risk reduction methods - unisdr reduction methods: disaster reduction handbook for foundation phase...

Outcomes• Thelearnerwillbeabletoactconfidentlyoncuriosityaboutnaturalphenomena;

• Thelearnerwillbeabletointerpretandapplyscientificknowledge;

• Thelearnerwillbeabletodemonstrateanunderstandingoftheinterrelationships

betweenscienceandtheenvironment

DisasterReductionHandbookForFoundationPhaseLearners

Grades1-3

RiskReductionMethods

Risk Reduction Methods: Disaster Reduction Handbook for Foundation Phase Learners, Grades 1-3

Produced by the United Republic of Tanzania with the support and technical assistance of the UNISDR Regional Office for Africa.

This educational material was produced in 2009 with the aim of supporting and facilitating the education of primary school pupils in Disaster Risk Reduction and promoting a culture of prevention and resilience to disasters.

AcknowledgementsThe production and printing of this school handbook is made possible by the government of Germany in addition to contributions to the ISDR Trust Fund for Disaster Reduction. Contributors to the Trust Fund include the governments of Australia, Canada, China, Denmark, Finland, Germany, Italy, Japan, Luxembourg, Norway, Philippines, South Africa, Sweden, Switzerland, the United Kingdom of Great Britain and Northern Ireland, the European Commission and the World Bank’s Global Facility for Disaster Reduction and Recovery.

DisclaimerThe information and opinions expressed in this publication do not necessarily reflect the policies of the UNISDR Secretariat.

Printing: UNON, Publishing Services Section, Nairobi, ISO 14001:2004-certified.

Contact Information UNISDR SecretariatInternational Environment House II7-9 Chemin de BalexertCH- 1219 Chatelaine, Geneva, SwitzerlandTel: +41 22 917 8908/8907Fax: +41 22 917 8964Email: [email protected] and www.preventioweb.net

UNISDR AfricaUN Complex Block S, Level 1PO Box 47074, Gigiri, Nairobi, KenyaTel: + 254 20 762 1569Fax: +254 20 762 4726Email: [email protected]

Colourcoding

page3

Exercises–Grade1

Exercises–Grade2

Exercises–Grade3

Inordertofacilitatethelearningprocessthisbookisdividedintodifferentsectionsaccordingto

aspecificgrade.Thethreedifferentcolourswillhelpyounavigateyourwayaroundthebookand

easilyfindthesectionwhichyouarelookingfor.Thecolourcodingforthedifferentgradesis:

Our4mori(friends)

BEAWAREofrisksanddangersthatcanbecomepossibledisasters

PREPAREfortheeventualityofadisasterandwhatyouwilldo

SHAREyourknowledgeofwhattodowithothers

BusuandTwiga

Kima Simba

havearaptosharewithyou.

RememberthisMOTTO,itcouldsaveyourlife

page4

1.1 Location

TanzaniaisoneofthethreeEastAfricancountries,whichincludeKenyaandUganda.Itlies

betweenlongitudes290and410eastandlatitudes10and120south.Thecountrysharesbor-

derswith8countries.TheseincludeUgandaandKenyaonthenorth,BurundiandRwandaon

thenorthwest,DemocraticRepublicofCongoonthewesternside,Zambiaonthesouthwest,

MalawiandMozambiqueonsoutheastandsouthwestrespectively.Oneasternpartthecountry

borderedbyIndiaOcean.

Chapter1–CountryprofileofTanzania

page5

1.2Size

Thecountrylaysonanareaof945,000km2,ofwhich881,000km2coversthemainlandand

2,000km2isZanzibar.While62,000km2coverswaterbodiesand3,350km2isforestand

woodlands.

1.3Administration

Thecountryisdividedinto26regions,21inthemainlandand5inZanzibarIsland.Ithas140

administrativedistrictsofwhich130areinMainlandand10inZanzibar.

1.4Population

Thecountryestimatedpopulationof34,569,232,ofwhich16,910,321aremalesand17,658,911

females.Outofthese,Tanzaniamainlandhasatotalpopulationof33,584,607andZanzibar

has984,625.

1.5Climate

Tanzaniahasatropicaltypeofclimate.Inthehighlands,temperaturesrangebetween100Cand

200Cduringcoldandhotseasonsrespectively;therestofthecountryhastemperaturesnever

fallinglowerthan200C.

TworainfallregimesexistoverTanzania.OneisUnimodal(November–April)andtheotheris

Bimodal(ShortrainsinOctober–MidJanuaryandLongrainsinMarch–May).Theformer

isexperiencedinSouthern,southwest,centralandwesternpartsofthecountry,andlateris

foundtothenorthandnortherncoast.

Chapter1–Countryprofile

page6

1.6GeographicalFeatures

TanzaniaisthebiggestoftheEastAfricacountriesandhasspectacularlandscapeofmainly

threephysiographicregionsnamelytheislandandcoastplainstotheeast;theinlandsaucer-

shapedplateau;andthehighlands.TheGreatRiftValleythatrunsfromnortheastofAfrica

throughcentralTanzaniaisanotherlandmarkthataddstothescenicviewofthecountry.The

riftvalleyrunstosouthofthecountrysplittingatlakeNyasa;onebranchrunsdownbeyond

lakeNyasatoMozambique;andanotherbranchtoNorthwestalongsideBurundi,Rwanda

westernpartsofTanzaniaandUganda.Thevalleydottedbyuniquelakeswhichincludelake

Rukwa,Tanganyika,Nyasa,Kitangiri,EyasiandManyara.


page7

TheuplandsincludethefamousKipengere,Udzungwa,Matogoro,LivingstoneandFipa

plateauformingthesouthernhighlands.TheUsambara,Pare,Meru,Kilimanjaro,The

NgorongorocraterandOldonyolengai,allformthenorthernhighlands.Fromthesehighlands

andthecentralsaucerplateauflowsthedrainagesystemtotheIndianandAtlanticOcean.

MediterraneanSeaandInlanddrainagesystem.

TanzaniahasninemajorriverswhichareRuvuma,Rufiji,Ruvu,Ruaha,Malagarasi,

Kilombero,Pangani,KageraandWami.


page8

Learningoutcomes:Oncompletionofthisworkbook,learnersmustbeableto:

• Demonstrateanunderstandingofthekeyconceptsassociatedwithdisasterriskreduction;

• Thelearnerwillbeabletoactconfidentlyoncuriosityaboutnaturalphenomena;

• Thelearnerwillbeabletomakeinformeddecisionsregardingpersonal,communityand

environmentalhealth;

• Thelearnerwillbeabletouseacquiredlifeskillstoachieveandextendpersonalpotentialto

respondeffectivelytochallengesinhisorherworld;

Whatisadisaster?

