This document summarizes a structural damage assessment conducted in Bohol, Philippines after the 2013 7.2 magnitude earthquake. A team of engineering students assessed damage across 8 barangays over 3 weeks in February 2014. They evaluated over 30 households per day to create a database of residents needing construction materials to rebuild earthquake-damaged homes. The assessment was a collaborative project between the Shelter Cluster Philippines, the Provincial Government of Bohol, Holy Name University, and the UN Development Program, aimed at providing emergency and long-term shelter support to affected communities.
Identifying & Evaluating environmental resources and how to design an environ...Sefat Ul Alom
This presentation is my academic slide on the course EDUC 617, course title- Environmental Education, at Institute of Education and Research, University of Rajshahi. Here, I talked about identifying & evaluating environmental resources around us and designing an environmental education program informal, nonformal, and personalized education system.
Climate Change Impacts on the Livelihoods of Vulnerable Groups Dr. Joshua Zake
A presentation made during the International Training Course on climate change adaptation in agriculture and natural resource management organized by Wageningen University and Makerere University. The training course was conducted in February 2015 and it benefited participants from Asia, East, West and Southern Africa.
Climate change impacts on vulnarable people in uganda esp women a country a...Dr. Joshua Zake
This paper presents an analysis and position of climate change impacts on livelihood of vulnerable groups (especially women) in Uganda among other related critical issues. Furthermore, it highlights key recommendations targeting key stakeholders at all levels to take proactive actions to advance adaptation and mitigation to these impacts.
National Stakeholders sharing sharing workshop on PID and Climate Change Adap...Dr. Joshua Zake
A presentation made during the National stakeholders dialogue on Participatory Innovation Development and Climate Change Adaptation and Mitigation, Kampala.
Identifying & Evaluating environmental resources and how to design an environ...Sefat Ul Alom
This presentation is my academic slide on the course EDUC 617, course title- Environmental Education, at Institute of Education and Research, University of Rajshahi. Here, I talked about identifying & evaluating environmental resources around us and designing an environmental education program informal, nonformal, and personalized education system.
Climate Change Impacts on the Livelihoods of Vulnerable Groups Dr. Joshua Zake
A presentation made during the International Training Course on climate change adaptation in agriculture and natural resource management organized by Wageningen University and Makerere University. The training course was conducted in February 2015 and it benefited participants from Asia, East, West and Southern Africa.
Climate change impacts on vulnarable people in uganda esp women a country a...Dr. Joshua Zake
This paper presents an analysis and position of climate change impacts on livelihood of vulnerable groups (especially women) in Uganda among other related critical issues. Furthermore, it highlights key recommendations targeting key stakeholders at all levels to take proactive actions to advance adaptation and mitigation to these impacts.
National Stakeholders sharing sharing workshop on PID and Climate Change Adap...Dr. Joshua Zake
A presentation made during the National stakeholders dialogue on Participatory Innovation Development and Climate Change Adaptation and Mitigation, Kampala.
Challenges teachers face in the integration of Environmental Education into t...AJHSSR Journal
ABSTRACT: This study focuses on the integration of environmental education into other subjects in the
school curriculum. The study critically examine challenges faced by various subject teachers in the process of
teaching environmental education as an integrated component in their subject areas. The role of teachers in the
implementation of environmental education in developing an environmentally literate citizenry is of great
significance. It was recommended among others that, the government should develop curriculum with clear
goals and content with specific guideline which shall develop teachers’ capacity in the teaching of
environmental education. Successful implementation of any educational policy, largely depends on teacher’s
competencies. Therefore all necessary steps should be taken to address challenges confronting teachers in the
implementation of EE as an integrated component.
KEY TERMS: Environmental education, integration, curriculum
What is environmental education,what are the importance of environmental education,what are the objectives of environmental education and the guiding principles of environmental education
Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment. As a result, individuals develop a deeper understanding of environmental issues and have the skills to make informed and responsible decisions.
Soil erosion which is now one of the impacts of climate change due to increased precipitation events across the globe needs adaptations for adjusting to the actual and expected change in its occurrence more than mechanical/engineering measures for the management of the phenomenon. The objective of this paper is to conduct an in-depth review of adaptation strategies to soil erosion. The research made a review of academic/journal articles, internet materials, news articles, conference papers, books and publicly available materials on adaptations to soil erosion. From the review, most authors have a unity of opinion on adaptive strategies to soil erosion, including the use of mulching, cover cropping, reduced tillage, contour bonds, tree planting, wood logs and ploughing across the slope as they have been found to increase soil yield and reduce soil loss as well as its accompanying adverse impacts. Recommendations of the study includes: (1) enhancement of the existing adaptive measures; (2) a shift from rain-fed agriculture to dry season farming; (3) training the affected people on adopting the adaptive measures which are currently ignored in most communities; and (4) encouragement of the participation of land holders through grants in soil erosion management based on the adaptive techniques.
ENVIRONMENTAL CONSERVATION: KNOWLEDGE, ATTITUDES, AND PRACTICES AMONG SELECTE...Liwayway Memije-Cruz
Abstract
This study aimed to provide information on the awareness of selected students of PUP Main on Environmental Science concepts for the First Semester, School Year 2008-2009. The descriptive correlation method of research was utilized. Results show that the students, in general possess satisfactory knowledge, desirable attitude and desirable practices towards environmental conservation.
Lynne Healy: Environmental Challenges for People Living in PovertyTHL
Healy's presentation at the "Thinking long-term: Making poverty eradication and environmental policies mutually supportive" side event at The 55th session of the Commission for Social Development (CSocD55) on the 6th of February 2017.
Environmental Science Book as per the syllabus of University of Calcutta.
Erach Bharucha.
For Undergraduate Courses of all branches of Higher Education.
Challenges teachers face in the integration of Environmental Education into t...AJHSSR Journal
ABSTRACT: This study focuses on the integration of environmental education into other subjects in the
school curriculum. The study critically examine challenges faced by various subject teachers in the process of
teaching environmental education as an integrated component in their subject areas. The role of teachers in the
implementation of environmental education in developing an environmentally literate citizenry is of great
significance. It was recommended among others that, the government should develop curriculum with clear
goals and content with specific guideline which shall develop teachers’ capacity in the teaching of
environmental education. Successful implementation of any educational policy, largely depends on teacher’s
competencies. Therefore all necessary steps should be taken to address challenges confronting teachers in the
implementation of EE as an integrated component.
