Workshop scenario for diversity-oriented shelter managementnacu
Yo it!
doan
You cit!
doEdited and published by the Sendai Gender Equal Opportunity Foundation
29F AER, 1-3-1 Chuo, Aoba-ku, Sendai 980-6128 Japan
TEL: +81-22-212-1627 FAX: +81-22-212-1628 http://www.sendai-l.jp/

Aproductive

Editorial Supervisor : Sendai City
With the Cooperation of the Sendai Disaster Risk Reduction Project Team
Training Center for Gender and Disaster Risk Reduction(formerly the Women’s Network for East Japan Disaster)First edition published in March 2014
Second edition published in September 2014

Supported by Qatar Friendship Fund
HP www.qatarfriendshipfund.org/jp/
Facebook www.facebook.com/QatarFriendshipFund-minuteworkshopWith ready-to-use
materials
in the appendix

English version published in March 2015

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CONTENTS
Introduction

P1

What is Sendai Workshop on Disaster Risk Reduction “Shelters for Everyone”?

P2

Preparation

P6

Workshop Procedure

P12

Editorʼs Note

P21

Appendix

P22

Workshop Scenario
Sign “Discussion Rules”“Background of Cases”Description Cards“Case ① ” Illustration ＆ Description Card
“Case ② ” Illustration ＆ Description Card
“Case ③ ” Illustration ＆ Description Card
“Case ④ ” Illustration ＆ Description Card
“Case ⑤ ” Illustration ＆ Description Card

Sign “The Sphere”
Management Policy Form
“Shelter Management Committee” Paper Triangular Sign Pole

Sign to be posted at the entrance of the venue

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Introduction
In March 2011, the Great East Japan Earthquake wreaked havoc beyond our imagination.
Immediately after the earthquake, people were evacuated to shelters. Those shelters played
an important role in offering a temporary place to live and continue to survive. However, as
life at the shelters grew prolonged, unforeseen difficulties arose, such as these brought up by
various women:“Because there was only a single area available for us to change clothes, I covered myself
with a blanket and changed clothes,” “Since there was no place for me to breastfeed mybaby, I had to do it facing the wall,” “Since there were no drying space for womenʼs clothes
and underwear was stolen, I had no choice but to put them on though they were half-wet,”“Because I was scared to go to the outdoor temporary restroom at night, I tried drinking as little
liquid as possible to save me from going to the restroom.”
These complaints are only a small portion of the difficulties experienced at shelters. Womenʼs voices were hardly taken into consideration in formulating shelter management rules on
the grounds that it was an emergency. Neither were the voices of the elderly, people withdisabilities and children.
We must avoid repeating the mistake of ignoring the voices of the vulnerable. In order tomanage a shelter that tends to the different needs that different people have, it is essential tograsp the various needs of the community. To this end, it is important to involve both men andwomen in a “discussion” to decide on the rules for shelter management. Most of the time it
is women that take care of children and older people. Therefore womenʼs participation in the“discussion” is expected to make it possible to understand the needs of those who need care
and assistance.
The Sendai Workshop on Disaster Risk Reduction “Shelters for Everyone” is a program thatencourages “everyone” to find solutions together through “discussions” of various issues that
may arise at a shelter. Situations differ from shelter to shelter. Therefore there is no single
correct solution to an issue that arises at a shelter. This workshop was devised to help people
come together and understand the variety of difficulties that may arise in tending to a diverse
population by participating in discussions to find solutions for future shelters, and sharing
views.
At the time of the disaster, we learned that “we cannot do in an emergency the sameas we cannot do in ordinary times.” Diversity-sensitive shelter management is viewed as
an extension of diversity-sensitive community development, and enables everyone to live
there comfortably. It is important for everyone, including women, to routinely participate
in community decision-making opportunities and to be actively involved in community
development in order to facilitate proper support during emergencies. It is our hope that thisworkshop will help many people realize the significance and effectiveness of “discussion”.

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The Sendai Workshop on
Disaster Risk Reduction
What is “Shelters for Everyone”?

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Community Disaster Risk Reduction with Womenʼs Perspective for Diversity Sensitivity
The Sendai Workshop on Disaster Risk Reduction “Shelters for Everyone” was devised by the Sendai
Disaster Risk Reduction Project Team formed in June 2013 by employees of the Sendai Gender
Equal Opportunity Foundation and the citizens of Sendai who attended the “Workshop for Local
Disaster Risk Reduction with Womenʼs Perspective” organized by the foundation.
How can we reduce the number of inconveniences and difficulties women experienced at shelters?
What can we do to incorporate diverse perspectives in shelter management? With these questions
in mind and the responses we received from repeated interviews with those who lived in shelters, we
held meetings to decide on what to include in the workshop. The outline for the workshop program
was completed in October 2013. Our goals for the program are to increase awareness in including
womenʼs perspectives in a wider variety of decision-making processes, such as in the creation of
shelter management manuals and disaster-preparedness drills, and to make community disaster
relief activities more sensitive to diversity.

Workshop that makes you realize how advantageous discussions can be!
The Sendai Workshop on Disaster Risk Reduction “Shelters for Everyone” is a program thatencourages participants to discuss and seek possible solutions to actual issues that arose at sheltersin the wake of the Great East Japan Earthquake.
When people of different backgrounds are involved in a discussion, it is no wonder that they sharea variety of views. You may hear perspectives that you never realized before or ideas you have neverthought of. Through discussions, you become aware of differences in opinion, learn to respect eachotherʼs ideas, and even grow to understand each other.
There is a limit to what shelters can offer during disasters. We believe that people can realize thatthey can find solutions to any problem by sharing ideas while keeping the diversity of the populationin mind.
In order for the variety of participants in this workshop to experience effective and worthwhile
discussions, we think a great deal of creating an inspiring atmosphere for discussions in thisworkshop.
To create an atmosphere that makes it easy for everyone to share their ideas and to avoid one
person from controlling the discussion, we have provided discussion rules (refer to p.14) thatallow every participant to smoothly engage in the discussion. In addition, it is effective to provide
refreshments and snacks to create a more relaxing atmosphere. Please be mindful of how to arrange
the venue for discussion in order to have a successful workshop.
This manual includes scenarios and illustrations to be used in the workshop, as well as procedures
and effective tips in order to hold a workshop of your own.