• Adisasterhappenswhenanaturalphenomena,likewind,fireorrainbecomesahazardand

turnsintoadisaster.

• Disasterscausewidespreadlossesandaffectthelivesofmanypeople.

• Examplesofdisastersarefloods,droughts,landslideandearthquakes.

Whatisahazard?

• Ahazardispotentiallydamagingphysicalevent,phenomenonorhumanactivity.

• Examplesofhazardsaretoomuchrainwhichcouldleadtoafloodortheabsenceofrain

whichcouldleadtoadrought.

Chapter2–KeyConcepts

page9

Whatisvulnerability?

• Vulnerabilityistheextenttowhichpeopleorbuildingsarelikelytobedamagedbyaspecific

hazard.

• Forexampleanover-populatedpoorcommunityismorevulnerablethanawealthycommunity

whichcanaffordtoputmeasuresinplacetominimizethedamagecausedbyahazard.

Whatisrisk?

• Riskisthelikelihoodofsufferingharmasaresultofadisaster.

• Forexamplepoorercommunitieswillbemoreatriskthanothercommunities.

Whatisathreat?

• Athreatisanindicationofimminentharmordanger.

• ForexamplethefactthatariverMAYfloodisathreat.

Whatisanemergency?

• Anemergencyisalocaleventwithinacommunityandonlyaffectsalimitednumberofpeople

and/orproperty.Itcanbemanagedbythecommunityusingitsownresources.

• Anexampleofanemergencyisafireoutbreakoracaraccident.

Whatismanageability?

• Manageabilityisthedegreetowhichacommunitycangetinvolvedandmanageahazard.

• Forexampleeducatingacommunityabouttheimportanceofcleanlinesssoastoavoidthe

spreadofcholera.


page10

Whatisearlywarning?

• Technologyisusedtogivecommunitieswarningaboutloomingrisksandpossiblehazards.

Somecommunitiesmakeuseoftheknowledgeofthelocalpeopletowarnagainstimpending

droughtsorpossiblewildfires.

• Anexampleofanearlywarningincludesnotifyingacommunityofappropriateactiontobe

takeninordertopreventdeath,injuryordamagetoproperty.

Whatisresilience?

• Resilienceistheabilityofacommunitythatisexposedtohazardstoadaptinordertoreachan

acceptableleveloffunctioning.

• Forexample,resiliencecanbeincreasedbylearningfrompastdisastersandimprovingrisk

reductionmeasures.

WhatistheDisasterManagementCycle?

• Thedisastermanagementcycleisallaspectsofplanningandrespondingtodisasters.

• Thedisastermanagementcyclewouldincludeprevention,preparedness,responseandrecovery.

Whatisdisasterriskreduction?

• Disasterriskreductioninvolvesminimisingvulnerabilityanddisasterrisksthroughoutasociety

soastoavoidorlimittheimpactofadisaster.

• Examplesofdisasterriskreductionincludemakingpeopleawareofrisksaroundthemand

developingknowledgethrougheducation,training,research.


page11

Discusswithclassmatesandyourteacherwhathazardsoccurwhereyouliveandgotoschool.Chooseoneanddrawapictureofit.

Exercises–Grade1

page12

Youneedtogoandinterviewanoldermemberofyourfamilytofindoutwhattraditionalearlywarningsystemshavebeenusedeffectivelyinyourcommunityovertheyearsandhowtheyhavebeenpasseddownfromgenerationtogeneration.Sketchyourfindingonapictureandreportbacktotheclass.

Exercises–Grade2

page13

Ingroupsdiscussthedifferencesbetweenanemergencyandadisaster.Reportbacktoclass:

Usethefollowingwordsascluesforyourdiscussion:

• Widespreadloss • Limitednumberofpeople

• Localevent • Naturalphenomena

• Hazard

Exercises–Grade3

page14

Learningoutcomes:Oncompletionofthisworkbook,learnersmustbeableto:

• DemonstrateanunderstandingofthevarioustypesofdisasterscommoninTanzania;

• Thelearnerwillbeabletoactconfidentlyoncuriosityaboutnaturalphenomena;

• Thelearnerwillbeabletomakeinformeddecisionsregardingpersonal,communityand

environmentalhealth;

• Thelearnerwillbeabletouseacquiredlifeskillstoachieveandextendpersonalpotentialto

respondeffectivelytochallengesinhisorherworld;

• Usethisknowledgetobeableto:

o makeinformeddecisionsaboutsocialandenvironmentalissuesandproblems

Chapter3–Typesofdisasters

page15

1.Drought

Adroughtoccurswhenthereisashortageofrainandconsequentlynotenoughwaterforallor

somelivingcommunitiesinanarea.

Causes

Droughtscanbecausedby:

• Alackofrain;

• Humanactivitywhichcauseschangesintheground

surfaceandsoil;

• Higherseasurfacetemperatures;

• Environmentalruin.

Generalcharacteristics

• Thereislessavailablewaterthannormal.

Impact

Theimpactofdroughtonacommunityis:

• Cropsareaffectedandsofarmersreceivelessmoney;

• Theagriculturalsectorspendslessmoneyonagriculturaldevelopment;

• Thecostoffoodgoesup;

• Inflationratesgoup;

• Famine,illness,death,reductionofdrinkingwater,migration,lossoflivestock,breakupof

communities.

Natural&slowonset

page16

1.Drought

Placethepicturesintherightorder.

Rememberwhatyouhavelearntaboutdroughtsandcirclethelettercorrespondingtothepicture

whichwilltakeplacefirst,thenthepicturewhichwilltakeplacesecondandsoon.Askyour

teachertohelpyouwiththefirstone.

1. A B C D

2. A B C D

3. A B C D

4. A B C D

Exercises–Grade1

A B C D

page17

NoemialivesinMtwara.Hermomworksatanorganicmarketgardenwhichsuppliesvegetablestoalocalrestaurant.OverthelastcoupleofmonthstherehasbeenverylittlerainandNoemiahasheardhermomsayingthattheyvegetablesareverysmallandtheyareworriedaboutwhatwillhappentothecropsiftherainsdon’tcome.

Findapartnerandactoutwhathappensnextinthestory.

