UNAC The Ripple Effect (Water) launch at Queen's Park

Dear friends

Earth Day today. What did you do?

I had a very exciting invitation to attend the launch of the United Nations in Canada, "The Ripple Effect Ontario - Youth Statement on Conserving and Protecting Ontario Water." The had created beautiful display panels as a backdrop for the event. Some young people from the Youth4Water also were there.

A First Nations woman sang us their water songs with a drum and told us their sacred water story. Then a large group of youth read out their statement with their leader, Dagna. There were a number of speakers and important politicians in the room.

So here are a few things to remember that you can do.

1. Visit the UNAC Ripple Effect website:

http://www.unac.org/rippleeffect/index.htm


2. Check on my blog for the 'Water Dedication' that I wrote, for you to sign and put on your fridge. This has been seen by the water scientists. If you would like to contact any of the scientists and I will gladly ask them to connect with you.

http://ispg.blogspot.com/2009/04/water-dedication-for-earth-day.html



3. Re-visit the Murray River Slide Show for South Australia which is some of the results of my research with the University of South Australia. They are still having a drought, even though there has been some rain, it is not enough. It is on this link:

http://www.ihtec.org/index.php?id=137

Look for - Murray-Darling Basin Crisis Presentation

4. Also just under this is the link to the Freshwater Roundtable where all the academic papers, slide shows and program is.

*** Please follow this link for the *COMPLETE LIST* of the Expert RoundTable's Presentations and Documents ***

5. Here is the outcome statement from the Science for Peace / Canadian Pugwash, Global Issues Project, Expert Round Table on Water.

DECLARATION in English http://www.cafeweltgeist.org/ihtec/GIPWaterRT/freshwater-decEN.pdf

DECLARATION in French www.cafeweltgeist.org/ihtec/GIPWaterRT/freshwater-decFR.pdf


4. The IHTEC water curriculum is on the same page at this link. It is a 76 pg document.

www.cafeweltgeist.org/ihtec/GIPWaterRT/WaterEdition-76pg-26Nov08-medres.pdf

This has been designed by our German web designer, Eric Schneider, who is the online Youth Leader. He designed it as a postive newspaper for schools and communities to enable learning about water issues and their relationships with the 'web of life'. It contains many web links, and positive things to do for communities.

Please look after your water. Keep it in the water cycle where you are.

Cheers
Julia

Ontario Day of Peace Proclamation - UNACTO / IHTEC

March 22, 2010 saw the launch of the "Ontario Day of Peace - for Peace & Sustainability Education" Proclamation at Queen's Park, Ontario, Canada by the United Nations Association in Canada - Toronto Region Branch and IHTEC.

150 people witnessed the reading by Julia Morton-Marr. Melinda Rooke, Chair, UNACTO Environment Committee and Georgina Bencsik with other members of UNACTO organized this event.

Below is the draft Ontario Peace Day Proclamation which is now in the process of being developed into a Private Members Bill.

.......

United Nations Association in Canada, Toronto Region Branch


PROCLAMATION FOR ONTARIO PEACE DAY

Whereas each 21st day of September is celebrated and observed world-wide as ‘International Day of Peace’ as established by the United Nations by A/Res/36/67, 30 November 1981, which has been widely accepted across Canada and the world; and

Whereas the United Nations Decade for a Culture of Peace and Non Violence for Children 2001 - 2010 Resolution A/55/47 adopted by the General Assembly on 29 November 2000 finishes at the end of this year, and

Whereas the United Nations Decade for Sustainable Development and Education 2004 -2014, General Assembly Resolution A/RES/59/237 , is currently at the mid-point of the Decade (UNDESD 2005-2009); and given that United Nations Educational, Scientific and Cultural Organization (UNESCO) held a 5 year International Congress which unanimously endorsed the ‘Bonn Declaration’; and given that the Declaration (subsequently unanimously endorsed by UNESCO) emphasizes the need for improved educational efforts worldwide regarding food security, health, biodiversity, climate change, lifestyle changes, risk reduction, healthy water, and sustainable economies and peace education; and

