Guidance On How To Do A Questionnaire Survey Final

How to Conduct a Questionnaire?
Guidance
Authors:
Jonas Joerin
Farah Mulyasari
July, 2010
Contributors:
Yukiko Takeuchi and Gulsan Ara Parvin
International Environment and Disaster Management Laboratory

Introduction
Key issues about conducting a questionnaire survey?
Field research is important in order to collect original, primary data
Good preparation is crucial for a successful questionnaire survey
Be neutral when entering the field/community
Be motivated/positive in retrieving information
1. Step
Field: visit (internship), understand problems
2. Step
In Lab: problem statement Hypothesis Research Ques4ons Objec4ves Ques4onnaire
development
3. Step
Field: implementation of study:
QUESTIONNAIRE
Focus group discussion
Face-to-face interview
4. Step
In lab: data analysis Formula4on of report, publica4on, paper, etc.
Overall matrix, stages of questionnaire

st nd rd th
First (1 ) Stage Second (2 ) Stage Third (3 ) Stage Fourth (4 ) Stage
Preparing Developing Conducting of Analysis of
Questionnaire Questionnaire Questionnaire Questionnaire
(Basic Input)
Defining target groups: General Information of - Visiting Each House

- Organization the Questionnaire: - Direct Post Data Input
(Government/NGOs) Title, Organization, Date, - By Mail Simple Analysis:
- Community Questionnaire No., Name - At Event - Pie/Bar Chart, Diagram
- Individual of the respondent, etc - By Web Cross Analysis
Different Approach: Correlation:
- Official Letter - Chi-square Test
- Permission - T-Test
- ANOVA
- Regression
Analytic Hierarchy
Process (AHP)
Free opinion
Why doing a questionnaire?

A questionnaire is an important tool in public opinion research. If you get a representative number
of people to answer the same question or questions then you can make a judgment of what most
people think. This information can be used to plot trends & changes in public perception. How the
questions are phrased may make a big difference to the resulting results.
1
Questionnaires are very cost effective when compared to face-to-face interviews. This is especially
true for studies involving large sample sizes and large geographic areas. Written questionnaires
become even more cost effective as the number of research questions increases.
Questionnaires are easy to analyze. Data entry and tabulation for nearly all surveys can be easily
done with many computer software packages. Questionnaires are familiar to most people. Nearly
everyone has had some experience completing questionnaires and they generally do not make
people apprehensive.
Questionnaires reduce bias. There is uniform question presentation and no middle-man bias. The
researcher's own opinions will not influence the respondent to answer questions in a certain
manner. There are no verbal or visual clues to influence the respondent. Questionnaires are less
intrusive than telephone or face-to-face surveys. When a respondent receives a questionnaire in the
mail, he is free to complete the questionnaire on his own time-table. Unlike other research methods,
the respondent is not interrupted by the research instrument.
Questionnaires are also employed as devices to gather information about peoples opinions, often
asking respondents to indicate how strongly they agree or disagree with a statement given, but
sometimes merely posing a question and giving respondents space in which to formulate their own
replies.
How to start
Ask yourself, why should I use a questionnaire? It is worth being self reflective when beginning to
construct your own questionnaire, by writing down your reasons for choosing such a research
instrument rather than another (say interviews or observation), for inventing your own rather than
using one already available in the literature, and for posing the sorts of questions you want to use.
Such notes may be useful when you come to write the methods chapter/section of your research
report.
The fundamental question that must then be asked is, what are you trying to find out? Every
questionnaire must have a purpose, i.e. it must draw from some underlying hypotheses about what
are the important facts or opinions and even make some predictions about which facts may be
relevant in explaining the opinions expressed.
Let us have a look at how questionnaires are put together.
2
1. How to prepare a questionnaire survey
Who is the target group? Most knowledgeable person, organisation
Individual
Community
Organisation
Key criteria of a successful questionnaire formulation (applies to all types of questionnaires):

Simple and feasible direct to the point
Brief in terms of phrasing free of dicult grammar (no double nega4on)
Unambiguous in content and direction
Examples:
o open ended: open question, expected answer open and undefined;
o close ended: close question, a range (in numbers or text format) is provided for
respondents to answer the question, e.g. 1 = 0-20%, 2 = 20-40%, ; or 1 = Good, 2
Moderate, .
Smooth in flow and consistency
Be sensitive to local customs/culture
To avoid:
Wording of non-neutral or suggestive questions
Example:
o do you think drought is becoming severe in the north-western district?
Rather: what is the drought situation? Provide scaling and pre-defined answers: no
change, becomes more severe, etc. As a result, it becomes more accurate and
personal opinion is less reflected. Otherwise, decide on what you want to emphasise
in this question?
o How much do you earn? Use scaling and do not expect exact number, provide a
range (e.g. 10,000-20,000, 20,000-30,000, etc.).
Languages that express or even stress social distance
Example:
o women empowerment gender related issues, ethnic believes/conflict related issues
Language/question that is indecent, impolite or offensive in the context of the existing
norms and culture of the society
Examples:
o Why do you cover your head in spite of so high temperature? (this question is
indecent to an Egyptian lady)
o Why is your house/toilet no so clean?
o How often would you usually beat up your spouse?
o When was the last time you took a shower?
Use posi4ve, soLer, and perhaps more indirect formulation
Other example of phrasing questions:

1. Do you know about climate change?
a. Yes b. No (if no go to the Q. No. 3)
2. If yes, what do you know
Be aware:
Language barrier may require competent translator
Example: ques4onnaire has to be translated
3
2. How to develop a questionnaire
Although there are THREE potential target groups, but there are only TWO types of questionnaires:
Individual
Organisation
Basic information (Individual):

Title of research
Institution/organization involved in the research
Purpose of data collection
Questionnaire No./Serial No.
Name of the interviewer and contact importance depending on who is interviewer for
follow-up
Date of data collection
Name of the respondent helpful for further informa4on if needed
Designation of respondent
Address of respondent
Demonstration, how to fill-up the questionnaire example how to ll-out
Explanatory note (if necessary) explana4ons of deni4ons, further clarica4ons, like how
do you define a disaster? The term disaster may be explained
Layout, Design important, influence on length of questionnaire
Basic information (Individual) anonym:

Title of research
Institution/organization involved in the research
Purpose of data collection
Name of the interviewer and contact importance depending on who is interviewer for
follow-up
Date of data collection
Age group
Demonstration, how to fill-up the questionnaire example how to ll-out
Explanatory note (if necessary) explana4ons of deni4ons, further clarica4ons, like how
do you define a disaster? The term disaster may be explained
Basic information (Organisation):

Title of research
Institution/Organisation involved in the research
Purpose of Data Collection
Name of the Interviewer and contact
Date of Data Collection
Name of the respondent
Demonstration to fill-up of the questionnaire
Explanatory note (if necessary
4
Content of Questionnaire:
What is the length of a questionnaire?
Is there any rule of thumb to determine the length of a questionnaire?
Are there any restrictions or limitations of page numbers?
Those are the questions before developing a questionnaire. There is no static rule to determine the
length of a questionnaire; however some hints should be taking into account:
For individual, community:

By post (no direct contact with respondent, distance media): be sensitive in length, depends
on design; 20-30 minutes for a person to answer; varying between urban and rural
population; urban population more than 30 minutes is ok. Not beyond one hour.
For organisation:
See Annex 3, CDRI: 19 pages
Harmonised approach 5x5 matrix, 25 parameter, 125 simple variables
See Annex 4, Micro-Credit Institutions (MCI): 6 pages

Depending on nature of topic: 10-15 pages, 2 hours fill-out time
Example of potential questionnaires output:

Potential outcome of data analysis (by target groups):
Individual, community (key information): demographic, household condition, economic
condition
Organization (key information): history, administrative set up, function/role/activities
See Annex 2, Part 1.2 Coordination Schema Facilitate to Formulate Objective Oriented
Questionnaire
Types of data sources:

(a) Primary source/data: direct information from people/field/organisation, done by
yourself/team
(b) Secondary source/data: from reports/journals/statistical reports, done by someone else
For ideal result of individual and community (a)
For ideal result of organisation (a) + (b)
See example in Annex 2, Table 1 Coordination Schema
Discussion:
Questionnaire serial No. particularly important for PhD students as questionnaire surveys is
conducted more than once during the study period, unlike Master students who may conduct
just one questionnaire.
Another example from CDRI questionnaire (see Annex 3), besides obtaining governments or
cities perceptions, a collective perception could also be obtained. For instance, the Barangays in
the Philippines or the Panchayats in India as the communitys leaders could represent the
perception of their communities, by using and filling the same CDRI questionnaire.
5
3. How to conduct (implementation) a questionnaire
General Preparation:
Long preparation needed: official permission letter needed
Official request letter (formal letter) essential
Ensure sufficient number of copies and separation of different parts of questionnaire, if
needed
Period of Conduct:
Preparation important: school teacher holidays, when target groups have free time
Be aware of local context (calendar): festivals, holidays
Time aspect: depending on questionnaire takes more time
Example: CDRI questionnaire (Annex 3) one to two months.
Style of conduct:
Visiting to each house , face-to-face, household: 6a (translated into local language): 6a, 6b
o You: higher accuracy
o Or trained staff: problem of uncertainty (see discussion)
Direct post: visit house and respondents will post answers: no contact to respondents
Mail: questionnaire and answers sent by post mail
At event: questionnaire filled out at the site: conducted at school 5a, 5b
Execution:
Visiting each house:
Permission: sometimes needed (letter), sometimes from community leader, depends on
nature of research.
Sample style: use map for sample identification (different parameters: survey boundary,
geographic location, etc.), who and how many (15% of population/target group minimum,
30% best)?
Approach: direct visit or with local partner
o Extra information through face-to-face talks retrieved during data collection
important to catch and consider.
Timing: depending on community customs, gender age group, local cultural context, local
partner.
Preparation: train local staff (if available)
Visiting each organization:

Need of permission letters support.
Sample style: use map for sample identification (different parameters: survey boundary,
geographic location, etc.), who and how many (15% of population/target group minimum,
30% best)?
Ownership: depends on partnership if collaboration exists or not, joined collaboration,
positive. Try to involve local organisation not just pure academic purpose, but also to
strengthen educational department, like in case of document 5.
Approach: direct visit or with local partner
o Extra information through face-to-face talks retrieved during data collection
important to catch and consider.
Timing: depending on the ownership issue. If the questionnaire survey is done jointly with
the local partner, in this case, local organization/government, the timing is not questionable,
6
because it is part of their work. If the questionnaire survey is apart from the organizations
work (i.e. local government officials), balance of timing needs to be considered
Preparation: train local staff (if available)
Example: see Annex 5C

First educational department. Then, survey of 120 schools. Letter head is important if county
office leads to different status for respondents to answer. Part of work.
Mail:
Sample style:
o Use phone book/address list:
o Different sampling styles, higher or lower numbers of samples
Approach:
o Sent directly or through local partner (if available)
Timing/Schedule:
o See figure
Content: face sheet, questionnaire sheet, envelope for sent, envelope for return
At event: inexpensive, fast

Sample style:
o Participants of event (individuals, organizations)
Sample number: depend on type (see timing):
o Educational event: 150 minimum.
o Cultural event: can be up to 2,000! Need manpower (volunteer) to facilitate. Good
communication needed to make data collection successful.
Approach:
o Direct distribution, length not more than 5 minutes, very short, concise, most
important questions only.
Timing:
o Cultural event (to enjoy): at the beginning to instantly fill-up at entrance, not more
than 3-4 minutes!
o Educational event (public symposium, science club): distribute at entrance, collect
during break.
o Academic event: during event possible
o Before start of event, best
Web Style
Sample style:
o Individual access on Web
o Possibility of large numbers of samples
Approach:
o Send links of questionnaire to target group
Timing:
o Anytime
Example: http://www.surveymonkey.com
Advantage:
o Free
o No missed answers, high in certainty
7
Disadvantage:
o Difficult balance between gender, age group, educational level, background of target
group
Schools: see Annex 5C

Target group: teacher or principals
Permission needed from Education Board
Approach: send from Education Board directly to schools
Style:
o Only questionnaire
o At event/programme
Target group: students
Permission: from Education Board, local university, local committee.
Approach: Individual distribution at each schools
Sample size:
o Town Watching: sample size not so important, more important to see own town
with students 8-10 people. So 2-3 classes. Collective way of conduct. Target not
huge numbers, but try to understand impact.
Timing: check school calendar for availability
Special case:
Individual, Organization:
Preparation:
How to formulate a questionnaire or interview sheet, please refer to stage 1.
Contact and explain to local partner
Check the questionnaire by local partner
Revise the questionnaire
Translate into local language
Important: communicate with local partner
Be aware of local context (calendar): festivals, holidays
Discussion:
Individual, Organization:
Problem: level of uncertainty
Language translation
Conduct of questionnaire (training of staff for data collection) carried out by third people:
strong monitoring required
How to conduct a community-based survey? See Annex 6C

Contents:
Others: livelihood of communities
Identify key indicators, objectives
Hiring of volunteers:
o Suitable to train certain staff to collect data
8
4. Analysis of Questionnaire
Step-wise
First: Data Input (see Annex 1, part 3, analysis)

Make raw data sheets in electronic version (use excel)
o Add date of collection
o Use categories in a horizontal format (freeze first few rows where detailed question
is described) for each question
See specific format for multiple answer question
o Insert samples in vertical format
o Helpful tool: Row 5, arrow in excel: Data, Filter in cell on top of data
Second: Simple Analysis (see Annex 1, part 3, analysis)

Pie chart: select data, diagram
Third: Cross Analysis (see Annex 1, part 3, analysis)

Good tool to minimise number of diagrams
Fourth: Use of statistical analysis

Types of correlation
o Chi-square test (see Annex 2, part 2.2)
o T-Test (see Annex 2, part 2.2)
o ANOVA: numerical data only (see Annex 2, part 2.2)
o Regression (see Annex 2, part 3)
Fifth: Analytic Hierarchy Process (AHP) (see Annex 1, part 3, analysis)
Sixth: free opinion (see Annex 1, part 3, analysis)

Limited number of samples
9
ANNEX 1
About Questionnaire Survey
10
1st : 10th June 2010
2nd :24th June 2010
About Questionnaire Survey
Gulsan Ara Parvin

Yukiko Takeuchi
Kyoto University Graduate School of Global Environmental Studies
Document
1. PPT
2. Word document by Parvin
3.For Government questionnaire sheet
4. For NGO questionnaire sheet
5.For School questionnaire sheet (a, b, c)
6.For community questionnaire sheet (a, b, c, d)
1
1. Over all
Todays purpose (Takeuchi)
Basic of Questionnaire (Parvin)
2. Preparation & Data collection
Example of Organization (Parvin)
Example of People and Community (Takeuchi)
Example of School (Takeuchi)
3. Analysis
Data input (Takeuchi)
Single analysis (Takeuchi)
Cross analysis (Parvin)
Correlation (Takeuchi)
Comparison (Takeuchi & Parvin)
Regression (Parvin)
Free Opinion (Takeuchi)
How to discuss about result of Questionnaire (Takeuchi)
1. Over all
2
Todays purpose
Field research is important for to collect
original data.
Questionnaire and interview is Key tool for
research.
Preparation is most important for Interview
and Questionnaire.
Today purpose is to learn about How to
Questionnaire and interview survey.
Basic of Questionnaire
3
1.1 Basic Content of the Questionnaire
Part I (basic)
Title of the Research

Institution/Organization Involved in the research
Purpose of Data Collection (commitment/pledge)
Questionnaire No./ Serial No.
Name of the Interviewer and Contact
Date of Data collection
Name of the Respondent
Demonstration to fill up the questionnaire and
Explanatory Note (if necessary)
Part II (biographic/physiographic information)
Example:
For household survey- Demographic Information, Household
Condition, Economic condition
For Organization- History, Administrative set up,
Function/role/activities
Part III
Objective Oriented Questions
4
Basic Formalities during Questionnaire Formulation
A Questionnaire must be
As simple as feasible,
As close to the point as requires (e.g. income data.need specification,
personal/ household, monthly/yearly, currency)
Brief in terms of phrasing

Free of difficult grammar (in particular not in the form of double
negation)-
e.g. why do you not think climate change will not make any problem to
you? Rather-
What are the reasons of believing that climate change will not make any
problem to you?
As close as possible to respondents everyday spoken language
Unambiguous in content and direction (open ended or close ended, single or

multiple response, measurement unit-need to standardize)
Direction-e. g.
1. Do you know about climate change?

a. Yes b. No (if no go to the Q. No., 3)
2. If Yes, what do you know
3..
5
A questionnaire should not include
Wording non-neutral or suggestive questions
e.g. Do you think drought is becoming severe in North-western districts?

