Teaching Manual Resilient Livelihoods PADF - CBO Richmond Vale Academy by Richmond Vale Academy

Resilient Livelihoods Supporting Youth and Strengthening Disaster Risk Reduction and Climate Change Adaptation St. Vincent and the Grenadines padf.org/resilient-livelihoods

Overview Climate change is creating new hazards and increasing disaster risk in St. Vincent and the Grenadines. Natural disasters and climate change expose populations to greater social, environmental, and economic vulnerability that threaten livelihoods and the sustainable achievement of development goals. Youth, who are frequently among the most marginalized members of society, will be exposed to the greatest climatic change over their lifetime. To address these challenges, PADF is implementing a project that supports youth and links climate change adaptation (CCA) and disaster risk reduction (DRR) with the common goal of securing livelihoods. By reducing risks associated with climate change and natural hazards in SVG, we are creating more resilient communities. The Resilient Livelihoods Program empowers youth with knowledge, skills and resources to reduce risk in their lives, their communities, and their workplace. The project utilizes a custom curriculum and skills training program, in which youth learn about climate change and disaster risk, as well as how to prepare for them and cope with their effects. Youth become certified in First Aid, Cardiopulmonary Resuscitation (CPR), and Fire Safety. They serve as community leaders in risk assessment and mitigation strategies, and gain work experience to institutionalize their new education and training in disaster management. Outcomes include enhanced leadership, communication, organization, riskevaluation, and capacity to protect oneself and help others. This builds community resiliency, but also contributes to positive youth development and meaningful employment. The program focuses in three geographic areasâ&#x20AC;&#x201D;Georgetown, Bequia, and Cumberland Valleyâ&#x20AC;&#x201D;which have high social, environmental, and economic vulnerability.

Local News

Tuesday, October 20, 2015.

106 graduate from climate change training programme “WE CANNOT STOP the change that is happening… but we can reduce the level of the impact… Take the knowledge you have gained over these past few weeks… and put it to work!” This was what Dr Reynold Murray implored of the 106 participants who graduated from an 18-month training programme designed to help them prepare for and respond to the effects of climate change and natural disasters. Murray, an environmental consultant, delivered his feature address last Tuesday at the ceremony, which took place at the Methodist Church Hall, during which he emphasized how important the issue of climate change is, and the ramifications it is having on St Vincent and the Grenadines. “The whole of St Vincent is vulnerable,” he explained. “The climate is changing… These changes in climatic condition threaten to change our whole economic development. In fact, it threatens to retard our whole economic development.” The programme, which was executed under the Resilient Livelihoods Project, comprised a ninemodule curriculum that

included first aid, fire safety, use of handheld Global Positioning System (GPS) technology, and a onemonth work placement, among other modules. Additionally, the participants were divided into groups and tasked with carrying out hazard mapping exercises and developing community-driven contingency plans. They also identified and executed community-led projects intended to improve infrastructure and ecosystem to make the various communities less vulnerable to disasters. Also delivering remarks was Minister of National Mobilization, Social Development and Youth Frederick Stephenson. He thanked the Government of the Republic of China (on Taiwan) and the Pan American Development Foundation (PADF) for funding the programme, and for their financial involvement in other such projects across SVG. “It is important for the young people to understand that the Government cannot do it all; that you sometimes have to take your own risks [and] get involved in activities that can advance yourselves and your communities,” he said.

Stephenson also urged the participants to use the training they have received to not only enhance their career opportunities, but to also improve their communities. This was also a sentiment echoed by featured speaker Dr Murray. “I don’t want to tell any of you what you should be or what you could be – you must decide that for yourself,” he beseeched. “What I am trying to do is inspire you to take the mantle and to move forward to save this country of ours, to make it work, to make this country productive, to put into operation all the skills that you have acquired, [and] to take advantage of all the opportunities that are provided for you!” In her address, Stina Herberg, head of the Richmond Vale Academy, explained how the institution was instrumental in advising the PADF representatives on how to structure the 18-month training programme. Herberg congratulated the students on their success, and also commended the PADF and the Taiwanese Embassy for making this venture possible. “I think that together

DR REYNOLD MURRAY

STINA HERBERG

FREDERICK STEPHENSON

SECTION OF THE audience in attendance at the graduation ceremony last Tuesday at the Methodist Church Hall we… can all do our part to Project Coordinator working on this project; make St Vincent the (PADF-SVG), also gave the best part has been world’s first climate comremarks at the ceremony, working with these young pliant nation. Climate giving an overview of the people,” said Ashton. compliant means healthy project, and recounting Also delivering brief food secure, renewable the positive experiences remarks were His energy secure and that we that many of the particiExcellency Baushaun Ger, are ready for climate pants went through durAmbassador of the change. Certainly, this ing the programme. Republic of China (on programme has made a “This training – all the Taiwan) to SVG, and Liza big impact in St Vincent!” different elements – has Mantilla, director of Christobelle Ashton, been useful… It has been Disaster Management at Resilient Livelihoods a wonderful experience the PADF. (JSV)

CID awards past and present members THE CRIMINAL INVESTIGATIONS DEPARTMENT has recognized some of its past and present members for their services. At its recent annual social, under the theme “Recognizing the Past, Celebrating the Present and Preparing for the Future,” previous CID chiefs were honoured: Brensley Ballantyne, Lenroy Brewster, Vincent Walker, Willisford Caesar, Sydney James, Clauston Rogers, Ephraim Doyle, Ronald Christopher, Ernest James, Ekron Lockhart and Elton Jackson. Superintendent Ruth Jacobs was also honoured for being the first female officer in charge of the Criminal Investigations Department. Assistant Superintendent of Police (ASP) Glenford Gregg and retired Inspector of Police Franklyn Williams were also honoured for their outstanding contributions to the Department. Several investigators also

FROM LEFT: Vincent Walker, Brensley Ballantyne, Lenroy Brewster, Glenford Gregg, Willisford Caesar, and Sydney James received awards. Most outstand- outstanding Major Crime Unit was presented to PC 377 Angello ing male CID investigator was went to PC 240 Dwight James; Duncan, while the most copped by PC 333 Gamal and most outstanding Criminal improved male CID investigator Bowens; most outstanding Records Office was awarded to went to PC 540 Darrel Sam. The female CID investigator by PC PC 62 Dwight Gordon. The most most improved female CID 502 Renetta Millington; most outstanding IT Officer award investigator award went to PC

773 Kajedra Charles The CID expressed thanks to the Mustique Company and Gaymes Bookstore for providing plaques and gifts to all honourees. Superintendent Kamecia Blake-Byam, co-ordinator of the programme, said: “It is important that we recognize those persons who have paved the way for us and this is our small way of saying thank you to our honourees. “We are celebrating today with our awardees because considering the dynamics of crime and current resources our CID men and women are hard workers. While we recognize that there are definitely areas for improvement, this must not daunt the efforts of those officers who work selflessly and diligently. We must create incentive, as we encourage and motivate the staff.”

Introduction to the Curriculum Preparing for Climate Change and Disasters St. Vincent and the Grenadines is vulnerable to a number of natural and man-made hazards that often result in disasters, such as floods, tropical storms, and droughts. The changing climate can make these disasters even worse. There is, however, hope in building a nation that is more resilient to storms, floods, earthquakes, and fires; more adaptable to changes in temperature and precipitation patterns; and stronger in the face of adversity. Young people of St. Vincent and the Grenadines (SVG) have an opportunity to lead the country toward a more sustainable and resilient future. It is the young that will experience the most dramatic climatic changes over their lifetimes. Young people, therefore, are best positioned to implement innovations and actions in their lives, their communities, and workplace that will reduce risk and move SVG towards resilience and sustainability. While we cannot prevent the storms, floods, and other natural disasters from occurring, together we can prepare for their arrival and reduce our risk to negative impacts.

Resilient Livelihoods Project & Curriculum The Resilient Livelihoods Curriculum was designed as part of the Pan American Development Foundationâ&#x20AC;&#x2122;s Resilient Livelihoods Project. The goal of this project is to build resilience and reduce the risks associated with climate change and natural hazards in SVG by: Developing a corps of informed, skilled, and dedicated youth who can reduce risks associated with natural hazards, including climate change, in their communities; Empowering youth to be active change agents in their lives and communities; Promoting sustainable livelihoods that provide appropriate job opportunities to unemployed youth. Through the Resilient Livelihoods Project youth will learn about climate change and natural disasters as well as how to prepare for them and cope with their effects. Youth will be introduced to people and organizations on the front lines working to build a resilient SVG. Participants will be inspired by stories of Vincentians working to rebuild their communities after disasters. But most importantly, youth will be empowered to take action in their own community to reduce disaster risk and strengthen resilience.

Curriculum Learning Objectives Upon completion of the course, participants will be able to: 1. Explain key concepts including climate change, hazards, resilience, vulnerability, adaptation, preparedness, mitigation, and disaster risk reduction. 2. Understand the major hazards facing communities in SVG. 3. Understand the range of adaptation and risk reduction strategies appropriate for the hazards in your community. 4. Apply geographic positioning system (GPS) techniques to map community hazards and vulnerabilities as well as existing assets and resources. 5. Write, in collaboration with other participants and stakeholders, community-based climate change adaptation and disaster risk reduction plans. 6. Communicate appropriate adaptation and risk reduction strategies and activities to community members. 7. Demonstrate skills in first aid and emergency management. 8. Demonstrate the ability to be agents of change and community leaders by implementing climate change adaptation and disaster risk reduction projects in your community. 9. Contribute to a national and Caribbean-wide network of climate change adaptation and risk reduction actors and institutions. 10. Promote economically, socially, and environmentally sustainable livelihood practices.

Modules The curriculum consists of the following modules: Module 1: Livelihoods and Resilience Module 2: Climate Change and Disaster Risks Module 3: Disaster Risk Reduction Part 1 Module 4: Disaster Risk Reduction Part 2 Module 5: Adapting to Climate Change Module 6: Community Risk Assessment Module 7: Community-Based Disaster Risk Reduction Planning Module 8: Writing the Community Disaster Plan Module 9: Community Emergency Response Training

Module 1: Livelihoods and Resilience Learning objectives: 1. Understand the basic elements of the sustainable livelihoods approach; 2. Understand the basic concepts of vulnerability and resilience at the individual and community levels. Skill objectives: 1. Apply sustainability and resilience principles to describe livelihoods in case study communities.

â&#x20AC;&#x153;The bamboo that bends is stronger than the oak that resists.â&#x20AC;? -Japanese proverb

Lesson 1.1: Sustainable and Resilient Livelihoods Sustainability and Livelihoods The term “sustainable development" first became popular in the 1980s when there was global recognition that economic growth led to many environmental problems in both high and low income countries, such as pollution, deforestation, and the destruction of the ozone layer. In attempt to better balance economic growth and environmental protection, the United Nations introduced the new idea of sustainable development and defined it as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”1 But what exactly does this mean? To sustain means: To support or hold up; To endure without giving way; To keep going; To supply with food, drink, and other life necessities.2 Sustainability, in the context of development, means creating the conditions under which people and nature coexist, now and in the future. It means we must balance social, economic, and environmental needs when making decisions to improve the quality of life.

Figure 1: Sustainability has three dimensions

Discussion Question: What are some of your needs? Take a minute and list 5-10 environmental, social, and economic needs that you have in your life. _______________________________________________________________________________ _______________________________________________________________________________

Do any of the needs you listed conflict with one another? For example, you need clean air to breathe, but if you also need a car for transportation your needs might conflict.3 Just as your personal needs may conflict, so do the needs of a community, business, or country. For example: A fishing community’s need to catch fish may conflict with the need to prevent over-fishing. A company’s need to make profit may conflict with workers’ needs for fair wages. A country's need to provide water to households, farmers, and industry users, may conflict with the need to prevent water scarcity. Sustainable development tries to find a balance between conflicting needs. You can think of sustainability as a three-legged stool (Figure 1), where the legs are economic, social, and environmental dimensions. If any of the legs breaks, the activity is no longer sustainable.

So what does achieving sustainability look like? First, it is important to think of sustainability as a moving target that requires continual improvement to bring balance between social, environmental, and economic needs; not the achievement of a fixed goal. By including the environment, economy, and society, sustainable development seeks to save basic natural resources from being ruined and emphasizes the forgotten key role of the natural environment for improving livelihoods and incomes. Sustainability includes: Economic sustainability: increasing standards of living and raising people out of poverty. Social sustainability: ensuring that opportunities for development, such as access to employment, education and health care, are shared equitably. Environmental sustainability: ensuring increases in living standards does not deplete the natural resource base or damage environmental assets on which all life depends, such as access to safe water. A Livelihood is a One useful tool for thinking about sustainability is called the Sustainable Livelihood Framework. A Sustainable Livelihood Framework measures the sustainability of a person’s livelihood by looking at the multiple things, people, and organizations on which a person depends for well-being. The framework identifies five assets (also called “capital”) that contribute to livelihoods.

means of making a living. It includes the abilities, assets, and activities required to secure life necessities.

Human Assets: knowledge, skills, abilities, creativity Natural Assets: land, soil, water, forests, vegetation, sea, and wildlife Financial Assets: cash, money in the bank, access to credit and funding Physical Assets: tools, equipment, buildings, roads, crops/livestock, and infrastructure Social Assets: community groups, decision making power, participatory processes, connections to family, friends, and co-workers.4

The framework measures a person’s livelihood sustainability by using a “starfish” diagram, often called a pentagram diagram (Figure 2 & 3), to show the five assets or building blocks of a sustainable livelihood. The length of the starfish’s arm corresponds to the amount of the asset (low, medium, or high). The idea is that people require a range of assets to achieve positive livelihood outcomes, and a well-balanced livelihood will have almost equal and high amounts of assets in each category, as seen in Figure 2. People with more assets have more options to secure their livelihood, especially when hardship strikes.

Figure 2: This diagram shows equal and high amounts of assets. The livelihood is sustainable.

Figure 3: This diagram shows limited access to physical and financial assets, which could represent a small-scale farmer whose livelihood could be made more sustainable.

Activity 1: Draw a “starfish diagram” for a fisherman who: Has worked with a master fisherman for five years and is starting to fish on his own. Has access to a good fishing reef. Has little cash savings and no access to credit. Owns his own equipment, but borrows his brother’s boat. Belongs to a local fishing cooperative.

Discussion Question: What if a storm destroys his brother’s boat? What other assets can he rely on? Write your answer in the space below and share it with your teammates. _______________________________________________________________________________ _______________________________________________________________________________

Livelihoods can be made more sustainable by strengthening and diversifying assets. Actions that make livelihoods more sustainable include: Human: Improving education, health, and access to information. Natural: Protecting natural ecosystems and better management of natural resources that support livelihoods. Financial: Reduce financial risk by increasing income, managing cash flows, improving access to banking services. Physical: Improving access to modern energy sources, improving water, sanitation, and transportation infrastructure. Social: Enhancing leadership skills, participation in decision-making, developing social networks that provide safety nets.5 People’s livelihoods and their assets are also affected by seasonality, stresses, and shocks that they may have limited or no control over. These events can be slow acting (such as soil erosion) or fast acting (such as floods), but both can devastate livelihoods and cause people and communities to become vulnerable. Vulnerability refers to characteristics and circumstances of a community, system, or asset that make it susceptible to the damaging effects of a hazard.6 In other words, vulnerability is the state of being open to damage. These shocks and stresses that cause damage are hazards. For livelihoods to be sustainable, we must learn to identify and manage our vulnerabilities so we can cope with short-term difficulties and long-term changes. 6

Vulnerability and Resilience When we identify vulnerabilities, we identify weaknesses that can be strengthened for a more secure future for individuals and communities. Instead of focusing on what went wrong in the past, like damage from a storm, we can focus on reducing vulnerabilities to get things right for the future. When we reduce vulnerability, we strengthen resilience. Resilience is the opposite of vulnerability and refers to the ability to resist or recover from damage. Resilience means: To â&#x20AC;&#x153;bounce back;â&#x20AC;? To be able to adapt to difficulties or change. The capacity to resist and/or recover quickly from a stress or shock. The concept of resiliency recognizes that even if we try to live sustainably, external shocks, such as natural disasters, can occur and leave communities in a worse situation (Figure 4).7 The resilience approach to development focuses on building strength and the ability for individuals, communities, and societies to thrive against the odds.

Figure 4: This diagram shows that people can be pushed into a poor quality of life by hazard events. Resilient households or communities are able to recover quickly from hazards and adapt to long term trends. (Source: Practical Action)

A person or community is resilient when they are prepared to help prevent or minimize the loss of damage to life, property and the environment and have the ability to quickly return people to work, re-open businesses, and restore essential services needed for a full and timely economic recovery.8 Sustainability and resilience are similar concepts! Sustainability means being able to continue on a path of improvement. Resilience means being able to get back on that path of improvement after a setback. Without resilience, we cannot maintain or achieve sustainable development goals.