Exercises–Grade2

page18

Discussthesetwoquestionsingroupsandreportbacktoclass:

•Canwepreventdroughtsfromoccurring?•Canweminimizetheeffectsofdroughts?

Usethefollowingwordsascluesforyourdiscussion:

• Thewayweusewater • Watersavingmethods

• Learningfromhistory • Beingwater-wise

• Buildingdams • Rainwaterharvesting

• Cropplantingtechniques

Exercises–Grade3

page19

Anearthquakeoccurswhenlargemassesofrockbreak

andmoveagainsteachothercausingtheground

toshake.

Causes

Earthquakescanbecausedby:

• Rockalongafaultundertheearth’ssurfaceslipsandmovesintoanewposition.


Shakingofearthcausedbywavesonandbelowtheearth’ssurfacecausing:

• Surfacefaulting; • Aftershocks;

• Tsunamis; • Tremors,vibrations;

• Liquefaction; • Landslides.

Impact

Theimpactanearthquakecausesonacommunityis:

• Anearthquakecausesphysicaldamage.Forexamplebuildingscanbedamagedordestroyed

completely.Firesoftenoccurafteranearthquakewhichcausesadditionaldamage.Landslides

areassociatedwithearthquakesandtheycancausesfurtherdamage.Damwallscanbe

damagedasaresultofanearthquakewhichcanalsoresultinflooding.

• Thereareoftenhighnumbersofpeopleinjuredafteranearthquake.Thinkaboutthe

earthquakeinChinain2008wherethousandsofpeoplewereleftdeadorinjured.Ifabuilding

isnotresistanttoearthquakesthepeopleinsidethebuildingcanbetrapped,injuredoreven

killed.

• Thegeneralpublichealthofacommunityisaffected.Injuriessuchasfracturesarevery

common.Wateroftenbecomescontaminatedandsanitaryconditionsdeteriorate.

• Watersupply’sareseverelyaffectedduetodamageofwatersystems,pollutionofopenwelland

changesinthewatertable.

2.Earthquake

Natural&suddenonset

page20

Exercises–Grade1

Wholeclassactivity.

Onalargepieceofposterpaperaskyourteachertodrawapictureofahousethathascollapsed

afteranearthquake.Thehousewassituatedbelowahillandamudslidehasoccurred.

Gooutsideandcollectanythingyoucanthatyoucanusetostickonthepicturetomakeit

lookreal.Youcanusethingslikesand,leaves,twigs,piecesofbark,grass,flowers.Alsousethe

materialsprovidedbyyourteacher(glue,wool,string,crayons)toturnthepictureintoamaster

piece.

page21

Exercises–Grade2

Completethetables

Earthquake 1 2 5 3 7 6 8

Landslide 4 16 36

Tsunamis 1 3 5 9 12 15 22

Aftershock 2 14 36

page22

Exercises–Grade3

Solvethefollowingproblems:

• Afterthetremorsfromtheearthquakesubsidedrescueworkersrealisedthathalfofthechildren

intheschoolwereinjured.Iftheschoolhad40childreninit,howmanywereinjured?

• Thirtysixoftheschoolchildrenwillhavetobetransportedtohospitalbyambulance.Ifyou

roundofftothenearestten,howmanybedswillneedtobemadeavailableinthehospitalfor

thechildren?

• Tenaftershockshavealreadyoccurred.Expertsarepredictingdoublethatnumber.Howmany

aftershockscanbeexpectedintotal?

• Threeoutofthethirteenteachersattheschoolhavegonemissing.Howmanyteachersare

safe?

• Thereweretenmajorcracksinthewallsoffouroftheschoolbuildings.Multiply10x4towork

outhowmanycrackstherewereintotal.

page23

Anepidemiciswhenaninfectiousdiseaseattacksmanypeopleinacommunityallatthesametime.

Examplesofepidemicsareoutbreaksofcholeraormeningitis.

Causes

Epidemicscanbecausedby:

• Unsanitaryconditions;

• Poverty;

• Over-crowding;

• Malnutrition;

• Contaminationofdrinkingwaterorfood.


• Thereisariskofdiseasesspreading;

• Numbersofinfectedpeoplecanbecomeverylarge;

• Severediseasescanleadtodisabilityordeath;

• Thereisariskofsocialoreconomicdisruption;

• Lackofadequateprofessionalpeopletoassist;

• Lackofsuppliesneededtotreatpeople;

• Dangerofspreadingthediseasetoforeigncountries.

Impact

Theimpactofanepidemiconacommunityis:

• Illness; • Death;

• Socialandpoliticaldisruption; • Economicloss;

• Increasedtraumainemergencysettlements.

3.Epidemics

Natural&rapidonset

page24

Exercises–Grade1

Yourteacherwilltellyouastoryaboutanepidemic.Listencare-fully.Doesthestorymakeyoufeelhappy,sadorscared?

page25

Exercises–Grade2

Writealettertoanurseaskinghertocometoyourschoolandtellthechildrenabouttheworkshedoesineducatingpeopleaboutthepreventionofcontagiousdiseases.

Writealistofquestionsyouwouldliketoaskthenursewhenshevisitstheschool.

page26

JoincolumnsAandBtomakethestatementstrue

A B

Epidemicsarecausedby illness,deathandeconomicloss

Epidemicscancause socialandpoliticaldisruption

Theeffectofanepidemicona

communityis

contaminationofdrinkingwateror

food

Anexampleofanepidemic anepidemic

Malnutritioncancause isanoutbreakofCholera

Exercises–Grade3

page27

Afireistheuncontrolledburningofasettlement,forestortransportationfacilitythatdestroys

lifeandproperties.

Causes

Firescanbecausedby:

• Fireusedinhuntingandhoneyharvesting;

• Useoffireinclearingfarms;

• Thoughtlesssmokers;

• Explosionoftransportationfacilities;

• Electricityleakage;

• Explosionofgases;

• Traditionalbeliefs(Sometribesbelievethatsettingfiresattractsrainfall);

• Thunderstorm;

• Negligence/carelessness;

• Unplannedsettlements;


• Electricityspark; • Smellofleakinggases/inflammablefuel;

• Smoke.

Impact

Theimpactofafireonacommunityis:

• Economicloss; • Lossoflife;

• Lossofproperties; • Destructionofsettlements;

• Destructionofecosystem(wildfire); • Injuries;

• Disabilities; • Socialproblems.

