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HomeMy WebLinkAboutTsunami Blueprint Final Document 2009 Tsunami Education: A Blueprint for Coastal Communities JANUARY 2009 Prepared By: Kylie Alexandra Genevieve Cain Patsy Iwasaki On Behalf Of: The Pacific Tsunami Museum and the Department Tsunami Education: A Blueprint for coastal communities January 2009 As part of: The tsunami education, preparation, and recovery project for downtown Hilo 0±¤¯ ±¤£ "¸ Kylie Alexandra, Genevieve Cain, Patsy Iwasaki /­ "¤§ «¥ /¥ The Pacific Tsunami Museum and the County of Hawaii Planning Department FUNDED BY: CHPD OUNTY OF AWAII LANNING EPARTMENT SOPCZMP TATE FFICE OF LANNING OASTAL ONE ANAGEMENT ROGRAM ACHHO REPORT OF THE OUNTY OF AWAII SUPPORTED BY THE AWAII FFICE OF PCZMPN LANNING, OASTAL ONE ANAGEMENT ROGRAM, PURSUANT TO ATIONAL OAA CEANIC AND TMOSPHERIC DMINISTRATION AWARD NO. NA07NOS4190079 OR NA06NOS4190159 OR NA05NOS4191060 (RESPECTIVELY), FUNDED IN PART CZMA OASTAL ONE ANAGEMENT CT OF 1972, AS AMENDED, ADMINISTERED BY THE OOCRMNO FFICE OF CEAN AND OASTAL ESOURCE ANAGEMENT, ATIONAL CEAN SNAOAAUS ERVICE, TIONAL CEAN AND TMOSPHERIC DMINISTRATION, NITED TATES DC EPARTMENT OF OMMERCE. T HE VIEWS EXPRESSED HEREIN ARE THOSE OF THE AUTHOR(S) AND DO NOT NOAA NECESSARILY REFLECT THE VIEWS OF OR ANY OF ITS SUB-AGENICES. $¤£¨¢ ³¨®­ We dedicate Tsunami Education: A Blueprint for Coastal Communities to the people of Hawaii, who, despite several devastating tsunamis, have kept the spirit of perseverance alive. ~ i ~ Harry KimDixie Kaetsu Managing Director Mayor Barbara J. Kossow Deputy Managing Director 891 Ululani Street -3982 (808) 961-8211 Fax (808) 961-6553 KONA: 75-5706 Kuakini Highway, Suite 103 Kailua- (808) 329-5226 Fax (808) 326-5663 Aloha, The world has found out through the tragedies of other countries power of nature released in a tsunami. The latest major destruc killed over 250,000 people in the Indian Ocean area woke up many world to this phenomenon, the tsunami. One reason why so many people suffer from the power of the tsuna this naturally occurring event. It was apparent that many of th Indian Ocean tsunami had no information or knowledge of what the what to do to prevent harm. Perhaps the only positive result of was awakened and realized that there is no place anywhere on thi -preparedness. Why? The lessons of 1946, 1960, and 1975 should all be fresh in tragedies should be more than enough of a reminder that we must those in positions of responsibility for the safety of others, t to move us to action to ensure preparedness and education for th experienced a tsunami and for those who are not aware of the tsu It is important for all to remember that the tsunami is a natura happen again and again. It is our responsibility to accept this and to actively help - others who we are responsible for. Harry Kim Mayor ~ ii ~ Foreword By the Executive Director of the Pacific Tsunami Museum Aloha, It is so easy to become complacent about the threat of a tsunam been blessed for over forty years with a calm Pacific Ocean. As a community resource, the Pacific Tsunami Museum is in a uniq position to keep the specter of a tsunami in our consciousness a the Tsunami Education, Preparation, and Recovery Project for Downtow we are able to actively inspire and motivate the public to take active steps in from the next inevitable tsunami. I commend Genevieve Cain of the Pacific Tsunami Museum for her i Planning Department was quick to see that EnVision Downtown Hilo 2025: A Community-Based Vision and Living Action Plan would provide the foundation for implementing this project wit Coastal Zone Management funds, and thus this wonderful partnersh Christian Kay and Susan Gagorik of the Planning Department for t of this Project, and also commend all of the Supporting Partners enthusiasm that they exhibited from the very beginning. The tsunami history of Hilo has contributed much to the scientif lessons of perseverance and recovery have inspired the museum to through education, Donna Saiki, Executive Director Pacific Tsunami Museum ~ iii ~ Introduction More than from hurricanes, floods, and volcanic activity all combined location of the Hawaiian Islands in the middle of the Pacific Oc tectonic activity associated with the Ring of Fire, makes this island paradise extremely vulnerable to distant tsunamis generated by earthquakes thousand to the threat of distant tsunamis, the Hawaiian Islands are loca hot spot of volcanic activity, a region where locally-generated tsunamis can be gener. Tsunami is a Japanese word which roughly translates to harbor wavehis is because tsunami waves are often intensified in shallow bays a - been used to describe tsunami waves, but it is a misnomer, as tsunamis have nothing to do with regular surfa. particularly vulnerable to tsunamis, and the shape has often bee Donna Saiki, Executive Director of the Pacific Tsunami Museum ni the area along Hilo Bay as the Based on historical and scientific data, scientists and experts ag matter of IF, but WHEN the next destructive tsunami will occur a long overdue. The knowledge that a destructive tsunami will come at anytime created a sense of urgency that was a driving force for the community orientated initiative: The Tsunami Education, Preparation, and Recovery Project for Downtown Hilo. The Lead Solution Partners (LSPs) for this Pseum in collaboration with Supporting Partners (SPs) from government age This Project was funded by the State of Hawai Department of Business, Economic Development & Tourism, Office of Planning Coastal Zone Managemen The Tsunami Education, Preparation, and Recovery Project for Downtown Hilo was intended to be the first phase of a long term initiative to better educate and prepare the community Throughout the document, the next inevitable tsunami. we will share helpful tips that can be applied by other coastal communities. ~ iv ~ The Tsunami Education, Preparation, and Recovery Project for Dow was a cooperative project that occupied a place in the worldwide effor coastal communities to the tsunami hazard. Community, county, st international organizations have implemented, and continue to deprograms that focus on tsunami education. With over 260,000+ fatalities from the 2004 Indian Ocean tsunami, collaborative efforts are now global. This document, Tsunami Education: A Blueprint for Coastal Communities, is the cumulative record of the Tsunami Education, Preparation, and Recovery Proje demonstration project focused on a collaborative approach to del to the Downtown Hilo community. The purpose of this guide is not merely to report the process or rather to offer resources and instructions on how to create and coastal community. Although the document is lengthy it is not necessary to read it find helpful information. Each chapter has a different focus th development of your project, so please feel free to jump to the significance to your community/project. Part One: Downtown Hilo - highlights the unique character of Downtown Hilo and glances at the effects of past tsunamis on the community. Part Two: The Tsunami Hazard - contains information on the tsunami hazard and how tsunamis have affected Hilo in the past. Part Three: The Tsunami Education, Preparation, and Recovery Pro Downtown Hilo - outlines the project creation, development and implementation. Part Four: Community Outreach & Data Collection - summarizes the outreach efforts associated with the project. - showcases the activities, Part Six: Conclusion - saster Preparedness Fair and the Tsunami Education, Preparation and Recovery Project for Downtown as a whole. We invite you to read this resource with the hope that you will initiate partnerships within your own community in an effort to Self-reliance is the key to hazard preparedness and the essence phrase: - Take Care of Others; Each section will end with Key Questions for other Be Tsunami Safe communities to consider. ~ v ~ Glossary Acronyms CERT Community Emergency Response Team CZM Coastal Zone Management EDH 2025 EnVision Downtown Hilo 2025 HBWAG Hilo Bay Watershed Advisory Group HCR Hawaii Consolidated Railway HCRC Hawaii County Resource Center HDIA Hawaii Downtown Improvement Association ORMP Ocean Resources Management Plan PSA Public Service Announcement PTM Pacific Tsunami Museum PTWC Pacific Tsunami Warning Center TWS Tsunami Warning System Definitions Lead Solution Partner (LSP): A group, Vision Focus Area: An EDH:2025 term to organization or government agency willing describe a category to which a community to take a leading role in the project. vision belongs. Supporting Partner (SP): An individual, Kumiai: A Japanese concept of pulling group, organization or government agency together, supporting each other in times of willing to take a supporting role in the need. project. Tsunami Awareness Month: In the month Resilience: The ability of a community to effectively prepare for, endure and recover of April in the state of Hawaii, a series of from a tsunami event. special programs and events are put on to In-Kind: Given in goods, commodities or increase tsunami awareness. services rather than legal tender. Keiki Corner: A local term used to describe -Story:A local term to describe casual an area set aside for children to learn or conversation at a gathering. play. ~ vi ~ Our Cultural Heritage Pele told her mother I see a new home for me, away from Kahiki and you, my mother, will propel my canoe to this new land called Hawaii As a result, Pele arrived in the Hawaiian Islands and tried to make ) she would dig a lua (pit) that would protect her fires. But wher okahai (the primary deity associated with tsunamis) would flood the l the fires of the Pele clan. form being destroyed. Pele, now a goddess and stronger than her on These stories suggest that tsunamis have impacted Hawaiian coast just as they do in the present day. As we know that this is hist deal to be learned through these experiences passed down through dance and chants. Kahinali`i Nmakaokaha`i In some accounts is referred Elder and more powerful to as the husband of sister of Pele, a Goddess of Hinaka`alualumoana. In some the sea who controls tsunamis. accounts she is the mother of Hawaiian mythology have beentermed Kaiakahinali`i. Kanaloa Hinaka`alu`alumoana One of the four major Hina who follows the ocean Hawaiian deities of the (wife of Kahinali`i), said to ocean and ocean winds live under the sea outside of Waikea, Hilo [©Artist: Rory Akau] ~ vii ~ Roxane Kapuaimohalaikalani Stewart, a marine science teacher At the born and raised in Hilo, has been studying hula since she was beginning of eight years old. She has grown familiar with the history of anci Parts One Hawaii through stories and the art of hula and chant. She has through Six, we will share both a scientific mind and a heart that is connected to her called eau, that surrounding environment and to the ancient Hawaiian deities. relate to tsunami education She believes that a duality exists in nature and that balance is and preparedness today. predominant. Recently, she has been conducting research into ancient Hawaiian myths and legends that pertain to tsunamis and sharing community on how these may guide our tsunami educational programs of the future. Indigenous knowledge can play a significant role in helping us t environment. The Tsunami Education, Preparation, and Recovery Project for Downtow was centered in the concept of learning through stories, and upo experiences of others to prepare ourselves for the next tsunami i lilo no he hawawa. The sea snatches the bundle, it is gone; it goes when Interpretations A person who fails to watch out often loses. Never turn your bac the following page. The Hawaiian deities associated with the ocean and tsunami waves are Please note: Hawaiian myths and legends indicate tsunamis but in ~ viii ~ No Ke Kaiakahinali`i Written by Roxane Kapuaimohalaikalani Stewart The many deities associated with the generation and movement of here. This chant provides a means to communicate with the very fate of lands and people with the coming of the next tsunami. Oh restless sea of Kanaloa Your abode of gods are honored 1 2 3 4 5 6 7 8 And all other such deities Ke hiki When your next flood arrives Breaking upon these shores May your waves be merciful Forbearing these native lands Waiho ke ola o ke kanaka Sparing the lives of men Hear this humble plea 1. 2.In some accounts, named as the mother of Pele s canoe with tsunami waves. In other accounts referred to the husband of 3.Elder and more powerful sister of Pele, a goddess of the sea who chased Pele out of Kahiki (as a tsunami) a 4. 5. 6. 7. 