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What is the Sendai Workshop on Disaster Risk Reduction “Shelters for Everyone”?
In “Task 1,” share with your group what you experienced and realized during the Great East Japan
Earthquake. People with different backgrounds have different experiences and difficulties during
disasters. “Task 1” also gives you a chance to think about how to utilize your experiences in disaster
relief activities and serves as an introductory phase to “Task 2” in which you consider how to manage
a shelter comprising a diverse population.
In “Task 2” which is titled “If you were a member of a shelter management committee,” imagine thatyour group is a shelter management committee and that you are a committee member. Discuss how
you would deal with various issues that arise in the first week after the outbreak of a disaster using
the provided illustrations that make it easier for you to imagine the situation. The cases to discuss
were conceived based on what women actually experienced at shelters in the wake of the Great East
Japan Earthquake. After group discussions are over, make a remark about management that satisfies
diverse needs and give examples of real problems and responses.

The workshop encourages having a culture in which citizens are actively
involved in discussions on “community development.”

Share your ideas andviews in discussions✓ To experience to getting yourmessage across in “discussions”✓ To gain self-confidence

Actively participate
in discussions✓ To re a l i z e p e o p l e h a v edifferent views from yours✓ To m a k e a n e w d i s c o v e r yTake action!
✓ To realize discussions are helpful incommunicating with a diverse group✓ To realize how important it is toestablish a personal relationship inyour community on a routine-basis.

Increase
community
potential！

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Q1 What is an appropriate staff size to manage the workshop?
It is easy to manage the workshop if you have one overall workshop facilitator and one group moderator
in each group. Suppose there are 30 participants. You can make 6 groups of 5 participants each, andthus will need 7 staff members. One of them serves as an overall workshop facilitator and the othersix as group moderators. Furthermore, the workshop will go more smoothly if you have additional staff
members to support the overall facilitator by showing illustrations, posting notes, and timing activities.
Each group has a group moderator who facilitates group discussions. Their role is to encourage silent
participants to share their ideas, and to hold the various illustrations during discussions.
Even without a sufficient number of group moderators, an overall facilitator alone can manage to hold aworkshop by having a participant in each group serve as the groupʼs moderator.

Q2 What is an appropriate number of participants?
An appropriate number of participants is 4 at minimum and 30 at a maximum.
You can hold a workshop of over 30 participants, but it may be difficult for all the groups to present
the ideas from their discussions. You may need to alter the procedure, perhaps by having each grouppresent on only one of the cases, rather than on every case. We insist on not making large groups, but
keeping with small groups of four to six participants to make it easier for each person to say something,
resulting in deepening communication among them.

Q3 Who are the intended participants?
Anyone with ideas to discuss can take part in the workshop, even junior high school students. The
workshop is appealing in that anyone can participate in it.
Having diverse people from the community including men, women, the elderly, people with small children,and students participate in the workshop can make discussions more diversity-sensitive and more lively.

Q4 What is the appropriate size of a workshop venue?
Prepare a venue that is big enough to accommodate the number of tables to be used by groups of 4 to
6 people. (Refer to the illustration given on p. 13)

Q5 What is the appropriate duration of a workshop?
The appropriate duration is about 1 hour and 30 minutes. You can adjust times by decreasing cases tobe discussed or by increasing time spent on discussions.

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Preparation

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Pre-workshop Preparation
1 Decide on the purpose and target participants of a workshop
The person who organizes the workshop decides for what purpose they are going to hold aworkshop and who they want to participate in it.

2 Arrangement of a venue✓ Arrange a venue for the workshop

Reserve a venue that is big enough to accommodate the number of participants.
✓ Arrange equipment and supplies

Make sure in advance if the venue has necessary equipment like a white board, a wall
clock, etc. (Refer to p. 8)

3 Gathering participants
Consider effective ways to inform target participants of the workshop.
✓ Prepare leaflets and information.
✓ Distribute leaflets.
● Use circulating notices ● Have local stores and community centers place leaflets
Tips

Uploading your notice on social media like Facebook can be effective depending on
your target participants.

4 Decide on roles to be played by the staff on the day of the workshop✓ Receptionist

Set up a reception desk at the entrance of the venue to identify participants and guidethem into the venue. Welcome them with the spirit of hospitality.
✓ Overall Workshop Facilitator：one person

The overall facilitator leads the workshop and manages time for discussions.

✓ Group Moderators: one for each group

Group moderators encourage participants to express their views in order to make group
discussions go smoothly. They also hold case illustration cards in a way that everyone caneasily see them, and encourage silent participants to speak out.
✓ Supporter to the overall workshop facilitator: one person

The supporter posts signs to be used in the overall workshop on the white board and canhelp participants during their presentations.
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Equipment and supplies to prepare by
the day of the workshop
Things to be used by the overall workshop facilitator● White Boards: One or two

White boards are used to post illustrations of casedescriptions and other materials for participant
presentations. When white boards are not available,
preparing sticky tack is useful to stick and unstick
repeatedly without damaging walls or signs.
● Magnets for whiteboards: About 20

Magnets are used when posting illustrations and paper onwhite boards.
● Table Clock: one (When a wall clock is not available inthe venue)

A big clock helps to let all the participants know by whattime they must finish discussions.
Appendix Sign “Discussion Rules”
Appendix “Background of Cases” Description Card
Appendix “Cases① to ⑤” Illustrations & Description Cards
Appendix Sign ”Sphere”

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Things to be used by group moderators（Prepare a set for each group）● Tablecloths

Tablecloths create a relaxing atmosphere in which it iseasier for participants to express themselves.
※ Tablecloths from 100-yen-shops will do.
● Plates or baskets of sweets

Sweets like chocolate or snack packets in baskets orplates can help to create a relaxing atmosphere thatmakes participants more eager to talk.
● A set of felt-tipped pens in 8 colors

Pens are used to write down ideas during discussions.
Using different colored pens makes organizing ideas
clearer. The opportunity to draw illustrations and takenotes in colored pens also encourages an atmosphere forparticipants to share views and ideas freely.
● Big sheets of paper (As big as A3 ・6 sheets per group)

The sheets are used to post sticky notes on and to write
down ideas during discussions, which can be later used
when sharing in a group. The sheets can be posted on
the whiteboards when making presentations.
Appendix “Shelter Management Committee ” Paper
Triangular Sign Pole
Fold the sheet of paper that says “Shelter Management
Committee” and use glue or tape to make a triangular sign
pole. Each group decides on a name for their committee
and writes it on the pole. Naming the committee
like “ Zunda Management Committee, ” “ Sasakama
Management Committee, ” or “ Gyutan Management
Committee” sounds unique to Sendai. Using somethingfrom the region where the workshop is held or somethingthat excites participants would also be a good idea.
Appendix Management Policy Form
Fill in the name of your committee and use it.
Appendix “Background of Cases” Description Card
Appendix “Cases① to ⑤” Illustrations & Description Cards
The overall facilitator describes each case, but each grouphaving its own illustrations can help participants consider
the situations more deeply. We recommend using color
photocopies of illustrations.
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Supplies for group moderators to use（To be prepared for each participant）● Name tag for each participant

