with each other and the human body under the conditions present may not be known.

Show Slide 4-11.



Acute Technology-caused Disasters

• Emergency

• Relief

• Recovery




♦ Local emergency authorities will decide if immediate evacuation is necessary.

− During the emergency stage it may be best to leave the area immediately and let the experts handle the most dangerous work

− Even before authorities arrive, children, the elderly, pregnant women and those already ill should be evacuated

− Churches close by, but not in, the affected area may offer their buildings as emergency shelters; this can be facilitated by pre-arrangement with the American Red Cross

♦ Unfortunately, a presidential disaster declaration, which brings federal assistance to survivors of natural disasters, is not likely.

♦ During this phase you should also communicate with the Disaster Response Office of Church World Service, and your regional church office.




The Relief Stage

Explain that the relief stage follows completion of evacuation.

♦ Persons in need of basics such as food, shelter and medical and pastoral care should be identified and assisted

− This is best done through a coordinated ecumenical effort, where each congregation and denomination represented can pool its knowledge, contacts and resources to see that all in need are served efficiently and effectively

− Church World Service offers two books that are helpful here: Prepare to Care and Organizing an Interfaith Disaster Response

Show Slide 4-12.

The Recovery Stage

Explain that the third stage is recovery, which can last indefinitely. Effects of exposure may even afflict succeeding generations due to exposure in the womb and birth defects and reproductive problems.

♦ You can plan on controversy regarding when (or if) the affected area will be safe to resume normal activities

♦ Medical, legal and spiritual needs may continue a decade or more

− An organized ecumenical response is critical

− Do not take sides, but call for the facts and act as a go-between to be sure all parties are brought to the table and clear, accurate communication becomes possible

Show Slide 4-13.



The Relief Stage

• Food

• Shelter

• Medical care

• Pastoral care



The Recovery Stage

• Can last indefinitely

• Plan on controversy

• Organized ecumenical response is critical




Responding to a Chronic Technology-Caused Disaster

10 minutes

Say that participants may remember that a chronic disaster is one that develops slowly over time and may feature repeated behavior like the chemical dumping that occurred for years prior to the Love Canal incident. Chronic technological disasters can be broken down into three stages as well:

♦ Rumors

♦ Reports

♦ Reactions

Show Slide 4-14.

Rumors

Say that there are often rumors before a chronic disaster can be confirmed. People may suspect there is a problem, but there is little confirmed evidence. During this stage, denial, uncertainty and apathy may be expressed by the involved parties.

Persons reporting medical conditions that may be connected to an emission may be looked upon as "nut cases" or "isolated" incidents that can't be connected. Victims will seek each other out for support and understanding.

Show Slide 4-15.



Chronic Technology-caused Disasters

• Rumors

• Reports

• Reactions



The Rumor Stage

• Concerned parties may express denial, uncertainty or apathy

• People reporting medical conditions may be treated as “nut cases”




Reports

As reports begin to pile up and responsible authorities declare an emergency, some victims will feel intense anger at those they hold responsible, while others will be greatly relieved to have their suspicions confirmed.

Show Slide 4-16.

Reactions

Say that it can be hard to imagine what it is like to be a victim in a chronic technology-caused disaster.

After the responsible parties and the substance(s) involved have been identified, these initial answers can raise even more questions. Affected individuals and families may report increasing levels of concern, as the problem is better defined but no solution is in sight.

♦ As in an acute disaster, not knowing when or if the area affected will be safe again adds worries at this point

− People naturally want to know if they will be living in shelters for a few days or weeks

− They want to know if their property can be cleaned up, how it will be done and who will pay for it

− They want to know if they will be safe, if their children will be healthy

− They want to know if someone will buy them out and let them get on with their lives in another location

Show Slide 4-17.



The Report Stage

• Reports force responsible authorities to declare an emergency

• Victims response may vary– Anger

– Relief



The Reaction Stage

• Identifying responsible parties and substances may raise more questions– How long?

– What about my property?

– Are my children safe?

– Will they buy me out?




These answers may not be forthcoming for months, even years. Waiting and not knowing and not being able to make their own decisions all take a toll on families, even those that were strong before.