4.Fire

Manmade&rapidonset

page28

Haveadiscussionwithyourteacheraboutyourexperienceoffire.

Whatweretheemotionsyoufelt?Wasithappy,sadorscary?

Ifyouhavenothadanexperiencewithafireordon’tknowofanyonewhohashadanexperience

withfire,trytoimaginehowitwouldfeel.

Tellyourteacherwhatyouwoulddoifyouwokeupinthenightandyourhousewasonfire.

Exercises–Grade1

page29

Exercises–Grade2

Canyoufindthesewordshiddeninthepuzzle?Youmaygoacrossordown.

smoke drop

matches roll

fires safety

stop fireman

burn water

B W S A F E T Y

M A T C H E S P

S T O P C G M H

B E J K D R O P

U R O L L P K Q

R M R F I R E S

N F I R E M A N

page30

Writeastringpoem

• Towriteastringpoemyouneedtothinkofasmanyadjectives(describingwords)asyoucan.

• Usethesewordstohelpyouwriteyourownpoemaboutfire.

Exercises–Grade3

Here’sanexampletohelpyou

Line1 Fire,fire,fire (keywordwritten3times)

Line2 Orange,red,yellowfire (describeswhatitlookslike)

Line3 Small,huge,bigfire (describesitssize)

Line4 Crackling,leaping,burningfire (describeswhatitdoes)

Line5 Glowing,flaming,roaringfire (describeswhatitdoes)

Line6 Fire,fire,fire (keywordwritten3times)

page31

Afloodoccurswhenthereisasignificantriseofwaterlevelonasurface,inastream,lakeor

oceanthatdestroyslifeandproperty.

CausesFirescanbecausedby:

• Naturallyoccurringflash,riverandcoastalfloodingfromintenserainfallorinundation

associatedwithseasonalweatherpatterns;

• Humanmanipulationofwatersheds,drainagebasinsandfloodplains.

Generalcharacteristics• Flashfloods–Acceleratedrunoff,damfailure,breakupoficejam;

• Riverfloods–Slowbuildup,usuallyseasonalinriversystems;

• Coastalfloods–Associatedwithtropicalcyclones,tsunamiwaves,stormsurgesFactors

affectingdegreeofdanger:depthofwater,duration,velocity,rateofrise,frequencyof

occurrence,seasonality.

ImpactTheimpactofafloodonacommunityis:

• Structuresdamagedbywashingaway,becominginundated,collapsing,impactoffloating

debris;

• Deaths;

• Possibleoutbreaksofmalaria,diarrheaandviralinfections;

• Contaminationofwellsandgroundwaterpossible;

• Cleanwatermaybeunavailable;

• Harvestsandfoodstocksmaybelosttoflood;

• Animals,farmtoolsandseedsmightbelost;

• Environmentaldegradation.

5.Floods

Natural&rapidonset

page32

Exercises–Grade1

Wholeclassactivity.

Onabigpieceofposterpaper,makeamuralofafloodscenewhichyoucanstickupononeofthe

wallsofyourclassroom.Usepaints,crayons,piecesofmaterialandanythingelseyoucanfind

whichwillassistyouincreatingthemural.

page33

Exercises–Grade2

Sometimeswhentherearefloodspeoplehavetoclimbontorooftopstoescapethewater.

Fillinthemissingnumbersasyouclimbuptheladder.

24

23 26

25

14 17

14

4 13

2 5 8 11

43

27

17

19

1 7

h+2g+3

h+4g+2

page34

Exercises–Grade3

Designastampforfloodawareness.

Yourstampwillbestuckontoenvelopesbypeoplepostingletters,soremembertobecreativeand

useplentyofbrightcolours!

page35

Anaccidentischaracteristicallyviolentinnatureandusuallyoccurswithlittleornowarning.

Itseffectscanbelimitedorwidespread.

Therearetwotypesofaccidentsnamelytransportsaccidentsandindustrialaccidents.

6.1TRANSPORTATIONACCIDENT

Transportationaccidentsoccurduetocollisionsofvehiclesorderailmentoftrains,aircraft

crashes,sinkingofshipsandboats.

Causes

Transportationaccidentscanbecausedby:

• Highspeeddriving;

• Poorroadconditions;

• Recklessdriving;

• Brakefailure.


• Recklessdriving;

• Overloading;

• Highspeeddriving.

Impact

Theimpactofatransportationaccidentonacommunityis:

• Lossofhumanlife;

• Lossofproperties;

• Injuries;

• Disabilities;

• Socialproblems.

6.Accident

page36

6.2INDUSTRIALACCIDENT

Anindustrialaccidentistechnologicalinnatureandisduetoaccidentalreleaseofharmful

substancesduringproduction,transportation,handlingandstorage.

Causes

Industrialaccidentscanbecausedby:

• Technologicalsystemfailures;

• Failuresofplantsafetydesignorcomponents;

• Naturalhazardssuchasfire,earthquakesorlandslides;

• Arsonorsabotage.


• Leakageofinflammablegases/fuel;

• Electricityshock/fluctuation/leakage;

• Carelessnessofindustrialworkers;

• Toxicreleases.

Impact

Theimpactofanindustrialaccidentonacommunityis:

• Physicaldamage–Damageordestructionmayoccurtostructuresandinfrastructure.

Transportationaccidentsdamagevehiclesandotherobjectsonimpact.Industrialfiresmay

reachhightemperaturesandaffectlargeareas.

• Casualties–Manypeoplemaybekilledorinjuredandrequiremedicaltreatment.

• Environmental–Contaminationofair,watersupply,land,andanimallifemayoccur.Areas

maybecomeuninhabitableforhumansandanimals.

6.Accident

page37

Exercises–Grade1

Yourteacherwillgiveyoumagazinesandnewspapers.Cutoutpicturesoftransportationorindustrialaccidents.Pastetheminyourworkbookandthenwritesomesentencesexplainingwhathashappened.

page38

Exercises–Grade2

Fillinthefollowingeventsonatimelineputtingtheminorderfromwhathappenedfirsttowhathappenedlast.

roadiscleared truckleavesdepot truckskidsonwetroad

brakesfail truckisoverloadedatdepot truckloosesitsload

08:00 08:10 08:17 08:32 09:04 09:20

page39

Completethetableusingthewordsinthebox:

Industrial may reach

temperatures and can

affect very areas

Industrial accidents can

caused by hazards

such fire

or

Exercises–Grade3

landslidesbe

firesnatural

highlarge

earthquakesas

page40

Alandslideoccurswhenlargequantitiesofmudplunge

downamountain.