KEY TERMS: Environmental education, integration, curriculum
What is environmental education,what are the importance of environmental education,what are the objectives of environmental education and the guiding principles of environmental education
Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment. As a result, individuals develop a deeper understanding of environmental issues and have the skills to make informed and responsible decisions.
Soil erosion which is now one of the impacts of climate change due to increased precipitation events across the globe needs adaptations for adjusting to the actual and expected change in its occurrence more than mechanical/engineering measures for the management of the phenomenon. The objective of this paper is to conduct an in-depth review of adaptation strategies to soil erosion. The research made a review of academic/journal articles, internet materials, news articles, conference papers, books and publicly available materials on adaptations to soil erosion. From the review, most authors have a unity of opinion on adaptive strategies to soil erosion, including the use of mulching, cover cropping, reduced tillage, contour bonds, tree planting, wood logs and ploughing across the slope as they have been found to increase soil yield and reduce soil loss as well as its accompanying adverse impacts. Recommendations of the study includes: (1) enhancement of the existing adaptive measures; (2) a shift from rain-fed agriculture to dry season farming; (3) training the affected people on adopting the adaptive measures which are currently ignored in most communities; and (4) encouragement of the participation of land holders through grants in soil erosion management based on the adaptive techniques.
ENVIRONMENTAL CONSERVATION: KNOWLEDGE, ATTITUDES, AND PRACTICES AMONG SELECTE...Liwayway Memije-Cruz
Abstract
This study aimed to provide information on the awareness of selected students of PUP Main on Environmental Science concepts for the First Semester, School Year 2008-2009. The descriptive correlation method of research was utilized. Results show that the students, in general possess satisfactory knowledge, desirable attitude and desirable practices towards environmental conservation.
Lynne Healy: Environmental Challenges for People Living in PovertyTHL
Healy's presentation at the "Thinking long-term: Making poverty eradication and environmental policies mutually supportive" side event at The 55th session of the Commission for Social Development (CSocD55) on the 6th of February 2017.
Environmental Science Book as per the syllabus of University of Calcutta.
Erach Bharucha.
For Undergraduate Courses of all branches of Higher Education.
Extent of Implementation of and Level of Participation in the Project Carbon ...INFOGAIN PUBLICATION
In response to the call for stewardship, De La Salle Philippines launched the Project Carbon Neutral in 2009. The implementation of this program is being spearheaded by the Lasallian Institute for the Environment (LIFE) and is participated in by all Lasallian schools in the Philippines. The main objective of Project Carbon Neutral or PCN is to benchmark and assess the status of the carbon footprint of De La Salle Philippines (DLSP), the network of Lasallian educational institutions, with the goal of achieving a “green” educational network that is carbon-neutral or better. Since its implementation in 2009, there has been no baseline study conducted along these areas. The extent of implementation and the level of participation of the Lasallian family were looked into in this study. The study surveyed a total of three hundred three (300) purposively sampled members of the De La Salle Lipa community. The mitigating measures of the PCN are perceived to be often implemented and priority is often shown by the Lasallian community. The Lasallian community is perceived to have moderate levels of participation as they often show priority and have fairly supported the activities of the PCN. Geared towards combating the identified problems, this action plan and monitoring and evaluation plan were drafted and put forward.
Extent of Implementation of and Level of Participation in the Project Carbon ...INFOGAIN PUBLICATION
In response to the call for stewardship, De La Salle Philippines launched the Project Carbon Neutral in 2009. The implementation of this program is being spearheaded by the Lasallian Institute for the Environment (LIFE) and is participated in by all Lasallian schools in the Philippines. The main objective of Project Carbon Neutral or PCN is to benchmark and assess the status of the carbon footprint of De La Salle Philippines (DLSP), the network of Lasallian educational institutions, with the goal of achieving a “green” educational network that is carbon-neutral or better. Since its implementation in 2009, there has been no baseline study conducted along these areas. The extent of implementation and the level of participation of the Lasallian family were looked into in this study. The study surveyed a total of three hundred three (300) purposively sampled members of the De La Salle Lipa community. The mitigating measures of the PCN are perceived to be often implemented and priority is often shown by the Lasallian community. The Lasallian community is perceived to have moderate levels of participation as they often show priority and have fairly supported the activities of the PCN. Geared towards combating the identified problems, this action plan and monitoring and evaluation plan were drafted and put forward.
Extent of Implementation of and Level of Participation in the Project Carbon ...INFOGAIN PUBLICATION
n response to the call for stewardship, De La Salle Philippines launched the Project Carbon Neutral in 2009. The implementation of this program is being spearheaded by the Lasallian Institute for the Environment (LIFE) and is participated in by all Lasallian schools in the Philippines. The main objective of Project Carbon Neutral or PCN is to benchmark and assess the status of the carbon footprint of De La Salle Philippines (DLSP), the network of Lasallian educational institutions, with the goal of achieving a “green” educational network that is carbon-neutral or better. Since its implementation in 2009, there has been no baseline study conducted along these areas. The extent of implementation and the level of participation of the Lasallian family were looked into in this study. The study surveyed a total of three hundred three (300) purposively sampled members of the De La Salle Lipa community. The mitigating measures of the PCN are perceived to be often implemented and priority is often shown by the Lasallian community. The Lasallian community is perceived to have moderate levels of participation as they often show priority and have fairly supported the activities of the PCN. Geared towards combating the identified problems, this action plan and monitoring and evaluation plan were drafted and put forward.
Research Framework and Methodology .pptx Situation Analysis.AnaLyn523989
The research framework and Methodology, These two elements serve as the backbone of study, guiding its design and execution, and ultimately determining its validity and reliability.
The Research framework, also known as theoretical or conceptual framework, provides the overall direction for the study. It outlines the key concept, theories, or ideas that that underpin the research, and maps the research, and maps out how these are related to each other. it provides a lens through which the researcher views the world and shapes the questions they ask, the data they collect, and how they interpret this data.