Rather..
Women empowerment is very important, do you think so? Rather.

How important women empowerment is? 1. Not important, 2. Important,
3. very important.
Languages that express or even to stress social distance
e.g. women empowerment or gender related issues, ethnic believes/conflict

related issues
Language/question that is indecent, impolite or offensive in the

context of the existing norms and culture of the society.
For Example
Why do you cover your head in spite of so high temperature? (this

kind of question is indecent to an Egyptian Lady)
Why is your house/toilet not so clean?
How often would you usually beat up your spouse?
When was the last time you took a shower?
6
2. Preparation &
Data collection
Example of Organization
7
Example of People and Community
Type
Visiting to Each House Style
Direct Post Style
Mail Style
At Event Style
Web Style

8
Basic Prepare
Make questionnaire or interview sheet
Contact and explain to local partner
Check the questionnaire by local partner
Check local information, manner, rule, culture
Translate to local language
Check a local calendar
Important: Communicate with local partner

Sampling
Use Map/ Decide with local partner
Different the sample number by target and theme
Approach
Direct visit / with local partner
Timing
Need research of local information/ Lunch time, night
etc
9
Explain and training to local staff
-a -b -c
Merit and Demerit

Merit Demerit
Can talk directly Sample number is limited
Can ask to no-literary Difficult ask some private
people items
Can get some information Some person unwilling
out of questionnaire sheet Quality differ by volunteer
Can take pilot test and
modify questionnaire sheet
Not need address data
10
Direct Post Style
Sampling
Use Map/ Decide with local partner
Approach
Direct visit / with local partner
Timing
Need research/ Lunch time, night etc
Merit and Demerit

Merit Demerit
Not need address data Sample number is limited
Difficult do far area from
post
Difficult do not have good
mail system
11
Mail Style
Sampling
Use phone book/ Address list
Approach
Direct sent/ Through local partner
Timing/Schedule
Post Thanks letter Finish
Merit and Demerit

Merit Demerit
Many number can Difficult get address list
distribute Can not modify
Can ask some personal item questionnaire sheet
(because, do not face to
face)
12
Questionnaire sheet
Envelope for sent
Face sheet
Envelope for return
At Event Style
Sampling
Participants of event
Approach
Direct distribute
Ask to event manager before start
Timing
During event
13
Merit and Demerit
Merit Demerit
Many number can Short questionnaire
distribute
Web Style
Sampling
Pearson access to Web by themselves
Approach
Up date to the web site
Timing
Nothing
14
http://www.surveymonkey.com/
Merit and Demerit

Merit Demerit
Not need distribute Difficult get the balance of
Automatically impute gender, generation,
education and etc
http://www.head-t.com/2009/02/2009-02-13_01.html
15
Example of School
Type
Target to schools
Target to school students

16
Target to Schools
-a -b
Education
Board
Approach
Need discussion with Education board or
Ministry of Education
Target school Students

-a Only Questionnaire -b With Program/Event
Town Watching
Questionnaire 2
Lecture
Sampling
Questionnaire 1
Case by case
Approach
Through Education board or Ministry of Education, local
university, local committee, etc
Timing
Check school calendar
17
3. Analysis
Data input
Single analysis
Cross analysis
Correlation
Comparison
Regression
Free Opinion
Data input
-Make Raw Data-
18
Single analysis
Cross analysis
Q. Source of info about this event
1=Internet, 2=e-mail, 3=SMS, 4=Poster, 5=TV,

6=Radio, 7=Face book, 8=from friend,
9=from family member, 10=from other
person, 11=Others
19
Cross analysis
Number
=100/14*B43 Percentage
Correlation
X2(Chi-square) test
This test can clear the relationship based by
following numerical formula;
Number of real data = fi

Frequency from hypothesis = ei
20
Relationship of each item and
recognition/ property of Hazard map x2(1)= 0.53 , ns
Phi=0.059
I know Hazard map I do not know Hazard map

Sex M 61 30 ----------------
F 45 17 61 30
63.045 27.954
----------------
45 17
42.954 19.045
+p<.10 *p<.05 **p<.01
x2(1)= 0.53 , ns
Phi=0.059
x2(2)= 1.48 , ns
I am having Hazard Map I am not having Hazard Map NA Phi=0.098

Sex M 33 7 52
F 28 5 29 ------------------------
33 7 52
36.441 7.168 48.389
------------------------
28 5 29
24.558 4.831 32.61
x2(2)= 1.48 , ns
Phi=0.098
Relationship of each item and

recognition/ property of Hazard map
I know Hazard map I am having Hazard Map
Sex 2 (1)=0.53ns 2
(2)=1.48ns
Age (5)=8.08ns
2
2
(10)=18.58P<.05
Family number (6)=5.19ns
2
2
(12)=5.03ns
Living years 2 (5)=2.07ns 2
(10)=8.85ns
Weeknes people in family (1)=2.31ns
2
2
(2)=5.81.05<P<.10
Disaster Experience (1)=3.53.05<P<.10
2
2
(2)=1.30ns
Have a RerationHave a Tendency No Reration
21
Comparison
Comparison of Before and After

?
No change?
Change?
22
Questionnaire survey at Saijo city
Objectives
To measure the effectiveness of town/mountain
watching
To know participants evaluation and opinions
Target
All participants
The way of survey

On the day of town/mountain watching, the
questionnaire
was conducted before going to the field and after
finishing all the program.
Especially for two elementary schools, the 3rd

questionnaire was conducted in November
Knowledge about the typhoon in 2004
What do you know about the typhoon in 2004?

The answers are categorized to 4 groups.
a) impact on typhoon itself

b) impact on land and
infrastructure
c) impact on houses and
properties
Examples d) impact on human
a) It rained heavily. / It caused great damage, etc.
b) The river was overflowed. / There were lots of mudslide in mountains, etc.
c) The houses were flooded over the floor level. / Rice fields were flooded, etc.
d) People evacuated to the school gym. / There were a few dead, etc.
23
Miyoshi Elementary School (N=22) Tanbara Elementary School (N=67) Iwane Elementary School (N=20)
140 140 140

120 120 120
100 100 100
80 add 80 add 80 add
60 before 60 before 60 before
47
40 40 40 10
7 6
20 2 20 6 20 7
1 22 31 2 1 32 13
17 11 0 21 8
0 0 1 0 0 5 6 12
a b c d a b c d a b c d
Iioka Elemenatry School (N=67) Ohmachi Elementary School (N=100) East Junior High School (N=60)
140 140 140

120 120 120
100 100 100
54 78
80 add 80 add 80 add
31 48
60 before 60 before 60 before
57
40 32 40 43
18 40
62 8 52 54
20 20 10 20 16 48
25 27 19 2 27 26
0 0 14 13
2 0
a b c d a b c d a b c d
South Junior High School (N=32) West Junior High School (N=68)
140 140
120 120
100 100
80 add 80 49 add
60 bafore 60 before
21 32
40 40 6
9 55
20 43 20 36 1
28 7 0 30
0 9 2 0 1
a b c d a b c d
Decide the Priority

?
No.2 ?
Which is No.1?
No.3 ?
24
AHP
analytic hierarchy process
Goal Evacuation place
Criterion Important So-So Not important
Alternative Security Accessibility Accommodation *******
http://www.atmarkit.co.jp/aig/04biz/ahp.html
Xu We and Takeuchi, 2007

Earthquake: temporary & accommodation
at Nagata area of Kobe city Neither
Strongly agree Strongly
Disagree Agree
disagree nor agree
Criterion Indicator disagree
1. There is no danger in the shelter 1 3 5 7 9

Security
2. There is safe road available to evacuate 1 3 5 7 9
3. Equipment, such as toilet is satisfactory 1 3 5 7 9
Stable and 4. Drinking water and food are enough 1 3 5 7 9
continued of
5. Rain, wind, cold and hot are kept off 1 3 5 7 9
lifeline service
6. Injury and illness can be cured 1 3 5 7 9
Accommodation
7. Area per capita in the shelter is big enough 1 3 5 7 9
capacity
8. Private space is available 1 3 5 7 9
Comfortability 9. There is no noise 1 3 5 7 9
Communication
10. It is possible to evacuate in a short time 1 3 5 7 9

Wide road without slope & step is available to
Accessibility 11.
evacuate
1 3 5 7 9
to shelter
12. Other peoples help is offered when evacuating 1 3 5 7 9
13. Understandable guide is offered when evacuating 1 3 5 7 9
Connectivity to 14. Sufficient information is offered 1 3 5 7 9

external 15. Safety confirmation can be done 1 3 5 7 9
resources and 16. It is easy to go to hospital and other facilities 1 3 5 7 9
information
17. Social support such as consultant is received 1 3 5 7 9
50
25
Accessibility
0.25
0.2 Temporary disaster shelter
0.15
Connectivity Comfortability
0.1
0.05
0
With disaster vulnerable member
Without disaster vulnerable member
Security Accommodation capacity
Stability and continuity Accessibility

0.25
0.2
0.15
Connectivity Comfortability
Category Temporary Rank Accommodation Rank 0.1
Security 0.235 1 0.198 2 0.05

0
Stability &
0.111 6 0.189 3 With disaster vulnerable member
continuity Without disaster vulnerable member
Capacity 0.140 4 0.113 5 Security Accommodation capacity

Comfortability 0.122 5 0.108 6
Accessibility 0.214 2 0.179 4
Connectivity 0.160 3 0.212 1 Stability and continuity
Accommodation disaster shelter

51
Free Opinion
KJ (Kawakita Jiro) Method
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26
27
ANNEX 2
Lecture on Questionnaire Preparation and Data Analysis
Date: June 10, 2010
Parvin Gulsan Ara
IEDM Lecture Series
Lecture on
Questionnaire Preparation and Data Analysis
1. Basic Principles and Formalities related to Questionnaire Formulation

Part I (basic)
Title of the Research

Institution/Organization Involved in the research
Purpose of Data Collection (commitment/pledge)
Questionnaire No./ Serial No.
Name of the Interviewer and Contact
Date of Data collection
Name of the Respondent
Demonstration to fill up the questionnaire and
Explanatory Note (if necessary)
Part II (biographic/physiographic information)
Example:
For household survey- Demographic Information, Household Condition, Economic condition
For Organization- History, Administrative set up, Function/role/activities
Part III
Objective Oriented Questions
A Questionnaire must be
As simple as feasible,
As close to the point as requires (e.g. income data.need specification, personal/
household, monthly/yearly, currency)
Brief in terms of phrasing
Free of difficult grammar (in particular not in the form of double negation)- e.g. why do
you not think climate change will not make any problem to you? Rather- What are the
reasons of believing that climate change will not make any problem to you?
As close as possible to respondents everyday spoken language
Unambiguous in content and direction (open ended or close ended, single or multiple
response, measurement unit-need to standardize)
Direction-
e. g. 1. Do you know about climate change? 1. Yes 2. No (if no go to the q. No., 3)
2. If Yes, what do you know

3..
Wording non-neutral or suggestive questions
e.g. Do you think drought is becoming severe in North-western districts? Rather..
Women empowerment is very important, do you think so? Rather. How important women
empowerment is? 1. Not important, 2. Important, 3. very important.
Languages that express or even to stress social distance
e.g. women empowerment or gender related issues, ethnic believes/conflict related issues
Language/question that is indecent, impolite or offensive in the context of the existing

norms and culture of the society.
Why do you cover your head in spite of so high temperature? (this kind of question is
indecent to an Egyptian Lady)
Why is your house/toilet not so clean?
How often would you usually beat up your spouse?
When was the last time you took a shower?
1.2 Coordination Schema- Facilitate to Formulate Objective Oriented
Questionnaire
Research Title: Environmental Condition of Slums- Focusing of Health and Sanitation
Facilities
Table1.COORDINATION SCHEMA
Complex Simple
Objective Parameter Data Source
Variable Variable
Ideographic Name
Primary Source
Information Address
Household size
Demographic
Primary Source
Social Condition Place of origin
1. To identify Background
Educational Number of level
the socio- Primary Source
Qualification passed
economic
Occupation
background
of the slum Income
dwellers Economic
Primary Source
Background Expenditure
Savings
Types of disease
Disease Frequency of Primary Source
disease
Distance
Accessibility of Source Primary Source
Problems Water Supply
Nature of water
Relating to
Both Health Drainage system Primary Source
and Sanitation
2. To find out Waste disposal Primary Source
the problems Bathing
relating to
health and Use of soap Primary Source
Cleaning ness
sanitary
Washing
condition of
provision
the slum
Medicine
dwellers.
Problems Accessibility of Vaccination Primary Source
Relating to Facilities
Health Health center
Complex Simple
Objective Parameter Data Source
Variable Variable
Family planning
Age
Condition of Primary and
Child Nutrition Growth Secondary
Weight Source
Qualities
Objective 2 Problems Latrine
Continued Relating to Primary Source
Condition
Sanitation Quantities
Poverty
3. To Illiteracy
investigate
Opinions of Unskilled labour
the reasons
Slum Dwellers Unemployment
behind the
problems of Reasons Primary Source
Migration
health and
sanitary Researchers Lack of
conditions of Observations awareness
people
Accessibility of
support services
Awareness
4. To recomm- NGO
end some
proposals in Government
order to
improve Proposals Support
their existing Private
Services
health and organization or,
sanitary
condition individual
Table 2. Coordination Schema for formulation of Questionnaire for CDRI of
Cities
Objectives:
1. Identification of Climate Disaster Resilience of Cities from Social Perspective
Objective Parameter/Complex Indicators/simple Data Source Tools of Data

Variables Variables Collection
Identification Population Growth Secondary Data- Literature
of Climate Census/statistical Review
Disaster report
Resilience of Dependent Population Secondary data-
Cities from Census/statistical
Social Urban poor report
Perspective Population Density (day
time)
Population density night
time
Heath Population suffer from Secondary Data- Literature
waterborne Diseases Census/statistical review
every year report/annual report of
Population suffer from city
vector-borne diseases Secondary data- Literature
Census/statistical review
Population suffer from report/annual report of
waterborne Diseases city
after disaster Secondary data- Literature
Access to primary health Census/statistical review
care facility report/annual report of
city
Capacity to face Secondary data- Literature
emergency Census/statistical review
report/annual report of
city
Primary Data- Interview by
Perception of City questionnaire
corporations Health
official
Education and Literacy Rate Secondary Data- Literature

Awareness Census/statistical review
report/annual report of
city
Awareness about Primary Data- Interview by
disaster threat Disaster management questionnaire
official of City
corporation/ chief
executive officer/or any
relevant official
Public awareness
program
Access to internet
Functionality of
school after disaster
Social Capital Peoples participation
in community
activities
Acceptance of
community leader
Ability of building
consensus
Participation in
decision making
process
Interaction of ethnic
groups
Community
Preparedness during
disaster
2. Data Analysis
2.1 Crosstabulation or Crosstabs

Marital Status affecting to the Extent of Womens Control over Income:
Table 3. Comparative Scenario of Control over Income between the Women Living With
Husband and the Women Living Without Husband
Civic status Extent of Control over Income Total