8. Photo: Depicting a vortex; the feud between fire and water. Danc Kilohana Hirano & Manaiakalani Kalua. Image courtesy of Timothy O Bryan and Roxane Kapuaimohalaikalani ~ ix ~ Contents Title Page Number Dedication i ii Foreword by the Executive Director of the Pacific Tsunami Museum Introduction iv Glossary vi Our Cultural Heritage vii No Ke Kaiakahinali`i ix Contents x Part One: 1 Downtown Hilo Part Two: 7 Key Elements of Tsunami Education Part Three: 15 The Tsunami Education, Preparation, and Recovery Project for Dow Part Four: 23 Community Outreach and Data Collection Part Five: 29 Part Six: 39 Project Evaluation and Conclusion Acknowledgements 47 Implementation Checklist 50 Internet Resources 51 References and Further Reading 52 Appendix 53 ~ x ~ [Aerial view of Downtown Hilo prior to 1946. Hiromi Tsutsumi Collection] A n account by David Malo, 1898, records the story of an ancient Hawaiian legend about Konikonia, a ruling chief, and Lalohana, a woman who lived in the sea beyond the Wailuku River. Lalohana would steal the fish hooks and bait from the fishing lines of th chiefs when they would fish. To stop this, Konikonia tricked and lured Lalohana ashore by making her believe that her husband was waiting ashore for her. After being kept four days on land, brothers in the search for her on land. After ten days the ocean rose up and overwhelmed the land from one e Tsunami Education: A Blueprint for Coastal Communities 1Page | Said of anything that overflows its boundaries PART ONE: DOWNTOWN HILO Downtown Hilo is a very special place. The delightful and unique combination the past, present and future amid spectacular natural surroundin the Hawaiian Islands, which captures the hearts of both lifelong have a lot of money back then; firmly link us to our past; while modern businesses in fact, we had very little. But we made the best and orga diverse cultural and of it. There were theaters, cafes, restaurants, social environment and pointing toward possibilities bars and neighborhood baths. After taking a bath, people would relax outside in their and innovations for the future. Surrounded by lush yukata (summer garment) and - . . . greenery nurtured by rain, located next to the Wailuku River with the peaks of Mauna Kea and Mauna Loa in the background, and bordered by the Richard Nakamura, 2004 crescent-shaped, black sand shoreline of beautiful Hilo Bay, Downtown Hilo is definitely a slice of heaven-on-earth. Similar in spirit to today, Downtown Hilo over 60 years ago was a bustling, hub of commerce, culture and community. In fact, there were even more people, more activity . . . more bustle, all around. Bordered by the Wailuku River at the west end, and the Wailoa River on the east cover the nearby communities of Shinmachi (New Town) the area known as Moku Ola, Coconut Island. Today these areas are for the most part, open green spaces consisting of soccer fields and public park lands. [Hawaii Map: SOEST Illustrations group] 2 | PageTsunami Education: A Blueprint for Coastal Communities foresight to have created such an exceptional recreational space shoreline. They do not recognize or grasp the real reason and tr (Dudley & Lee, 1998). [downtown Hilo] was a busy, happening place, everything was going Prior to April 1, 1946, were flourishing, heavily populated, close-knit a bowling communities mainly settled by Japanese immigrants and Center, the Hilo Center . . . and there their descendants who had been contract laborers for was Shinmachi nearby. It was THE place to be. Millie Uchima, 1946 Survivor turn of the century, but later sought more opportunities in the city. On weekends and holidays, Downtown Hilo overflowed with people a and district. After the United States entered World War II, servicemen also flocked to Downtown weekend entertainment. The people of this thriving, vibrant town of Hilo were caught completely by surprise by a tsunami generated by a magnitude 7.8 undersea earthquake in the Aleutian Islands on April 1, 1946. Massive tsunami waves, one believed to be 100 feet high completely destroyed Scotch Cap Lighthouse Station on Unimak Island, Alaska, which was the nearest land to the epicenter. Traveling at approximately 500 miles per hour, the deep sea waves [The 1946 tsunami inundates downtown Hilo] a.m. A series of waves crashed over the Hilo coastline; the thir at 26 feet above the normal water line on Coconut Island. Since thought that the initial warnings and concerns of residents were Pol home in Wainaku when a neighbor told him that railroad bridge. Then the Wailuku River became a tsunami dry as the water receded. The third wave; that, I responded with a smile. However, when he will never forget. The wave came back and drove towards Downtown Hilo, he saw that one third of the railroad trestle spanning the Wailuku River had washed up-river and been deposited on the rock . Mr. Chow quickly realized Tsunami Education: A Blueprint for Coastal Communities 3Page | He spent the next 18 hours directing traffic and people TIPS: away from the danger zone and over the following days Talk with friends and family about had to assist with identifying the victims. The tsunami had their perceptions, knowledge or claimed 96 lives in Hilo and 25 lives in the coastal town of recollections of past tsunami events. Speak with public safety destroyed at a cost of $26 million. organizations (i.e. Civil Defense) about the current tsunami risk in your community. Following the tsunami, the people of Hilo rebuilt their Seek out individuals and town, recreating many of the densely populated areas as organizations in your community before. No one imagined another devastating tsunami eager to improve tsunami resilience. would arrive in the near future. With a functioning Tsunami Warning System (TWS) established soon experienced two more tsunamis, in 1952 and 1957. On November 5, 12 feet high, however, there were no casualties or fatalities an less than $800,000. On March 9, 1957 a tsunami generated in the Kauawaves 32 feet above normal sea level. Despite large wave heights and damage to property, thanks to the TWS not a sin event. On May 22, 1960 a colossal magnitude 9.5 earthquake rocked the S Chile and a destructive tsunami was generated. Witnesses at Isla the Chiloé archipelago, saw the water receding, exposing 1,500 f enormous wave 50 to 65 feet high forming offshore that washed over the death toll from the earthquake and tsunami would eventually reacthe damage would amount to $417 million. Scientists predicted that it would take 15 hours for the waves to travel the 6,600 miles to Hilo and would arrive just before midnight. At 8:30 p.m. sirens sounded in Hilo, b understand the warning because the siren system had changed just a few months before and there was confusion as to what the siren meant. Under the old system, there were three separate soundings: the first siren indicated that a tsunami warning was in effect; the second meant that it was time to evacuate; and the third was set to go [Parking meters on Kamehameha Ave following the off just prior to the arrival of the waves. Under the 1960 tsunami. Pacific Tsunami Museum.] new system, there was only one siren and it 4 | PageTsunami Education: A Blueprint for Coastal Communities After hearing t for evacuation. Then they waited for the second siren before lea (Dudley & Min Lee, 1998) Hilo residents reacted to the tsunami warning in different ways. destruction of the 1946 tsunami and did not want to take any cha evacuated their homes close to the shoreline. Even though they h many could not believe that it would happen again. The two tsunami been destructive, lulling many people into a false sense of secu people who had evacuated earlier in the evening, but went back t evacuation zone when nothing seemed to happen. After midnight, reports from a Honolulu radio station said that been set back by 30 minutes. Yet geologists in Hilo had already wave, which was a small, but noticeable 4 feet high. The radio r communication between the warning system and the news media had misinformation increased the danger to the public (Dudley & Lee, At 12:46 a.m. the second wave arrived in Hilo 9 feet misinformed actually went down to the bay above normal sea level. Just as in the 1946 tsunami, to wait for the waves to come in. They the third wave was the most destructive. With a stood around the old Suisan Fish Market deafening roar, the 20-foot nearly vertical wall of filled with the excitement and sense of water crashed over Downtown Hilo and Waikea Town at 1:04 a.m. After the tsunami waves reached Walter Dudley and Min Lee, Tsunami!, power plant, the 1998. entire city was in darkness. In Hilo, 61 people died and several hundred people were treated . The tsunami caused damage to 229 dwellings and 508 businesses an damage totaled $50 million. For many, the loss of life was even comprehend because it was so easily avoidable. The tsunami of 1960 highlighted the need for not only education tsunami hazard but also the need for education on the procedures evacuate public safely. Key Questions What impacts have past tsunamis had on your community? How do people in your community perceive the tsunami hazard? Tsunami Education: A Blueprint for Coastal Communities 5Page | Data shown in this image are the source locations and dates and years of origin for-wide tsunamis from 1819 - 2007. Also shown are the maximum reported wave heights on land i-lying coastal areas of the Hawaiian Islands for these tsunamis. Image courtesy of Dr. Daniel Walker, Tsunami Memorial Institute. 6 | PageTsunami Education: A Blueprint for Coastal Communities [Wailoa State Park; the area onc.] I n the open sea, tsunamis are not seen or felt by passing ships because they are deep-sea waves and their wavelengths can be 100 miles long or more; as opposed to wind driven waves which rarely have wavelengths longer than 1,000 feet apart. When tsunami waves approach shore, they start to change. The shape of the nearshore sea floor has an extreme effect on how the tsunami waves behave. As the waves approach land they travel progressively slower, but the energy lost from the decrease in speed is transformed into increased wave height. Reports claim the 1946 Aleutian earthquake produced tsunami waves of 100 feet at Scotch Cap, Unimak Island, Alaska. Tsunami Education: A Blueprint for Coastal Communities 7Page | While the rain is still far off, thatch your house. Be prepared at all times. PART TWO: Key Elements of Tsunami Education Tsunami education is a critical component to Please refer to the include when taking steps towards increasing the resilience of information about gathering Lead a coastal community. Without public understanding of the and Supporting Partners in Part tsunami hazard and the procedures in place for a tsunami Three. When seeking funds to event, communications and effective and timely evacuation conduct tsunami education may breakdown, ultimately resulting in loss of life. projects, it is very useful to have in-kind support and commitment from partners. In-kind support It is advisable for all coastal communities at risk from such as this quickly stacks up to tsunamis, distant or locally-generated, to have tsunami amounts that can satisfy sizeable education programs in place. grant matching opportunities. Every community is unique and therefore tsunami education should be tailored to the needs of each coastal community. Many present, should be taken into consideration before embarking on program. The following highlight some of key areas of research: Past tsunami events and the multi-faceted impacts on the communi Cultural/local knowledge of tsunamis and current level of use/un Current state of TWS and warning communication systems. Past and current tsunami education programs and outcomes. To assist you in your customized tsunami education plan you may following organizations who will have information available to y the tsunami event procedures for your community: State Civil Defense County Civil Defense Agencies TIPS: Research what other communities Red Cross (local branch) have done to better prepare for NOAA (regional) tsunamis and dialogue with the key NOAA Pacific Services Center people involved. Research your culture or host culture UNESCO/ITIC (international) and use the local wisdom as a Pacific Tsunami Warning Center future tsunami education programs. County Police Department County Fire Department 8 | PageTsunami Education: A Blueprint for Coastal Communities What is a Tsunami? Tsunamis are a series of water waves produced by an abrupt distudisplaces a large amount of water. Submarine earthquakes, landslides or volcanic activity can all g Tsunami waves, unlike surface waves, move through the entire water column from the floor to the surface of the water. They also have very long wavelengths, resulting in long periods between crests hrough a body of water. unamis, historically originating from the Pacific-Rim and also from locally- generated tsunamis, which are generated just off the Hawaiian coastline. Tsunamis rapidly propagate outwards in all directions from the tsunami generating disturbance quickl Tsunami waves can approach the shore in several different forms; steep walls of water, large breaking waves, slow rising flood or quickly rising surges of water. When a tsunami inundates a coastline, depending on the of the waves, it picks up all things in its path, creating a fast moving, debris filled mass of water. can inundate a coastline for several hours. In the Hawaiian language, two words are used to describe tsunamieral term for tsunami waves is kai and a more specific term of kai mimiki refers to the withdrawal of water as the trough of a tsunami wav arrives. The following diagram illustrates concepts that have proven to b education, motivation and preparation of several Pacific coastal Learner Engagement Customized Site-Appropriate EducationMaterials Effective Tsunami Education One-on-One Learning Through EducationStories Sustainable, Frequent Reminders of hazard Tsunami Education: A Blueprint for Coastal Communities 9Page | 1)Customized Education The Pacific Tsunami Museum Based on the fact that each We believe that through community is different, it is important Please refer to Part education and awareness no to identify the current levels of Four where survey one should ever again die in creation and surveying knowledge, preparedness and techniques are discussed. perception of the hazard before Surveys should always be The mission of the Pacific considering a strategy for customized focus group tested before Tsunami Museum is to provide education. An effective and relatively use in the community. tsunami education for the simple way to identify these levels is to conduct