HVRC analysis for School Safety

HRVC ANALYSIS
ANUP KUMAR SINGH
DEPUTY COMMANDANT
NDRF ACADEMY,NAGPUR

OBJECTIVES
Upon completion of this lesson you will be able to
understand
• Understand HRVC
• Identify school specific hazards
• Objectives of HRVC analysis
• How to carry out HRVC analysis
Structural hazard assessment
Non-structural hazard assessment
• Activity
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H=Hazard – [krjk
R=Risk – vk’kadk
V=Vulnerability – भेद्यता
C=Capacity – {kerk
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Commonly Used Disaster Management Terms
HAZARD
VULNERABILITY

DISASTER

MITIGATION

Preparedness

DISASTER MANAGEMENT TERMS
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HAZARD
A dangerous
Event, Substance, Human Activity or Condition
that may cause
 Loss of life,
 Injury or other health impacts,
 Property damage,
 Loss of livelihoods & services,
 Social and economic disruption,
 Environmental damage.

HAZARD CATEGORY
•Natural origin hazards
•Man Made hazards
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HAZARDS WITHIN SCHOOLS
Transformer at entry of school
High tension wire passing near school
Open drain or well nearby
Open or loose wires
Explosion in chemistry lab
Burn in Home Science class
Fire due to short circuit
Accident during picnic or in play area, etc.
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VULNERABILITY
The characteristics & circumstances
of
a community, system or asset
that
makes it susceptible to the damaging effects of a Hazard
****************
(Potential to be easily hurt or harmed)
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VULNERABILITY
Arising from various factors like
Physical
Economic
Social
Psychological
Physiological
Environmental
Systemic

VULNERABILITY
• PHYSICAL (unstable locations, closer proximity to hazards,
fragile unprotected houses).
• ECONOMIC (no productive assets, limited income earning
opportunities, poor pay, single income revenue, no savings
and insurance).
• SOCIAL (low status in society, gender relations, fewer
decision-making possibilities, oppressive formal and
informal institutional structures, and political, economic
and social hierarchies).
• PSYCHOLOGICAL (fears instigated by religious and other
belief systems, ideologies, political pressures, mental
illness).
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VULNERABILITY
• PHYSIOLOGICAL (Status in life – young, old, adolescent,
pregnant, lactating mothers, chronic illness, disability,
exposure to sexual violence and harassment, HIV/Aids and
other infections.
• ENVIRONMENTAL: (Natural resource depletion and
resource degradation)
• SYSTEMIC: Degree of networking, Linkage & coordination
among different agencies, Mechanism of identifying gaps in
existing system and strengthening the week areas
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Word “RISK” has two Usage
POPULAR
chance or Possibility.
such as “the risk of an
accident”
TECHNICAL
Measurement of
potential losses
(definite area, definite
time)
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Risk
Risk is the probability of harmful consequences or
expected losses (deaths, injuries, property,
livelihoods, economic activity disrupted or
environment damaged).
Resulting from interactions between natural or
human-induced hazards and vulnerable populations.
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Risk
Measurement of Expected Losses
due to a Hazard
(in Definite Area over a Definite Time Period)
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CAPACITY
Strengths, Attributes and Resources
available within a community or organization
that can be used to
Cope With, Withstand, Prepare for, prevent, mitigate
or quickly recover from a disaster.
****************
Capacity is an ability to cope with a difficult
situation. It means having skills and knowledge to
respond and prepare for a risk

CAPACITY
Capacity may include
Infrastructure
Physical means
Institutions
Societal coping abilities
Human knowledge, skills
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STRUCTURAL ELEMENTS
That carries weight of the building
 LOAD BEARING MASONRY WALLS
 RC COLUMNS,
 BEAMS,
 SLABS
 FOUNDATIONS
 ETC.
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Non-Structural Elements
Everything in a building except the structural portion
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NON-STRUCTURAL ELEMENTS:
BUILDING CONTENTS
All items that user bring into a building:
Desks, furnitures
Appliances, equipments
Electronics, computers
 Coolers, air conditioners
 Files cabinets, Almirahs
Water tanks
Generators, acid items
Stored inventories, library stocks
Kitchen facilities
Moveable wooden partition
etc.
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NON-STRUCTURAL HAZARD
Non-structural components may become hazards
When
They slide, break, fall or tip over
during earthquake
They can be torn away, fly away or be
battered during cyclone/high winds
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HRVC Analysis
Let us first explore the
On HVRC Analysis in School

