Professional Documents
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National Service Training Program: Rotc/Cwts/Lts
National Service Training Program: Rotc/Cwts/Lts
MODULE
IN
National Service Training Program
ROTC/CWTS/LTS
Prepared by:
pg. 1
CHAPTER 1 intellectual and social well-being. It shall inculcate in the
National Service Training Program (NSTP) youth patriotism, nationalism, and advance their
involvement in public and civic affairs.
[REPUBLIC ACT NO. 9163]
In pursuit of these goals, the youth, the most valuable
AN ACT ESTABLISHING THE NATIONAL resource of the nation, shall be motivated, trained,
SERVICE TRAINING PROGRAM (NSTP) FOR organized and mobilized in military training, literacy,
TERTIARY LEVEL STUDENTS, AMENDING civic welfare and other similar endeavors in the service
FOR THE PURPOSE REPUBLIC ACT NO. 7077 of the nation.
AND PRESIDENTIAL DECREE NO. 1706, AND
FOR OTHER PURPOSES SEC. 3. Definition of Terms. — For purposes of this
Act, the following are hereby defined as follows:
Be it enacted by the Senate and the House of
Representatives of the Philippines in Congress (a)“National Service Training Program (NSTP)” is a
assembled. program aimed at enhancing civic consciousness and
defense preparedness in the youth by developing the
SECTION 1. Short Title. — This Act shall be known ethics of service and patriotism while undergoing
as the “National Service Training Program (NSTP) training in any of its three (3) program components.
Act of 2001”. Its various components are specially designed to
enhance the youth’s active contribution to the general
SEC. 2. Declaration of Policy. — It is hereby affirmed welfare.
the prime duty of the government to serve and protect its
citizens, In turn, it shall be the responsibility of all (b) “Reserve-Officers’ Training Corps (ROTC)” is
citizens to defend the security of the State and in a program institutionalized under Sections 38 and 39
fulfillment thereof, the government may require each of Republic Act No. 7077 designed to provide
citizen to render personal, military or civil service. military training to tertiary level students in order to
motivate, train, organize and mobilize them for
Recognizing the youth’s vital role in nation-building, the national defense preparedness.
State shall promote civic consciousness among the youth
and shall develop their physical, moral, spiritual,
pg. 2
(c)“Literacy Training Service” is a program designed
to train students to become teachers of literacy and The ROTC under the NSTP shall instill patriotism,
numeracy skills to school children, out of school moral virtues, respect for rights of civilians, and
youth, and other segments of society in need of their adherence to the Constitution, among others. Citizenship
service. training shall be given emphasis in all three (3) program
components.
(d) “Civic Welfare Training Service” refers to
The Commission on Higher Education (CHED) and
programs or activities contributory to the general
Technical Education and Skills Development Authority
welfare and the betterment of life for the members of the
(TESDA), in consultation with the Department of
community or the enhancement of its facilities,
National Defense (DND), Philippine Association of
especially those devoted to improving health, education,
State Universities and Colleges (PASUC), Coordinating
environment, entrepreneurship, safety, recreation and
Council of Private Educational Associations of the
morals of the citizenry.
Philippines (COCOPEA) and other concerned
(e) “Program component” shall refer to the service
government agencies, may design and implement such
components of the NSTP as enumerated on Section 4 of
other program components as may be necessary in
this Act.
consonance with the provisions of this Act.
SEC. 4. Establishment of the National Service
Training Program. — There is hereby established a
National Service Training Program (NSTP), which shall
form part of the curricula of all baccalaureate degree
courses and of at least two (2)-year technical-vocational
courses and is a requisite for graduation, consisting of
the following service components:
(1) The Reserve Officers’ Training Corps (ROTC),
which is hereby made optional and voluntary upon the
effectivity of this Act;
pg. 4
CHAPTER 2 weaknesses and vulnerabilities to existing hazards
OVERVIEW OF DISASTER RISK REDUCTION in the location.
Risk management is needed for disaster
OVERVIEW OF DISASTER RISK REDUCTION prevention to ensure sustainable development so
Understanding Disasters that people can lead a good, healthy, and happy life
Disasters are emergencies that cannot be handled without creating damage to the environment.
by those affected without outside assistance. They are
Risk management includes identifying health and safety
caused by natural or manmade events wherein
hazards, determining probability of their occurrences,
communities experience severe danger and incur loss of
estimating their potential impacts to the schools and the
lives and properties causing disruption to their social
communities at risk, enumerating and implementing the
structure and to all or some of the affected communities’
following risk reduction measures: hazard mapping;
essential functions. Disasters are inevitable. They are
vulnerability analysis; potential losses estimation; and
caused by unsustainable development that has not taken
strategic disaster prevention / mitigation development.
account of possible hazard impacts in that location.
They can be less damaging if the population has better
Essential Components in Determining Risk
understanding of locally-experienced hazards and
The following are essential components in the
implements preventive or mitigating measures against
determination of risk, each of which should be
them.
separately quantified:
Hazard occurrence probability is the likelihood
Overview of Disaster Risk Management
of experiencing a natural or technological hazard
In disaster risk management a whole range of
at a given location or region. Quantifying hazard
elements need attention depending on the nature of the
probability involves assessing not only the
hazards in that location. These include:
probability of occurrence but the probability of
Risk Reduction. Vulnerability and hazards are not
magnitude.
dangerous if taken separately.
Elements at risk. Identifying and making an
They become risk and disaster factors when they
inventory of people or school buildings or other
unite. Risks can be reduced or managed, and
elements which would be affected by the hazard if
measures can be employed to ensure that hazards
it occurs, and when required, estimating their
will not result in disasters if people reduce the
economic value.
pg. 5
Vulnerability of the elements at risk. How
affected the school buildings or school children or Damaged School Buildings
other elements would be if they were to experience
some levels of hazard impact. Vulnerability is the
relationship between the severity of hazard impact
and the degree of damaged caused. Each element
is affected differently by hazards of different
severity.
These photos show some of the school buildings damaged by super typhoon
Loss Management Reming in the Bicol region last 2006.
These are the pre and post disaster actions
designed to keep the losses at the minimum in human, Control of Events
structural and economic aspects. This is the most critical element of disaster risk
Pre-disaster loss management are activities management. Control is maintained through the
focusing on reducing the community vulnerability following measures:
to hazards. Actions include improving the • Anticipation of disaster and the cause-effect
resistance of physical structures such as school relationship generated by each type of event;
buildings, developing improved safety plans for • Mitigation or reduction of the risk of disaster;
the occupants, and increasing / diversifying the • Disaster preparedness;
network of social support mechanism available to • Accurate information collection and
communities in threatened areas. assessment;
Post-disaster loss management focuses on • Balanced response;
improving the emergency response and • Timely actions;
broadening the range of support given to victims • Effective leadership; and
that includes facilitation of relief delivery and • Discipline among those handling the relief and
stimulating a rapid recovery. disaster management.