Mailing labels like those that are usually placed on direct
mail envelopes are useful. Have each participant write his/ her name on the label and stick it on their chest.
Alternatively if you use business card printing paper orblank sheets instead, you will need to provide namebadge holders.
● Black marker

Black markers for participants to write on sticky notes(Post-Its).
● Sticky notes (Post-Its)

Place the required number of sticky notes for each groupon each table. 7.5x7.5cm sticky notes would be the mostappropriate.
● Refreshments

Set up a refreshment booth in one corner of the venue.
Prepare large thermoses filled with hot water, several
kinds of tea bags, and paper cups for participants. Be
sure to place trash bags to throw away used tea bags.
Tips

Tablecloths, refreshments and snacks help to createa very relaxing atmosphere.
A n environment that a l l o w s pa r t i c i pa n ts t ocommunicate in a relaxed manner is essential formaking the workshop successful.

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Equipment and Supplies besides those in the Appendix
Equipment and Supplies

Numbers required

Level of
Necessity✓

White board

One or two○✓

Sticky tack（In case there are no white boards in the venue）△✓

Magnets

About twenty○✓

Table clock

One (In case the venue has no wall clock）○✓

Tablecloths

the number of groups◎✓

Bowls or baskets of snacks

the number of groups◎✓

Sets of felt-tipped pens in 8 colors

the number of groups○✓

Large sheets of paper（as large as A3） 6 sheets for each group✓

Name tags for participats

the number of participants◎✓Black markers

the number of participants◎✓

Sticky notes

5 sticky notes per participant◎✓

Large thermoses（filled with hot water） One or two✓

Paper cups

（Paper cups can be substituted with ceramic cups）

the number of participants◎✓

Tea bags placed at the refreshment booth

more than the number of participants◎✓

Trash bags (Plastic bags)

One or Two

◎

◎

◎

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How to run a workshop

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Pre-Workshop Tasks
One hour
before theworkshop

Venue Set Up
It is time for creation of an atmosphere conducive to conversation!
Set up a beverage booth at one corner of the workshop venue. Placethermoses full of hot water and a variety of tea bags. Also place paper cups
for all the participants, and trash bags.
Arrange tables so that each table is shared by a group of 5 to 6 people. Covereach table with a tablecloth.
Place a bowl or basket of snacks and sweets on each table.
Make a set of supplies to be used in the workshop and place it on each table.
● A set of felt-tipped pens in 8 different colors● Large sheets of paper(as large as A3)：6 sheets● Name tags:the number of group members● Black markers:the number of group members● Sticky notes:5 sticky notes per person

chair

white
board

table

Appendix “Shelter Management
Committee” Paper Triangular Sign Pole
example of venue layout
Appendix Management Policy FormAppendix “Background of Cases” Description Card
Appendix “Cases ①〜⑤ ” Illustrations ＆ Description Cards

entrance
reception desk
Cover eachtable with atablecloth andplace necessary
things on it.
Refer topp.9 - 10
Beverage BoothWhite boards and magnets are placed at the front of the workshop venue. If
the venue doesnʼt have any white boards, prepare sticky tack that allows you
to stick paper directly on the walls.
Display a sign that says “Sendai Workshop on Disaster Risk Reduction “Shelters
for Everyone” in the vicinity of the entrance and set up a reception desk.
Appendix Sign to be posted at the entrance of the venue.
30 minutes
before theworkshop

Start accepting participants.
When the venue is ready, receive participants.
Make sure that acquaintances belong to different groups. Make groupmembers as diverse as possible in gender and age. Diversity makes
discussions more lively and meaningful.
Have participants write their names on name tags and wear them. Names
can be either full names, family names only, first names only, or evennicknames.
Have participants fetch whatever they would like to drink at the refreshment
booth and take a seat.
Tips

Before the workshop starts, available staff members mingle with theparticipants and spend time chatting with them. This helps to reduce tension
between participants, which leads to a smooth running of the workshop.

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Now itʼs time to run a workshop.
The overall facilitator stands in front of the workshop venue.
Group moderators sit at tables of respective groups.

0：00

0：02

Greetings
First, explain to the participants why you haveorganized this workshop.
Express that this workshop is an opportunity fordiscussions that will enable participants to takeinitiatives in disaster relief by making use of what
they experienced at the time of the Great East
Japan Earthquake.
Use your own words and you will be able to getyour message across easily to the audience.

Explanation of “Discussion Rules”
Tell participants not to take notes since this workshop
is an opportunity to discuss, not to sit and write.
Kindly ask the participants not to tell others what
they have discussed here so that everyone can enjoy
discussing anything freely and in a relaxed manner.
Also ask the participants to keep stories brief so thatevery participant can share something within thetime limit.
Explain discussion rules to the participants byshowing “Discussion Rules” in the Appendix.
Show how you will quietly raise your hand to
signal when to stop discussions and otheractivities. Participants are asked to practice“raising their hands” before the workshop starts.
This helps to unite those in the venue.
Items to use

Sign“Discussion Rules” in the Appendix

It is a signal to wind down discussions during

What isconversation-based workshops such as the“raising one’s World Café. The overall workshop facilitator
hand”?

quietly raises his hand and moves aroundthe venue when it is time for them to finish
activities or discussions. Those who notice the raised handstop talking or doing an activity and also raise their hands
quietly. “Raising one’s hand” helps to finish discussions in agentle and non-intrusive way. The workshop facilitator waits
until every participant raises his hand.

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0：05

Self-Introduction
Participants introduce themselves in their groups.
Each participant is given one minute to tell his / hername and talk about a place that they like in theircommunity. This enables them to turn their eyes totheir own community.
Self-introductions should not be merely telling names
to each other. Including other information for them totalk about in their self-introductions may ease tensions
and be a good preparation to start a discussion.
First, the overall workshop facilitator introduce
yourself as a demonstration. You give yourname and talk about a place that you like in yourcommunity within one minute.
Have participants introduce themselves in each of
their groups.
Tips▶ The time allocated for each person to introduce

themselves should be changed according to
the number of members in the group.
▶ Besides talking about a place one likes, it
may be fun having them talk about topics like“Compare yourself to an animal, …” or “Whatare you crazy about now?”