Read the following excerpt from Love Canal: The Story Continues, by Lois Marie:

“Unfortunately, in some cases, one family member grew in learning to deal the problem of Love Canal and the other didn't. That sometimes caused marital problems, and in some cases, divorces. Some marriages ended in divorce because of the stress on the families throughout the crisis; moving in and out of hotels and motels, sick children who just never seemed to get well, personal guilt for moving to that house, and the frustration and fear of being trapped. Husbands felt helpless trying to protect their families while wives continually cried because they feared something would happen to their babies. "




Fundraising Tips

5 minutes

Say that fundraising quickly becomes important to any interfaith response to a technology-caused disaster. Fundraising involves more than money. It is really acquiring all the resources you need to respond to the disaster.

There are some important principles to keep in mind when you begin fundraising:

♦ Know what the money is to be used for. Donors do not give because you “need the money” and they do not give to programs that exist only on paper. They give to people in need and they give to those who can help people in need.

♦ Ask for specific support. Ask for fax machines or volunteers to canvass the neighborhood, not “anything you can do to help.”

♦ Be sure the money you collected goes where it was intended. Nothing turns off donors faster than finding out money they thought would provide counseling to displaced families actually went to buying a fax machine.

Show Slide 4-18.



Fundraising Principles

• Know what the money is for

• Ask for specific support

• Use the money you collect the way it was intended




Say that there are some fundraising tips that will make raising funds a little easier:

♦ Church World Service can make modest startup funds available, usually in amounts of $5000 or less.

♦ Other sources of funds you can consider are the local and national offices of the denominations involved in the interfaith.

♦ Regional chapters and national offices of environmental groups and foundations can also be helpful. Check with your local library, in your phone book, and at the websites listed in the appendix. Watch for groups that specialize in public health, environmental issues or aid to the poor and other marginalized groups.

♦ The value of volunteer time cannot be overestimated. Ask lawyers to work "pro bono" (for the public good). Find local college professors who can use your concern as a class project. Ask churches for rent-free space.

♦ Ask businesses for in-kind support, such as donating used office equipment and furniture.

Show Slide 4-19.



Fundraising Tips

• Church World Service can help with startup funds

• Contact local and national offices of involved denominations

• Check with environmental groups and foundations

• Use volunteers whenever possible• Ask business for in-kind support




Vulnerable Groups

15 minutes

Activity 4.3: Vulnerable Groups

Say that in any disaster, certain groups face different challenges than the larger population. This exercise will help you increase your awareness of the needs of groups who are particularly vulnerable in a technology-caused disaster.

Debrief points:

♦ Children

− Smaller bodies and differing rates of metabolism make children among the highest at risk groups in the presence of toxic or hazardous chemicals

− As with natural disasters, children often find it difficult to express their fears and may feel responsible in some way for the disaster

− Their dependence on adults to transport, clothe, feed and shelter them also leaves them vulnerable if the adults are incapacitated or preoccupied


1. Divide the participants into groups of five or six.

2. Distribute one special needs card to each group. Cards identify the following populations:

♦ Children ♦ The Elderly ♦ Pregnant Women ♦ New Immigrants ♦ Farm Workers ♦ Medically Stressed People

3. Give each group a piece of easel pad paper and a marker.

4. Ask each group to list the special challenges their population might face in a technology-caused disaster.

5. Have each group then review their list and discuss ways to meet those challenges.

6. Post the papers on the walls and have a spokesperson briefly present results to the class.




♦ Elderly

− The elderly may already have health problems exacerbated by new exposure. Even those able to cope with daily tasks on their own may find difficulties adjusting to new routines, new problems and different caregivers.

♦ Pregnant women

− Pregnant women and their fetuses are of particular concern. Since mother and baby share the same circulation system, exposure of the mother means exposure of the fetus. Nursing mothers may also pass toxins through their breast milk.

♦ New immigrants

− Those who are not literate or don't speak English as their first language may be at risk. Most, if not all warnings may be broadcast or printed in English, leaving those who don't read English or understand spoken English at a disadvantage. Translators who can work with the technical or specialized terms that need to be communicated are essential. Check for students speaking other languages at your local college or university.

− New Immigrants are also vulnerable because they may not understand the roles of the government, police and fire departments. In many places, to be visited by uniformed authorities is the greatest fear, not a source of safety information or assistance. New immigrants also may be unaware of their rights or how to access community resources.




