UNIVERISTY OF EASTERN
PHILIPPINES
National Service Training Program
Pedro Rebadulla Memorial Campus
Catubig, Northern Samar
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MODULE 4 Disaster Risk Reduction
And Management
Name: ___________________________________ Course: ________ Time: _____________
Trainer: __________________________________ Date :________ Rating: _____________
OVERVIEW OF THE PHILIPPINE DISASTER MANAGEMENT SYSTEM
Read each item carefully. Choose the best letter. Write your answer on the space
provided.
___C__ 1. The basic law that guides the disaster management programs, projects and
strategies implementation in the country.
a. Presidential Degree 1566
b. Presidential Degree 1956
c. Presidential Degree 1800
d. Presidential Degree 2000
___C__ 2. President Gloria Macapagal – Arroyo signed on May 27, 2000 Republic Act
10121 known as
a. Philippine Charity Organization Act 1956
b. Philippine Risk Management Act of 2000
c. Philippine Disaster Risk Reduction and Management Act of
2010
d. Philippine National Service Training Program Act 2001
___D__3. “An Act Strengthening the Philipine Disaster Risk Reduction and
Management System, Providing for the National Disaster Risk Reduction and management
Framework and Institutionalizing the National Disaster Reduction and Management Plan,
Appropriating Funds Therefore and for
Other Purposes”
a. Republic Act No. 1965, Known as “Dangerous Act Law”
b. Republic Act No. 10354, Known as “Philippine Commission on Women”
c. Republic Act No. 9163, Known as “Philippine National Service Act of 2001
d. Republic Act No. 10121, Known as “Philippine Disaster Risk Reduction
and Management (PDRRM) Act of 2020”
___D__4. An implementing arm of the National Disaster Risk Reduction and Management
Council, this office shall have the primary mission of administering a comprehensive national
civil defense and disaster risk and reduction and management program by providing
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leadership in the continuous development of strategic and systematic approaches as well as
measures to reduce the vulnerabilities and risk to hazards and manage the consequences
of disaster.
a. Office of Commission on Election (COMELEC)
b. Office of Civil Aviation Authority (CVA)
c. Office of the Solicitor General (SG)
d. Office of Civil Defense (OCD)
___A__5. Integration of Disaster Risk Reduction Education into the school Curricula and
Sangguniang Kabataan SK Program and Mandatory Training for the Public Sector
Employees must include these agencies.
a. The DepEd, CHED, TESDA in coordination with Office Civil Defense,
National Youth Commision, Department of Science Technology
b. Department of Environment Natural Resources, Department of interior
Local Government, Department of Health, and Department Social Welfare
Development and other relevant agencies, shall integrate DRRM
education
c. Secondary and tertiary levels of education, including NSTP, whether
private or public, including formal and non-formal, technical – vocational,
indigenous learning, and out-of-school youth courses and programs.
d. Private organization are exempted in the integration of Disaster Risk
Reduction due to their modern equipment’s
___D__6. All of the following are TRUE about disasters except for one.
a. A disaster may be domestic or international.
b. A disaster may have a known and gradual onset.
c. A disaster may be caused by nature or has human origins
d. A disaster always recieves wide spread media coverage.
___D__7. Disasters frequency result in all of the following exept for one.
a. Damage to the ecological environment
b. Displacement of populations
c. Destructions of a population’s homeland
d. Sustained public attention during the recovery phase
__A___8. The National Disaster Coordinating Council under the office of the president
during
the Marcus era was established as the highest policy making body in responding to natural
disasters. Fast forward two decades and decentralization movements had taken over the
country. What presidential decree was institutionalized?
a. Presidential Decree 1566
b. Presidential Decree 9165
c. Presidential Decree 9163
d. Presidential Decree 2016
__C___9. There are task in the disaster management. All of the following are task expert for
one.
a. Assess secondary social problems such as health epidemics,
displaced persons.
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b. Provide security: prevent looting, protect person and property.
c. Counsel those have suffered truama and grief on a calamity.
d. Control rumors, provide accurate information.
___B__10. Condition for the delivery of concrete good and services at disaster site
include all of the following except for one.
a. Crowded and cramped conditions for living and working
b. A clear demarcation of being on or off duty
c. Extreme climates: hot cold, wet, etc.
d. Lack of privacy, threat to safety
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Name: ___________________________________ Course: ________ Time: _____________
Trainer: __________________________________ Date :________ Rating: _____________
DISASTER RISK REDUCTION AND MANAGEMENT CONCEPTS
Answer the following question. Write your answer in the lines provided.
1. What DRR activities can take place in the school?
Conducting regular drills and simulations to educate students
and staff on emergency preparedness and response
procedures.