Whereas the 2009 United Nations Conference on Climate Change was held in Copenhagen, 7 - 19 December 2009, and noting the Conference of the Parties serving as the meeting of the Parties to this Protocol was popularly known this time as COP15 which resulted in the Copenhagen Climate Accord; and

Whereas the United Nations 2010 is the International Year of Biodiversity as adopted by the General Assembly of the United Nations Resolution A/RES/61/203, with a view to bringing greater international attention to bear on the issue of the continued loss of biodiversity and recalling the need to expedite the implementation of the Global Initiative on Communication, Education and Public Awareness of the Convention on Biological Diversity; and

Whereas deeply concerned that the world is rapidly approaching an unprecedented climate catastrophe and is also severely and increasingly threatened by deforestation, rapid species extinction, soil erosion, desertification, air and water pollution, scarcities of water, energy, and other valuable resources, and environmental threats, which are to be addressed by the “United Nations Earth Summit 2012 - Sustainable Development the Peace of the Future”, commonly know as Rio+20; and

Whereas long term existence of human civilization must be the main value in Peace and Sustainability Education and curriculum decision-making for the future, recognizing some progress is being achieved, but by proclaiming ‘Ontario Peace Day’ and ‘Canada Peace Day’ the Government of Ontario will include all citizens of Ontario and Canada in peace and sustainability education; and

Whereas, as a precedent for the world, the City of Toronto, Canada recognized 21 September, 2009 as “ International Day of Peace in Toronto” to “translate humanity's aspirations for world peace into a reality for future generations”; and also, the state of Hawaii, USA recognized 21 September, 2008 as “Hawaii Peace Day” in Resolution No. 08-57 “to promote peace programs, improve international relations and increase educational awareness of peace” and that everyone in Hawaii is “encouraged to observe and celebrate Peace Day”;

Accordingly, we, the undersigned, urge action by all Ministers & departments of education within Governments; Universities; Colleges; Schools and Local Communities, to:

a) Implement United Nations Day 21 September as Ontario Peace Day to promote and foster the implementation of peace and sustainability education.

b) Educate for long term peace and sustainability, using interdisciplinary methods to instill values of environmental stewardship.

c) Increase awareness of issues of deforestation and forest degradation, the increasing agricultural land use for housing, roads and other non-agricultural purposes; and other global issues such as climate change, water reduction, ozone depletion, and acidification of oceans.

Update: Oct 27.

Fresh Water Roundtable Reading List

Reading List: Global Issues Project
Expert Roundtable on Water
November, 8-9, 2008

Bakker, Karen. Eau Canada: The Future of Canada’s Water, University of British Columbia Press, 2006. ISBN 9780774813402

Barlow, Maude. Blue Covenant: The Global Water Crisis and the coming Battle for the Right of Water, McClelland and Stewart, 2007. ISBN 978-0-7710-1072-9

Brandes, Oliver M., Maas, Tony and Reynolds, Ellen. Thinking Beyond Pipes and Pumps: Top 10 ways communities can save water and money, Project on Ecological
Governance, University of Victoria. ISBN 13-978-1-55058-350-2

De Villiers, Marq. Water, Stoddart Publishing Co., 2000. ISBN 0-7737-6174-8

Glennon, Robert. Water Follies: Groundwater Pumping And The Fate Of America's Fresh Waters, Tucson: University of Arizona, Island Press, 2002. ISBN 978-1-559-63223-2

Homer-Dixon, Thomas. The Upside of Down: Catastrophe, Creativity and the Renewal of Civilization, Alfred A. Knopf Canada. ISBN 13-978-0-676-07722-6

Korten, David C. When Corporations Rule the World, West Hartford: Kumarian Press and San Fransisco: Berrett-Koehler Publishers, 1995.

Montgomery, David R. Dirt: The Erosion of Civilization, Berckeley and Los Angeles: University of California Press, 2007.