a survey. Depending on the type of questions, a survey c and international visitors. The show consistencies and inconsistencies in knowledge, perception museum also seeks to preserve the social and cultural history of of the hazard and level of preparedness. development on the island as Depending on the answers in the survey, you can begin to gauge well as statewide. The museum what topics need further education. For example, if the communit also serves as a living memorial does not know the natural warning signs of tsunami, or they do n to those who lost their lives in past tsunami events. understand the TWS messages and how they will be expected to evacuate, there needs to be further education in these areas. Located in Downtown Hilo, the museum features a series of in- It is critical that organizations concerned with public safety b house permanent exhibits that aware of understanding of the hazard in the region interpret tsunami events affecting the Hawaiian Islands. which they serve. This information will assist them in knowing w The museum also contains to expect in the next tsunami warning situation. It is vital tha public safety information and a roles of organizations concerned with public safety be clearly wealth of resources and has a communicated to the public, as in our experience, expectations o good collection of community public safety organizations do not always match the roles. educational materials created by the outreach department. The museum has a full-time archivist who processes and maintains all archival material and these materials are commonly used in the museum exhibits and used in special programs. The museum has a policy making Board of Directors that includes representatives from various sectors of the business community. The museum also has a Scientific Advisory Council that includes internationally recognized tsunami experts. The Pacific Tsunami Museum, a non- [The Pacific Tsunami Museum in Downtown Hilo.] profit, receives the majority of income from admissions and memberships and donations. 10 | PageTsunami Education: A Blueprint for Coastal Communities Communities are comprised of people with different learning need Tsunami Evacuation Signage in and with differing levels of vulnerability and exposure to the t hazard. For example, a child attending school in an evacuation z would benefit greatly from tsunami education that emphasizes natural warning signs of a tsunami and safe evacuation procedure In comparison, an elderly couple living 50 miles inland from the would benefit greatly from tsunami education with an emphasis on self-sufficiency following a destructive tsunami event. Differing learning needs may also mean that tsunami education The installation of colorful, wherever possible, tsunami educational materials should be avail bright, attention-grabbing signs in other languages. informing residents and visitors when they will be entering or 2) Engagement by Learner exiting a tsunami evacuation zone will be posted at select locations along the coast of For tsunami education to be effective, learners must be engaged. Hawaii during summer, 2008. indication of successfully engaged learners includes individuals The locations of these signs will not only understand the materials, but feel confident to share i mirror the tsunami roadblock others. sites indicated at the front of the local phonebook. Tsunami education includes facts as well as actions which learne The signs serve as a permanent must know to be able to be responsible for their own personal sa and constant educational tool in the form of tsunami preparedness. for the public. The signs teach where hazard areas and safe Here are some techniques for promoting engagement of the subject areas are. Pedestrians and motorists can quickly identify by the learner: where is safe and where is not. Provide materials that increase personal identification with The basic design template for the subject. the signs was taken from Encourage peer-to-peer discussion and co-learning. and from this basic stage they Provide an environment allowing the freedom of individual were developed by Mayor Harry inquiry. Kim and his Cabinet through Promote collaborative learning. several working drafts to the Allow for project/community based learning. signs you see today. The signs are a great Please take time to read the Talk-Story Sessions document which is a contribution to Hawai good example of how to engage individuals in small groups and th efforts to increase tsunami outcomes of group interactions such as this. awareness. serve as an educational tool as well as a Quince Mento, Civil Defense Administrator, 2008 Tsunami Education: A Blueprint for Coastal Communities 11Page | 3)Widely Available Site-Appropriate Educational Materials Readily available educational materials, that are relevant to the location, will promote better There is an abundance of material understanding of the tsunami hazard and will increase on tsunamis worldwide. Collecting as interest. Institutionalization of tsunami education much of this information before you materials should be regularly pursued. start will help you to begin thinking Institutionalization, by which a material becomes an about how this information may be integral and standard part adapted to your location. tsunami education protocol, will affirm the sustainability of resources. Wherever possible and appropriate, information such as quotes from community members, tsunami survi included in the educational materials. Educational materials can take a variety of different forms. Som Rack cards Fliers Educational brochures and pamphlets Posters School curriculum Website Books Multi-media video Pocket-size materials pieces/documentaries Step-by-step guides Exhibits 4)Learning Through Stories and Personal Identification Learning through stories is one of the most effective ways to learn about events of the past, and in this This document is an case tsunami events. Every region has a example of how personal stories and insights can be interwoven history that has been captured through into materials which may result stories and passed down through in a more flavorful, diverse, generations. personalized piece which adds (Hawaiian: community elders) in greater depth to the subject. your area for advice on education that will embrace the knowledge of the past and the present. The Pacific Tsunami Museum has collected several hundred survivo stories to feature in tsunami education for today and the future survivor stories have been collected on video tape and then tr [Photograph of Millie Uchima, 1946 Tsunami Survivor, 2008] 12 | PageTsunami Education: A Blueprint for Coastal Communities 5) Sustainable, Consistent and Constant Reminders Sustainable, consistent and constant reminders of the tsunami hazard will keep the awareness levels tsunami, run away from the tsunami would be of communities elevated. Depending on the material, both residents and visitors can be Bing Kow, 2004 consistently educated on the tsunami hazard often. Intervals between tsunamis may be decades, so it is critical that information going to the public consistent, accurate and constant. Reminders of the hazard can take various forms, such as Please refer to Part Six, public service announcements (PSAs), outdoor and indoor where some of the most effective educational signage or displays, memorials, annual events, reminders in Hilo are discussed. testing of warning/communication systems, training exercises, The Tsunami-Safe Disaster museums and exhibits. Preparedness Fair is used as an example of an annual event. These reminders should be present in many different locations Public broadcast companies such as residential and commercial areas. PSAs are an may warmly welcome an edited effective way to reach large numbers of people, both and ready-for-broadcast piece, residents and visitors, of all demographics. often free of charge 6) One-on-One Education In our experience, it is clear that one-on-one education which taddresses the specific needs of the individual is by far the mo effective method of tsunami education, resulting in the most engagement and personal identification with the issue. This method requires an abundance of time from the tsunami educator, but is highly effective. Small group sessions may, in some cases just as effective provided that an appropriate facilitation meth used and the groups do not exceed 10 individuals. In Chapter Six these tsunami education concepts will be discusse in greater detail using work done in Hilo as examples. Key Question How can existing educational materials or projects be adapted to your co implemented effectively with the resources you have at hand? Tsunami Education: A Blueprint for Coastal Communities 13Page | This page intentionally left blank 14 | PageTsunami Education: A Blueprint for Coastal Communities ©Copyright Pacific Tsunami Museum [Aerial view of the tsunami waves impacting Hilo during the 1946 Both distant and locally-generated tsunamis share certain natural warning signs, so it is to rely on your senses to detect a possible imminent tsunami. What you might see: Water receding, exposed reef or rocks and stranded fish and boats. Gabriel Manning, Tsunami Survivor What you might feel: Before a locally-generated tsunami, you may feel an earthquake if you are on land; are in the water relatively near shore you may begin to feel str surge towards land. What you might hear: You might hear water receding, or water approaching. Kimina Lyall, Into the Blue, 2006 What you might smell: As the water recedes during a tsunami event, you might smell the odor of the exposed ocean floor. Floyd Hoo Tsunami Survivor Tsunami Education: A Blueprint for Coastal Communities 15Page | By observing, one learns. PART THREE: THE TSUNAMI EDUCATION, PREPARATION, AND RECOVERY PROJECT FOR DOWNTOWN HILO to be there and first responders will be affected themselves. We Like many excellent ideas sitting on the back burner of busy minds, encounter of the right people to actually fan the flames and bui That is exactly what happened with the Tsunami Education, Preparation, and Recovery Project for Downtown Hilo. At a monthly meeting of the Hilo Bay Watershed Advisory Group (H 2007, Dr. Walter Dudley, a Professor of Oceanography in the Mari University of Hawaii at Hilo and Scientific Advisor to the Pacific Tsunami Museum, a Center in Downtown Hilo. Genevieve Cain, Tsunami Outreach Coordi Tsunami Museum, was at the presentation, along with , who was facilitating the presentation. that found fertile soil. It was about collaboration with partner r Genevieve Cain, Pacific Tsunami Museum, 2008 idea of working more closely with businesses in the Downtown Hil for the next inevitable tsunami. The idea became a seed that spr discussion with genuine possibilities. The group reached an agreement about the need for a project focu as Outreach Coordinator at the Pacific Tsunami Museum, is to edu dangers of tsunamis, as well as help businesses in Downtown Hilo recovery plan. Susan was familiar with Strategy 5.1 of EnVision Downtown Hilo 2025 Vi Area: Promoting Health and Safety, and she knew that this would fit. 16 | PageTsunami Education: A Blueprint for Coastal Communities EnVision Downtown Hilo 2025 Over four years ago the Downtown Susan l contacted Susan Gagorik about a possible Hilo community developed an collaboration between EDH 2025, County of Hawai Planning organized vision of how they would Department and Pacific Tsunami Museum. Susan Gagorik like to see Downtown Hilo in the year 2025. This community Vision developed into EnVision Downtown Ms. Cain met with Mrs. Hilo 2025: A Community-Based Vision and Living Action Plan for Gagorik and Ms. Kylie Downtown Hilo (EDH 2025). Alexandra, Community Planning Assistant for the EDH:2025 Plan and they began to search for grants and draft a The EDH 2025 Plan incorporates six project outline. An Vision Focus Areas to develop a announcement was holistic Community-Based Living made by the State Office of [The first team meeting] Action Plan: Creating Economic Planning that Coastal Zone Vitality; Preserving Our Environment; Strengthening & Management funds were available for implementing projects Sustaining Our Community; addressing coastal hazards. As the team drafted a proposal Enhancing Education, Culture and they also sought engagement from key agencies in the Arts; Promoting Health & Safety; government and the community, who would later become the and Managing Growth. Each Focus SPs. The funding source required matching funds and with the Area contains numerous actions that once implemented, would be involvement of the SPs this came in the form of in-kind working sustainably towards support. achieving the community vision. The proposal contained the following key elements which It was within the Focus Area would go into providing the skeleton of the Tsunami Tsunami Education, Preparation, Education, Preparation, and Recovery Plan for Downtown Hilo: and Recovery Project for Downtown Hilo took root. Initially, the Project - goals comprised elements of two members could raise concerns ask questions, and actions that called for developing evacuation plans and delivering all- share their thoughts on the tsunami hazard; hazard educational programs. Being An attitudinal and knowledge based survey of that the scope for these two downtown Hilo business owners and staff; comprehensive actions was large, it Easy to read educational materials; was only natural that a new action The would help to kick-start them. Hence, a new action focusing on A guidebook for business owners on how to prepare tsunami education and for a tsunami; preparedness was suggested and The development of a comprehensive resource created by the Tsunami Museum: designed to be shared with other coastal communities Action 5.14: Develop and conduct a Tsunami Education: A Blueprint for Coastal tsunami education, preparation, and Communities. recovery program addressing Pacific-wide and locally-generated tsunamis for Downtown Hilo Tsunami Education: A Blueprint for Coastal Communities 17Page | Hawaii Coastal Zone Management program The proposal was submitted on August 21, 2007 to the Department of Business, Economic Development & Tourism, (CZM) program was approved in State Office of Planning Coastal Zone Management Program. 