Building Resilience Livelihoods can be made more resilient by: (1) reducing or mitigating vulnerabilities; and (2) building the capacity to rebound and adapt under stress or shocks. In order to reduce vulnerability, we must first identify vulnerabilities. Various physical, economic, social, and political factors determine peopleâ&#x20AC;&#x2122;s level of vulnerability and include: Weather-related shocks and natural hazards: drought, flood, earthquake, hurricane. Pest and disease epidemics: insects and diseases affecting crops, animals, and people. Economic shocks: drastic changes in the national or local economy and its role in the world economy, which affects prices, markets, employment, and exchange rates. Civil strife: war, violent crime, destruction of lives and property, displacement. Seasonal stresses: seasonal changes to employment, prices, production, or health. Environmental stresses: pollution, bush fires, soil erosion, and land degradation. Personal shocks: illness or death in a family, job loss, or theft of personal property. Structural vulnerability: lack of voice or power to make claims.9

Discussion Question: Consider the fisherman in Activity 1. How is he vulnerable? What could be done to make his livelihood more resilient? Write your answer in the space below and share it with your teammates. _______________________________________________________________________________ _______________________________________________________________________________

Because disasters can negatively affect the various physical, economic, social, and political factors that determine peopleâ&#x20AC;&#x2122;s vulnerability, Disaster Risk Reduction (DRR) is a key way to build resilience. DRR seeks to reduce vulnerability to weather-related shocks and natural hazards and build capacity for individuals, communities, and nations to rebound and adapt under stress or shocks. DRR is a forward-thinking strategy that focuses on livelihoods and vulnerability to ensure sustainability. Due to the importance of DRR, the United Nations developed a 10 year global blueprint for DRR called the Hyogo Framework for Action (HFA). Its goal is to sustainably reduce disaster loses in lives, and in the social, economic, and environmental assets of communities and countries through five actions: 1. 2. 3. 4. 5.

Ensure disaster risk reduction is a national and local priority. Identify, assess, and monitor disaster risks and enhance early warning. Use knowledge, innovation, and education to build a culture of safety and resilience. Reduce underlying risk factors. Strengthen disaster preparedness at all levels.10 8

From Vulnerable to Resilient As we will learn in other modules of this curriculum, the frequency and intensity of disasters that threaten livelihoods and sustainable development goals is increasing. Reducing vulnerability and building resilience to hazards is key to reducing the impacts of disasters, avoiding widespread devastation, and recovering quickly to a path of sustainability. Because todayâ&#x20AC;&#x2122;s generation of youth will experience the greatest impacts of disasters over their lifetime, youth are key agents to reduce vulnerability and promote resilience and disaster risk reduction in their lives and in their communities. Resilient people and communities share some common traits. In the diagrams below, we can see how the dynamics must change to move from vulnerable to resilient. In this example, vulnerability is influenced by weak governance, hazards and stresses, uncertain futures, and fragile livelihoods.11

Figure 5: Dynamics of a vulnerable community. Vulnerable individuals and communities often have fragile livelihoods and cannot adapt.

Figure 6: Dynamics of a resilient communities. Resilient individuals and communities often have diverse and secure livelihoods and can adapt.

Discussion question St. Vincent and the Grenadines is a small island developing state (SIDS). In what ways is SVG vulnerable? In what ways is it resilient? Discuss with team mates then write your idea for how resilience can be strengthened in SVG in the space below. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Lesson 1.2: Case Studies in Resilience: Case study 1: Vulnerability to Chikungunya Chikungunya is an illness that is spread through the bite of certain mosquitoes. It was first described during an outbreak in southern Tanzania in 1952 and has now been identified in nearly 40 countries in Asia, Africa, Europe, and, most recently, the Americas.12 The mosquito bite transmits a virus that causes fever and joint pain. Some people are more vulnerable to Chikungunya than others. Some factors that increase a person’s vulnerability to Chikungunya include the following: Physical: People with high blood pressure are more vulnerable. Social: People who work long hours outside are more vulnerable. Economic: People who cannot afford insect repellent are more vulnerable. Environmental: People who live near mosquito breeding grounds are more vulnerable. How can the people of St. Vincent and the Grenadines reduce their vulnerabilities and increase their resilience to Chikungunya in each of these areas? Think about some answers and write them in the space below. Human assets Natural assets Physical assets Social assets Optional Activity Reduce your exposure to Chikungunya-carrying mosquitoes! Try building the “do-it-yourself” mosquito trap featured at the end of this module. 10

Case study 2: Caribbean fish sanctuaries The video is available at: https://www.youtube.com/watch?v=BK941BVYBxE Watch the video and answer the following discussion questions. Share you answers with your team and the whole class. Describe the livelihoods of the fisherfolk before the sanctuaries were implemented. Use the starfish diagram to graph the assets and reflect on vulnerabilities.

Human assets Natural assets Physical assets Financial assets Social assets

Describe the ways the fisherfolk were vulnerable and resilient.

In what ways did the fish sanctuaries enhance the livelihood assets of the fisherfolk? Be specific in terms of livelihood assets.

In what ways did the fish sanctuaries make the community more resilient?

What kind of effort will it take to sustain the fish sanctuaries and ensure that people do not cheat by harvesting inside the sanctuary?

How does this relate to SVG? Could this be implemented here? How can a community create a fish sanctuary?

Module 1 References: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

11. 12.

World Commission on Environment and Development. Report of the World Commission on Environment and Development: Our Common Future. (Oxford University Press, 1987). Sustain | Define Sustain at Dictionary.com. Available at http://dictionary.reference.com/browse/sustain?s=t The World Bank. What is Sustainable Development? Available at http://www.worldbank.org/depweb/english/sd.html Department for International Development. Sustainable Livelihoods Guidance Sheets. (Department for International Development, 2001). Department for International Development. Sustainable Livelihoods Guidance Sheets. (Department for International Development, 2001). United Nations International Strategy for Disaster Risk Reduction. 2009 UNISDR Terminology on Disaster Risk Reduction. 30 (United Nations, 2009). Practical Action. Our Approach: From Vulnerability to Resilience. Available at http://practicalaction.org/conceptual-framework-for-reducing-vulnerability-1 Community & Regional Resilience Institute. What is Community Resilience? Available at http://www.resilientus.org/about-us/what-is-community-resilience/ Food and Agriculture Organization of the United Nations. Livelihoods, poverty and institutions. Available at http://www.fao.org/docrep/008/a0273e/a0273e04.htm United Nations International Strategy for Disaster Risk Reduction. Hyogo Framework for Action 2005-2015: Building the Resilience of Nations and Communities to Disasters. 24 (United Nations, 2007). Pasteur, K. From vulnerability to resilience: a framework for analysis and action to build community resilience. (Practical Action Publishing, 2011). Pan American Health Organization. Chikungunya Fact Sheet. 2015. Available at: http://www.paho.org/chikungunya

Module 1 Notes:

Module 2: Climate Change and Disaster Risks Learning objectives: 1. Understand the key concepts of global climate change; 2. Understand the key concepts of hazards, vulnerability, and risk; 3. Understand the effects of climate change on St. Vincent and the Grenadines. Skill objectives: 1. Apply sustainable livelihoods framework to climate change impacts.

â&#x20AC;&#x153;These weather events are not simply an example of what climate change could bring. They are caused by climate change. -James Hansen, NASA Climate Scientist

Lesson 2.1: Climate change In Module 1, we learned that we must identify and manage our vulnerabilities so we can cope with short-term difficulties and long-term changes in our lives. In this module, we will learn to identify the changes that are taking place in our climate and how these changes increase our vulnerability to hazards in the short and long-term.

Climate and weather It has been said that “climate is what we expect and weather is what we get.” As this quote suggests climate is a long-term phenomenon, while weather is a short-term one. For example, the climate of SVG is tropical with a dry season from January to May and an average high temperature of 30°C. We would expect a typical day in February to be like that. Weather, on the other hand, refers to the specific conditions at a particular place and time.1 For example, today’s weather is sunny and windy with a high temperature of 28°C. The weather may be unusually warm or cold, wet or dry. A spell of unusual weather does not mean the climate is changing. Only if the unusual weather persists in a long-term pattern can we say that the climate has changed.

Climate refers to the long-term average conditions in a place. Weather refers to the specific conditions at a particular place and time.

Earth’s climate is influenced by the sun, the air (atmosphere), and several other factors. Carbon dioxide (CO2) is part of the air that traps heat near the Earth like the windows on a greenhouse. For this reason CO2 is sometimes called a “greenhouse gas.”1 Methane is another greenhouse gas released from livestock and decomposing garbage in landfills. Imagine sitting in a car with the windows up. The windows let the sunlight inside, but they trap the heat. Soon the air inside the car is hotter than the air outside. Greenhouse gases act like the windows on the car – they let the sunlight in, but trap the heat close to Earth’s surface. CO2 is a natural part of Earth’s atmosphere. If it weren’t for greenhouse gases like CO2, Earth would be very cold like the Moon. Human activities, however, are adding more CO2 to the air. Most of the additional CO2 in the air comes from burning “fossil fuels”: coal, petroleum, and natural gas. Coal is burned to generate electricity for homes and industries in many parts of the world, but not in SVG. It produces the most CO2. Petroleum is used in transportation fuels and generators. Most of SVG’s electricity comes from diesel generators but a small amount comes from hydropower dams,2 such as those in the Cumberland and South Rivers. Natural gas is used in cooking, heating, and to generate electricity in some places. Other significant sources of greenhouse gases include deforestation, wildfires, landfills, garbage burning and livestock. 18

Figure 1: Greenhouse Gas Emissions by Sector in Latin America and the Caribbean. Source: IDB, 2013.

In Latin America and the Caribbean, about two-thirds of greenhouse gas emissions are related to forestry and agriculture (Figure 1)3. In a natural carbon cycle, plants and trees capture CO2 in the air and use it to make wood and plant matter. When forests are cleared for timber or agricultural use, the stored carbon in trees and plants is released as CO2. Wildfires and wood and charcoal cooking fuels also release CO2 in this manner. If trees grow back or are replanted, the carbon emissions will be reabsorbed. Preserving forests and planting trees is one way in which we can reduce carbon emissions. However, forests cannot absorb all the CO2 we are emitting to the atmosphere and a reduction in fossil fuel emissions is still necessary in the long term. Garbage burning is another contributor to increased greenhouse gas emissions. It is estimated that 40% of the world’s garbage is burned in open piles, however the emissions from burning waste is often unregulated and unreported in official greenhouse gas inventories. Burning garbage also threatens human health because it releases tiny dust and metal particles and toxic chemicals that can cause lung damage and neurological diseases. Climate change Climate change means a shift in the long-term Earth’s climate has changed many times over millions of years. It was much conditions in a warmer in the time of dinosaurs. It was much colder during the Ice Age. region or the Recent human activity has released large amounts of greenhouse gasses into the atmosphere, which trap heat near Earth’s surface and raise the global whole Earth. average temperature. This is why the shift in climate is sometimes called “global warming.” However, the rise in temperature leads to other changes such as severe storms, droughts, floods, sea level rise, wildfires, erosion, ocean acidification, and biodiversity loss. Because of the various and inter-connected changes, scientists usually use the term “climate change.”1 The terms ‘global warming’ and ‘climate change’ are often used to refer to the same thing, however it is important to note that climate change involves more than changing temperatures. 19

Figure 2: Based on atmospheric samples contained in ice cores and more recent direct measurements, this graph provides evidence that atmospheric CO2 has increased since the Industrial Revolution. Source: NASA, 2015.

There is a variety of evidence demonstrating climate change. Scientists started directly measuring the amount of CO2 in the air in the late 1950s. To determine levels of CO2 in the atmosphere prior to the 1950s, scientists look at air bubbles trapped in ice cores from Antarctica and mountain glaciers. They have found that burning fossil fuels has increased the amount of CO2 in our atmosphere since the 19th Century Industrial Revolution.4 The rise in CO2 levels is clearly illustrated in Figure 2. Earthâ&#x20AC;&#x2122;s average temperature is now higher than any time in 1,300 years. Evidence for climate change is found in direct measurements, tree rings, ice cores, and melting glaciers. Glaciers around the world are melting because of global warming. Pictures of glaciers taken at the same spot over time show dramatic melting (Figure 3). The temperature will continue to climb if nothing is done to stop adding CO2 to the air. Most land areas have already experienced measurable warming. Some areas over the ocean have cooled a little. On average Earth has warmed 0.61Â°C over the 20th century. Climate change is having an effect today on environments and societies. Many plants and animals have shifted their geographic ranges and migration patterns. Changes in precipitation patterns are altering water resources. While crops in cold regions may benefit, most crops show a negative effect from climate change.5 Figure 3: These two pictures were taken from the same spot decades apart. Where there was once a hug glacier (top) there is now a large lake (bottom).

Given the amount of CO2 already in the air, some additional warming is inevitable. If swift action is taken, the impact will be modest. The impacts of modest warming (less than 2°C) will be negative, but manageable. Scientists say a temperature increase greater than 2°C would likely have very bad outcomes and would be worse with higher temperatures. The projected climate if nothing is done to curb global warming is illustrated in Figure 4. Under this “business as usual” scenario in which we do not stop burning fossil fuels and emitting greenhouse gases, temperature will be 4°-6°C higher. It is not a question of “will it be bad?” The question is “how bad will it be?”5

Figure 4: Projected temperature increase in 2100 under a "business as usual" scenario (IPCC 2014).

Impacts of climate change Scientists have identified five major “reasons for concern” that summarize the key effects of climate change: 1. Unique and threatened ecosystems will be at increased risk with warming above 2°C. Coral reefs and Arctic sea ice are especially vulnerable. 2. Extreme weather events are expected to increase with warming above 1°C. These include heat waves, droughts, extreme rain, and floods. 3. Impacts will be greater for disadvantaged people and communities. Crop yields and water availability are affected at more than 2°C warming. 4. Global biodiversity loss and economic damage accelerate at 3°C of warming. 5. Risks of irreversible changes and “tipping points” increase with 1°-3°C of warming. This includes risking the loss of the Greenland ice sheet, which would raise sea levels 7 m over 1000 years5.

Discussion question: Do you think St. Vincent and the Grenadines would be vulnerable to any of these five areas of concern? Why or why not? Write your answer in the space below and share it with your teammates. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Climate change is a global problem but it will affect the Caribbean and SVG in several specific ways. If nothing is done to curb climate change, SVG is likely to: 1. 2. 3. 4. 5.

Be warmer; Receive less rainfall; Experience warmer, more acidic seas; Experience rising sea levels; Be at risk for more frequent and intense storms, including hurricanes.6

Watch this video from the Caribbean Community Climate Change Centre (CCCCC) for 5 Facts about Climate Change in the Caribbean https://www.youtube.co m/watch?v=Fc3sV9ypEIk

Intense rainfall events (like those that happened in 2011 and 2013) and droughts will become more common. Warming waters around SVG also threaten coral reefs and fish populations. Abnormally warm seawater has caused â&#x20AC;&#x153;coral bleachingâ&#x20AC;? events in which the corals become unhealthy, lose their color, and eventually die unless the stress is reduced. Additional climate change impacts on SVG are explored in more detail later in this module.

Solving the climate change problem The solution to climate change is to stop polluting the air with CO2. Sounds easy, right? We have the technology to replace fossil fuels with clean energy, such as geothermal power, wind turbines, and solar panels. The high price of electricity in SVG even makes these clean technologies, in many cases, cost effective. What holds many small islands back are challenges related to financing and existing contracts with electrical utilities; not the overall cost of clean technology. Despite these challenges, hotels in SVG are investing in solar panels and companies like Reykjavik Geothermal and Emera are evaluating options for a geothermal power plant in St. Vincent. The geothermal power plant would use heat from under La Soufriere to generate electricity.7 Most of the CO2 pollution comes from industrialized countries, including the United States, Europe, and China. Sadly many small, less developed countries face the harmful effects of climate change even though they contribute less to the problem. There are, however, things that Vincentians can do to reduce their contributions to climate change and prepare for the changes that are likely coming. Here are some actions you can take at home, on the road, or at work: 1. Reduce waste and RECYCLE. Itâ&#x20AC;&#x2122;s not just about pollution. This strategy combats climate change by reducing greenhouse gas emissions from resource extraction, manufacturing, and waste disposal. Purchase products with reusable or recyclable packaging and avoid products with excessive packaging. (See page 33 for more information on recycling in Bequia). 2. Refuse plastics and Styrofoam. These materials are made from petroleum, take +100 years to biodegrade, pollute the environment, and release toxic vapors and greenhouse gases when burned. Use reusable bags, reusable lunch containers, and reusable water bottles. Recommend biodegradable alternatives to Styrofoam and plastic containers.

