This document appears to be a test on disaster readiness and risk reduction given to students at Escalante National High School in the Philippines. It consists of 37 multiple choice questions testing knowledge of key concepts related to disasters, hazards, risks, and vulnerability. The questions cover topics like defining disasters and hazards, impacts of disasters, vulnerable groups, reducing vulnerability, and disaster management phases.
Contents:
1. Concept of Earthquake
2. Hazards Associated to Earthquake
- Ground Shaking
- Ground Rapture
- Tsunami
- Earthquake induced landslide
3. What do to BEFORE, DURING, AFTER Earthquake
Contents:
1. Concept of Earthquake
2. Hazards Associated to Earthquake
- Ground Shaking
- Ground Rapture
- Tsunami
- Earthquake induced landslide
3. What do to BEFORE, DURING, AFTER Earthquake
Application of resilience framework to covid 19 nov 2021 Rustico Biñas
“We are all in this together but with differential disaster risk.”
Many would say that resilience is just a convenient buzz word used by development and humanitarian workers. But resilience is a framework and a tool determining the degree of risk. It describes measures to increase capacities and reduce hazard impact on people and element at risk to avert disaster.
“Disaster Risk Analysis” is a systematic process of consolidating the findings on a hazard, vulnerability, and capacity assessments to determine the risk levels for various elements at risk which are person, livelihood, infrastructures, ecosystem services, etc. The analysis contributes to the community’s awareness of potential COVID-19 risks for each element at risk and enables the community to define community action to reduce disaster risk. The “Resilience Framework” helps in understanding the interrelatedness of the capacities and guides the risk assessment. It is an essential precursor to decision-making in COVID-19 risk reduction, as well as the formulation of development policies, strategies, plans (development and contingency), programs, and projects.
Resilience is hazard-specific!
Resilience is people and element at risk specific!
Resilience is space-specific!
Resilience is time-specific!
Resilience requires specific attention which can be realized by the application of the “Resilience Framework”!
- IDDRR 2023 key message
Poverty, inequality and discrimination are causes and consequences of growing disaster risk.
Inequality creates the conditions that render people exposed and vulnerable to disasters. Disasters also disproportionately impact the poorest and most at risk people, thus worsening inequality. Reducing vulnerability to disasters requires addressing these dimensions
By 2030, with current climate projections, the world will face some 560 disasters per year. An additional estimated 37.6 million people will be living in conditions of extreme poverty due to the impacts of climate change and disasters by 2030. A “worst case” scenario of climate change and disasters will push an additional 100.7 million into poverty by 2030.
We can curb the destructive power of hazards—in other words, stop them from turning into disasters—through careful and coordinated planning that is designed to reduce people’s exposure and vulnerability to harm.
Greater investments are needed in the collection and use of disaggregated data, both to better understand disproportionate disaster impacts and exposure, and to inform resilience-building plans.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
1st Periodical Exam DRRR.docx
1. Republic of the Philippines
Department of Education
REGION VI- WESTERN VISAYAS
DIVISION OF ESCALANTE CITY
ESCALANTE NATIONAL HIGH SCHOOL
DISASTER READINESS AND RISK REDUCTION
FIRST QUARTER EXAMINATION
Direction: Choose the letter of the BEST answer. Write the letter only.
1. What is the term used referring to damaging incident that happened unexpectedly in a certain
society and caused harm to people and their properties?
a. disaster b. hazard c. politicking d. terrorism
2. It refers to the changes that can be attributed “directly or indirectly to
human activity altering the composition of the global atmosphere and
additionally to the natural climate variability observed over comparable periods of time”?
a. deforestation b. climate change c. global warming d. carbon footprint
3. It refers to the community’s ability to reduce vulnerability through
prevention, mitigation, response, and recovery.
a. disaster b. hazard c. resiliency d. risk
4. Complete the sentence. High vulnerability level and high hazard
status are associated with_______________.
a. low disaster risk b. high disaster risk c. medium disaster risk d. none of the above
5. What is the degree to which a population, system, service or geographic area is likely to be
affected or disrupted by the impact of a particular hazard?
a. capacity b. hazard c. risk d. vulnerability
6. Which is not associated with the word HAZARD?
a. cautious c. peril
b. menace d. risk
4.Which of the following is useful to better establish priorities and response activities, and
systematize previous experiences?