Full control Partial control No control
f % f % f %
Respondent living 6 4 38 25 108 71 152(100%)
with husband
Respondent living 8 29 11 39 9 32 28 (100%)
without husband
Parsons Chi-square value: 25.723, Sig. (2-sided) 0.000
Source: Field survey Feb. to Mar. 2002
Fig 7.2 Extent of Control Over Income by Civil Status
80 71%
60
Percentage
39%
40 29% 32%
25%
20
4% Women living with
husband
0
Full Partial No Women living without
control control control husband
Extent of control over income
Economic Status
Landholding
Table 4. Present and Initial (at the time of being member of credit program) Land Holding
Size of Households by Credit Programs
Land Names of the Credit Programs Total

holding size SIP MCP RCP
(in katha) Present Initial Present Initial Present Initial Present Initial
0 62 67 12 12 0 4 74 83
1-10 10 5 31 34 36 37 77 76
11-30 1 1 7 4 14 9 22 14
31-90 0 0 2 2 5 5 7 7
Total 73 73 52 52 55 55 180 180
Note: 1 acre = 3x20x720 + 360 sft = 43560 sft. Or 60.5 katha. i.e 1 Katha = 1/60.5 acre or about
67 square meter.
Katha is the unit of land measurement in Bangladesh
2.2 Comparison
Pearson's chi-square
Pearson's chi-square is used to assess two types of comparison: tests of goodness of fit and tests
of independence.
A test of goodness of fit establishes whether or not an observed frequency distribution differs
from a theoretical distribution.
A test of independence assesses whether paired observations on two variables, expressed in a

contingency table, are independent of each other for example, whether people from different
regions differ in the frequency with which they report that they support a political candidate.
Table 3 presents a test of independence assessment
T-Test
The t-test assesses whether the means of two groups are statistically different from each other.
This analysis is appropriate whenever you want to compare the means of two groups.
One Way ANOVA
In statistics, one-way analysis of variance (abbreviated one-way ANOVA) is a technique used

to compare means of two or more samples. This technique can be used only for numerical data.
Table 5. One-Way ANOVA Table (Comparing means)

Showing Changes in Land Holding Size at Present and Land Holding Size at the
Time of being Member of Credit Program
Variables Sum of Degree of Mean F Sig.

squares freedom Square
Land holding size at present 22676.362 19 1193.493 207.195 0.000
Land holding size at the time of

being member of credit program
(between groups)
Table 6. ANOVA Table (Comparing means)
Examining the Difference Between the Extent of Participation in
Household Decision Making Before and After Being Member of Credit
Program
Variables Sum of Degree of Mean F Sig.

squares freedom Square
Household decision making 6.384 14 0.456 21.363 0.000
after * Household decision
making before (between groups)
Table 7. One way-ANOVA

Examines the Difference Among the Members of the Three Credit Programs
Regarding Their Extent of Participation in Household Decision Making (Both
Before and After Being Member of Credit Programs)
Variables Sum of Squares df Mean Square F Sig.

Index of HH decision making 0.001814 2 0.0009069 0.017 0.983
before (between group)
Index of HH decision making 0.331 2 0.166 3.063 0.049
after (between group)
3. Regression Analysis
The statistical device that enables the estimation or prediction of the unknown values of one
variable based on the known values of another variable is termed regression. Regression is the
measure of average relationship between variables.
In statistics, regression analysis includes any techniques for modeling and analyzing several
variables, when the focus is on the relationship between a dependent variable and one or more
independent variables. More specifically, regression analysis helps us understand how the typical
value of the dependent variable changes when any one of the independent variables is varied,
while the other independent variables are held fixed.
Income Patterns
Table 8. Level of Income of Households by Credit Programs
Level of Names of the Credit Programs Total

Income (in SIP MCP RCP
Taka/Month) f % f % f %
Tk 1000-3000 33 45.2 22 42.3 29 52.7 84 (46.7%)
Tk 3001-5000 38 52.1 22 42.3 24 43.6 84 (46.7%)
Tk 5001-10000 2 2.7 8 15.4 2 3.7 12 (6.6%)
Total 73 100 52 100 55 100 180 (100%)
Statistics: Mean= 3441.67; Std. Dev.= 1310.36; Min.= 1000; Max.=10000; Skewness= 2.053
Parsons Chi-square value = 9.826, Degree of freedom = 4, Sig. = 0.043
Factors Affecting Income
Table 9. Multivariate Regression Analysis- Total Monthly Income of the Households as

Dependent Variable
Source Coefficient t-Value Sig. Level
Constant 1664.27 5.96 0.000
1. Income from main occupation of the respondent 0.296 3.802 0.000
(program member) (IMOR)
2. Average monthly income from credit invested 0.375 4.512 0.000
prime occupation (MICIPO)
3. Credit invested prime occupation types (CIPOT) -0.177 -2.403 0.017
4. Total amount of credit invested to the prime 0.193 2.086 0.038
occupation (ACIPO)
5. Total landholding size of household (LHS) 0.151 2.148 0.033
Overall model 13.308 (F Value) 0.000
R=0.563, R2=0.317, Adjusted R2=0.293
The resultant regression equation is
TMI= 1664.27 + 0.151 LHS + 0.296 IMOR 0.177 CIPOT + 0.375 MICIPO + 0.193 ACIPO
Where,
TM I= Total monthly income (Dependent Variable)
LHS = Total landholding size of household
IMOR = Income from main occupation of the respondent (program member)
CIPOT = Credit invested prime occupation types
MICIPO = Average monthly income from credit invested prime occupation
ACIPO = Total amount of credit invested to the prime occupation)
The regression model presented in table 9 has vindicated that monthly income of a household
significantly determined by the income of the woman, who receive the credit and by the income
accrue from the credit-invested economic activity. Besides these, total monthly income is highly
depends on the credit-invested economic activity types, amount of credit invested to the activity
and finally on the landholding size of the household. As R2-value is 0.317, all these factors are
explaining 32 percent of total variance of the dependent variable total monthly income. Out of
all these five influential variables, the credit programs can demonstrate two variables that are
credit-invested economic activity types, and amount of credit invested to the activity. Credit
programs should help their members to choose the activity having higher income earning
potentiality and should provide adequate amount of credit to operate the activity smoothly and
profitable.
Factors Affecting Control over Income
Among various aspects of womens empowerment provision of control over material resources is
one of the most critical ones. Therefore, various factors associated with this aspect should be
critically examined to evaluate their roles in empowering poor women and thus formulating
further policy guidelines. Depending on the nature of the community and its norms and
regulations, the factors affecting womens control over income could be different. Following
hypothesis has been formulated with the perception of the nature of traditional poor community
in Bangladesh. Test of the hypothesis denotes the dominating factors affecting womens control
over income.
Hypothesis:
Socio-Economic factors such as age, duration of membership, income of the respondents are
the determinants of level of their control over income.
In order to examine the influential factors of womens control over income as well as to test the
hypothesis multiple regressions has been conducted considering control over income as
dependent variable. Hereunder, table 10 depicts the outcomes of the regressions.
Table 10 Multiple regression- Explaining Womens Control Over Income

Model Coefficients t- Sig. level
Value
Constant -0.528 -4.916 0.000
1. Participation in Household decision making 0.457 6.857 0.000
(PHDM)
2. Numbers of Years of being Members of Credit 0.196 3.145 0.002
Programs (duration)(NYBMCP)
3.Income from the Main Occupation of Woman 0.168 2.506 0.013
(IMOW)
4. Age of Woman (AW) 0.159 2.505 0.013
Overall model F-Value = 25.877, 0.000
R= 0.610, R2 = 0.372, Adjusted R2 = 0.357
The resultant regression equation is
WCOI = -0.528 + 0.457 PHDM + 0.196 NYBMCP + 0.168 IMOW + 0.159 AW
Where,
WCOI = Womens Control Over Income (Dependent Variable)
PHDM = Participation in Household decision making
NYBMCP = Numbers of Years of being Members of Credit Programs (duration)
IMOW = Income from the Main Occupation of Woman
AW = Age of Woman
From the regression model it can be confidently said that a womans control over income
significantly determined by her extent of participation in household decision making, time period
of membership in credit programs, and the level of income and age of the respective woman. It is
generally obvious that whenever a woman gets better scope to participate in household decision
making she can avail more control over earning. Similarly, higher level of earning facilitates a
woman to avail countable position in her family to give her voice and eventually that leads her to
have more control over earning. It is also natural in Bangladeshi society that whenever a woman
become mother, mother-in-law and grand mother she gradually obtain more respect and family
governing ability than that in the time period of her younger age. So, age also a significant
influential factor of womans control over income. Finally, it is found from the model that with
the passing of time period after being member of credit program a womans control over her
earning has changed. Different interventions and motivational efforts of credit programs aiming
to empower women have contributed to establish such relation between extent of control over
income and membership period.
The values of R2 denotes that the abovementioned four factors i.e. household decision making,
membership period, and womens income and age are explaining 37 percent of the variation of
dependent variable- control over income.
Besides the factors presented in above regression model, in this study there also exist several
interesting issues that can manipulate extent of womens control over income. Following
information and discussion focus on those issues and their influence on womens control over
income.
Few More Example of Cross Table and Comparison
Condition of Main Dwelling House

The housing structure of the beneficiary and non-beneficiary households have been presented in
table 6.2. It is revealed from the table that of the beneficiary households 12% houses are
constructed of all thatch, 16% are tin roof and thatch wall and 50% are all tin. On the contrary,
among the non-beneficiary house-holds 18% are constructed of all thatch, 18% are of tin roof
and thatch wall and 44% are all tin. Among the non-beneficiaries only the well off families have
better houses constructed of tin roof and brick wall.
Table 6.2: Distribution of beneficiary and non-beneficiary HHs by physical condition of the
main dwelling house
Membership of MFI's
Physical Condition of the Total
Beneficiary Non- beneficiary
Main Dwelling House
f % f % f %
Thatch roof with mud wall 7 14 9 18 16 16
All thatch 6 12 9 18 15 15
Tin roof with thatch wall 8 16 9 18 17 17
All tin 25 50 22 44 47 47
Tin roof with brick wall 4 8 1 2 5 5
Total 50 100 50 100 100 100
Source: Field Survey, Dec, 2006- Jul, 2007
Table 6.3 (One-Way ANOVA): Difference between beneficiary and non-beneficiary in

housing construction materials
Variables Sum of Mean

df F Sig.
Squares Square
Housing Between Groups 0.360 1 0.360
construction
materials of the Within Groups 34.400 98 0.351 1.026 0.314
beneficiaries and
non-beneficiaries Total 34.760 99
From the table it is clear that the difference in housing construction materials between
beneficiary and non-beneficiary is statistically not significant. It means that in case of
construction material, the beneficiaries are not in a better position than the non- beneficiaries and
the non-beneficiaries are very much conscious about the physical condition of their household.
But a major change in construction material of the beneficiaries was found during survey and the
fact is that their housing condition has improved after they have become the member of MFIs.
Table 6.4: Change of construction material of house after being member of MFIs
Beneficiary
Construction Before After
materials
f % f %
Thatch roof with
6 12 0 0
mud wall
All thatch 4 8 2 4
Tin roof with thatch
40 80 8 16
wall
All tin 0 0 36 72
Tin roof with brick
0 0 4 8
wall
Total 50 100 50 100
Source: Field Survey, Dec, 2006- Jul, 2007
Table 6.4 reveals that after being member of MFIs, a remarkable change has occurred in
construction material of dwelling unit of the beneficiaries. This change is a result of Housing
Loan Scheme of ASA and Padakkhep.
Table 6.5 (One-Way ANOVA): Difference between the beneficiaries before and after being
member of MFI in housing construction materials
Sum of Mean
Variables df F Sig.
Squares Square
Housing Between Groups 3.164 2 1.582

construction
materials of the
Within Groups 3.556 47 0.076 20.915 0.000
beneficiaries before
and after being
member of MFI Total 6.720 49
Table 6.5 shows that the difference in housing construction materials between beneficiary before
and after is statistically significant. The members of ASA and Padakkhep have been financially
supported to improve their housing condition. Thus, their housing condition has significantly
improved after they have become the member of those particular MFIs. However, the study area
being frequently affected by recurring flood, the local MFIs are devoted to conduct motivational
campaign in order to increase awareness about housing condition in the community.
Photograph 6.3: House constructed of before Photograph 6.4: House constructed after
being member of MFIs being member of MFI
6.5 Plinth Height

Plinth height plays a significant role in coping with flood. If the plinth of the dwelling unit is
elevated above the flood level, then the house remains safe from inundation.
Figure 6.1: Change in plinth height before Figure 6.2: Plinth height of the dwelling
and after being the member of MFIs unit of beneficiary and non- beneficiary
Raised Homestead and Tube wells Program of BRAC has enabled the beneficiaries to raise
their plinth height above the highest flood level. Moreover, motivational campaign and regular
sharing meetings organized by ASA and PDBF (Palli Daridro Bimochon Foundation) has
significantly increased the awareness of the beneficiaries to arrange necessary adaptation to their
households. That is why 75% beneficiaries have elevated their plinth up to 4 Ft and on the other
hand 54% non-beneficiaries have increased their plinth height up to 4 Ft.
Table 6.6 (One-Way ANOVA): Difference between the beneficiaries before and after being
member of MFI in plinth height
Sum of Mean
Variables df F Sig.
Squares Square
Between Groups 2.455 1 2.455

Plinth height of
beneficiaries before
Within Groups 9.545 48 0.199 12.343 0.001
and after being
member of MFI
Total 12.000 49
Table 6.6 shows that the difference in plinth height is statistically significant in case of before
and after being member of MFIs. Due to the Raised Homestead and Tube wells Program of
BRAC, their members were provided with monetary and technical support to raise their plinth
above highest flood level.
Table 6.7 (One-Way ANOVA): Difference between the beneficiary and non-beneficiary in
plinth height
Sum of Mean
Variables df F Sig.
Squares Square
Plinth height Between Groups 5.760 1 5.760

of Within Groups 17.280 98 0.176 32.667 0.000
respondents Total 23.040 99
Table 6.7 shows that the difference in plinth height between beneficiary and non-beneficiary is
statistically significant. It should also be noted that ASA and PDBF has motivated not only their
members but also the community people as a whole to elevate their plinth up to 4 Ft. And only
for this reason, 54% non-beneficiaries have become aware to raise their plinth height.
Photograph 6.6: Condition of house Photograph 6.7: Plinth rose above
before increasing the plinth height highest flood level
Attention
To Learn More about Social Survey, Questionnaire Development, Data Collection and Analysis
please read books related to Social Survey and Analysis. Following readings also can help
SPSS Base Users Guide

http://www.sociologyguide.com/research-methods&statistics/social-survey.php
Using SPSS for Social Statistics and Research Methods
Dr. William E. Wagner (Author)
http://people.richland.edu/james/lecture/m170/ch13-1wy.html
ANNEX 3
Climate Disaster Resilience Index
(Local Government Questionnaire)
1
Zone Profile
Climate Disaster Resilience Index
Questionnaire for Climate Disaster Resilience Index (CDRI) for

Dhaka City Corporation (DCC)
This study is conducted by IEDM, Kyoto University (JAPAN) with the financial
support of Japan Society for the Promotion of Science (JSPS)
This study aims to develop a Climate Disaster Resilience Index (CDRI) for 10 different zones of
Dhaka City Corporation. The zones resilience is assessed only against climate-related natural
hazards, like cyclones, flooding, sea-level rise, rainfall induced landslides, water scarcity, etc.
Thus, earthquakes, volcanic eruptions, and other geological hazards are not considered as part of
this study. All the information retrieved from this questionnaire will only be used for the purpose of
academic research and not given to any other party, except research team members from Kyoto
University. It is expected that the dissemination of this study will help in understanding the
concepts of urban resilience of different parts of DCC.
Contact details of the selected zone Zone No
Name of the Official:
Designation:
Contact
address:
Phone & Fax

..
E-mail:
.....
Date when questionnaire was filled out:
Photo representing the zone
2
Part I Introduction of the zone
1 Details of the zone
1.1 Name of the zone: ....