3. Compost food and yard waste to reduce the amount of garbage sent to landfills and greenhouse gas emissions. Compost makes a great soil conditioner for home gardens. 4. Use renewable energy. Using renewable energy, like solar panels, and efficient light bulbs, like LED light bulbs, can cut your electricity bill in half while reducing emissions! 5. Conserve energy. When upgrading appliances, look for the Energy Star label. They may cost more upront, but the energy savings will pay back through lower utility bills in the long term. 6. Conserve water. It takes a lot of energy to pump, treat and heat water. Saving water means saving money and energy and reducing greenhouse gas emissions. Did you know a leaking toilet can waste almost 200 gallons of water a day? Repair leaks, turn off the water while brushing teeth or shaving, and install low cost devices, such as faucet and showerhead aretors. 7. Carpool, walk, or bike whenever possible. 8. Wash clothes in cold water. Clothes will get just as clean with todayâ&#x20AC;&#x2122;s detergents. Washing with hot water uses five times the energy, creating five times the emissions. 9. Maintain vehicles. A well maintained vehicle will burn less gas and emit less emissions. Clogged air filters and under inflated tires reduce fuel efficiency and will cost you more money in fuel. 10. Insulate buildings to make sure air conditioning is not escaping through windows and cracks and wasting energy. 11. Plant native trees and vegetation to offset carbon emissions. A tree also can shade a house or building and reduce cooling costs. 12. Eat wisely. Choose foods that are local and low on the food chain whenever possible. 13. Plan for negative effects of climate change and take action to reduce risks. The curriculum will introduce additional strategies for mitigation and adaptaion. 14. Share information with your community to start a greater movement. Spread the message and shape the future of climate change!

Discussion question: Do you implement any of these climate-saving tips? Why or why not? Write down additional actions can you take on climate change? Discuss it with your teammates. _______________________________________________________________________________ _______________________________________________________________________________

Climate change increases our exposure and vulnerability to natural hazards and is creating new hazards that can have disastrous outcomes on livelihoods in SVG. If we continue â&#x20AC;&#x2DC;business as usualâ&#x20AC;&#x2122; we will likely experience more of the hazards, vulnerability and exposure, which is discussed in the next section. While climate change is a global problem because the CO2 in the air is from all around the world, solving the global climate change problem will require participation from all. The routine decisions that we make every day may seem small, but collectively they have a big effect on climate change.

Lesson 2.2: Disaster risks Hazards, vulnerability, and exposure are three concepts related to risk from natural disasters. Risk is the likelihood of something negative happening which causes suffering, harm, and loss.8 Risk can also be thought of as the probability of an event and its negative consequences.9 Risk has three components: hazard, vulnerability, and exposure (Figure 5).

Hazards A hazard dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage.9 Some hazards are related to climate, but some are not. Examples of hazards include:

Figure 5: Risk is composed of three elements: hazard, vulnerability, and exposure.

Geohazards: Earthquakes, tsunamis, landslides, and volcanoes. Weather-Related Hazards: Floods, hurricanes, storms, drought, and wind. Biological Hazards: Disease, infestation. Environmental Hazards: Water and air pollution. Geohazards Earthquakes, tsunamis, and volcanoes are called geological hazards. They come from the ground itself. SVG has a low earthquake hazard mostly associated with volcanic eruptions. The Kickâ&#x20AC;&#x2122;em Jenny undersea volcano presents a tsunami (tidal wave) hazard for the coast. Wave heights of 1.6-5 meters are possible. La SoufriĂ¨re presents a volcanic hazard. It averages one explosive eruption every 100 years. It erupted in 1902 and in 1979.10 The 1902 eruption was particularly deadly. More than 1,500 people died.11 Earthquake and volcano hazards are not Figure 6: The Caribbean plate and active volcanoes. related to climate change. Caribbean Source: R. Abbott, Appalachian State University). earthquakes and volcanoes are caused by movements of the Caribbean and North American plate (Figure 6).12

Landslides often result from intense storms or earthquakes, compounding the damage. Landslides are often caused by both physical and human factors: Physical Factors • Steepness of slope • Type of soil and rock • Vegetation • Surface and groundwater • Triggering events: rainfall, earthquake Human Factors • Altering slope • Loading slope with buildings • Changing vegetation • Changing patterns of water flow Rainfall is the most common landslide trigger in the topics. Intense rainfall creates pressure Figure 7: Surface and subsurface water flows, combined with unauthorized construction, can lead to slope failures and in the soil and weakens soil stability. Urban landslides (Anderson and Holcomb 2013). development further destabilizes the slope (Figures 7).13 Module 4 includes more detailed information about landslides and other geological hazards. Weather-Related Hazards Floods, winds, and storms are weather-related hazards (also called hydrometeorological hazards). Weather-related hazards are associated with air and waters of lakes, rivers, and ocean. They are primary hazards in St. Vincent and the Grenadines and include: Droughts; Coastal flooding and storm surges; Riparian (river) flooding; High wind. St. Vincent’s mountainous terrain presents hazards for riparian flooding and landslides triggered by intense rains. The low-lying nature of all coasts and islands presents a coastal flooding hazard. These hazards may be amplified by climate change. Floods can harm communities in several ways: Direct physical danger, including drowning and electrocution. Property damage, including damage to homes and infrastructure. Environmental damage, including chemical and biological contamination, soil erosion, and loss of trees and vegetation. Floods can isolate the affected communities by cutting off access to emergency aid.

Most of the hazard from a hurricane comes from wind. High winds can destroy homes and crops. Flooding and landslides may also occur. Storm surges from tropical storms pose hazards to coastal dwellers. A storm surge is an abnormal rise of water generated by a storm, over and above the predicted astronomical tides. The storm pushes water towards shore (Figure 8).14

This video illustrates how a storm surge moves inundates the coast: http://oceanservice. noaa.gov/podcast/m ay14/mw125stormsurge.html

Figure 8: A storm surge pushes water toward the shore (NOAA National Hurricane Center).

Biological Hazards Biological hazards include insect-borne diseases. Dengue and chikungunya are diseases caused by viruses. High fever and joint pain are the most common symptoms of both. The viruses are transmitted by the bite of a mosquito. Both diseases are spread by the same kind of mosquito. Mosquitos larvae live in standing water including wetlands, flowerpots, and buckets. However, the eggs can survive months without water. Dengue is likely present in SVG.15 Chikungunya, as we all know, is present in SVG. Environmental Hazards Environmental hazards include the mishandling or dumping of untreated solid and liquid waste, such as oil, pesticides, sewage, and detergents, into rivers, gullies and coastal areas by industries, residents, hotels, restaurants, and yachts. This waste harms fragile ecosystems, including coral reefs and nursery habitats for juvenile fish, and can seriously harm human health through water-borne diseases, such as cholera and bacterial infections. Another example of an environmental hazard is air pollution from vehicles, factories, machinery, and the burning of solid waste, which have negative health impacts on the respiratory system and lung function.

Vulnerability and Exposure Vulnerability increases the susceptibility to the impact of hazards. Vulnerabilities can be: Physical (ex. health) Social (ex. gender, unemployment, crime rates)

Economic (ex. poverty, high energy costs Environmental (ex. location)

Exposure refers to the people or property present in a hazard zone and subject to potential losses. In order to be at risk from a disaster: A hazard needs to be present. The person or community needs to be vulnerable. The vulnerable population needs to be exposed to the hazard.9

Disaster Risk Reduction Disaster risk reduction (DRR) means improving capacity and managing the causal factors of disasters, including hazards, vulnerability, and exposure. DRR seeks to improve capacity, reduce vulnerability, and reduce exposure to natural and manmade hazards so that livelihoods become more secure, individuals are more prepared, and communities can cope and quickly recover from a disaster (Figure 9).

Figure 9: Disaster risk reduction approach

For example, reducing the risk of becoming infected with chikungunya can include: Hazard: Reduce breeding sites by removing litter, buckets, and other sources of standing water. Vulnerability: People with high blood pressure are vulnerable. Stay healthy, take prescriptions regularly. Exposure: Use insect repellent and wear long pants.

Climate Change and Disaster Risks The changes in the Caribbean climate will affect major economic sectors, such as agriculture, fishing, and tourism. Agriculture will be most affected by changes in rainfall patterns. SVG is likely to receive less rain each year. A 25% reduction by 2030 is possible. Rainfall is likely to be more intense. Rain will come in intense bursts followed by longer droughts. Intense rainfall can cause landslides and floods. The reduction in rain and longer droughts will increase the need for irrigation. Agricultural productivity could decrease by 20% in SVG.6 Climate change will likely harm marine fishing. Coral reefs, which are the rainforests of the sea, will be harmed in two ways. First, warmer seas lead to “coral bleaching” events in which the corals become unhealthy and lose their color (Figure 10). Corals can survive a bleaching event, but if the stress continues the coral will eventually die. Second, CO2 dissolves into the water making it more acidic (for example, lemon juice is acidic) which is bad for coral and shellfish. Acidic seawater dissolves corals and the shells of other animals, such as lobsters and shrimp. The process of CO2 causing the seawater to become more acidic is called “ocean acidification.” 27

Coral reefs provide us with food, protect our coasts from waves, storms, and floods, and generate tourist revenue. Declines in coral reef health increases disaster risk in coastal communities, and effects tourism and fishing livelihoods. Increased storm intensity can damage fishing and dive boats, landing sites, and Figure 10: Effects of increasing carbon dioxide and temperatures on coral reefs. coastal buildings.6 It is estimated Source: NOAA, 2007. that warming seas will cause a drop in fisheries catch of up to -30% in the Caribbean.16 Like agriculture, tourism depends on good weather and a healthy environment, both of which are threatened by climate change. The Grenadines have world class coral reefs. Warming seas and ocean acidification threaten these reefs. If the water quality deteriorates and the coral reefs disappear, so may the tourists. In addition, most resorts are located along the coast. Sea level rise, coastal erosion, and tropical storms all threaten these coastal resorts and tourism areas.6 Climate change will have different effects on livelihoods and gender. Livelihoods that are based on natural resource assets are more vulnerable to climate change. Women tend to have more natural resource based livelihoods and fewer social and financial assets. In many parts of the world, women are responsible for food production, collecting fuels, and fetching water. All of these will be affected by climate change.17 If left unchecked, climate change will increase the risk of: Upset livelihoods in coastal zones from floods, storm surges and sea level rise. Breakdown of infrastructure and critical services from extreme weather events. Food insecurity from changes in precipitation and temperatures. Loss of rural agricultural livelihoods. Loss of fishing-based livelihoods in tropics.5 Loss of biodiversity and healthy natural environments that attract tourism.

Figure 11: Coral bleaching.

Climate change is creating new hazards and increasing our vulnerability to disaster risk. As a small island state with livelihoods based in climate-sensitive industries, SVG is especially vulnerable to the disastrous effects of climate change. Now that we have identified SVGâ&#x20AC;&#x2122;s vulnerabilities to natural and man-made hazards and we understand how climate change will increase the frequency and intensity of disasters, the next module will focus on our actions and what we can do to strengthen our capacity to reduce vulnerability, become more prepared, and build resiliency at the individual and community level. 28

Lesson 2.3: Case Studies in Disaster Risk St. Vincent and the Grenadines have experienced severe weather in recent years that have negatively affected communities in the Cumberland Valley and Georgetown. In particular, the storm and floods of December 24-25, 2013 were very destructive. At least nine Vincentians lost their lives and more than 11,000 people were affected. The flood caused damage totaling EC$291 million (US$108 million) – 15% of the country’s Gross Domestic Product (a measure of national income). Most of the damage was to the transport sector (76%), followed by housing (9%) and electricity (8%).18 Now with your knowledge of climate change and DRR, analyze these recent events described below and complete the discussion questions.

Cumberland Valley Floods Ms. Stephens (Figure 12) lives in the Cumberland Valley next to a drainage ditch (Figure 13). The ditch comes down the hill and empties into the road. In December 2013, intense rains fell on the Cumberland Valley. The ditch channeled huge amounts of water and flooded the road. A furniture workshop lies directly across the street from Ms. Stephens’ house. The workshop owner’s family had to stay the night with Ms. Stephens whose home was not directly affected. The Robertson family lives down the road from Ms. Stephens. The Robertson house (Figure 14) is on the bank of the Cumberland River (Figure 15). When the intense rainfall came, the river overflowed and flooded the Robertson house. It also destroyed the bridge and washed out large areas. The Robertson family belongs to a church group which was able to help them repair their home.

Figure 12: Ms. Stephens lives in the Cumberland Valley.

Figure 14: Cumberland River that flooded and damaged Mrs. Robertson’s house.

Figure 13: This ditch conveys water down the hill next to Ms. Stephens' house and into the road.

Figure 15: Cumberland River that flooded and damaged Mrs. Robertson’s house.

Discussion questions: What kinds of hazards did Ms. Stephens and her neighbors face?

In what ways were people in the Cumberland Valley like Ms. Stephens and the Robertsons vulnerable?

Describe the events in which the vulnerable people were exposed to the hazard.

Consider the impacts on the furniture maker. How did the floods affect his livelihood? Which assets in particular were affected?

Describe the resilience of the Robertsons and explain how social assets enhanced their resilience.

Georgetown Floods Georgetown, on the windward side of St. Vincent, experienced severe flooding in 2011 and 2013. Watch the video (https://www.youtube.com/watch?v=JFn0MyVgr4M) describing the floods. Discussion questions: What kinds of hazards were present in Georgetown?

In what ways were the people there vulnerable to those hazards?

Explain how the vulnerable people were exposed to the hazards.

If the climate of SVG changes as expected, what effect will that have on weather-related hazards like those experienced in the Cumberland Valley and Georgetown?

Module 2 References 1. 2.

3. 4. 5.

6. 7.

8. 9. 10. 11.

12. 13.

14. 15. 16. 17. 18.

Leonard, B. Climate Literacy: The Essential Principles of Climate Sciences: A Guide for Individuals and Communities (2nd Version). (DIANE Publishing, 2009). Saint Vincent and the Grenadines’ Energy Market. Caribbean DevTrends at <http://blogs.iadb.org/caribbean-dev-trends/2013/12/17/saint-vincent-and-the-grenadinesenergy-market/> IADB. The Climate and Development Challenge for Latin America and the Caribbean. Available at: http://publications.iadb.org/handle/11319/456 NASA. Climate Change How Do We Know? Available at: http://climate.nasa.gov/evidence/ IPCC. in Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change 32 (Cambridge University Press, 2014). Simpson, M. C. et al. The CARIBSAVE Climate Change Risk Atlas (CCCRA) - Saint Vincent and the Grenadines. (DFID, AusAID and the CARIBSAVE Partnership, 2012). Williams, A. Caribbean Islands Fight High Electricity Costs with Geothermal Energy. Available at: <http://www.renewableenergyworld.com/rea/news/article/2014/01/caribbean-islands-fighthigh-electricity-costs-with-geothermal-energy> Emergency Capacity Building Project. Participatory Disaster Risk Reduction Assessment Tool and Training Pack. 65 (2012). United Nations International Strategy for Disaster Risk Reduction. 2009 UNISDR Terminology on Disaster Risk Reduction. 30 (United Nations, 2009). The University of the West Indies Seismic Research Centre. Available at <http://www.uwiseismic.com/> Global Facility for Disaster Reduction and Recovery. Disaster Risk Management in Latin America and the Caribbean Region: GFDRR Country Notes - St. Vincent and the Grenadines. (World Bank, 2010). Abbot, R. Part 2: Tsunami Prediction: The U.S. Virgin Islands, a Hypothetical Case. Available at <http://www.appstate.edu/~abbottrn/tsunami/prdctn.html> Anderson, M. G. & Holcombe, E. Community-Based Landslide Risk Reduction: Managing Disasters in Small Steps. (The World Bank, 2013). Available at <http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-9456-4> Storm Surge Overview. Available at <http://www.nhc.noaa.gov/surge/> CDC - Dengue. Available at <http://www.cdc.gov/dengue/> Food and Agriculture Organization of the United Nations. Climate-Smart Agriculture Sourcebook. (United Nations, 2013). WomenWatch: Women, Gender Equality and Climate Change. Available at <http://www.un.org/womenwatch/feature/climate_change/> Rodrigues, M., Meier, G., Pandey, B., Locke, J. & Charles, K. Rapid Damage and Loss Assessment DaLA) : December 24-25, 2013 floods - a report by the Government of Saint Vincent and the Grenadines. 1–24 (The World Bank, 2014). Available at <http://documents.worldbank.org/curated/en/2014/01/18892616/rapid-damage-lossassessment-dala-december-24-25-2013-floods-report-government-saint-vincent-grenadines>

This flyer was created by Action Bequia. Action Bequia is a local community group that started a community based recycling and greenhouse emissions reduction scheme for Bequia in 2014. For more information, visit www.actionbequia.org. 33

Module 2 Notes:

Module 3: Disaster Risk Reduction Activities Part 1 - Weather-Related Risks Learning Objectives: 1. Understand the risks associated with floods, hurricanes, and droughts. 2. Understand risk reduction strategies and activities for each of these hazards that are appropriate for SVG.