Equity of Assistance
Disaster assistance should be provided in an
equitable and fair manner. Fairness should be the basis
pg. 6
of relief and reconstruction policies in order to ensure mitigation measures. Taking measures in order to avoid
that disaster victims receive equal treatment and are able an event turning into a disaster is prevention, which
to obtain adequate access to resources available. The includes planting trees in order to prevent erosion,
special needs of women, children, and the elderly are landslides and drought. On the other hand, measures
catered for. that reduce vulnerability to certain hazards is mitigation
which includes for instance improved building practices
Resource Management and standard designs to ensure that school buildings are
In order to meet all competing needs and demands constructed in risk free school sites, houses and hospitals
of a post disaster environment, resource management can withstand earthquake or a typhoon.
becomes essential. The use of available resources Prevention and mitigation in schools begins with:
should be maximized to the greatest advantage. Knowing which hazards and risks the school is
Affordable locally available resources are preferred. exposed to (hazard mapping);
Impact Reduction Meeting with all stakeholders in education and
Disasters can have impact far beyond the making plans to reduce those hazards and risks;
immediate human, physical or economic losses. and
Disasters represent a loss of opportunity not only to Implementing plans to reduce vulnerabilities.
individuals but also to the entire education community. Hazard is an event or
They can also be a setback to the development program occurrence that has the
of the country which in effect can erode whatever gains potential to cause harm to life
the education sector envisions to achieve. Hence, and damage property and the
disaster preparedness must be undertaken to reduce their environment.
impact to the minimum and to accomplish recovery
quickly so that efforts contribute to the overall Risk is the probability of
development of the country and its citizens. harmful consequences, or
expected loss of lives, people
Disaster Prevention and Mitigation injured, livelihoods,
Prevention and mitigation are actions taken to disruption of economic
make sure that the impact of a hazard is lessened. We activities and damages to the
cannot stop natural hazards from happening but we can environment as a result of
reduce the damages if we institute prevention and interactions between natural
pg. 7
or human induced hazards and vulnerable / capable the government, including all corporations owned and
conditions. controlled by the government, the armed forces,
government hospitals and public educational institutions
Vulnerability comprises conditions determined by to establish their respective disaster control
physical, social, economic, and environmental factors or organizations.
processes, which increase the susceptibility of a
community, school, or certain area in a locality to the Presidential Decree No. 1566 of June 1978,
impact of hazards. “Strengthening the Philippine Disaster Control,
Capacities are those positive resources and abilities Capability and Establishing the National Program on
which are helpful to individuals, families and Community Disaster Preparedness” stresses on the
community in mitigating, preparing for, responding to hardships endured by our people due to a hostile
and recovering from the hazard impact. The United environment and has continually sought survival against
Nations International Strategy for Disaster Reduction hazards, both natural and human-made. Furthermore,
(UNISDR) puts these definitions into an equation: the Decree stated the urgency of the need to direct,
control and coordinate the manpower, material,
Risk = Hazard X Vulnerability monetary, and spiritual resources of the entire Filipino
Capacity nation to reduce the impact of hazards.
Overview of Policies and Principles of Disaster Risk Rule 1040 of the Occupational Safety and
Reduction Health Standards (as amended) which states that
EACH AGENCY provide for the organization of
Legal Basis disaster control groups/health safety committees in
The adoption of this Manual by the Department of every place of employment and the conduct of periodic
Education (DepEd) and the role of the DepEd in the drills and exercises in work places;
Philippine Disaster Management System are mandated
by the following legal documents: Guiding Principles
The Department has adopted the following guiding
Executive Order No. 159, series of 1968, principles in disaster risk reduction management in 2005
mandates that all heads of departments, bureaus, offices, to implement the Hyogo Framework for Action.
agencies, instrumentalities and political sub-divisions of
pg. 8
Making Disaster Risk Reduction a Priority (PAGASA), Philippine Institute on Volcanology and
ensures that disaster risk reduction is a national and local Seismology (PHIVOLCS), Operations Center,
priority with a strong institutional basis for National Disaster Coordinating Council (NDCC) are
implementation. This principle emphasizes that being communicated to the general public followed by
collaboration is key. actions like the suspension of classes during inclement
weather and emergency situations.
In implementing the Hyogo Framework for Action,
countries must develop or modify policies, laws, and The Secretary of the Department of National
organizational arrangements, as well as plans, programs, Defense, as Chairman of the National Disaster
projects to integrate risk reduction and allocate sufficient Coordinating Council (NDCC) is also given the
resources to support and maintain them. authority to suspend classes in coordination with the
Local Government Units (LGUs), DepEd and the
Hence, disaster/risk reduction measures are being Commission on Higher Education (CHED) as the
integrated in the DepEd Short and Medium Term need arises. The authority was issued by President
Development Plans for budgetary consideration from Gloria Macapagal Arroyo in Administrative Order No.
2008 onwards. Priority considerations shall be given to 196 dated September 11, 2007 entitled “Empowering
the implementation of programs and projects relative to the Secretary of National Defense and Concurrent
disaster risk management. Chairman of the National Disaster Coordinating
Council to Declare the Suspension of Classes in
Knowing the Risks and Taking Actions Times of Disasters or Calamities”.
identifies, assesses and monitors disaster risks and
enhances early warning. This principle believes that In order to know the risks and vulnerability to
early warning saves lives. natural hazards of existing schools, the DepEd shall
continue the School Mapping Exercise (SME) project
Early warning is to relay to individuals, groups or to include all schools not only those covered by the
populations messages which provide them with Third Elementary Education Project (TEEP) and the
information about: the existence of danger; and what Secondary Education Development and
can be done to prevent, avoid or minimize the danger. Improvement Project (SEDIP), both foreign assisted
Warnings issued by the Philippine Atmospheric, projects that started the School Mapping Exercise
Geophysical, Astronomical Services Administration (SME).
pg. 9
strategies in providing awareness and knowledge to the
The National Mapping and Resource public. This shall be implemented through integration
Information Authority (NAMRIA) was of disaster risk reduction concepts in school curricula as
commissioned by the Department to train DepEd contained in Department Memorandum No. 100, s.
Engineers on the basics of hazard assessment, map 2007 “Mainstreaming Disaster Risk Reduction
layout, digitizing, gathering and consolidation of data, Concepts in Secondary Curriculum”, and
analysis and interpretation. NAMRIA also assisted the mainstreaming disaster risk management in the school
Physical Facilities and Schools Engineering Division system as contained in DepED Order No. 55, s. 2007
(PFSED) of the Office of Planning Service (OPS) in “Prioritizing the Mainstreaming of Disaster Risk
the integration and utilization of SME outputs given by Reduction Management in the School System and
TEEP and SEDIP as well as in establishing a Implementation of Programs and Projects Relative
Geographic Information System Based School Therefore”.