On the other hand, the research Methodology, refers to the specific procedures or techniques used to identify, select the process, and analyze information. It includes the research design, the sampling method, the data collection technique, and the statistical tools used for data analysis. The methodology ensures that the research is conducted in a systematic, logical, and unbiased manner.
Together, the research framework and methodology form the blueprint of the research. they ensure that the study is grounded in existing knowledge, follows a clear and coherent structure, and employs rigorous and appropriate methods.
As we delve deeper into these topics, we will explore their importance in ensuring the quality and integrity of research, discuss various types of research frameworks and methodologies, and provide practical tips for developing your own. Whether you are a seasoned researcher or a beginner, understanding these elements is key to conducting effective and impactful research.
What are some common research designs used in research methodology?
Research design is a critical aspect Research methodology as it provides the overall structure for the procedure the researcher follows.
Experimental Design, This design is commonly used in scientific research where the researcher manipulates one variable and observe the effect on another variable. It is typically used to establish cause and effect relationship.
Quasi Experimental Design, Similar to the experiment design, but lacks of elements of random assignment. It's often used when it's not practical or ethical to conduct a fully controlled experiment.
Descriptive design, This involves gathering detailed information about specific phenomenon or behavior without manipulating any variables. Surveys, case study, and observational research fall into category.
Correlational Design, This used to study the relationship between two or more variables without manipulating any of them. It can reveal patterns of association, but it does not establish causation.
Longitudinal Design, In this design, researchers conduct several observations of the same subjects over period of time, sometimes lasting many years
Cross sectional design, This involves looking at different groups of people who differ in one key characteristic at one specific point in time
Remember, the choice research design depends on the res
Learning to lead:
An Experience of “Building Resilience to Disaster and Climate Change Impact on Women and Children Project,”
Banganga River Basin in Kapilvastu District, Nepal
empowering researchers thru extension services towads inclusive development (...MaryRuthMenor
empowering the stakeholders and beneficiaries to extend development projects towards achieving inclusive development which can be started from the students who are inclined in extending services to the community who are really in need of development. this presentation can be a great help to the beginners to become knowledgeable on the process and principles of extension services.
Pak Imam Prasodjo shared how a Javanese Diasporan could value add to their original birthplace. In his personal example, he spoke about how he was able to garner support from his home village to replant the forest that was lost through deforestation.
Improving Child Nutrition and Education through the Promotion of School Garden Programmes
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
1. 1
STRUCTURAL DAMAGE ASSESSMENT FOR THE
7.2 MAGNITUDE EARTHQUAKE OF 2013
PROGRAM DOCUMENTATION
A Project of THE SHELTER CLUSTER PHILIPPINES
In cooperation with the
PROVINCIAL GOVERNMENT OF BOHOL
HOLY NAME UNIVERSITY
and UNITED NATIONS DEVELOPMENT PROGRAM
Tagbilaran City, Bohol
Participants:
Almene, Jeannel B.
Amarado, John Vergel E.
Aya-ay, Joanna Rose S.
Bolos, Samson H.
Boncales, Rene L.
Calatrava, Noel Jr. B.
Capacio, Joy
Cuaresma, Christine Rose B.
Edo, Ross Jan P.
Escabusa, Gecon
Formento, Mike Niko A.
Japos, Aureo
Lero, Jan Michael P.
Silva, Nadine Marie C.
Tagab, Donnah Fil
Uguis, Pat Joesren C.
Date submitted:
March 2015
2. 2
TABLE OF CONTENTS
CHAPTER 1.............................................................................................................................................. 3
INTRODUCTION ................................................................................................................................... 3
OBJECTIVES: ........................................................................................................................................ 4
CHAPTER II............................................................................................................................................. 5
REVIEW OF RELATED LITERATURE.................................................................................................. 5
CHAPTER III......................................................................................................................................... 13
STRUCTURAL DAMAGE ASSESSMENT............................................................................................. 13
FEBRUARY 1, 2014 – SATURDAY ..................................................................................................... 13
Week 1: Day 1 – PREPARATION FOR ASSESSMENT ........................................................................ 13
FEBRUARY 2, 2014- SUNDAY............................................................................................................. 13
Week 1: Day 2- BRGY. BAYACABAC (PART 1)................................................................................... 13
FEBRUARY 8, 2014 – SATURDAY ..................................................................................................... 14
Week 2: Day 3- BRGY. BAYACABAC (PART 2)................................................................................... 14
BRGY. ANISLAG .................................................................................................................................. 15
FEBRUARY 9, 2014 – SUNDAY........................................................................................................... 17
Week 2: Day 4- BRGY. ALIGUAY ........................................................................................................ 17
FEBRUARY 15, 2014 - SATURDAY .................................................................................................... 18
Week 3: Day 5- BRGY. AGAHAY (MORNING).................................................................................... 18
BRGY. BUSAO (AFTERNOON) ........................................................................................................... 20
FEBRUARY 16, 2014 - SATURDAY .................................................................................................... 22
Week 3: Day 6- BRGY. BOOD.............................................................................................................. 22
FEBRUARY 20, 2014 – THURSDAY ................................................................................................... 23
Week 3: Day 7- BRGY. LINCOD.......................................................................................................... 23
FEBRUARY 22, 2014 – SATURDAY.................................................................................................... 25
Week 3 : Day 8 – BRGY. SAN VICENTE.............................................................................................. 25
DISCUSSION OF RESULTS / ANALYSIS: ........................................................................................ 27
CONCLUSION:...................................................................................................................................... 28
REFERENCES ....................................................................................................................................... 31
APPENDIX A.......................................................................................................................................... 32
APPENDIX B.......................................................................................................................................... 71
APPENDIX C.......................................................................................................................................... 73
APPENDIX D.......................................................................................................................................... 75
3. 3
CHAPTER 1
INTRODUCTION
The 4th
year students of the Bachelor of Science in Civil Engineering of the school year
2013-2014 has been involved in the Structural Damage Assessment Program organized by the
Provincial Government of Bohol together with the Shelter Cluster Philippines sponsored by the
United Nations Development Program. This is a project of urgent evaluation in the households
greatly affected by the 2013 earthquake that struck the province involving students from different
universities, such as University of Bohol, Bohol Island State University and Holy Name
University, taking up BS Civil Engineering in the 4th
year and 5th
year level.