1.2 Approximate age of the zone:
1.3 Brief history of the zone (focus on disaster history):
3
How to fill out the questionnaire?
This questionnaire consists of five dimensions with each section providing a few questions to
measure the resilience of the zone against climate-related natural hazards. The five dimensions
are: physical, social, economic, institutional, and natural and include a number of parameters, see
list.
List Dimensions and Parameters of CDRI
Physical Social Economic Institutional Natural

Electricity Population Income Mainstreaming of Intensity/severity of
DRR and CCA natural hazards
Water Health Employment Effectiveness of Frequency of
zones crisis natural hazards
management
framework
Sanitation and solid Education and Household assets Knowledge Ecosystem
waste disposal awareness dissemination and services
management
Accessibility of Social capital Finance and Institutional Land-use in natural
roads savings collaboration with terms
other organisations
and stakeholders
Housing and land- Community Budget and Good governance Environmental
use preparedness subsidy policies
during a disaster
The questionnaire should be filled out step-wise, as you can see in the examples below.
First step:
A) Each dimension has 5 parameters including 5 questions/variables. For each variable a choice
should be made between 1 (very poor, not available/existent) to 5 (good).
B) After a choice is made for all variables, each of them should be ranked against each other within
a particular parameter. Thus, the variables should be weight according their importance within
the zones context between 1 (not important) to 5 (very important). A higher rank increases the
weight of a particular variable. This should be done in relation to the characteristics of a
particular zone. It is crucial that no rank is duplicated. This weighting allows the person, or group
who is filling out this questionnaire, to decide which variable should be considered or weighted
more than the others within a parameter.
4
Example, first step: dimension, physical; parameter, electricity
Second step:
Since there are five parameters for each dimension (see list above) the steps A and B should be
done likewise for all parameters throughout the questionnaire.
C) Finally, each parameters, five per dimension, should also be weighted according to their
importance related to the characteristics of the zone, in the same way as mentioned in step B.
Example, second step: physical dimension
5
Part II Physical Condition of the Zone
2 Utilities and Infrastructure
2.1 Electricity
2.1.1 % of zone households have access to electricity at their home (including urban poor areas)
1 (Up to 50%) 2 (51-65%) 3 (66-80%) 4 (81-95%) 5 (96-100%) Choice
2.1.2 Status of interruption per day in affected areas

1 (Available up 2 (Available 5-8 3 (Available 9- 4 (16-23 hours) 5 (No Choice
to 4 hours) hours) 12 hours) interruption)
2.1.3 % of area affected by interruption
1 (81-100%) 2 (61-80%) 3 (41-60%) 4 (21-40%) 5 (less than Choice
20%)
2.1.4 Zones electric supply authority capable to provide electricity
1 (Up to 10% 2 (11-25% of 3 (26-50% of 4 (51-75% of 5 (76-100% of Choice
of demand) demand) demand) demand) demand)
2.1.5 Extent of capacity of alternative emergency electric supply systems (private/public) to keep
emergency services (e.g. hospital, evacuation centers, etc.) functioning
1 (No capacity) 2 (1-25% of 3 (26-50% of 4 (51-75% of 5 (76-100% of Choice
demand) demand) demand) demand)
Weight factor Please rank the variables between 1 to 5 (no duplication of ranks)
2.1.1 2.1.2 2.1.3 2.1.4 2.1.5
2.2 Water
2.2.1 % of zone population have access to potable water supply at home or within close proximity (10
min. walking distance)
1 (Up to 50%) 2 (51-65%) 3 (66-80%) 4 (81-95%) 5 (96-100%) Choice
2.2.2 Status of interruption per day

1 (Available up 2 (Available 1-2 3 (Available 3- 4 (Available 6-10 5 (No Choice
to 1 hours) hours) 5 hours) hours/day) interruption)
2.2.3 % of area affected by interruption
1 (81-100%) 2 (61-80%) 3 (41-60%) 4 (21-40%) 5 (less than Choice
20%)
2.2.4 Zones water supply authority capable to supply water
1 (Up to 10% 2 (11-25% of its 3 (26-50% of 4 (51-75% of its 5 (76-100% of Choice
of its demand) demand) its demand) demand) its demand)
2.2.5 Extent of capacity of alternative emergency safe water supply system
1 (No capacity) 2 (1-25% of its 3 (26-50% of 4 (51-75% of its 5 (76-100% of Choice
demand) its demand) demand) its demand)
2.2.1 2.2.2 2.2.3 2.2.4 2.2.5
6
2.3 Sanitation and solid waste disposal
2.3.1 % of population have hygienic access to sanitation

1 (Up to 20%) 2 (11-40%) 3 (41-60%) 4 (61-75%) 5 (81-100%) Choice
2.3.2 Collection of solid waste produced per day

1 (Up to 50%) 2 (51-65%) 3 (66-80%) 4 (81-95%) 5 (96-100%) Choice
2.3.3 % of solid waste treated before dumping

1 (Not treated 2 (Up to 25%) 3 (26-50%) 4 (51-75%) 5 (76-100%) Choice
at all)
2.3.4 % of solid waste recycled (both formal and informal)
1 (Up to 10%) 2 (11-25%) 3 (26-50%) 4 (51-75%) 5 (76-100%) Choice
2.3.5 % of solid waste collected 48 hours after a disaster* (flood, cyclones, etc.)
1 (Up to 10%) 2 (11-25%) 3 (26-50%) 4 (51-75%) 5 (76-100%) Choice
2.3.1 2.3.2 2.3.3 2.3.4 2.3.5
2.4 Accessibility of roads
2.4.1 % of zones land used as transportation network

1 (0-5%) 2 (6-10%) 3 (11-15%) 4 (15-20%) 5 (more than Choice
20%)
2.4.2 % of zone accessible by paved road
1 (less than 2 (51-60%) 3 (61-70%) 4 (71-80%) 5 (81-100%) Choice
50%)
2.4.3 % of roads remained accessible during normal flooding* in affected areas
1 (less than 2 (41-50%) 3 (51-60%) 4 (61-70%) 5 (more than Choice
40%) 71%)
2.4.4 Status of interruption after heavy rainfall in affected areas
1 (more than 2 (9-12 hours) 3 (5-8 hours) 4 (3-4 hours) 5 (up to 2 Choice
12 hours) hours)
2.4.5 % of roads have roadside covered drain
15%) 60%)
2.4.1 2.4.2 2.4.3 2.4.4 2.4.5
7
2.5 Housing and land-use
2.5.1 % of buildings constructed following building code

10%) 50%)
2.5.2 Type: % of non-permanent structure
1 (100%) 2 (more than 30%) 3 (20-29%) 4 (10-19%) 5 (less than Choice
10%)
2.5.3 Plinth level: % of houses above normal/flood water logging
1 (0%) 2 (less than 50%) 3 (51-60%) 4 (61-70%) 5 (more than Choice
71%)
2.5.4 % of houses with ownership
1 (0%) 2 (31-40%) 3 (41-50%) 4 (51-60%) 5 (more than Choice
60%)
2.5.5 Total % zones population live in the proximity to polluted industry/dumping ground/sea beach
plant
1 (more than 2 (37.5-49%) 3 (25-37.4%) 4 (12.5-24.9%) 5 (0-12.4%) Choice
50%)
2.5.1 2.5.2 2.5.3 2.5.4 2.5.5
At the end of this second part of questions would you please weigh each parameter by ranking them
between 1 to 5 (no duplication of ranks)
Electricity Water Sanitation and Accessibility of Housing and land-

solid waste roads use
disposal
8
Part III Social Condition of the Zone
3 Social Issues of the Zone
3.1 Population
3.1.1 % of zones population growth per year
Choice
1 (more than 2 (4-5.9%) 3 (2-3.9%) 4 (1-1.9%) 5 (<0-0.9%)
6%)
3.1.2 % of zones population under 14 and over 64
Choice
1 (more than 2 (40-46%) 3 (33-39%) 4 (26-32%) 5 (less than
45%) 25%)
3.1.3 % of zones population live in slum area/urban informal settlement/urban poor areas
Choice
1 (more than 2 (37.5-49.9%) 3 (25-37.4%) 4 (12.5-24.9%) 5 (0-12.4%)
50%)
3.1.4 Maximum urban population density (day) per square kilometre, weighted throughout the
zone
Choice
1 (more than 2 (10,000-14,999) 3 (5,000- 4 (2,000-4,999) 5 (less than
15,000) 9,999) 1999)
3.1.5 Maximum urban population density (night) per square kilometre, weighted throughout the
zone
Choice
1 (more than 2 (10,000-14,999) 3 (5,000- 4 (2,000-4,999) 5 (less than
15,000) 9,999) 1999)
3.1.1 3.1.2 3.1.3 3.1.4 3.1.5
3.2 Health
3.2.1 % of population suffer from waterborne diseases every year
Choice
2 (18-23%) 3 (12-17%) 4 (6-11%) 5 (0-5%)
1 (more than 24%)
3.2.2 % of population suffer from vector-borne diseases every year
Choice
2 (18-23%) 3 (12-17%) 4 (6-11%) 5 (0-5%)
1 (more than 24%)
3.2.3 % of population suffer from waterborne diseases after a disaster*
Choice
1 (more than 2 (18-23%) 3 (12-17%) 4 (6-11%) 5 (0-5%)
24%)
3.2.4 % of population having access to primary health care facility
1 (0%) 2 (50-75%) 3 (76-90%) 4 (91-95%) 5 (96-100%) Choice
3.2.5 Capacity of zones health facility to face emergency/hazardous situation

1 (Not 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
capable)
9
3.2.1 3.2.2 3.2.3 3.2.4 3.2.5
3.3 Education and awareness

3.3.1 Literacy rate of zones population
Choice
1 (less than 2 (50.1-62.5%) 3 (62.6-75%) 4 (75.1-87.5%) 5 (87.6-100%)
50%)
3.3.2 Awareness or knowledge of population about the threat and impacts of disasters
1 (No 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
awareness)
3.3.3 How often does the zone authority organize public awareness program/disaster drills
1 (Never so 2 (once every five 3 (once every 4 (once every 5 (more than Choice
far) years or less) 2 years) year) once per year)
3.3.4 Zones average population has access to internet
1 (No access) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
3.3.5 Functionality of schools after a disaster*

functional)
3.3.1 3.3.2 3.3.3 3.3.4 3.3.5
3.4 Social capital

3.4.1 Extent of zones population participate in community activities
Choice
1 (less than 2 (11-20%) 3 (21-30%) 4 (31-40%) 5 (more than
10%) 41%)
3.4.2 Acceptance level of community leader (in ward)
Choice
1 (No 2 (Poor) 3 (Medium) 4 (Good) 5 (Best)
acceptance)
3.4.3 Ability of zones communities to build consensus and deliver shared interest
1 (No ability) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
3.4.4 Level of democracy: zones communities have the opportunity to participate in the zones decision
making process (e.g. making of development plans, workshops)
opportunity)
3.4.5 Extent of different ethnic groups (religious groups mixed and interlinked with other ethnic groups
(opposite: ethnic segregation)
1 (Not mixed) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
3.4.1 3.4.2 3.4.3 3.4.4 3.4.5
10
3.5 Community preparedness during a disaster
3.5.1 Extent of households are prepared for a disaster in terms of logistics, materials, and management
prepared)
3.5.2 Extent of affected people evacuate voluntarily after a disaster
1 (Not existing) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
3.5.3 Extent of zones population provide shelter or emergency support for affected people after a
disaster
1 (No support) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
3.5.4 Extent of support from NGOs/CBOs or religious organisations after a disaster

1 (No support) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
3.5.5 Extent of zones population participate in relief works after a disaster (volunteering)
participation)
3.5.1 3.5.2 3.5.3 3.5.4 3.5.5
At the end of this third part of questions would you please weigh each parameter by ranking them
Population Health Education and Social capital Community
awareness preparedness
during a disaster
11
Part IV Economic Condition of the Zone
4 Economic Issues of the Zone
4.1 Income
4.1.1 % of zones population live below the poverty line (Tk..per capita/per month)
Choice
40%) 11%)
4.1.2 Average number of sources of income per household
1 (No source/ 2 (1 source) 3 (2 sources) 4 (3 sources) 5 (more than 3 Choice
income) sources)
4.1.3 % of households depend on only one income source
1 (100%) 2 (75-99%) 3 (50-74%) 4 (25-49%) 5 (less than Choice
24%)
4.1.4 % of households depend on income from activities derived in the informal sector
1 (more than 2 (31-40%) 3 (21-30%) 4 (11-20%) 5 (less than Choice
40%) 11%)
4.1.5 % of reduced income due to a disaster* for affected households
1 (more than 2 (31-40%) 3 (21-30%) 4 (11-20%) 5 (less than Choice
40%) 11%)
4.1.1 4.1.2 4.1.3 4.1.4 4.1.5
4.2 Employment
4.2.1 % of labour unemployed in formal sector

Choice
25%) 6%)
4.2.2 % of youth unemployed in formal sector
Choice
25%) 6%)
4.2.3 % of all women employed in formal sector
Choice
20%) 66%)
4.2.4 % of employees in formal sector come from outside the city (night/day population)
Choice
1 (More than 2 (60-79%) 3 (40-59%) 4 (20-39%) 5 (less than
80%) 19%)
4.2.5 % of child labour existing in zone
Choice
40%) 11%)
12
4.2.1 4.2.2 4.2.3 4.2.4 4.2.5
4.3 Household assets

4.3.1 % of zones households have television
Choice
50%) 80%)
4.3.2 % of zones population has mobile phone/telecommunication
Choice
50%) 80%)
4.3.3 % of zones households have motorized vehicle
Choice
20%) 50%)
4.3.4 % of zones households have non-motorized vehicle
Choice
30%) 75%)
4.3.5 % of zones households has furniture to secure key items (e.g. emergency food, money, important
documents, medicine) during a disaster*
Choice
50%) 80%)
4.3.1 4.3.2 4.3.3 4.3.4 4.3.5
4.4 Finance and savings
4.4.1 Availability of credit facility in the zones financial institutions to face/prevent disaster
availability)
4.4.2 Access of credit facility in the zones financial institutions to face/prevent disaster
1 (No access) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
4.4.3 Effectiveness of credit facility during disaster for urban poor or low-income groups
1 (No support 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
or access)
4.4.4 % of households having saving practice
Choice
1 (up to 10%) 2 (11-20%) 3 (21-30%) 4 (31-50%) 5 (more than
50%)
4.4.5 % of residential houses under any sort of insurance scheme
Choice
1 (up to 10%) 2 (11-16%) 3 (17-24%) 4 (25-32%) 5 (more than
33%)
13
4.4.1 4.4.2 4.4.3 4.4.4 4.4.5
4.5 Budget and subsidy
4.5.1 % of zones annual budget targeting disaster risk management

1 (0%) 2 (less than 1%) 3 (1.1-2%) 4 (2.1-3%) 5 (more than Choice
3%)
4.5.2 Budget for climate change related disaster risk reduction measures sufficient
1 (No funds) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
4.5.3 Availability of subsidies/incentives for residents/institutions to rebuild houses after a disaster

available)
4.5.4 Availability of subsidies/incentives for residents/institutions to receive/provide alternative
livelihood during a disaster
available)
4.5.5 Availability of subsidies/incentives for residents/institutions to receive/provide health care
available)
4.5.1 4.5.2 4.5.3 4.5.4 4.5.5
At the end of this fourth part of questions would you please weigh each parameter by ranking them
Income Employment Household assets Finance and Budget and

savings subsidy
14
Part V Institutional Condition of the Zone
5 Institutional Issues of the Zone
5.1 Mainstreaming of Disaster Risk Reduction (DRR) and Climate Change

Adaptation (CCA)
5.1.1 Incorporation of DRR and CCA measures in zone development plans

incorporated)
5.1.2 Ability (manpower) to produce development plans
1 (No ability) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
5.1.3 Capacity (logistics, materials (technical)) to produce development plans

1 (No capacity) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
5.1.4 Extent of community participation in development plan preparation process

participation)
5.1.5 Incorporation of disaster management plan
1 (Not existent) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
5.1.1 5.1.2 5.1.3 5.1.4 5.1.5
5.2 Effectiveness of zones crisis management framework
5.2.1 Existence of emergency team during a disaster

