(introduction...)

Disaster Management Training Programme

Trainer’s Guide

Logistics

This guide is a companion to the module on Logistics. It is designed to help you present the material in an interesting and interactive manner. There are two parts to this guide. The first, ‘The Basics,” gives some advice on presenting information to adult audiences. The second, “The Specifics,” relates particularly to the module on Logistics. It provides a step by step guide to present the material covered in the module, complete with overheads, group exercises, and reminders for taking breaks. Although this guide can be the basis for a complete and structured presentation, your creativity and response to the dynamics of the training session are essential to a valuable learning experience. Improvise as you see fit. Do your best to relate the material presented to the experiences and needs of the participants.

The Basics

Preparation

Careful preparation is the key to any successful presentation. If you are familiar with your audience, it is important to tailor the material presented to relate to their experience. Look over all of the material available, then select those materials suitable to the time constraints of the training session and the needs of the participants. Try to augment the materials with items that are “closer to home” for the audience. Related articles from local newspapers and magazines can strengthen the points being made and increase their relevance for individual participants.

In spite of your best efforts to keep on track, the discussion may go far afield from the material presented. This is not necessarily a problem, as long as the discussion covers related areas that are of concern to the audience and are related to the main points of the module. It will be up to you to decide if the material being covered is of value to the group. Time is always in short supply and should be used to the best advantage of all concerned. To make these decisions, you will have to be familiar enough with the material to know which parts can be left out or covered very quickly with your particular audience.

The physical environment of the training and the visual aids that you use can either strengthen or weaken your presentation. When properly attended to, small matters of detail can make a training run smoothly. The following are a few of these “small matters” that should not be overlooked:

If you intend to use a flip chart for presentations or for group exercises, be sure to have an adequate supply of paper and markers.

Check the markers to make sure they are in good working order.

Make sure each stand is stable.

Bring tape and pins if you need to attach sheets to a wall.

Bring extra lamps for the slide or overhead projector.

Test equipment before setting up for the presentation.

Look over the room for the presentation and be aware of electrical outlet locations.

Find out if you will need extension cords.

Be aware of window and door locations, especially considering room temperature and ventilation.

Arrange the screen and projector to allow for exit and entry from the room without disruption of the session.

The basics of adult learning

The participants in this training session are your colleagues. They bring with them many insightful experiences to enhance the session. As such, the basic tenets of “classroom learning” do not always apply. Remember the following points when giving a presentation for an adult audience:

The participants will learn the material better if they can relate it to personal experience or to a daily use application.

As your colleagues, the participants will be more interested in the session as a whole if they can actively participate rather than simply listen.

As adults, the participants are responsible for their own learning, and should be encouraged to ask questions that will provide them with what they really need to know.

The learning objectives of the session should be defined at the outset.

You should be flexible, but remember to cover the main points of the session.

The icebreaker

Often the most difficult and important part of the training session is the beginning. It is important to get off to a timely start and to set the proper pace in order to complete the session in the time available. Participants need to be introduced to one another and made comfortable in their surroundings. They also need to be quickly prompted to take an active role in the training. This may be done with an “icebreaker.”

One typical exercise is to divide the participants into pairs. Have them interview each other. After a few minutes, have the interviewers introduce their counterparts to the group as a whole.

Another exercise is to ask the participants to introduce themselves and to each give a short statement of their expectations for the course or a short narrative about experience they have had with the topic to be covered.

Whichever method you choose, the point is to quickly get all group members to participate actively, even if in a small way, as soon as possible.

The first ten minutes

You have your material, you have your audience, you even have an icebreaker ready to use. One way of getting started is listed below.

1. Begin promptly. Welcome the participants. Introduce yourself and the topic.

2. Use your icebreaker to get everyone involved in the process.

3. Review your learning objectives. Ask the participants for additional objectives they may wish to pursue.

4. Make it clear to the group that the session is to be interactive. Explain that active participation in the session is the norm. Encourage the participants to ask questions as they arise, and to freely add their own input on issues with which they have had personal experience.