Task 1
0：10

Participants share in each of their groups what theyexperienced, realized and found hard at the time of
the Great East Japan Earthquake. A group moderator
listens and sympathizes with their experiences andfeelings. Experiences during the disaster are diverseand different people have different backgrounds anddifferent problems and hardships. This discussion
becomes an introduction to Task 2 in which
participants consider how to operate a shelter in which
a variety people live together in a small space.
This is an individual task. Participants write down
their experiences and hardships after the disaster onstickies, with one piece of information on one sticky.
They can use as many stickies as they like. Threeminutes are given to this task.
The group shares what each participant has
written. Place a large sheet of paper in the centerof the table. Participants take turns reading aloudand briefly explaining what they have written on
their sticky notes, then stick them on the paper.
Sticky notes with similar content on can be posted

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close to each other or on top of each other, thereby
organizing ideas and making it easier for everyone tounderstand. This task is done in about 10 minutes.
If there is still some time left when everyone finishes,
the group moderator keeps the discussion going by
asking for more details and questions about what is
written.

Supplies to use● Big sheet of paper (as big as A3)：one sheet● Sticky notes：five sticky notes per person● Black markers：one marker per person

0：25

Task 2“If you were a member of the Shelter
Management Committee” ①②
Now the main task begins. The group imaginesthat they are members of a shelter management
committee. They discuss how to deal with fiveproblems that arose at a shelter one week after theoutbreak of the disaster. Participants are encouraged
to contribute their ideas to the discussion anddecide on measures while bridging differences inopinions. There are no right or wrong ideas. During
the discussion, the group may find that a majority ofmembers have the same opinion, and may want to usethat idea as their solution. Even when it is hard to comeup with a solution, they may realize that different people
from different backgrounds have differing opinions,which leads to an understanding of diversity. That is
one of the goals of the workshop. Therefore spend
all of the allocated time on discussion. The groupmoderator encourages any silent person to speak up
and facilitates the discussion.
The group moderator sets up a triangular sign postthat says “Shelter Management Committee.”
The overall facilitator reads aloud and describes thecard which show situations at a shelter one week
after the outbreak of the disaster, while participants
imagine what it must be like to live there.
The overall facilitator posts the illustration that
depicts Case ① and reads aloud its description.
After that, the overall facilitator posts the illustrationthat depicts Case ② and reads aloud its description.
Each committee discusses how to deal with Cases① and ② for 10 minutes.
Have each group choose a person to take notes on

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one of the large sheets of paper. Choose a different
participant to take notes during the discussion ofCase ② .
Each Shelter Management Committee presents theirideas to the rest of the groups. The note-takers
from each committee come to the front and refer towhat they wrote when presenting their groupʼs ideas.
Each person mainly introduces content that has notbeen covered by previous presentations. When thepresentations are over, the notes are posted alongwith the illustration of Case ① on the whiteboard.
After the presenters have returned to their seats, theoverall workshop facilitator describes the actual caseon which Case ① was based. (Refer to “Scenario” inAppendix)
As with Case ① , the note-takers of Case ② present
their groupʼs ideas at the front of the room.
When the presenters have returned to their seats,
the overall workshop facilitator describes the actual
case that Case ② was based on.

0：45

Task 2“If you were a member of the Shelter
Management Committee” ③〜⑤
The overall facilitator posts the illustrations that
depict Cases③,④, and ⑤, and reads aloud each of
their descriptions.
The committees do not have to discuss all threecases. They may decide to focus on only one. Havethem decide on which case(s) to discuss and for how
long. The person taking notes should be different
from the ones during Cases ① and ② .
Groups that discussed Case③ share their ideas in
the same way as Cases① and ②.
When the presentations on Case ③ are finished,
the overall workshop facilitator describes the actual
situation.
The same process is repeated for Cases ④ and ⑤ .

Supplies to use：five sheets● Big Sheets of Paper（as big as A3）● Black markers ● Set of felt-tipped pens in 8 colors
Appendix“Shelter Management Committee” Paper
Triangular Sign Pole
Appendix“Background of Cases” Description Card
Appendix “Case①–⑤” Illustration Cards & Description Cards

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Tips

The role of the overall workshop facilitator▶ The overall workshop facilitator is
responsible for time management during
the workshop. Let participants clearlyknow how much time they have for each
discussion. Writing on the whiteboard thetime by which they must finish may be one
way to do this.
▶ Speak in a loud voice to make the overall
atmosphere brighter and discussions
livelier.
The role of the group moderator▶ Facilitate discussions while making surethat every participant is actively engaged
in the discussion and following the“ Discussion Rules. ” It isn ʼ t necessary
to lead discussions into coming to aconclusion.
▶ I f p a r t i c i p a n t s i n a g ro u p a re n o t
comfortable taking notes or presenting infront of an audience, the moderator may
do them for Case ① as an example toshow them how, and to make them feelat ease. When participants can manage
without an example, just leave everything
to them.
▶ When the overall facilitator describes
cases, or while participants are engaged
in discussions, hold up illustration cards
so that participants can see them clearly.
Illustrations are for helping participants tobetter imagine the situations, resulting in
more fruitful discussions.
▶ When discussions and presentations arerepeated for each case, participants may
find it tedious and boring. You may wantto bunch two or three cases together assuggested on page 16 – 17.
▶ If the time allocated to the entire workshop
is short, you may want to reduce thenumber of cases discussed. Consider
prioritizing cases that are related to local
issues.

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Tips▶ If there are many participants and thus

many Shelter Management committees(groups), it will take too long for every
committee to present on every case.
Come up with another way to share ideas
from discussions.
Example: If there are 6 committees (A ~ F)

Presentations on Case ①：Committees A, B, and C
Presentations on Case ②：Committees D, E, and F
Presentations on Case ③： Committees A and B
Presentations on Case ④： Committees C and D
Presentations on Case ⑤： Committees E and F※ Committees present content that previous

committees have not yet noted.