The Shelter Cluster[1]
is an Inter-Agency Standing Committee (IASC) coordination
mechanism that supports people affected by natural disasters and conflicts with the means to live
in safe, dignified and appropriate shelter. The Shelter Cluster is one of eleven sectorial
coordination groups that are part of the Cluster Approach, that followed the Humanitarian
Response Review in 2005. Currently 31 humanitarian organizations are part of the Shelter Cluster
at global level, more than 300 organizations coordinate shelter assistance with the support of the
Shelter Cluster at country level.
The Shelter Cluster’s scope includes all activities related to achieving the right to adequate
housing with a humanitarian focus. This includes:
• emergency and longer term shelter support
• shelter-related non-food-items (NFIs)
• housing construction and reconstruction
• settlement support such as site planning and urban planning
• shelter preparedness and risk reduction.
The United Nations Development Program[2]
, developed in partnership with and agreed by
the Philippine Government, is designed around the pursuit of inclusive growth that reduces
poverty, including the achievement of the MDGs, with a special focus on social development,
4. 4
good governance, peace and environment and natural resources. It is based on and supports the
achievement of the national priorities as reflected in the Philippine Development Plan 2011-2016.
The countryprogramme contributes to the UNDAF outcomes on universal access to quality
social services, with focus on the Millennium Development Goals, democratic governance,
conflict prevention and peace building and women’s empowerment, and resilience to disasters and
climate change.
UNDPs overall approach is to strengthen capacities of local governments and communities
in democratic governance, poverty, disparity and vulnerability reduction, sustainable management
of environment and natural resources, and climate change adaptation and disaster risk
management, while ensuring that human rights and gender are integrated into local policies,
processes, programmes and budgets. Complementary actions at the national and policy levels will
be undertaken to contribute to a more conducive enabling environment for local interventions. To
reflect the complex and multi-sectoral nature of the development challenges of the country, UNDP
is pursuing convergence in its programme and developing cross-practice activities such as the
Poverty-Environment Initiative, Security Sector Reform, Environmental Justice and Improved
Local Governance for HIV Response.
Furthermore, in response to the recent earthquake last October 2013, seminars and trainings
were created and sponsored by the said NGOs last December 2013 to ready the evaluators for the
assessment that started on the first day of February 2014. The towns assigned for Holy Name
University were the Municipality of Maribojoc, Carmen, Buenavista, San Isidro and Sevilla.
Due to the span of time available for the students, they are only to assess every weekends
of the month, targeting 30 households a day with the transportation shouldered by the University
in cooperation with Engr. James P. Uy, Dean of the College of Engineering.
OBJECTIVES:
1. To evaluate all the households for 2 barangays in a day.
2. To create a concrete data of the beneficiaries deserving for sponsorship of construction
materials to use for building of new houses in the earthquake affected areas.
5. 5
CHAPTER II
REVIEW OF RELATED LITERATURE
The structure of your home is an extremely important "part" of the home. It's what makes
the home stand up. The structure carries the weight of the home to its supporting element - the
ground. [3]
Here are parts in the order in which theysupport the load of the house.:
Footings - are where the house meets the ground. Everything is supported by the footings.
This maybe poured concrete, caisson piers, gravel, or even a turned-down portion of a slab. Which
one you would use is determined by the area you live in, the soils conditions, local building code
requirements, and bythe recommendations of your architect or structural engineer.
Foundation- consists of the foundation walls (sometimes called “stem” walls) and other
vertical elements needed to support the floor (piers and steel columns). Foundation walls may be
formedconcrete,treated wood,masonry(brickor concrete block) or nonexistent -in thecase ofslab
construction, where the walls go updirectly on top of thickened portions of the slab.
Floor- floor systems are either wood or concrete. In residential construction, concrete floors
are slab-on-grade (concrete poured on the ground).
Walls divide the interior space into rooms. They may support a load from above (load-
bearing) or simply their own weight (partition wall).
Ceiling are supported bythe walls below or bya ceiling beam. The ceilingdoes not actually
supportaverticalload.Itisincludedintheloadbearingelementsofthehomebecauseitdoessupport
the rather significant weight of the drywall attached to it.
Roofwill either be “stick built”,trussed, or acombination ofthe two.The weight oftheroof,
with the wood members, the plywood decking, and the roofing shingles, is significant. All of this
weight must be carried down through the walls, floor, foundation walls, and footings to the ground.
Proper Building of a House[4]
How do you build an Earthquake-proof building?
6. 6
To make earthquake proof buildings,use light materials for roofand make sure all floorsare
connected to the framing in a robust and resilient way. The best steel framed seismic resistant
buildings are designed with composite decking, intimately connected to steel joists and with full
strength connections to the main steel beams.
After the massive earthquake near Japan this morning one wonders if it’s possible to build
anearthquake-proofbuilding?Theanswerisyesandno.Thereareofcourse,engineeringtechniques
that can be used to create a very sound structure that will endure a modest or even strong quake.
However, during a very strong earthquake, even the best engineered building may suffer severe
damage. Engineers design buildings to withstand as much sideways motion as possible in order to
minimize damage to the structure and give the occupants time to get out safely.
Buildings are basically designed to support a vertical load in order to support the walls, roof
and all the stuff inside to keep them standing. Earthquakes present a lateral, or sideways, load to the
building structure that is a bit more complicated to account for. One wayto make a simple structure
more resistant to these lateral forces is to tie the walls, floor, roof, and foundations into a rigid box
that holds together when shaken bya quake.
Themostdangerousbuildingconstruction,fromanearthquakepointofview,isunreinforced
brickorconcreteblock. Generally,thistypeofconstructionhaswallsthataremadeofbricksstacked
on top of each other and held together with mortar. The roof is laid across the top. The weight of
the roof is carried straight down through the wall to the foundation. When this type of construction
is subject to a lateral force from an earthquake the walls tip over or crumble and the roof falls in like
a house of cards.