Profiling System (GIS-SPS) as part of the Basic
Education Information System (BEIS). Other strategies include the following:
Information generated from the School Mapping
Exercise (SME) like hazards map, liquefaction map, Providing relevant information on disaster risks and
topographic map, base map and other information shall means of protection, especially in hazard prone areas;
be used as one of the criteria in the approval of Strengthening networks and promoting dialogue and
establishing new schools and in relocating schools at cooperation among disaster experts, technical and
risk to safer sites. scientific specialists, planners and other stakeholders;
Conducting capability training for teachers, non-
Building Understanding and Awareness uses teaching personnel, community members, parents,
knowledge, innovation and education to build a culture and children;
of safety and resilience at all levels. The principle is Developing or strengthening community based
based on the premise that local knowledge is critical for disaster risk management programs; and
disaster reduction. Working with the media in disaster risk reduction
awareness activities.
Information dissemination campaigns on basic
concepts for all hazards, their causes, preventative
measures, and consequences shall be used as one of the
pg. 10
Reducing Risk means to week in May before the start of the school year in
reduce the underlying risk order to do minor repair and maintenance of school
factors. One of the ways to facilities to get the schools ready and safe for the
reduce risks is by building local children to use.
resilience in order to protect
school communities. The Being Prepared and Ready to Act.
Department can build resilience Strengthen disaster preparedness for effective
to disasters by investing in response at all levels. This principle believes that
simple, well-known measures to disaster preparedness needs practice. Being prepared,
reduce risk and vulnerability. For including conducting risk assessments, before investing
example: in development at all school communities will enable
DepEd facilities and personnel to become more resilient
Locating / relocating schools to natural hazards.
away from hazard-prone areas, Preparedness Activities:
such as flood plains,
shorelines, earthquake fault Development and regular testing of contingency
lines, etc; plans;
Building schools and facilities strong enough to Appropriation of the calamity fund to support
withstand the impacts of all hazards; preparedness, response and rehabilitation activities
Encouraging reforestation and protection of through the NDCC;
wetlands; Development of coordinated Regional, Division,
Implementing the provisions of Clean Air Act and District and school approaches for effective
Waste Segregation Scheme, Presidential Decree No. disaster response;
856, Code on Sanitation of the Philippines, Regular dialogue between response agencies,
Presidential Decree No. 1185, Fire Code of the planners and policy-makers, and development
Philippines; and Presidential Decree No. 1096, organizations;
Building Code of the Philippines. Coordination with Local Disaster Coordinating
Encouraging participation in the National Schools Councils for better collaboration and
Maintenance Week or “Brigada Eskwela” wherein synchronization, and convergence of assistance;
parents and local volunteers come together for one
pg. 11
Establishment and maintenance of bilateral The figure beside
coordination among cluster members, partners and shows the existing
stakeholders for timely and effective humanitarian organizational
response; structure of the
Conduct Quarterly Earthquake Drills in Schools; Calamity / Disaster
and and Fire Control
Drill Exercises like fi re drill, and evacuation drills. Group (CDFCG):
pg. 13
ACTIVITY environmental factors or processes, which increase the
Discussion Questions susceptibility of a community, school, or certain area in
1. Why is disaster risk reduction important? a locality to the impact of hazards.
2. Who are the people involved in disaster risk ____________________ 5. is the probability of harmful
reduction and resilience education and what are consequences, or expected loss of lives, people injured,
their respective roles? livelihoods, disruption of economic activities and
3. In your opinion, how will the community receive damages to the environment as a result of interactions
information about a disaster or an emergency between natural or human induced hazards and
vulnerable / capable conditions.
situation?
____________________ 6. are activities focusing on
4. How do we reduce risk? reducing the community vulnerability to hazards.
5. What is the role of media in disaster risk ____________________ 7. is needed for disaster
reduction and resilience? prevention to ensure sustainable development so that
people can lead a good, healthy, and happy life without
EXERCISES creating damage to the environment.
I. IDENTIFICATION ____________________ 8. is an action reducing risk of
loss from the occurrence of an undesirable event.
____________________ 1. is needed for disaster ____________________ 9. focuses on improving the
prevention to ensure sustainable development so that emergency response and broadening the range of
people can lead a good, healthy, and happy life without support given to victims that includes facilitation of
creating damage to the environment. relief delivery and stimulating a rapid recovery.
____________________ 2. is an event or occurrence ___________________ 10. are emergencies that cannot
that has the potential to cause harm to life and damage be handled by those affected without outside assistance.
property and the environment.
____________________ 3. are those positive resources
and abilities which are helpful to individuals, families
and community in mitigating, preparing for, responding
to and recovering from the hazard impact.
____________________ 4. comprises conditions
determined by physical, social, economic, and
pg. 14
rhythmic occurrence makes their predictability difficult.
CHAPTER 3 An important characteristic of many geological hazards
NATURAL HAZARDS is their prime land preference – the characteristic of
preferentially occupying areas targeted by man for his
The Philippine Islands are prone to all kinds of use. Almost all types of geological hazards occur in the
natural hazards because of their geographical location Philippines except hazards associated with glaciers and
and physical environment. The country is strategically seasonal snowfall. Hazards arising from volcanic
located in the path of turbulent and destructive cyclones eruptions, earthquakes and other related geotectonic
in the Pacific, and the “Ring of Fire”. This situation has phenomena such as landslide, tsunami and faulting are
adverse effects, not only on the lives and properties of the most mitigated ones due to the frequency of their
the Filipino people, but also on the economy of the occurrence.
nation, as hazard impacts may result in widespread
environmental and property damages. Natural hazards Types of Natural Hazards
may cause danger to people, structures or economic
assets, and may lead to a disaster if they are not mitigated Hydro-Meteorological Phenomena and Hazard
against and prepared for.
Cyclone
Phenomena that are atmospheric, hydro- A cyclone is an intense low pressure
meteorological or oceanographic and geographical in system which is characterized by strong
nature may cause the loss of life or injury, property spiral winds towards the center, called the
damage, social and economic disruption and/or “Eye” in a counter-clockwise flow in the
environmental degradation. Hydro-meteorological and northern hemisphere. Hazards due to tropical cyclones
geographical hazards can be single, sequential or a are strong winds with heavy rainfall that can cause
combination in origin and effects. The common hazards widespread flooding/flashfloods, storm surges,
associated with these are heavy rains, strong winds, landslides and mudflows.
storm surge, floods and landslides/ mud slide /mud flow.
Classification
Geological hazards are normal and their processes Tropical Depression – maximum winds from 35
occur as irregular events with direct interaction with the kph to 63 kph
environment. They are capable of causing significant
negative impact on human well-being. Their non-
pg. 15
Tropical Storm – maximum winds from 64 kph to Ensure that the school building can withstand
118 kph heavy rain and strong winds. Single level schools
Typhoons – maximum winds exceeding 118 kph built at ground level may be anchored by guy wires
to strengthen the stability of the structure.