1：15

Deciding on management policies（Review of Task 2）
Each committee discusses what to take into
consideration and formulate into management
policies. Through this process, members achievea sense of fulfilment from having participated in
the discussion and realize that “discussion” plays asignificant role in deciding on measures dealing withvarious issues.
Each committee reviews what they consideredduring discussions and decides on management
policies or “principles”, and fills in the
management policy form in the Appendix.
Three minutes are allocated for decision-making
on management policies.
Each committee presents their management
policies.
Supplies to use● set of felt-tipped pens in 8 different colors

Appendix Management Policy Form

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1：20

Introduction of the Sphere ProjectAt the end of Task 2, introduce the Sphere Project, which is widely used as theinternational standard in disaster response. The Sphere Project lays out specificguidelines by which the human rights of all people are upheld in assistanceactivities. The aim is to have participants realize that there are international
standards that respect diversity. Use the sign that says “Sphere” found in the
Appendix to have participants keep the word “Sphere” in their minds.
Hold the sign “Sphere” from the Appendix and explain what it is. (Refer to“Scenario” in the Appendix)
What is the Sphere Project?
The Sphere Project was founded in 1997 by a group of NGOs, the Red Cross, and
Red Crescent Movement to protect the right to life with dignity, the right to receive
humanitarian assistance and the right to protection and security in disaster relief after
disasters or conflicts.
The Sphere Project (or Sphere) deals with gender and diversity as an interdisciplinary
issue that is always a concern in any humanitarian assistance activity.
The handbook defines minimum standards that should be met and is organized bysection and by item to be easily used as a reference. It is used by a wide variety ofpeople with different backgrounds, such as government officials, employees of private
aid organizations, volunteers, and those involved in local disaster prevention efforts※ For more detailed information, access the following webpage(http://www.refugee.
or.jp/sphere/)

The item to be used

1：25

1：30

The Sphere Project
The Sphere Handbook –the Humanitarian Charterand Minimum Standards in
Humanitarian Response –2011 Edition

Appendix Sign “Sphere”

Final Statement
To close the workshop, the overall workshop facilitator presents a final
statement. It should emphasize that when a variety of people take part indiscussions, especially those that include women, the different opinions,wisdom and ingenuity help to formulate shelter management policies that takediversity into account. Also note that considering diversity on a daily basis canhelp to develop community and the potential to make disaster response run
more smoothly.

This concludes the workshop.
Has the workshop made you realize how advantageous discussions can be?

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Editorʼs Note
The Sendai version of the disaster risk reduction workshop titled“Shelters for Everyone ” was a program based on the experiences ofpeople from the communities hit by the Great East Japan Earthquake. We
used as a reference the “Workshop for Local Disaster Risk Reduction with
Womenʼs Perspective” organized and instructed by Training Center for
Gender and Disaster Risk Reduction (formerly Women's Network for East
Japan Disaster).
In a bid to tap women ʼ s potential in local disaster risk reduction
or reconstruction, and to consider women ʼ s perspective on issues
concerning diversity in local disaster prevention, citizens who attended the“Workshop for Local Disaster Risk Reduction with Womenʼs Perspective”
and employees of Sendai Gender Equal Opportunity Foundation formed
the “Sendai Disaster Risk Reduction Project Team”. The team spent
six months working on the designing of this workshop. Throughout
the planning process, the cooperation of many people enabled them tointerview local people who experienced living in shelters and to conduct
trial workshops. The program was funded by the “Womenʼs Leadership
Fund for Recovery from the Great East Japan Earthquake” established by
the financial contribution of the Kingdom of Norway.
This manual was published so that citizens in Sendai and across thenation might know about the workshop. It contains detailed procedures
and numerous pictures so that those who are unfamiliar with workshops
can easily become acquainted with them. Furthermore, we attached anappendix that contains scenarios and items that can be used in future
workshops so that the manual may be used for workshop implementation.
We hope that this manual will encourage more people to become
involved in local community discussions and will provide them with anopportunity to establish relationships of mutual respect.
If you are considering holding a workshop, please do not hesitate to ask
us for advice.

The Sendai Gender Equal Opportunity Foundation

L-Sola Sendai, Administration andOperations Section
28/29F AER, 1-3-1 Chuo, Aoba-ku,
Sendai 980-6128 JapanK+81-22-268-8044

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Appendix

Workshop Scenario
Sign “Discussion Rules”“Background of Cases” Description Card
“Case ① ” Illustration ＆ Description Card
“Case ② ” Illustration ＆ Description Card
“Case ③ ” Illustration ＆ Description Card
“Case ④ ” Illustration ＆ Description Card
“Case ⑤ ” Illustration ＆ Description Card

Sign “The Sphere”
Management Policy Form
Paper Triangular Sign Pole that says “Shelter Management Committee”
Sign to be put at the entrance of the venue

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Workshop Scenario

Good afternoon. I would like to express my gratitude to you for coming
to this workshop today despite your busy schedule. I am (name) from(organization etc.). I will serve you as an overall workshop facilitator. I
am very pleased to meet you today.
We have assigned a staff member to each group to facilitate group
discussions today. They are (name), (name).
We went through a difficult time after the Great East Japan Earthquake.
We suffered pain and hardship, through which we became awareof many things. Based on such awareness and experience, each
community is now making a shelter management manual.
The workshop today focuses on the theme of “Shelters for Everyone”.
I would like you to imagine who might come to a shelter and what
problems may arise there. I hope this workshop will be an opportunity
for you to consider what good shelter management should be.
I believe discussions on disaster prevention will help to increase
everyoneʼs potential to respond to disasters in their communities andeventually enhance overall community. Your support to the workshop is
greatly appreciated.

0：02

Explanation of Discussion Roles （Appendix）Sign “Discussion Rules”

0：05

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This is not a place of learning, so you donʼt have to take notes. You aregoing to have group discussions. Let me explain some guidelines tofollow during discussions.
The first rule is “Actively speak up.” Share any thoughts openly andopinions freely. You do not have to consider them deeply before
speaking.
The second rule is “Listen to others.” Respect the opinions of others
during the discussion.
The third rule is “Be respectful of everyoneʼs time.” Do not monopolize
the discussion. Please be brief so that everyone has a chance to saysomething.
The last one is “Keep what you hear within this workshop.” You mayhear about private issues today. To make this workshop a place whereanyone can speak freely without fear, please refrain from revealing what
you have heard at this workshop venue. Letʼs create an atmosphere
where people can feel safe to say whatever they have to say.
There is one more thing that I would like you to follow. During thediscussions, you will see me raise my hand. This is a signal to closethe discussion. When you notice the signal, you also raise your hand.
Shall we practice? (Practice) Thank you very much. (Itʼs perfect!) The
workshop will proceed like this.