♦ Farm workers

− Farm workers must often work around pesticides and may have language problems or similar issues to new immigrants

− Those who are temporarily living in the area may not have access to community resources and may leave or arrive before they are aware there is a problem

♦ Medically stressed people

− Medically stressed populations are particularly at risk

− Those with already weakened respiratory or circulatory systems may have difficulty dealing with additional stresses. Allergies or asthma may be aggravated by exposure to other irritants. Since the liver and kidneys bear the brunt of the work of filtering out toxins, those with weakened or damaged organs may have extra difficulty handling exposures not a problem to others

− People with AIDS, asthma or tuberculosis have immune systems and bodily organs that may already be weakened or extra-sensitive to additional workloads. Asthma is frequently aggravated by any sort of chemicals in the air, and some asthma may be induced by pollution





5 minutes

Ask:

Show Slide 4-20.

Error!


♦ Dealing with the “official” response

♦ Building an effective Response Task Force

♦ Responding to an acute technology-caused disaster

♦ Responding to a chronic technology-caused disaster

♦ Fundraising

♦ Meeting the needs of vulnerable groups


Transition to the next lesson by saying that it is important to know how to meet pastoral and psychological needs.


Transition to Meeting Pastoral and Psychological Needs.




Discussion




Summary

• Dealing with the “official” response

• Building an effective Response Task Force

• Responding to an acute technology-caused disaster

• Responding to a chronic technology-caused disaster

• Fundraising

• Meeting the needs of special needs populations





Lesson 5: Meeting Pastoral and Psychological Needs

Learning Objectives


♦ Identify the factors involved in providing pastoral and psychological assistance to survivors

Time Required

35 minutes

Topics

1. Identifying Survivor Needs (10 minutes)

2. What Would You Say? (20 minutes)

3. Summary and Transition (5 minutes)

Training Methods







Training Materials



Instructor Notes

This module provides a very brief introduction into the spiritual and emotional needs of technology-caused disaster survivors. For more in-depth coverage of this topic, refer to the Emotional and Spiritual Care In Disasters course, part of the Community Arise curriculum.


Meeting Pastoral and Psychological Needs


Identifying Survivor Needs

10 minutes

Say that you want to welcome everyone to the fifth lesson of the course. In this lesson, participants will begin to understand the role of pastoral and psychological needs in a technological disaster.

Show Slide 5-1.

Ask:

Discuss responses with participants. Some key differences include:

1. Time frame – technological disasters play out over months and years.

2. Survivors can’t do much to clean up.

3. Anger can be focused on specific companies or agencies.

4. If a specific company is held responsible, it might impact the local economy.

What are some of the key differences between natural and technology-caused disasters?


Lesson 5Meeting Pastoral and Psychological Needs




Ask:

Record the ideas on an easel pad. You will use them again in a few minutes.

Some key needs include:

1. Struggles of faith and meaning 2. Desire for religious/spiritual

resources and rituals 3. Questions about getting

assistance when, where, how 4. Need for contact and sense of

belonging 5. Need for basic survival

materials - shelter, rest, water, food, basic sanitation

6. Need for accompaniment/calm presence of others who have not been affected as severely

7. Need for gathering places to connect with other survivors

8. Need for safe places to vent/talk/recover

For more information, refer participants to the Emotional and Spiritual Care in Disasters course, part of the Community Arise curriculum.

What pastoral or psychological needs do survivors of a technology-caused disaster have?




What Would You Say?

20 minutes

Say that there are a few guidelines that can help you be more helpful.

Spiritual care seeks to restore trust. Disaster survivors must be given safety and security, an opportunity to ventilate, validation for their feelings, and reassurance and direction. Specifically, keep these points in mind:

♦ Listen - Guide the conversation by asking: “What did you see?” and “How did you feel?” when survivors don’t seem to know what to talk about.

♦ Be quiet - Allow survivors to take the lead in conversations.

♦ Provide Support - Survivors may have feelings that cause them to say things that are violent in nature. They may curse or describe a desire to hurt someone. Do not confront, judge, or correct at this time. Say: “You sound really angry/upset/hurt. I think I would be too.”

♦ Stay Theologically Neutral - Survivors may try to explain things in ways that contradict your theology. Although you may be used to discussing theology with people and attempting to teach them your doctrine, do not preach at this time.