5.2.1 Effectiveness of emergency team during a disaster (leadership/competence)

1 (Not existent) 2 (Poor) 3 (Slightly 4 (Good) 5 (Fully Choice
effective) effective)
5.2.3 Availability of sufficient evacuation centres (e.g. community centres, schools)
availability)
5.2.4 Efficiency of trained emergency workers during a disaster*
5.2.5 Existence and readiness of alternative decision making personnel during a disaster
1 (Not existent) 2 (Poor) 3 (Limited) 4 (Good) 5 (Fully ready) Choice
5.2.1 5.2.2 5.2.3 5.2.4 5.2.5
15
5.3 Knowledge dissemination and management
5.3.1 Effectiveness to learn from previous disasters*

effective)
5.3.2 Availability and frequency of regular disaster training programmes for emergency workers
1 (Not 2 (less than once 3 (Once every 4 (Once or twice 5 (More than Choice
available) every two years) two years) a year) twice a year)
5.3.3 Existence of disaster awareness programmes (disaster education) for communities
effective)
5.3.4 Capacity (books, leaflets, manpower, campaigns) for dissemination of disaster awareness
programmes (disaster education)
1 (No capacity) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best) Choice
5.3.5 Extent of community satisfaction from disaster awareness programmes (disaster education)
satisfied)
5.3.1 5.3.2 5.3.3 5.3.4 5.3.5
5.4 Institutional collaboration with other organisations and stakeholders
5.4.1 Extent of dependency to external institutions/support during a disaster

Choice
1 (Fully 2 (Heavily 3 (Dependent) 4 (Slightly 5
dependent) dependent) dependent) (Independent)
5.4.2 Interconnectedness (network)/collaboration with neighbouring zones for emergency management
during a disaster
1 (No network) 2 (Poor network) 3 (Medium 4 (Good network) 5 (Strong Choice
network) network)
5.4.3 Zones Cooperation (support) for emergency management during a disaster* with zone corporation
collaboration)
5.4.4 Cooperation of Zones ward officials for emergency management during a disaster*
collaboration)
5.4.5 Zones institutional collaboration with NGOs and private organisations during a disaster*
collaboration)
5.4.1 5.4.2 5.4.3 5.4.4 5.4.5
16
5.5 Good Governance
5.5.1 Effectiveness of early warning systems led by zone body

1 (Not existent) 2 (Poor) 3 (Slightly 4 (Good) 5 (Fully Choice
effective) effective)
5.5.2 Existence of disaster drills at zone level
1 (Not existent) 2 (less than once 3 (Once every 4 (Once every 5 (More than Choice
every two years) two years) year) once a year)
5.5.3 Promptness of zone body to disseminate emergency information during a disaster to communities
dissemination)
5.5.4 Transparency of zone body to disseminate accurate emergency information during a disaster* to
communities
transparency)
5.5.5 Capability of zone body to lead recovery process (relief work, reconstruction, and rehabilitation)
available)
5.5.1 5.5.2 5.5.3 5.5.4 5.5.5
At the end of this fifth part of questions would you please weigh each parameter by ranking them
Mainstreaming of Effectiveness of Knowledge Institutional Good governance

DRR and CCA zones crisis dissemination and collaboration with
management management other
framework organisations and
stakeholders
17
Part VI Natural Condition of the Zone
6 Natural Issues of the Zone
6.1 Intensity/severity of natural hazards
6.1.1 Floods
1 (Very 2 (Severe) 3 (Medium) 4 (Normal) 5 (No floods) Choice
severe)
6.1.2 Cyclones
1 (Very 2 (Severe) 3 (Medium) 4 (Normal) 5 (No Choice
severe) cyclones)
6.1.3 Heat waves
1 (Very 2 (Severe) 3 (Medium) 4 (Normal) 5 (No heat Choice
severe) waves)
6.1.4 Droughts (water scarcity)
severe) droughts)
6.1.5 Tornados
severe) tornados)
6.1.1 6.1.2 6.1.3 6.1.4 6.1.5
6.2 Frequency of natural hazards
6.2.1 Floods
1 (more than 2 (once per year) 3 (once every 4 (less than every 5 (No floods) Choice
once per year) 5 years) 5 years)
6.2.2 Cyclones
1 (more than 2 (once per year) 3 (once every 4 (less than every 5 (No Choice
once per year) 5 years) 5 years) cyclones)
6.2.3 Heat waves
1 (more than 2 (once per year) 3 (once every 4 (less than every 5 (No heat Choice
once per year) 5 years) 5 years) waves)
6.2.4 Droughts (water scarcity)
once per year) 5 years) 5 years) droughts)
6.1.5 Tornados
once per year) 5 years) 5 years) tornados)
6.2.1 6.2.2 6.2.3 6.2.4 6.2.5
18
6.3 Ecosystem services
6.3.1 Average quality of urban biodiversity (e.g. endangered species)
Choice
1 (Very poor) 2 (Poor) 3 (Medium) 4 (Good) 5 (Best)
6.3.2 Average urban soil quality degraded land, derelict land (industrial contamination)
Choice
6.3.3 Average urban air quality during the day problems of urban heat (island effect)
Choice
6.3.4 Average urban water quality in lakes, rivers, etc. (e.g. contaminated water)
Choice
6.3.5 Average level of urban salinity (e.g. high water table high risks)
Choice
6.3.1 6.3.2 6.3.3 6.3.4 6.3.5
6.4 Land-use in natural terms
6.4.1 Amount of zone area vulnerable to climate-related hazards

1 (100-76%) 2 (75-51%) 3 (50-26%) 4 (25-1%) 5 (0%) Choice
6.4.2 Average intensity of land-use urban morphology (built area)

Choice
90%) 31%)
6.4.3 Settlements located on hazardous ground (e.g. steep slope, flood prone area) vulnerable
exposure
1 (more than 2 (26-50%) 3 (10-25%) 5 (No settlem. Choice
50%) 4 (less than 10%) on haz. gr.)
6.4.4 % total area urban green space (parks, trees, forests, etc.)
Choice
1%) 16%)
6.4.5 Loss of urban green space (parks, trees, forests) due to development of infrastructure,
housing, etc. over the last 50 years
1 (more than 2 (21-40%) 3 (11-20%) 4 (less than 11%) 5 (No loss) Choice
40%)
6.4.1 6.4.2 6.4.3 6.4.4 6.4.5
19
6.5 Environmental policies
6.5.1 Extent of use of zone level hazard maps in development activities

1 (up to 10%) 2 (Poor, 11-20%) 3 (Medium, 4 (Good, 31-50%) 5 (Best, more Choice
21-30%) than 50%)
6.5.2 Extent of environmental conservation regulations reflected in development plans
reflected)
6.5.3 Extent of implementation of environmental conservation policies
implemented)
6.5.4 Extent of implementation of efficient waste management system (Reduce, Reuse, Recycle)
implemented)
6.5.5 Extent of implementation of mitigation policies to reduce air pollution (e.g. CO2), for example from
traffic or household emissions
existence)
6.5.1 6.5.2 6.5.3 6.5.4 6.5.5
At the end of this sixth part of questions would you please weigh each parameter by ranking them
Intensity/severity of Frequency of Ecosystem Land-use in Environmental

natural hazards natural hazards services natural terms policies
20
ANNEX 4
Questionnaire for Micro-Credit Institutions (MCI)
(NGO Questionnaire)
1
International Environment and Disaster Management (IEDM)
Graduate School of Global Environmental Studies
Kyoto University, JAPAN
Questionnaire for MICRO-CREDIT INSTITUTIONS (MCI)
Micro-credit as A Tool for Climate Change Adaptation:

A Case Study of Hatiya Upazilla, Noakhali District
(Only use for academic purposes)
Name of the MCI........................................................... Questionnaire No..
Name of the Respondent.................................... Interviewer:..............................

Designation.........................................................
Date:..........................................
Organization and Type ........................................
Address:................................................................
I. Introductory Information Related to MCP
1 Name of the Micro-credit Institution.

2. Type of the institution
Government organization
Local Non-Government organization (NGO)/National NGO/International NGO
Private Initiative
3. Year of establishment. Year of Activities Started in the area.................
4. Prime Sources of Funding
5. Coverage of Geographical Area .
6. Priority Ranking of Activities
Rank Activities according to geographical areas

Plain Land River Basin Coastal Area Mountainous Area
1.
2.
3.
4.
5.
7. What are the terms and condition of having micro-credit from your institutions
i) Target Group
ii) Process of being member
2
iii) Process of group/community formation
iv) Process/steps of credit disbursement and collection.
v) Timing or interval among different steps.
vi) Sectors and amount of credit disbursements, Sectors
Amount of common sector: MaxMinUsual amount
Amount of special sector (if any, specify): Max..MinUsual amount
vii) Is there any different system of loan recovery during or just after disaster? 1. Yes 2. No
if yes, what is that?.................................................................
viii) What is the level of hardship to collect installment during or just after disaster?
1. Impossible to collect 2. Extremely hard, 3. Hard, 4. Normal
ix) What is the rate of recovery? 1.In normal situation2.During or just after disaster
8. Hierarchy of the Personnel in your MCI.
9. Total No of Staff
10. Availability of environmental or disaster management expert in your MCI. Yes No

If yes, No. Field of Expertise
11. Is there any efforts/attempt ever taken to train your staffs on environment/disaster management? Yes
No, If yes, Types and duration of the training
12. Vision and Mission of the MCI.
II. Disaster/climate change and Efforts to address it
1. What is the trend of following natural disasters and environmental problem in your area of operation?
Area of
Phenomenon The same Decreasing Increasing Dont know
operation
Flood
Cyclone
Temperature
variation
Rainfall
Drought/water
stress
Salinity
Code for Area of Operation: 1. Plain land, 2. River basin, 3. Coastal area, 4. Mountainous Area
3
2. Mention prime types of disaster your operation area since last 10 years (year, areas, impacts and
policy measures)
Disaster Year Nature of Area of Impact on Micro-credit Policy Measure to cope

Types Disaster operation Program (multiple response) or adapt
Codes:
Nature of Disaster: 1. Normal, 2.Catastrophic
Area of Operation: 1. Plain land, 2. River basin, 3. Coastal area, 4. Mountainous Area
Impact: 1. Hardship in loan recovery, 2. Low rate of recovery, 3. Delay in installment collection or problem
in timely collection of installment, 4. Extension of repayment time period, 5. Decrease of number of
beneficiaries, 6. Increase No. of beneficiaries, 7. Other (specify)
Policy: 1. Reduction of interest rate, 2. extension of repayment period, 3. use of reserve fund, 4. Financial
readjustment (specify), 5. Reduction of amount of loan disbursement, 6.Reduction of number of
beneficiaries, 7. Seeking aid/donation from funding sources, 8.Other (specify)
3. Have you ever taken any alternative credit policy during or after disaster? 1. Yes, 2. No.
If yes, mention the detail.
Efforts Related to Climate Change/Disaster
4. With micro-credit program is there any activities/ efforts to address following issues
Issue Addressed/Sectors of Works Details works related to the issue
Sea level rise
Temperature Variation
Saline intrusion
Water stress
Other (if any, specify)
No Activities Related to the Abovementioned Issues
5. Please mention your activities related to different disaster management (Multiple responses accepted)
Types of Disaster Pre Disaster During Disaster Post Disaster Remark
Activities Activities Activities
Coding for Q. No.5

1. Emergency Food Supply (amount, type), 2. Drinking Water Supply
3. Emergency Medical Treatment 4. Emergency medicine Supply
5. Credit Supply (amount) 6. Financial Aid for consumption
7. Material Aid (specify) 8. Rehabilitation Facilities (type)
9. Awareness Building Program and Motivation 10. Training
11. Employment Generation 12. Warning
13. Infrastructure development 14. Others (Specify)
4
7. With micro-credit program is there any other following programs/support services?
Supporting Sector Nature of support (MRA) Terms & conditions of support

Housing
Water supply
Sanitation
Other (specify)
Code of nature of support: 1.Provision of credit, 2.Provision of material, 3. Credit and Material both, 4.
Awareness creation and motivation
8. Mention the activities of your MCI in Capacity and Awareness Building, Information dissemination,
Technology Transfer and Innovation addressing climate change or disaster management.
Sector of Activities Details Activities addressing each sector Remarks

Capacity Building by Training
Education/Knowledge Development
Awareness Generation
Motivation
Information Dissemination,
Technology Transfer & Innovation
related to
-sea level rise,
-frequent and severe natural
disaster,
-livelihood diversification,
-promotion of flood and saline
tolerant varieties
-Identification of communitys
autonomous and spontaneous
adaptation and enhancement of that
-Energy savings or alternative energy
generation
- Waste management
- Other (specify)
9. Approach of works of your MCI in case of any activities or program implementation (Put tic mark,
Multiple Response Accepted)
i) MFI works through community participation (CP)

ii) Networking and coordinated activities with other MFIs (with/without CP)
iii) Partnership between MFI and Local Govt. (with/without CP)
iv) Partnership between Donor and MFI(with/without CP)
v) If any other approach than above (specify)
5
III. MCIs Efforts to strengthen community tie/bondage and Participation
1. Programs or components or efforts aiming to strengthen community tie/bondage (Put tic mark, Multiple
Response Accepted) (if any thing important about the activities below, please write within the space
between two points)
i) Formation of different groups or community organizations or open forum
ii) Leadership development within the community
iii) Encourage communitys participation in decision making and taking actions
iv) Organization of cultural programs through community participation
v) Lessons delivery and motivational activities related to community integration
vi) Efforts in mitigating community conflicts through mutual understanding
vii) Others, if any (specify)
2. Any attempt of following Participatory process in the following sectors (MRA)
i) problem identification, ii) need assessment and prioritization, iii) SWOT analysis, iv) taking action
3. Efforts related to Vulnerability Assessment, Enhance Climate Change Adaptation and Integrated
approach of Poverty Alleviation (MRA)
Aspects Detail Efforts Remarks

Vulnerability Assessment in case of
1. income and occupation
2. food security
3. shelter,
4. health condition and
5. water
Enhance Climate Change Adaptation
in case of
1. income and occupation
2. food security
3. shelter,
4. health condition and
5. water
Integrated approach of Poverty
Alleviation
1. Poverty alleviation integrating
disaster management
2. Disaster management with
6
prioritizing vulnerable groups,
especially poor
3. Addressing climate change issues
that would enhance disaster and
poverty
IV. Future Plan
Presently do you have any future plan to readjust micro-credit program to cope with natural disaster and
climate change scenario? 1. Yes, 2 No.
If yes, what kind of readjustment? Detail of the plan

.
Do you have any future plan/programs that would facilitate climate change adaptation? 1. Yes, 2.No
If yes, please mention about the details of that future plan/programs
7
ANNEX 5A
Coastal Watching, October 2008
(School Teachers Questionnaire)
Coastal Watching, Oct 2008
Kyoto University and University of Madras
Your Name:
School Name:
Please select one: Elementary school, Junior High School, High School and University
Which class do you teach? :
How many years do you teach in this school? :
How far is your house from the school? :
How long do you live in this area? :
Sex: Male of Female
BEFORE
1. Are you living near Coastal Area? Yes/ No
2. What is your impression about Coastal Area? (Please choice only ONE)
a. fishing, b. swimming and playing, c. to carry goods by boat, d. some vegetation, e. source of Tsunami, f.
place to throw waste, g. no idea, h. Others ( )
3. Damage of your house in 2004 Tsunami? Yes / No
4. Damage of your friends or relatives house in 2004 Tsunami? Yes / No
5. Do you think 2004 like Tsunami will occur again? Yes / No
6. Do you have any other disaster experiences? Yes/ No
7. If Yes in No. 6, please mention the disaster and year
8. Do you have some idea on how to reduce the Tsunami impacts? Yes/No
9. If Yes, What do you think you can do to reduce the Tsunami impacts? (Multiple answer OK)
a. to identify the Tsunami prone areas, b. to plant trees on the coastal area, c. to visit evacuation center, d.
to discuss with family, e. others( )
10. Is there disaster education program in your school? Yes/No
11. Do you teach disaster education? Yes/No
12. What would you like to teach in school? (Multiple answer OK)
a. to understand disaster weakness, b. to know evacuation center, c. to teach about early warning
information, d. to teach about vulnerable areas, e. to escape from disaster, f. to act after disaster, g. post
disaster, h. role of community preparedness, i. role of government preparedness, j. role of family
preparedness, k. others( )
13. Specific hazards you are interested in to teach?
14. Which types of media would you like to use? (Multiple answer OK)
a. Text book, b. manual, c. News paper, d. video, e.web, f. museum visits, g. listening to experienced people,
h, demonstration, i. others ( )
15. Prioritize what you think it is necessary for an effective disaster education program at your school. Give
marks 1 to 6 to show your priority. (1: highest priority 6: lowest priority and so on.)
a. Teachers awareness and training
b. To include in the school curriculum a disaster education program
c. Disaster education materials
d. For example? ( )
e. Cooperation between the education board and local governments
f. Community involvement on disaster education
g. Others( )
16. Prioritize what you think is the objective of disaster education. Give marks 1 to 6 to show your priority.
(1: highest priority 6: lowest priority and so on.)
a. to learn how to behave in case of a disaster: where to go, how to rescue others, how to evacuate
b. To learn the mechanism of disasters and the damage they can cause
c. To disseminate information about disaster reduction measures to others
d. To promote campaigns about the reduction of disaster risks
17. Which scenery between your home and school are you interested in?