Morris, T.J, Boyd, D.R., Brandes, O.M., Bruce, J.P, Hudon, M., Lucas, B., Maas, T., Nowlan, L., Pentland, R., and Phare, M. Changing the Flow: A Blueprint for Federal Action on Freshwater, The Gordon Water Group of Concerned Scientists and Citizens, 2007. ISBN 978-0-9699660-3-6

The World Watch Institute. State of the World, W. W. Norton & Company, 2005, 2006, 2007, 2008 , 2009. ISBN 978-0-393-32934-0, 2005

United Nations. World Water Development Report II: Water a shared responsibility, UNESCO World Assessment Program, New York: UNESCO & Berghan Books, 2006

Wood, Chris. Dry Spring: The Coming water crisis of North America. Raincoast Books, 2008. ISBN 13-978-55192-814-2




November 4, 2008

ISPG Forests and Biodiversity Dedication

Dear teachers and children

This dedication is for the UN International Year of Biodiversity 2010, for teachers and individuals to discuss and to help in the restoration of earth.

International School Peace Gardens is one way to help promote the learning and promotion of best practices that are needed, for the earth.

First written on 13 Feb 2010

Cheers
Julia
................

ISPG Forests and Biodiversity Dedication
supported by
Canadian Pugwash & Science for Peace
Global Issues Project.
February 13, 2010



I ...................................................................................

from ................................................................................................................. give my word that I will strive to protect local biodiversity, wherever I am in the world. I understand that the web of life is at risk in this time of climate change, which is heating the planet. During this the United Nations, 2010 International Year of Biodiversity, I will endeavour to:

1. Use the knowledge that the removal of rain forests around the world is reducing the world’s biodiversity at an unprecedented and dramatic rate.

2. Learn the names of all species that are part of my local biodiversity.

3. Replant a variety of species constituting local biodiversity both at home, in my community and in my International School Peace Garden.

4. Reduce my consumption and share my resources with those who have less, in a effort to reduce poverty.

5. Restore local soil that has been altered through biodiversity loss.

6. Protect all species requiring biodiversity for their homes.

7. Support, with the goal of a one or two children, to reduce human impacts on biodiversity.

8. Reduce my dependence on fossil fuels and use alternative energy

9. Use technology for peaceful purposes.

10. Read, sign and implement the “Water Dedication” from 2008.

11. Encourage the nations having rain forests, so that they can protect those rain forests, for the common good of all.

12. Work with my local politicians to preserve and restore biodiversity.


Signed:.........................................................

Date:.............................................


Instructions: The “Forest and Biodiversity Dedication” is a great example of action on sustainability for Earth Day, April 22, and other United Nations Days and Years.

Teachers can use it as a teaching tool. Religious groups, students and their communities can distribute, read, sign, keep and frame the dedication, as they dedicate themselves in their International School Peace Garden annually. More information on the UN 2010 International Year of Biodiversity on http://www.cbd.int/

Security Education - by Julia Morton-Marr

Dear teachers

Here are a few thoughts I had about sustainability education as part of the security required within Global Sustainability Education.

Cheers

Julia


Science for Peace - Round Table on Security
Tuesday, January 15, 2002, 14:30 - 17:30 (2:30 pm - 5:30 pm)
Croft Chapter House, University College, University of Toronto


Security Education Curriculum for Schools.

Includes Ecological, Social, Political, Economic, Biological and Physical Systems.
Citizenship Education for Primary Schools and Political Science in Secondary Schools
Submitted by the Sustainability Education EWOC E-Group.


QUESTIONS:
‚ In some schools we know that the focus for security is now on gun removal, policing, metal detectors etc. Past research has shown that when metal detectors were installed, there was an increase in violence, ie a lack of feeling secure and ‘fear’ in students. We know that less invasive options, such as IHTEC’s International School Peace Gardens program, create environments that gain more security in schools, and their communities. The question is should ‘security’ be taught in schools, if we wish to teach peace?

‚ Since September 11, 2001 what changes have occurred internationally within “Safe Schools Policy”?