♦ Focus on the survivor’s needs, not yours - Continually gauge your ministry by asking yourself the question, “Whose needs am I dealing with?” This is the best way to assure you are staying focused on the survivor and not yourself.

Show Slide 5-2.

Refer participants to the Spiritual Care Guidelines in the Participant Guide and on the following pages of the Instructor Guide.



Caring Guidelines

• Listen

• Be quiet

• Provide Support

• Stay theologically neutral

• Focus on the survivor’s needs, not yours



Spiritual Care Guidelines

Listen

Listen with an attentive ear. Guide the conversation by asking: “What did you see?” and “How did you feel?” when survivors don’t seem to know what to talk about. Survivors need to begin to deal with their feelings and how they perceive their situations. Relax and let them wander verbally.

Be Quiet

Allow survivors to take the lead in conversations. Do not interrupt. Ask questions only when they seem to want to talk. Their feelings are so intense they may not know where to begin. Reflect what you are hearing in natural pauses. Keep a quiet, composed attitude. When they grow silent, ask a few open-ended questions or make supportive statements. (Do not tell survivors you know how they feel. You do not.) If they do not respond much, sit with them quietly until they are ready to speak again. Sometimes simply knowing someone is there is enough.

Provide Support

You may hear things that shock you. Survivors may have feelings that cause them to say things that are violent in nature. They may curse or describe a desire to hurt someone. Do not confront, judge, or correct at this time. Say: “You sound really angry/upset/hurt. I think I would be too.” Let survivors know you are on their side.

Stay Theologically Neutral

Survivors may try to explain things in ways that contradict your theology. Although you may be used to discussing theology with people and attempting to teach them your doctrine, do not preach at this time. Rather, let survivors preach to you. Affirm them: “That’s a comforting thought.” Avoid trying to answer questions like “How could God let something like this happen?” Attempts to explain God’s will or the human condition could anger or confuse them rather than help. Say: “I don’t know. But what I do know is that God is with us now.”

Use prayer and scripture guardedly. Unless you are sure of a disaster survivor’s religious positions on certain issues, stay neutral. For instance, “Father” is a Judeo-Christian image of God. And in this day, even many Christians find it a troubling image. However meaningful it may be to you, unless you know it is meaningful to them as well, avoid using it. Wait for survivors to ask for a scripture reading before you offer.



Ask if they have a particular passage in mind. If they do not have a preference, offer one that is affirming.

Serve

Practice hospitality. Attend to not only survivors’ words, but to their needs. Offer to get them a drink. Ask if they’ve eaten recently and if they would care to go get some food with you if they have not. Ask if they are comfortable. Avoid offering what you cannot deliver.

Avoid “Fixing” Things

While you can serve disaster survivors, you cannot fix things for them. You can only assist them. You cannot assess damage and clean their house, but you can offer to go to the house with them. You cannot make funeral arrangements, but you can help them find the phone book and sit with them while they make the call. You cannot promise their child will be found alive, but you can stay with them while they wait for news.

Pray for Them

Depending on the situation, this may be only a silent prayer that you offer internally as you sit with them, as you leave them, or even sometime later in the day. Prayer should never be forced. When the survivor is calm, you may say something like, “I’ll keep you in my prayers.” If they respond positively in some way, such as thanking you, ask if they would like you to pray with them now. Having spoken with them and listened to their concerns, you will know what is on their heart and mind. Pray for those needs and things that will increase their comfort and healing only. For example, if they have spoken of anxiety, pray for God’s presence and comfort for them in these anxious moments. On the other hand, if they have expressed anger at emergency workers, however valid you may feel their anger is, avoid praying for the emergency workers.

Focus on the Survivor’s Needs, Not Your Needs.

In a sense, you will be a disaster survivor, as well. You will find that you have your own needs. You should have an opportunity to deal with them at a later time. Continually gauge your ministry by asking yourself the question, “Whose needs am I dealing with?” This is the best way to assure you are staying focused on the survivor and not yourself.




Activity 5.1: What Would You Say?

Say that particpants will now have a chance to think about how they would respond to survivors of a technology-caused disaster.

Tell participants to think about the disasters discribed in this lesson. Also refer them to the list of pastoral or psycholigical needs generated earlier in this lesson.