“Humans are usually good at noticing and responding to rapid change. Unfortunately, we are not so good at responding to things that change slowly. In part this is because we don’t notice them and in part it’s because often there seems little we do about them.” -Brian Walker and David Salt

Disaster Risk Reduction Activities – Weather Related Risks In Module 2 we identified SVG’s vulnerabilities to natural and man-made hazards and learned that climate change can increase the frequency and intensity of disasters. In the next two modules, we will focus on the actions we can take to reduce vulnerability, become more prepared, and build resiliency at the individual and community level. 90% of disasters around the world are caused by weather related hazards, such a storms and floods.1 While we cannot prevent natural hazards, we can take action to prevent and lessen our vulnerability and exposure to these hazards, and learn to cope with and take advantage of the effects of climate change. Early warning is essential to disaster risk reduction (DRR) because it spreads messages and warnings in advance so people and communities have time to prepare and take action to reduce vulnerability. SVG’s National Emergency Management Office has a Facebook page that can be accessed by a computer or smartphone. The SVG Red Cross Society also has a Facebook page that is updated with current information. You may wish to “like” these pages so you can receive alerts and early warning messages. The Caribbean Disaster Emergency Management Agency (CDEMA) also has a disaster preparedness program called “We Ready” that provides disaster preparedness information and weather alerts.

Important Links SVG NEMO Facebook Page https://www.facebook.com/pa ges/NEMO-St-Vincent-and-theGrenadines/136131599764138 SVG Red Cross Facebook Page (https://www.facebook.com/SV GRedCross). CDEMA We Ready (http://www.weready.org/

Lesson 3.1: Reducing flood risks A flood is “an overflow of water on to normally dry land.” A flood is caused by rising waters in a river, stream, or drainage ditch and may occur over the course of days or weeks. A flash flood is a particular type of flood caused by heavy rainfall over a short period of time (less than one day). Flash floods result in raging torrents of water cascading down a narrow river valley. They sweep away everything in their paths. They occur suddenly, in a flash, within minutes or hours of the storm.2

Before the flood strikes Be flood ready and reduce your risk before a flood strikes. Monitor weather conditions using a radio and be sure to have spare batteries. CDEMA makes the following suggestions to prepare in advance of a flood: 1. Keep drains around your home free of debris. Plastic bags, leaves, and other debris can clog drains and turn an ordinary storm into a small disaster.

2. Determine if your home or business is in a flood zone. If your home or business is adjacent to a river or stream, or if it occupies the flat land at the bottom of a valley, it is likely to be in a flood zone. Such locations are especially vulnerable to flooding. 3. Store important items and electrical devices on elevated surfaces and store important documents in waterproof bags. 4. Know how to turn off utilities. In the event of a flood, you may need to turn off the electricity at the main switch. 5. Prepare a plan and know the location of the nearest evacuation shelter. Make sure everyone in your family knows where to meet in the event of an emergency.3 If a flood is imminent, CDEMA recommends moving electrical devices and important documents to higher locations within your home or business. It is critical to begin storing water in sealable containers.3 In the 2013 floods, over 11,000 people were directly affected, but large-scale damage to pipelines cut access to clean water for 49,000 people.4 Storing safe water is an important risk-reduction activity.

Responding to the flood Prepare to evacuate and do so if instructed. Flash flooding is a risk in many of St. Vincentâ&#x20AC;&#x2122;s narrow river valleys. Have a plan so if a flash flood is possible, you can move to higher ground immediately. If flood waters are entering or likely to enter the house or business, turn off the water, electricity, and gas supplies at the main switches. Flood waters are very dangerous. Do not drive through a flooded road as the car may be swept away by the current. Do not attempt to cross streams above knee high. Even a small stream can knock a person off balance and cause injury. Do not allow children to play in flood waters. Flood waters are often contaminated by sewage or chemicals. The waters may also hide downed electrical wires which could electrocute people walking nearby.3 Seek high ground and stay out of the water.2 Sandbags may be used to build a barrier and protect homes or critical infrastructure from flood water (Figure 1). They are useful when the water rises slowly and there is time to prepare. They are not useful to prevent damage from flash floods because they happen suddenly. Using sandbags as flood protection involves three steps: 1. Filling the sandbags; 2. Moving the sandbags; 3. Building the sandbag barrier.6 Sandbagging is a relatively simple process and requires only three tools: sand or dirt; bags (cloth or plastic); and shovels. Filling the sandbag is Figure 1: A sandbag barrier can best done with three people, although a two-person team can work. For protect against floods (FEMA). a three-person team, the first person holds the empty bag on the ground. The second person fills the bag about half-full so the soil or sand has room to expand as it holds water. The third person stacks the sandbags. Rotate the duties to prevent fatigue. 37

Do not tie the sandbags; fold the bag opening closed. Use a pass-line to move sandbags from the filling area to the barrier. Stack the sandbags in a pyramid, not vertically (Figure 2).6 Hazards remain even after the waters recede. Remember that wet electrical devices can hurt you! Only use devices after they are clean and dry. Report downed Figure 2: Build a sandbag barrier in a pyramidal form (FEMA). power lines to the proper authorities. Never turn on the main electrical switch if the building was flooded. Call a professional electrician to inspect it and let the electrician turn it on when it is safe. Water sources are often contaminated in a flood. It is best to drink the clean water that was stored before the flood. In an emergency, fresh rainwater can be harvested. In a flood situation, always boil the water before using it. Boiling water for at least one minute kills disease-causing germs.3 When it is safe to do so, assess the damage around your home, business, and community. Be aware that snakes and other animals may have entered the house during the flood.

Reducing Flood Risk â&#x20AC;&#x201C; Long Term In the longer term reducing risk from floods, especially flash floods, may require zoning restrictions, stricter building codes, and moving out of harmâ&#x20AC;&#x2122;s way. Homes and infrastructure that are close to rivers in narrow valleys are highly vulnerable to flash flooding. Moving homes away from the floodâ&#x20AC;&#x2122;s path could save lives and property. This is not easy, however, because St. Vincent has little flat ground on which to build. Raising homes above ground level to let the flood waters pass underneath may be another long-term solution. Ensuring that the land next to streams and rivers is protected with a strip of vegetration and trees, can also reduce flood risk by slowing foodwaters, stabalizing river banks, and trapping sediment and preventing soil erosion. This is also called a vegetative buffer or riparian buffer (Figure 3).7 Figure 3: Vegetative buffers maintain ~10 meters of trees and grasses next to rivers and streams Source: PTCOG.

Storm surges Storm surges present many of the same hazards that riparian flooding does. Storm surges are associated with tropical storms and hurricanes. Coastal residents are vulnerable to storm surges. If a storm surge is expected, residents may be evacuated. Know where the nearest evacuation center is and have an evacuation plan with your family. Follow the other risk reduction steps appropriate for floods. See the case study in storm surges at the end of this lesson. Wetlands can provide natural protection from storm surge damage. For example, mangroves reduce storm surge damage and shoreline erosion by slowing water and reducing waves. Mangroves also provide firewood, building materials, and food sources (fish habitat) before and after the storm. Wetlands are often destroyed by coastal development, leaving the community more vulnerable. Restoring wetlands can reduce the risk of damage and increase resilience.8,9

Reducing weather-related risks in the tourism sector Caribbean tourism centers around the ocean and beaches, which makes tourism infrastructure particularly vulnerable to coastal flooding. The Caribbeanâ&#x20AC;&#x2122;s tourism sector has been identified as 1 of 5 climate change vulnerability hotspots by the United Nations World Tourism Organization (Figure 4). Changes that affect Caribbean tourism include: Warmer temperatures; Increased extreme weather events; Water scarcity; Marine biodiversity loss;

Sea level rise; Increased disease outbreaks; Political destabilization; Travel cost increase from mitigation policy.10

Figure 4: The Caribbean is one of five climate change vulnerability hotspots with regard to tourism (Simpson et al. 2008).

Tourism development itself can make hazards worse. Coastal development may remove or weaken coastal ecosystems that act as natural storm barriers, like mangroves and coral reefs. Storm water may also carry sewage, sediment, and other pollutants from resorts that may harm human health and coastal ecosystems that protect our waters, including reefs, mangroves, and sea grasses. Good practices for managing weather-related risks include:11 Strict building codes and enforcement for resorts o Build at least 2.6 m above sea level o Build 30 m off high tide mark Preparedness o Evacuation & disaster plans for resorts, businesses, and hotels o Insurance o Training of staff o Emergency food, water, and first aid supplies Attract visitors in low season by offering hurricane guarantees Coordination with local community in disaster preparedness and response activities o Evacuation routes o Disaster plans Experts identified indicators for sustainable tourism destinations in the Caribbean related to climate change. A climate-smart Caribbean tourism sector should have: 1. 2. 3. 4. 5. 6. 7.

National standards for new building construction and shoreline set-backs. A climate change risk assessment for the tourism industry. An assessment of each destinationâ&#x20AC;&#x2122;s capacity to adapt to climate change. A system to measure carbon emissions from destinations. A portion of a destinationâ&#x20AC;&#x2122;s energy should come from renewable sources, instead of fossil fuels. A program to monitor the rate of beach erosion every year. Effective erosion protection measures in place where needed.10

Discussion question: How can St. Vincent and the Grenadines improve its tourism sector to become climate-smart and disaster prepared? Write your answer in the space below and share it with your teammates. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Case studies in weather-related disasters Hurricane Lenny and storm surge Hurricane Lenny struck the Caribbean in midNovember, 1999. It was unusual in several ways â&#x20AC;&#x201C; it formed very late in the hurricane season; it was very strong (230 kph winds); and it moved from west to east, striking the leeward side of the Caribbean islands.12 A number of lessons can be learned from its destructive history. The storm surge was most damaging. A coastal road on Bequiaâ&#x20AC;&#x2122;s usually-calm western coast Figure 5: A coastal road in Hamilton, Bequia, SVG was was destroyed by the storm surge (Figure 5). In destroyed by Hurricane Lenny in 1999 (Photo: G. Cambers). supposedly flood-proof Anguilla, a 4 meter deep lake formed in the capital city submerging buildings and cars.13 St. Croix in the US Virgin Islands experienced a 2.5 meter storm surge that flooded many parts of the island. In St. Lucia, surges six meters high washed away homes.12 Communities were cut off as the surge destroyed coastal roads. The surprising west-to-east storm path left many unprepared. Many fishermen lost their boats because they were not warned to pull them out of the water.13 Discussion Questions What could coastal communities have done to make themselves more resilient to storm surges from Hurricane Lenny?

Hurricane Lenny temporarily isolated many communities by destroying coastal roads. What should communities do to prepare for such isolation?

What role can early warning systems play in being prepared for storm surges and other floods?

Flooding at the Buccament Bay Resort The Buccument Bay Resort in St. Vincent was severely affected by the 2013 Christmas floods. The resort is built at the mouth of a river in a small cove on St. Vincentâ&#x20AC;&#x2122;s leeward side. At least one employee drowned during the flood after crossing the bridge from the resort to Buccament village. The flood waters overcame the bridge and the employee was washed away. As you can see in the picture (Figure 6), the resort is quite close to the bay and the river.

Figure 6: The Buccament Bay Resort, ten months after the Christmas 2013 storms.

Discussion Questions What could the Buccament Bay Resort do immediately to make sure its staff and guests are safe in a flood or storm surge emergency?

How could Buccament Bay Resort become more resilient to floods and storm surges in the long-term?

In what ways is the resort limited in its ability to adapt to climate change, especially floods?

Lesson 3.2: Hurricanes and Tropical Storms Know the difference between a tropical storm and a hurricane, and watch for a warning! A tropical storm has winds greater than 63 km/hr. A hurricane is a storm with winds greater than 119 km/h (see Table 1). However, tropical storms can be destructive and deadly. â&#x20AC;&#x153;Sandyâ&#x20AC;? was a tropical storm but killed 117 people in the United States and devastated New York City in 2012. A hurricane/tropical storm watch means that hurricane/tropical storm force winds are possible within 2 days. Conditions are favorable for storm development and people should begin to prepare. A hurricane/tropical storm warning means that hurricane/tropical storm conditions are expected within 36 hours. A warning requires immediate action.14

Reducing risks before, during, and after a hurricane or tropical storm Take steps to reduce risks before the storm: 15 Monitor weather conditions on radio, TV, or internet, if you are in an evacuation zone, leave immediately. Table 1: The Saffir-Simpson wind scale shows the Know the locations of closest emergency shelters and different classifications of hurricanes and related storms evacuation routes. Secure buildings and board up windows with shutters or plywood panels and duct tape. Trim trees and shrubs so they are more wind resistant and bring in outdoor objects (i.e., garbage cans, outdoor furniture) that could blow away. Make arrangements to secure animals, livestock, and other property such as boats and cars. Fuel vehicles and charge mobile phones. Prepare a family emergency communication plan. Prepare a family emergency kit in case evacuation is necessary. o Water, one gallon of water per person per day for at least 3 days. o 3-day supply of non-perishable food. o Important family documents in watertight bag. o Flashlight and batteries. o First aid kit and tools (i.e., pocket knife, duct tape, trash bags, axe) o Toiletries, hygiene items, medicines, prescriptions o Whistle to signal for help. 43

Take steps to reduce risks during the storm: Monitor weather conditions on radio, TV, or internet. Follow instructions issued by local officials. Leave immediately if ordered! Turn off propane tanks. Unplug small appliances.

Store drinking water in clean jugs or bathtub. Turn refrigerator and freezer to coldest settings. Stay away from windows and doors; take cover in an interior room.

Take steps to reduce risks after the storm: Keep listening or checking to radio, TV, or news outlets. If you evacuated, return home only when officials say it is safe. Check on and work with your neighbors to clear away debris. Report and sparking or downed power lines. Stay away from trees touching power lines. Watch for and avoid closed roads, weakened bridges, and washed out roads. Take caution with standing water, as they may be electrically charged from power lines

Do not let children play in flood water â&#x20AC;&#x201C; it could contain harmful bacteria. NEVER use a generator inside homes, garages, or similar areas, even when using fans or opening doors and windows for ventilation. Deadly levels of carbon monoxide can quickly build up in these areas and can linger for hours, even after the generator has shut off. Assist in search, rescue, and community response efforts; report damage to utilities; watch out for secondary hazards â&#x20AC;&#x201C; floods, fires, etc.

Reducing vulnerability in the long term In general, smaller Caribbean islands such as SVG experience greater disaster impacts, in terms of relative loss, than larger islands. Each event will affect a larger proportion of the population and infrastructure. Disaster preparedness and risk reduction is therefore more critical in small island states. Building in vulnerable areas increases the risk of damage from storms and floods. Risk has three components: hazard, vulnerability, and exposure. People cannot stop hurricanes or floods. But people can choose to build in safe places. When people choose to build in vulnerable places, even relatively minor weather events can cause damage. For example, the Robertson family home is located in a floodprone area next to the Cumberland River (Figures 7 and 8). It was heavily damaged in the December 2013 floods. With help from their church group, the family was able to rebuild their home. However it was rebuilt in the same flood-prone location. While they have restored their livelihoods, the family is still at risk from floods. If we want to increase resilience, we need to rebuild structures that are less exposed and less vulnerable to disaster hazards.

Figure 7: The Robertson home is located in a floodprone area next to the Cumberland River.

Figure 8: Mrs. Robertson explains how the flood waters damaged her home and scattered debris around her property.

Micro-insurance Practitioners recommend insuring properties but insurance remains expensive. Insurance will pay for some storm damage, but policy-holders must pay a monthly fee called a premium. Less than 25% of homeowners in SVG have insurance. The payments for traditional insurance coverage can be too expensive for many Vincentians.16 â&#x20AC;&#x153;Micro-insuranceâ&#x20AC;? is a tool specifically designed to protect poor people against risk in exchange for regular payments. Micro-insurance is specifically aimed at low-income workers, farmers, and others who work in the informal sector. Micro-insurance can foster resilience by enabling people to rebuild or replant crops after a disaster. Policies can cover health, property, or crops.17 The Caribbean Development Bank is funding a micro-insurance project in SVG for banana farmers.18 Micro-insurance is still relatively new and may not be widely available but is something to watch.

Lesson 3.3: Reducing risks from droughts A number of socioeconomic, physical, and environmental factors affect drought hazards and vulnerability (Figure 9). Reducing drought risk and building resilience requires addressing these hazards and vulnerabilities.19

Figure 9: Factors that can increase drought vulnerability (UNISDR 2009).

Community-based organizations are critical to reducing drought risk. The can draw on traditional knowledge and coping abilities. Experts should communicate with them about unfolding drought conditions so they can take action. Other stakeholders include: Local and national governments; NGOs and civic organizations (ex. Churches); Private sector; Media; Scientists.19 Drought monitoring and communication is critical for reducing risks. The Caribbean Agrometeorological Initiative (CAMI) serves this need. CAMI publishes monthly national weather bulletins, including one for SVG (Available at http://63.175.159.26/cami/national_bulletin.html). Some countries send farmers SMS (text) weather bulletins. This is not yet available for St. Vincent and the Grenadines, but CAMI is working on it. Stay tuned!