Construction techniquescan have a huge impact on the death toll fromearthquakes. An 8.8-
magnitude earthquake in Chile in 2010 killed more than 700 people. On January 12, 2010, a less
powerful earthquake, measuring 7.0, killed more than 200,000 in Haiti.
The difference in those death tolls comes from building construction and technology. In
Haiti, the buildings were constructed quickly and cheaply. Chile, a richer and more industrialized
nation, adheres to more stringent building codes.
7. 7
Earthquake-proofing for buildings is an essential issue in geologically unstable areas. In
order to assess on whether a region lies in an area where substantial earthquakes occur, we first take
a look at the earthquake hazard map. Another thing to realise is that, despite the name, the building
can (almost) never be made completely earthquake-proof, in most cases, the house will still suffer
damage or may still be destroyed, but the "earthquake-proofing" will prevent or reduce the loss of
human lives in the process.
Design principles
Design and choice of building materials have a major impact on a building's earthquake
safety. Less rigidity in buildings and a combination of flexing and tensile strength allows for more
resistance to earthquakes. Lightness of the building material reduces likelihood of injuries or of
people becoming trapped if the buildingdoescollapse.The most crucial parts of the house that need
to be light/shock-proof are the roof, the walls themselves can also be made shock-proof with new
structureshowever
In general, the building thus needs to be well designed and built in order to ensure
withstanding earthquakes. In most locations however, the buildings are already present, and rather
thanrebuildingtheentirehouse,modificationsare bestdoneinstead.Besidesbeingfasterand easier,
this method also reduces cost.
An earthquake can devastate your life and your home. If you live in an area which is prone
toearthquakes, it maybe worthwhile utilizing some earthquake resistant building materials for your
home.
If you are relocating to a house in an earthquake prone area, research when the last
earthquake wasandhow frequent theyhavebeen inthatarea.Thiswillgive youthe opportunityand
timescalerequiredtoensurethat yournew homeismadefromasmuchearthquakeresistantmaterial
as possible.
Base isolation Pads
8. 8
Ifpossible,trytohaveanynewconstructions built on base isolation padsasthesewill absorb
most of the vibrations and limit the damage caused to your home.
Base isolation pads are most commonly made from lead and rubber which is sandwiched
together with layers of steel and attached between the base and foundations of your house. In the
event of an earthquake, the base isolation pads will move because of the shaking beneath them but
because theywill absorb most of the vibrations, your home should remain relativelystill.
Base isolation pads are more commonly found in high rise or multi-level buildings.
Materials
There are certain building materials that will withstand earthquake vibrations better than
others. Concrete is very good at resisting damage from earthquakes while wood is also a preferred
material for construction in earthquake prone areas.
If your home is built out of wood, you will need to ensure that it is bolted down at the
foundations because if it is not, the force from an earthquake will cause it to move and create
structural damage.
If your home is built out of concrete, you should try to have the concrete reinforced with
either additional concrete slabs or steel. If you have any brickwork buildings or structures such as
garages or garden walls, ensure that they are reinforced with concrete slabs as this will offer some
protection in an earthquake.
The Roof
Theroofof your propertywillbe the first part ofthehousethatisdamaged.However,if your
roofismade fromconcrete orclaytilestheywillrespond better inthe eventofanearthquake.If your
roof has been damaged in an earthquake, hire a contractor and specifically request that the roof is
repaired or reconstructed out of one of these materials.
House Height
9. 9
Earthquake research has found that houses with a single storey cope better with the forced
shaking which an earthquake will subject your home to. Multi-levels houses can be built to resist
earthquakes but theyneed to be built with reinforced concrete or built on base isolation pads.
Securing furniture
Regardless of whether your home is made from a wooden frame or reinforced concrete, the
furniture within it will still need to be secured. Place all valuables in a safe, sturdy box with rubber
matting between them to prevent damage. Strap heavy furniture such as book cases and wardrobes
to the wall as this will prevent them from falling.
Flexible Hose
Replace solid pipe work with flexible hosing wherever possible. This is more resistant to
earthquake movement and ifinstalled slightlyoversized, there should rarelybe anyrupturesof leaks
in the aftermath of ground tremors.
Earthquakes[5],alsocalled temblors,can be sotremendouslydestructive,it’shard toimagine
theyoccur bythe thousands everydayaround the world, usually in the form of small tremors.
Some 80 percent of all the planet's earthquakes occur along the rim of the Pacific Ocean,
called the "Ring of Fire" because of the preponderance of volcanic activity there as well. Most
earthquakes occur at fault zones, where tectonic plates—giant rock slabs that make up the Earth's
upper layer—collide or slide against each other.These impactsareusuallygradualand unnoticeable
on the surface; however, immense stress can build up between plates. When this stress is released
quickly, it sends massive vibrations,called seismic waves, often hundreds of miles through the rock
and up to the surface. Other quakes can occur far from faults zones when plates are stretched or
squeezed.
“If earthquakes only moved the ground vertically, buildings might suffer little damage
because all structures are designed to withstand vertical forces -- those associated with gravity - to
some extent. But the rolling waves of an earthquake exert extreme horizontal forces on standing
structures. These forces cause lateral accelerations, which scientists measure as G-forces. A
10. 10
magnitude-6.7-quake, for example, can produce an acceleration of 1 G and a peak velocity of 40
inches (102 centimeters) per second. Such a sudden movement to the side (almost as if someone
violently shoved you) creates enormous stresses for a building's structural elements, including
beams, columns, walls and floors, as well as the connectors that hold these elements together. If
those stresses are large enough, the building can collapse or suffer crippling damage.” [6]
Earthquakes’ effect on houses are massive and varydue to some factors: the type of soil the
house is built on, the waythe house is built, and the strength of materials used to build it.
A geotechnical engineer should check the land first where the house would be built. They
would determine whether it is safe to build a house in that particular area. If it is soft or sandysoil, a
matted foundation is required. If it is strong and has bedrock, then the typical foundation could be
used.
TallbuildingsandskyscrapersarebuiltbyagroupofhighlycompetentEngineersandskilled
men. These people work together to build a structure that can withstand extreme conditions such as
very high and low temperature, and strong winds and earthquakes; and they use the best materials
they can possibly get; but even then, they could still fail. Average Filipino houses however, are not
built by this type of people and a lot of Filipinos do not even hire an engineer. Theyhire carpenters
around the neighborhood and construct poorlystructured houses.