5. Outline your schedule and strive to keep it. You may want to ask for a volunteer timekeeper to help keep the session on schedule.

Group exercises

To give some variety to the session and to keep the participants actively involved, you may want to mix in some group activities or exercises. Some of the basic types of activities recommended in this module series include:

Example 1

Divide the group into smaller groups and assign a short question or case study. Have the groups identify the pertinent issues to the session topic and have them compile by consensus a list of their conclusions. Ask that one of the group members be the reporter who will then present their findings back to all participants.

Example 2

Pose a general question to the group as a whole and then “brainstorm” the answers using a flip chart or the overhead projector to record the results. If the question serves as a “pre-test,” preserve the list, then review it after the material has been covered in the session.

Example 3

Role play scenarios. Work up a possible scenario that might occur in the participants’ day to day activities. Have the group break into sub groups who will take on the role of agencies or individuals responsible for different aspects of the scenario and have them work through the issues in this way.

Audiovisual aids

Audiovisual aids can greatly enhance your presentation. To be effective, they must:

Clearly illustrate the topic at hand.

Hold the attention of the participants.

Focus attention on the essential points.

Reinforce the message that the presenter is trying to get across.

This guide comes with a complete set of overheads which can be used to present the topic. You can add to or delete from this set of overheads as you see fit. Clear acetate sheets and colored felt tip markers will allow you to highlight areas on the overheads provided or to create instant overheads as needs arise. If you are going to rely on the overhead projector for your presentation, you should:

Clean the lens and surface in advance.

Set up the screen and projector in advance, if possible.

Set up the screen as high as possible and at an angle to the wall.

Face your audience, not the screen, and use a ruler or pointer to direct attention to the appropriate points as they are discussed.

Turn off the machine when not in use.

The Specifics

Logistics

The following guide is designed as an aid to the presentation of the module on Logistics. Although the overheads provided and the cues to the presentation are a complete set, they are really only a starting point for your presentation.

If your available time is less than 3 hours and 30 minutes for the full presentation, you will have to decide which points you will cover and those which you will not address. If your personal experience has given you additional insights or illustrations of the points presented, integrate them into your presentation. You may want to edit out, revise, or add overheads to the presentation.

Similarly, you must know your audience and their needs in order to make the presentation pertinent to the group. If the information is available early enough, you can alter the material to suit the particular needs of the trainees. Remember, the guide is for a “generic” presentation on this topic, and your input can help to “bring the information home” to the participants.

Materials you will need

All of the usual items required for these presentations are listed under the first part of this guide: “The Basics.” Some additional items particular to this module are as follows:

Copies of the training module Logistics. You may prefer to distribute these at the end of the session in order to keep the group more focused on the presentation.

A copy of the UNDP/UNDRO Disaster Management Manual.

Copies of other illustrative documents or news articles you may have access to (the PAHO-SUMA manuals, for example).

Copies of waybills or other tracking documents.

Copies of the module An Overview of Disaster Management.

Copies of recent logistics plans or assessments from the region.

The Presentation

This presentation is based on a total of 3 hours and 30 minutes. The optional simulation exercise requires an additional one and a half hours. If you feel that the participants are already well-grounded in the basics of logistics, you may want to use this exercise as “practice” even if other materials will not be used due to time constraints.

(introduction...)

Welcome	Introduce yourself. Have participants introduce themselves (try an icebreaker).
Topic identification	Introduce the topic of logistics. Explain your format, schedule, and arrangements for breaks and messages.
Objective setting	Ask participants to list their learning objectives on a flip chart or wall chart.

1. LEARNING OBJECTIVES

Figure

Compare the participants’ learning objectives with the ones on the overhead.

Recognize the effects that the operating environment has on a logistics system

Analyze logistics systems by the “supply chain” concept

Promote improvement in logistics capabilities as preparedness

List the elements of a logistics preparedness plan

See long term effects of short-term logistics operations

Describe the links between logistics programs and development

2. WHAT IS A RELIEF LOGISTICS SYSTEM?

Figure

Discuss the goal of a logistics system and the general types of activities a logistics operation may entail. Ask participants to give examples of logistics operations they are familiar with and describe some aspects.