‚ As an educational priority, is education for security, covered through education for sustainability? As shown by the Canadian Government’s development of the Arctic Council, the paradigm shift from Polar Security to Sustainability for the Circumpolar Countries, has brought people together.

‚ If planetary sustainability is related to individual survival (security) of species, which includes humans, then what are the main educational elements of security?

‚ As all students will need to learn ‘World Issues’ at every level in the future. How are International Minister’s of Education showing leadership towards curricula that teaches global critical issues and knowledge of global citizenship, the role students what their individual and community must play, and how they will live in peace in a global community?


COMMENTS:

This paper has been worked from concepts needed for an individual’s security ie the child in schools and the community ie from the bottom - up. Top-down educational involvement was also considered. We have divided the issues and policy into the three pillars of system sciences, a: Social b: Ecological c: Individual, for this paper’s development for the Evolution of World Order Conference series. The sustainability education team’s overall discussions and concepts were broad. They ranged from spirituality and the need for a paradigm shift to security values and teaching ethical behaviour. Both inner and outer security have been considered. There were many similarities between education for sustainability and education for security and we have continued to work with the holographic approach to achieve a balanced and holistic statement. George Besch, captured the topic with these words: “We may need to find ways of offering "security" for school children, while at the same time teaching that authentic security is only possible via "correcting the injustices under which most of the people of the earth are suffering". Also the best way of protecting children and youth from wars and insecurity is to prevent conflict. It was felt that there might be some difficulty in implementation of our ideas without inclusion of Boards of Education and their schools.


DISCUSSION: Who is accountable and to whom? Can leaders of nations be accountable for a situation for which they don’t feel accountable? Are authorities in a poverty ridden country as accountable as those leaders in developed countries?


ISSUES:

Social

1. International, national, & individual insecurity due to civilizations divided along lines of cultural identity.

2. Wars & injustice. Lack of concern for impact on women and children.

3. Lack of ‘Global Governance’ and the need for a global police force for security.

4. Religious dominance, religious injustice, and the responsibility of religions.

5. Economic injustice and the lack of accountability for poverty and illiteracy.

6. Trade and Tourism imbalances.

7. "All Technology has been developed for wars" PBS Frontline Feb 3. 2010

Ecological

1. Ecological destruction and land use ownership and issues.

2. Population and the need for humans to understand the role of the ecological footprint.

3. The effect of consumerism and the need for immediate reduction.

4. The present and future effects of climate change on global civilizations.

5. The role of oil and nuclear energy causing insecurity.

6. The current plans by the USA National Missile Defence in Space and their land use of the globe.

Individual

1. Global poverty and illiteracy effect security with many children and youth.

2. Ignoring United Nations Conventions & Agreements and their subsequent international laws. Reduction in basic human rights, and the lack of understanding of individual duties.

3. Lack of access to basic necessities amongst some civilizations.

4. Media’s control of issues is seen as harming children and youth.

POLICIES:
Social

1. That all children must receive Peace Education and learn conflict resolution methods. This will give them an understanding “A Culture of Peace.

2. Encourage programs that include and develop inter-cultural trust and understanding between nations. Include concepts of population reduction, using historical memory to prevent tactics of bullying and war.

3. Develop concepts that for schools that include international strategies of tithing from individuals and governments for the OXFAM suggested “children’s net”.

4. Teach 'Trading for Peace' with an understanding of the Industrial society’s negative role on Planetary Security. Student understanding of global issues may encourage countries of the UN to ban the sale of weapons to each other.


Ecological
1. Ensure curriculum includes a ‘global commons’ environmental protection focus, which includes how the vital systems of the planet are interconnected, and an understanding of issues involved in the current and future issues of climate change.

2. Teach how the ‘Ecological Footprint’ works for population equilibrium within an eco-system.

3. Teach sustainable population goals through prevention and protective methods in sex education. Address health issues with AIDS/HIV and STOP the many myths in African countries.

4. Involve alternative Energy use, this includes solar, wind energy research and their implementation strategies. To prevent resource wars over oil.