Workshop Scenario

0：02﹀
Cutoff Line

Greetings︿

0：00

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Self-Introduction

0：10

In each of your groups, please introduce yourself. Say your name andsomething that you like about the community that you are living in now.
You can talk about a shop or a park that you like, or even a general area.
Explain why you like that place. Each person may speak for about 1
minute. (The overall workshop facilitator starts his / her introduction: I
am …)
Now letʼs start in each of your groups〈Self-Introduction〉（ Raise hand when it ʼ s time to stop ） All right, thank you for yourcooperation in raising your hands.

0：10

Task1

0：25

Now we would like you to share your experiences.
___ years have passed since the Great East Japan Earthquake. What
did you think? Where were you? Some of you may find it hard toremember, but Iʼd like you to try your best so that we may consider
these experiences during discussions throughout the workshop. At thetime of the earthquake, some of you may not have been in a disasterstricken area. Share whatever you learned through TV or media reports.
Markers and sticky notes are provided on your table. Please write
whatever hardships you went through on them with a marker. Write one
piece of information on one sticky.
You have about three minutes.
〈Participants individually write down their experiences.〉（Raise hands when itʼs time to finish）All right, thank you for yourcooperation in raising your hands.
Now share what you have written in your group. Read aloud what you
have written, and post it on the large sheet of paper provided on thetable. When your experience is the same or similar to one of a previous
speaker, place your sticky close to or on top of theirs. Please finish thiswithin 10 minutes.
The staff member assigned to each groups acts as a group moderator.
〈10-minute discussion〉（Raise hand）All right, thank you very much for cooperation in raising
your hands.
Now, everyone, how did you find discussion? You may have realized thatproblems and hardships at the time of the disaster vary from person toperson, for example, some were at shelters and others were not.
I listened to what you experienced and sympathize with how you felt at
the time of the disaster. Thank you very much.
In the next discussion, we are going to consider how we should manage
a shelter where a variety of people must live together. We preparedsome specific cases to be used for discussion.

︿

0：05

﹀
Cutoff LineWorkshop Scenario
避難所作り冊子英語-本文_三.indd 24

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0：25
0：45

Task 2 “If you were a member of the Shelter Management Committee?”①②
Imagine that you are a member of the Shelter Management Committee.
Please set up a triangular sign pole that says "Management Committee."
Each group is a shelter management committee and you are a committee
member. Discuss how to respond to various problems that arise at a shelter.
It may be difficult to solve all the problems, but you might learn something
through discussion. Spend the allocated time fully on discussion. In realsituations many issues take place, but we are going to deal with only 5 cases
today.

Explanation of the situation at a shelter one week after the disaster（Appendix）“Background of Cases” Description Card

① Sanitary products and womenʼs underwear have arrived to the shelter as relief﹀
Cutoff Line

Explanation on Case ① & Case ② with illustrations.
（Appendix）“Cases ① & ② ” Illustrations ＆ Description Cards︿

One week has passed since you came to the shelter. Please imagine what it
is like.
About 300 people have been evacuated to the shelter.
One week after the disaster, there are a variety of people living at the shelter.
The shelter is managed according to a manual, but many problems havebegun to arise.
Electric power has been restored, but water and gas supplies remainunrestored.

Commentary on Cases ① & ②
Commentary on Case ① Poor distribution of relief supplies may result frompoor method of distribution.

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Workshop Scenario

supplies, but the person in charge of relief supplies says to you, “No one comesto get sanitary products. Do they already have enough?”
How do you respond to this remark as a shelter management committee
member?
② There is a rumor that someone in the shelter is secretly filming women. You
hear that women and children donʼt go to the makeshift restroom locatedoutside at night because they are scared.
What do you think you should do as a shelter management committee?
Please discuss Cases ① and ② in your committees.
You have about 10 minutes.
〈10-minute discussion〉（Raise hand）Thank you very much for your cooperation in raising your hands.
How did your discussion go? You were so engaged in the discussion thatyou may have not realized this, but your discussion was very lively. I could feelyour enthusiasm.
Now I ask each management committee to present what they discussed.
〈Presentation on Cases ① & ②〉

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In the wake of the disaster, some shelters placed sanitary products in womenʼs restrooms and locker rooms. Learning from that experience, the national
government has incorporated into their guidelines that underwear andsanitary products shall be distributed by women or placed in areas exclusively
for women.
It is also necessary to make sure that relief supplies match the needs ofpeople. In interviews, we sometimes heard women say that they couldnʼt findunderwear that fit them.
Regarding relief supplies for women, it is hard for some women to talkabout certain issues with others in public, such as supplies needed forchild care or elderly care. I suggest designating someone to represent
women ʼ s voices through collecting information or having them answer
questionnaires. Take basic skin care products for example. They are
essential for many women. Therefore requests for such products should
not be regarded as selfish. Rather it is important to establish a system thatallows them to make such requests.
Isnʼt it easier for women to consult other women about items that womenuse?
It is necessary to directly and respectfully listen to requests from people withdisabilities and elderly people who need care as well as women.
︿﹀
Cutoff LineWorkshop Scenario
避難所作り冊子英語-本文_三.indd 26

Key Words in Commentary the method of relief supply distribution /understanding needs of a diverse group of people affected by the disaster

Commentary on Case ② It is important to emphasize that violence toward
women and children is never condoned or allowed at a shelter.
In the wake of the Great East Japan Earthquake, some shelters put up
posters that said “A Shelter for Women to comfortably Stay In” or distributed
whistles to women and children.
Some shelters set up information boards or placed cards in restrooms that
introduced consultation services for those who suffered violence.
Shelters felt safe and secure during the day because police officers patrolledshelters, but they werenʼt there at night.
The Sendai municipal government created a manual for other communities touse as reference when making their own. It includes provisions that specify
equipping restrooms with lights and separating restrooms for women fromthose for men. It is also necessary to take into consideration the safety of
their locations and of paths. Consider installing lights on paths to restrooms
and marking dangerous areas.
In many countries, violence toward women and children is likely to increase
after disasters, but is considered scarce in Japan. Instead of regarding
violence as something caused by the carelessness of the sufferer, we must
always take a firm stance against any violence in order to prevent it.
Key Words in Commentary understanding and response to violence toward womenand children / safety measures for women and children / violence in the wake of disasters

26

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0：45

Task 2 “If you were a member of a shelter management committee” Case ③ ~ Case ⑤

1：15

Thank you very much for sharing your many opinions and ideas.
Now letʼs keep this up and move on to the other three cases.