A total of 68,486 houses were damaged (12,704 totally I 55,782 partially) in Bohol, Cebu,
Neg. Occidental, Neg. Oriental, Iloilo, Siquijor, and Guimaras.
PartiallyDamaged Houses
InOctober2013earthquake,“55,782housesweredamagedpartiallyinBohol,Cebu,Negros
Occidental,NegrosOriental, Iloilo,Siquijor,and Guimarasislands”(2).Theusualfailureofpartially
damaged concrete houses that we have observed in the town of Maribojoc, Bohol is the connection
between walls and columns. Some had a gap of about 2 inches. The other failure is the roof truss
leaving the column, where nails are used instead of bolts; and where the truss is not properly
connected to the column. Cracks on the walls are also verycommon.
11. 11
There were a lot of huts and wooden houses that were leaning; but as they are light, the
occupants were easily able to repair and correct them.
Totally Damaged Houses
Totally damaged houses added up to “12,704” [7], in the same islands mentioned above. In
badlydamagedtownslikeMaribojoc,thehousesclosetofault linesandrivers;whichstandoneither
soft or sandy soil, have suffered more damage than those built on rocky areas. Cracks through
concrete floors are present. Some residents informed us that they were told to evacuate the area for
the soil isnot safe there anymore to be around, let alone live.
Some totallydamaged housesare leaningandthe ground angle haschanged. Roof,columns
and walls collapsed. There were some which looked fine but the metal reinforcements of the walls
and columns have failed, which need to be torn down all the same.
A magnitude 7.2 earthquake jolted Carmen[8], Bohol and other parts of the Visayas and
Mindanao Tuesday morning, killing at least 42 people and injuring dozens others.
At least 15 people were confirmed dead in Cebu City, 26 in Bohol and one in Siquijor as of
1 p.m. Tuesday.
Officials said more than 100 people were injured and the number is expected to increase as
theNationalDisasterRiskReductionand ManagementCouncilstillhastoreceivereportsfromlocal
government units.
By far the most casualties and damages occurred in Bohol. A total of 209 people were
confirmed dead,877 people were confirmed injured, and 8 confirmed missing. A rough estimate of
the damages is expected to be at least at ₱2.2 billion.[20] The town of Loon had the largest number
fatalities (67). Also, a total of 1,255,128 people (the province's entire population) were affected by
the quake.[4] Nearly 71,900 residential houses were damaged (out of which 14,480 were totally
destroyed), with the towns of Loon, Tubigon,Carmen, and Calape among the worst affected.
A building at the Tagbilaran Port Terminal and a ceiling of the second floor. The Church of
SanPedroApostolinLoboc,theChurchofOurLadyofLightinLoonandSantaCruzParishChurch
12. 12
in Maribojoc collapsed; in Baclayon, the facade of Church of Our Lady of the Immaculate
Conceptionanditsbelltowerweretotallydamaged.Otherchurches,suchasinLoay,Dauis,Dimiao,
and Tubigon were also heavily damaged. In Carmen, a freestanding bell tower and an observation
deck in the island's renowned Chocolate Hillswere destroyed, with some of the hills themselves
damaged bylandslides.
Several government buildings and numerous schools in the province were also partially or
totally damaged, including the municipal halls of twelve towns.[4] The Congressman Natalino P.
Castillo, Sr. Memorial Hospital in Loon collapsed, trapping and killing an unknown number of
patients. Some 32 bridges, including many along the National Road, and 13 road sections were
damagedandimpassable,hamperingaidefforts.Energyservicesintheprovincewerealsocutoff.[4]
Many roads and bridges were reported damaged, but historic churches dating from the
Spanish colonial period suffered the most. Among them is the country’s oldest, the 16th-century
Basilica of the HolyChild in Cebu, which lost its bell tower.
A 17th-century limestone church in Loboc town, southwest of Carmen, crumbled to pieces,
with nearlyhalf of it reduced torubble.
Bohol Gov. Edgar Chatto said the Abatan Bridge that connected Maribojoc to Tagbilaran
Cityhad collapsed. But an alternative route in Antequerra town can be used.
Thehighwayin Cortes particularlyin Lilo-anwasrendered impassable due toa landslide.A
part of Cortes’ highwaywas also damaged.
Municipal halls in Sagbayan wasdestroyed while the municipal hall in Clarin wasdamaged
13. 13
CHAPTER III
STRUCTURAL DAMAGE ASSESSMENT
FEBRUARY 1,2014 – SATURDAY
Week 1: Day 1 – PREPARATION FOR ASSESSMENT
The evaluators met and planned the schedule where they would assess at 8:00am. We also
prepared the materials to be used, made an inventory and divided the materials in terms of the
number of people who would assess.
Afterwards, we contacted the barangay captains to inform them of the activity we are about
to commence in their area. They, in return, had a positive response and were looking forward to
meet us and help in the assessment by preparing the households we have to assess.
FEBRUARY 2,2014- SUNDAY
Week 1: Day 2- BRGY. BAYACABAC (PART 1)
We arrived at barangay Bayacabac about 8:30 in the morning. We looked for the Brgy.
Captain, Ismaelito E. Aniscal, and asked permission to evaluate the houses in the barangay. We
explained our purpose and he then agreed. We were informed that there were seven (7) puroks.
Thus, we were divided into seven groups. We were then dispersed to our assigned purok and
together with the group was one barangay kagawad to aid us in the way.
It was a very sunny day, so the weather
was not a problem in our mission. The
residents were also cooperative, making us do
our job smoothly. Many houses were
damaged, some had already repaired the
damages but still there were a few who were
not able to repair their houses due to poverty.
Whenever they were asked why haven’t they
repaired their houses, their answers were all
the same, “wa mi kwarta, gahuwat ra mi og
tabang”. The same line goes when residents of totally damaged houses were asked why they
haven’t abandoned their houses despite the fact that these poses great danger to their lives.