5. Include in the curriculum, refined energy concepts such as “exergy” as part of energy.

6. Develop programs that reduce the need for the concept of consumerism, to prevent ecological collapse.

7. Include information on the WMD by teaching the current facts - Keep space for peaceful uses.

Individual
1. Teach food security and equal sharing as a method of poverty reduction. This is an essential economic and security concern. It is hoped that by teaching values of sharing instead of encouraging economic greed, it will help to break the cycle of consumerism, and will in turn aid in the reduction of violence through inequality.

2. Each studnet has a right to knowledge of Global Governance, International Laws, the UN Conventions and Agreements, Human Rights and Duties, The Convention on the Rights of the Child, and Justice. Understand global politics as multi-civilizations in light of the current environmental crisis.

3. Encourage development of a global system of United Nations Associations Boards locally that represent all aspects of global and local governance and teach global citizenship. Global Governance managerial skills can be taught through IHTEC’s International School Peace Gardens. Students need an understanding of how to work with all levels of government.

4. Teach equal power in decision making. There is a need for equal representation in Parliament of men and women. Young children need to receive equal knowledge and therefore learn how to insist on equal power in decision making.

5. Ensure children’s basic needs are met and consider children where there is a lack of parental love. Caring for the basic needs of children includes 'love'. (A global issue that evolves here is the huge inroads that have occurred through war killing parents of young children in Afghanistan, Rwanda, Burundi and elsewhere around the world. This will create a massive manipulated generation of people who are controlled by educational and governmental systems. Some think that this is already occurring, such as young people in America who think that it is OK to be marched off to war, to protect their country. Young people from war torn societies and areas of armed conflict, are a generation of traumatised people, who are at risk. Additionally there is a group of children who have become child soldiers against their own or family wishes. This usually done by force through armed groups, forced circumstances, out of necessity, and out of vengeance. This creates an environment where their basic security and needs are not met. Post trauma, requires solving these concerns. To break the cycle, governments are obligated to provide the security tools to meet the basic needs of these children as fast as possible. )

6. Increase literacy through the language arts, performing arts, music literacy, media literacy is a right for every child. These contain essential human security elements that preventing violence but are currently being reduced from curriculums internationally.

7. These should cover Maslow's Basis needs.

IMPLEMENTATION:

Promote:

1. UNESCO’s “A Culture of Peace” internationally.

2. The Sustainability Education as outlined above.

3. IHTEC’s International School Peace Gardens and other environmental education related programs.

4. These through a network of Educational Ministries, Boards and Schools:

a. International Educational Institutions

b. Universities of Faculties of Education.

c. Federal Council of Ministers (Canada )

d. Provincial Council of Ministers, School Boards, and individual schools, teachers and parents.

Haiti Earthquate

My dear children

There has been a terrible earthquake in Haiti. Some of our International School Peace Gardens children is involved. So here is what Granny Julia has done to help our team.

The International Holistic Tourism Education Centre - IHTEC, a Canadian Educational Charity, is the organization that founded the 'International School Peace Gardens' and other programs in 1993 for Peace and Sustainability Education. www.ihtec.org
IHTEC has set up a Haiti Earthquake fund through 'Canada Helps' for donations for Haiti, so that each person can get an official Canadian Tax Receipt. The link is on the IHTEC website: www.ihtec.org Just click 'Enter' and on the top left click on the Canada Helps button and it will take you directly to the IHTEC link. Look for the drop down box which will include the words HAITI EARTHQUAKE. IHTEC will send the money directly by cheque to Nadine Patrice in Miami, USA.

IHTEC is working through Nadine Patrice, Operation Greenleaves' also a charitable educational NGO in the USA. Please visit their website www.oglhaiti. com and for a USA tax-deductible donation. You can contact Nadine on the ihtec-bd@yahoogroups.com list or directly by email: Nadine44@netscape.com

I am hoping that Nadine will be able to connect with the Sisters of the Holy Cross who have a teachers college, a secondary school and 6 elementary schools in Haiti to help them in the future. At present they are all OK but it has been raining for two weeks and as they are on a hill, they are hoping that there will not be a landslide.

