( By A Working Guide (WHO - OMS, 1989) )
 Pages: Index | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 | 61 | 62
Chapter 5.Basic education
Experience shows that even in the absence of specific disaster-preparedness activities, the population and the staff of public services respond much better if beforehand the community develops activities and initiatives based on:
· encounters, exchanges, the expression of needs, information and communication,
· community discussion and action to gain an understanding of the causes of disasters and associated problems, plan the most appropriate measures and put them jointly into effect,
· a feeling of belonging to the community by making proper use of local cultural values, forms of social life, resources and products,
· combating the rejection or exclusion of the disabled, the mentally ill, the handicapped and other persons in difficulty,
· the development of assistance and mutual aid,
· meetings with local authorities and collective discussions to resolve community problems. |