18. Please write down which places/what do you like in your town.

19. Please write down which places/what do you dislike in your town.

20. Please write down safe place(s) in your town, regarding disasters.

21. Please write down unsafe place(s) in your town, regarding disasters.

22. Please write good point(s) of the coastal area in your town.

23. Please write down bad point(s) of the coastal area in your town.

ANNEX 5B
Coastal Watching, October 2008
(Students Questionnaire)
Coastal Watching, Oct 2008
Kyoto University and University of Madras
Your Name: No.
School Name:
Please select one: Elementary school, Junior High School, High School and University
Which standard? :
How far is your house from the school? :
How long do you live in this area? :
Sex: Male of Female
BEFORE
1. Which scenery between your home and school are you interested in?
2. Are you living near Coastal Area? Yes/ No
3. Please write down which place you like in your town.
4. Please write down which place you dislike in your town.
5. Please write down safe place(s) in your town regarding disasters.
a. Fishing, b. swimming and playing, c. to carry goods by boat, d. Some vegetation, e. Source of
Tsunami, f. place to throw waste, g. no idea, h. Others ( )
7. Damage of your house in 2004 Tsunami? Yes / No
8. Damage of your friend or relations house in 2004 Tsunami? Yes / No
9. Will 2004 Tsunami occur again? Yes / No
10. Do you have any other disaster experiences? Yes/ No
11. If Yes in No. 6, please mention the disaster and year
12. Do you have some idea to reduce the Tsunami impacts? Yes/No
If Yes, What do you think you can do to reduce the Tsunami impacts? (Multiple answer OK)
a. to identify the Tsunami prone areas, b. to plant trees on the coastal area, c. to visit evacuation
center, d. to discuss with family, e. others( )
13. What would you like to study in school? (Multiple answer OK)
a. to understand weakness of disaster, b. to know evacuation center, c. to teach early warning
information, d. to teach venerable areas, e. to escape from disaster, f. to act after disaster, g. post
14. Specific hazards you are interested in to study?

Your Name:
No.
AFTER
a. Fishing, b. swimming and playing, c. to carry goods by boat, d. Some vegetation, e. Source of
Tsunami, f. place to throw waste, g. no idea, h. Others ( )
2. Will 2004 Tsunami occur again? Yes / No
3. Do you have some idea to reduce the Tsunami impacts? Yes/No

If Yes, What do you think you can do to reduce the Tsunami impacts? (Multiple answer OK)
a. to identify the Tsunami prone areas, b. to plant trees on the coastal area, c. to visit evacuation
center, d. to discuss with family, e. others( )
4. What is impression about experimental learning? (Please choice only ONE)

a. I can understand the Tsunami mechanism, b. to understand impacts of mangrove, c. Explanation
was difficult, d. wants to have hand out, e. want to watch in larger scale
5. Do you think it is necessary to have this experimental learning to understand disasters?

a. necessary, b. it is good, c. not necessary
6. What do you want to teach in study? (Identify THREE priority items)

a. to understand weakness of disaster, b. to know evacuation center, c. to teach early warning
information, d. to teach venerable areas, e. to escape from disaster, f. to act after disaster, g. post
7. Finally, please tell us you opinions/intentions.

ANNEX 5C
Questionnaire Survey on DRR in Education Sector in Taiwan
(Schools Questionnaire)
1
Questionnaire Survey on
Disaster Risk Reduction in the Education Sector in Taiwan
Graduate School of Global Environmental Studies (GSGES), Kyoto University, Japan
Research Center for Soil & Water Resources and Natural Disaster Prevention, National Yunlin
University of Science & Technology, Taiwan
This questionnaire aims to understand disaster risk reduction initiatives taken in the education sector, in
particular, at the schools in Yunlin County, Taiwan. Findings of the research aim to contribute in
enhancing disaster awareness and preparedness among the students as well as the local community at
Yunlin County, Taiwan. All information will be strictly used for academic research purposes and kept
confidential. Thank you very much for your cooperation.
Gwee Qi Ru, MA2 GSGES Kyoto University

Research Center for Soil & Water Resources and Natural Disaster Prevention
NOTE This questionnaire should preferably be completed by the principal or a teacher who is familiar
with the DRR education. Answers should not be personal but representing the entire school. There is a
total of 11 pages in this questionnaire. Please kindly make sure that all questions are answered properly.
Thank you very much for the cooperation.
Abbreviation: DRR: Disaster Risk Reduction
SECTION A: GENERAL INFORMATION

1. Which year was your school established? years
2. Is your school private or public? Private Public
3. How many teachers are there in your school?
Female teachers Male teachers
4. How many students are there in your school?
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Elementary
students students students students students students
Year 1 Year 2 Year 3
Secondary
students students students
5. Which township is your school located? teachers

6. What disaster is most prone in your area? (max. 3 answers)
Earthquake Typhoon Landslide Flood Land Subsidence Nothing
Others Please specify____________________________________________________________
7. Did your school experienced any disaster in the past?
YES Go to 7.1, 7.2 and 7.3 NO
7.1 When did the disaster occurred?
7.2 Which type of disaster?
Earthquake Typhoon Landslide Flood Land Subsidence Nothing
Others Please specify________________________________________________________
7.3 Damage caused:
School completely destroyed Education materials partially destroyed
School partially destroyed Others. Please specify: ____________
Education materials destroyed _______________________________
2
SECTION B: Institutional mechanism for DRR education
Q1: Are there any groups involved in DRR education activities?
Q1-1: Who are involved? (Multiple answers)

1. Principal
2. Teachers
3. Parents
4. Students
5. Parents-teachers association
6. Boys/girls scouts
7. Local humanitarian aid groups (ex red cross)
8. Others. Please specify:__________________________________________________________
Q1-2: Is there a regular meeting where the members in Q1-1 meet to discuss on DRR education issues?
YES
YES NO

IF YES, how often do they meet? (Single answer)
1. Once a year
2. 2-3 times a year
3. Monthly
IF NO, meetings on DRR education are not held because (Single answer)
1. There is no disaster in the area, DRR is not necessary.
2. Lack of interest
3. Lack of participants
Q1-3: No such groups exists because (Single answer)

1. Not necessary. There is no disaster in the area.
NO
2. Lack of interest

Q2: Are there funds allocated for DRR activities?
Q2-1: Funds are used on (Multiple answers)

1. DRR educational materials
2. DRR training for teachers
YES 3. School events for promoting DRR

4. Ensuring non-structural safety (ex. furniture are well-anchored, conducting assessments)
5. Ensuring structural safety (ex. buildings comply to safety codes, conducting assessments)
6. Others. Please specify: __________________________________________________________
Q2-1: There is no such funds because (Single answer)

NO 2. Lack of interest

3
SECTION C: Legislative measures for DRR education (in risk assessment)
Q1: Is your school built in compliance to safety standards and/or building codes set by the government?
Q1-1: Who assessed the safety standards?__________________________________________
YES Q1-2: How regular is the inspection? (Single answer)

1. Once in 5 years
2. Once in 1-2years
3. Others. Please specify: ___________________________________________________
Q1-3: Why was your school not build in compliance to the standards? (Single answer)
1. There is no safety standards when the school was built
2. We were not informed of the standards
3. No one came to inspect our schools
NO
4. We didnt think it was necessary since there has not been any disaster

5. Others. Please specify:____________________________________________________
Q1-4: Are you planning to have your school inspected soon? YES NO
When? _____________
Q2:Are the school facilities checked regularly to ensure safety against disasters?
Q2-1: Who initiates the checks? (Single answer)

1. Instructed by the education department of Yunlin County
2. Initiated by the Principal voluntary
3. Requested by the parents/local community
4. Others. Please specify:__________________________________________________
Q2-2: How often are these checks conducted? (Single answer)

1. Once a year
2. 2-3 times a year
3. Others. Please specify: _______________________________________________________
YES Q2-3: Are furniture and/or equipments checked that they have been securely-anchored?

YES NO
IF YES, who carries out these checks? (Single answer)
1. School staffs (ex principal, teachers) Please specify:____________________________
2. Students (with supervision from teachers)
3. Professionals/Officials. Please specify:_______________________________________
And, how often are these checks conducted? (Single answer)

1. Once a year
2. 2-3 times a year
3. Others. Please specify: _______________________________________________________
Q2-4: Safety checks are not conducted because (Single answer)

2. Lack of interest
NO 3. Lack of human resources (lack of trained personnel)
4. Others. Please specify:___________________________________________________
Q2-5: Is your school planning to conduct safety checks soon? YES NO

When? ______________
4
Q3: Is there any hazard map consisting of the school layout as well as information of its surrounding which is easily
understood by students?
Q3-1: What kind of information does the hazard map provide? (Multiple answers)
1. School building layout
2. Dangerous location within the school
3. Getting to evacuation area during times of emergency
4. High risk areas near school
Q3-2: Who makes the hazard maps? (Single answer)

YES 1. Principal
2. Teachers
3. Students (with supervision from teachers)
Q3-3 How often is the map revised? (Single answer)

1. Never revised
2. Once in 5 years
3. Once in 1-2years
Q3-4: Hazards maps are not required because (Single answer)


3. Waste of time
4. Others. Please specify: ___________________________________________________
SECTION D: DRR education curriculum and training
Q1: Is DRR being emphasized your school?
Q1-1: DRR is emphasized because (Single answer)

1. The area is prone to disaster hence it is necessary to practice DRR in school
YES
2. Although there is few disasters, but we should be prepared

3. It is required by the education department to practice DRR
Q1-2: DRR is not emphasized because (Single answer)


3. Lack of human resources (lack of trained personnel)
4. Others. Please specify: _________________________________________________________
5
Q2: Is DRR education being incorporated in the education curricula?
Q2-1: What is the focus of the DRR education at your school? (Multiple answers)
1. To understand the mechanism that give rise to disasters
2. To learn the risks and damages caused by disasters
3. To be prepared and be able to protect oneself during an emergency
4. Local indigenous knowledge
5. No idea/No particular opinion
Q2-2: In your opinion, what kind of DRR education is necessary? (Single answer)
YES 3. To be prepared and be able to protect oneself during an emergency
Q2-3: Who should take responsibility in providing disaster education material? (Single answer)
1. Schools
2. Education Department (Local Government)
3. Ministry of Education (Central Government)
4. Local NGOs
5. International NGOs
6. Academia (Universities, Research institutes)
Q2-4: Do you intend to include DRR into your curriculum? YES NO
If YES, what kind of DRR education would be included? (Multiple answers)

3. To be prepared and be able to protect oneself during an emergency
NO

IF NO, DRR will not be included into the education curricula because (Single answer)
2. Lack of interest
3. Lack of human resources (lack of trained personnel)
4. Others. Please specify: _________________________________________________________
Q3: Are books/information on DRR available to students for self-learning?
Q3-1: What kind of books/information are provided? (Multiple answers)

1. Causes and impacts of disasters
2. Past catastrophic events in the world
YES
3. Survival skills

4. Simple first aid information
5. Local information (past disasters, high-risk sites etc)
Q3-2: Books/information are not provided because (Single answer)

NO
2. Lack of interest

3. Lack of funding
6
Q4: Is environmental studies includes in the education curricula?
Q4-1: What kind of environmental studies is taught at school? (Multiple answers)

1. Learning about local environment
2. Good environmental practices
YES 3. Climate changes

4. Hazards arising due to damage to environment
5. Outdoor activities ex coastal watching, town watching, hiking etc.
Q4-2: Environmental studies are not taught because (Single answer)

NO 1. Not important
2. No interest
Q5: Does your school organize activities that teach basic survival skills (for students).
Q5-1: What kind of basic survival skills are taught? (Multiple answers)
1. Food and water during disaster
2. First aid
3. Communication
4. Navigation skills
Q5-2: How are they taught? (Single answer)

YES 1. In class (incorporated into syllabus)
2. Special sessions
3. Camp
Q5-3: How often do they meet? (Single answer)

1. Once a year
2. 2-3 times a year
3. Monthly
Q5-4: Survival skills are not taught because (Single answer)

NO
2. Lack of interest

3. Lack of human resources (no trained staffs)
7
Q6: Does your school DRR education training programs (for staff/parents)?
Q6-1: What kind(s) of training do they receive? (Multiple answers)

1. Mechanisms of disasters (causes and impacts of disasters)
2. Risks and damages caused by disasters
3. Teaching skills
4. Survival skills
5. Local/indigenous knowledge
Q6-2: Who attends the training? (Multiple answers)

1. Principal
2. Teachers
3. Parents
Q6-3 How often do they go for training? (Single answer)

1. Once a year
YES 2. 2-3 times a year
3. Monthly
Q6-4: Who is responsible in providing the training? (Multiple answers)

1. Schools
2. Local government
3. National government
4. Local NGOs
5. International NGOs
6. Academia
7. Professionals/practitioners
Q6-5: Who bears the cost of the training? (Single answer)

1. School
2. Participants
Q6-6: Training programs are not available because (Single answer)

2. Lack of interest
3. Lack of funding
NO 4. Others. Please specify:____________________________________________________
5. Currently, there is no training but planned to send teachers for training
Q6-7: Currently, there is no training but plan to start soon YES NO
IF YES, when _____________

And answer Q13-2 to 13-5
8
SECTION E: DRR education n early warning and information dissemination
Q1: Is there any coordination with any related departments/organization in receiving disaster information?
Q1-1: Who does the school coordinate with? (Multiple answers)

1. Yunlin Fire Bureau
YES 2. Central Weather Bureau

3. Education Department of Yunlin County Government
NO
Q2: Are there any early warning practices within the school?
Q2-1: What kind of warning system is used to alert students on disasters? (Multiple answers)
1. Warning through public address (PA) system
2. Announced by principal during morning assembly
3. Announced by teachers in class
4. Disaster calendar available in school so that students are warned of the disaster season
Q2-2: Is PA system available in your school? YES NO
IF NO, there is no PA system because (Single answer)

YES 1. Not necessary. There is no disaster in the area.
2. Lack of interest
3. Lack of funding
Q2-3: Is there a disaster calendar available in the school? YES NO
IF NO, there is no disaster calendar because (Single answer)

2. Lack of interest
3. No such practice
Q2-4: There is no warning system because (Single answer)


3. Lack of funding
9
Q3: Are there activities in promoting and disseminating DRR information?
Q3-1: What kind of activities do you have at your school in promoting DRR? (Multiple answers)
1. Drawing competition
2. Essay competition
3. Drills
4. Visits to fire bureau, museums
5. Town-watching
6. School disaster day
7. Creating evacuation plan
8. Video sessions: Causes and impacts of disasters, past occurrences around the world.
Q3-2: Does your school produce any publications (ex. newsletter) on DRR? YES NO
YES

IF YES, what kind(s) of publications? (Multiple answers)
1. Causes and impacts of disasters
2. Risk and damages caused by disasters
3. Local information (ex recent disasters, indigenous knowledge)
4. School activities on DRR
And, how often are they published? (Single answer)