“The basic task of a logistics system is to deliver the appropriate supplies, in good condition, in the quantities required, and at the places and time they are needed”.

3. COMMODITIES AND MEANS OF TRANSPORT

Figure

Discuss the need to limit and prioritize relief goods; moving bulk commodities versus longer term specialist supply programs. Contrast this with the logistics of moving people.

On an overhead or a flip chart, list examples of logistics operations, the types of disasters they addressed and the commodities transported. Ask participants to give examples and suggest how planning for transport of different types of commodities, as well as for movement of people, would vary and, conversely, details they would have in common, such as the need for a systematic and professional approach.

Figure

Disaster	Commodities moved	Equipment or vehicles used

4. THE USE OF THE MILITARY

Figure

Discuss the use of military transport and personnel in relief logistics. Give examples of both international and national military involvement. Discuss the advantages and disadvantages as related to case studies that the participants are familiar with. It would be interesting to discuss current events in logistics which have appeared in the media during the week of the training course.

Photo

UNHCR/E. Dagnino, Sarajevo Airport Operations

5. THE OPERATING ENVIRONMENT

Figure

List aspects of the operating environment which need to be considered when planning a relief logistics operation. Start with capacity or infrastructure. After eliciting a list of points from the participants, compare their list to the one provided on the overhead.

You may wish to use as an example the case study on the emergency relief operation in Ethiopia which describes the buildup of that logistics system during the famine relief effort of 1984-85. Refer the participants to the case study on page 10 of the companion module. Based on this short case study are there other points that should be added to the participants list of points?

Analysis of the operating environment for logistics should include determination of the:

Capacity of the system

Vulnerability of infrastructure and equipment

Political situation

Conflict situation, if any

6. PLANNING A LOGISTICS PROGRAM

Figure

Describe the essential aspects of an operations plan for logistics. How does this fit into a larger disaster management plan?

It is strongly suggested that you obtain for this course, examples of disaster management plans, logistics operations plans or logistics field manuals to display or pass around to participants. (See reference section of the module for suggestions) Many NGOs have field manuals which describe information and control systems in great detail and other technical aspects of logistical systems.

A good implementation and operations plan requires clear delineation of:

Goals and responsibilities

Steps needed to build the system

Resources involved

Measurable progress milestones or goals

Coordination with other plans or systems

Alternative procedures and redundancies

Adequate information and control systems

7. INTERNATIONAL INVOLVEMENT

Figure

Show the overhead and ask these questions:

When is international management of a relief logistics system necessary?

What is the role of international agencies in relation to the national government in the management of logistics?

Figure

8. UN AND OTHER AGENCIES IN LOGISTICS ASSISTANCE

Figure

Discuss the roles of the various UN Agencies, how they differ and where they overlap. Discuss the participation of other agencies in logistics operations. Ask the participants to mention agencies not listed on the overhead and to describe others that they are familiar with.

UN	________________	IFRC	________________
	________________		________________
	________________		________________
	________________		________________
WFP	________________	UNHCR	________________
	________________		________________
	________________		________________
	________________		________________
UNDP	________________	ICRC	________________
	________________		________________
	________________		________________
	________________		________________
DHA	________________	CARE	________________
	________________		________________
	________________		________________
	________________		________________
UNICEF	________________	MSF	________________
	________________		________________
	________________		________________
	________________		________________
WHO	________________	GTZ	________________
	________________		________________
	________________		________________
	________________		________________

BREAK (15 min.)

This is a good time to take a break.

9. THE FLOW OF TRANSPORT AND GOODS

Figure

Explain the concept of a supply chain as applicable to all relief programs. Explain the difference between the long haul and forward supply divisions of the supply chain.

The logistics chain

10. TYPICAL LOGISTICS SYSTEM

Figure

Explain the diagram on the overhead. Be careful to note that this is a generalized scheme of a bulk logistics systems only and not a representation of any particular operation.