Causes

Landslidescanbecausedby:

• Increaseinwatercontentcausedbyheavyrainfallorrisinggroundwater;

• Increaseinslopeanglefornewconstructionorbystreamerosion;

• Breakdownoralterationofslopematerialsfromweatheringandothernaturalprocesses;

• Placementofundergroundpipingforutilities,oruseoflandfill;

• Vibrationsfromearthquakes,blasting,machinery,trafficandthunder.


• Landslidesvaryintypesofmovement(falls,slides,topples,lateralspread,flows),andmaybe

secondaryeffectsofheavystorms,earthquakes,andvolcaniceruptions;

• Landslidesaremorewidespreadthananyothergeologicalevent.

Impact

Theimpactofalandslideonacommunityis:

• Anythingontopoforinpathoflandslidewill

sufferdamage.Rubblemaylockroads,linesof

communicationorwaterways.Indirecteffectsmay

includelossofproductivityofagriculturalor

forestlands,flooding,reducedpropertyvalues;

• Fatalitiescanoccurduetoslopefailure.

7.LandslidesNatural

&rapidonset

page41

Exercises–Grade1

Choosebetweenalternative1andalternative2tochoosewiselyonhowtoreduceyourriskandpersonalsafetyifyouweretoencounteralandslide.

Question1

Alternative1

Buildyourhousebeneathasteepslope,or

Alternative2

Buildyourhousefarfromsteepslopesor

mountainedges

MarkwithanX

Alternative1

Alternative2

Question2Alternative1

Curlintoatightballandprotectyourheadif

escapefromalandslideisnotpossible,or

Alternative2

Playwithyourfriendsbeneathasteepslope

afterheavyrains

MarkwithanX

Alternative1

Alternative2

Question3Alternative1

Afteralandslidehasoccurredinanarea

closetowhereyoulive,watchoutfor

exposedelectricalwires,brokenwater

pipesordamagedsewagelinesandstay

awayfromthem.or

Alternative2

Afteralandslidehasoccurredinanarea

closetowhereyoulive,goandfinda

brokenwaterpipeandplayhideandseek

initwithyourfriends.

MarkwithanX

Alternative1

Alternative2

page42

Exercises–Grade2

Fillinthebeginninglettertocreatewordsinthewordfamily“_and”,aswellas“_ide”.Seetheexampletohelpyou.

Land Slide

and ide

and ide

and ide

and ide

and ide

and ide

and ide

and ide

and ide

page43

Exercises–Grade3

Youareanewspaperreporter.Youhavebeenaskedbyyoureditortowriteanarticleforthisweek’seditiononhowlandslidesinTanzaniahaveanimpactontheenvironment.

Yourstoryshouldgivesomedetailonhowlandslidesoccur,theimpactithasontheenvironment

andwaysinwhichthenegativeeffectsoflandslidescanbereduced.Rememberthatyourarticle

shouldeducatethepublicsothattheycanbebetterinformedaboutlandslides.Useyourstudy

guide,consulttheschoollibrary,conductinterviewsandusetheinternetasresourcesforyour

research.

page44

8.Strongwinds

Strongwindsoccurwhenairmovesatahighspeedfrom

hightemperatureareatolowtemperaturearea.

Impact

Theimpactofastrongwindonacommunityis:

• Structureslostanddamagedbywindforce,

surgeandlandslides;

• Flyingdebrismaycausecasualties;

• Highwindscanruinstandingcrops,treeplantations

andfoodstocks;

• Severedisruptionispossibleaswindbringsdowntelephonelines,electricalpolls,antennasand

satellitedishes.Transportmaybeaffected.

page45

Exercises–Grade1

MYBIGBALLOON-traditional

Icanmakeabigballoon.

WatchmewhileIblow.

Smallatfirst,thenbigger.

Watchitgrowandgrow.

Doyouthinkit’sbigenough?

MaybeIshouldstop.

ForifIblowmuchlonger,

MyballoonwillsurelyPOP!

Yourteacherwillreadonelineofthepoematatimetoyou,asaclassyoumustreadtheline

afterher.

Findapartnerandreadthepoemrightthroughtothemandthenletthemreaditright

throughtoyou.

Discusswithyourpartnerwhatwillhappentotheballoonifastrongwindsuddenlystarts

blowing.

page46

Exercises–Grade2

Yourteacherwillgiveyoueachaballoon.Blowupyourballoonandaskyourteachertotieaknotonit.Spendsometimethrowingittoapartner.Nowgooutsideandthrowtheballoontoyourfriend.

Discussthesequestionswithyourpartner.

Isitmoredifficulttoplaywithyourballooninsideoroutsideinthewind?

Whathappenstotheballooninthewind?

Canstrongwindsaffectus?

Doyouthinkastrongwindcancausedamage?

page47

Exercises–Grade3

TheBeaufortWindScaleisnamedafterSirFrancisBeaufort.Hedevelopedthescalein1805toforsailorstoestimatewindspeed.Itwaslateralsoadaptedforuseonland.

Force Strength Speed Observations0 Calm lessthan2kilometers

perhour(kph)Treeleavesdon’tmove,smokerisesvertically,seaiscalm

1 LightAir 2-6kph Treeleavesdon’tmove,smokedriftsslowly,seaislightlyrippled

2 SlightBreeze 7-11kph Treeleavesrustle,flagswaveslightly,smallwaveletsorscalewaves

3 GentleBreeze 12-19kph Leavesandtwigsinconstantmotion,smallflagsextended,longun-breakingwaves

4 ModerateBreeze

20-29kph Smallbranchesmove,flagsflap,waveswithsomewhitecaps

5 FreshBreeze 30-39kph Smalltreessway,flagsflapandripple,moderatewaveswithmanywhitecaps

6 StrongBreeze 40-50kph Largebranchessway,flagsbeatandpop,largerwaveswithregularwhitecaps

7 ModerateGale 51-61kph Wholetreessway,largewaves(“heapingsea”)

8 FreshGale 62-74kph Twigsbreakofftrees,moderatelyhighseawithblowingfoam

9 WholeGale 75-87kph Branchesbreakofftrees,shinglesblownfromroofs,highcrestedwaves

10 StrongGale 88-101kph Sometreesblowndown,damagetobuildings,highchurningwhitesea

11 Storm 101kph-119kph Widespreaddamagetotreesandbuildings,mountainouswaves

12 Hurricane 120kphorgreater Severeandextensivedamage

TheBeaufortWindScale

Gooutsideandobservedifferentcluesastohowstronglythewindisblowing.