Table 2: Example Drought Adaptation Strategies

St. Vincent and the Grenadines communities must adapt to changing precipitation patterns including droughts. The IPCC noted a few drought adaptation strategies for drinking water, agriculture, and human health (Table 2).19 Perhaps most important among these for St. Vincent and the Grenadines is rainwater harvesting (RWH).

Most homes in the Grenadines rely on rainwater harvesting to meet their needs. RWH can also be important for rural areas of St. Vincent and when disasters cut off the supply of piped water. RWH systems have four components (Figure 9): 1. 2. 3. 4.

Catchment area; Conveyance system; Storage device; Distribution system.20

1 2

Make sure storage tanks are sealed to prevent mosquitoes from breeding there. Well-maintained RWH systems provide, in most cases, clean water. However, if you suspect the water is contaminated or dirty, the water should be disinfected.

Figure 9: Four components of a rainwater harvesting systems (Caribbean Environmental Health Institute 2009).

Toolbox for Rainwater Harvesting in the Caribbean Visit the link below for a resource kit of literature, information and interactive media products to support the promotion of the practice of Rainwater Harvesting in the Caribbean. http://www.cehi.org.lc/Rain/Rainwater%20Harvesting%20Toolbox/index2.htm

Case Studies in Drought Resilience Rainwater harvesting in Grenada The film “Rainwater – Catch It While You Can” nicely illustrates how modern, sanitary rainwater harvesting systems are fostering sustainable livelihoods on islands in the Grenadine chain. The video is available at http://www.cehi.org.lc/Rain/Rainwater%20Harvesting%20Toolbox/pfilm.htm. Caribbean Drought of 2009-2010 The entire Caribbean region experienced a drought in 2009-2010. In Dominica, for example, January 2010 rainfall was just 35% of the historic average for that month. In February there was almost no rain at all. In SVG, agricultural production fell 20%. Planting was restricted to cucumbers, pumpkins, and sweet potatoes. Resilient SVG farms used greenhouses and water-efficient irrigation systems.21

The lack of water caused additional environmental hazards. The extensive drought led to bush fires. In SVG, seven farms reported destruction of at least two acres of crops from bush fires. In Dominica, a slope cleared by fire was vulnerable to landslides. When the rains came (68mm in one day) the slope collapsed and killed three people (Figure 10).21 Experts learned several lessons from the 2009-2010 drought. One important lesson was about communication. Even though experts had predicted the drought, it was not conveyed to the people that needed the information most. People need good information so that they can take timely actions to reduce their drought risks.21

Figure 10: This slope failed after a fire cleared it of vegetation (Farrell et al. 2010)

What can be done to increase resilience to droughts in St. Vincent?

Discussion Questions: Why is it important to keep RWH systems clean? How should one go about cleaning a RWH system?

How have RWH systems improved the livelihoods of people in Carricou, as described in “Rainwater – Catch it while you can”?

What were the major effects of the 2009-2010 drought in St. Vincent and the Grenadines and the neighboring islands?

What should individuals, communities, and nations do to prevent the undesirable and unsustainable outcomes of future droughts?

Module 3 References 1. 2. 3. 4.

5. 6. 7. 8. 9. 10.

11.

12. 13.

14. 15. 16. 17. 18.

19.

20. 21.

United Nations. Available at: http://www.un.org/en/ga/president/65/initiatives/drr.shtml US Department of Commerce, N. Flood and flash flood definitions. Available at <http://www.srh.noaa.gov/mrx/hydro/flooddef.php> CDEMA Flood Preparedness. Available at <http://weready.org/flood/> International Federation of Red Cross and Red Crescent Societies. Emergency Plan of Action (EPoA) - St. Vincent and the Grenadines, Americas. (2014). Available at <http://css.static.reliefweb.int/report/saint-vincent-and-grenadines/st-vincent-and-grenadinesemergency-plan-action-epoa-dref> Flood Response for Community Emergency Response Teams | FEMA.gov. Available at <https://www.fema.gov/media-library/assets/documents/28668?id=6359> Training Materials | FEMA.gov. Available at <http://www.fema.gov/community-emergencyresponse-teams/training-materials> PTCOG. Available at: http://www.piedmontnutrientsourcebook.org/buffers.html McIvor, A. L., Spencer, T., Möller, I. & Spalding, M. Storm surge reduction by mangroves. Nat. Coast. Prot. Ser. Rep. 2, 36 (2012). Wamsley, T. V., Cialone, M. A., Smith, J. M., Atkinson, J. H. & Rosati, J. D. The potential of wetlands in reducing storm surge. Ocean Eng. 37, 59–68 (2010). Simpson, M. C., Gossling, S., Scott, D., Hall, C. M. & Gladin, E. Climate Change Adaptation and Mitigation in the Tourism Sector: Frameworks, Tools and Practices. (UNEP, University of Oxford, UNWTO, WMO, 2008). Simpson, M. C. & Gladin, E. Good Practices: Natural Hazard Risk Management in the Caribbean Tourism Sector. (Caribbean Regional Sustainable Tourism Development Programme (CRSTDP), Caribbean Tourism Organization, Barbados, 2008). Bareuther, C. Hurricane Lenny pounds Caribbean. ReliefWeb (1999). Available at <http://reliefweb.int/report/anguilla/hurricane-lenny-pounds-caribbean> Cambers, G. Late Hurricanes: A Message for the Region. Environment and development in coastal regions and small islands (1999). Available at <http://www.unesco.org/csi/act/cosalc/hurricane.htm> Hurricane Preparedness Week. Available at <http://www.nhc.noaa.gov/prepare/> CDEMA Hurricane Preparedness. Available at <http://weready.org/hurricane/> Ferdinand, I. & Parker, E. l. Hurricane Risk Reduction Strategies in the Windward Islands: Public and Practitioner’s Perspectives. (Coventry University, 2006). Microinsurance Innovation Facility. Available at <http://www.microinsurancefacility.org/> Project Profile: Agricultural Micro-Insurance in the Caribbean (A035492001) – International Development Project Browser – Foreign Affairs, Trade and Development Canada (DFATD). Available at <http://www.acdicida.gc.ca/cidaweb/cpo.nsf/vWebProjSearchEn /76CB1C6228088AC685257C99003867B4#h2results> UNISDR. Drought Risk Reduction Framework and Practices: Contributing to the Implementation of the Hyogo Framework for Action. (United Nations Secretariat for the International Strategy for Disaster Reduction (UNISDR), 2009). The Caribbean Environmental Health Institute. Rainwater - Catch It While You Can: A handbook on rainwater harvesting in the Caribbean. (UNEP), 2009). Farrell, D., Trotman, A. & Cox, C. Drought early warning and risk reduction. Available at <http://www.preventionweb.net/preventionwebfiles/english/hyogo/gar/2011/en/bgdocs/Farrell_et_al_2010.pdf> 50

Module 3 Notes:

Module 4: Disaster Risk Reduction Activities Part 2â&#x20AC;&#x201C; Geological Risks Learning Objectives: 1. Understand the risks associated with landslides, volcanoes, earthquakes, and tsunamis. 2. Understand risk reduction strategies and activities for each of these hazards that are appropriate for St. Vincent and the Grenadines.

â&#x20AC;&#x153;Every dollar spent on preparing for disasters saves around seven dollars in economic losses.â&#x20AC;? -United Nations Development Program

Lesson 4.1: Landslide Risk Reduction Reducing risks from landslide hazards Landslides are a major risk, especially on St. Vincent where the volcanic mountains, steep slopes, and heavy rains combine to destabilize slopes. There is little flat land for housing or road construction, which forces construction and roads to cut into steep slopes that are vulnerable to landslides. Intense storms in 2011 and 2013 led to flooding and landslides in Georgetown and other locations. A storm on 6 September 2014 injured one person and damaged houses in Buccament Bay and Kingstown.1 It is important that buildings and roads are constructed using appropriate locations, designs, or materials to reduce landslide risk.2 St. Vincentâ&#x20AC;&#x2122;s volcano has produced fertile, but shallow layers of soil. In many areas, forested land has been replaced by agricultural land, which increases landslide susceptibility. Crops like bananas have roots that are Figure 1: Landslide Risk in St. Vincent where areas in red represent the highest level of risk, green much shallower than native vegetation and do not represents the lowest, and grey symbolizes urban stabilize the soil as well. It is estimated that 78% of the development (Gaskill, Suber, and Nordman, population of St. Vincent is living in at risk areas for 2014). 3 future landslide events. Thus, preparing for and preventing future damages from landslides should be a great priority for Vincentians. Figure 1 shows a model that predicts the landslide risk of St. Vincent. This model shows that areas along the windward side of the island have low risk where the leeward and northern coast are more at risk to landslides.4 Risk to landslides can be reduced through top-down and bottom up initiatives. A top-down initiative often comes from the government and involves laws that reduce or ban development in risk-prone areas, building standards that promote disaster resistant structures, and educational programs that inform communities on the steps they can take to reduce their vulnerability to landslides. View this short video Alternatively, a bottom-up initiative can come from the community. introduction to the One way communities can reduce vulnerability to landslides is MoSSaiC program: through a method called Management of Slope Stability in https://www.youtube.co Communities (MoSSaiC).5 The MoSSaiC is a community-based m/watch?v=vEXBIwIx--A landslide risk reduction method based on three premises: 1. Disaster risk reduction can often pay for itself by reducing injuries and property damage. 2. Existing government expertise can be engaged to build capacity, establish good practices, and change policy. 3. Community engagement promotes ownership of solutions. 5

Communities can reduce their risk from landslide by improving water drainage of rainwater and wastewater. While it may not be feasible to build drains for all houses, plans can be made that prioritize critical locations for improved drainage. See Figure 2 and 3 for an example of a community that prioritized a location to improve slope stability and drainage. What changes do you see in the ‘before’ and ‘after’ photo?

Figure 2: Before risk reduction measures were implemented.

Figure 3: After risk reduction measures were implemented.

Key terminology to describe water based on its source and cleanliness: Green water: from rain Blue water: from the ground, a lake, or river Grey water: wastewater from shower, baths, laundry, sinks Black water: wastewater from toilets.

Disposing of grey water directly onto slopes can destabilize them and increase the likelihood of a landslide. By capturing grey and green water, water can be directed to a drain and away from slopes. Community members should work with professional engineers to design drainage systems. Drainage principles for landslide risk reduction follow the “4 Cs.” Capture: Capture as much surface, roof, and gray water as possible. Connectivity: Every drain section connects to another drain and discharges into an appropriate water body. Channel slope: Each drain section is sufficiently sloped to move water appropriately. Capacity: Each drain must have enough capacity to move the water without causing downstream flooding.5

Case Study 1: Landslide risk reduction Case study 1: Drainage above the Byera Tunnel The Byera Tunnel cuts through a hillside on St. Vincentâ&#x20AC;&#x2122;s windward side just south of Georgetown. This tunnel is located in an area that is part of the wider Colonarie Watershed. There is a spring that flows through the rocks on Byera Hill down to the tunnel below at Black Point. Within the past decades, a number of homes have been constructed on the ridge above the tunnel. The slope is especially steep and there is little soil to absorb the rainwater and wastewater. These homes discharge their wastewater (grey and black water) on to the slope. This water then flows into the natural spring water. The black water that flows into the waterways can spread disease. Furthermore, this discharge destabilizes the slope and increases the risk of landslides. The risk is not only to the Byera tunnel but also to the families that live above and below the tunnel. Discussion questions: What can the residents above the Byera Tunnel do to redirect their roof runoff and gray and black wastewater?

Why would people choose to build in this landslide-prone location? What could be done to discourage people from building in vulnerable places (or encourage people to build in less vulnerable places)?

Case Study 2: Applying MoSSaiC in the Windward Islands Refer to Figure 4. St. Lucia and Dominica have a moderate landslide risk class. After adjusting for the islandsâ&#x20AC;&#x2122; small populations, they are among the highest in the world for landslide fatalities. It is likely that St. Vincent and the Grenadines has a similar rating? The Windward Islands are highly prone to disasters that lead to economic losses. While data on St. Vincent and the Grenadines was not included in Figure 4, it is likely to be similar to St. Lucia, Grenada, and other Caribbean islands. Over a 40-year period, St. Lucia and Grenada experienced disaster-based economic losses of more than 8% of gross domestic product (GDP, a measure of

national income).5 Reducing landslide risks, therefore, will save lives and will increase economic development in these disaster prone regions like St. Vincent and the Grenadines. The Windward Islands have many factors that make them appropriate sites for MoSSaic. They are highly vulnerable to disasters and they have steep slopes (25-50 degrees), which are unstable at low rainfall intensities. The slopes are composed of soils over highly weathered volcanic rocks, which are prone to landslides. Housing development is often unplanned and unauthorized, densely built, or of poor quality construction. Housing development on these landslide-prone slopes presents a significant risk to the communities.

Figure 4: St. Lucia and Dominica have moderate landslide risk classes. Source: Anderson and Holcombe 2013).

St. Lucia communities used a low-cost appropriate drain construction method to reduce risks. Typical drain construction uses concrete blocks. However, concrete block drains can be expensive, time consuming, and difficult to transport. An alternative is a plastic sheet trench drain, which includes: A shallow trench; Durable plastic sheeting; Lightweight wire mesh to keeps the sheeting in place; U-shaped pegs to anchor the plastic sheet and wire mesh The plastic sheet trench drain has several advantages over concrete block drains: The materials are easy to transport. The materials are relatively low-cost. Advanced technical skill is not required to construct it. It can be constructed rather quickly by a small team. Figure 5 illustrates the use of a plastic sheet trench drain. Note the PVC pipes discharging household grey water into the drain.

Figure 5: A plastic sheet trench drain constructed as part of a MoSSaiC project in St. Lucia (Anderson and Holcombe, 2013).

Discussion Questions Recall the case study of the flooding in the Cumberland Valley. The drain next to Ms. Stephens’ house emptied into the street, which added to the flooding issues in the valley. Use the “4 C’s” concept to describe how best to reconfigure her drain.

Think about the source of grey water in your home, school, or the building you are now in. Where does this water go? How could it be redirected into a drain?

Describe how the MoSSaiC techniques could be applied to your community or someplace else you know well.

Lesson 4.2: Volcano, earthquake, and tsunami risk reduction Reducing risks from volcanic hazards Volcanoes, like SVG’s La Soufrière, present both risks and benefits for livelihoods. The challenge is managing the risks appropriately within the sustainable livelihoods framework.6 Key Terminology:

Volcanoes produce a variety of hazards, such as toxic gases, volcanic ash, lava & pyroclastic flows, lahars (landslides), earthquakes, and explosive eruptions, which can devastate areas 10 or more miles away.7 Volcanic eruptions can trigger other natural hazards, such as flash floods, wildfires, and even tsunamis.

Lava: melted rock expelled by a volcano Lahar: a type of mudflow or lanslide composed of volcanic material and water that can rush down at high speeds. Pyroclastic flow: a mix of hot gas (200°-700°C) and rock moving at high speed (80 km/h)

Scientists at the University of West Indies monitor volcanic activity and indicators of volcanic activity would be sent to authorities, such as NEMO, who would issue a warning to the public. Safety Tips7 Before a volcanic eruption, take precautions and understand the risks to your family and community. Prepare a disaster supply kit. Develop plans for evacuation and shelter-in-place. During an eruption, follow evacuation orders and/or your plan. Avoid areas downwind and river valleys downstream of the volcano; they can be pathways for gases, lahars, and pyroclastic flows. If outside, protect yourself from ashfall. Be prepared for accompanying hazards like earthquakes, floods, or tsunamis. After an eruption, stay away from volcanic ashfall areas, it can increase health risk to children and people with respiratory conditions. Avoid driving in heavy ashfall; it can clog engines and stall vehicles. If you have a respiratory ailment, avoid contact with ash. Integrating livelihoods into volcanic evacuation plans includes protecting livestock and gardens. Doing so makes post-disaster recovery easier, except in cases of extreme destruction. People are more willing to evacuate if they know their livelihoods are secure.6 Post-eruption reconstruction and resettlement must consider livelihoods. In Montserrat, resettlement away from the volcano zone included housing construction, but did not consider local culture, other hazards, or livelihoods. The resettlement program saved lives, but did not adopt a

local approach to living with risk and long-term problems emerged. A diverse livelihood portfolio helps in the post-disaster transition.6

Reducing risks from Earthquakes Earthquakes strike suddenly, without warning, and they can occur at any time of the year, day or night. An earthquake may last for seconds or minutes, while aftershocks may occur for months after the main earthquake.7 The main risks are injuries from falling objects inside a building or home, rather than a collapsing building. Injury can be avoided by taking Did you know? steps to identify and fix hazards indoors. For example, you can secure water heaters and gas appliances to wall studs, bolt Doorways are no stronger bookcases and other tall furniture to wall studs, hang heavy items than any other part of a such as pictures or mirrors away from where people sleep, and be building structure so don’t sure your residence is firmly anchored to its foundation. To rely on them for continue with preparedness, locate safe spots and exit routes in protection! Get under a each room, include earthquakes in your family and community sturdy piece of furniture disaster plans, and keep your home in safe condition. and hold on to shelter yourself from falling Safety Tips objects instead! Prepare – before the earthquake 1. 2. 3. 4.