1. Once a year
2. 2-3 times a year
3. Monthly
Q3-3: There are s no activities on promoting DRR because (Single answer)

1. Not necessary. There is no disaster in the area
NO
2. Lack of interest

3. Lack of funding
10
SECTION F: DRR education preparedness
Q1: Is there any post-disaster recovery plan in your school?
Q1-1: Is there any post-disaster recovery plans to ensure class continuity? YES NO
IF YES, please elaborate details of the plan.
IF NO, is your school planning to have one soon? YES NO
Q1-2: Does your school coordinate with local departments for post-disaster recovery?
YES NO
YES
IF YES, which local department(s) do you coordinate with and briefly state what is done?
(Multiple answers)
1. Education Department
2. Public Works Department
3. Water Resources Department
4. Economic Affairs Department
5. Social Affairs Department
6. Fire Bureau
Please provide details of the coordination with departments answered in Q1-2.
Q1-3: Is your school planning to have a post-disaster recovery plans? YES NO
If YES, please elaborate
NO
11
Q2: Is your school used as evacuation shelter during times of emergency?
Q2-1: Do you keep stock of necessary supplies in times of emergency? YES NO
If YES, what kind of supplies do you keep in stock? (Multiple answers)

1. Water
2. Food
3. Medical supplies
4. Blankets, sleeping bags, tents
YES 5. Others. Please specify:__________________________________________________

Q2-2: How often do you check the emergency stocks listed in Q21-1? YES NO
If YES, how often do you check them? (Single answer)

1. Once a year
2. 2-3 times a year
Q2-3: Do you plan to keep stock of the necessary supplies in times of emergency?
YES NO
If YES, what kind of supplies would you keep in stock? (Multiple answers)
NO 1. Water
2. Food
3. Medical supplies
4. Blankets, sleeping bags, tents
5. Others. Please specify:_____________________________________________________
------------------------------------------------- End of Questionnaire ---------------------------------------------------

Thank you for your cooperation
12
Hearing Sheet for Typhoon No.8 Disaster at Taiwan 2009
ANNEX 6A
(Community Questionnaire)
Area name: Area A, B, C, D
Hearing date: day month year
General Item
Q1 Which your Sex Single answer
Male Female
Q2 Your Age Single answer
~19 years old 20~29 years old 30~39 years old

40~49 years old 50~59 years old 60~69 years old
70~79 years old 80 years old~
Q3 How many number of family
People(include you)
Q4 Do you have a school children?
1. Yes 2. No
If you choice YES, please answer following part.
Elementary school People
Junior high school People
High school People
University People
Q5 How long do you live in this area?
years
Q6 How many generation living in this area? Single answer
1st 2dn 3rd

4th over 5th
Q7 What is your occupation? Single answer
Tea farmer Betel nut farmer Other type farmer

Officer Office worker Laborer
Commerce Others ( )
About Experience of Other Disaster

Q8 Do you have experience about disaster before Typhoon No.8 2009 disaster?
Yes No
Q8-1 Please answers detail about your experience.

Type of Disaster Damage
When Place
(Single answer) (Multiple answer)
1. Land Slide 1. Family member die
Day Prefecture 2. Flood 2. Family member had injury
Month 3. Earthquake 3. You had injury
Year City 4. Strong Wind 4. Broken house
5. Others( ) 5. No damage
Q9 Before Typhoon No.8 2009 disaster, what did you do some disaster risk prevention?
Yes No
Q9-1 Please answers detail about your prevention. Multiple Answer

Prepare lamp
Prepare Radio
Prepare emergency food and water
Prepare emergency bag
Discuss with family about disaster and risk in this area
Discuss with family about how to evacuate in disaster
Participated community disaster prevention activity
Others ( )
Q10 Did you hear about Disaster in this area from other people?
Yes No
Q10-1 Please answers detail about your prevention.
Type of Disaster Which years disaster?

When did you hear? From Who
(Single answer) Hearing detail
1. Parents Years disaster
1. Land Slide
2. Grand Parents Detail
1. When children 2. Flood
3. Family member
2. Recently ( ) 3. Earthquake
4. Community people
3. Others( ) 4. Strong Wind
5. School teacher
5. Others( )
6. Others( )
1. Land Slide
3. Family member
4. Community people
5. School teacher
5. Others( )
6. Others( )
1. Land Slide
3. Family member
4. Community people
5. School teacher
5. Others( )
6. Others( )
1. Land Slide
3. Family member
4. Community people
5. School teacher
5. Others( )
6. Others( )
1. Land Slide
3. Family member
4. Community people
5. School teacher
5. Others( )
6. Others( )
About Typhoon No.8 Disaster at 2009
Q11 Did you received damage by Typhoon No.8 disaster 2009? Single answer
Yes No
Q11-1 Please choice your human damage by Typhoon No.8 disaster 2009. Multiple answer
Family member die Family member had injury

You had injury No human damage
Q11-2 Please choice your house damage by Typhoon No.8 disaster 2009. Single answer
Part of house broken Half part of house broken

All part of house broken No damage for house
Q11-3 Did you received the house damage judgment from Government? Single answer
Yes (Type ) No
Q11-4 If you received the READ judge, are you living this house now?
Yes No
Q11-5 If you answered the YES on Q11-4, please tell those reason
Q12 Did you feel dangerous for rainfall of Typhoon No.8 disaster 2009? Single answer
Felt dangerous Not felt dangerous
Q13 Did you think flood or land slide happen in your living area? Single answer
Yes, I thought No, I did not think

Q14 Did you receive some risk information? Single answer
Yes No
Q14-1 Please answers detail about your received information?
When Information Type Information Source

(Single answer) (Single answer) ( Multiple answer)
1. Radio
2. TV
3. Internet
4. Phone
1. Rain fall data 5. News paper
1. Before flood or land
2. Typhoon route 6. Speaker
slide happen
Sample 3. Damage 7. Information board
2. During disaster
4. Recovery 8. Family member
3. After disaster
5. Support 9. Friend
10. Community people
11. Soil water consorted
people
12. Others ( )
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Q15 Did you think evacuate to other place?
Yes evacuated Go to Q16

Did not think evacuate Go to Q15-3
Thought evacuate, but could not
Q15-1 What did you do?
Waited inside house Waited outside house

Q15-2 Which information did you received, can you evacuated?
Q15-3 What was your reason that you did not evacuate? Multiple Answer
Did not think became disaster Did not know this area is high risk area Did not
Flood and land slide did not happen Thought I did not received disaster Flood a
Family member did not say evacuate other place
Community member did not say evacuate other place
Government did not say evacuate other place
Have handicap, need help.
With small children or old person, need help.
Others ( ) Family
member did not say evacuate other place
Family member did not say evacuate other place
Community member did not say evacuate other place
Government did not say evacuate other place
Have handicap, need help.
With small children or old person, need help.
Others ( )
Q16 Why did you evacuate? Multiple Answer
Different rainfall situation before Felt danger

was said by Family member was said by Community member
know damage information from TV, Radio and internet
was said by Government Others ( )
Q17 Where did you evacuate? Single answer
Relatives house Friends house

School Community center
Church or Temple Hotel
Others ( )
Q18 How many days did you evacuate?
days
Q19 After disaster, how did you get information of support and recovery? Multiple answer
Information board From Government people

From friend From Family member
From Inter net From Community
From Radio or TV Others ( )
Q20 Did you received some support for recovery?
Support Material Supporter Support Material Supporter

(Single answer) ( Multiple answer) (Single answer) ( Multiple answer)
1. Government 1. Government
2. Community 2. Community
3. Relative or Friends 3. Relative or Friends
4. Temple/Church 4. Temple/Church
5. Company 5. Company
6. NGO/ NPO 6. NGO/ NPO
7. Others ( ) 7. Others ( )
Q21 What is your lesson from this disaster?

About Disaster Risk Reduction
Q22 Will 2009 Disaster occur again? Single answer
Yes No No idea
Q23 Do you have some idea to reduce the Typhoon disaster? Single answer
Yes No
Q23-1 Please choice your answer form following items.
Plant tree Prepare evacuation item

Discuss with Community Develop early warning system in community
Discuss with family Learn about risk and disaster in this area
Move to safety place Others ( )
Q24 Do you prepare something for disaster now?
Yes No
Q24-1 Please answers detail about your prevention. Multiple Answer
Prepare lamp
Prepare Radio
Prepare emergency food and water
Prepare emergency bag
Discuss with family about disaster and risk in this area
Discuss with family about how to evacuate in disaster
Participated community disaster prevention activity
Others ( )
Q25 Did you know Local/Traditional disaster risk reduction item/Knowledge/ System/ technology?
Yes No
Q25-1 Please answers detail about local disaster risk reduction item?
Type of Disaster Detail
Type
(Single answer) (possible with sketch)
1. Information system 1. Land Slide
2. Early warning system 2. Flood
3. Community Protect 3. Earthquake
4. House Protect 4. Strong Wind
5. Asset Protect 5. Multi
6. Others( ) 6. Others( )
About Community
Q26 What are YOUR major social concerns? (Put numbers 1-10 in order)
Before 2009 Disaster After 2009 Disaster
Education ( ) ( )
Disaster ( ) ( )
Health ( ) ( )
Environment ( ) ( )
Infrastructure ( ) ( )
Economy ( ) ( )
Security ( ) ( )
Industry ( ) ( )
Tourism ( ) ( )
Others ( ) ( )
Q27 What are the major COMMUNITY problems which are in fact occurring? (Put numbers 1-10 in
order)
Before 2009 Disaster After 2009 Disaster
Education ( ) ( )
Disaster ( ) ( )
Health ( ) ( )
Environment ( ) ( )
Infrastructure ( ) ( )
Economy ( ) ( )
Security ( ) ( )
Industry ( ) ( )
Tourism ( ) ( )
Others ( ) ( )
Q28 What are YOUR major needs and wants?
Education
Disaster
Health
Environment
Infrastructure
Economy
Security
Industry
Tourism
Others ( )
Q29 What are the possible methods and tools to meet the needs? (Put numbers 1-10 in order)
( ) Money
( ) Human labor
( ) Time
( ) Natural resources
( ) Knowledge
( ) Goods
( ) Communication among villagers
( ) Technique
( ) Education
( ) Others ( )
( ) Others ( )
Q30 Which stakeholder do you have a trust? (Put numbers 1-10 in order)
( ) Community leader
( ) School teacher
( ) TV or Radio
( ) News Paper
( ) Internet
( ) Local Government
( ) Family member
( ) Friend
( ) University
( ) Others ( )
( ) Others ( )
( ) Others ( )
Finally, If you have some comment, please write down.
Thank you very much for your attention.

Only Leader
Q1. How long are you leader in this area?
Q2. What are you role in community by leader?
Q3. What are you role in community at disaster time?
Q4. Which information is useful or need for community disaster management?
Q5. How many house hold in this area?

ANNEX 6B
Towards Sustainable Urban Eco-village
1
Towards Sustainable Urban Eco-village:
Role of community participation
QUESTIONNAIRE
1. General information
Interviewer:
Date of Interview:
Respondent Name:
Age:
Level of your education: Primary: Secondary: Higher:
Occupation: student employed unemployed pensioner
Your 2 main jobs: 1: 2:
How long have you lived in this village?: years
Where did you live before you moved into your current address?
Does your household own or rent your accommodation?
Owns/owns with mortgage; Rents from a private landlord; Rents from a
housing association/ local authority; Other (please state )
Respondents place in family (head, son, wife of head)
Sex: Male or Female
Village/Area:
Number of family members: Male: Female:
Number of family members working:
Dependents: Children: Elder: Sick: Student:
2
2. Problems and opportunities in environmental capital
Question 2-1:
How do you manage household waste?
Dispose Collecting Reuse Burning Take to
around by recycle
house government facilities
1. Kitchen waste
2. Plastic
3. Paper
4. Bin
5. Can
6. Home appliance
Question 2-2:
Why do you not want to take the household waste to recycle facilities? Please
choose one from the following.
No recycling facility
Far away
Troublesome
Disinterest
Give to rubbish collectors
No idea
Question 2-3:
How often do you use your car?
Everyday
A few times a week
Once a week
A few times a month
Once a month
A few times a year
zero
What is the purpose of using your car?

Shopping
Going /taking someone to School
Going to work
Leisure
Others, specify
3. Problems and opportunities in economic capital

Question 3-1:
Do you work within your community?
YES
NO (Where? )
3
Question 3-2:
Are you interested in working with eco-business*?
YES
NO
*The eco-business is businesses on environmental management such recycling,
cleaning, selling eco-products, etc.
Only who answered YES:

What kind of job are you interested in?
Recycling
Eco-products
Eco-tourism
Reusable energy such solar power and wind power
Organic food production
Planting
Cleaning
Fair trade
Others, specify
4. Problems and opportunities in social capital

Question 4-1:
How satisfied are you with village as a place to live and work?
Please tick one of the following.
Very satisfied Fairly satisfied Fairly dissatisfied Very dissatisfied
Question 4-2:
How satisfied are you with your social relationships?
Question 4-3:
How satisfied are you with the basic services (such as health and social services,
schools, public transport, ..) offered by your municipality?
Question 4-4:
How satisfied are you with the quality of the surrounding environment?
Question 4-5:
How satisfied are you with the opportunities to participate in local planning and
decision-making?
4
Question 4-6:
Please now rank the following areas / elements / items according to your
personal value judgement (1=most important 6=less important).
Ranking
_____ your relationship with the community
_____ opportunities to practise your hobbies
_____ basic services offered by your municipality
_____quality of the surrounding environment
_____employment opportunities
_____opportunities to participate in local planning and decision making
Question 4-7:
How satisfied are you with the following questions? Please choose your
satisfaction level: 1. Very satisfied, 2. Fairly satisfied, 3. Fairly dissatisfied,
4.Very dissatisfied.
a) How accessible are the following basic services?

- general practitioners_________
- hospitals_________
- social assistance to the underprivileged_________
- council housing_________
- policing_________
- public schools_________
- public transport_________
- nothing_________
b) How effective do you think the following means are in playing a role in local
decision making:
- participating in local (e.g. municipal, district level, ) consultation processes?
_________
- being a member of an interest group (e.g. environmental and consumers
associations)? _________
- submitting direct requests/claims to municipal relation offices? _________
- voting in local elections/referendums? _________
- organising/participating spontaneous demonstrations aimed at raising
awareness on specific issues? _________
Question 4-8:
Do you use community facilities in this area? Yes or No
If yes, which community facilities do you use?
5
5. Organizations role to solve the problems
Question 5-1:
Who should solve environmental problems?
Please choose three important organizations from the following?
(a). National government

(b). Local government
(c). Community leader
(d). Residents
(e). Malay Agricultural Settlement (MAS)
(f). Business sectors
(g). Academic sectors
(h). Others, specify
Most important Second important Third important

Organizations
Question 5-2:
What kind of the actions do you think should communities join in?
Please choose three important communitys actions from the following?
(a). Buy eco-products

(b). Take waste to recycling facilities
(c). Clean streets
(d). Decrease in the usage of electricity
(e). Decrease the amount of waste
(f). Walk, bicycle or public transportation, instead of private car
(g). Promote environmental education
(h). Planting
(i). Others, specify
Most important Second important Third important

Actions
Question 5-3:
What do you think can you contribute to the improvement of your life?
Please choose three your actions from the following?
(a). Buy eco-products

(b). Take waste to recycling facilities
(c). Clean streets
(d). Decrease in the usage of electricity
(e). Decrease the amount of waste
(f). Walk, bicycle or public transportation, instead of private car
(g). Promote environmental education
6
(h). Planting
(i). Others, specify
1 2 3
6. Necessary policies, strategies and regulations role to solve the problems

Question 6-1:
If you want participate in community initiatives, what are three issues you want
to learn? Please choose three most interesting issues from the following.
1. Agriculture
2. Loan and credit issue
3. Sanitary issue
4. Waste issue
5. Health issue
6. Housing issue
7. Eco-tourism
8. Environmental education
9. Others, specify
Most interesting Second interesting Third interesting

Issue
7. Social Capital and Community Citizenship

Question 7-1: Participation in the local community Yes No
1. Are you a member of a local voluntary organisation?
2. Have you ever attended any community activities since
6 months ago? (mosque, school, family day)
3. Are you a member of a club or society?
(eg: sports, arts, handicraft)?
4. Are you involved in managing the activities?
5. Since a year, have you ever been involved in
community action to solve problems
(eg. Emergency, accidents, disaster)
Question 7-2: Proactive action in social context

1. Have you ever helped to dispose other peoples rubbish found in
public?
2. Have you ever caution people whom you saw causing damage
to public property? (eg. Graffiti)?
3. Have you ever visited your relatives out of Kampung Bharu?
4. If you need information in order to make a crucial decision, do
you know how to get them?
5. If you have a misunderstanding with your neighbour, are you
willing give and take?
7
Question 7-3: Security and Trust
1. Do you feel safe walking at night in your area?
2. Do you agree that most people can be trusted?
3. If a strangers car breaks down in front of your house, do you go
out and help?
4. Is your residential area known as a safe place?
5. Is the local community friendly like a family?
Question 7-4: Neighbourhood

1. Are you always ready to help your neighbours in need?
2. Have you ever asked your neighbour to help you look after your
child while you were out?
3. Did you visit your neighbour last week?
4. Do you often meet your neighbour or friend while shopping?
5. Since 6 months ago, have you help your neighbour(s) who are in
need? (eg. illness)
Question 7-5: Tolerance towards diversity

1. Do you like to be acquainted with the culture of other races?
2. Do you welcome tourists to your place?
3. Are you involved in tourism activities (eg. As a worker, homestay
owner)?
4. Are you happy living in a society of cultural diversity and different
way of life?
5. Do you consider cultural diversity improve the living condition at
your place?
Question 7-6: Values of life

1. Do you feel appreciated by the society?
2. Are you satisfied with what you have contributed to the society?
3. Do you want to improve the quality of your life?
4. Are you ready to undertake something new in order to enrich
your life?
Question 7-7: Culture and Heritage

1. Do you think cultural heritage is important for a society?
2. Are you willing to help preserve the culture and heritage of your
society?
3. Do you think the environment is part of your heritage?
4. Are you willing to help in activities that concern the
environment?
5. Are you ready to undertake something new in order to enhance
your relationship with the environment?
Question 7-8: Work and community relationship

Note: Question for those in salaried group.
1. Do you feel that you are part of the local community?