Explanation on Case ③ 〜 Case ⑤ with illustrations.
（Appendix）“Cases ③ 〜 ⑤ ” Illustrations ＆ Description Cards③ Women at the shelter are in charge of rationing meals. They are trying︿﹀
Cutoff Lineto distribute meals fairly to the people at the shelter, but there is arumor that those women in charge may be keeping a bigger sharefor themselves. Therefore some women want to quit their positions
rationing meals.
What do you think you should do as a member of the shelter
management committee?
④ There was a complaint that said, “I canʼt sleep because of the noise
made by a baby crying throughout the night. Do something about it.”How are you going to respond to this complaint as the shelter
management committee?
⑤ There is a woman who is leaving her husband due to domestic violence(DV). She asked you not to tell anybody that visits her that she is here.
How do you think you should deal with this issue as the shelter
management committee?
You have about 15 minutes. You can discuss any of the three cases.
You donʼt have to finish all the cases. Why donʼt you start with the one
with the highest priority?
〈15 minute-discussion〉（raise hands）Now I would like to ask each of your committees topresent the ideas of your discussion.
Presentation on Case ③

A variety of roles are required for shelter management. The roles can berotated among evacuees instead of being fixed.
As time at a shelter grows longer, the rotation of roles can prevent
specific individuals from being forced to bear burdens alone and canhelp everyone to understand the various roles, thereby resulting inincreased trust among evacuees. Work becomes more efficient.
Do away with stereotyped views like “This is a manʼs job, or this is awomanʼs job, or this is a job for a young person.” It is advisable for
evacuees to share tasks in their respective realms of expertise.
I would like to introduce two examples here. Women are likely to beconsidered suitable for taking care of meals, but at one shelter men
who were engaged in agriculture assumed responsibility for meals forevacuees.
Have you heard of a dishwasher vehicle named “Wakeru Mobile”? It is a

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Workshop Scenario

Comment on Case ③

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truck equipped with a dishwasher that can wash a big pile of tableware.
When the vehicle arrived at a shelter, the women in charge of meals
didnʼt know how to use the dishwasher. Then men helped them use themachine and took charge of the dish washing.
Because both men and women worked together to prepare meals andwash dishes, they were able to come up with the idea to cover disheswith plastic wrap and save time not having to wash them.
This is an example in which the involvement of a variety of people led to
streamlining work.
Key Words in Commentary the way to share roles

Presentation on Case ④

Commentary on Case ④︿﹀
Cutoff LineWorkshop Scenario
避難所作り冊子英語-本文_三.indd 28

People with different backgrounds have different views. Some say thatthe crying canʼt be stopped because they are babies. Others say thatthey cannot put up with it. There are many people who feel stressed
and annoyed but donʼt openly voice their frustration.
Some mothers stayed in the cold hallways at night until their babies
stopped crying, because they worried about bothering other people.
You should listen to the voices of both sides and respect each of theirviews. Do not listen to just one side.
It is better for a shelter to have a separate temporary space like a nursing
room where mothers can spend some time with their infants. Consult
the headmaster of the school being used as a shelter. Before the Great
East Japan Earthquake took place, only school gyms were officiallyallowed to be used as shelters. But based on experiences, the Sendai
municipal government formulated a policy that allows whole school
facilities to be used as long as they do not disturb classes, including
school buildings, schoolyards, and pools. It is important to discuss
the details of managing a shelter before a disaster happens, so thatpeople with different backgrounds can live as comfortably and safely as
possible at the shelter.
I would like to introduce one example.
At one shelter, volunteers responded to complaints of babies crying by
posting signs that said, “I am happy when I hear babies crying because
they are a sign of life.” This helped to reduce tension in the shelter
and made people feel more appreciative of infantsʼ presence. People
began to discuss babiesʼ crying openly, and not behind backs.
This is only one example, but I think it is a good one.
Key words in commentary understanding and consideration for mothers
who have infants / consideration for separating living spaces / autonomy

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Presentation on Case ⑤

Commentary on Case ⑤
We might not be aware of cases of DV in our community, but it is avery immediate issue. According to a recent survey conducted by the
Cabinet, one in ten women is a victim of frequent domestic violence byher spouse.
In fact, after the Great East Japan Earthquake, there was a case of awoman being found by her abusive husband because the list of namesof evacuees at the shelter was made public.
In another case, a woman ran away from her husband and came to liveat a shelter where her daughter was because her husbandʼs abusive
behavior grew worse after the disaster.
It is necessary to make evacuee information cards in order to manage
a shelter. The Sendai City Shelter Management Manual includes anexample of an evacuee card with a column asking if the evacuee ʼsprivate information may be made public. The sample also has a column
for evacuees to list special needs. However, battered women may

want their private information being made public.
In order to secure the safety of victims, consult with aid organizations﹀
Cutoff Line

interviews with evacuees may be necessary for evacuees who do not︿

be reluctant to admit to shelter staff that they are victims, and carefulor specialized institutions rather than having the shelter management
committee deal with difficult situations on its own. In the case in whicha wife ran away to live at the shelter where her daughter was, people atthe shelter attempted to hide her, but it was difficult for the shelter alone
to do so. Ultimately they went to live in a domestic violence specialized
institution and were able to receive assistance there.
Consultation services for domestic violence are provided by consultation
hotlines of Sendai City, Ward offices of Sendai City, L-Sola Sendai, andothers.

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Workshop Scenario

Key words in commentary understanding and consideration for DV victims

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1：15
1：20

Deciding on Management Policies（Review of Task 2）（Appendix）Management Policy Form

We discussed how to deal with various cases as a Shelter Management
Committee today. Finally, we would like to decide on management
policies based on mottos that we had in mind during the discussion.
For example, “A child and baby-friendly committee,” “Make every effort
to have the voices of everyone in the shelter be heard,” and so on. Letʼs decide on our policies together. I will give you 3 minutes.
3-minute discussion（raising hands）Now I would like to ask someone from each group to be
the chairperson of their committee and present their policies.
p re s e n t a t i o n s o n m a n a g e m e n t p o l i c yThank you very much
Solutions for even a single case were varied. Every management policy
was wonderful.