CDEMA produced this jingle to raise awareness of best practices to secure oneself in the event of an earthquake.

Secure your home. Create a plan. Prepare disaster kits. Strengthen your home.

Watch it here: https://www.youtube.com/watch?feat ure=player_detailpage&v=ydgy9afrErk.

Survive – during an earthquake 5. Drop, cover, and hold on. Recover – after an earthquake 6. Check for injuries and damage. 7. Follow your plan.8

If indoors when an earthquake strikes, get under a sturdy piece of furniture and say there until the shaking stops (Figure Figure 6: In the event of an earthquake, 6). It is safer to stay indoors until the shaking stops because drop, cover, and hold on (CDEMA). many fatalities occur when people run outside, only to be killed by falling debris from collapsing walls.7 If outside, stay clear from buildings, trees, power lines, streetlights, and other infrastructure that could collapse. Earthquakes can also trigger other natural hazards such as landslides and tsunamis, so it is important to listen for emergency instructions. The initial earthquake is often followed by aftershocks, so it is important to get to a safe place which may require moving to higher ground in coastal areas and being alert for falling rocks and landslides.

Reducing risks from Tsunamis Tsunamis are a series of ocean waves triggered by undersea earthquakes or landslides. The first wave of a tsunami is not necessarily the largest or most destructive and a series of waves can last for hours. Tsunamis pose the greatest risk to low-lying coastal areas because they can inundate coastal areas, destroy vital community infrastructure, contaminate drinking water, and result in deaths from drowning.7 In the Eastern Caribbean the submarine volcano, Kick- â&#x20AC;&#x2DC;em-Jenny located 9 km north-west of Grenada, erupts on average every 11 Figure 7: The Kick'em Jenny undersea years. Two of those eruptions, in 1939 and 1965, are known to volcano could cause a tsunami, thought have generated small tsunamis that were witnessed on the the risk is low (University of West Indies). north coast of Grenada.9 Scientists at the University of the West Indies say the likelihood of a destructive tsunami from the Kickâ&#x20AC;&#x2122;em Jenny volcano is low (Figure 7). Even though tsunami events are rare in the Caribbean, coastal residents are still at risk. There are natural tsunami signs everyone should recognize: 1) the sea withdrawing unusually quick and exposing the seafloor; 2) a strange roaring sound from the ocean; 3) strong shaking if you are on the coast. While we cannot prevent tsunamis, we can reduce our risks through preparedness. Safety Tips7 Before a tsunami, be aware of tsunami signs and know the height of your home above sea level. You can also protect property by elevating buildings close to the coastline. If you live or work in a low-lying area, know the quickest way to get to higher ground. Make sure your family members and work colleagues know the natural signs of a tsunami and have a disaster plan. During a tsunami or earthquake, gather your family members, leave everything else behind, and RUN to high ground. A safe area would be 30m above sea level and 3km away from shore.10 After a tsunami, follow your plan. Help the injured, check for damage, and stay out of stagnant water. Waves may have left areas flooded and covered with debris. When it has been declared safe to return, help with clean-up and recovery. Risks for tsunamis and storm surges can be reduced in the long term by building in less vulnerable areas. Retreating from the coast gives tsunamis and storm surges room to come and go without damaging homes, bridges, and other structures. This is especially important in the tourism sector in which there is a strong incentive to build close to the water.

The Story of Tilly Smith Watch this brief video about how a little girlâ&#x20AC;&#x2122;s knowledge of tsunamis saved the lives of her family members and many others. https://www.youtube.com /watch?v=E0yrONL1Q3g

Discussion Questions Think about your home, office, or the room you are in. Are there any tall items that could fall over in an earthquake? How could you secure them?

What are the livelihood benefits of living near La SoufriĂ¨re? What are the livelihood risks?

Where do you think boats should go to seek protection during a tsunami? In a harbor or bay, or far out to sea? Why? Discuss with teammates.

Lesson 4.3: Building a plastic sheet trench drain This is an outdoor activity that enables the students to put their knowledge to work. As noted in Lesson 1, a plastic sheet trench drain can be a low-cost, effective means of capturing and conveying runoff and grey water.

Materials Heavy duty polythene sheet (suitable for a greenhouse) (1-2 meters long) Lightweight wire mesh (1-2 meters long) U-shaped anchor pegs (6-8) Work gloves Shovel Scissors or utility knife Pliers

Directions This is just a practice drain, not a real one. It will not be connected to a drainage network. It does not need to be constructed on a slope. 1. Dig a trench about 1 m (3 feet) long, 0.3 m (1 foot) wide, and 0.3 m (1 foot) deep. Figure 7: Workers secure the wire mesh over a 2. Line the trench with the plastic sheet. plastic sheet in a section of drain (Anderson and 3. Work the wire mesh into a U-shape so that it Holcombe 2013). conforms to the trench. 4. Lay the wire mesh in the trench over the plastic. 5. Bend the edges of the wire mesh so they lay flat against the ground. 6. Secure the mesh in place using the U-shaped pegs. 7. If additional materials are available, extend the trench and lay down a second section of plastic and wire mesh.

Module 4 References 1. 2. 3. 4.

6. 7. 8. 9. 10.

One person hospitalised after floods, landslides in St. Vincent. I-Witness News. Availble at <http://www.iwnsvg.com/2014/09/06/one-person-hospitalised-after-floods-landslidesin-st-vincent/> Global Facility for Disaster Reduction and Recovery. Disaster Risk Management in Latin America and the Caribbean Region: GFDRR Country Notes - St. Vincent and the Grenadines. (World Bank, 2010). Boruff, B. J., & Cutter, S. L. (2007). The environmental vulnerability of Caribbean island nations. Geographical Review, 97, 24-45. Gaskill, J., Zuber, B., & Nordman, E. Analyzing Landslide Susceptibility in St. Vincent and the Grenadines Using Co-Kriging and Logistic Regression. (Grand Valley State University, 2015). Available at: http://www.imagin.org/awards/sppc/2015/papers/jacob_gaskill_paper.pdf Anderson, M. G. & Holcombe, E. Community-Based Landslide Risk Reduction: Managing Disasters in Small Steps. (The World Bank, 2013). Available at : <http://elibrary.worldbank.org/doi/book/10.1596/978-0-8213-9456-4> Kelman, I. & Mather, T. A. Living with volcanoes: The sustainable livelihoods approach for volcano-related opportunities. J. Volcanol. Geotherm. Res. 172, 189â&#x20AC;&#x201C;198 (2008). Community Emergency Response Team Basic Training Participant Manual | FEMA.gov. Available at: http://www.fema.gov/media-library/assets/documents/27403?id=6137/. The seven steps on the road to earthquake safety - Putting Down Roots in Earthquake Country. Available at: http://www.earthquakecountry.info/roots/steps.html. The University of the West Indies Seismic Research Centre. Avaialble at .http://www.uwiseismic.com/. CDEMA Tsunami Preparedness. Available at: http://weready.org/tsunami/

Module 4 Notes:

Module 5: Adapting to Climate Change Learning Objectives: 1. Understand climate-smart activities to improve resilience in agriculture, energy, water, and fishing. 2. Develop networks to regional information and innovation organizations, such as the Caribbean Agrometeorological Initiative and the Caribbean Climate Innovation Center

â&#x20AC;&#x153;Climate Change is the single biggest thing that humans have ever done on this planet. The only thing that needs to be bigger is our movement to stop it.â&#x20AC;? â&#x20AC;&#x201C; Bill Mckibben

Adapting to Climate Change In Module 3 and 4 we learned actions we can take to reduce vulnerability to hazards, become more prepared, and build resiliency to disaster risk at the individual and community level. In this module, we will focus on building resilience to climate change.

Lesson 5.1: Foundations of climate-smart agriculture The United Nations International Strategy for Disaster Reduction has a particular definition for adaptation to climate change: Adaptation is the adjustment in natural or human systems in response to actual or expected climatic stimuli or their effects, which moderates harm or exploits beneficial opportunities.1 In other words, we are adjusting our systems (agricultural, urban, etc.) in response to, or in anticipation of, climate change effects. We have covered the effects of climate change in previous modules. If nothing is done to curb climate change, St. Vincent and the Grenadines is likely to: Be warmer; Receive less rainfall; Experience warmer, more acidic seas;

Experience rising sea levels; Be at risk for more intense storms, including hurricanes.2

The Intergovernmental Panel on Climate Change (IPCC) was created by the United Nations to be “the leading international body for the assessment of climate change.” The IPCC maintains a network of thousands of scientists around the world to review and assess the most recent scientific, technical, and socio-economic studies about climate change.3 In its most recent report, the IPCC identified several prospects for adaptation for Central and Latin American as well as for small islands (Figures 1 and 2).4 Many of these are relevant to St. Vincent and the Grenadines. Adapting to reduced rainfall (in total) will require a change to the way water is managed to avoid shortages or contamination of water. For example, more homes can practice rainwater harvesting and water conservations strategies. Grey water from sinks and tubs can be recycled and used to irrigate crops or gardens.5 More intense storms will require better urban and rural flood management, forecasts, and warnings, as highlighted by the 2011 and 2013 floods. Farmers will need to adopt improved crop varieties better suited to the climate. Protecting natural

This video introduces the concept of “climate-smart agriculture” and some of the techniques to increase farm yields in changing conditions: http://www.youtube.com/w atch?v=i0V2xzEw44Y.

ecosystems, such as vegetation along riverbanks, can protect communities against floods and prevent soil degradation and land erosion. The United Nations Food and Agriculture Organization (FAO) has developed a â&#x20AC;&#x153;Climate Smart Agricultureâ&#x20AC;? program that has value for St. Vincent and the Grenadines.6 The FAO presents some general climate-smart principles then offers specific adaptations for water and soils management (reducing erosion and maintaining fertility), energy, crops and livestock, and fisheries and aquaculture.

Figure 1: A summary of adaptation prospects for livelihood losses and sea level rise for small island states (IPCC 2014)

Figure 2: A summary of some adaptation prospects for water, food, and disease risks in Latin America (IPCC 2014).

The key to climate smart agriculture is in building efficiency and resilience to be prepared for change. As we’ve seen, the challenges are significant. Resource efficiency will increase food security. Resilience enables systems to “bounce back” from shocks. Climate smart agriculture can be a major driver of sustainable development and a “green economy.”6 Food security in a changing climate requires addressing three interconnected challenges: 1. Climate change impacts; 2. Natural resource pressures; 3. Climate change mitigation (reducing greenhouse gas emissions). Agricultural systems emit greenhouse gases, mostly through resource use. Agriculture-related greenhouse gas sources include deforestation and landscape conversion; energy in farm machinery and fertilizers; and livestock, especially cattle. Reducing greenhouse gases requires becoming more efficient with resources. Efficiency can mean two things: Getting the same output with fewer inputs; Getting more output with the same inputs. Studies show that global agricultural systems can be much more efficient in: Fuel – more efficient machines; Fertilizer – precision application; Land use – reduce deforestation; Livestock – nutrition and manure management.

Figure 3: An integrated crop-livestock system improves farm efficiency.

Integrated crop and livestock systems can improve resource efficiency (Figure 3). Livestock manure can be used as crop fertilizer. Crop residues can feed livestock. By linking the two a farm can operate more efficiently and farmers spend less money on inputs. Efficiency and resilience can be complementary, such as in soil carbon, crop diversity, and trade. Increasing soil carbon improves nutrient and water intake, reduces erosion, and stores greenhouse gases. Increasing crop diversity at farm and landscape levels improves nutrient cycling, improves pest resistance, and resists economic shocks. Trade can compensate for regional shortages, diversifies options, and usually adds little additional CO2.

Adaptations for water and soils Climate change will mostly affect agriculture by disrupting the water cycle (Figure 4).

Figure 4: Climate change affects the water cycle, which in turn affects agriculture (FAO 2012).

Many water-saving options are available for climate-smart agriculture: On-farm water storage (rain water harvesting, artificial pond) o Example: capturing roof runoff in a large storage container. Efficient irrigation o Example: Low-cost bucket and drip irrigation systems (Figure 6). Soil water management o Example: Improving soil water retention by using worms to turn organic waste into compost.8 Crop diversification o Example: incorporating annual, perennial, and tree crops. Figure 5: A bucket and PVC pipe can be made into a low-cost drip irrigation system.

Crop insurance / micro-insurance o Insurance products specifically designed to meet the needs of low-income, often rural, residents. Improved weather forecasting â&#x20AC;&#x201C; SMS (text) alerts o Weather bulletins are sent by SMS (text) message to tell farmers when to plant, harvest, etc. This is not available yet in Caribbean, but programs are operating in, for example, Kenya. It may be coming to the Caribbean soon. Climate resilient farms will have multiple sources of water and improved rights to it. Farmers can increase water storage in soil, in surface reservoirs, and as groundwater. Farmers can invest in and apply efficient irrigation with targeted applications. Improved land and water rights encourage investment in these assets.

See this short video to see how SMS messages are helping farmers in Kenya: http://www.theguardi an.com/globaldevelopment/video/2 013/jun/11/kenyafarmers-weatherforecasts-video

A livelihood approach can aid in prioritizing adaptation options. Access to basic water services is critical to any livelihood and should be a top priority. Crop and livestock water security enables food security. A clean and healthy water environment provides multiple livelihood benefits. Government policies can address secure and equitable water entitlements. Soil conditions affect decision-making of climate smart land use and farming. Degraded soils are more vulnerable to climate change impacts due to: Biodiversity loss; Compaction; Erosion and landslides. Increasing soil organic carbon has benefits: High nutrients; Fewer inputs; Stores greenhouse gases as soil carbon.

Discussion Questions Consider the fertilizers and other inputs used in St. Vincent and the Grenadines. Where do most of them come from? How can they be used more efficiently?

What are some of the water saving adaptations that Vincentian farmers are using today? Which of the suggested options are most easily implemented in St. Vincent and the Grenadines?

Does the Vincentian agriculture system mostly export raw products or are their opportunities for valueadded processing (canning, etc.)? How would expanding options for value-added processing improve livelihoods for Vincentians?

Lesson 5.2: Adaptations for energy, crops, livestock, and fishing Energy for climate-smart agriculture Energy-smart agriculture is climate-smart agriculture. Most greenhouse gas emissions occur pre-harvest. These greenhouse gas emissions can be reduced by reducing land use changes and lessening reliance on chemical fertilizers. Most energy is used post-harvest in the value chain. Energy can be conserved by improving cooling efficiency and reducing waste. Energy is both an input and an output of the agriculture system (Figure 6).

Figure 6: Energy FOR and FROM the agrifood system (FAO 2012).

Access to modern energy can improve livelihoods and increase resilience. Modern energy services can improve productivity and income: Increased productivity less land conversion Modern fuels less deforestation for wood fuel Higher quality crops more income In some cases, the net effect can be a reduction in greenhouse gas emissions per unit of food production. Modernizing energy leads to diversified energy, which improves resilience. Energy security is having consistent access to energy services. It is a component of resilience. Take for example a biogas cook stove: Biogas from manure is a local energy source. Biogas replaces wood fuels and charcoal. A byproduct of biogas production is liquid fertilizer that can be used on the farm. Overall result: less money spent on fuel, less time gathering firewood, cleaner burning stove, fewer greenhouse gas emissions. A number of clean energy and energy efficiency adaptations can be implements along the food value chain (Table 1). Table 1: Examples of energy efficiency improvements along the food value chain.

Sustainable energy can alleviate energy poverty and address many sustainable livelihood goals. St. Vincent and the Grenadines has one of the highest electricity rates in the Caribbean at US$0.30/kWh

(EC$0.81/kWh). Many clean, renewable electricity sources are cost-competitive (Figure 7). St. Vincent and the Grenadines is particularly rich in geothermal and solar energy. Geothermal energy has an estimated cost of US$0.05-0.10/k, which is far less than the current cost of electricity. Investments in clean, renewable sources would reduce the countryâ&#x20AC;&#x2122;s greenhouse gas emissions, expand energy access, reduce electricity costs, and reduce fuel imports.9 Figure 7: Electricity rates and cost estimates for various renewable energy technologies (Auth et al. 2013).

Crops and livestock Climate-smart crop production provides options to adapt to unpredictable and unexpected climatic patterns. Climate-smart crop production reduces reliance on non-renewable external inputs. It enhances natural processes that improve production and avoid degrading natural resource production systems. Sustainable crop production intensification (SCPI) can reduce negative impacts and build resilience. SCPI has five components: 1. 2. 3. 4. 5.