Ask them to discuss this question:

♦ How is emotional and spiritual care in an unfolding technology-caused disaster different from a sudden event disaster?

Debrief:

♦ Surviors of a technology-caused disaster have many of the same needs as survivors of other disasters (see Spiritual Care Guidelines).

♦ However, they often also have some needs that you should be looking for.

This exercise can be done as a large group or in small groups. The goal is to have participants anticipate how they should respond.

Activity instructions: 1. Ask participants to discuss the

initial question. Some suggested responses:

a. May not be anything physical needed (for individual)

b. Need for long-term assistance/support

c. Need to believe the survivor when others don’t

d. (for community) Need for support to gather and talk





Ask:

Show Slide 5-3.


♦ Technology-caused disasters differ from natural disasters

♦ Pastoral and psychological needs of survivors

♦ Guidelines for providing caring responses


Transition to the course summary.


Transition to Course Summary.



Summary

• Technology-caused disasters differ from natural disasters

• Pastoral and psychological needs of Survivors

• Guidelines for providing caring responses




Discussion






Lesson 6: Summary

Learning Objectives


♦ Summarize key learning from the course Time Required

10 minutes

Topics

1. What Have You Learned? (10 minutes)

Training Methods




Training Materials




Instructor Notes

NA

Course Summary


What Have You Learned?

10 minutes

Say that you have reached the end of the course. A lot of material has been presented and discussed.

Show Slide 6-1.

Ask:

Discuss responses with participants.

Refer participants to the supplemental resources in the

What are the key things you have learned in this course?


Lesson 6Summary


Participant Guide and on the following pages of the Instructor Guide.

Thank participants for attending the class.

Course Summary


Handling the Media

♦ Identify a spokesperson from the task force. It should be someone who has a grasp of the issues and who is comfortable with the media. It helps if they can also speak in short sentences!

♦ Collect the names, phone and fax numbers of reporters specializing in environmental news and religion news. The same information for the editors of these sections should also be gathered. A phone call before and after a fax can help make sure it gets noticed – and covered.

♦ Let clergy and other church leaders be featured as a group. This will help give you a legitimacy no amount of technical expertise can replace.

♦ Give a voice to victims or potential victims in the neighborhoods affected or threatened, especially any racial or ethnic groups that might have difficulty getting their story out.

♦ News releases should be double-spaced, no more than 2 pages, with a contact name, title, organization and phone number at the top. The point of your story or a human interest angle should appear in the very first sentence.

♦ Never try to get more than three points across during an interview or press conference. Know what your primary points are, make them right away and repeat them several times.

♦ If you "flub" an answer or comment while being taped for a TV or radio interview, pause for a second, say you're starting over, pause again, and proceed. This will make editing out your error very easy back at the studio. Remember that the media wants to make you look good so they'll look good. You don't have to be perfect.

♦ Say "I don't know," or "We'll have to look into that and get back to you," rather than making up an answer or saying "no comment."

♦ Morning newspapers and evening television newspeople are best contacted in the morning to avoid the late afternoon deadline crunch. Afternoon newspapers can be contacted the day before you wish the article to appear.

♦ If the story you're dealing with keeps changing (see "Responding to the Official Response"), don't accuse others of lying, but point out the shifting nature of the "facts" or the explanation and call for clarification

Course Summary


Denominational and Ecumenical Contacts African Methodist Episcopal Zion Church Andrew Whitted P.O. Box 994 Salisbury NC 28145-0994 Phone: (704) 633-0278 Fax: (704) 639-1433 E-mail: [email protected]

American Baptist Churches General Information P.O. Box 851 Valley Forge PA 19482 Phone: (610) 768-2394

Antiochian Orthodox Christine Shahin Wood Kids Against Pollution P.O. Box 22 Newport NY13416 Phone: (315) 845-8850 Or: (315) 266-0185 Fax (315) 845-8850 (call first) E-mail: [email protected]

Dioceses of the Armenian Church of America Haroutiun H. Dagley 851 Newbury Ct Grayslake IL 60030 Phone: (847) 244-0424 Fax: (847) 244-0552

Black Church Liaison Bishop Vicken Aykazian National Council of Churches 110 Maryland Ave NE Washington DC 20002-5626 Phone: (202) 544-2350