DISASTER
Disasters are a combination of hazards,
conditions of vulnerability and insufficient
capacity or measures to reduce the negative
consequences of risk.
A hazard becomes a disaster when it coincides
with a vulnerable situation, when societies or
communities are unable to cope with it with
their own resources and capacities.
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OBJECTIVES OF HRVC ANALYSIS
Diagnosis
of
Problems & Capacities
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OBJECTIVES OF HRVC ANALYSIS
• To anticipate problems
• To find out possible solutions
• To help save lives and property,
• Reduce damage,
• Speed up recovery.
THUS
To help us work towards disaster resilient
communities.

THE NEED FOR HRVC ANALYSIS
You may think that your number one hazard is flooding
because it occurs frequently.
However, you may find that your greatest risk is an
earthquake.
Even though the chance of a large earthquake might be
“highly unlikely”, the consequences could be devastating,
So the overall risk in case of earthquake is great
You have limited time and resources, so identify risk
reduction action items for your greatest risks first.

THE NEED FOR HRVC ANALYSIS
School Disaster Management Plan has 2 main components
D.M. Plan
Hazard Identification/safety
Assessment
Structural
Assessment
Non-
structural
Assessment
Resource
Inventory
Response Planning
Mitigation
of Hazard
Identified
Evacuation
Planning
Provision for
special
needs
students
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HRVC Analysis
Let us Now explore
On HVRC Analysis

HRVC Analysis: Explore Answers To
Q-1: What can happen and why?
Q-2: What are the consequences?
Q-3: What is the recurrence probability ?
Q-4: What are mitigation measures for
consequences or for reducing recurrence
probability?ANUP SINGH,DC

ACTIVITY (GROUP WISE)
Write Answers to following questions on Paper
1. Hazards in your area or in schools in your area
2. Risk due to these hazards
3. Vulnerability in your area and school
4. Factors that are increasing Risk
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Structural Hazard Assessment
Structural Safety Assessment with regard to
 Earthquake
 Flood
 Cyclone
 Fire ANUP SINGH,DC

STRUCTURAL HAZARD ASSESSMENT
Is School Building very old?
Latest Building Codes may have been revised
Hence
Building may be unsafe
with respect to latest safety standards

Structural Hazard Assessment
Does your school building looks
strong & safe?
Only way out to be assured is
to
Get tested by a
qualified structural engineer
Knowing earthquake engineering
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STRUCTURAL HAZARD ASSESSMENT
To be got done thoroughly by
 School Bldg Architect
 Local DDMA
 Dist. Authorities
 Professional Structural Engineer

Non- Structural Hazard
Assessment
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Why is it important?ANUP SINGH,DC

İzmit (Turkey) Earthquake of 1999
50% injured and 3% deaths
by non-structural hazards.
Non-
Structu
ral
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İzmit Earthquake-1999
30% of economic losses due to loss of furniture,
equipment and other valuable non-structural objects.
Northridge Earthquake (USA)-1994
10 hospitals with little or no structural damage were
evacuated or closed because of non-structural
damage.
As a result, medical response was severely disrupted.
Non-structural damage in earthquakes has caused
businesses to close, jobs lost, schooling interrupted.
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Summarise Non-
Structural Risks

Object can fall, slide or topple
•Injuring or even killing children, blocking exits & thus
hindering evacuation
 Loss of Expensive equipment or
important records
Hinder Rescue and Relief
Cause great economic loss
We can easily prevent this with simple, inexpensive measures.
But, before that identify Hazards.