Typhoon
A typhoon is a large, powerful and
The Modified Public Storm Warning Signals (PSWS)
violent tropical cyclone. It is a
in the Philippines
low pressure area rotating
counterclockwise and containing
PSWS 1 Winds of 30-60 kph may be expected in at least
rising warm air that forms over
36 hours or intermittent rains may be expected within 36
warm water in the Western Pacific
hours. (When the tropical cyclone develops very close to
Ocean. Less powerful tropical cyclones are called
the locality, a shorter lead of time of the occurrence of
Tropical Depressions and Tropical Storms. A typhoon is
the winds will be specified in the warning bulletin)
called a hurricane in the Atlantic Ocean, a cyclone in the
PSWS 2 Winds of greater than 60 kph and up to 100 kph
Indian Ocean and wily-wily in Australia. Typhoons can
may be expected in at least 24 hours.
inflict terrible damage due to thunderstorms, violent
PSWS 3 Winds greater than 100 kph up to 185 kph may
winds, torrential rain, floods, and landslides, large and
be expected in at least 18 hours.
very big waves associated with storm surges. Hurricane-
PSWS 4 Very strong winds of more than 185 kph may
force winds can reach out as little as 40 km from the
be expected in at least 12 hours.
center of a small hurricane and as far as 240 km in a large
hurricane. Tropical storm-force winds can extend as far
as 480 km from the center of a large hurricane. These are
Learn about typhoon and other weather
very dangerous storms.
disturbances, their signs and warnings, effects and
Preparedness and Mitigation (What to do before): dangers and how to protect the school children,
records and school property.
Establish and maintain coordination with Educate school children on preparedness for
Barangay Disaster Coordinating Councils tropical cyclones.
(BDCC). Participate actively in the school’s disaster
response – drill or simulation.
pg. 16
Observe strictly Department policies on the Coordinate with the Barangay officials, LGU’s for
suspension of classes or invoke school-based assistance.
decisions in coordination with Local Government Prepare the necessary documents to effect
Units. replacement of damaged buildings and other
school properties and/or repair of the same.
Response (What to do during):
Monitor through radio or other reliable sources the
latest official report of PAGASA on the typhoon. Tornado
Gather the pupils in the most stable, strong and A tornado is described as a
safe school building when it is no longer safe for violently rotating column of air
them to go home. extending from a thunderstorm
to the ground. Tornadoes come
Advise pupils/students to stay indoors and away
in many sizes but are typically in
from windows.
the form of a visible
Coordinate with the proper school officials on condensation funnel whose
possible immediate evacuation measures narrow end touches the earth and is often encircled by a
especially if the school is located in a low-lying cloud of debris. It can have a wide range of colors
area. depending on the environment. Typically, tornadoes
Ensure that pupils/students will remain calm by may appear nearly transparent and invisible until dust
keeping them informed of the latest developments. and debris are picked up.
pg. 19
Advise pupils/students to get inside the school Watch out for fallen power lines, stay away from
building, classroom or hard top automobile. them and report them immediately.
Advise pupils/students to avoid plumbing and
bathroom fixtures that are good conductors of Lightning Safety Position
electricity. Lightning safety experts have invented a
Unplug or turn off all appliances and other “lightning safety position” that is very important to
know if you are caught in a thunderstorm and you can’t
electrical items such as computers. Electric power
find a shelter. This position looks hard, but it could save
surges and storm lightning can cause serious
your life. There are several reasons for doing it: It makes
damage to these appliances. you a smaller target. With your heels together, if
Turn off the air conditioner and television, and stay lightning hits the ground, it
off the phone until the storm is over. Use a battery goes through the closest
operated radio for gaining information. foot, up to your heel and
Choose and move to a “safe place” in your school then transfers to the other
where students can gather during a thunderstorm foot and goes back to the
preferably on the lowest floor of the building. This ground again. If you don’t
should be a place where there are no windows, put your feet together,
skylights, or glass doors, which could be broken by lightning could go through
your heart and kill you. You
strong winds or hail, causing damage or injury.
put your hands over your
ears to protect them from
Rehabilitation (What to do after):
thunder.
Send pupils/students home if the weather
condition allows.
Remind pupils/students to continually observe Flood
safety measures on their way home. Flood is the inundation of land
Continue listening to local radio or television areas which are not normally
stations for updated information and instructions. covered by water. A flood is
Stay away from storm-damaged areas. usually caused by a temporary
rise or the overflowing of a river,
pg. 20
stream, or other water course, inundating adjacent lands tropical storms. Floods can be slow- or fast-rising, but
or flood-plains. It could also be due to a temporary rise generally develop over a period of hours or days.
of lakes, oceans or reservoirs and/ or other enclosed
bodies of water, inundating border lands due to heavy Preparedness and Mitigation (What to do before):
and prolonged rainfall associated with tropical cyclones, Find out the frequency of occurrence of floods in
monsoons, inter-tropical convergence zones or active the locality, especially those that affect the school
low pressure areas. Floods are basically hydrological area.
phenomena and they are also caused by storm surges, Know the flood warning system in the school. If
and tsunami along coastal areas.
none exists, recommend to the appropriate
authority for the creation of one.
Ecologists also attribute flooding in some regions
to the results of human activities like unregulated cutting Research from previous occurrences how fast the
of trees and urbanization of large areas. These activities water floods occur in the school and how high it
have changed the hydrological regime of some areas so rises.
that water flows into streams more rapidly. As a result of Watch out for rapidly rising water and prepare the
this, high water levels in water courses occur sooner and students/pupils for evacuation.
more suddenly. Switch off the electricity and lock the rooms after
the children have gone out. • Have a handy survival
Flooding occurs in known floodplains when kit. It should contain battery-operated transistor
prolonged rainfall over several days, intense rainfall radio, flashlight, emergency cooking equipment,
over a short period of time, or a debris jam causes a river
candles, matches and first aid kit.
or stream to overflow and flood the surrounding area.
Offer services and perform the assigned tasks in
Several factors contribute to flooding. Two key the event that the school is designated as an
elements are rainfall intensity and duration. Intensity is evacuation area for families or livestock.
the rate of rainfall, and duration is how long the rain If it has been raining hard for several hours, or
lasts. Topography, soil conditions, and ground cover steadily raining for several days, be alert to the
also play important roles. Most flash flooding is caused possibility of a flood. Floods happen as the ground
by slow-moving thunderstorms repeatedly moving over becomes saturated.
the same area, or heavy rains from hurricanes and
pg. 21
Use a radio or a portable, battery powered radio (or Advise pupils/students to eat only well-cooked
television) for updated information. Local stations food and drink only clean or preferably boiled
provide the best advice for your particular water and throw away all food that has come into
situation. contact with flood water.
Caution everyone to avoid using lanterns or
torches in case there are flammable materials Rehabilitation (What to do after):
present. Report broken utility lines (electricity, water, gas,
Protect your school property against flood. etc.) immediately to appropriate
agencies/authorities.