The terrain witnessed by the evaluators in Brgy. Bayacabac
14. 14
About 12 noon when groups 1-5 gathered for lunch in a nearby carenderia. All were
exhausted but all of us were very excited to share what each of us saw and encountered as we
evaluated every house in our assigned
barangay. One o’clock in the afternoon when
the group decided to resume their work.
Groups 1,2 and 3 were already finished in
evaluating their respective puroks and decided
to help the remaining groups. About two in the
afternoon when the groups had finished the
evaluation except group 7 who was assigned in
the most remote purok which is Sto. Rosario.
The groups walked a kilometer, crossed river
and traveled on cliffs in order to reach the said
purok. Upon hearing from the last group that they were only a few houses left to be evaluated, the
boys helped the last group and the girls looked for water.
About five noon when the groups headed downtown. During the checking, there were still
70+ houses that were not evaluated out of the 300+ houses. The group decided to evaluate the
remaining houses on the next weekend since it was getting dark.
FEBRUARY 8,2014 – SATURDAY
Week 2: Day 3- BRGY. BAYACABAC (PART 2)
After a week, two boys and two girls were sent to evaluate the remaining houses in
barangay Bayacabac while the others left were to evaluate in Brgy. Anislag on the same day. We
arrived at 8:30 AM in the said barangay. Before starting our work, the barangay kagawads were
gathered by the barangay captain to help us identify to which purok do the remaining residents on
the list belong. After identifying everything, the group started. The boys were sent to Sto. Rosario
and the remaining puroks were given to the girls to evaluate.
We thought going back to Mayacabac was just a piece of cake but as we started, it was the
other way around. The target houses were far from one another. We went back and forth to places
just to find the persons whose names were written on the list. In every name in the list, it took us
a hundred of steps to find each of their houses. It was tiresome. But what tired us more was to find
The terrain witnessed by the evaluators in Brgy. Bayacabac
15. 15
out that some of the houses we religiously searched and walked for was already evaluated the
previous week. Restlessness was in our faces but no one ever said “gikapoy ko..”. Instead, words
like “tana.. kaya lage ni..” were spoken. We knew what we felt was no match with what these
people experienced.
About one in the afternoon when the group reunited and ate lunch. An hour after we started
to resume our work. The boys who were finished in evaluating Sto. Rosario went with the girls to
evaluate the remaining purok(purok 6). About three when the weather went bad and heavy rain
started to fall. The group found shelter on a sari-sari store which happened to be the house of the
kagawad of the said purok. It was already four yet the rain had not stopped. We were left with no
other choice but to work under the rain. It was about five when we finished everything.
BRGY. ANISLAG
Around 7am we left the city and went to Barangay Anislag,
Maribojoc, together with my colleagues and our team leader Engr.
James Uy. When we arrived there we went straight to the house of
the barangay captain, Samuel B. Alderite, but unfortunately he
wasn’t there. All of us should supposed to evaluate 192 houses. It
was a very hot morning but we didn’t mind the sun’s heat for us to
finish our work. It’s good that people were so good to us and they
treated us very well. Some house-owners were not in their houses
because they were staying in make-shift tents at the back of
Maribojoc Elementary School and some transferred to other places.
We walked near and distant houses trying to reach them and got our data needed. During our lunch
we gathered again and ate together. After eating we continued the assessment around 3pm, so we
temporarily stayed in a house waiting for the rain to stop. It took as long while waiting for the hard
rain to stop. We weren’t able to finish evaluating all the houses because of the bad weather so we
came back to barangay Anislag the next day.
A colleague taking picture of a
house evaluated
16. 16
One of the evaluators taking a look at the
faultline in Brgy. Anislag near an abandoned
house.
The faultline seen by the evaluator in Brgy. Anislag
17. 17
FEBRUARY 9,2014 – SUNDAY
Week 2: Day 4- BRGY. ALIGUAY
It was 9:00 AM when we arrived in barangay Aliguay. The kagawads were already waiting
for us. The barangay hall was damaged including their barangay health center.
It was 9:30 when we started to work. There were seven puroks. Thus there were also seven
groups. The barangay secretary prepared a list of individuals who belong to each purok. That made
our job quite easy. As each group went their way, they were escorted by the purok’s kagawad.
The road was bad and it was very slippery.
Most houses assessed in this barangay were totally damaged. And some of the partially
damaged houses were already not inhabited. Also, houses in this barangay were very far from each
other but it was not so hot to walk a kilometer
since there were a lot of coconut trees around.
We finished our work at 12 noon. We
went back to the barangay hall and ate lunch.
As we got there, the kagawads were waiting for
us. They prepared some snacks. Aliguay was
the third barangay we assessed and it was the
only barangay that prepared something for us.
The kagawads, including the residents, were
very generous. They made us feel comfortable
and always ask us what we need. It was the best barangay ever.
After lunch, we did the checking. All houses were evaluated. Since the day was still young,
we proceeded to the next barangay.
A partially damaged part of a house in Brgy, Aliguay
18. 18
FEBRUARY 15,2014 - SATURDAY
Week 3: Day 5- BRGY. AGAHAY (MORNING)
7:30-8:00 AM Assembly
We all came on time and gathered ourselves in the school student lounge. We prepared all
our stuffs and waited for our school van to take us to Barangay Agahay. Unfortunately, the school
van was not available at that moment so the mini school bus was then used as our transportation.
8:00-8:30 AM Travelling Time
From Dampas School Campus, we travelled to Maribojoc. Given that we and the driver
were not familiar of the road to Barangay Agahay, some good Samaritans were asked for
directions.
8:30-12:00 Assessment Time
We disembarked at Barangay
Agahay at about 8:30 in the morning. Our
group leader had already informed the
Barangay Captain, Wendiline L. Rojas,
ahead of time so they already knew our
purpose of the coming. Unlike the other
Barangays, Barangay Agahay’s 2 Kagawads
were already waiting for us to arrive. We
were informed that there were seven (7)
puroks. Thus, we were divided into seven
groups. We were then dispersed to our assigned purok and together with the group was one
barangay kagawad to aid us on the way.