- Incorporating DRR education into the curriculum to raise
awareness and build knowledge about hazards, risks, and
mitigation measures.
- Establishing and maintaining an early warning system to alert
the school community about potential hazards.
- Implementing infrastructure improvements to enhance the
safety and resilience of school buildings, such as reinforcing
structures, improving drainage systems, and installing fire safety
measures.
2. What needs to be done to support these activities?
To support these activities, the following needs to be done:
- Allocate sufficient resources, including funding, materials, and
equipment, to implement and sustain DRR activities in schools.
- Provide training and capacity-building programs for teachers
and staff to enhance their knowledge and skills in DRR.
- Foster partnerships with local government agencies, NGOs,
and community organizations to access additional support,
expertise, and resources.
- Regularly review and update school policies and guidelines to
ensure they align with national DRR frameworks and best
practices.
- Involve parents and guardians in DRR initiatives by providing
them with information, resources, and guidance on how to
support their children’s safety and preparedness.
3. Who needs to support this process?
The following stakeholders need to support this process:
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- School administrators and staff, who play a crucial role in
implementing and coordinating DRR activities within the school.
- Local government agencies responsible for DRR and
education, who can provide guidance, resources, and support to
schools.
- Community leaders and organizations, who can collaborate
with schools to implement community-based DRR initiatives and
provide local knowledge and expertise.
- Parents, guardians, and students, who should actively
participate in and support DRR activities within the school and
community.
4. How will the communities be involve?
Communities can be involved in the following ways:
- Participating in community-based DRR committees or
organizations that collaborate with schools to implement DRR
activities.
- Engaging in risk assessments and mapping exercises to
identify hazards, vulnerabilities, and resources within the
community.
- Supporting and participating in school-led DRR initiatives, such
as drills, awareness campaigns, and capacity-building programs.
- Sharing local knowledge, experiences, and best practices
related to DRR with schools and other community members.
- Collaborating with schools to develop and implement
community-level emergency response plans and strategies.
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Name: ___________________________________ Course: ________ Time: _____________
Trainer: __________________________________ Date :________ Rating: _____________
GEOGRAPHIC HAZARDS AND DISASTER RISK PROFILES OF THE
PHILIPPINES
Identify and make a list of hazard in your barangay.
Flooding is the one of a hazard in our Baranggay specially we are in low-laying areas
near rivers. Flood can cause dame to properties, disrupted transportation, and pose risk
to the safety's and well-being of residents. It is important to take necessary precautions
and be prepared for such situations
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Name: ___________________________________ Course: ________ Time: _____________
Trainer: __________________________________ Date :________ Rating: _____________
VULNERABILITY OF THE URBAN ENVIRONMENT
1. Based on the characteristics of persons their situation that influences in
facing natural hazards, describe two ways by which vulnerability is
linked to environmental.
Vulnerability is linked to the environment in two main ways:
A) Physical vulnerability: The characteristics of the environment, such as its location,
topography, and climate, can influence the level of vulnerability to natural hazards. For
example, areas located in low-lying coastal regions are more susceptible to flooding
and storm surges, while regions prone to earthquakes or landslides are at higher risk of
structural damage and loss of life. The physical characteristics of the environment
directly impact the level of vulnerability faced by individuals and communities.
B) Socio-economic vulnerability: The socio-economic conditions of a community,
including poverty levels, access to resources, and quality of infrastructure, can also
contribute to vulnerability. Communities with limited resources and inadequate
infrastructure are often more vulnerable to the impacts of natural hazards. For
example, low-income neighborhoods may lack proper drainage systems, making them
more prone to flooding. Similarly, communities with limited access to healthcare,
education, and emergency services may face greater challenges in responding to and
recovering from natural disasters.
2. Read the Case Study-Relocating a School Out of a Flood Zone. Write
the lessons you have learned inside the box provided.
At the request to the local government and following consultation with
the community, it has been agreed to move the elementary school in
Barangay XYZ from its current location to an adjoining hillside. The
current location experiences flooding during heavy rainfall, as well as
standing water after any rainfall. The foundation of the school is also the
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affected by the high ground water table. The community plans to use
the new school as an evacuation center in case of flooding and heavy
rainfall.
The local government has selected a site on a hillside on the edge of
the barangay where the travel distance from the community is not
generally more than for the current school. They have leveled the site
and are providing skilled workers and a back-hoe for work on the site.
The community has collected funds to purchase the sand, gravel and
rocks needed for the constructions and an NGO is providing the other
construction materials (e.eg. cement,roofing wood, etc).