How to do
Non- Structural Hazard
Assessment
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NON-STRUCTURAL HAZARD ASSESSMENT
Document 20-25 years history of disasters in
school as well as surrounding area
Take a walk along the entire evacuation
route and pen down things/activities that
may become hazard during earthquake/Fire
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ASSESSMENT
Observation
Power failure
(is there back-up or emergency lighting)
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ASSESSMENT
Observation
Halls or stairways
cluttered with debris from ceiling/wall plaster
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Non-Structural Hazard Assessment
observations
Halls /evacuation route
blocked by fallen cabinets or cupboards etc
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ASSESSMENT
observation
Smoke in the hall way/ route/rooms/any area
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OBSERVATION
Jammed exit doors & windows
that will be difficult to open during emergency
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observation
Bricks, glass, debris piled up
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ASSESSMENT
Observation
Outside electrical wires on the ground
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observation
Suspended ceiling
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Observation
Pendant light fixtures
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Observation
Large windows (inside or outside)
not protected against shattering
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Observation
Tall bookcases or cabinet that may topple
during earthquake
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Observation
Classroom equipments like TV, VCR, Projector Computer etc
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ASSESSMENT
Observation
Stairwells
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observation
Area where flammable liquids are stored
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observation
Chemistry Labs
Bottles not secured enough against shattering
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Observation: Outside Potential Hazards
 Power lines
 Trees
 Nearby building having debris, roof tiles, chimneys, glass
 Covered walkways
 Places with underground gas main lines
 Chain link fenced areas (may be hazardous when live
electric wire falls on them)
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Points to remember while conducting survey
Different teams to do survey of buildings,
grounds, rooms etc
A coordination committee comprising NDRF
Personnel's ,Teachers, Head boy/girl etc to collect
& collate information
Area which may be dangerous during
earthquake, fire, floods, cyclone etc should be
clearly marked
Seasonality of hazards to be considered while
listing them
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Points to remember while conducting survey
 more an object weighs, more forcefully it
moves in earthquake
more slender object, more likely to tip over
higher the object, greater the hazard
anchorage or restraint is only as strong as
its weakest link
A rough test of the adequacy of a restraint:
You should be able to pull horizontally on the
object with a force equal to its weight.
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INDENTIFY HAZARDS
Is there something that can
fall on someone?
block our exits or evacuation?
be expensive to be lost?
Cause of fire

Group Activity: Risk Assessment
“Suppose your School is prone to following Hazard”
SYNDICATE 1: EARTHQUAKE
SYNDICATE 2: CYCLONE, FLASH FLOOD, FLOOD
SYNDICATE 3: TERRORIST ATTACK
SYNDICATE 4: CHEMICAL FIRE
Q1: What do you think are the risks for your School due to above
hazard
Q2: Which groups of people/Children in your School would potentially
be at the greatest risk of being harmed?
Q3: What should schools do to prepare themselves so that they reduce
the risk of harm?

Vulnerable Locations
Vulnerable Classrooms in school
Drinking water taps in vulnerable pockets in school
Main switch board & electrical wires
If school is in hilly area (slopes) then vulnerability to
be decided based upon the soil condition
Low lying areas within the premises
Kitchen area
Chemistry Lab
Swimming Pool
Transformer, Generator etc
Library

Vulnerable Groups
Children in age group 5 to 10 Yrs
Children in age group 11 to 15 yrs
Children in age group 16 to 18 yrs
Girl Students
Special Needs Students

Vulnerabilities Outside School Campus
 Visibility of School Zones by use of flashing lights
or prominent signage
 School Zone locations available for GPS users
 School Zone signage are correctly installed &
appropriately visible from all access points
 Flashing lights (caution) at school zones
Parking & Stopping restrictions/guidelines
Publicize/inform the infringements in school zone