If time allows, divide the participants into regional or country groups and ask them to make a similar diagram that describes an actual (present or past) logistical operation in their regions. If no-one in a group is familiar enough to diagram a real situation, ask that group to design an ideal system incorporating realities of their own region.

Figure

11. FACILITIES AND EQUIPMENT

Figure

Ask for examples of both large and small scale relief logistics operations and the extent of the facilities needed to manage them. Have some examples ready to fill in the discussion. Use the overhead to check that all items have been mentioned.

Depending on the size of the operation, logistics programs may require:

offices and administrative equipment

warehousing

fuel stores and workshops

vehicle parks and checkpoints

personal; vehicles for staff

truck fleets and specialized moving & handling equipment

communications equipment

accommodations for field personnel

12. OPERATIONAL & SUPPORT FUNCTIONS

Figure

Discuss the tasks and functions needed for the logistics operations listed on the overhead. Do all of these functions need to be covered regardless of the size of the operation?

What are the repercussions of neglecting any aspect? Can the participants think of any functions not already mentioned?

Director/Senior Management

Central Support

Procurement

Port Clearance

Warehousing

Transport

Scheduling

Commodity Control

Terminal Distribution

13. ORGANIZATIONAL STRUCTURES

Figure

Explain the types of management structures usually encountered in logistics operations, (loose structures, governmental structures, and unitary structures). Poll the participants for any other structures of logistics management they have encountered.

What structures do the local or regional governments offer for a relief logistics operation? What problems can the participants foresee in separating the management of the general national transport network from the emergency relief logistics network?

Loose

Governmental

Unitary

Others?

14. UNITARY STRUCTURE

Figure

Discuss the meaning of a unitary organization as it applies to logistics. Is this concept a realistic one, and if not, why not?

A Unitary Logistics Organization

15. FIELD DISTRIBUTION

Figure

Discuss the perception of the distribution of commodities to people in need as distinct from the transport and handling of bulk consignments. Ask participants to discuss why the distribution aspect of the logistics operation is difficult to control by the unitary structure method and what problems might occur.

Use the overhead to refer to distribution as the “end of the chain.”

Figure

16. PLANNING FOR EMERGENCY LOGISTICS

Figure

Launch a general discussion of the preparedness process for emergency logistics and the role of the UN-DMT. Refer to the checklist on the overhead for emergency logistics planning activities.

Checklist

Analyze infrastructure vulnerability

Review strategic resources

Review existing plans

Identify and fill gaps

Upgrade existing plans

Clarify role of UN resources

Establish coordinating structures

Establish information systems

17. ANALYZING INFRASTRUCTURE VULNERABILITY

Figure

Discuss vulnerability assessment in relation to logistics. You may wish to refer to the DMTP module “Vulnerability and Risk Assessment.” Refer to the overhead listing of vulnerability analysis activities. Ask the participants to add or delete items from this list in order to make it applicable their home countries or regions.

Map and review key elements

Review potential secondary effects of disaster

Analyze historical weather records

Monitor major modifications and new construction

Figure

18. STRATEGIC RESOURCES

Figure

Discuss the types of strategic resources and information about resources that may be available when a logistics operation begins. Ask participants to discuss reasons why an assessment should be done prior to the operation. Discuss various transport options and alternatives.

Show the overhead and ask participants to provide other aspects or resources which should be examined.

Review the existing situation:

Build an inventory

Review means of transport for moving food and people

Examine sites for logistics bases

Review availability of spare parts

Review port and airport capacities

Explore other options

19. STRENGTHENING LOCAL INFRASTRUCTURE AND INSTITUTIONS

Figure

Ask the participants to list appropriate ways in which local infrastructure and institutions can be strengthened in their regions. Show the overhead if not all of the points listed have been addressed.

Protect key resources from hazards

Protect existing supply systems

Ensure that enough vehicles and staff will be available

Ensure capacity at ports and airports

Make arrangements for cash management

Figure

20. EXTERNAL LOGISTICS RESOURCES

Figure

Ask the participants to fill in the blanks on the overhead with external agencies or actors that have provided logistics resources in their regions.