2. Is your friend in the community also your co-workers?
3. Do you ensure that you become part of the community? (e.g. by
attending wedding reception, community events)?
8
4. Do you always spend your non-working hours at home?
5. If you have been relocated somewhere else, would you still visit
this place?
Question 7-9: Work and community relationship

Note: Question for self-employed.
1. Do you feel that you are part of the local community?

2. Is your friend in the community also your business partner?
3. Do you ensure that you become part of the community? (e.g. by
attending wedding reception, community events)?
4. Can you sustain your business at Kampung Bharu?
5. Would you like be willing to help other members of the
community to set up their businesses at your area?
Question 7.10: Do you have any other information regarding your

area? Please write the ideas below?
9
ANNEX 6C
Survey Questionnaire on Mekong Drought and CC Project
Province: __________District________ Commune____________ Village:____________ Q ID: _ _ _ _ _ _ _ _
__________________
Survey Questionnaire (Communities) Mekong

Drought & CC Project
Disaster Analysis
1. Identify the impacts of drought on your household (rate them in the scale of 1-5, 1 most important and 5 least
important). Please identify how they impact male and female differently.
Impacts Rank top 5 Who is impacted the most Who is impacted the
impacts most
Decline in availability of drinking water Women/Men Children/Old
Decline in availability of food Women/Men Children/Old

Increase of diseases Women/Men Children/Old
Increase in physical stress Women/Men Children/Old
Loss of crops Women/Men Children/Old
Loss of animals Women/Men Children/Old
School dropout of children Women/Men Children/Old
Decline in availability of irrigation water ( Women/Men Children/Old
groundwater surface water)
Increase in food prices Women/Men Children/Old
Increase in fodder prices Women/Men Children/Old
Social unrest leading to psychological stress Women/Men Children/Old
Women/Men Children/Old
2. Identify your role in decision making during normal and drought time in your family.
Normal time Drought time
a. I made the decisions alone a. I made the decisions alone
b. I took a lead in the discussion b. I took a lead in the discussion
c. I was partly involved in decision-making c. I was partly involved in decision-making
d. I was not involved in decision making d. I was not involved in decision making
3. Who do you think are more vulnerable to drought? Answer every row.
Farmers/artisans/job holders/all
low lying areas/high areas/all
field crops/orchards/plantation crops/all
Canal water/ground water/rainfall/all
4. Do you think your own vulnerability to drought is increasing over the time? Increasing/ decreasing/ no change.
5. What do you think are the reasons for the change in your vulnerability?
a. Degrading natural forests those used to support during drought time in the past, b. Decreasing rainfall over the
years (recurring droughts), c. Lack of alternative employment, d. Lack of dependable irrigation facilities, e. Lack of
drought tolerant crops and cropping practices, f. Lack of drought tolerant animal breeds
6. Rate the diversity of livelihood options available to you in and around your locality (1-Most diverse and 5 least diverse):
1 2 3 4 5
Disaster Management
7. Who provides drought early warning to your village/commune (not related to the above question) and through what
means?
Who provides? No early warning Community leaders Provincial leaders Central government
Local agricultural department Local meteorological department
By what means? Television Radio Neighbors Loud speaker announcement Community center

8. Assess the early warning
S No Parameter
1 Timely/Not timely
2 Adequate information/no adequate information
3 Helps in preparedness/Do not help in preparedness
4
9. Usually in how many days your village/commune is declared as drought affected?
a. Immediately after the disaster, b. Within 1 week, c. After 1 week, d. After 2 weeks, e. After 3 weeks,
f. More than 3 weeks, g. Not known
10. Do communities play a role such as dissemination of drought early warning? Yes/No
11. What role communities play in declaration of drought?
Identification of vulnerable areas
Identification of vulnerable groups/households
Identification of possible interventions
Identification of financial compensation

12. Who responds to the drought first? Communities/NGOs/Local governments/Provincial governments
13. What are the major responses?
Communities
NGOs
Local government
Provincial government
Central government
14. Problems in the existing drought preparedness and response mechanisms?

Drought tolerant seeds those could Not available at all Available but not adequate Available but costly
be sown after revival of rainfall Do not know how to get
Better crop management strategies Not available at all Available but not adequate Available but costly
for drought Available but do not know how to use them
Drought relief: Food grains No relief, Delayed relief supply, Inadequate relief
Improper distribution among communities
Drought relief: fodder, No relief, Delayed relief supply, Inadequate relief
Drought relief: water No relief, Delayed relief supply, Inadequate relief
Drought relief: Medicines/Others No relief, Delayed relief supply, Inadequate relief
(Specify) Improper distribution among communities
15. Are you aware about long-term drought risk mitigation programs in your location? Yes/No
16. If yes, who runs these programs?1
Non-community based: NGOs, Governments, Communities, NGOs and government, Others
(Specify)_________________
Community based: NGOs, Governments, NGOs and government, Others (Specify)_________________
17. What is your participation in the above programs?
No role except receiving the benefits
Help identify solutions suitable for communities
Provide advise on implementation of programs
1 Please collect a list of such programs from the local government office.
Monitor the programs with the implementing agencies
Provide feedback on the implementation of programs
Climate Change
18. Identify the following:
Weather is day to day condition of I can understand Is important for me
temperature, relative humidity and Cannot understand Not important for me
precipitation
Climate is long-term condition of I can understand Is important for me
temperature, relative humidity and Cannot understand Not important for me
precipitation
19. Seasons, weather and climate and their use in daily life. Also tell how?
Uses Seasons Weather Climate
Crop planning
Livelihood planning
DM planning
Developmental planning
Others (Pl. specify)
20. Are you aware that the climate is changing? Yes/No
21. Identify the changes you observed?2
Elements Behavior
Temperature Decreasing steeply, Decreasing moderately, No change,
Increasing moderately, Increasing steeply
Rainfall Decreasing steeply, Decreasing moderately, No change,
Biodiversity (composition) Decreasing steeply, Decreasing moderately, No change,
Biodiversity (number/density) Decreasing steeply, Decreasing moderately, No change,
22. Have you observed any changes in disasters?
Disaster Number of events Intensity of each event
Floods Decreasing steeply, Decreasing moderately, Decreasing steeply, Decreasing moderately,
No change, Increasing moderately, No change, Increasing moderately,
Increasing steeply Increasing steeply
Droughts Decreasing steeply, Decreasing moderately, Decreasing steeply, Decreasing moderately,
Typhoons Decreasing steeply, Decreasing moderately, Decreasing steeply, Decreasing moderately,
Epidemics Decreasing steeply, Decreasing moderately, Decreasing steeply, Decreasing moderately,
Earthquakes Decreasing steeply, Decreasing moderately, Decreasing steeply, Decreasing moderately,
Heavy Decreasing steeply, Decreasing moderately, Decreasing steeply, Decreasing moderately,
rainfall No change, Increasing moderately, No change, Increasing moderately,
23. What do you think are the reasons for the changes in disasters?
a. Due to local changes, b. Due to changes elsewhere including changes globally (e.g. climate change), c. cannot
say.
2 You will have to guide the respondent towards trends in temperatures, rainfall, floods etc. Ask them to rank in 1-5 scale where 1- decreasing steeply, 2-
decreasing moderately, 3- no change, 4- increasing moderately and 5- increasing steeply.

24. Please specify the changes that are reasons for the change in disasters:
a. Increasing population, b. Deforestation, c. Industrialization, d. Environmental pollution, e. more use of
fossil fuels such as diesel and petrol etc. f. Others (Please specify)__________________
Adaptation
25. Autonomous adaptation: How you have been adapting to the above identified changes? Please identify which one
are identify which one of them are traditionally developed. Also, identify if there have been different strategies
for different genders.
Sector Strategy Effectiveness
Agriculture Highly effective, Moderate,
Not effective, Detrimental
Highly effective, Moderate,
Water resources Highly effective, Moderate,

Food storage/use/ Highly effective, Moderate,

distribution in family and Not effective, Detrimental
cattle etc Highly effective, Moderate,
Animal Husbandry or Highly effective, Moderate,

others (fodder use, Not effective, Detrimental
sources, selling of cattle Highly effective, Moderate,
etc Not effective, Detrimental
) Not effective, Detrimental
Other livelihood options Highly effective, Moderate,

Disaster management Highly effective, Moderate,

26. Planned adaptation: What are the external interventions, by governments and NGOs, to help you adapt to the
impacts?
Sector Planned Adaptation Strategies
Strategy Institution Effectiveness
responsible
Agriculture Highly effective, Moderate,
Water resources Highly effective, Moderate,
Sector Planned Adaptation Strategies
Strategy Institution Effectiveness
responsible
Food and fodder Highly effective, Moderate,
storage Not effective, Detrimental
Animal Highly effective, Moderate,
Husbandry or Not effective, Detrimental
others ( Highly effective, Moderate,
)
Other livelihood Highly effective, Moderate,
options Not effective, Detrimental
Disaster Highly effective, Moderate,
management Not effective, Detrimental
27. Do you think you need a help from Govt/NGO/others to enhance your capacity to withstand the impacts of disasters?
Yes/No/Cant say
28. What do you think would reduce your vulnerabilities to climate events? Rank them in 1-5 scale (1 most important and 5
least important)
S No Option Rank
1 Income diversification 1 2 3 4 5
2 Improve existing livelihood 1 2 3 4 5
3 Better education 1 2 3 4 5
4 Better access to markets 1 2 3 4 5
5 Better financial support 1 2 3 4 5
6 Others (Pl. specify) 1 2 3 4 5
29. How do you rate these institutions in reducing your vulnerabilities to climate? (1 most 5 least capable)
S No Stakeholder Rank
1 Communities 1 2 3 4 5
2 Local government 1 2 3 4 5
3 NGOs 1 2 3 4 5
4 Provincial Government 1 2 3 4 5
5 Central government 1 2 3 4 5
About the respondent

30. Occupation: a. Farmer, b. Landless labor, c. Artisan, d. Trader, e. Worker in a factory, f. Office employee
31. Gender: Male Female
32. Age:
33. Education: a. Primary school, b. Secondary school, c. High school d. College e. Postgraduate and above
34. Received any training? Yes No
35. If yes, what training did you receive? ________________________________________________
ANNEX 6D
At Event Questionnaire
Your Age years old Sex Male Female
Where are you coming from? Delhi others ( )
Number of your group People
Internet E-mail
SMS Poster
TV Radio
Source of info about this event
(Multiple answer)
Face book From friend
From family member
From other person
Others ( )
Have an interest for Climate Change

Have an interest for music festival
Why do you want to joint this event? See my favorite artist in event
Attendant for friend / family
Others ( )
Increase/ decrease of rainfall

Occurrence of disasters
Your key words for Climate Change Increase of temperature
(Multiple answer)
Melting of snow in Himalaya
Others ( )
No idea
Pay money to activity
Have some activity with NGO
How would you like to contribute for Have some activity by myself
Climate Change?
(Multiple answer) Change my life style
Others ( )
No idea
Finally, please tell us you opinions/intentions on ACT NOW!!!
Thank you very much!!!

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How to Conduct a Questionnaire?

International Environment and Disaster Management Laboratory

Overall matrix, stages of questionnaire

Defining target groups: General Information of - Visiting Each House

Why doing a questionnaire?

Let us have a look at how questionnaires are put together.

Key criteria of a successful questionnaire formulation (applies to all types of questionnaires):

Other example of phrasing questions:

Basic information (Individual):

Basic information (Individual) anonym:

Basic information (Organisation):

For individual, community:

See Annex 4, Micro-Credit Institutions (MCI): 6 pages

Example of potential questionnaires output:

Types of data sources:

See example in Annex 2, Table 1 Coordination Schema

Visiting each organization:

Example: see Annex 5C

At event: inexpensive, fast

Schools: see Annex 5C

How to conduct a community-based survey? See Annex 6C

First: Data Input (see Annex 1, part 3, analysis)

Second: Simple Analysis (see Annex 1, part 3, analysis)

Third: Cross Analysis (see Annex 1, part 3, analysis)

Fourth: Use of statistical analysis

Fifth: Analytic Hierarchy Process (AHP) (see Annex 1, part 3, analysis)

Sixth: free opinion (see Annex 1, part 3, analysis)

About Questionnaire Survey

Gulsan Ara Parvin

Kyoto University Graduate School of Global Environmental Studies

Kyoto University Graduate School of Global Environmental Studies

Kyoto University Graduate School of Global Environmental Studies

Kyoto University Graduate School of Global Environmental Studies

Kyoto University Graduate School of Global Environmental Studies

Kyoto University Graduate School of Global Environmental Studies

Title of the Research

Kyoto University Graduate School of Global Environmental Studies

1.1 Basic Content of the Questionnaire

Part II (biographic/physiographic information)

Kyoto University Graduate School of Global Environmental Studies

Brief in terms of phrasing

Kyoto University Graduate School of Global Environmental Studies

Basic Formalities during Questionnaire Formulation

As close as possible to respondents everyday spoken language

Unambiguous in content and direction (open ended or close ended, single or

1. Do you know about climate change?

Smooth in flow and consistency

Kyoto University Graduate School of Global Environmental Studies

e.g. Do you think drought is becoming severe in North-western districts?

Women empowerment is very important, do you think so? Rather.

Languages that express or even to stress social distance

e.g. women empowerment or gender related issues, ethnic believes/conflict

Kyoto University Graduate School of Global Environmental Studies

A questionnaire should not include

Language/question that is indecent, impolite or offensive in the

Why do you cover your head in spite of so high temperature? (this

Why is your house/toilet not so clean?

How often would you usually beat up your spouse?

When was the last time you took a shower?

Kyoto University Graduate School of Global Environmental Studies

Kyoto University Graduate School of Global Environmental Studies

Kyoto University Graduate School of Global Environmental Studies

Kyoto University Graduate School of Global Environmental Studies