Christian Church (Disciples of Christ) Jane C. Lawrence 130 E. Washington St Indianapolis IN 46204-3645 Phone: (317) 635-2640 Fax: (317) 635-4426 E-mail: [email protected]

Church of the Brethren David Radcliff Director, Brethren Witness 1451 Dundee Ave Elgin IL 60120-1694 Phone: (847) 742-5100, Ext. 229 Fax: (847) 742-6103 E-mail: [email protected]

Shantilal P. Bhagat 1451 Dundee Ave Elgin IL 60120-1694 Phone: (847) 742-5100, Ext. 227 Fax: (847) 742-6103 E-mail: [email protected]

Episcopal Church Martha Gardner 815 Second Ave New York NY10017 Phone: (212) 716-6053 Phone: (800) 334-7626, Ext. 6056 Fax: (212) 490-6684 E-mail: [email protected]

Rev. Jeffrey Golliher St. John the Divine Cathedral 1047 Amsterdam Ave New York NY10025 Phone: (212) 932-7348 Fax: (212) 932-7348

Evangelical Lutheran Church of America 8765 West Higgins Rd Chicago IL 60631 Phone: (773) 380-2708 Or: (800) 638-3522, Ext. 2693 Fax: (773) 380-2707

Russell Siler Lutheran Office for Govenmental Affairs 122 C St. NW, Suite 125 Washington DC 20001-7507 Phone: (202) 783-7507 Fax: (202) 783-7502 United Church of Christ Adora Iris Lee Justice and Witness Ministries 110 Maryland Ave NE Washington DC 20002 Phone: (202) 543-1517 Fax: (202) 543-5994

Course Summary


Greek Orthodox Archdiocese of America Rev. Fr. Christopher Bender 966 Southpoint Circle Morgantown WV 26501-8300 Phone: (304) 292-8670 Fax: (304) 598-3271 E-mail: [email protected]

Moravian Church in America Rev. Gary Harke 750 Windsor St #104 P.O. Box 386 Sun Prairie WI 53590 Phone: (608) 837-0537 Fax: (608) 825-6610

Orthodox Church in America Alexis Vinogradov 1824 Rt 376 Wappingers Falls NY12590 Phone: (914) 462-3887 E-mail: [email protected]

Presbyterian Church (U.S.A.) Bill Somplatsky-Jarman 100 Witherspoon St, Rm 3069 Louisville KY40202-1396 Phone: (502) 569-5809 E-mail: [email protected]

Doug Grace (Washington Office) 110 Maryland Ave NE, Suite 104 Washington DC 20002 Phone: (202) 543-1126 Fax: (202) 543-7755 E-mail: [email protected]

Swedenborgian Church William Shakalis 74 Dana St Cambridge MA 02138-4309 Phone: (978) 443-9592, Ext. 5262 Home Phone: (617) 661-1143

Jonathan Mitchell 8101 Eastern Ave #A105 Silver Spring MD20910 Phone: (202) 462-6734 E-mail: jemitchell@hotmail

United Methodist Church Jaydee R. Hanson General Board of Church and Society 100 Ave NE Washington 20002 Phone: (202) 488-5650 Fax: (202) 488-5639 E-mail: [email protected]

Environmental Justice General Board of Church and Society 100 Maryland Ave NE Washington DC 20002 Phone: (202) 488-5649 Fax: (202) 488-5639

General Board of Church and Society 100 Ave NE Washington 20002 Phone: (202) 488-5660 Fax: (202) 488-5681

Marilyn Clement General Board of Global Ministries 475 Riverside Dr. #1338 New York NY10115 Phone: (212) 870-3766 Fax: (212) 870-3736 Email: [email protected]

Commission on Religion in Appalachia Tema Willemsma P.O. Box 52910 Knoxville TN 37950-2910 Phone: (865) 584-6133, Ext. 12 Fax: (865) 584-8114

Eco-justice Working Group National Council of Churches 475 Riverside Dr, Rm 812 Richard Killmer Phone: (212) 870-2385, (212) 316-7441 Fax: (212) 316-7547, (212) 870-2265 E-mail: [email protected]

Lynne West Phone: (212) 870-2386 Fax: (212) 870-2265 E-mail: [email protected] E-mail: [email protected]

Course Summary


Legal Resources

Organization Specialty

Center for Constitutional Rights 666 Broadway New York, NY10012 (212) 614-6484 Fax 614-6480 E-mail: [email protected]

Local, national and international cases on hazardous activities affecting primarily people of color.