Response (What to do during): Ensure that electrical appliances are checked by a
Keep the pupils/students calm and update them competent electrician before switching them on.
with the status of the situation and safety reminders Avoid affected areas.
on what to do and where to go in case of Continue to listen to a radio or local television
evacuation. stations and return home only when authorities
Listen continuously to a radio, or a portable, indicate it is safe to do so.
battery-powered radio (or television) for updated Stay away from any building that is still flooded.
emergency information.
Remind pupils/students not to attempt to cross fl How to protect your school property against flood?
owing streams unless they are assured that the Keep insurance policies, documents, and other valuables
water is below knee high level. in a safe-deposit box in a safe place.
Advise pupils/students to avoid areas prone to fl Avoid building in a floodplain unless you elevate
ash flooding and be cautious of water-covered and reinforce your school.
roads, bridges, creeks and stream banks and Store school properties in upper levels;
recently flooded areas. Construct barriers such as levees, berms, and flood
Warn pupils/students not to go swimming or walls to stop flood water from entering the school
boating in swollen rivers. premises.
Watch out for snakes in flooded areas.
pg. 22
Hold appropriate consultations with local Warn pupils/students to stay off the beach when
authorities regarding flood risk reduction weather disturbance exists.
measures. Ensure that everyone is familiar with the identified
escape routes of the school to higher grounds.
Storm Surge Establish evacuation plans and procedures.
Storm surge is a rise of Ensure full participation in the regular conduct of
seawater above normal sea drills and exercises.
level on the coast, generated
by the action of weather
Response (What to do during):
elements such as cyclonic
wind and atmospheric Direct pupils/students to move to higher grounds
pressure. Sea level is raised upon detection of signs of a probable storm surge
and driven towards the coast. Where the depth is shallow or upon receiving a warning that a storm surge is
and the slope of the sea bed is gradual, the natural flow imminent.
of the water is delayed by the effect of friction on the sea Advise pupils/students to be alert of and stay away
bed. As more water moves from the sea to the coast from steep, high coastal areas which are prone to
excess water piles up on the shore line. This piling up of landslides.
water makes a large volume of water which might Switch off power supply.
eventually flow into the hinterland some distance from Advise pupils/students to stay on the inland side
the coast. Depending upon the shape of the coastline and
away from the potential flow of water.
the slope of the sea bed, storm surge can sweep across
large portions of coastal areas. If caught in a storm surge, advice pupils/ students
to take hold of large boulders or tree trunks which
Preparedness and Mitigation (What to do before): can provide protection from the force of water or
Know the storm surge risk zones and recommend debris carried by the flowing water.
for the relocation of the school children to safer
grounds if necessary. Rehabilitation (What to do after):
Recommend the construction of seawalls and Advise pupils/students not to eat fresh food that
storm surge breakers to protect the buildings from came in contact with flood waters. Drinking water
storm surge strikes.
pg. 23
should be submitted to proper authorities for result of denudation of mountainsides which removes
testing. the trees or ground cover that holds the soil, or alteration
Check structural damage of the classroom to of the surface of the ground like grading for roads or
ensure that there is no danger of structure collapse. building constructions.
Check classrooms for electrical damage and open
Preparedness and Mitigation (What to do before):
live wires. Electrical fixtures should only be
Secure clearance from the Mines and Geosciences
switched on after making sure that it is safe to do
Bureau (MGB) on status of possible landslides.
so.
Prepare the pupils/students for evacuation upon
Clean all mud and debris immediately.
the direction of the proper school authorities.
Maintain a list of contact numbers during
Landslides emergencies.
A landslide is a massive Plant grasses to cover slopes or build riprap to
outward and downward prevent soil erosion.
movement of slope- Reinforce the foundation and walls of the school
forming materials. The buildings and other structures when needed.
term landslide is restricted Conduct regular drills on evacuation procedures.
to movements of rocks and Recommend to proper authorities to enforce land
soil masses. These masses
use regulations geared at mitigating landslide or
may range in size up to
entire mountainsides. Their movements may vary in mudfl ow hazards.
velocity. Promote public awareness and involvement on
A landslide is initiated when a section of a hill slope or landslide mitigation.
sloping section of a sea bed is rendered too weak to Recommend to proper authorities the construction
support its own weight. This is generally triggered by of channels, catchments, basins, dams, levees, and
other natural hazards such as prolonged, heavy rainfall similar structures to protect the school.
or by other sources of water which increase the water Develop a school preparedness and evacuation
content of the slope materials. Landslide as a geological plan.
hazard is caused by earthquake or volcanic eruption.
Susceptibility of hill slope to landslide is developed as a
pg. 24
Response (What to do during): A mudflow or mudslide is a flow of water that contains
Evacuate the school community immediately if large amounts of suspended particles and silt. It has a
warned of an impending landslide or mudflow. higher density and viscosity than a stream flow and can
Advise pupils/students to stay away from the path deposit only the coarsest part of its load; this causes
of landslide debris, or seek refuge behind a sturdy heavy sediment deposit. Its high viscosity will not allow
it to flow as easily as water. These flows generally occur
tree or boulder.
during periods of intense rainfall. The consistency of
Get out of the school buildings as soon as possible debris flow ranges from watery mud to thick, rocky mud
when rumbling sounds are heard from upstream or that can carry large materials such as trees, boulders, and
the trembling of the ground is felt, indicating a even vehicles and houses.
possible mudflow. Run across a slope, not
downwards. Global Warming
Global Warming is the
Rehabilitation (What to do after): process of warming the
Recommend to proper authorities to examine earth caused by the so-
thoroughly the damaged structures and utilities called enhanced green-
before re-occupying facilities. house effect which traps
Stay away from the landslide area. There may be the solar radiation in the
atmosphere due to the
danger of additional landslides.
presence of greenhouse
Check with caution injured and trapped persons gases.
within the landslide area. Direct rescuers to their
locations. Ultraviolet radiation
Listen to local radio or television stations for the passes through the Earth’s
latest emergency information. atmosphere and warms the
Seek the advice of a geotechnical expert for planet’s surface before being
evaluating landslide hazards or designing reflected back into space as
corrective techniques to reduce landslide risk. infrared radiation. Gases such
as carbon dioxide and
Mudflow or Mudslide methane are called
pg. 25
greenhouse gases, which trap some of the heat from The good news about global warming is we know
radiation in the atmosphere. The concentration of these exactly what to do. We can slow it down and mitigate its
gases has increased dramatically as a result of human worst effects by significantly reducing our consumption
activity, therefore trapping more heat and thus causing of fossil fuels through energy conservation and by
global temperatures to increase and climates to change. switching to clean, renewable energy sources which are
carbon free—like wind, solar, biomass and geothermal
What are the human activities that increase the energy.
concentrations of the greenhouse gases?
Burning of fossil fuels like oil, coal, gas and others, Preparedness and Mitigation (what to do before):
in transportation, manufacturing processes in Continue information dissemination on global
industry and land-use changes contribute to the warming issues. Give warning on the dangerous
increases of carbon dioxide emissions. effect of global warming.