1977, and this joint federal and state partnership seeks to protect, restore and responsibly develop The contract was executed in December 2007 and was a short portant, diverse, coastal six-month project, the performance period being December, communities and resources. 2007 to June 31, 2008. Within days of the contract being signed, an initial meeting of all the Partners was held and a The remote location of the Hawaiian project timeline and framework mapped out. Islands, coupled with the sustainability that Hawaiian waters provide, has resulted in the entire At the first Supporting Partner meeting, held on December 5, state being designated a CZM area. 2007, the group developed the framework for the Project, The area also extends out to include which included the following objectives: the sea surrounding the State, historic claims over waters of the Educate the Downtown Hilo community on the Hawaiian archipelago based on tsunami hazards of the past and inform them of the early transportation routes and current high tsunami risk; submerged lands. Encourage the implementation of preparatory measures for business owners and residents; on the complex resource Develop evacuation strategies for Downtown Hilo management problems of coastal using Pacific-wide and locally-generated tsunami areas in the state that is under the scenarios; highest stress. Stewardship, Educate public on the natural warning signs of planning, permitting, education and outreach, technical assistance to tsunamis; local governments and permit Take the first steps in developing a culture of applicants, policy development and tsunami preparedness. implementation, and identification of emergingissues and exploration of solutions are some of them. Under the umbrella of CZM, is the Hawai'i Ocean Resources Management Plan (ORMP) which was published in 1991 and developed by a multi-agency, cabinet-level council which included private sector and non- governmental representatives. It is under ORMP objectives, outlining the need for public educationon [Photograph from a Supporting Partner meeting] coastal hazards, that the Tsunami Education, Preparation, and Motivated by the altruistic goal of saving lives in future Recovery Project for Downtown Hilo tsunami events, the LSPs and SPs volunteered their resources, centered on and ORMP became the time and energy to become involved and engaged in the primary source offunding for this planning of the sunami reparedness Fair. As project. the meetings continued in 2008, plans for speakers, vendors, exhibits and activities were solidified. 18 | PageTsunami Education: A Blueprint for Coastal Communities At the same time plans were developing for the Tsunami Education, Preparation, and Recovery Project for Downtown Hilo, Connections Public Charter School Principal John Thatcher was working on a grant with the East-West Center at the University oi at Mnoa and with State Farm Insurance, to fund a special course on disaster educa thth Bollen, a 7- 8 grade social studies instructor, if he would be interested in t program. He agreed and created an extra credit disaster educatio of 10 students. Project Stakeholders Lead Solution Partners Pacific Tsunami Museum County of Hawaii Planning Department Supporting Partners Connections Public Charter School Hilo Bay Watershed Advisory Group EnVision Downtown Hilo 2025 VisionKeepers Hilo Downtown Improvement Association County of Hawaii Civil Defense Kanoelehua Industrial Area Association County of Hawaii Police Department Oregon State University Sea Grant Program County of Hawaii Fire Department Pacific Tsunami Warning Center County of Hawaii Department of Research and Development Tsunami Memorial Institute University of Hawaii Sea Grant National Oceanic and Atmospheric Administration As a SP representing Connections on the Downtown Hilo Tsunami Education, Preparation and Recovery Project, and a member of the EDH 2025 VisionKeepers, Mr. Daguman was in with both efforts and felt they could be combined for an optimal students. He also volunteered the use of the school as the site Tsunami-Safe Disaster Preparedness Fair. Students in the class committed to produce several exhibits fo highlighting what they learned in the class. -focused program. The students learned about TIPS: what disasters have affected the Big Island, the different types Collaboration is the key to achieving natural disasters including tsunamis, how to prepare for a disas successful outcomes that can be and the recovery proce sustained. Customize education to the needs of Kaholo Daguman, Connections Public Charter School, 2008 the community in question. Identify ways or elements of a program that will encourage interest, engagement and motivation of your The students also attended a meeting with County of community to learn about and Hawaii Mayor Harry Kim, the County of Hawaii Civil prepare for the next tsunami. Defense Administrator and created a Website. A highlight of the class involved the participation and certification in Tsunami Education: A Blueprint for Coastal Communities 19Page | Community Emergency Response Team (CERT) traini Department, which was adapted for the age group and shortened to received instruction on basic disaster response skills such as f team organization and disaster medical operations. The combination of the EDH:2025 Community-Based Action Plan-hazard disaster grant, and the contributions from the key SPs gave the Tsunami Education, Preparation, and Recovery Project for Downtown Hilo great strength and spirit. use in a disaster situation. This also gave them the confidence eally Eric Bollen, Connections Public Charter School, 2008 Key Question What sort of customized educational program will be suitable for your community? 20 | PageTsunami Education: A Blueprint for Coastal Communities Tsunami Education: A Blueprint for Coastal Communities 21Page | This page intentionally left blank 22 | PageTsunami Education: A Blueprint for Coastal Communities [- Session at the Pacific Tsunami Museum.] W hen disturbed, water in any basin -- a bathtub or an ocean -- will slosh back and forth for a period of time depending on the shape and size of the basin. This sloshing is called seiche . The period of oscillation depends upon the body of water: larger bodies of water produce longer periods; and greater water depths produce shorter periods (Dudley & Lee, 1998). An tsunami wave may set off a seiche and if the following tsunam waves arrive with the natural oscillation of the seiche, water may reach even greater heights than from the tsunami alone. The large heights that tsunami waves reach in bays may be attributed to the combination of the tsunami waves and the seiche waves arriving at the same time. Tsunami Education: A Blueprint for Coastal Communities 23Page | He lawai`a no ke kai papa`u, he pôkole ke aho; he lawai`a no ke kai hohonu he loa ke aho. A fisherman of the shallow sea uses only a short line; a fisherman of the deep sea has a long line . PART FOUR: COMMUNITY OUTREACH AND DATA COLLECTION - The Project , driven with the idea that we learn through stories and shared coupled with the importance of personal preparedness and self-re would convey this to the community. During one of the SP meetingi Fire Department Chief Daryl Oliveira came up with - Take Care of Others; Be Tsunami Safe. Following the ideas initially outlined in the proposal, SPs agreshould address the gaps in knowledge or the major concerns as voiced by achieve this, the group initiated the following tasks: Talk-Story sessions A survey of Downtown Hilo businesses and organizations ter Preparedness Fair for the public Efforts to achieve public participation were centered in a strong public r through the media, presentations to local groups and face-to-face individual contact. and suggestions Genevieve Cain, Tsunami Outreach Coordinator, Pacific Tsunami Museum, 2008 Public Relations Through local media, Project Manager Christian Kay of the Countyi Planning Department and Genevieve Cain, Tsunami Outreach Coordinator of t Museum, invited the community to join in the - sessions and generated interest in the in April. Media coverage was generated through PSAs and interviews with radio personnel and reporters. Presentations Several presentations were given to local community groups and o Project was officially underway and throughout the Project term. showcase the Project was utilized and this had a noticeable impa spread within the community. Two key presentations have been hig 24 | PageTsunami Education: A Blueprint for Coastal Communities In March 2008, Genevieve Cain was invited to be a guest Community Emergency Response Team (CERT) speaker at the Pacific Risk and Management Ohana (PRiMO) annual conference. At this event, largely attended by individuals associated with risk management, Ms. Cain shared the work done at the community level in Hilo with regards to tsunami education. The group was very interested in the Project and offered support in many capacities. Sponsored by the HBWAG [Photograph from the CERT training Safe: Learn about Tsunami program] 10, 2008 Center. At the event, The Community Emergency Response Ms. Cain and Mr. Team (CERT) program provides basic training and education about disaster Project was also featured with an interactive discussion preparedness for hazards that may following the presentation. affect a community. CERT volunteers are given instruction on basic disaster response skills such as fire safety, basic - search and rescue, and first aid which they may use to take care of somewhere themselves. It is up to every individual to learn themselves and their families post- disaster. Community Member, 2008 Upon completion of the program, CERT participants have a better understanding of the potential threats From February 15to April 10, 2008, nine -Story to their home, workplace and sessions were conducted at various locations and times in community. They also have the option Downtown Hilo. The -Story sessions provided informal to form an official CERTeam, consisting of three or more trained individuals, and comfortable opportunities for the public to attend, chat, who would be directly assisting the and, -S about the tsunami hazard, as neighbors Hawai`i County Civil Defense. As would. The topic of discussion revolved around past events members of a CERT, they can apply the and the threat of future tsunami affecting Downtown Hilo. training they received in the program toward giving critical support to their family, neighbors and co-workers in Throughout these -Story sessions, community their immediate area until help arrives. members voiced their concerns and raised important issues When help does arrive, the CERT relating to the tsunami threat in Hilo. In addition, member can provide crucial participants were gauged on their current level of tsunami information and support the efforts of preparedness and their understanding of the hazard. first responders. The CERT program is sponsored by the A small, handy, laminated Tsunami Safe Quick-Step Guide collaborative efforts of three County was given to each participant with essential information on how to recognize locally-generated and Pacific-wide Department, Civil Defense and the tsunamis, preparation guidelines, helpful websites and Department of Research and Development. emergency telephone numbers. A major element of this project was to encourage the public to be self-reliant in the next tsunami event. The -Story sessions provided both Tsunami Education: A Blueprint for Coastal Communities 25Page | information on how to tailor our educational efforts as well as warning signs are: Water receding or surging inland An earthquake A strange sound from out to sea Participants greatly appreciated receiving accurate and comprehensive information on tsunamis. They enjoyed the opportunity to share their thoughts and - concerns, provide input toward the Project and raise Pacific Tsunami Museum.] awareness about tsunami preparedness. Flyers posted throughout Downtown Hilo and personal invitations to mercha Project. Project members noted that the personal touch was very greater attendance. Tsunami awareness materials, refreshments and a drawing for a ts kit were provided at each of the sessions and were a big hit wit At each -Story session, a facilitator used three questions to initiate discuss at comes to mind when we say the word generated some common feelings and themes: Feelings of confusion and fear. People running mauka (inland, to the mountain) -- Abstract notions of damage and . destruction. Concerns over safe places and Waves surging inland. shelters. The 2004 Indian Ocean tsunami. Earthquakes. hoehoe. Personal survival skills. The old buildings which used to line the Bayfront. 