InpairsestimatethespeedofthewindtodaybymakinguseoftheBeaufortWindScale.

page48

Conflictiswhenadisagreementbetween

twogroupscausesocialandeconomic

disruptioninacommunity.

Causes

Conflictcanbecausedby:

• War; • uprisingfromtheradicalorpoliticalgroups;

• CivilunrestsuchasfarmersandpastoralistsinKilosaandNgorongoroDistricts.


• Aggressiverelationship; • Economicinstability.

Impact

Theimpactofconflictonacommunityis:

• Lossofmeansoflivelihood;

• Communitiesbecomingseparatedfromanyservicespreviouslyprovided;

• Lossofnormalsourcesoffood;

• Lackofshelterandhouseholdnecessities;

• Lackoffuelforcooking;

• Lackofpotablewater;

• Communicablediseasesandover-crowding;

• Additionalburdensparticularlyforwomenheadsofhouseholds;

• Possiblylargenumbersofunaccompaniedchildren;

• Lossoflandoccupancy;

• Possiblecommunicationandlogisticsproblems;

• Insecurityduetotensionsandmilitaryactivities.

9.Conflict

Manmade&slowonset

page49

Exercises–Grade1

Re-writethesentencesothatitbecomespresenttense:

InrecentyearsconflicthasbeenaprobleminTanzania.

Today________________________________________________________________

Re-writethesentencesothatitbecomespasttense:

Conflictleadstolossofland.

Yesterday______________________________________________________________

Re-writethesentencesothatitbecomesfuturetense:

Conflictisabouttwogroupsdisagreeing.

Tomorrow_____________________________________________________________

page50

Exercises–Grade2

Identifyallthedaysoftheweekandthemonthsoftheyearfromtheparagraphbelowandplacethemintheircorrectorder.

TheconflictbetweenthetwogroupsbeganonFridaythe6September2003.BySunday

nooneknewforsurehowlongitwouldlast.MostpeoplehopeditwouldendbyDecember,

othersknewdeepdownthatitcouldgoonuntilMarchorevenApril.Peacetalkswere

scheduledforthesecondlastMondayofOctoberandweresettolastuntilthenext

Wednesday.ThebiggestcauseoftheconflictwasthecivilunrestwhichstartedonSaturday

21July2003.

DAYS MONTHS

page51

Exercises–Grade3

Convertthefollowingsentencefromminutestohours:

Theimpactoftheconflictonthecommunitywasseen180minutesafteritbegan.

Convertthefollowingsentencefromhourstodays:

Thecivilunrestlasted120hours.

Convertthefollowingsentencefromdaystomonths:

Thewarwentonfor31days.

Convertthefollowingsentencefromhourstominutes:

Tensionduetoovercrowdingfeltasthoughitlastedfor2hours.

Convertthefollowingsentencefromdaystohours:

Resolutiontotheconflictcouldlastupto4days.

Convertthefollowingsentencefrommonthstodays:

Communicationproblemsduetotheconflicthavelasted2months.

page52

Avolcaniceruptionoccurswhenthereisanexplosiveeruptionoflavaandgasesemittedthrough

craters,normallyaccompaniedbyquakes.

Causes

Volcaniceruptionscanbecausedby:

• Magmapushedupwardthroughvolcanicventbypressure

andeffervescenceofdissolvedgases.


• Smoke;

• Lavaflow.

Impact

Theimpactofavolcaniceruptiononacommunityis:

• Deathfrommudflows,possiblylavaflowandtoxicgases.;

• Injuriesfromfallingrocks,burns;respiratorydifficultiesfromgasandashes;

• Completedestructionofeverythinginthepathofmudorlavaflow;

• Collapseofstructuresunderweightofwetash,flooding,blockageofroadsorcommunication

system;

• Destructionofcropsinpathofflows,ashmaybreaktreebranches,livestockmayinhaletoxic

gasorash;grazinglandmaybecontaminated.

10.VolcanicEruption

Natural&rapidonset

page53

Paintapictureofavolcano.

Exercises–Grade1

page54

Workingroupsof4andbuildamodelofavolcanousingpapermache.Oncethepapermachehasdriedyoucanpaintandlabelyourvolcano.Useapieceofcardboardasthebase.

Exercises–Grade2

page55

Exercises–Grade3

Usingadictionary,anencyclopediaortheinternetwritedownthemeaningofthefollowingwords:

Lava

Magma

Magmachamber

Theearth’scrust

Vent

Volcanoes

page56

Pestinfestationsoccurwhenthereisanincreaseinpestnumbersduetooneoracombinationof

ecologicalfactorsincludingtemperature,monocultureofcrops,introductionofplantstonew

locations,introductionofpestspecies,overcominggeneticresistanceinhost,overcomingpesticide

effects,conduciveweatherpatterns,andmigration.

Causes

Pestinfestationscanbecausedby:

• Temperature–Oftenthemostimportantfactorthatgovernsinsectdevelopmentistemperature.

Forinsects,likelocustsandthericeleaf;

• Moisture–Mostinsectsthatattackcropsrelyonadequaterainfallto

Promoteegghatchingandhostplantgrowth.Forexample,locustoutbreaksandplaguesseem

relatedtothecessationofextendeddrought.

• Monocultureofcrops–Geneticallyuniformcropmonoculturesprovidegreateropportunities

forlargeinfestationsbecausetherearefewernaturalenemiesofthepestsattackingthecrop.

Therefore,whenasinglecropspeciesreplacesthenaturalplantcommunity,itismoresusceptible

toattackbypathogens(anymicro-organismorvirusthatcanCausesdisease),andinsects.

Thelargertheareaplantedwithasinglecrop,thegreaterthepotentialforpestproblems.Also,

thelongeramonocultureismaintainedinthesamearea,thegreaterthenumberandseverityof

pests.


• Largenumbersandvarietiesofpests;

• Lackofcontrolsonimportedplantproducts.

Impact

Theimpactofapestinfestationonacommunityis:

• Croplossescouldleadtofoodshortagesandeven

famine.

11.Pestinfestations

page57

Usingeggboxes,pipe-cleanersandanyothermaterialthatyouwouldlike,makeabug.

Exercises–Grade1

page58

Writeashapepoemaboutbugs.