Livestock production and waste management Advocate for the recycle/reuse of everyday
systems like landfills, cause increases in the materials to help conserve resources, lead to less
concentration of methane. energy and less elements used in manufacturing
The use of chemical fertilizers and pesticides are them, while recycling paper will lead to less trees
examples of activities that cause increases in the being cut down.
concentration of nitrous oxide. Save energy by saving electricity through the use
The use of Chlorofluorocarbons (CFCs), Hydro of energy efficient lighting and appliances,
fluorocarbons (HFCs) and its substitutes in biking/walking.
refrigeration / air-conditioning units causes the Advocate the use of renewable energy such as
increase of halocarbon concentration in the those from hydro-electric dams, wind power, solar
atmosphere. radiation and biofuels.
Plant trees and encourage others to plant too
Global warming causes changes in rainfall patterns, a Conserve water and other natural resources.
rise in sea level due to melting of polar icecaps and ice Be environment-friendly.
fields, and a wide range of negative impacts on plants,
wildlife, and humans.
pg. 26
Extreme Climatic Variabilities result from interaction between the surface of the ocean
Climate Change is the direct impact of global warming. and the atmosphere in the tropical Pacific. Changes in
Rising temperatures will cause changes to weather the ocean impact the atmosphere and climate patterns
patterns. As global warming occurs, most places will be around the globe. In turn, changes in the atmosphere
warmer. This will cause changes in the amount and impact the ocean temperatures and currents. The system
pattern of rain and snow, in the length of growing oscillates between warm (El Nino) to neutral, or cold (La
seasons, in the frequency and severity of storms, and in Nina) conditions with an average of every 3-4 years.
sea level rises. Computer models predict that global
warming will shift rainfall patterns, resulting in
extended drought conditions in some areas, and Heat Waves
excessive rainfall and severe storms in others. Climate Heat can kill by
change will cause more severe extreme weather events pushing the human
and the world would experience more killing heat body temperature
waves, long-lasting droughts in some areas and more beyond its limits.
frequent and intense downpours and floods in others, an Elderly people, young
increasing number of super hurricanes or tornadoes and children, and those
typhoons, massive species extinction, eco-system who are sick or
collapse, agricultural failure and rising sea levels, which overweight are more likely to become victims of
eventually will inundate coastal towns and cities around extreme heat. Men sweat more than women so they are
the world. more susceptible to heat illness and become more
quickly dehydrated. Excessive heat that lasts for more
Periodical Phenomenon of Climatic Variability than two days significantly increases heat-related
La Nina is characterized illnesses. People living in urban areas may be at greater
by unusually cold ocean risk from the effects of a prolonged heat wave than
temperatures in the equatorial people living in rural regions.
Pacific, as compared to El Nino,
which is characterized by El Nino and La Nina
unusually warm ocean La Nina is associated with extreme climatic variability
temperatures in the equatorial such as devastating rains, winds, drought, and anomalies
Pacific. El Nino and La Nina in rainfall, temperature and tropical cyclone activities.
pg. 27
The deeper, warmer water of El Nino limits the amount by people exercising or working during the hottest
of nutrient rich deep water and since fish can no longer part of the day.
access this rich food source, many of them die. The During a drought, conserve water by placing a
different water temperatures tend to change the weather brick, or another large solid object, in your toilet
or promote climate variability in the affected areas. tank to reduce the amount of water used in
Preparedness and Mitigation (What to do before):
flushing.
Develop a School Preparedness Plan on extreme
Stay indoors as much as possible.
heat. Know what heat hazard may occur where you
Avoid extreme temperature changes like a cool
are and learn how to plan for extreme heat.
shower immediately after coming in from hot
Plan changes in your daily activities to avoid
temperatures which can result to hypothermia.
strenuous work during the warmest part of the day.
Keep cool.
Consult a physician when affected by extreme
Vacuum air conditioner filters weekly during
heat.
periods of high use.
Undergo training on first aid.
Wear loose-fitting, lightweight, light-colored
Discuss the dangers of extreme heat wave with
clothing that will cover as much skin as possible.
your students.
Protect face and head by wearing a wide brimmed
Provide a special section in the school newsletter
hat.
with emergency information on extreme heat.
Drink plenty of water even if you do not feel
Interview local physicians and paramedics about
thirsty, to prevent dehydration.
the dangers of sunburn, heat exhaustion, heat
Avoid drinks with alcohol or caffeine which can
stroke, and other possible conditions caused by
also cause dehydration.
excessive heat.
Take frequent breaks if you must work outdoors.
Response (What to do during): Use a buddy system when working in extreme
Plan changes in your daily activities to avoid heat.
strenuous work during the warmest part of the day. Eat frequent small meals for easy digestion.
Instead, do it in the morning between 4:00 a.m. and Use salt tablets or table salt because it retains
7:00 a.m. Many heat emergencies are experienced fluids.
pg. 28
Never leave children or pets alone in closed Drop, Cover, and Hold
vehicles. The “Drop, Cover and Hold” protocol (drop to the
floor, cover your head, and hold on to a solid object),
Rehabilitation (What to do after): when performed correctly with an awareness of your
• Bring victims to the school clinic. surroundings, remains the most effective way to protect
yourself when an earthquake occurs.
Geological Phenomena and Hazards
Preparedness and Mitigation (What to do before):
Earthquake Recommend to appropriate authorities the
An earthquake is a shaking evaluation of structural soundness of school
of the ground caused by buildings and important infrastructures.
sudden slippage of rock Request appropriate authorities to determine
masses below or at the whether the school site is along an active fault
surface of the earth. It is a and/or in liquefaction or landslide prone areas
wavelike movement of the which may cause school buildings to fall.
earth’s surface. An
Make sure that school building design complies
earthquake may be
with the National Building Code Standard.
classified as either tectonic
or volcanic. In certain cases, earthquakes can result On existing school buildings with one door,
from man-made activities such as detonation of request proper authorities to provide two exit doors
explosives, deep mining activities, etc. However, these for every classroom, both with swing-out
earthquakes are mild and may be felt only as tremors. A direction.
very severe earthquake is usually associated with shocks Check for the presence of other potential sources
called foreshocks and aftershocks. Foreshocks are a of hazard due to secondary effect of earthquakes
series of tremors that occur before the main earthquake. like steep hill slopes, hanging heavy objects, dams,
Aftershocks are weaker earthquakes that follow the main storage tanks, falling debris, and fire.
shocks and can cause further damage to weakened
Strap heavy furniture/cabinets inside the
buildings. Be aware that some earthquakes are actually
classrooms to the wall to prevent sliding or
foreshocks, and a stronger earthquake might occur.
toppling;
pg. 29
Store breakable items, harmful chemicals and Prepare and maintain an earthquake survival kit
flammable materials inside the classrooms in the consisting of a battery-powered radio, flashlight,
lowermost shelves and secure firmly. first aid kit, potable water, candies, ready to eat
Install latches on drawers and cabinets. food, whistle, and dust mask.