A site inspection indicates that all the necessary preparations have
been made for the construction to begin. The local government will build
a 3 meter-high retaining wall to hol back the hillside behind the school
next year when additional funds are available.
Lessons learned from the case study “Relocating a School Out of a
Flood Zone”:
A) Prioritizing community consultation: The decision to relocate the
school was made after consultation with the local community. This
approach ensures that the concerns and needs of the community are
taken into account, leading to a more effective and sustainable solution.
B) Planning for multiple benefits: The new school location will serve as
an evacuation center during floods, demonstrating a multi-purpose
approach to infrastructure planning. This maximizes the benefits of the
project and enhances community resilience.
C) Collaboration between government and NGOs: The collaboration
between the local government and an NGO in providing construction
materials showcases the importance of partnerships in implementing
projects. Such collaborations can leverage resources and expertise,
making the project more feasible and cost-effective.
D) Gradual implementation: The construction of a retaining wall next
year, when additional funds are available, demonstrates a phased
approach to the project. This allows for efficient resource allocation and
ensures that the necessary preparations are made before proceeding
with further construction.
E) Community participation and resource mobilization: The community’s
efforts in collecting funds to purchase construction materials highlight
the importance of community participation and ownership. When
communities are actively involved in decision-making and resource
mobilization, they become more resilient and empowered to address
their vulnerabilities.
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Name: ___________________________________ Course: ________ Time: _____________
Trainer: __________________________________ Date :________ Rating: _____________
DISASTER RISK REDUCTION AND MANAGEMENT
A. Encircle the 10 words related to disaster risk reduction and management,
clues of which are provided below.
J H N E O I A R O E L H A F U F D I O
F N Y D H R X L S S A S I T H I S L E
J D I S A S T E R M A N A G E M E N T
E P O P Z M A Q P M I D T S N Y D R T
S W E T A H I S E H W C K H L P H Q H
I H E C R I S K S N O C N B U N B W N
L C R E B C L E W P M L Y M O I F R F
O D S W S D E R A Q B T J I L E V T B
H H E Q T T H B J K I E T Q K S S Y S
H Y Y H L W P V A L G C M W N R V U B
Z Y O O I M D J I J Q R M F E C C O U
F N O G T S R B K D W G K T Q K O P Q
M I S G I T R H E J Q N S V W O W L A
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X E E O P E M R W H G A L H T H P M C
C H H G N T K F Q A S L O L H J N G M
Q W E L F S L G H I S W E R H Y L Z L
Z X U C I W E T D T Y U I O P P O X K
G V J R L D F H L H Y U K J L E H G T
T H M B A S D F G H P I I Y E Q V M O
B. Below are list of vulnerability attributes, identify five affecting your community. Give
possible solutions by using the table.
Vulnerability Attributes Possible Solution
1. Lack of acceptable standards of Occurrence of water-borne disease
practice (e.g.
amoebiasis, cholera)
2. Urban risk has been neglected Develop and implement urban
planning strategies that integrate risk
reduction measures, such as proper
land use planning, infrastructure
improvements, and the establishment
of early warning systems.
3. Insufficient knowledge, experience Encourage community members to
& capacity actively participate in community-
based organizations and volunteer
groups to gain practical experience
and contribute to resilience-building
efforts
4. Continuing social & physical Promote inclusive and sustainable
degradation/poverty economic development to create
opportunities for income generation
and poverty reduction.
Rubrics in checking the activity (for A, B, C)
a. Content 10pts
b. Clarity of the answers 10pts
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C. As youth of today, write five answers in creating a safer world.
Promote inclusivity and acceptance: By embracing diversity and promoting
inclusivity, we can create a society where everyone feels safe and valued. Encouraging
acceptance of different cultures, religions, and identities helps to build a more
harmonious and understanding world.
Stand up against bullying and discrimination: Bullying and discrimination can have
a significant impact on individuals’ mental and emotional well-being. As youth, we can
take a stand against bullying by speaking out against it, supporting those who are
targeted, and promoting kindness and empathy in our communities.
Support environmental conservation: Protecting the environment is crucial for the
safety and well-being of future generations. By adopting sustainable practices,
promoting recycling and waste reduction, and supporting initiatives that aim to combat
climate change, we can contribute to creating a safer and healthier world.
Engage in civic participation and activism: As youth, we have a unique perspective
and the power to bring about change. By getting involved in local and global issues,
participating in peaceful protests, and using our voices to advocate for justice, we can
create a safer world for everyone.
Advocate for gun control and violence prevention: Gun violence is a pressing issue
in many parts of the world. As youth, we can raise awareness about the importance of
responsible gun ownership, advocate for stricter gun control laws, and support
initiatives that promote non-violent conflict resolution.
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