a. disaster risk b. effects of disaster c. phases of disaster d. categories of disaster
5. Which among the perspectives of disaster is normally left untreated?
a. economic perspective b. physical perspective
c. psychological perspective d. socio-cultural perspective
6. Which group belongs to the most vulnerable?
a. professionals b. indigenous people c. government officials d. small entrepreneurs
2. 7. What is the main reason why there has been an overall increase in the number of deaths related to
vulnerability?
a. Less people lived in less vulnerable areas
b. Events are better documented today than in the past
c. The magnitudes of natural hazard events are increasing
d. Human population are increasing in areas that are vulnerable
8. Which of the following groups of people are more vulnerable to
disasters?
a. men, women, boys b. men, boys, old people
c. women, children, old people d. women only
9. What could be the possible reason why urban region is more vulnerable to Covid-19 than the rural
region?
a. Urban region has more population than rural region. b. Rural region has more population than
urban region.
c. Urban region has higher population density than rural region.
d. Rural region has higher population density than urban region.
10. What does the statement “Vulnerability is situation specific” means?
a. Vulnerability cannot be determined easily
b. Not all communities are vulnerable to earthquake
c. It means that vulnerability depends in every individual
d. Vulnerability of a certain community depends on the level of preparedness
11. Which of the following is an example of natural hazards?
a. factories b. fault lines c. mining sites d. chemical plants
12. The higher the chance a risk will happen and the greater the severity
of the impact, the _______ is the priority that should be given to a risk.
a. higher c. more uncertain
b. lower d. less uncertain
13. In a situation that you know you and your family are on a disaster risk area, how could you
reduce the impact of a disaster that may come in your life?
a. Avoid the crowd. b. Watch news to be informed.
c. Get the right mindset and preparation. d. Build good relationships among neighbors
14. What should be the right attitude in dealing the effects of a disaster?
a. Let us be mindful of others. b. Try to be a leader for others.
c. Show positivity in dealing with it. d. Be grateful on what the government can provide.
15. Why is it important to quantify vulnerability?
a. to identify the community that are at risk
b. to determine the incoming hazardous events
c. to estimate how much mitigation and preparedness is applicable
d. to know the local government units to approach during hazardous event
16. In a situation that you know you and your family are on a disaster risk area, how could you
reduce the impact of a disaster that may come in your life?
a. Avoid the crowd. b. Watch news to be informed.
c. Get the right mindset and preparation. d. Build good relationships among neighbors
17.All of the following show effect of disasters EXCEPT__________.
a. displacement of populations b. damage to the ecological environment
3. c. destruction of a population’s homeland d. sustained public attention during the recovery phase
18. What should be the right attitude in dealing the effects of a disaster?
a. Let us be mindful of others. b. Try to be a leader for others.
c. Show positivity in dealing with it. d. Be grateful on what the government can provide.
19. Why is it important to quantify vulnerability?
a. to identify the community that are at risk
b. to determine the incoming hazardous events
c. to estimate how much mitigation and preparedness is applicable
d. to know the local government units to approach during hazardous event
20. Which among the groups suffer more adverse effects when an earthquake
causing disaster occurs?
a. men and women b. children and women
c. old persons and women d. old persons and children
21. During the initial stage of a disaster, almost all surface means of transportation within the
community are disrupted by broken bridges, roads, and streets that are rendered impassable by
landslides or floods. The restricted mobility of vehicles makes rescue and other emergency
operations doubly difficult. What is this impact/ effect of disaster?
a. economic impact b. social and political impact
c. damage to critical facilities d. disruption of transportation
22. Which of the following is NOT a contributor to the worst outcomes
when a disaster happened?
a. displacement b. can handle stress
c. death of someone close d. massive loss of property
23. Which of the following risk factors BEST describes the cause of COVID-19
pandemic?
a. climate change b. weak governance
c. globalized economic development d. poorly- planned and managed urban development
24 Why should people need to plan and be ready for the possible consequences of a disaster?
a. So that people would show their own capabilities.
b. So that people could set an example to others.
c. So that people would reduce the potential effects of disasters.
d. So that people could prepare ahead of time.
25. Which of the following is NOT a contributor to the worst outcomes
when a disaster happened?
a. displacement b. can handle stress
c. death of someone close d. massive loss of property
26. Which of the following characteristics will help a person to recover quickly after a disaster?
a. One must be happy and hopeful. b. One must be prayerful and friendly.
c. One must be wise and cooperative. d. One must be resourceful and determined.