Discuss the role of the UN in allocating these resources to emergency operations. Discuss the role of coordinating structures such as the national emergency committee structure.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

21. INFORMATION SYSTEMS

Figure

Introduce the subject of information systems by reviewing the functions of information systems including compiling requests for international assistance and tracking of commodities.

Show the overhead as a list of functions that an Information system can perform. Ask the participants for other uses of the system.

Functions of Emergency Information Systems are:

Assisting assessment

Tracking needs

Tracking local resources

Coordination

Tracking international requests pledges, and arrivals

Others?

BREAK (15 min.)

This is a good time to take a break.

22. ROLE PLAY

Figure

This exercise may be conducted at this point in the module or at any point in the remainder of the session. As the trainer, you will need to determine which participants would be good actors and assign them the lead roles in the groups. The exercise as depicted here is simple so that it will fit into a one hour and 30 minute time frame, however it could be made more complex by adding political agendas to the roles, or by adding additional roles.

See Annex 1 for further instructions and the role guides.

Figure

23. ADMINISTRATIVE AND EQUIPMENT SUPPORT

Figure

Discuss responsibility, mobility, and pre-packaging in terms of the provision of UN support. Ask the participants if this list needs further additions. Secondly, ask if the list is the same if used by UN agencies or by local government. Are there any differences?

Figure

Good administrative practices in logistics operations will provide:

Clear delegation of responsibility and authority

Mobility for key staff

An appropriate level of pre-packaging of the systems

Adequate telecommunications support

Clear and efficient procurement procedures

Expedited customs procedures

Guidelines on proper packaging

Security arrangements

24. CONTROLLING AND MONITORING

Figure

Present the need for adequate monitoring as absolute. Pass around any samples you may have of waybills or other monitoring or tracking tools or forms.

“The level of control should match the value and importance of the goods.”

25. SPECIFIC EARLY LOGISTICAL NEEDS IN SUDDEN EMERGENCIES

Figure

Discuss immediate logistical needs for early response. This point is also appropriate in relating to the mini-simulation (if you have used it). Use the overhead as a reminder and go through the list to make sure that all of the points have been covered.

Preparation upon receipt of warning

Evacuation

Assessment

Road clearance

Movement of casualties

Transport of rescue and repair teams

Resupply and rescue of isolated populations

26. GOVERNMENT RELATIONS

Figure

Operating within the context of government relations is almost always a necessity. (Ask the group to name those situations where this is not the case). Even so, there are some issues or operational procedures which are more important than others. The list on the overhead is to be presented as the basic elements to be agreed upon with the government. Read through the list asking what the consequences of failure to reach agreement on each of these issues might be.

Figure

Key aspects:

Agreement on commodity management plan

Agreement on issues of authority

Agreement on communications networks and clearances

Travel clearance

Commitment to security of agency staff

Use of agency resources

Duty-free and tax exempt status

Favorable exchange rates

Strategy of handover phase of operation

27. RELIEF AND RECOVERY CAPACITY

Figure

Discuss the positive and negative aspects of development in the transportation sector on emergency logistics capacity. Ask participants to give examples of both positive and negative cases. Refer to the training module “Disasters and Development” for more information.

Discuss upgrading private transport, transport routes and protection of supplies and vehicles.

If there is adequate time (about 20 min.) ask the participants to read Part Five of the Ethiopian Famine Case Study from the text. Discuss the incidence of the spoiled grain and its repercussions. Was it an unavoidable loss?

Read through the list of activities on the overhead to ensure that all of the points have been covered.

Capacity building actions:

Upgrade private transport

Protect vital supplies

Upgrade essential transport routes

Protect vehicles and commodity stocks

Institute training programs

28. DEVELOPMENT OPPORTUNITIES

Figure

Emphasize the importance of considering the long term outcomes of emergency programs from the start. Again refer to Assab port. What could be done to streamline port management for future operations?

