risk reduction methods - unisdr reduction methods: disaster reduction handbook for foundation phase...
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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.
Chapter1–Countryprofile
page7
TheuplandsincludethefamousKipengere,Udzungwa,Matogoro,LivingstoneandFipa
plateauformingthesouthernhighlands.TheUsambara,Pare,Meru,Kilimanjaro,The
NgorongorocraterandOldonyolengai,allformthenorthernhighlands.Fromthesehighlands
andthecentralsaucerplateauflowsthedrainagesystemtotheIndianandAtlanticOcean.
MediterraneanSeaandInlanddrainagesystem.
TanzaniahasninemajorriverswhichareRuvuma,Rufiji,Ruvu,Ruaha,Malagarasi,
Kilombero,Pangani,KageraandWami.
Chapter1–Countryprofile
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.
Chapter2–KeyConcepts
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.
Chapter2–KeyConcepts
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.
Generalcharacteristics
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.
Generalcharacteristics
• 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;
Generalcharacteristics
• 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.
Generalcharacteristics
• 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.
Generalcharacteristics
• 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.
Generalcharacteristics
• 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.
Generalcharacteristics
• 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.
Generalcharacteristics
• 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.
Generalcharacteristics
• 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.
Generalcharacteristics
• 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.
Generalcharacteristics
• 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
Generalcharacteristics
• 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
page76
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