CAPACITY ANALYSIS
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INSIDE RESOURCES
 List of skilled human resources (teachers/staff/students)
 Having knowledge of first aid, search rescue, fire safety
etc.
 Disaster Management Plan
 D.M. Teams
 Safety Signages (Emergency, Mandatory, Prohibitory, Warning)
 Annual Preparedness Activity Calendar
 D.M. Lab
 D.M. Club
 Open Space in the school premises
 Open varandas, roof tops
 Stairs, lifts ANUP SINGH,DC

INSIDE RESOURCES
 D.M. Kit
 Stretchers
 Fire Extinguishers
 Ladders
 Thick Ropes
 Torch
 Communication System
 First Aid Box
 Temporary Shelters (Tents/Tarpaulins)
 Lab Safety Equipments (PPE)
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Nearest Available Outside Critical Resource
1. Fire Station
2. Hospital/health Centre
3. Medical Shop/Medical College
4. DM/DC/DDMA office
5. Police Station
6. Ambulance Services
7. NCC/NYKS/NSS office
8. Local Area Representative/MP/MLA/Councilor office
9. RWAs/Panchayats office
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ASSESSING YOUR HAZARDS AND RISKS
– Using the Risk Assessment Matrix, work as a group to fill
in the chart, taking these steps:
– Identify all of the hazards that your school community
may face ”natural” and/or ”man-made” origin.
– Discuss its likelihood. May check with scientific and
technical or disaster management authorities
• earthquake,
• flood,
• landslide etc.
– Some hazards are ever-present, some seasonal, some
increase, and some are infrequent but inevitable.
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ASSESSING YOUR HAZARDS
• When rating impact severity, consider the wide range of losses that your
school and community face, including:
– Human—deaths, injuries, disability;
– Physical—damage to buildings, equipment, supplies;
– Socio Cultural—disruption and loss of friends, mentors, Communities,
cultural heritage;
– Economic—cost of repair and replacement, cost to students and families
of delayed or incomplete education, loss of livelihoods in education;
– Environmental—loss of natural resources and habitats;
– Psychosocial—lost continuities, hopes and dreams;
– Educational—disrupted or degraded services, quality, outcomes
• Rate the likelihood on a scale of 1 to 5. You should be planning for present
as well as future

ASSESSING YOUR VULNERABILITY
As you reduce your vulnerabilities there will be less to worry about.
ASSESSING YOUR RISKS
Find the relative risk score, by multiplying the hazard likelihood by
vulnerability scores.
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RISK ASSESSMENT
MATRIX
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A
RISK ASSESSMENT MATRIX
A. Hazards B. Hazard
Likelihood
0 low – 5 is high
C. Impact
Severity
(vulnerabilities/
resources)
0 is low – 5 is
high
D. Risk Score
B x C
E. Priority
1.EARTHQUAKE
2.CYCLONE,FLASH
FLOOD,FLOOD
3.TERROSIST ATTACK
4.CHEMICHAL FIRE
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B
THE HAZARD LIKELIHOOD OF OCCURRENCE OF THIS
EVENT
HAZARDS 1 2 3 4 5
B.
Likelihood
Very low Low Medium High Very high
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C
THE SEVERITY OF IMPACT YOU EXPECT
VULNERABI
LITIES
1 2 3 4 5
C. Impact
severity
Minor Controllable Critical Devastating Terminal
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D
MULTIPLY YOUR LIKELIHOOD BY IMPACT RATINGS:
COLUMN B X C.
RISK
SCORE
1–3 8–4 9-14 15-19 20-25
Descrip
tion
Very
low
Low Mediu
m
High Very
high
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E
CONVERT YOUR RISK SCORES TO
SIMPLE PRIORITY SCORES
RISK
SCORE
1–3 8–4 9-14 15-19 20-25
PRIORITY
LEVEL
Low Medium High

A
RISK ASSESSMENT MATRIX
A. Hazards B. Hazard
Likelihood
0 low – 5 is high
C. Impact
Severity
(vulnerabilities/
resources)
0 is low – 5 is
high
D. Risk Score
B x C
E. Priority
1.
2.
3.
4.
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HVRC analysis for School Safety

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