26 | PageTsunami Education: A Blueprint for Coastal Communities The participants were asked to share something that they would l with our promise that we would research and respond to the quest commonly asked questions and concerns from the -Story participants were condensed into 10 key questions. The questions and their answers were feat Community Member, 2008 Survey of Downtown Hilo Merchants and Organizations In 2007, Ms. Cain developed a survey to better understand the public perception of the tsun hazard and the current levels of knowledge. Ms. Cain used the hi conducted in Seaside, Oregon as her template and by February the several drafts, had been tested by several community groups and ready for distribution. Ms. Cain enlisted the help of two University Students, Nikki Zellner and Carla Konz. Together with intern, Michelle Gruszczynski, and Rachelle Ley, an intern with i Planning Department the team worked diligently on this very significant p TIPS: A survey is a good way to gauge community knowledge and levels of preparedness. In doing a survey, you may meet others that would like to collaborate with you on tsunami education programs. Learning through stories is an excellent way to get the community to identify with the dangers of tsunami hazards and their relevance to the present. [The Survey Team in Downtown Hilo] Ms. Gruszczynski, Ms. Zellner, Ms. Konz and Ms. Ley logged many to- door conducting the survey for Downtown Hilo merchants. Instead and collecting them later, the interns conducted face-to-face interviews, asking questions and recording answers. This method was very successful and provided -Story sessions because of this individual contact. Tsunami Education: A Blueprint for Coastal Communities 27Page | Hawaii County Resource Center The survey produced helpful and promising results. A high percentage of those surveyed responded with accurate (HCRC) is a program of the County information about tsunamis and knew to get to higher ground immediately when a powerful earthquake occurs. and Development whose mission is: ustainability of Ninety-nine percent of those surveyed knew that - tsunamis are caused by an earthquake under the ocean. based collaboration and capacity When asked how important they thought a survey such as the one they were taking was, seventy-two percent to develop networks, provide access responded that it was very important. to information and resources, and help connect local communities and government agencies, so that -Story sessions and the survey enabled the resiland have the LSPs and SPs to gauge the tsunami awareness and choice and capability to become knowledge level of the community and use this to tailor more self-reliant and resilient to the education effort. It was crucial that these outreach hazards. and data collection elements of the Project neighborhood association that was deeply rooted in Hawai were conducted early, as era. The Kumiai thrived in a time when people lived simply with this information was then little, and there was a mutual understanding that neighbors help incorporated into exhibits other and worked together. It once filled a variety of social fctions, from taking care of a grieving widow, to organizing special even and information for the Through the Kumiai, a communication network was established to h people stay informed on local politics and issues, and to connec Preparedness Fair on April 19. The Kumiai philosophy forms the foundation of the HCRC program. Through island-wide initiatives and core services, HCRC provides Key Questions assistance and resources that help to build and strengthen informal How prepared is my community for the next tsunami? communication networks among How can I engage the community to prepare for the next e tsunami event? Tsunami Education, Preparation, and Recovery Project for Downtown Hilo disaster preparedness initiative. included help with community outreach and engagement at the -support and assistance with the Project implementation and coordination of the Fair. HCRC focused on these Appendix one: - Compilation; capacity-building services to assist Appendix two: Survey; the Downtown Hilo community in becoming more tsunami resilient. 28 | PageTsunami Education: A Blueprint for Coastal Communities [Photograph of water receding at Mahukona, Hawaii during the 1946 tsunami.] O n the morning of April 1, 1946 the first warning for some people that a tsunami was approaching was the sight of the water receding from Hilo Bay. The exposed sea floor attracted an interested crowd of onlookers who attempted to collect fish and other stranded sea life flopping around in muddy puddles that sea water had left behind. When a tsunami is generated, it propagates outwards in all directions from the source; in some ways like ripples in a pond when a stone is thrown in. Tsunamis are a series of waves, often with wavelengths of 100 miles between crests, and depending on what part of the tsunami waves arrives first, the water will either recede or surge inland. If the trough of the wave arrives first, will result in the water pulling back and receding; the crest arriving first may appear as a rapidly rising surge of water. With such long wavelengths and a dozen or more waves, it could take hours for all of the successive waves to hit the coastline. Tsunami Education: A Blueprint for Coastal Communities 29Page | Take care of yourself PART FIVE: TSUNAMI SAFE DISASTER PREPAREDNESS FAIR Christian Kay, 2008, County of Hawaii Planning Department The Lead and Supporting Partners of the Tsunami Education, Preparation, and Recovery Project for Downtown Hilo edness Fair to provide concise and accurate information to the community on tsunamis in oriented setting. The SPs, who comprised the majority of exhibit the motto- a neighborly approach. The fair had evolved to include the informa community members had raised based on data collected from the ou Part Four. The Fair was held at the historic Kress Building, now the site of Connections Public School on Saturday, April 19, 2008 to coincide with the State of HawaiApril LSP and SP meetings to plan this first-ever Tsunami Safe Fair in Downtown Hilo resulted in a successful, smooth running, activity-filled event from 9 a.m. to 3 p.m. for the Hawaii Island community. Everyone who walked through the door received an empty, re-usable paper bag so that they could browse and pick up materials that were offered to them throughout the Fair. Some of these materials included: - 10 Important Facts about Tsunamis; 10 Key Questions from the Community with answers. Planning Department attaches a banner to a fence in Downtown Hilo] 30 | PageTsunami Education: A Blueprint for Coastal Communities A colored ticket was given to each visitor upon entry to the Fair. Opening the Fair Volunteers at the front desk changed the ticket reels each hour a different color to coincide with hourly prize drawings. Disast kits and items such as flashlights and blankets, Downtown Improvement Association and Preparedness Fair t-shirts and other items were a big hit and encouraged people to remain at the fair for at least an hour. As an LSP, the Pacific Tsunami Donna Saiki devised a special program on the day of the Fair, offering two presentations at the tsunami museum on tsunamis in Numbered tickets On the morning of April 19, 2008, Kumu Roxane Kapuaimohalai- distributed at the door provided free entry to the Pacific Tsuna kalani Stewart began her unique Museum all day. Hawaiian chant in the cavernous hallway of the Connections Public The following elements combined to form a successful fair: Charter School located in the Publicity historic Kress Building in Downtown Hilo. Unadorned by flowers and draped in two k Radio and print advertising the sacred Hawaiian ceremonial Event flyers were printed in mass and the SPs took on the dress, one blue and one green to role of distributing these within their circles. The Hilo represent the colors of the ocean, Ms. Stewart captivated the crowd Downtown Improvement Association (HDIA) took a lead gathered for the opening of the role in this, going on foot to downtown Hilo businesses and personally inviting business owners to the event. Preparedness Fair. Her passion, Flyers posted in Downtown Hilo intensity and sincerity, manifested Flyers were also posted at various locations throughout by her compelling voice, hand gestures and facial expressions as Downtown Hilo and at various other locations in the she looked towards Hilo Bay, mesmerized the audience. campus and various elementary, intermediate and high schools in the area. Before they had even began to Banners work on their display for the A local company was hired to create banners to advertise Preparedness Fair, Ms. Stewart the event. These banners were posted on Kamehameha and her students from Keaukaha, Avenue for passers-by to see. paid homage to the deities Email lists Hinakaalualumoana and Kahinalii in Hilo Bay. They Each SP was asked to email the flyer for the fair to their acknowledged the deities, business/organiza. brought hookupu (offerings) and Personal invitations then asked that their lives and the Everyone involved with the Project was asked to extend land would be spared during the personal invitations to friends, family and colleagues. next tsunami. Tsunami Education: A Blueprint for Coastal Communities 31Page | Logistics Set-up: The majority of the space organization and set up for the fair w from Connections Public Charter School, who were also presenting done relating to tsunamis and other hazards. The students worked leading up to the fair. On Friday April 18, the evening before the fair, SPs and volunte students at Connections School setting up tables, chairs, etc. Colorful artwork and displays by Connections School artists inte other natural disasters were placed throughout the exhibit space The Fair: LSPs, SPs and volunteers wore blue shirts with th- Take - printed on the back. Tickets were distributed upon entry, serving as drawing numbers the Pacific Tsunami Museum for the day and record of attendance. Refreshments were available to everyone; SPs and volunteers rece lunch and snacks were available for purchase as a fundraiser for Charter School. Master of Ceremonies services by Alice Moon of Alice Moon & Comp aware of the schedule and her friendly, fun and informational co a high level of energy and welcoming atmosphere throughout the d Ongoing Activities Exhibits and Presentations There were 22 exhibits at the fair, representing a wide range of community groups and federal, state and county agencies. Represe one were on-hand to provide information, answer questions and ra resources available for tsunami education, preparation, and reco Keiki Corner The keiki corner was manned by volunteers with tsunami worksheet and crayons on hand for children. Public Awareness Survey The same survey conducted in Downtown Hilo in the months leading conducted during the fair to continue gauging and mitigation. One-on-one Business Preparedness Consultations Genevieve Cain, Tsunami Outreach Coordinator at the Pacific Tsun provided business preparedness guidance and recommendations. 32 | PageTsunami Education: A Blueprint for Coastal Communities Speakers was born and raised on the Big Island and began his career as a Honolulu firefighter noa. He returned to the Big Island and joined the Hawaii County Fire Department in 1985 and in April 2008 became the Hawaii County Civil Defense Administrator. At the Fair, he gave the welcoming address and talked about the importance of pe preparedness. has lived through several tsunami events, each time trying to educate and increase the awareness in the community. H on the Board of Directors at the Pacific Tsunami Museum and shar the students at Connections Public Charter School his experience tsunamis. At the Fair he recounted being a police officer during tsunami. was in Thailand visiting her son in Bangkok when the tsunami hit in December 2004. She was invited by a government official ie affected area to be an observer of the tsunami aftermath. The pu this request was for an ordinary person to "bring the story back United States" Donna Saiki has been a voluntary Executive Director of the Pacific Tsunami Museum since 1998. Ms. Saiki is a wonderful story teller and inf stories and experiences with accurate scientific information abo tsunamis. She gives regular presentations to visiting school gro tourists. She gave two forty-minute presentations at the Pacific Museum for all ticket holders to the fair. Dr. Nathan Becker is an oceanographer with the Pacific Tsunami Warning Center (PTWC) TWS in the Pacific and how tsunamis are detected and warnings are given. Tsunami Education: A Blueprint for Coastal Communities 33Page | George Curtis has spent a large portion of his career focusing on tsunamis in Hawi County Tsunami Advisor and a Scientific Advisor to the Pacific Tsunami Museum. Mr. Curtis spoke about current tsunami research in i and the PTWC in the Pacific. Millie Uchima is a tsunami survivor from both the 1946 and 1960 and gave a vivid personal account of her experiences. She is currently a Pacific Tsunami Museum and expressed the importance of tsunami education. Patrick Corcoran is a coastal hazards outreach specialist with the Oregon State University Sea Grant Program. He outlined tsunami prepared mitigation on the Oregon Coast and how it can be applied to Hawai and elsewhere. Jeanne Johnston described her personal account as a 6 year old girl during the 1946 tsunami in Keaukaha. She spoke about the effect of that on the community and how it changed her life. Jeanne has served the tsunami hazard. Daryl Oliveira, County of Hawaii Fire Chief, provided closing remarks and emphasized the theme of the fair. Chief Oliveira takes an active education, believing that it is the best preventative measure in 34 | PageTsunami Education: A Blueprint for Coastal Communities s an inspiring success all around. Comments