︿

Introduction of the Sphere Project

1：25

How did you find this workshop?
There are a variety of issues related to diversity like “response to people
in wheelchairs,” “issues regarding foreigners.” For this workshop,
however, we did not deal with those issues due to the limited time.
I would like to introduce the “Sphere Project ” launched to protect
human rights of people affected by disasters. It is widely used as aninternational standard for disaster-relief activities. The project stresses
that every relief activity must give consideration to diversity. Diversity
refers to diverse people including children, infants, the elderly, pregnant
women, and persons with disabilities. The Sphere Project is an initiative
to properly secure human rights of a diverse population.
You talked about how you can make the shelter as comfortable aspossible for a diverse group of people to stay in based on the given
cases. This shares the same objectives the “Sphere Project” aims toachieve.
The “ Sphere Project” deals with a variety of possible issues. For
example, its handbook stipulates that restrooms must be set up to
enable every affected person to use them safely and that they mustbe established in a place to minimize fears that women and girls
in particular may have. The initiative also includes the provision ofnutritious supplements to pregnant women for their safe delivery andmothers who have just delivered babies to help them continue breast
feeding.
Please access the web page “the Sphere Project” for more detailed
information if you are interested in it.

﹀
Cutoff Line

1：20

Workshop Scenario
避難所作り冊子英語-本文_三.indd 30（Appendix）Sign “Sphere”

30

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1：25
1：30

Wrap-up
We shared various opinions, wisdom and ingenuity as committee
members today. If we put them into practice in management, we cancreate a good shelter. I believe that you have realized how important it
is for us to make decisions through inclusive discussion.
I heard of a case where the chairperson of a neighborhood association
assumed responsibility for things which were impossible for him to
respond to. If he had shared his responsibility with others, his burden
might have been reduced.
Half of the residents are women. It is necessary for women to be
involved in management.
Women tend to engage in chores like preparation of meals, carefor infants and care for the elderly. Women ʼs perspective enables
management to respond to diverse needs.
Today many women participated in this workshop. To improve thelives of people at shelters, we need to voice what we have noticed
and improve our management techniques. To this end, letʼs consider

and exchanging views with a variety of individuals, we will be able toincrease naturally our communityʼs readiness for disaster and potential﹀
Cutoff LineIf we take todayʼs workshop as an opportunity to continue discussing︿

various options and work together.

to respond to disasters.
Because we went through that great earthquake, we should work
together and strive to reconstruct communities that are resilient todisasters and will set a good example to the rest of Japan and the restof the world.

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Workshop Scenario

Thank you very much for your participation and cooperation today.

2015/03/02 19:39

Today’s Discussion Rules◆ Actively speak up.
◆ Listen to others.
◆ Respect everyone’s time.
◆ ”It’s between you and me”﹀
Cutoff Line～creating an atmosphere where everyone
can freely and openly talk with each other︿Sign“Discussion Rules”

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避難所作り冊子英語-本文_三.indd 32

2015/03/02 19:39“Case ① ” Illustration Card

“Background of cases” Description Card﹀
Cutoff Line

Electric power has been restored,
but water and gas supplies remain unrestored.

The shelter is managed according to a manual,
but many problems have begun to arise.

One week after the disaster,
there are a variety of people living at the shelter.

About 300 people have been evacuated to the shelter.

One week has passed since you came to the shelter.
Please imagine what it is like.

︿

避難所作り冊子英語-本文_三.indd 33

︿﹀Cutoff Line

©Sendai Gender Equal Opportunity Foundation“Case ① ” Illustration Card

2015/03/02 19:39

避難所作り冊子英語-本文_三.indd 34

2015/03/02 19:39“Case ② ” Illustration Card

There is a rumor that someone in the shelter②“Case ① ”Description Card﹀
Cutoff Line

Sanitary products and women’s
underwear have arrived to the shelter
as relief supplies, but the person in
charge of relief supplies says to you,
“No one comes to get sanitary products.
Do they already have enough?”
How do you respond to this remark as
a shelter management committee member?

①︿

避難所作り冊子英語-本文_三.indd 35

﹀Cutoff Line

©Sendai Gender Equal Opportunity Foundation“Case ① ”Description Card︿

“Case ② ” Illustration Card

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避難所作り冊子英語-本文_三.indd 36

2015/03/02 19:39“Case ③ ” Illustration Card

“Case ② ”Description Card﹀
Cutoff Line

There is a rumor that someone in the shelter
is secretly filming women.
You hear that women and children don’t
go to the makeshift restroom locatedoutside at night because they are scared.
What do you think you should do as ashelter management committee?

②

a shelter management committee member?

︿

避難所作り冊子英語-本文_三.indd 37

﹀Cutoff Line

©Sendai Gender Equal Opportunity Foundation“Case ② ”Description Card︿

“Case ③ ” Illustration Card

2015/03/02 19:39

避難所作り冊子英語-本文_三.indd 38

2015/03/02 19:39“Case ④ ” Illustration Card

“Case ③ ” Description Card﹀
Cutoff Line③
Women at the shelter are in charge ofrationing meals. They are trying to
distribute meals fairly to the people atthe shelter, but there is a rumor that those
women in charge may be keeping a bigger
share for themselves. Therefore some
women want to quit their positions
rationing meals.
What do you think you should do as a memberof the shelter management committee?

︿

避難所作り冊子英語-本文_三.indd 39

©Sendai Gender Equal Opportunity FoundationW
ah“Case ③ ” Description Card﹀
Cutoff Line

ah
W
ah

W

︿

“Case ④ ” Illustration Card

2015/03/02 19:39

避難所作り冊子英語-本文_三.indd 40

2015/03/02 19:39“Case ⑤ ” Illustration Card

“Case ④ ” Description Card﹀
Cutoff Line

There was a complaint that said,“I can’t sleep because of the noise madeby a baby crying throughout the night.
Do something about it.” How are you
going to respond to this complaint as
the shelter management committee?

④︿

避難所作り冊子英語-本文_三.indd 41

﹀Cutoff Line

©Sendai Gender Equal Opportunity Foundation“Case ④ ” Description Card︿

“Case ⑤ ” Illustration Card

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避難所作り冊子英語-本文_三.indd 42

“Case ⑤ ” Description Card﹀
Cutoff Line

There is a woman who is leaving her
husband due to domestic violence (DV).
She asked you not to tell anybody that
visits her that she is here. How do you
think you should deal with this issue as
the shelter management committee?

⑤︿

避難所作り冊子英語-本文_三.indd 43

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International Standards for Disaster Relief

The Sphere“Case ⑤ ” Description Card﹀
Cutoff Line

～Respect for Diversity～︿

Sign “The Sphere”

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Management Policy Form﹀
Cutoff LineManagement Policy

Shelter Management
Committee︿

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ShelterManagement
Committee

ShelterManagement
Committee︿﹀
Cutoff Line

“Shelter Management Committee”Paper Triangular Sign Post

Flap for Pasting

ShelterManagement
Committee

﹀
Cutoff Line

Sign to be posted at the entrance of the venue︿

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