Shelly Ryn M.

Saligumba 11- Banzon

DISASTER READINESS AND RISK REDUCTION

Quarter 1- Module 6: Vulnerability in Disaster

What I Know

1. A 6. A 11. D

2. B 7. D 12. C

3. A 8. D 13. C

4. C 9. D 14. B

5. D 10. D 15. B

What’s In

1. * The first picture is an urban area while the second picture is a rural area.

* There are many people inhabiting the urban place while fewer people live in the rural
place.

* Diseases and other viruses are most likely to dwell in the urban areas compared to the
rural areas.

2. Image 1 shows higher vulnerability of transmissible infectious diseases

3. Image 1 makes it vulnerable to infectious diseases because of higher population

density, poor housing, and poor sanitation infrastructure—as compared to rural areas—
have also been shown to increase the risks associated with some infectious diseases.
Rural areas have a low population density compared to that of the urban areas so it is
less vulnerable to infectious diseases.

Part II

1. Image 1 shows higher level of vulnerability during typhoon.

2. Image 1 has a higher level of vulnerability because there are floods surrounding the
place, due to the floods it can bring diseases and viruses to the people, and lastly there
are no means of going to another place/disruption of transportation.

3. Image 2 portrays better capabilities to response during times of disaster because

they have a disaster response and recovery plan. They have thought, planned and put
into action. They built a bridge just like in the picture so that the people could go to
places and for the children to go to school.

What’s New

1. Yes, there are exits allotted for emergency escape. One

2. Yes, they are passable and void of blocking hazards.

3. No

4. Yes, the exits are known to the students

5. No

6. Yes, we practice emergency escape drills

7. Yes, they installed surveillance cameras both inside and outside the building.
Surveillance cameras offer you the chance to monitor staff, students and visitors as they
enter or exit the building and walk the halls. And, as an added bonus, the mere
presence of video cameras can deter bad behavior. My school does regular emergency
escape drills so that we will know the steps to do when there is disaster.

8. The School Head may serve as the school DRRM Coordinator but shall appoint an
alternate among other school personnel to assist in the implementation of DRRM. The
following are his/her roles and responsibilities in order to establish a culture of safety in
the school (DepEd Order 21, s. 2015):

a. Acknowledge receipt of advisories and reminders from the SDS and/or the SDO
DRRM Coordinator, and the local DRRMC;

b. Spearhead the conduct of multi-hazard drills and other disaster prevention, mitigation
and preparedness activities in school;

c. Ensure conduct of an annual student-led risk identification and mapping (DepEd

Order 23, S. 2015);

d. Communicate notable result results of risk assessment and other disaster

preparedness activities to the SDO;

e. Serve as the point person for collaborations and coordination with local DRRM
Council and other partner organizations;

f. Ensure availability of baseline data of the school;

g. Spearhead relevant and necessary capacity building activities for the school;

h. Report to the SDO any hazard affecting the school operations such as flood, conflict,
fire, among others;

i. Submit situation reports and provide real-time updates to the SDO;

j. Accomplish and submit Rapid Assessment of Damages Report (RADaR) within 72

hours after any hazard or emergency via SMS;

k. Immediately contact via text, the Schools Division Office thru the SDS or the Division
DRRM Coordinator once the school is identified/used as evacuation center;

l. Track and report the progress of recovery and rehabilitation initiatives to the SDO; m
Report and update the SDO on the demobilization of evacuation centers in schools.
What’s More

1. P

2. C

3. C

4. P

5. C

What I Have Learned

1. The possible problems that I am able to identify are lack of emergency escapes,
small width of the emergency exit, rocks on the path to the emergency exit which can
cause slips, trips and falls and the emergency exit cannot be opened easily because we
have to wait for an authorized person to open it cause it is locked.

2.  As a Student DRRM coordinator, the solutions to the problem that I can suggest are:
ensure the establishment of an early warning system for the school, conduct an annual
student-led risk identification and mapping within and around the school premises, plan
and implement disaster preparedness measures, maintain the safekeeping of vital
school records and learning materials, track all school personnel during disasters,
conduct damage assessments, facilitate immediate resumption of classes, and monitor
recovery and rehabilitation interventions being implemented in the school, among other
roles and responsibilities.

3. The possible activities that I can suggest to increase the awareness of the learners
on how to lessen the vulnerability of the school are to include Educational materials
about preparedness, warnings, and self-protection should be distributed to schools for
use in kindergarten through the 12th grade. Teachers should be given training on
integrating the materials into the regular curricula so that all children receive the
information they need to protect themselves from disasters. Similar training initiatives
should be directed to teachers at day-care centers and preschools as well as to
caretakers of the elderly. These steps will also raise the level of awareness and
preparedness at home.

What I Can Do

1. The possible problems being faced by Barangay Canlubang are lack of accessible
barangay roads, heavy populated area, and shortage of response vehicles.

2. Local governments appoint local disaster management groups. Their role is to:

develop, review and assess effective disaster management practices, ensure local
disaster management and disaster operations integrate with state disaster
management. Request the State Emergency Management Agency to provide State
and/or Federal assistance. When a local jurisdiction does not have the resources it
needs to respond to a disaster, it turns to the State government for assistance. The
State government may have many local jurisdictions requesting aid at the same time.

The national governments are responsible for leading disaster management systems

and for managing the mechanisms, tools, and resources that serve as the backbone,
and the operational drive, of the systems.
3. Many measures can be taken to lessen the impacts or reduce the risk of damage
from severe storms occurring as a consequence of climate change. These include
updating building codes to account for stronger events and larger floods; moving roads
in vulnerable areas near coastlines, around lakes and along rivers; insuring that bridges
and culverts have adequate capacity to accommodate major storm flows as well as
debris; having redundant transportation routes and a good inventory of available roads;
and designing structures and pavements to accommodate warmer weather and more
extreme temperatures. Implementation of storm damage risk reduction measures
requires good planning, assessment of the risks involved, and prioritization of the
needed work. Funds will always be limited, so the highest risk sites must be identified. It
is therefore important to collect data about the performance of the transportation system
under different conditions, and then use that data to inform plans, policies, and designs
so that the transportation infrastructure can be made to withstand global climate change
impacts. In addition, transportation engineers and policy makers need to address the
contributors to global climate change by adopting strategies and deploying tools that
would reduce greenhouse gas emissions, fossil fuel consumption, and other
transportation-induced activity that has adverse environmental and energy impacts on
the sustainability of our cities and communities.

For having a high population density the solutions are empowering women, promote
family planning, make education entertaining, government incentives, one- child
legislation.

Assessment

1. D 6. B 11. A

2. D 7. D 12. B

3. C 8. D 13. A

4. C 9. B 14. C

5. A 10. A 15. D