from those attending the fair were very positive and th air had been met. A volunteer group of over 54 people worked tirelessly before, during and after the fair to ensure that the successful event for the community focusing on tsunami education Based on the tickets distributed, 245 people attended the event special presentations at the Pacific Tsunami Museum. Immediately after the take-down and clean up of the fair, LSPs a Almost all of the partners and exhibitors were present. [The fair logo was designed by Connections Public Charter School students, April 2008.] Tsunami Education: A Blueprint for Coastal Communities 35Page | Critique: What worked well? At the debriefing session, the following on the government in a disaster; the community comments were made by partners: needs to pull together. This event showed that it can Venue/Logistics Great venue for fair in Downtown Hilo; very appropriate historically Susan Gagorik, 2008 and currently. Alice Moon was a Great Emcee This made it very convenient for the personality and commentary kept exhibitors, who had already the energy and excitement of the prepared their material. event going throughout the day. Set up and take down of tables and chairs was organized and efficient. The diversity of people, young and Student art interpreting tsunamis old, who attended the fair was and natural disasters decorating the wonderful. walls was colorful and interesting. Volunteers, Lead and Supporting Kaiakahinali Partner members wore the same fair was a very fitting cultural shirt, making those involved with connection. the fair easy to identify. The diversity and number of Lunch was provided for speakers was excellent. exhibitors/vendors and volunteers The diversity, representation and and this was great. amount of resources 22 exhibitors The Emcee and program schedule and presenters. They were able to was flexible. connect with each other, establish Good publicity of the event. relationships and stayed until the Event was held on a Saturday when end of the fair. the Farmers Market is open, Personal survivor story sessions bringing in more people in the area. were very popular. Speakers were given the option of Lead and Supporting Partners and being in a classroom or out in the Volunteers main stage area. Partners worked extremely well with Prizes and Giveaways were very one another, and with those who popular. attended the fair. Great teamwork. Free one day entry passes to the Greeters at the door welcomed Pacific Tsunami Museum was a great guests. Worked well. idea. The Hilo community celebrated Earth Day just the week before. 36 | PageTsunami Education: A Blueprint for Coastal Communities Critique: What could have been improved? Venue/Logistics The venue space was difficult to event! The diversity of resources work with. People were reluctant to and people that came together was move down the hall to the stage. The noise level from the concessions Community Member, 2008 area exacerbated the poor acoustics of the building and created high noise levels in the main stage area Hold a contest. Suggestion: Poster that made it difficult to hear the contest on fair. Emcee and speakers down the hall. More publicity. Suggestions: Include Larger signage indicating the publisher and other media heads to location of the different sessions, be on the program; write areas of activity. articles/press releases and submit Location of speakers, activities them with photographs to should be listed in the program. newspapers. Shorten the event by two hours. Tag fair onto a larger event. Suggestion: 10:00 a.m. 2:00 p.m. Suggestion: County Fair, have a Ensure safety on stage and entire booth at the Saturday Farmers venue. Market, smaller mobile events. Get more families and children to attend the event. Suggestions: Flyers Lead and Supporting Partners and to schools, involvement from Volunteers schools and youth organizations, More time to prepare for the event. churches. Provide transportation There was a disconnection between from schools to the event. some of the exhibitors. Add a brief biography on the speaker in the program. TIPS: An event or competition is an excellent way to engage a community as a whole. Collaborate with a school or community organization to host an event. Do not be afraid to think outside the box! At an event, always honor the host [T-Shirts designed by Co culture. were worn by Partners and volunteers at the fair] Tsunami Education: A Blueprint for Coastal Communities 37Page | Exhibitor Evaluation To gauge the effectiveness of this collaborative Project with Leand Supporting Partners, an exit evaluation form was distributed to all of the exhibitors. Based on the forms received, on a asked if they would participate as an exhibitor if the fair was held next year at another location, findings: They liked the exhibits and presenters at the fair. Suggested more advertisement would increase attendance. Suggested other exhibitors/presenters who should be contacted fo events. Key Question How can each individual in this community and this community as sufficient before, during and after a tsunami? -step Guide Appendix Four: Tsunami Safe Disaster Preparedness Fair Program Appendix Five: Ten Important Factsabout Tsunamis; Ten Key Questions about Tsunamis Appendix Six: Ten Key Questions (and Answers) from the Community 38PageTsunami Education: A Blueprint for Coastal Communities | The LSPs, SPs and volunteers for the Tsunami Safe Disaster Prep A s more tsunami education is conducted, the future begins to look somewhat brighter. In the next tsunami there will be inevitable losses in property and damage to infrastructure but with a more educated community there will be lower death tolls. Every individual living, working or visiting an area that is at risk from tsunamis should understand the tsunami hazard and the correct actions during a tsunami even. In the survey conducted in downtown Hilo for this project, 100 people were asked: dividual, school, business and entity near the 56% Yes, completely. 42% Yes, but more guidance is needed. These data reinforce the message that tsunami education and aware tsunami education programs and community outreach efforts that e given. Tsunami Education: A Blueprint for Coastal Communities 39Page | ia When the earth trembles, it is an earthquake. We know what it is by what it does. PART SIX: PROJECT EVALUATION & CONCLUSION Increasing the tsunami resilience of a coastal community to a distant or l generated tsunami hazard is a long- increased resilience, has proven to be most effectively sustaine community at a grassroots level. Delivering tsunami education t residents, to visitors, to state and county planners is a crucia resilience and is greatly effective when it complements and adds programs in place. should be understood that one shoe does not fit all and that all communities are different and unique. Social organization, past frequency of events, infra programs are just some of the factors that should be taken into customized, consistent educational programs. This document serves as a model for all coastal communities that of tsunami educational program. It embraces and builds upon simi community level elsewhere in the world and seeks to highlight thd processes that may be considered for adaptation and use in other like to take this opportunity to assure you that no matter how s initiative, funds available, or level of experience or knowledge step no matter how seemingly small, contributes to the overall g lives during the next tsunami. In this section we will discuss the key elements, introduced in tsunami education program in the context of the Tsunami Education, Preparation and Recovery Project of Downtown Hilo how they may be improved or adapted. ducation is all about wearing different hats; you educate, facil . Genevieve Cain, 2008 1)Customized Education Before any tsunami education can take place, it is critical that in the tsunami hazard and also in the levels of knowledge, aware audience. 40PageTsunami Education: A Blueprint for Coastal Communities | - effective in providing an at a meeting/gathering or presentation environment for the public to voice concerns and for the team to educate and raise awareness. In a Patrick Corcoran, 2008 short period of time, usually an hour, the community educated the team as well as voiced concerns and received As discussed in part two, a one-on-one discussion, a education. A recorder was present at survey or an informal group discussion are some of each session to document all points the most effective ways to engage a learner. In our raised. The majority of sessions experience, community members that attend a asked for members of the presentation on tsunami education have information community to come to us, however, to share and if not addressed early in the session may an improvement on these sessions in distract them from the information given by the the future would be go out to presenter/educator. interested parties in the community. Education and Forward Community Momentum initiatives highlight the importance of customizing education and/or providi Development together with the Hawaii County Civil Defense and Hawaii Fire Department have provided the opportunity for communities to receive CERT training. In addition to CERT training being multi- trainers is to provide community specific education on the various local hazards that will effect a given community. The of Research and Development is also incorporating the award-winning Map information for that particular d Your Neighborhood (MYN) program in to their work in building community resilience. This program contains a - community member can take and use in their neighborhood. It is d readiness for a disaster at the grassroots level and has been hiof have CERT teams, as an appropriate follow-up to the training. The Pacific Tsunami Museum offers customized education to all. W museum they are given a personal introduction to the museum by a doce effective dialogue with the visitor, and the education given by Tsunami Education: A Blueprint for Coastal Communities 41Page | information received from the visitor. This proves to be a highl visitor. 2)Engagement by learner concerning the tsunami hazard has attempted to engage the community in preparing for the next tsunami. This is by far the most difficult part of any outreach program or campaign. Here are some of the most effective ways to engage the community: -; Grab attention early with interesting, site applicable facts; Develop a message that can be carried and spread easily within a Ensure that people know why it is in their best interest to lear Make the education/message/story all about the listener; Encourage folks receiving tsunami education to use their own ski educating others; Challenge people to try to engage another person with three tsun Encourage team learning and co-learning; Engage individuals in settings that they are most comfortable. The Tsunami-Safe Quick Step Guide 3) Widely Available Site-Appropriate Educational presents critical information that the Materials public needs to prepare for a tsunami Worldwide there exists an abundance of materials quick-step guides can be used in a on tsunamis. However, these materials are not multitude of different environments necessarily relevant or appropriate to all areas at and are written to both inspire action before a tsunami event and give is the most remote island group in the world and instructions during a tsunami event. relies primarily on shipping and airline industries to deliver crucial resources to the islands, however, the ports and several airports are in tsunami evacuation zones. So with this in mind, it is not only necessary for the before and during a tsunami but to be self-sufficient and sustai tsunami. A major element of the Tsunami Education, Preparation and Recovery Project for Downtown Hilo, as well as other recent tsunami education programs have been r considering possible after-event disasters like shortages of fue How to Prepare Your Business for the Next Tsunami is a site specific educational material for business owners in coastal business districts. The guide uses a 42PageTsunami Education: A Blueprint for Coastal Communities | (home of the Loco Moco) to best describe the effects and impacts here in Hawai covers step-by-step instructions on how to prepare your business, safeguard you and staff and tips on how to recovery efficiently. The Tsunami-Safe Curriculum, funded by the National Hazard Mitigation Program and facilitated by Education is one of few region-specific, customizable, tsunami curriculums in the Pacific regio The curriculum, developed at the Pacific Tsunami Museum, serves and nine and places emphasis on learning through stories and the social i preparing for future events. The Tsunami-Safe Curriculum is fully supported by a website containing all the information needed for both teachers and students. Living through a tsunami event may be traumatizing and life-changing. Interviews with survivors should be 4)Learning Through Stories and Personal Identification sought with sensitivity and respect and should never be rushed or pushed. Interviewees respond well (family) and a respect for the natural environment, to open ended questions and sharing experiences, learning from the past is a way of environment in which they can talk life. Stories have been passed down through generations without interruption or constant by hula chant, conversation and written materials, all of questioning. which supply us with the knowledge and understanding that we have today. In 1996, the Pacific Tsunami Museum co-founder Jeanne Branch-Johnston, began collecting understanding and clarity on what happened to her on the morning that as she began collecting more interviews, her nightmares of that day began to disappear and the experience for her and the survivors being interviewed b positive. 