Check classrooms for hanging or unstable objects Conduct a contingency planning on earthquake.
that may fall on the pupils/students during the Conduct an orientation and earthquake drill.
earthquake. Evaluate the school. Have the following data
Familiarize pupils/students as well as school available yearly:
personnel with the easiest exit or evacuation route Total number of students occupying each floor;
to take. Develop a School Earthquake Evacuation Total number of students occupying each building;
Plan and hang/post this in the corridor of each and
building. Identify students or teachers with special needs
Teach the school children how to use fire (sick, old, disabled) and their location.
extinguishers, first aid kits, alarms and emergency Study the most recent school grounds layout or
exits. These should also be accessible, planning to identify open spaces and determine the
conveniently located, and prominently marked in total area of available space that can be utilized as
familiar places to the pupils/students for assembly “areas of temporary refuge” that will be designated
and possible evacuation. for the occupants of each school building.
Advise pupils/students not to use the elevator Determine how many persons can occupy this
during and after an earthquake. Structure or power open space.
failure may lead you to get stranded in the elevator. Obtain a building layout/floor plan for each
Identify strong parts of the building that shows the rooms, corridors,
building like door jambs, staircases and exit points.
near elevator shafts, sturdy
tables where the Response (What to do during):
pupils/students can take Direct pupils/students to stay inside a structurally
refuge during an sound building.
earthquake.
pg. 30
Advise pupils/students to protect their body from Check for fire and if any, have it controlled.
falling debris by bracing themselves in a doorway Suggested Contents of an Earthquake Survival Kit
or by getting under a sturdy desk or table. Water at least 1 liter per Toilet paper and
When inside a vehicle, pull to the side of the road person (up to 1 gallon other hygiene items
and stop. Do not attempt to cross bridges or per person) (soap, shampoo)
overpasses which may have been damaged. First Aid Kit with critical Newspapers
Direct pupils/students to move to an open area basic medication Candles and matches
when they are outside a building or any structure. First Aid Manual / Whistles or small
Survival Manual bells, emergency
Stay away from power lines, posts, walls, and
Canned food and can alarm
other structures that may fall or collapse. Stay
opener Sharp utility knives
away from buildings with large glass panes. Nutritional food bars Rope or nylon cords
Move away from steep escarpments which may be Blankets Plastic tape, duct
affected by landslides particularly if they are on a AM/FM Radio and two- tape
mountain or near steep hill slopes. way radios, battery Pen and paper
operated Work gloves
Rehabilitation (What to do after): Spare batteries, Tools (pry bar, swiss
Advice pupils/students to take the fastest and rechargeable batteries army knife, wrench,
safest way out if caught in an old or weak Flashlight with pliers, bolt cutters,
classroom building. They should be advised to: batteries/emergency hack saw, etc)
Get out calmly and in an orderly manner. Not to shake flashlights Dust masks
rush or push one another. Emergency Light sticks Cellphone and solar
Not to use elevators, but instead use the stairs; Watch or clock cellphone and
Check themselves for cuts and for injuries and battery charger
approach the nearest teacher for assistance. • Emergency contact
Check the surroundings of the schools numbers
Call the authority to clean up chemical spills, toxic
and flammable materials since this is hazardous to
untrained people.
pg. 31
Check the water and electrical lines for defects. If Tsunami
any damage is suspected, turn the system off in the Tsunamis are giant sea
main valve or switch. waves generated by
Help reduce the number of casualties from the earthquakes and volcanic
eruptions under the seabed.
earthquake:
Not all submarine
Do not enter partially damaged school buildings, earthquakes, however,
as strong aftershocks may cause these to collapse. cause tsunamis. Tsunamis
Gather information and disaster prevention can only occur when the
instructions from battery-operated radios. earthquake is strong
The School Head/Principal shall provide safety enough (M7.0+) to displace the seabed, creating
precautions. He/she shall not allow any student to pressures in the water above it. Other sources of
go out of the school unless they are with their tsunamis include submarine or coastal landslides,
parents/relatives. Identify/List pupils/students pyroclastic flow and large volume debris avalanches
fetched by parents/relatives and those left behind. from oceanic and partly submerged volcanoes, and
caldera collapse. Although tsunamis may be triggered
Do not use the telephone to call relatives and
in various ways, their effects on the coastal areas are
friends. Disaster prevention authorities may need similar. The large waves of a tsunami are preceded by
the lines for emergency calls and communications. initial lowering of the water level even beyond the
Do not drive into damaged areas. Rescue and lowest tidal levels. This phenomenon resembles the low
relief operations need the roads for mobility. tides which may have led to tsunamis being falsely
If there is a need to evacuate, apply the buddy- called “tidal waves”. Tsunamis generated in distant
buddy system and follow orders from the locations will generally give people enough time to
Principal/School Head. Wait for your parents to move to higher ground. For locally-generated tsunamis,
fetch you from the evacuation area and inform the where you might feel the ground shake, you may only
Principal/School Head if you will leave the area. have a few minutes to move to higher ground.
Take with you your Earthquake Survival Kit,
which contains all the necessary items for your
protection and comfort.
pg. 32
Preparedness and Mitigation (What to do before): be a tsunami warning and you cannot move
Conduct school advocacy on tsunami awareness, quickly inland to higher ground. Local Civil
preparedness and mitigation. Regular tsunami Defense procedures may, however, not allow this
drills should be conducted. type of evacuation in your area.
Turn on your radio and other communication Small school buildings located in low-lying
devices to know if there is a tsunami warning if an coastal areas are not designed to withstand tsunami
earthquake occurs and if you are in a coastal area. impacts. Do not stay in these structures should
Assign a focal person to monitor and observe the there be a tsunami warning
water recession after an earthquake. Offshore reefs and shallow areas may help break
Be aware of the tsunami facts. This knowledge the force of tsunami waves, but large and
could save your life! Share this knowledge with dangerous waves can still be a threat to coastal
your friends. It could save their lives! residents in these areas. Staying away from all
If you are in school and you hear there is a tsunami low-lying areas is the safest advice when there is a
warning, you should folow the advice of teachers tsunami warning.
and other school personnel.
Rehabilitation (What to do after):
Response (What to do during): Stay away from flooded and damaged areas until
CAUTION: Move away from the beach officials say it is safe to return. • Stay away from
immediately, if there is noticeable recession in debris in the water; it may pose a safety hazard to
water away from the shoreline. boats and people.
Move inland to predetermined higher ground Save yourself – not your possessions.
immediately and stay there.