Farmworker Justice Fund 2110 S St. NW Washington, DC 20109 (292) 462-8192 Fax 462-0472

Pesticides Worker Safety and Health

Lawyer's Committee for Civil Rights Under the Law 1450 GSt. NW, Suite 400 Washington, DC 20005 (202) 662-8333 Fax 783-0857

Toxics, pollution, pesticides Facility Siting Environmental Justice

National Conference of Black Lawyers 1875 Connecticut Ave. NW Washington, DDC 20009 (202) 723-1662 Fax 829-5169

Legal assistance/training for lawyers representing affected communities.

Earth Justice Legal Defense Fund 1625 Massachusetts Avenue NW, Suite 300 Washington, DC 20036 (202) 667-4500 Fax 667-2356

Legal services to low income and people of color on a wide variety of environmental issues.

Richard J. Lipps 1260 Delaware Avenue Buffalo, NY14209 (716) 884-4800 (phone) (716) 884-6117 (fax)

Legal assistance on a variety of environmental services.

Course Summary


Introduction to Toxic Substances

(Adapted from the NY State Dept of Health's booklet What You Know Can Help You: An Introduction to Toxic Substances, #2710, 5/91.) A toxic substance can be poisonous or impair health. Any chemical can be toxic or harmful under certain conditions, including household products used daily.

Some chemicals are hazardous because of their physical properties. They may explode or burn easily, or react violently when exposed to certain other chemicals. A chemical may be toxic, hazardous, or both.

The toxicity of a chemical is measured by the types of effects it produces, and its potency, or strength. For example, one chemical may have no noticeable effects during exposure, but may cause cancer years later. Another may produce vomiting upon exposure, but not have any known long-term effects.

The more potent a chemical is, the more toxic. If smaller amounts of Chemical A can cause greater effects than larger amounts of Chemical C, Chemical A would be considered more toxic.

Potency, and therefore toxicity, can be affected by the chemical's breakdown once it is in the body. The body can metabolize, or change the chemical into another chemical (or multiple chemicals) that may have more or less toxicity than the original chemical. A chemical can cause health problems only after it contacts or enters the body. There are three primary routes of exposure: inhalation, ingestion, or direct contact.

Inhalation, or breathing, of gases, vapors, dusts or mists is a common route of exposure. Chemicals can enter and irritate the nose, air passages and lungs. They can be deposited in the airways or absorbed into the bloodstream by the lungs. Blood circulation can then carry chemicals throughout the body.

Ingestion refers to chemicals that get in or on food, utensils, hands or cigarettes; anything that can be swallowed. Children may be at particular risk of ingesting things found in dust or soil because they are more likely to put their hands into their mouths. Once swallowed, some chemicals can be absorbed into the blood and carried throughout the body.

Direct contact is the third route of exposure. Chemicals that touch the skin or eyes can be absorbed into the bloodstream. Damaged skin can allow chemicals to enter the body more easily. Some chemicals, like lead, can be much more dangerous depending on the route of exposure. You wouldn't want to breathe lead dust or swallow it, but lead is not absorbed by the skin. Touching it won't harm the body.The amount of a substance that enters or contacts a person is called a dose. The greater amount of a chemical that a person is exposed to, the more likely that person will suffer health effects. Even the size of the individual must be factored in. Children, for example, may be affected by smaller amounts than adults with their larger bodies. Some chemicals are harmless or even helpful in small amounts, but can cause serious problems when ingested in larger amounts. Even drinking too much water can cause vomiting, loss of consciousness or death.

Exposure medium is the term for the method of "delivery" of the chemical to the body. The amount of a substance in the air we breathe, the water we drink, or the food we eat is called a concentration. The standard ways of reporting concentrations are parts per million (ppm), milligrams per liter (mpl) and milligrams per cubic meter (mpcm).

Course Summary


The affected individual's dose can be determined by multiplying the amount of water, air, food or soil taken in, times the concentration of the chemical.