350 survivor story interviews from the State of Hawaii and other regions affected by tsunamis from all over the world. These personal, unique, and inspiring s aspect of the museum from exhibits to touch screen kiosks to outnage and brochures. They lie at the heart of tsunami education in Hilo. As a key part of the Tsunami Education, Preparation and Recovery Project for Downtown, the Pacific Tsunami Museum offered these stories as a resource f themselves were eager to get involved to share their stories and -Safe Disaster Preparedness Fair. These sessions were well attended by members of the public at the fairnd lasted for about an hour. Tsunami Education: A Blueprint for Coastal Communities 43Page | 5)Sustainable, Consistent and Frequent Reminders In Hilo, the area stretching from Ponahawai Street to the Wailoa those that know, of the devastating impacts that tsunamis have h but show little or no evidence of this today, giving a misleadin Reminders of past tsunami events, whether permanent or temporary current risk to residents and visitors. The tsunami evacuation z Mayor Kim, and discussed in part one, is an excellent way to rem enter or leave an evacuation zone. [Tsunami interpretive signage in Keaukaha and Moku Ola (Coconut I] On the first working day of every month at 11.45 p.m. Hawa Emergency Alert System (EAS). When tested, the EAS sounds sirens broadcast stating that a test is occurring. Testing a system is fresh in the mind. In the summer of 2004 the Pacific Tsunami Museum launched the Driving Tour of Historical Tsunami Sites. This award-winning program is self-guided tour of historical tsunami sites, with the aid of a 12-page full color b sites. 44PageTsunami Education: A Blueprint for Coastal Communities | In 2006, the Pacific Tsunami Museum collaborated with Tim O Tsunami Educational Materials Bryan, local videographer, and Oceanic Time Warner Cable to broadcast three tsunami safety Public Service Announcements Encouraged and inspired by the statewide. Ocean Time Warner cable offers free airtime for success of the non-profit 501(c)(3) organizations. Check with Cable companies Disaster Preparedness Fair, the and radio broadcasters in your area to check if a service simila Lead Partners decided to use the remaining funds of the Tsunami to this is offered. Education, Preparation, and Recovery Project for Downtown 6) One-on-One Education Hilo project to create easy-to-use educational materials for use by Education that is customized and site-specific will be very the Hilo community and indeed other communities within the effective if delivered to an individual or small group. As part the survey portion of the Tsunami Education, Preparation and event to impact the Hawaiian Recovery Project for Downtown Hilo we were able to dialogue Islands would affect coastal with business owners in Downtown Hilo about their questions, communities, so any locally- concerns and needs. produced, Hawaii-specific educational material available on- hand to assist in raising awareness Future Projects of the hazard and promoting preparation is very beneficial. The tsunami education, but can be adapted to other hazards and materials include: other communities. The concepts of tsunami education are Laminated Tsunami Safe flexible yet elemental, and the process of conducting successful - tsunami, or indeed other hazard education, will be similar on 10 Important Facts About many counts. Tsunamis The - Sessions It is a logical step for Hilo, in a long term vision of multi-ha document education, to begin with tsunamis. However, it also makes 10 Key Q&A sense to begin thinking about a multi-hazard approach which Business for the Next compliments and distills existing information and programs. Some organizations and groups have done an excellent job of information on: producing multi-hazard educational materials or initiating What you need to know programs that adopt a multi-hazard approach. about the tsunami hazard. The history between Hilo businesses and tsunamis. The two main factors to consider when preparing your business. TIPS: How to create an evacuation plan for a local tsunami. It is realistic to expect that any successful tsunami educationa Buddy System. program will be achieved through trial and error. Recovering from a destructive It is realistic to expect and understand that it takes time and tsunami. ongoing effort for your educational program to really have an Checklist for businesses. impact on your community. Tsunami Education: A Blueprint for Coastal Communities 45Page | The Next Steps for Hilo The Tsunami Education Preparation and Recovery Project for Downtown Hilo, together with our knowledge and understanding of other tsunami education programs concludes that the Downtown Hilo community and surrounding communities such as Keaukaha are ready for the next steps. The community is asking for more evacuation drills (not just schools), permanent signage, further personalized education and information on other hazards. For this progression and forward momentum to succeed, it is clear that the key tsunami education concepts need to be work number of individuals both in the tsunami education field but al Key Question How can each individual in your community be safe and self sufficient before, during and after a tsunami? 46PageTsunami Education: A Blueprint for Coastal Communities | ACKNOWLEDGEMENTS The Tsunami Education, Preparation, and Recovery Project for Downtown Hilo Lead Solution Partners Supporting Partners Pacific Tsunami Museum Connections Public Charter School Donna Saiki, Executive Director County of Hawaii: Genevieve Cain, Outreach Coordinator Civil Defense County of Hawaii Planning Department Department of Research & Christopher J. Yuen, Planning Director Development Brad Kurokawa, Deputy Planning Director Fire Department Christian Kay, Project Manager Police Department EnVision Downtown Hilo 2025 Sponsors VisionKeepers Hilo Downtown Improvement Association NOAA Hawaii Coastal Zone Management Hilo Bay Watershed Advisory Group Program Kanoelehua Industrial Area Association County of Hawaii Planning Department The Lead Solution Partners Emcee Pacific Tsunami Museum Alice Moon County of Hawaii Planning Department Exhibitors Connections Public Charter School American Red Cross Big Island Amateur Radio Club Sponsors CSAV Center for the Study of Active NOAA Hawaii Coastal Zone Management Volcanoes Program CERT Community Emergency Response County of Hawaii Planning Department Teams East-West Center Connection Public Charter School State Farm Insurance Tsunami Education: A Blueprint for Coastal Communities 47Page | Special Thanks County of Hawaii: Civil Defense County of Hawaii: Department of Research & Harry Kim, Mayor Development Dixie Kaetsu, Managing Director Department of Water Supply Fire Department A-D Planning Department Vince Alvardo Police Department Gloria Baraquio, Hawaii Tribune Herald EnVision Downtown Hilo 2025 Darcy Bevans, CSAV VisionKeepers David Bock, Hawaii Tribune Herald Hilo Downtown Improvement Association Eric Bollen Hilo Bay Watershed Advisory Group John Burnett, Hawaii Tribune Herald Kanoelehua Industrial Area Association Eric Brown Ke Ana Laahana Charter School , News Productions Services Medical Reserve Corps Andrew Burien NOAA National Oceanic & Atmospheric Department Association Connections Public Charter School students: Oregon State University Sea Grant Program Murphy Bierman Pacific Tsunami Museum Sebastian Blanchette PTWC Pacific Tsunami Warning Center Ipo Boyd TRAP Tsunami Risk Assessment Program Nick Grogg Marina Kelley Guest Speakers Aubrey Leung Dr. Nathan Becker, Pacific Tsunami Warning Keisha Ross Center Reality Sergeant Kaholo Daguman, Connections Public Patrick Corcoran, Oregon State University Charter School Sea Grant Program Dr. Walter Dudley, University of Hawaii at George Curtis, Consultant, Pacific Tsunami Hilo Museum Kaholo Daguman, Connections Public E-H Charter School Susan Gagorik, County of Hawaii Planning Jeanne Johnston, Tsunami Survivor Department Quince Mento, County of Hawaii Civil Michelle Gruszczynski, Pacific Tsunami Defense Museum intern Kevin Fitch Group Daryl Oliveira, County of Hawaii Fire I-P Department Bill Ing, Hawaii Tribune Herald Donna Saiki, Pacific Tsunami Museum Nels Iverson Roxane Kapuaimohalaikalani Stewart, Ke Rocky Jorgensen Ana Laahana Charter School Carla Konz, Student Millie Uchima, Tsunami Survivor Rachelle Ley, Hawaii County Planning Department intern 50PageTsunami Education: A Blueprint for Coastal Communities | Eileen Kanashiro, Docent, Pacific Tsunami John Thatcher, Connections Public Charter Museum School - Participants Ke Ana Laahana Charter School students U-Z Q-T Aren Worley Abraham Robison Nicole Zellner Roxane Kapuaimohalaikalani Stewart Bret Yager, Hawaii Tribune Herald Jessica Takayama Adam Stein, Pacific Services Center Tsunami Education: A Blueprint for Coastal Communities Photographs Courtesy of: Editors Pacific Tsunami Museum Dr. Walter Dudley Kylie Alexandra George Curtis Genevieve Cain Susan Gagorik Michelle Gruszczynski Jeanne Johnston Rachelle Ley Christian Kay Michael Roposh Roxane Kapuaimohalaikalani Stewart Patsy Iwasaki Tsunami Education: A Blueprint for Coastal Communities 51Page | IMPLEMENTATION CHECKLIST Research the history of tsunami events and impacts of tsunamis o Explore existing tsunami education projects in your area. Research past and current initiatives to increase the tsunami re Brainstorm with community members about appropriate ways to cond Identify what the gaps in knowledge are regarding the tsunami ha Build relationships with others in the community eager to conduc education. Talk with community elders about local knowledge of the hazard. Using ideas from community members develop a project outline. Think long-term about what you and the community would like to achieve. Explore ways in which your project or initiative can be sustaine Explore funding opportunities; adapt your project so that it add involved (win-win). Work with a funding agency to conduct your project. If funding is not available, seek community volunteers to assist As the project develops, record your successes and failures. Share your project with other communities. Take care of yourself Take care of others; Be tsunami safe 50PageTsunami Education: A Blueprint for Coastal Communities | INTERNET RESOURCES Pacific Tsunami Museum www.tsunami.org Hawaii County Planning Department co.hawaii.hi.us/directory/dir_plan.htm EnVision Downtown Hilo 2025 www.co.hawaii.hi.us/edh2025/index.htm Hilo Downtown Improvement Association http://www.downtownhilo.com/ co.hawaii.hi.us/cd/ Kauai County Civil Defense Agency www.kauai.gov/Government/Departments/CivilDefenseAgency/ Maui County Civil Defense www.co.maui.hi.us City and County of Honolulu Department of Emergency Management www.honolulu.gov/ocda/ UNESCO/ITIC http://ioc3.unesco.org/itic/ Pacific Disaster Center www.pdc.org/iweb/pdchome.html www.scd.state.hi.us/ Hawaii County Resource Center www.hcrc.info/ National Oceanic Atmospheric Administration http://www.noaa.gov/ NOAA Pacific Services Center www.csc.noaa.gov/psc/ Federal Emergency Management Agency www.fema.gov/ American Red Cross www.redcross.org/ Tsunami Education: A Blueprint for Coastal Communities 51Page | REFERENCES AND FURTHER READING Adams, W. M. (1970). Tsunamis in the Pacific Ocean. Honolulu, HI: East West Center Press. Beckwith, M., 1940. Hawaiian Mythology.Yale University Press. Connor, D. (2005). Seaside, OR: State of Oregon. nd Dudley, W.C.& Lee, M. 1998 Tsunami! 2 Hatkoff, I., Hatkoff, C. & Kahumbu, P. (2007). Owen & mzee: The language of friendship. Singapore: Scholastic Press. Hwang, D. J., & Okimoto, D. K. (2007). Ho hazards. management and mitigation. National Institute of Water & Atmospheric Science, 1-86. Wood, N., Church, A., Frazier, T., & Yarnal, B. (2007). Variatio exposure and sensitivity to tsunami hazards in the state of hawai. Scientific Investigations, 2007-5208, 1-38. nd Malo,D., 1898. Hawaiian Antiquities. 2 ed. Honolulu: Bernice P. Bishop Museum (1951). Laupahoehoe School. 