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Transcript of 1 Tools and Resources With a focus on assessment methods and Emergency Shelter EIA & Action...
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Tools and ResourcesWith a focus on assessment methods and
Emergency Shelter EIA & Action Checklist
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Focus of this Session
• Community-based rapid assessment methods
• How to use the Emergency Shelter Environmental Impact Assessment and Action Checklist
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What do disaster assessments determine?
• The impact that a hazard had on a society
• The needs and priorities for immediate emergency measures to save and sustain the lives of survivors
• The resources available
• The possibilities for facilitating and expediting longer-term recovery and development
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Quick Exercise: Rapid Information collection methods
– Brainstorm a list of rapid information collection methods that can be used in disaster assessments.
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Observe and assess:
• Physical conditions of surroundings
• Damages
• Condition of crops and livestock
• Collect information on relevant infrastructure, supplies and activities
Direct Observation
UNFPA photo
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Fly Overs
USAID: flooded river in AfghanistanNOAA Minnesota River flooding 2001
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Key Informants
• Individuals who can provide needed information, ideas and insights
• Based on semi-structured interview guides
• Informal atmosphere
• Diverse set of informants: government, private entrepreneurs, traders, community leaders, women of different ages & occupations
Photo:MDG Report, Bangladesh
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Group Interviews
Interactions generate new ideas and insights
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Household Interviews
• Sometimes segregated according to gender or livelihood group
http://islamabad.usembassy.gov/pakistan/img/assets/4467/usaid_05071801_180.jpg
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Community Meetings
• Public meetings open to all community membersto discuss needs and projects
http://www.ogp.noaa.gov/mpe/csi/econhd/2002/kirshen/img29.html
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Other Assessment Reports?
It is also possible to extract information from other legitimate disaster assessment reports
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Issues to consider: Inclusion
USAID photo- Algeria, post-earthquake 2002a
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Reaching Urban, Isolated, or Elderly Community Members
UNHCR Chad reugee camp http://www.unrefugees.org/emergency.cfm
Pakistan Earthquake, 2005
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Emergency Shelter Environmental Impact Assessment
and Action Checklist
Identifying Critical Environmental Considerations in Shelter Site
Selection, Construction, Management and Decommissioning
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The Emergency Shelter EIA and Action Checklist provides emergency shelter project managers and field staff a means to:
• Quickly assess shelter-related environmental impacts and,
• Quickly identify practical local actions to address these impacts.
Its purpose…
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The Checklist is explicitly design for emergency and transitional shelter
situations
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The Checklist focuses on four stages in the shelter life cycle:
1. Selection of the shelter site
2. Construction of buildings and infrastructure on the site,
3. Management of the site while it is occupied, and
4. Decommissioning (closing) of a sitewhen it is no longer needed.
Form 1
Form 2
Form 3
Form 4
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Six steps are required to complete each form
Step One: Complete the information at the top of the form
Step Two: Answer the question in the first column of each form with a yes or no.
Step Three: Circle the appropriate answer to the question in the second column
Step Four: Refer to the 3rd column (Guidance) to determine whether the yes or no answer identifies a potential environment-linked issue (“If the answer is…”).
Step Five: If the answer does identify an environmental issue, then review the guidance in the 3rd and 4th columns as to what actions should be taken to address the issue.
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Step Six
If actions do need to be taken to address an environmental issue, use the 5th column to:
• Describe the action to be taken• Who will take the action• When the action will be completed
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Emergency Shelter Site Selection Checklist
Question Ans. Guidance Sources of Info Follow-up Actions & Comments
Has the community near or surrounding the site been consulted about the site selection?
Yes/No
IF NOCommunities near or surrounding the site should be involved in the site selection process.
ALNAP Global Study: Participation by Affected Populations in Humanitarian Action: Practitioner Handbook
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Shelter Site Construction Checklist
Question Ans. Guidance Sources of Info Follow-up Actions & Comments
Does the site physical plan meet the requirements set out in Sphere?
Yes/No
IF NOReview and incorporate appropriate Sphere standards into the site plan (see the Sphere web site for information on Sphere).
Humanitarian Charter and Minimum Standards, Chapters 1 to 5,
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Shelter Site Management Checklist
Question Ans. Guidance Sources of Info Follow-up Actions & Comments
Is there a site management plan?
Yes/No
IF NODevelop a site management plan.
transitional settlement: displaced populations (part b), Chapter 8: Camps and Chapter 6: Construction.
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Shelter Site Decommissioning Checklist
Question Ans. Guidance Sources of Info Follow-up Actions & Comments
Is there a site decommis-sioning plan?
Yes/No
IF NODevelop a decommis-sioning plan.
Camp Management Toolkit, Norwegian Refugee Council (2004), Chapter 18: Camp Closure
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A word about transect walks
• Transect walks are walks which PLA teams take around the community in order to observe the people, surroundings and resources. Transect walks are therefore spatial data gathering tools
• Draw a “transect line” through a map of all zones of the community in order to provide a representative view.
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Field Exercise
Place a photo here from the site you will visit
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Assignment for today
• Form teams of 4 – 6 participants
• Interview key informants at your site
• Make a transect walk through the community
• Make direct observations of environmental-related conditions – Photograph them
• Completely fill out Form 3, Shelter Site Management Checklist
See Handout 2.4.1
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Assignment for tomorrow
• Report which questions on the checklist resulted in the identification of environmental issues and recommendations.
• Be prepared to prioritize those recommendations.
• Please use graphics in your presentation. (Photos, Pictures, Drawings, Maps, Satellite images…)
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Team assignments
Determine:• Who is the Team Leader?• Who is taking notes?• Who is translating?• Who is monitoring the gender perspective?
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Remember!
• Please be respectful of the community where we are going for the field trip
• We are their guests
• They are doing us a favor by allowing us to visit their community.