Open the discussion up to local topics that illustrate the link between planning for emergency logistics and planning for development.

“Planners must consider how the location and design of emergency facilities and staff development methods can contribute to the improvement of the transport sector in the long term.”

WRAP-UP (15 minutes)

Recall major issues covered in the session

Identify conclusions reached

Identify questions left unanswered

Ask everyone to complete the evaluation form and thank them for attending.

(introduction...)

Role Play - Logicoast Simulation

The simplified format presented here may be used directly for the role-play.

Each participant will need the document labeled “The Scenario”.

Copy and distribute this document to all participants.

Next, put up overhead #22 with the map of Logicoast. Explain the background scenario and answer questions that help in setting up a realistic scenario, but keep this fairly short, some of the questions may have no answers, and some are not answered on purpose.

Next divide the participants into five approximately equal groups. There are five separate roles, each of which can be played by a group. Copy and distribute the role guides (provided on the following pages) to each member of the groups playing that role. The five small groups are:

1 - National and local government officials
2 - National relief organization officials
3 - United Nations officials
4 - Council of non-government agencies
5 - Persons displaced by the flood

If the conference hall or room is large enough you can let the small groups meet at separate tables in the room, otherwise you will have to send them to break-out rooms for the first part of the exercise.

The goal of the simulation is for the groups to list and pool their resources to solve the problem of how to reach the people and with what immediate relief assistance.

The groups should meet separately to identify their own resources and preliminary plans. After 15 minutes, the facilitator visits all of the groups inviting them to send messages, requests, or envoys to any or all of the other groups.

After 30 minutes the small groups should meet to finalize their response plans or survival strategies.

Lastly, the groups will reconvene in plenary for 30 minutes to compare the plans. In the plenary, a reporter should take suggestions to complete these four lists:

· in-country or available resources
· resources to be requested from donors
· plan of action
· missing information

Materials

A map of Logicoast is provided (OH 22). You may want to develop additional role guides specific to the region or country concerned in order to make the simulation more realistic. The suggested basic roles and information to be shared among the roles are found on the following pages which can be reproduced for handouts.

The Scenario

The scenario takes place in a small, low-lying country called Logicoast where a major flood has taken place. Standing crops have been destroyed and most food stocks ruined. People have fled the area and have formed ad hoc camps where they are parceling out meager rations. Others have fled individually to higher ground where they are stranded until flood waters recede, although it is unlikely they can return to their homes in the near future as more heavy rains are predicted. The now defunct Logicoast Emergency Planning Council (formed after the last great flood 15 years ago) developed a plan of action which has been neglected and not updated to suit current conditions.

Preliminary assessments indicate 400,000 people are in temporary encampments accessible by road. They require an immediate shipment of 5,000 MT of grain and 200 MT of oil, medical supplies, tents, blankets and drinking water to last a month. The major problem is that the main bridge to the area traverses a large river and is in poor condition. If it should collapse, trucks will be lost and the route will be useless. At least 40 trucks will be required to get enough food to the area for several weeks. Another problem is that the route is choked with debris.

An additional 100,000 persons have moved up into the hilly areas. It is very difficult to ascertain their numbers and their condition as the areas are not easily reached. Access to the areas with trucks is impossible. The rivers are too deep to cross and the soil very muddy. It is assumed that they will need food immediately and blankets or tents in order to avoid severe exposure. The hills are filled with bandits or who may prey on the afflicted people.

National And Local Government Officials

You are one of a group of government officials called to an emergency interministerial meeting to respond to the flood emergency. You may define individual roles for yourselves if you choose. After initial review of your records and damage reports the following is the information you are able to produce with any degree of accuracy.

· In-country buffer stocks of grain include 4,000 MT of grain and 100 MT of oil.

· The neighboring country has surplus oil which can be purchased.

· The country budget already operating at a serious deficit and probably nothing can be spared to fund the operation.

· Local people can be organized to clear the road debris.

· Small vehicles can ferry grain from the large trucks if they are given fuel.