Maintain healthy soil to enhance crop nutrition. Cultivate diverse crop varieties in associations and sequences. Use quality seeds and plants from well-adapted varieties. Adopt integrated management of pests, diseases, and weeds. Manage water efficiently.

Post-harvest value chain improvements can increase food access and provide employment. Surplus harvests can be stored for times of need. Value-added products generate more income. Urban gardening can enhance resilience among town residents.10 Livestock provide food security, calories, and protein, but also contribute to climate change. Livestock are mobile carriers of wealth that can be converted to cash in times of need. Livestock transform inedible protein in forage into forms digestible by humans. Livestock account for about 18% of global greenhouse gas emissions. 66

Managing greenhouse gas emissions from livestock is important for climate-smart agriculture. Cattle, goats, and sheep have a special stomach called a “rumen.” Such animals are known as “ruminants.” Microbes living in the rumen break down forage and produce methane (CH4), a powerful greenhouse gas. Feed production and manure management also contribute greenhouse gas emissions.10 Livestock-based livelihoods can be enhanced in several ways. One way is by building livestock shelters to protect animals from the elements. Another way is to keep a reserve of fodder for emergencies. A third way is to practice integrated crop-livestock management.10 Livestock owners can reduce the impacts of drought. Reduce the number of animals grazing on each pasture. Supplement grazing with hay or other rations. Overgrazing during drought harms forage plants and encourages weeds and soil erosion.11 One source of supplemental livestock rations is the spent grains left over from brewing beer. These grains are rich in protein. Hairoun Beer distributes its brewery wastes to Vincentian farmers. This is a good example of integrated crop-livestock agriculture with industry as an intermediary.

Fishing and aquaculture Although climate change may negatively affect Caribbean fishing, adaptations are possible. Some examples are maintaining landing site with respect to coastal erosion and sea level rise and by investigating aquaculture options (Table 2). Table 2: Climate change impacts and responses for fisheries (FAO 2012).

Aquaculture could be an adaptation for St. Vincent fishermen. Aquaculture is also called fish farming. Ponds can be used to farm: Penaeid shrimp; Tilapia;

Carp; Cachama.

Conch is farmed in Caicos12. Algae are cultivated in St. Lucia. Mangrove oyster is grown in Jamaica. There are no aquaculture facilities in St. Vincent and the Grenadines, but if done sustainably it could benefit Vincentians in several ways: Increase food production; Improve rural income and employment;

Diversify livelihoods; Increase foreign exchange earnings.13

Case Study: New Banana Cultivars Bananas play an important role in the Vincentian economy. The banana industry peaked in the 1990s when banana revenues accounted for more than 50% of all merchandise exports. The banana industry has declined in the intervening decades for a variety of reasons, including unfavorable market conditions and natural disasters. By the early 2000s, bananas accounted for about one-third of export revenues.14 Despite the decline, bananas continue to provide livelihood opportunities for thousands of Vincentian farmers. The agriculture sector, of which bananas are the largest share, employed about 25% percent of the labour force in 2009.7 The government acted to strengthen the banana industry in the early 2000s. Actions included providing farmers with specially-grown â&#x20AC;&#x153;plantletsâ&#x20AC;? of high-yielding banana varieties and building irrigation infrastructure. A recent study showed that Vincentian farmers readily adopted these high-yielding varieties. Most farmers, however, never saw increased banana harvests. The farmers did not adopt the recommended irrigation and fertilization regimes needed to achieve the high yields.14 The failure to achieve the potential high-yields illustrates the importance of linkages and communication between scientists at the Tissue Culture Laboratory and farmers belonging to the St. Vincent and the Grenadines Banana Growers Association. The banana industry could also benefit from strengthening linkages between farmers and retailers, especially supermarkets, restaurants, and hotels. These retail sectors rarely feature Vincentian produce.14

Discussion Questions: What clean and renewable energy technologies would be most cost effective in St. Vincent and the Grenadines?

How can Vincentian farmers use Sustainable Crop Production Intensification techniques to improve their livelihoods and food security?

What are some of the barriers that prevent aquaculture from taking off in St. Vincent and the Grenadines? How can these barriers be overcome?

Reflecting on the banana industry case study, what role did social assets (Sustainable Livelihood Framework) play in the failure to achieve the anticipated yields?

Describe some ways in which communication about the needs of improved banana varieties could be improved between scientists and farmers.

Lesson 5.3: Caribbean Climate Innovation Center The Caribbean Climate Innovation Center supports local solutions to climate change. It works across five thematic areas: This brief video highlights some recent projects (http://www.caribexport.com/exportpromotion/the-green-initiative/).

Resource use and efficiency; Sustainable agri-business; Solar energy; Energy efficiency; Water management.15

The Center fosters adaptation through innovation by providing new and growing businesses with four main services: Technology commercialization; Market development; Mentoring and training; Incubation. The Center’s local contact is the SVG Coalition of Service Industries (http://www.svgcsi.org/). The SVGCSI works closely with the Caribbean Export Development Agency. This agency is also interested in and funds sustainable energy projects. In April 2013 the Center funded 11 “proof of concept” proposals, as summarized below.15

Discussion Questions Work with your teammates to think of a climate adaptation business enterprise. What would the business do? What would you need to get started? How could the Caribbean Climate Innovation Center, the SVG Coalition of Service Industries, and/or the Caribbean Export Development Agency assist your endeavor?

Module 5 References 1. 2. 3. 4.

5. 6. 7. 8. 9. 10.

11. 12. 13.

14.

15.

United Nations International Strategy for Disaster Risk Reduction. 2009 UNISDR Terminology on Disaster Risk Reduction. 30 (United Nations, 2009). Simpson, M. C. et al. The CARIBSAVE Climate Change Risk Atlas (CCCRA) - Saint Vincent and the Grenadines. (DFID, AusAID and the CARIBSAVE Partnership, 2012). Intergovernmental Panel on Climate Change. IPCC - Intergovernmental Panel on Climate Change. at <http://www.ipcc.ch/organization/organization.shtml> IPCC. in Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change 32 (Cambridge University Press, 2014). Global Water Partnership. What is IWRM? at <http://www.gwp.org/en/The-Challenge/What-isIWRM/> Food and Agriculture Organization of the United Nations. Climate-Smart Agriculture Sourcebook. (United Nations, 2013). Saint Vincent & the Grenadines // Caribbean Agricultural Research & Development Institute. at <http://www.cardi.org/country-offices/st-vincent-the-grenadines/> Ittersum, M. van & Steenbergen, F. van. Ideas for local action in water management. (Global Water Partnership, 2003). Auth, K., Konold, M., Musolino, E. & Ochs, A. Caribbean Sustainable Energy Roadmap (C-SERMS), Phase 1: Summary for Policymakers. 45 (CARICOM, 2013). Food and Agriculture Organization of the United Nations. Resilient livelihoods: disaster risk reduction for food and nutrition security. (Emergency and Rehabilitation Division, Food and Organization of the United Nations, 2013). Forage Use and Grazing Herd Management during a Drought | Publications | UGA Extension. at <http://extension.uga.edu/publications/detail.cfm?number=C914> Caicos Conch Farm | Caicos Conch Farm | 649-946-5330. at <http://www.caicosconchfarm.net/> Aquaculture as Gateway to â&#x20AC;&#x2DC;Blue Economyâ&#x20AC;&#x2122; for CRFM States. at <http://www.crfm.int/index.php?option=com_k2&view=item&id=364:caribbean-states-look-ataquaculture-as-gateway-to-blue-economy&Itemid=179> Titus, P. et al. Agriculture Science Technology Innovation (ASTI) systems for the banana industry in St Vincent and the Grenadines. (2009). at <http://www.cardi.org/wpcontent/themes/default/files/cardireview/CR-2008-07_ASTI%20Banana%20St%20Vincent.pdf> Caribbean Climate Innovation Center. at <http://caribbeancic.org/>

Module 5 Notes:

Module 6: Community Risk Assessment and GPS Learning Objectives: 1. Understand the steps of a participatory risk assessment. 2. Understand concepts of longitude and latitude and how a GPS devise works. Skill Objectives: 1. Identify the main risks and vulnerabilities in your community. 2. Identify the locations, livelihoods and economic sectors, and types of people that are currently vulnerable and will be more vulnerable as the climate changes. 3. Demonstrate how to collect hazard location data using a GPS device.

Lesson 6.1: Community Risk Assessment In the previous modules, we learned about our vulnerability to natural and man-made hazards in St. Vincent and the Grenadines and the actions we can take to reduce vulnerability to hazards and climate change at the individual and community level. Now we will apply that knowledge to identify, map, assess and prioritize risks in our community.

Participatory Risk Assessment Taking action to reduce specific disaster risks in a community starts with a participatory risk assessment. A participatory risk assessment is the process of identifying and analyzing the risks of a community. It is participatory because in involves diverse members of the community and their understanding of local realities, rather than relying on outside experts. The primary purpose of a risk assessment is to provide better information and awareness tools to support community decisions to reduce vulnerability in the short and long term. During a risk assessment, community members determine the risk associated with: Lives and health of people; Houses and community structures; Livelihood and economic activities; Lifelines, such as roads and bridges.1 Participatory risk assessment includes 7 steps. 1. Describe the hazards. 2. Map the hazards. 3. Describe vulnerabilities and capacities. 4. Determine disaster risks. Figure 1: Example of a Community Hazard Map 5. Rank disaster risks. 6. Decide on acceptable level of risk. 7. Agree on risk reduction and adaptation strategies.1 Community hazard maps are the foundation of participatory risk assessment. Hazard mapping is a critical skill for disaster risk reduction that allows you to answer three important questions: What hazard is where? Why is the hazard there? Why should I care? The final result of the community risk assessment is a community-owned risk reduction plan based that highlights specific actions and time-frames that can reduce vulnerability to hazards and increase community resilience. The plan should be reviewed and updated regularly.

Conducting a Community Risk Assessment Step 1 is to describe hazards in the community. Make a list of the hazards in your community and describe the threat/context of each hazard. The list should consider: The nature of each hazard; Frequency or recurrence; Seasonality; Location; Early warnings; General knowledge.

HAZARD

HOW OFTEN

IMPACT/DAMAGE

Hurricane

Every year between June and November (hurricane season).

In October 2010, houses were damaged (some severely) during the passing of Tropical Storm Tomas. Roofs were also damaged. Georgetown is at risk during a hurricane because it is a coastal community and vulnerable not only to high winds, land erosion and flooding but also sea and storm surges.

Information can be sourced from community members who witnessed an event first-hand and from official reports or weather records. Table 1: Sample Hazard Assessment Remember, climate change is creating new hazards and increasing the frequency and intensity of historic hazards. So we should consider historical accounts as well as new hazards, such as sea level rise.

Timelines and seasonal hazard calendars are common tools for understanding the timing, period, and stress related to hazards and how they might affect livelihoods. A time line can make us understand how hazards changed over time, which hazard happened in the past, or when hazards started happening. A seasonal calendar can be used to visualize the time, frequency and duration of common hazard throughout an annual cycle. They can even be used together, such as the example in Figure 2. Hazard calendars and timelines identify and discuss: What disaster events have happened or are happening in the community? When did they happen? What are the different seasons in a year? In what seasons do disasters occur?

Figure 2: Example seasonal hazard calendar that also incorporates the years of historic hazard events

Step 2 is to Map the hazard location. Creating community maps can significantly assist a community with their decision making. Mapping can identify places at risk, vulnerable people, and resources available in a disaster. It can answer the following questions: What places are at risk? What critical facilities are in danger? Who will be most exposed and will likely need assistance? What resources are available and where are they? Who has access or control over available resources? There are high-tech and low-tech options for hazard mapping. Both are useful for understanding and communicating the locations of various hazards. High-tech options include (Figure 4): Using Global Positioning System (GPS) devices or smart-phones with a GPS app; Then integrating GPS data in a computerbased Geographic Information System (GIS) to create a GIS map. Low-tech options include (Figure 3):

Figure 3: Low-tech examples of hazard mapping done in Georgetown

Marking the location of hazards on printed paper maps. Drawing a community map on paper that indicates locations of hazard. Answering the central questions of ‘where’ and ‘what’, is essential to deal with challenges in a general community planning context, but especially in the case of disaster risk reduction. However, a ‘map’ is not a solution at its own. Hazard maps also requires certain structures, commitments and technical expertise along with the participation and local knowledge of community members to reduce vulnerability. Figure 4: High-tech example of hazard mapping done in Georgetown

Capacities, Vulnerabilities, and Risks Step 3 is to describe the communityâ&#x20AC;&#x2122;s vulnerabilities and capacities. This step is also known as a Capacities and Vulnerabilities Analysis (CVA). In this step we not only identify the communityâ&#x20AC;&#x2122;s vulnerability to previously listed hazards, but we also list the skills and resources available in the community to cope with these hazards because every community has skilled people and some items to help in an emergency. This may include the young and strong, persons with First Aid Training, religious leaders (counseling), doctors, nurses, electricians, plumbers, and carpenters. Boats, chainsaws, shovels and other emergency supplies, vehicles and trucks, health centers, community shelters, schools are all resources that increase community capacity too. When listing community vulnerabilities and capacities, we should describe the community in general, but also provide special considerations for gender, elderly, disabled. Step 4 is to determine the disaster risks. We have already identified the hazards in the community in step 1. Now we need to determine all potential impacts. This allows us to understand what the risk will be if the hazard actually occurs. Synthesize the information on hazards, vulnerabilities, and pathways for exposure to determine a list of which disaster risks pose a threat to livelihoods in the community. Step 5 is to enable community members to express their priorities by ranking disaster risks. At this point we want to validate our work in steps 1-4 by going back to the community and sharing information to confirm conclusions and determine what community members see as the most important risks to reduce. Priorities will differ depending on how individuals are affected vulnerability or exposure to disaster risk. For example, a farmer may be more likely to prioritize risks from a drought than a fisherman.

Table 2: Example of a communityâ&#x20AC;&#x2122;s risks, vulnerabilities, and capacities for a flood hazard. Source: Red Cross, 2007.

Step 6 is to decide on an acceptable level of risk. “Zero risk” is not practical. The risk of disaster also needs to be weighed against the livelihood benefits. Determine acceptable risks for family and community security. The acceptable level of risk can be framed as an indicator and a target. For example, it may be impossible to entirely prevent all cases of chikungunya within a community. An appropriate level of risk, therefore, may be: “No more than 10 (or 20, or 50…) cases of chikungunya per year in this community.” Other indicators could be loss of life, loss of livestock or crops, etc. Step 7, the final step, is to decide on a risk reduction strategy. What mix of strategies is appropriate for your family and community? Prevent disasters from happening. Reduce risk of harm from disaster.

Transfer risk to another time or location. Do nothing and live with the disaster risks.

Based on all the information gathered in the previous steps, we can begin to define concrete actions aimed at transforming prioritized vulnerabilities into capacities. In this way, communities increase their level of ownership and begin to understand how they themselves can undertake transformative actions based on the capacities that they already have.2 While not all community priorities can be addressed at once due to constraints with time, budgets, and resources, we can identify which risk-reduction activities are most-important and most feasible in the short-term and long-term. Discussion Questions What is it important to involve community members in the risk assessment process?

In the discussion of acceptable levels of risk, why is “zero risk” not a realistic goal to strive for?

Lesson 6.2: Capacities and Vulnerabilities Analysis Work with you teammates to analyze the capacities and vulnerabilities of your target community. Fill out the table1 with the information you gather. Share your information with the rest of the class.

Vulnerabilities Physical What productive resources, skills, and hazards exit?

Social/Organizational What are the relations and organizations among people?

Motivational/Attitudinal How does the community view its ability to create change?

What are the perceptions of risk?

Capacities

Lesson 6.3: GPS technology Modern navigation technologies, such as smart-phone apps and global positioning system (GPS) receivers, work on the same general principles. The device is in contact with a network of towers or satellites. The device can estimate distance based on differences in signal strength or travel time. Estimating distance from multiple towers or satellites enables the device to estimate position.

Figure 3: GPS receivers determine position by measuring the distance between multiple satellites.

A mobile phone uses radio signals to communicate with towers. In general, the closer the phone is to the tower, the stronger the signal (“more bars”). The phone can also determine the relative direction of the tower. Obtaining signal information from additional towers helps pinpoint location. GPS systems work in a similar way by communicating with satellites. Radio signals travel at the speed of light. Distance traveled equals the speed times the travel time (Figure 3). Very accurate clocks in the satellites and GPS receivers measure signal travel time. The speed of light is constant. If you know the travel time, you know the distance. A GPS receiver must be in contact with at least 4 satellites to accurately determine position on Earth (Figure 4). Satellite contact can be affected by dense tree canopy or tall buildings. In a forested or urban setting, a GPS receiver may not produce accurate readings.