I pray that:
Bulldozers will come today to clear the concrete, and get the people out.
For calm, and that their communities will support each other and work together.
For no more aftershocks.
That the military will remain calm and get the work done.
That teachers will gather the children and help them learn how to survive.
That all schools in the world will plant a peace gardens, work for peace, plant food species for food security, plant and know their biodiversity and all species.

Hugs and Peace to the children of the world.

Julia

Emergency Preparedness Kit

Have you go an emergency kit? I didn't so let me share with you all the interesting things I have learned and now done.

This week I have been gathering together items that we might need in an emergency, called an Emergency Preparedness Kit. So what could happen here? As our home relies on electricity, if there is a serious power outage, or an ice storm, it takes a while sometimes a week or more, before life gets back to normal. Ontario has also had a cyclone some years ago, which caused major flooding. So we are working on both aspects.

Here are some good ideas.

Emergency Kit Ideas

Print this page - it is a checklist.

Emergency Supplies Checklist

There are basic supplies that you should have at home, work and in your vehicle. These supplies should be collected ahead of time and be easily accessible in the case of an emergency or disaster. Every family member should know where these supplies are located and what is in the kits.


Kits can be purchased from emergency supply companies and then personalized to suit your needs.


You can also put your own kits together by using the following Emergency Supply Checklist as a guide. Remember to check your supplies at least every 6 months and rotate perishables as required. Every member in your family including your pet(s) need emergency supplies.

Emergency Supplies Checklist

The following is a list of basic items that should be contained in your Emergency Supply Kit for your home. The kit should be stored in plastic tubs or plastic garbage cans on wheels and be located in a safe easily accessible area. All supplies in your kit might not be needed if you have to evacuate your home. What you take will depend on the situation.

Water
At least four litres of water per person per day is required (two litres for drinking and the remaining two for food preparation, hygiene and dish washing). Used plastic milk containers, even if washed, are not sterile and should not be used for storing water. Water should be stored in clean sterilized containers in your Emergency Supply Kit and replaced with fresh water every six months. Alternatively, water can also be stored in clear sterilized containers and kept in the freezer and rotated less often than every six months.

Food
When assembling the food items for your kit choose foods that:

You are familiar with

Do not require refrigeration

Need little or no preparation

Will not increase thirst

Require little or no water to prepare

Meet the needs of the individuals using the kits (babies, children, elderly, special diets, food allergies, etc.)

A manual can opener should be included with the food items in your kit.

Canned food, juices, dried fruit and dehydrated food are good choices.

Other items to consider including in your Emergency Supply Kit are: milk, high energy foods like peanut butter, jelly, low sodium crackers, granola bars, and trail mix, vitamins, cookies, hard candy, instant coffee, cereals, and powered milk.

All canned food and dry goods in your kit should be replaced once a year. Emergency Food Rations and Emergency Purified Drinking Water with a shelf life of 5 years can also be purchased through emergency supplies companies.

Equipment: Kitchen items

knives, forks, spoons
disposable cups and plates and bowls
manual can opener, bottle opener
all purpose knives
household liquid bleach (to treat drinking water) click here for instructions
waterproof matches
plastic garbage bags
sugar, salt, pepper
aluminium foil and plastic wrap
resealable plastic bags or small containers

small fuel stove and a can of cooking fuel for food that requires cooking (follow manufacturer's instructions for stove and fuel). Barbeques and propane stoves are good alternate cooking sources but are never to be used indoors. Remember to store fuel safely.


Emergency First Aid Kit
Purchase a well stocked ready made Emergency First Aid Kit. These kits are available through various sources and extra items can be added to fit specific needs. Some of the tailored items you might want to include in your kit are:

Prescription medication. Ensure all drugs are stored to meet instructions on the label and recommendations from your pharmacist. If possible, purchase an extra weeks supply of medication for your Emergency First Aid Kit and rotate the supply whenever you refill your prescription.