Exercises–Grade2

page59

Getintogroupsof6.

Writeaplayabouthowaswarmoflocustsdestroyedthemaizecropsonafarm.

Eachgroupshouldhaveachancetoactouttheplaytotherestoftheclass.

Exercises–Grade3

page60

Arefugeeinfluxisamassexodusofpeoplemovingoutsidetheircountryoforiginforreasonsof

conflictorfearofpersecution.Thereasonscanalsobebecauseoftheirethnicity,race,religion

ornationality.

Causes

Aninfluxofrefugeescanbecausedby:

• War;

• Insurgencefromtheradicalorpoliticalgroups;

• Civilunrest.


• Civilwarorpoliticalinstabilityinneighboringcountry;

• Economicimbalanceinneighboringcountries.

12.RefugeesInflux

Impact

Theimpactofaninfluxofrefugeesona

communityis:

• Lossofmeansoflivelihood;

• Communitiesbecomingseparatedfromany

servicespreviouslyprovided;

• Lossofnormalsourcesoffood;

• Lackofshelterandhouseholdnecessities;

• Lackoffuelforcooking;

• Lackofpotablewater;

• Communicablediseasesandover-crowding;

• Additionalburdensparticularlyforwomen

headsofhouseholds;

• Possiblylargenumbersofunaccompanied

children;

• Lossoflandtenure;

• Environmentaldegradation;

• Possiblecommunicationandlogistics

problems;

• Insecurityduetotensionsandmilitary

activities.

Manmade&rapidonset

page61

FillinalltheDo’sandDon’tsofpersonalhygieneforchildrenlivinginarefugeecamp.

DO’S DON’TS

Exercises–Grade1

page62

Youhavetoteachthechildrenwhoarelivinginarefugeecampaboutcleananduncleanwater.

Remembertoexplainthefollowingtothem:

• Howtofindcleanwater

• Thedangersofuncleanwater

• Simplewaterpurificationmethodstheycanuseeasilyintherefugeecamp

• Leavethemwithtipsonhowtomaketherefugeecampenvironmenthealthier.

Exercises–Grade2

page63

Haveadiscussionwithyourteacheraboutthemythssurroundingcommunicablediseasesandthencompletethetable.

DISEASE MYTH FACT

Exercises–Grade3

page64

Atsunamiisseriesofwavesgeneratedwhenabodyofwatersuchasanoceanisrapidlyshifted

onamassivescale.Atsunamicanbegeneratedwhenearthquakes,massmovementandvolcanic

eruptionsoccurbelowwater.

Causes

Atsunamicanbecausedby:

• Faultmovementontheseafloor,accompaniedbyan

earthquake;

• Alandslideoccurringunderwaterorabovethesea,

thenplungingintothewater;

• Volcanicactivityeitherunderwaterorneartheshore.


• Tsunamiwavesarebarelyperceptibleindeepwaterandmaymeasure160kmbetweenwave

crests;

• Mayconsistoftenormorewavecrests;

• Moveupto800kmperhourdeepintheocean,diminishinginspeedastheyheadtowardsland;

• Largequantitiesofgasmaybubbletothewatersurfaceandmakethesealookasifitisboiling;

• Thewaterinthewavesmaybeunusuallyhot;

• Thewatermaysmellofrotteneggs(hydrogensulphide)orofpetroloroil;

• Thewatermaystingtheskin;

• Athunderousboommaybeheardfollowedbyaroaringnoiseasofjetplaneitmaysoundlikea

helicopterapproaching;

• Sometimesawhistlingsoundisheardcomingfromthesea;

• Theseamaydrawbacktoaconsiderabledistance;

• Aflashofredlightmaybeseennearthehorizon.

13.Tsunami

page65

Impact

Theimpactofatsunamionacommunityis:

• Physicaldamagecanoccurwheretheforceofwatercandestroyeverythinginitspathbutthe

majorityofdamagetostructureandinfrastructureresultsfromflooding;

• Withdrawalofthewavefromtheshorerubsoutsedimentandcancollapseportsandbuildings

andalsodamageboats;

• Deathscanoccurbydrowningandinjuriesfrombatteringbydebris;

• Contaminationbysaltwateranddebrisorsewagemaymakecleandrinkingwaterunavailable;

• Harvests,foodstocks,livestockfarmimplementsandfishingboatsmaybelost;

• Landmayberenderedbarrenduetosaltwaterincursion.

13.Tsunami

page66

Thinkofallthewordsyoucanthatareassociatedwithweather.

Askyourteachertowriteontheboardasyoucallthemouttoher.

Choose5ofthewordsfromthelistanddrawapictureofeachone.

Exercises–Grade1

page67

Exercises–Grade2

page68

Keepaweeklyweathercalendar.

Drawaweathercalendarinyourworkbook.

Fillitineverydaybydrawingapicturetorepresenttheweatherfortheday.

Week1 Date___________________________

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Exercises–Grade3

page69

AnearthquakehasjustoccurredofftheTanzaniancoastandthechanceofaTsunamioccurringishigh.

WritetheweatherbroadcastforyourlocalradiostationinwhichyouissueaTsunamialertandgivethepeoplesafetyinstructions.

Terrorismoccurswhenviolenceandfearareusedtoachievecertaingoals.

14.Terrorism

page70

Manmade&rapidonset


• Politicalinsecurity;

• Economicinsecurity;

• Mobattention;

• Personalinterest.

• Calculateduseofunlawfulviolenceorathreat

• Producewidespreadfear

• Effectivetacticfortheweakersideinconflict

• Terroristsobtainworldwide,national,orlocalrecognitionfortheircausebyattractingtheattentionofthemedia

• Harass,weaken,orembarrassgovernmentsecurityforcessothatthethegovernmentoverreactsandappearsrepressive

• Stealorextortmoneyandequipment,especiallyweaponsandammunitionvitaltotheoperationoftheirgroup

• Destroyfacilitiesordisruptlinesofcommunicationinordertocreatedoubtthatthegovernmentcanprovideforandprotectitscitizens

• Discourageforeigninvestments,tourism,orassistanceprogramsthatcanaffectthetargetcountry’seconomyandsupportofthegovernmentinpower

• Influencegovernmentdecisions,legislation,orothercriticaldecisions

• Prisonersoftenhavetobefreed

• Goalsaregenerallypolitical,religiousofideological

• Influencesaudiencesbeyondtheintendedvictims

• Targetsareusedthatsymbolizeswhichtheterroristsopposemost

ImpactTheimpactofterrorismonacommunityis:

• Politicalunrest

• Psychologicalfactors,suchasfearbeingcreated

• Mediaexploitation

• Illegalmethodsbeingused

• Injuriesandfatalities

• Economicimpact,includingdirectlosses,unstablefinancialmarketsandincreasedspendinginsecurityanddefense

• Travelandhospitalityindustrylossesduetopeoplebeingscaredtoflyandtraveltoothercountries

• Negativeimpactoneconomicgrowthinthelongterm

Causes

Exercises–Grade3

WritealettertothepresidentofthecountrysuggestingwaystostopterrorisminTanzania.

page71

HIV-standsforHumanImmuno-deficiencyVirus.