Stay away from the beach. Never go down to the Volcanic Eruption
beach to watch a tsunami coming. A Volcanic Eruption is a
High, multi-story, reinforced concrete school process wherein volcanic
materials such as molten or
buildings are located in some low-lying coastal
hot fragmented rocks or
areas. The upper floors of these school buildings gaseous materials are ejected
can provide a safe place to find refuge should there from a volcano. Hazards from
pg. 33
volcanoes may be of different nature. These hazards Consult respective disaster coordinating council
include fl owing of fast-moving molten rocks and other officials on the establishment of their community
ejecta. The ejected fragments range in size from fi ne counter-disaster response plans.
dust (volcanic ash) to large boulders (volcanic bombs or Know the delineated areas vulnerable to volcanic
blocks). Besides liquid and solid materials, volcanoes
hazards and assess your risk for dangers.
give off poisonous gases, sometimes in superheated gas
jets. Appreciate and take advantage of the importance
Other hazards associated with volcanic eruption of management of human settlements based on
are earthquakes, fissuring caused by the force of upward- land use planning which considers volcanic
moving magma, tsunami and water displacement, hazards.
subsidence due to retreat or withdrawal of magma, Learn about your community warning systems and
landslides due to too much bulging on one side of the emergency plans.
volcano or those triggered by earthquakes or rainfall. Develop an evacuation plan. . Everyone in the
school should know where to go in response to
Preparedness and Mitigation (What to do before): warnings.
Close windows and doors to reduce entry of ash if Schools in places prone to volcanic eruptions
heavy ash fall is expected to hit the community. should have pairs of goggles, basic kits and
Bring animals and livestock into closed shelters. evacuation supply kits.
Develop evacuation plans and conduct evacuation If you live in a volcano risk area, publish a special
drills. section in your local newspaper with emergency
Avoid low places or areas vulnerable to information on volcanoes. Localize the
avalanches, rock falls, lava flows and mudflows. information by including the phone numbers of
Prepare for evacuation if warning for imminent local emergency services offices, the Philippine
volcanic eruptions or mudflows is raised. National Red Cross chapter, and local hospitals.
Know the ways of protecting the school from ash Feature an interview with competent authorities on
fall, landslides and debris flows by consulting your the likelihood of a volcanic eruption as well as on
local disaster coordinating council. how to recognize warning signals.
Work with the office of Civil Defense and
Philippine National Red Cross officials to prepare
pg. 34
special procedures for children and the elderly or
disabled, on what to do if an evacuation is ordered. Rehabilitation (What to do after):
Clear the canals and pathways of ash and other
Response (What to do during): debris.
Stay alert and awake. Hose down the accumulated ash and plant leaves
Follow the instructions that go with the warning. If on roofs.
there is a directive to evacuate, do so immediately. Stay away from the slide area. There may be
Advise the pupil/students to protect their heads and danger of additional slides.
get away from the area right away if caught in a Check for injured and trapped persons near the
small rock fall. slide, without entering the direct slide area. Direct
Give priority for evacuation outside the area of ash rescuers to their locations.
shower to pupils/students with breathing Listen to local radio or television stations for the
problems. They should be advised to cover their latest emergency information.
nose, preferably with a wet piece of cloth. Watch for flooding, which may occur after a
Scrape off ashes to prevent heavy loading of the landslide or debris flow.
school building roofs. When doing so, the Report broken utility lines and suspected damaged
following precautionary measures should be buildings to appropriate authorities.
observed: If you have a respiratory ailment, avoid contact
Wear long-sleeved shirts and long pants; with ash. Stay indoors until local health officials
Wear goggles and eyeglasses instead of contact advise it is safe to go outside. Volcanic ash can
lenses; cause great damage to breathing passages and the
Avoid running car or truck engines. Driving a respiratory system.
vehicle can stir-up volcanic ash that can clog
engines, damage moving parts, and stall vehicles;
and
Avoid driving in heavy ash falls unless absolutely
required. If unavoidable, the vehicle should be
driven at a speed of 60 kph or slower.
pg. 35
Provinces At-Risk to Volcanic Eruption storms and other forms of space weather. Numerous
The top ten provinces at risk to Volcanic Eruptions are: websites cite cases of meteorite impact casualties, but
none could be verified.
1. Camiguin 6. Sorsogon At this point in time, PAGASA is in contact with
2. Sulu 7. South Cotabato the numerous government and private astronomical
3. Biliran 8. Laguna institutions, nationally and internationally to be updated
4. Albay 9. Camarines Sur of the current astronomical monitoring and
5. Bataan 10.Batanes observations. The agency is normally furnished with a
copy of current astronomical and space science bulletins
Camiguin has the highest risk because the land area is so and other relevant newsletters regarding events which
small such that a volcanic eruption can affect the whole might lead to accidents and untoward incidents at the
province. Sulu ranked second because it has the most earth surface, specifically from National Oceanographic
number of active and potentially active volcanoes. and Atmospheric Administration (NOAA) and National
(source: Manila Observatory) Aeronautics and Space Administration of the United
States (NASA) and other institutions of developed
Astronomical Hazards nations and countries.
The Philippine Atmospheric, Mountain-sized space rocks could potentially
Geophysical and Astronomical impact the Earth causing global effects, and perhaps
Services Administration even be mistaken for a nuclear blast of terrestrial origin.
(PAGASA) is now starting to Such large impacts are rare but have happened before.
consider some specific Modern telescopes have therefore begun to scan the
astronomical phenomena as one skies for signs of approaching celestial hazards.
of the natural hazards that could occur on earth and Natural disasters are natural phenomena. The best way
affect particularly the Philippine archipelago and to manage hazard impacts is to be aware of how it occurs
surrounding areas. and its accompanying consequences, mitigate against,
Causes and circumstances of deaths from and plan for actions to be taken before, during and after
astronomical phenomena are not well-studied, providing a phenomenon.
an interesting area for researching into deaths and
potential deaths from Near-Earth Objects (NEOs) such
as comets and asteroid impacts along with geomagnetic
pg. 36
Aside from these normal occurrences, there are
also other hazards made or induced by humans which
will be discussed in the next chapter.
pg. 37
ACTIVITY
Discussion Questions
1. What is natural hazards?
2. What are the types of natural hazards? Explain
each.
3. For you what is the worst or deadliest type of
natural hazard? Why?
4. In order to lessen some of those kind of natural
hazards like global warming, flood, el niño and
strong typhoon although we cannot avoid it but we
can prevent it and mitigate it on how? Give me
some ways.
5. Why Philippines is part of the Pacific Ring of Fire?
EXERCISES
ENUMERATION
pg. 38
CHAPTER 4 number of people, and may be motivated by political or
HUMAN INDUCED HAZARDS economic reasons.
pg. 45
Preparedness and Mitigation (What to do before): Boil water for consumption.
Disseminate red tide information, symptoms and Provide warning signs or posters in affected areas.
progressions.
Keep track of and warn regarding media Rehabilitation Phase (What to do after):
information on outbreaks of red tide, avoid Seek medical assistance for the water-borne
ingestion of fish, shell fish, mollusks and crabs. disease casualty