Extra eyeglasses and/or contact lens and cleaners. When purchasing a new pair of glasses consider placing the old pair in your Emergency First Aid Kit.
For more information on putting together your own first aid kit, visit the Provincial Emergency Program web site at http://www.pep.bc.ca/ for ideas.

Tools, Emergency Supplies and Other items

hand cranked, solar powered or battery operated radio with extra batteries
hand cranked, solar powered or battery operated flash lights with extra batteries
Light sticks (can be used as a source of light, or for signalling purposes)
waterproof matches or matches in a waterproof container
gas shut-off wrench, pliers, shovel and other tools
duct tape
scissors or all purpose knife
plastic sheeting
whistle
small canister, ABC type Fire Extinguisher
tube tent or extra large orange garbage bags
maps of the area, compass
work gloves, dust masks
paper, pens and pencils
needles and thread
Sanitation and Hygiene Items
washcloth and towel
towelettes, soap, hand sanitizer, and liquid detergent
toothpaste, toothbrush(s), shampoo, deodorant, comb and brush, razor, shaving cream, lip balm, sunscreen, insect repellent, mirror, toilet paper, feminine products, baby and/or special needs items as required
heavy duty plastic garbage bags and ties for personal sanitation uses
medium sized plastic bucket with tight lid to use as a make shift toilet (consider using a small shovel for digging a latrine if the need arises)
disinfectant and household chlorine bleach


Clothes and Bedding

a complete change of clothes for each household member, extra socks, underwear, extra diapers and baby products if necessary
rain gear, hat and gloves
sturdy footwear for each household member
sunglasses
sleeping bags, blankets, or thermal blankets


Speciality items (for the needs of infants, children, elderly, disabled persons and pets)


baby formula, food, teething gels, powders and diaper rash creams
entertainment and comfort items for children
books
medication, dentures and cleaning supplies, hearing aid and batteries
pet food, water, dish, medication and toys


Emergency Survival Kit "Grab and Go Bag" (could also be used for work or vehicle)


back pack (used as storage container for supplies)
a list of all contents of kit
first aid kit and instruction booklet (taking an accredited course is recommended)
water: bottled water or 5 year shelf life type emergency packaged water and possibly some juice boxes
food: energy bars, granola, fruit leather bars or 5 year shelf life type emergency food bars,
hand cranked, solar powered or battery operated radio with extra batteries
hand cranked, solar powered or battery operated flash lights with extra batteries
rain gear, emergency ("space") silver blankets or large orange garbage bags
work gloves and dust masks
spare set of clothes including sturdy footwear
matches and candles
swiss Army type knife
light sticks (minimum 2)
whistle
duct tape
rope
identification (including information regarding medical needs or medication)
important phone numbers such as number for your Out of Province/Area Contact Person
spare glasses (as needed)
prescription and non prescription medications (i.e., asprin)
map and compass
pen and pencil
special items for baby etc.
personal hygiene items (toothbrush and paste, waterless hand sanitizer, shampoo, deodorant, toilet paper/Kleenex, cards, games, books, etc.)


Work Place Kit (personalized to meet individual needs)


water and food
a few personal hygiene items
small flashlight and batteries
comfortable flat shoes
prescription and non prescription medications (i.e. asprin)


Personal Emergency Preparedness Checklist for People with Disabilities



Complete the following Activities

Establish a personal support network.
Customize an emergency health information card. Keep copies in wallet, purse and emergency supply kits.
Complete an emergency contact list.
Collect important documents. Store them in emergency supply kits, wallet and safe deposit box and give copies to personal support network and out of area contact.
Conduct an ability self-assessment.
Collect Grab and Go supplies to keep with you at all times. Include disability –related supplies in the kits.
Maintain a seven day supply of essential medications.
Keep important equipment and assistive devices in consistent, convenient and secured place.

Keep a whistle and a flashlight near you as this will help others find you in an emergency situation. The international signal for help is 3 short blasts

Write out instructions for items you will need help with in an emergency.
If you use a service animal be aware that your animal might not react as he/she usually does if there is a large disaster such as an earthquake.

First Aid Kit
Hat
Sun Screen