· Local people who can find their way to the higher remote areas can return with reports of need.

· The national airport alternate landing strip needs improvement.

National Relief Organization (NRO) Officials Including Military

You are a member of the NRO. Your organization was established 20 years ago as a branch of the standing military with a special mandate to intervene in civilian emergencies. Two years ago the organization was made an autonomous body from the military although the old structures and titles still remain. The only way that you can be distinguished from the regular military is by the yellow shoulder bar and insignia on your uniform.

Unfortunately for the organization, their were no allowances made for the purchase of new equipment or apportionment of heavy equipment from the military when the organization was elevated to a ministerial level. You must depend on coordination with the military for use of their equipment and personnel.

After reviewing your records and consulting with the head of the military, you have compiled the following list of resources upon which you can depend.

· The NRO relief organization has personnel experienced enough to handle the operation but needs some experts to manage the truck fleet.

· The military has trained paratroopers.

· The military has hand held walkie talkies.

· The military has ten trucks available.

· The NRO relief organization has twenty assorted trucks. These are mostly small 10-ton closed trucks.

· The NRO has 20,000 blankets in storage, baled.

· The military has one C-130 but has never done an airdrop operation.

· The NRO is certain the only way to reach the isolated people is by air drop.

United Nations Officials

You are a member of the UNDMT. This meeting has been called on an emergency basis to help with the emergency response required to assist those people displaced by the severe flooding. Although this is the first time that the DMT has been called on to respond in this country, the various members have come well-prepared and you have been able to assemble the following information with a high degree of accuracy.

· An airdrop of relief supplies is needed but probably two C-130s will be required.

· The Belgian Air Force has a pilot and crew trained to do airlifts.

· Something has to be done about security at the relief sites (bandits control some areas of the hilly country side) especially in the remote areas or donors will be skeptical.

· A logistics expert is ready to participate.

· A engineer can be flown out to assess the bridge.

· Someone with a lot of experience must coordinate the airdrop if undertaken.

· There is an old operations plan which might be updated. The military can be trained to do airdrops.

· A communications systems needs to be put in place to track food commodities and for daily situation reports.

Non-Government Agencies

You have been called to this coordinating meeting of the NGOs on an emergency basis. Your agency has been attending these meetings faithfully for the past three years, even though you have felt them to be a waste of time on some occasions. Today it seems that the time passed in these meetings may have been well spent.

Everyone has arrived and after reviewing the status of the individual agencies you have drawn up a list of available resources.

· Save the Children has a site near the largest camp. It has a local radio system.
· ICRC has a Pilatus Porter which can land on a small flat area
· CARE has a secondary warehouse on the supply side of the bridge.
· The Red Cross has 50,000 blankets and some tents.
· Food for the Hungry can lend 5 trucks for the first week.
· MSF can provide some medical supplies such as anti-diarrhea medicine.
· WASH can help with water supply and latrine building.
· World Vision has about 25 tons of supplementary foods which can be eaten immediately.

People Displaced by the Flood

You are one of the thousands of homeless now living in a slightly elevated area in the low hills surrounding the flooded area. A group of you have gathered to discuss the weather forecast

No one is certain but as a group you have agreed that the following information is probably true:

· There are trained doctors and nurses from the community who have set up a make-shift clinic. The doctors there do not have any medicines and generally only able to offer advice about rehydration for children with diarrhea, and general sanitation rules for everyone to follow, including boiling all water before drinking.

· Most families are together, gathering together in small areas that provide some shelter.

· The families have generally brought some food stocks with them, but these will only last a few days at best.

· Many families have brought farm animals with them including cows and goats. Aside from these, many animals have found their own way to the higher ground as well and are quickly consuming all of the small shrubs and trees.

· There have been many reports of banditry around the camp especially from people camping at the edges of the group.

· There are some children who are not accompanied by parents or close relatives who are crisscrossing the encampment looking for brothers, sisters, and parents.

· There are no latrines, most people are simply using the area at the edges of the encampment.

· Water is everywhere, but none of it is fit to drink.