Acute exposure is a short contact with a chemical, ranging from a few seconds to a few hours.

Chronic exposure is continuous or repeated contact with a toxic substance over months or years. Some chemicals can build up on the body with a long-term exposure, causing effects possibly not seen with acute exposure. Residents who drink water slightly contaminated by the local landfill may develop health effects from such a chronic exposure.

Not all people are equally sensitive to chemicals and therefore they are not equally affected. The factors of sensitivity include genetic differences, allergies developed after earlier exposures, age, illness, diet, alcohol use, pregnancy and any drug use.

Information gathered from human exposures at work or in an accident can be very useful, if incomplete. The exact amount of a spill and length of exposure may not be known, making the dose hard to determine. If someone has been exposed to more than one substance on the job, it may be difficult to find which substance caused which effects. Even when a specific substance is tied to a specific effect, the exact dose necessary to cause such an effect may not be known. Sometimes a population exposed to a chemical is compared to another group not known to be exposed. If the exposed group has a higher incidence of a certain health effect, researchers say the effect may be "related" to the exposure, but often the exact cause of a particular effect cannot be determined.

Animal studies are often good indicators of chemical toxicity in humans, although many factors such as relative size and differences in metabolism must be accounted for. Many combinations of chemicals have never been tested to see if together they produce more or less effects. (This manual does not advocate or endorse the use of animal studies.)

Course Summary


EPA Regional Offices Region 1 (CT, MA, ME, NH, RI, VT) Environmental Protection Agency I Congress St. Suite 1100 Boston, MA 02114-2023 http://www.epa.gov/region1 Phone: (617) 918-1291 Fax: (617) 565-3660 Toll-free within Region 1: (888) 372-7341 Region 2 (NJ, NY, PR, VI) Environmental Protection Agency 290 Broadway New York, NY10007-1866 http://www.epa.gov/region2/ Phone: (212) 637-3000 Fax: (212) 637-4056 Region 3 (DC, DE, MD, PA, VA, WV) Environmental Protection Agency 1650 Arch Street Philadelphia, PA 19103-2029 http://www.epa.gov/region3/ Phone: (215) 814-5000 Fax: (215) 814-5103 Toll-free: (800) 438-2474Email: [email protected] Region 4 (AL, FL, GA, KY, MS, NC, SC, TN) Environmental Protection Agency Atlanta Federal Center 61 Forsyth Street, SW Atlanta, GA 30303-3104 http://www.epa.gov/region4/ Phone: (404) 562-9900 Fax: (404) 562-8174 Toll-free: (800) 241-1754 Region 5 (IL, IN, MI, MN, OH, WI) Environmental Protection Agency 77 West Jackson Boulevard Chicago, IL 60604-3507 http://www.epa.gov/region5/ Phone: (312) 353-2000 Fax: (312) 353-4135 Toll-free within Region 5: (800) 621-8431

Region 6 (AR, LA, NM, OK, TX) Environmental Protection Agency Fountain Place 12th Floor, Suite 1200 1445 Ross Avenue Dallas, TX75202-2733 http://www.epa.gov/region6/ Phone: (214) 665-2200 Fax: (214) 665-7113 Toll-free within Region 6: (800) 887-6063 Region 7 (IA, KS, MO, NE) Environmental Protection Agency 901 N 5th Street Kansas City, KS 66101 http://www.epa.gov/region7/ Phone: (913) 551-7000 Fax: (913) 223-0425 Toll-free: (800) 848-4568 Region 8 (CO, MT, ND, SD, UT, WY) Environmental Protection Agency 999 18th Street Suite 300 Denver, CO 80202-2466 http://www.epa.gov/region8/ Phone: (303) 312-6312 Fax: (303) 312-6339 Toll-free within Region 8: (800) 227-8917 Region 9 (AZ, CA, HI, NV) Environmental Protection Agency 75 Hawthorne Street San Francisco, CA 94105 http://www.epa.gov/region9/ Phone: (415) 744-1305 Fax: (415) 744-2499 E-mail: [email protected] Region 10 (AK, ED, OR, WA) Environmental Protection Agency 1200 Sixth Avenue Seattle, WA 98101 http://www.epa.gov/region10 Phone: (206) 553-1200 Fax: (206) 553-0149 Toll-free within Region 10: (800) 424-4372

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