AIDSstandsfor-AcquiredImmuno-DeficiencySyndrome.

HIVisactuallythevirusthatcausesthediseaseAIDS.

PeoplewhoareHIVpositivehavebeentestedandfoundtohavesignsofthehumanimmuno-

deficiencyvirusintheirblood.HIVdestroyspartoftheimmunesystem.Specificallyitaffectsa

typeofwhitebloodcellcalledtheTlymphocyteorTcell.Tcellsareonetypeof“fighter”cellin

thebloodthathelpsthebodyfightoffallkindsofgermsanddiseases.

Causes

15.HIV/AIDS

• SexualcontactwithapersonwhohasHIV;

• Sharingneedlesorsyringes(usedtoinject

illegaldrugs)withapersonwhohasHIV;

• Aninfectedpregnantwomanpassesittoher

unbornchild;

• Apersonhasabloodtransfusionfromfairly

largevolumeofblood(inTanzaniatoday,

alldonatedbloodistestedforHIV).

Generalcharacteristics• AnHIV-positivepersonwilleventually

begintofeelsick;

• Thepersonmightbegintohaveswollen

lymphnodes;

• Weightloss;

• Feverthatcomesandgo;

• Infectionsinthemouth;

• Diarrheaorheorshemightfeeltiredforno

reasonallofthetime;

• Eventuallytheviruscaninfectallthebody’s

organs,includingthebrain,makingithard

forthepersontothinkandrememberthings.

Impact• Death;

• Lossofmanpower/labourforce;

• Increasenumberoforphans;

• Increasecostburdentofamilyandnation;

• Decreaseinefficiencyforsickperson;

• Isolationofinfectedperson(stigma).page72

Exercises–Grade1

Askyouteachertoexplainsexualabusetoyou.

Thinkaboutthedifferentsituationsthatmayleadtosexualabuse.

Haveaclassdiscussiononhowtoavoidthosesituationsandnameapersonwhoyoucanreportto

shouldsomebodydosomethingtoyouwhichmakesyoufeeluncomfortable.

Discussthedangersthatmayexistwhenyougotoschoolandhowyoucanavoidthem.

page73

HOME SCHOOL

Exercises–Grade2

Drawtwocolumnsinyourworkbook.LabeloneHOMEandtheotheroneSCHOOL.

Listalltheactionsthatcanbetakentomakethehomeandschoolenvironmenthealthier.

Don’tforgettoincludeactionsthatcanreducethespreadofHIV.

page74

Exercises–Grade3

DoyouknowsomeonewhohasAIDSoranotherlifethreateningdisease?

Inyourworkbookwriteabouthowyoufeltwhenyoufirstdiscoveredthatsomebodyyouknow

hasanillnessordiseaseandatthemomentthereisnocureforthedisease.Alsowriteaboutwhat

youcandotoguardyourselffrombecomingHIVpositive?

page75

About the United Nations International Strategy for Disaster Reduction

Adopted by United Nations Member States in 2000, the International Strategy for Disaster Reduction (ISDR) is a global strategy aimed at coordinating the efforts of different actors to reduce disaster risks and build a “culture of prevention”, as part of sustainable development.

The secretariat to the Strategy, UNISDR, serves as the focal point in the United Nations system for the coordination of disaster reduction and works towards integrating disaster risk reduction into sound and equitable development, environmental protection and humanitarian action. The motto for UNISDR is “to connect and convince”. UNISDR has its headquarters in Geneva, with a liaison office in New York, and regional offices in Africa (Nairobi and Addis Ababa), Arab region (Cairo), Americas (Panama), Asia/Pacific (Bangkok, Fiji, Kobe), Europe and Central Asia (Brussels, Bonn and Dushanbe) and a Training Centre in Incheon, Republic of Korea.

The ISDR system comprises partnerships through which governments, intergovernmental and non-governmental organisations, international financial institutions, technical institutions and networks, civil society organisations and the private sector interact and share information on risk reduction programmes and activities.

The Global Platform for Disaster Risk Reduction is the main global forum for parties involved in disaster risk reduction and it convenes every two years. In addition, regional organizations in coordination with UNISDR and other ISDR system partners convene Regional Platforms for Disaster Risk Reduction and Ministerial meetings. National Platforms for Disaster Risk Reduction are a generic denomination of national multi-stakeholder committees or mechanisms that promote the implementation of the Hyogo Framework, advocate and coordinate risk reduction issues nationally. Local platforms or alliances for risk reduction are being formed in some communities and cities.

UNISDR coordinates campaigns to raise the awareness to increase commitment and action to reduce disaster losses. The 2010-11 campaign focuses on Making Cities Resilient.

Adopted by 162 Member States of the United Nations, The Hyogo Framework for Action (HFA) is the key instrument and global blueprint for implementing disaster risk reduction. Its overarching goal is to build the resilience of nations and communities to disasters, by achieving substantive reduction of disaster losses by 2015.

The HFA offers five areas of priorities for actions to achieve disaster resilience for vulnerable communities in the context of sustainable development. The Priority Areas are:

1. Make disaster risk reduction a priority: Ensure that disaster risk reduction is a national and a local priority with a strong institutional basis for implementation.

2. Know the risks and take action: Identify, assess, and monitor disaster risks and enhance early warning.

3. Build understanding and awareness: Use knowledge, innovation, and education to build a culture of safety and resilience at all levels.

4. Reduce risk: Reduce the underlying risk factors.

5. Be prepared and ready to act: Strengthen disaster preparedness for effective response at all levels.

The Hyogo Framework for Action 20O5-2015: Building the Resilience of Nations and Communities to Disasters

risk reduction methods - unisdr reduction methods: disaster reduction handbook for foundation phase...

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