1997. The Laupahoehoe Tragedy of 1946 An Oral History. Obun Hawaii Inc. Fredricks, A. 2007. The Tsunami Quilt. Chelsea, MISleeping Bear Press Lyall, K. 2006. Out of the Blue Facing the Tsunami. Sydney ABC Books Woods, M., Woods, M. 2007. Disasters up Close; Tsunamis. Lerner Publication 52PageTsunami Education: A Blueprint for Coastal Communities | APPENDIX Tsunami Education: A Blueprint for Coastal Communities 53Page | Appendix One - Compilation 54PageTsunami Education: A Blueprint for Coastal Communities | The - Sessions: From February 15 th to April 10th, 2008, the Pacific Tsunami Museum in partnership with the County of Hawaii Planning Department conducted nine - A Compilation of Throughout these Talk Stories, community Community Input, members voiced their concerns and raised Concerns and important issues relating to the tsunami threat. Participants were gauged on their current level of Questions tsunami preparedness and their understanding of the natural warning signs to watch out for. For the Participants greatly appreciated the opportunity to raise awareness about tsunami preparedness. This document contains the distilled responses Tsunami Education, from each of the Talk Stories presented in a format which will guide future efforts towards Preparation, and tsunami preparedness. Recovery Project April 2008 Tsunami Education: A Blueprint for Coastal Communities 55Page | Question 1: A visual display of photographs will be exhibited at the Tsunami the - participants. Common themes emerged such as: Feelings of confusion and fear Abstract notions of damage and destruction Waves surging inland The 2004 Southeast Asia tsunami: Indonesia, Thailand, Sumatra Memories of Laupahoehoe The old buildings which used to line the bay front People running mauka Recovery workers smoking cigars in the absence of gas masks Plentiful fish Safe places and shelter Earthquakes Personal survival skills Question 2: Do you think we are ready for a locally-generated or pacific-wid Responses to this question covered three main areas of readiness recovery. A general consensus emerged that the wider community has not tak prepare and inform themselves, particularly for locally-generate Preparation Locals and newcomers alike are complacent in their preparedness from the last tsunami and general underestimation of the tsunami Community members and business owners rely on previous inundatio However, old buildings which protected much of the surrounding a serious implications for future inundation. Visitors to Hilo lack information on tsunami evacuation procedur Schools should seek to incorporate greater tsunami education for information to parents on procedures in the event of a tsunami. Hospitals and medical clinics need to ensure adequate medical su generators are available. 56PageTsunami Education: A Blueprint for Coastal Communities | Evacuation Communication methods underscored the concerns regarding evacuatg provided the main source of communication available to the publi procedures was generally lacking. The following concerns were h The general public is unaware of County Standard Operating Proce Confusion exists about the identification of emergency shelters. aware that shelters are not identified in advance due to the pos damage during a natural disaster. Downtown Hilo and surrounding areas lack signage which indicates zones. - Canoe paddling associations and boat owners are unaware of warni instructions specific to them. Recovery - participants cited the recovery phase as the least discussed in provided to the general public. Uncertainty exists as to where people can obtain supplies such a tools and equipment to help clean up. The potentially lengthy delay in provision of utilities services Question 3: Are you aware of the natural warning signs of a tsunami? Most participants identified water receding and an earthquake as indicative of a potential tsunami. Shelf collapse was also noted. Participants were generally unaware to pay attention to strange animal behavior, or to listen for loud ocean sounds. Further, water may not recede prior to the first tsunami wave, and locally- generated tsunamis may occur without warning. Tsunami Education: A Blueprint for Coastal Communities 57Page | Question 4: What arrangements or plans have you made with family or friends before/during/after a tsunami event? Strikingly, residents who live outside the evacuation zone were ratory arrangements. This attitude assumes that family members will no evacuation zone during a tsunami, which cannot be known. It mus may be contained within the inundation area, the effects will be community. Relatively few participants identified meeting locations for the woul Keaukaha residents highlighted the airport as their primary meet A minority reported that they had stocked up on extra food and w Various participants indicated a desire to volunteer with evacua however potential organizations or agencies would need to be ide efficiently channel volunteer time. Virtually no one noted the importance of regular data backup, th profound implications on recovery time for businesses in the aff Question 5: What would you like to learn at the Tsunami Safe Fair? A number of core areas of interest surfaced throughout the - sessions. State and County Agencies Clear communication of the roles of State and County Agencies em tailor their own preparations. Preparation: Do guidelines exist for making structures tsunami safe? Are there different siren sounds? What is the contingency plan f electricity in case of power failure? How will gas storage tanks be protected? Does the Port of Hilo maintain an evacuation and recovery plan, 58PageTsunami Education: A Blueprint for Coastal Communities | Evacuation: Who is responsible for setting warning notifications about an im Civil Defense is off-duty? Is there a list of potential emergency shelters and who will ann tsunami? Are there plans in place to evacuate large crowds should a local fields? Who is responsible for ensuring the safety of the elderly and im Will the State Department of Transportation close the lower stee a tsunami? Will the airport be operating to enable residents to evacuate of What is the contingency plan for flooding or damage to the bridg to ensure people can travel across it? How will campers, especially those in isolated areas, be advised Should apartment building residents within the evacuation zone g outside and uphill during a tsunami event? Recovery: What are the County inter-agency recovery coordination procedure How will residents obtain supplies in the event of island-wide i What is the estimated time for the return of utilities service? The Science of Tsunamis A general overview of the causes and consequences of a tsunami w contextualize the tsunami threat. The following questions were participants. How long do tsunamis generally last? What is the maximum potential inundation area? How much time do people have after an earthquake for a locally-g In the event of a locally-generated tsunami, should people evacu How far out to sea should boats sail in order to be safe? How far uphill is safe? Does the breakwater help, and what other structures could be imp areas? Tsunami Education: A Blueprint for Coastal Communities 59Page | Schools and Ongoing Tsunami Education Participants are interested in learning what the local schools a about the tsunami threat. The distr procedures would be most valuable to ease concerns and ensure th The Tourism Industry Is there a coordinated effort to educate visitors about tsunami signs? Moreover, do the bayfront hotels post evacuation plans a from running to the ocean after an earthquake? Hospitals and Medical Clinics Is there a system in place to ensure hospitals and clinics store their contingency plans for an extended power failure? General Information Will cellular phones work? Is there a general outline or checklist available for businesses Are there any Web sites residents can access for more informatio tsunami? Question 6: How do you best learn or receive information? The most important element in learning is to generate excitement residents to establish personal preparedness plans. Visual aids highly rated. In addition, short, step-by-step guidelines are useful for conveying important information. 60PageTsunami Education: A Blueprint for Coastal Communities | Question 7: Do you have any suggestions for improving tsunami readiness in D and surrounding areas? While this question was not formally asked, many - participants offered their own great ideas, which we share here: Erect signage which displays the evacuation routes, similar to K Use the sirens to announce warnings in different languages. Require a tsunami evacuation plan as part of the checklist in th Develop and distribute mock evacuation videos, possibly shown in Provide visitors with tsunami information and evacuation guideli inspection form they must fill in prior to arrival in Hawaii. Extend Komohana St to the coast road (Hwy 19) in order to develo the island. Establish tsunami warning alerts via text messaging on cellular Mahalo nui loa to all our - Participants! Tsunami Education: A Blueprint for Coastal Communities 61Page | Appendix Two Survey (Survey results are available upon request) 62PageTsunami Education: A Blueprint for Coastal Communities | Tsunami Education: A Blueprint for Coastal Communities 63Page | 64PageTsunami Education: A Blueprint for Coastal Communities | Tsunami Education: A Blueprint for Coastal Communities 65Page | Appendix Three Tsunami Safe Quick-Step Guide 66PageTsunami Education: A Blueprint for Coastal Communities | Tsunami Education: A Blueprint for Coastal Communities 67Page | Appendix Four Tsunami Safe Disaster Preparedness Fair Program 68PageTsunami Education: A Blueprint for Coastal Communities | Tsunami Education: A Blueprint for Coastal Communities 69Page | 70PageTsunami Education: A Blueprint for Coastal Communities | Appendix Five Ten Important Facts about Tsunamis Tsunami Education: A Blueprint for Coastal Communities 71Page | 1.Tsunamis have killed more people in the state of Hawaii than all other natural disasters combined. 2.Tsunamis can be generated by earthquakes, landslides and volcani 3.The natural warning signs of a tsunami are an earthquake, water floor or reef), water surging inland or quickly rising above nor out to sea or extremely unusual behavior of animals . If you exp high ground immediately. 4.A tsunami may come ashore as a series of waves; the first wave m 5.Tsunamis can travel across oceans at 450 miles per hour. 6.A tsunami generated in Chile can arrive here in 13 hours; a tsun here in 5 hours. A tsunami generated just off our coast can arri 7.Tsunami sirens are tested on the first working day of each monthi, when you hear sirens you should always turn on your radio, even if you think i 8.Locally-generated tsunamis have little or no warning. There most sound the sirens. If you feel an earthquake move to high ground. 9.Tsunamis can occur at anytime day or night. There is no tsunami 10. 72PageTsunami Education: A Blueprint for Coastal Communities | Appendix Six Ten Key Questions (and Answers) from the Community Tsunami Education: A Blueprint for Coastal Communities 73Page | The -Sessions: The Tsunami Education, Preparation, and Recovery Project for Downtown Hilo Ten Key Questions from the Community Question 1: Please explain the primary roles for each of the first responder (Police, Fire, and Civil Defense) during the evacuation and reco tsunami event? Following a large earthquake in the Pacific region, Civil Defens Emergency Operations Center (EOC) Tsunami Warning Center (PTWC) as to whether or not a tsunami ha generated. If a tsunami has been generated, the primary role of will be to give immediate notification to, and coordinate all pu agencies. Police will begin to set up road blocks and work primarily on no evacuating the public out of the evacuation zone. The Fire Depa assist the Police Department with these duties. Following a destructive tsunami Civil Defense will coordinating agencies in rescue and recovery. The Fire and Police Departments will be rescue. Question 2: During the recovery phase, who should residents contact in order medical supplies, in addition to tools and equipment for clean This information would be announced following an event, however organizations have resources to assist in coordinating food, she Question 3: What is the list of potential emergency shelters? Following a t announce which ones are open? Civil Defense maintains a list of potential emergency shelters a Red Cross to open these shelters if and when staff/access become shelters may be announced over radio or through media. Question 4: Are there different siren sounds, and what, exactly, do the sire evacuate, all-clear)? There is only one siren sound: one long blast that lasts for 3 m sounded when people are required t 74PageTsunami Education: A Blueprint for Coastal Communities | can be found at the front of the phone books). You should fami locations. If a siren is not working when tested on the first wo then you should contact your County Civil Defense Agency immedia Question 5: What are the natural warning signs of a tsunami? The natural warning signs of a tsunami may be: an earthquake, wa surging onto land, a strange noise animals. Some of these natural war individually and an earthquake may locally-generated tsunami. Question 6: How long do tsunamis last and what is the maximum potential inun It is very difficult to predict how long a tsunami may last or t inundation. The answers to these q which affect a tsunami event; from the location of the epicente the ocean floor approaching land. Question 7: Do hospitals and medical clinics store adequate supplies in case they run without power for an extended period of time? Local military and Medical Reserve Corps maintain medical supply to fly in more supplies if needed. Question 8: What measures is the tourism industry taking to educate visitors procedures to ensure they do not compound the problem? There is no standard education program, or standard visitor info airlines, cruise ships, or tours of by case basis. Question 9: Is there a tsunami education component in local schools to ensur The tsunami education in schools varies case by case. In the fut Develop a tsunami curriculum for th Question 10: Is there an outline or checklist available that at-risk business preparedness? Pacific Tsunami Museum will provide information on how businesse Mahalo to Quince Mento, Civil Defense Administrator, and Police for their assistance in putting this Q&A together. Tsunami Education: A Blueprint for Coastal Communities 75Page | For more information about the Tsunami Education, Preparation, and Recovery Project for Downtown Hilo, please contact: Pacific Tsunami Museum 130 Kamehameha Ave Hilo, HI 96720 (808)935-0926 tsunamiedu@gmail.com tsunami@tsunami.org County of Hawai`i Planning Department 101 Pauahi St Hilo, HI 96720 (808)961-8288 ckay@co.hawaii.hi.us 76PageTsunami Education: A Blueprint for Coastal Communities |