Longitude and Latitude GPS units measure your location using one of several methods. One of the most common methods is the system of longitude and latitude. Longitude is a measure of position along an east-west axis. Latitude is a measure of position along a north-south axis. Both longitude and latitude are expressed in degrees (°), minutes (‘), and Figure 4: A GPS receiver must be seconds (“). Sometimes they are expressed as decimal degrees. Each in contact with at least 4 satellites to accurately determine position. degree has 60 minutes and each minute as 60 seconds. Longitude measurements begin at zero degrees which is an imaginary line that runs through Greenwich, United Kingdom. This line of zero degrees is called the “prime meridian.” Locations east of the prime meridian have positive longitude values. Locations west of the prime meridian have negative values. Since Earth is circular, there are 360 degrees of longitude – 180 east and 180 west. For example Kingstown’s longitude is -61°13’32” (negative 61 degrees, 13 minutes, and 32 seconds). Note that this is a negative number indicating that the location is west of the prime meridian (it is in the Western Hemisphere).

Latitude measures locations north or south of an imaginary zero line called the equator. Latitude measurements extend to the north and south poles. The north pole’s latitude is (positive) 90° and the south pole’s latitude is -90°. Low numbers, either positive or negative, indicate a position close to the equator. For example, Kingstown’s latitude is 13°9’14”. Note that the latitude measurement is positive because St. Vincent and the Grenadines is north of the equator. Putting the two measurements together allows us to pinpoint our location anywhere on Earth. Here are the longitude and latitude measurements for some familiar (and not so familiar) places. City Kingstown, SVG Bridgetown, Barbados New York City, USA Moscow, Russia Sydney, Australia

Longitude -61°13’32” -59°37'28” -74° 0'21” 37°37'2” 151°15'54”

Latitude 13°9’14” 13° 6'27” 40°42'46” 55°45'20” 33°52'11”

Module 6 References 1.

Abarquez, I., Murshed, Z. & Center, A. D. P. Field Practitionersâ&#x20AC;&#x2122; Handbook. (Asian Disaster Preparedness Center, 2004). Available at: <http://scidrr.xe0.ru/shared/download/CBDRM%20Field%20Handbook.pdf> International Federation of Red Cross and Red Crescent Societies. 2007. How to do a VCA: a practical step-by-stem guide for Red Cross Red Crescent staff and volunteers. Available at: https://www.ifrc.org/Global/Publications/disasters/vca/how-to-do-vca-en.pdf

Module 6 Notes:

Module 7: Community-based disaster risk reduction planning Learning Objectives: 1. Understand the disaster risks (including climate change) for livelihoods in the community. Skill Objectives 1. Create a digital hazard map using a geographic information system (GIS). 2. Identify activities and strategies to reduce risks.

Lesson 7.1: Community Disaster Risk Reduction Planning Review the Capacities and Vulnerability Analysis completed as part of Module 6. Work in your teams to make a comprehensive list of risks faced by your community. Complete the following: 1. List the risks in your community. 2. Decide as a group on the criteria to rank the risks. This could be the number of people affected, the degree to which people are affected (deaths, injuries, property damage, etc.), or the monetary value of the damage. Each team may decide on its own set of criteria. 3. Rank the disaster risks according to the criteria you agreed on. The highest priority disaster risk should be ranked first. 4. Decide on an acceptable level of risk. Each team may decide on its own criteria for acceptable risk. An example might be â&#x20AC;&#x153;Fewer than five homes in the community will be at high risk of flooding.â&#x20AC;? 5. Break in teams and create numerical criteria for each of the most serious disaster risks. These can include family security and community security. Report back to the group.

Table 2: Make a list of disaster risks.

List of Disaster Risks

Table 3: Identify a set of criteria to rank the disaster risks.

List of criteria to rank disaster risks

Table 4: Rank the disaster risks using the criteria.

Disaster risks

Rank

Acceptable risk level

Lesson 7.2: Risk reduction responses Brainstorm on responses and adaptations to reduce risks and improve livelihoods. Think about short, medium, and long-term responses. At this stage, be creative. Do not consider priorities, costs, or practical solutions (that will come later). Consider all hazards, vulnerable people, and potential solutions. Think about the responses and adaptations described in previous modules. Break into teams, discuss, and report back to the group.

Review the ranked disaster risks and the list of responses and adaptations. Match the strategies and adaptations to the appropriate disaster risks. You may have multiple responses to a single disaster risks. For example, a landslide risk may require constructing drains (short term), planting trees on bare slopes (medium term), and moving people away from high-risk areas (long term). Rank

Disaster Risk

Responses and Adaptations

Module 7 Notes:

Module 8: Writing the Community-Based Disaster Risk Reduction Plan Learning Objectives 1. Describe a vision for community resilience to natural disasters and climate change. 2. Describe how residentsâ&#x20AC;&#x2122; behaviors and attitudes must change to build a resilient community. 3. Describe specific, implementable risk reduction activities for their communities. Skill Objectives 1. Collaboratively write a community risk reduction plan.

Lesson 8.1: Reviewing a Community-Based Disaster Risk Reduction Plan Many communities, such as San Francisco in the Philippines1 (see Figure 1), have written disaster risk reduction plans. It is helpful to take a look at a completed plan before writing your own. San Francisco is an island municipality in the Philippines. It is roughly half the size of SVG in area and population. It faces many of the same disaster risks that SVG does. The local risk reduction and management office established a vision, mission, and goals. Vision: Figure 1: The island community of San Francisco, Philippines, has

â&#x20AC;&#x153;Resilient municipality founded on written a disaster risk reduction plan. political, economic and empowered community of marginalized rural sectors that have a responsive local government that can manage own resources towards sustainable development and a well prepare family in response to emergency.â&#x20AC;? Missions: 1. Zero casualty and no injury in times of disaster. 2. To strengthen different stakeholders of San Francisco to become knowledgeable to all forms of hazards in the municipality. 3. Vigorously work towards the safety of families located in the various organizations to make disaster risk management become priority in their barangay. 4. To empower officials and leaders in the various organization to make disaster risk management become priority in their barangay. 5. To train member households on the environmental protection and sustainability of resources. Goals: 1. 2. 3. 4. 5.

Develop a strong economy for every vulnerable sectors in the society Achieve food security by promoting sustainable farming & fishing Establish and equip an Operation Center Train knowledgeable families in response to disaster management A well-managed and protected San Francisco environment

San Franciscoâ&#x20AC;&#x2122;s 5-year plan includes three core elements. 1. Disaster Prevention: Focuses on physical and structural components. 2. Disaster Mitigation: Focuses on sustainable livelihoods, resiliency, knowledge, monitoring, etc. 3. Disaster Preparedness and Response: Organizing community emergency response teams (CERTs) The plan included a ranked disaster risk profile (Table 1). Table 1: Disaster Risk Profile for San Francisco, Philippines.

The team completed a capacities and vulnerabilities analysis (Table 2).

Table 2: Capacities and Vulnerabilities Analysis for San Francisco, Philippines.

San Francisco identified risk reduction strategies, when they will happen, and an estimated cost for each. Table 3 shows just one page of their nine-page list of activities. Table 4 summarizes the activities into the main categories.

Lesson 8.2: Envisioning a resilient community Planning begins with the desire to change, to aspire for safety for self, family, and community. What is your vision for a resilient community? Consider the perspectives of other stakeholders, such as those who are more vulnerable as well as those in a position of authority. List some ideas in the space below.

Turn the vision into action. Set concrete, measurable goals for safety and resilience. For examples, refer to San Franciscoâ&#x20AC;&#x2122;s list of goals.

Review the risk reduction responses that you identified in Module 7. Which responses address the highest-ranking disaster risks? Which of those responses are easier to implement? Money Time Skill Which initiatives need outside help (funding, experts) to achieve? Also look for easily implementable responses for lower-ranking risks

Identify the resources required to implement the identified risk reduction measures. If you do not know the answer to some of these questions now, it is OK. Plans are usually a work in progress. Over time, try to ask around, find out the answers, and update the plan. What capacities does the community have to implement these measures? What capacities will need to come from outside the community? What kind of technical assistance or resources will be required? How much will each response cost to implement? What are some potential sources of funding? When will these measures be implemented? Who will be responsible?

Lesson 8.3: Putting the plan together Review all the materials you and your teammates have developed â&#x20AC;&#x201C; the hazard maps, key disaster risks, capacities and vulnerability analysis, responses, vision, and goals. Put all of these materials together into a community-based disaster risk reduction plan using the template on the following pages.

Community-Based Disaster Risk Reduction Plan Community name Plan authors Todayâ&#x20AC;&#x2122;s Date Time period covered by plan

Vision

Goals

Target beneficiaries

Disaster Risk Profile Hazard type Low

Level of Risk Medium High

Underlying Factors

Hazard Map [Insert your hazard map here]

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Capacity and Vulnerability Analysis Vulnerabilities Physical What productive resources, skills, and hazards exit?

Social/Organizational What are the relations and organizations among people?

Motivational/Attitudinal How does the community view its ability to create change?

What are the perceptions of risk?

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Capacities

Responses 2017

Disaster Risk Reduction and Adaptation Response Plan Type of Disaster Risk

Year 2015 2016

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Expected output

Who is responsible

Budget Potential required funding source

Module 8 References 1. Municipal Disaster Risk Reduction and Management Council. San Francisco 5-Year Municipal Disaster Risk Reduction and Management (MDRRM) Plan (2011-2015).

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Module 8 Notes:

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Module 9: Introduction to Community Emergency Response Training Learning Objectives: 1. Understand the basic concepts of disaster first response, first aid, and CPR. Skill Objectives: 1. Demonstrate basic first aid, CPR, and other lifesaving skills.

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Lesson 9.1: Introduction to Community Emergency Response Teams Emergency services personnel are always the best trained and equipped to handle emergencies, and in no situation should they be ignored. However, following a disaster, the community may be on its own for a while until assistance from outside the community can get to them. This may be due to the size of the affected areas, loss of communication to communities and impassable roads limiting access. Community members can help save lives, but having proper training is key to preventing additional injury or harm. For example, in 1985 a 8.1 magnitude earthquake hit Mexico City and killed more than 10,000 people. Mexico City had no training program for citizens before this disaster, however large groups of untrained community volunteers came together and are credited with saving 800 lives. Unfortunately, more than 100 of these untrained volunteers died while helping in rescue opperations.2 Mexico City strongly shows the importance of training community members to help themselves and others. Community Emergency Response Teams (CERTs) are is designed to complement and strengthen the existing role of the National Emergency Management Organization (NEMO) by helping to prepare its members, family, and neighbors in the event of a disaster. CERT training is an all-risk, all-hazard training deigned to help you protect yourself, your family, your neighbors, and your neighborhood in an emergency situation. The main role of the CERT is to assist with increased community resilience by: Working closely with its associated District Emergency Organization (DEO) of the NEMO to prepare for and provide assistance during any disaster that is within the scope of the CERTâ&#x20AC;&#x2122;s capacity. Helping the community to prepare for and respond to disasters through public education initiatives. Developing and maintaining a strategic Community Disaster Plan. Assisting community members with the development of a Family Disaster Plan (FDP). Mobilizing residents to participate in community-based disaster risk reduction activities. Implementing, updating and testing of a Community Disaster plan.

CERT OBJECTIVES Preparedness: To assist the NEMO with community empowerment and resilience initiatives in order to better prepare for and respond to emergencies. Response: To save lives and protect properties by providing, where possible, first response to self, family, and community during times of emergencies and disaster. Relief: To assist in relief and assessment after a disaster as directed by the NEMO.

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CERT STRUCTURE The CERT will function as a single unit with a Leader and Deputy Leader appointed by its members. Additional roles including e.g. Secretary, Treasurer and Community Relations Officer can be identified and selected as necessary. The desired minimum membership is twelve (12) with a maximum of twentyâ&#x20AC;&#x201C;five (25) persons. The aim of the group is to ensure diverse representation of the community on the CERT.

REPORTING & PARTNERSHIPS The team will provide support and report directly to the District Emergency Organization. Below is an illustration of the direct reporting functions and partnerships of the CERT.

National Emergency Management office (NEMO)

District Emergency Organization

Community Emergency Response Teams (CERT)

THE WORK OF THE CERT: ACTIONS & RESPONSIBILITIES The basic skill areas for CERT members to provide emergency care will include: Basic First Aid Basic CPR Basic Fire Safety Basic search and rescue procedure.

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Basic First Aid Please refer to the Red Cross First Aid Handbook for detailed information about administering aid to injured persons. First aid in a disaster situation first focuses on the “3 Killers.” Airway obstruction Excessive bleeding Shock Approach the victim carefully so they stay calm. Be sure victim can see you. Identify yourself. Request permission to treat, if possible. Respect cultural differences Check that the airway is open and not obstructed. In an unconscious victim, the tongue may slide back and block the airway (Figure 1).1 Use the “head-tilt / chin-lift” to c lear the airway (Figure 2).

Figure 1: First check for an obstructed airway (Federal Emergency Management Agency).

Figure 2: Use the head-tilt / chin-lift method to clear the airway (Federal Emergency Management Agency).

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Once the airway is clear, treat bleeding. There three types of bleeding (Figure 3). Arterial bleeding spurts. Venous bleeding flows. Capillary bleeding oozes. Control bleeding by: Applying direct pressure. Elevating the body part. Squeezing a pressure point. Shock is the ineffective circulation of blood. It can harm body tissues and organs. Symptoms of shock include:

Figure 3: Three types of bleeding (Federal Emergency Management Agency).

Rapid and shallow breathing; Cool and clammy skin; Failure to follow simple commands, such as “Squeeze my hand.” If shock is suspected, treat it immediately even if the victim seems normal. Have the person lie down on back with feet raised higher than head, or flat if that is uncomfortable. Check for signs of circulation: breathing, coughing, movement. If nothing, begin CPR. Keep person warm and comfortable. Loosen belts, tight clothing, cover with blanket. Do not give anything by mouth, even if they are thirsty. Be a safe rescuer – maintain proper hygiene. Wash or sanitize hands often. Wear exam gloves. Wear a mask and goggles. Avoid contact with bodily fluids. Dispose of waste in plastic bags. Mark as medical waste. Bury human waste.

Sanitation and Fire Following a disaster, water may not be clean. Sanitize it before using. Use one of the following methods: Boil for at least one minute, the moment the water reaches boiling point (100° C or 212° F) it becomes safe to drink. Use water purification tablets. Use non-perfumed liquid bleach. o 8 drops per gallon o 16 drops if water is cloudy o Let stand for 30 minutes before use

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Figure 4: The fire triangle (Federal Emergency Management Agency).

Fires need three things to burn. This is called the “fire triangle” (Figure 4). Heat Fuel Oxygen

PULL AIM

Remove any one of these three and the fire will go out. Fire extinguishers work by cutting off the fire’s oxygen supply (Figure 5). Rescuer safety is the first priority. Be safe when fighting a fire! Don’t get too close. Don’t fight the fire alone. Don’t try to fight large fires. Don’t enter smoke-filled rooms.1

SQUEEZE SWEEP Figure 5: Using a fire extinguisher (Federal Emergency Management Agency).

Search and Rescue CERT members may be called for search and rescue operations following a disaster. Step 1: Size-up the situation Step 2: Locate victims Step 3: Extricate victims Sizing up the situation: Deciding to attempt a rescue. Assess the risks involved for the rescuer. Consider “the greatest good for the greatest number.” Consider the resources and manpower available. The goal is to rescue the greatest number in the shortest amount of time. Get walking wounded out first. Rescue lightly trapped victims next. Keep the rescuer safe! Always assess the damage before entering a building.

Light damage Superficial Broken windows Minor cracks Safe to enter and remain

Moderate damage Visible signs of damage Many visible cracks Building still on foundation Enter only to save lives

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Heavy damage Partial or total collapse Building off foundation Do not enter under any circumstances!1

People will often seek protection in these locations. Be sure to search these areas: Bathtubs Under desks Inside cabinets and closets Under beds Call out for victims as you search - â&#x20AC;&#x153;If anyone can hear my voice, come here.â&#x20AC;? Listen frequently for tapping, movement, voices. Ask victims about the building and other people who may be trapped. Note that victims might be in shock or confused Remove objects to free trapped victims and create a safe rescue environment. Always maintain rescuer safety. In lightly or moderately damaged buildings, stabilize the patient in place; clear airway; treat bleeding; evacuate as soon as possible. Use materials around you as levers to life heavy objects and as cribbing to hold them up. How you remove victims depends on number and strength of rescuers and condition of victim. Chairs and blankets can be used to carry victims.

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Module 9 References 1. 2.

Community Emergency Response Team Basic Training Participant Manual | FEMA.gov. at <http://www.fema.gov/media-library/assets/documents/27403?id=6137> About Community Emergency Response Team. at <http://www.fema.gov/communityemergency-response-teams/about-community-emergency-response-team>

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Module 9 Notes:

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