27. Which perspective of a disaster that shows how the government assesses,
manages, and mitigates the effects of a disaster?
a. biological b. economic c. socio-cultural d. political
28. Which perspective of a disaster that stresses on the significance of culture in
4. developing a disaster resilient personality among the inhabitants in a certain
community?
a. biological b. economic c. socio-cultural d. political
29. How will reduction of the level of vulnerability and exposure be possible?
a. proper knowledge on disaster risk b. potentially damaging physical even
c. increase the susceptibility of a community to the impact of hazard
d. by keeping people and property as distant as possible from hazards
30. Which statement best describes vulnerability?
a. Vulnerability can cause the loss of life or injury, property damage.
b. Vulnerability is potentially damaging physical event, phenomenon, or human activity.
c. Vulnerability can generate social and economic disruption or environmental degradation.
d. Vulnerability is the susceptibility of an individual or a group of people on the impact of natural
hazard.
31. What are the three phases of disaster management planning for vulnerable community to make it
less susceptible?
a. planning, evacuating, and recovery b. preparation, response, and recovery
c. evacuating, rebuilding, and recovery d. preparation, planning, and perception
32. Which is NOT a tool provided by the government to protect
vulnerable communities?
a. utilizing computer systems to determine risk levels
b. using research and studies to predict storms and floods
c. relocating natural disaster victims to more stable areas
d. congress funding Army corps of Engineers projects to build bridges
33. Which of the following factors does not help lessen the vulnerability of a community?
a. preparedness of the community
b. presence of Disaster Risk Reduction Management Team
c. availability of health services and facilities in times of calamity
d. provisions of housing on areas that have fault lines in the vicinity
34. Why is it that Japan is less vulnerable to COVID-19 pandemic than other Asian countries?
a. they have more population b. they have less population density
c. they have the capacity to do mass testing d. they can provide sufficient numbers of PPE
35. Which of the following concepts DOES NOT fall under vulnerability?
a. absence of adaptive capacities b. exposure
c. lack of coping capacities d. susceptibility
36. Which among the following is classified as social vulnerability?
a. fatalism b. soil quality c. health facilities d. leadership qualities
37. Which statement best describes vulnerability?
a. Vulnerability can cause the loss of life or injury, property damage.
b. Vulnerability is potentially damaging physical event, phenomenon, or human activity.
c. Vulnerability can generate social and economic disruption or environmental degradation.
d. Vulnerability is the susceptibility of an individual or a group of people on the impact of natural
hazard.
38. Which is not the meaning of Hazard?
a Hazard is an agent which has the potential to cause harm to vulnerable target.
b. Hazard cannot cause harm or damage to humans, property, or environment.
5. c. Hazard is defined as the source of danger and is something that may cause injury or harm. It
is also the uncertain course of events in a country.
d. Hazard is a dangerous phenomenon, substance, human activity or condition that may cause
loss of life, injury or other health impacts, property damage, loss of livelihoods and services, social
and economic disruption, or environmental damage.
39. Which is not an example of Quasi- Natural Hazards?
a. air pollution c. volcanic eruptions
b.. smog d. water Pollution
40. Which sequence is correct in hazard identification and risk assessment?
I. Modify procedures based on risk assessment. II. Assess risks.
III. Monitor the modifications if followed. IV.Identify hazards.
a. IV, III, I, II c. II, I, IV, III
b. IV, II, I, III d. II, IV, I, III
41. Which is not an example of types of mitigation measures?
a. hazard mapping b. flood plain mapping
c.raising of homes in flood-prone areas d. implementing and enforcing building codes
42. Which is not belong to the general classification of elements at risk?
a. population b. infrastructures
c. essential facilities d. transportation facilities
43. Which of the following is true about risk assessment?
a. It is done to know which risk should be addressed first.
b. It tells which risk is the most serious.
c. Risk assessment is done by taking into consideration both probability and impact.
d. All of the above
44. Which impact of a hazard is an economic impact of hazard?
a. Viral disease
b. Anxiety and mental trauma
c. Destruction of houses and buildings
d. Retrenchment of employees in manufacturing companies
45. Which of the following should be given consideration in risk assessment?
a. probability and impact b. type of hazard and impact
b. severity and type of hazard d. impact and type of damage/ harm
Prepared by:
RONALD L. MAHINAY
Subject Teacher