Ruins of the stage in Brgy. Agahay
19. 19
It was a sunny day, so the weather was
not a problem in our mission. The residents, as
well as the Barangay Officials were also very
cooperative, making us do our job smoothly in
a very short period of time. Many houses were
damaged, some had already repaired the
damages but still there were a few who were
not able to repair their houses due to poverty.
The same ground goes when residents of totally
damaged houses were asked why they haven’t
abandoned their houses despite the fact that
these poses great danger to their lives.
It was about eleven (11:00) in the
morning when we had all finished assessing the
houses. We then all gathered in the Barangay
hall. Our group leader then checked all the
names of the houses’ owner to make sure we
didn’t miss a house on the list. Just as expected there were 7 houses left unevaluated. The group
then decided to go back and assess the remaining houses immediately. After an hour of house
searching, we had already accomplished everything for Barangay Agahay in just half a day.
We are so grateful for the thoughtfulness and hospitality the Barangay Officilas of Agahay
has shown to us. For without them, we would not be able to finish our tasks on time.
A fault line arose under a totally damaged house in brgy. Agahay
20. 20
BRGY. BUSAO (AFTERNOON)
1:00-2:00 pm -Arrival and Planning time
It was right after we had taken our lunch break at Brgy. Agahay when we had decided to
continue the assessment at Brgy. Busao. One ( 1:00) pm in the afternoon and the sun was smacking.
We’re all left with no choice but to head directly to Brgy. Busao. With the mini school bus as our
transportation, we ready ourselves for the evaluation of about 200+ houses. Unfortunately, the
Barangay Captain was not told at an earlier time that we we’re coming to assess their barangay, so
we arrived at Barangay Busao’s Hall with no official. We all then decided to head to the Brgy
Captain’s house to ask for permission and assistance. Blessed enough, the Captain was so
accommodating that we had done our planning for dispersion easier and faster. One Kagawad was
then assigned to assist us at every purok.
2:00-5:00 pm- Assessment time
It was around two (2) pm when we
started to work. There were seven puroks.
Thus there were also seven groups. The
barangay secretary prepared a list of
individuals who belong to each purok. That
made our job quite easy. As each group went
their way, they were escorted by the purok’s
kagawad. The road was rocky and the
weather was hot but thanks to the hills with
coconut trees in the surroundings the
weather was tolerable.
Most houses assessed in this barangay were totally damaged. And some of the partially
damaged houses were already not inhabited.
It took us around 2 hours to complete the tasks. It was four (4) pm when we went back at
the Barangay hall and gathered all our assessed forms. The group leader then checked the lists of
evaluated houses to see if there we’re any household left. Fortunately, there was none.
A part of the column in a ruined chapel in brgy. Busao
21. 21
Overjoyed, we thanked the Barangay officials for their kind taking. Though the assessment
was a surprised and unplanned, they accepted us with immense hospitality
22. 22
FEBRUARY 16,2014 - SATURDAY
Week 3: Day 6- BRGY. BOOD
The 4th year engineering students of Holy
Name University arrived at 9:30 in the morning at
barangay Bood, Maribojoc, Bohol. The students,
after they have been dropped by the school bus they
went to the house of the Barangay Captain, Vicente
B. Castillon, of barangay Bood in Maribojoc for
clearing and checking the number of puroks in the
barangay and also for the number of household
members. The students, after having the complete
lists of household members in each purok the
students immediately went and begin the task
respectively. The students started the house
evaluation about 10 o’clock in the morning. The
assessment went smooth and it was about 12
o’clock in the afternoon when the students done the task quickly. The students assembled, took
their lunch break and took a break at the Barangay Hall. The students, while waiting for the school
bus to pick them up they used the time they left by checking and collecting the evaluation forms
they have been filled. They arrived in Tagbilaran City at 1 o’clock in the afternoon.
A totally damaged house in Brgy. Bood
23. 23
FEBRUARY 20,2014 – THURSDAY
Week 3: Day 7- BRGY. LINCOD
7:30am-8:00am - ASSEMBLY TIME
We convened ourselves at the student lounge. We waited for Engr. Mar, Engr. Madanguit,
and Engr. Enicuela. Attendance was checked by Engr. Enicuela. After checking the attendance,
instructions were given by Engr. Enicuela. The bus came at the lounge. We were told that the bus
will accommodate us and the elementary teachers.
8:00am-8:30am- WAITING PERIOD
At exactly 8:00am, we were already in the bus but we have to wait for the elementary
teachers. We patiently waited for them. They were delayed due to some preparations for their
outreach.
9:00am – ARRIVAL TO BARANGAY LINCOD
Our team arrived at Barangay Lincod. We were dropped by at their barangay hall. The
barangay officials welcomed us. Nadine Silva and John Michael Jan Lero negotiated the barangay
secretary. Each partner was assigned by purok and was guided by the purok leader in the survey.
9:15am-12:00am – SURVEY TIME
After instructions were given, we
immediately went to our designated purok
and started the survey.
12:00pm- 1:00pm – LUNCH BREAK
When the clock stroked at 12pm, we
pause and took our lunch at the barangay
hall. We had to pause and re energize for an
hour so we can continue our task.
1:00pm- 3:00pm - CONTINUATION OF
SURVEY
A partially damaged part on a house in brgy. Lincod
24. 24
We went back to the purok assigned to finish the undone surveys.
3:00pm - ASSEMBLY FOR DEPARTURE AND RECHECKING OF DATA
After the survey, we went back to the barangay hall which was our rendezvous then
rechecked our data if it was fully surveyed.
3:30pm – DEPARTURE
The bus came to fetch us. We relaxed in the bus while riding for it was toilsome.
4:00 – ARRIVAL AT HNU DAMPAS CAMPUS
It took 30 minutes traveling from Barangay Lincod, Maribojoc to HNU Dampas.
25. 25
FEBRUARY 22,2014 – SATURDAY
Week 3 : Day 8 – BRGY. SAN VICENTE
It was about 9 o’clock in the morning when the 4th
year engineering students of Holy
Name University arrived at San Vicente, Maribojoc Bohol. The students were dropped by the
school bus in front of San Vicente
Elementary School. They waited for the
barangay secretary in a minute for the
complete list of household members in
each purok. They started the house
evaluation/assessment at 9:30 in the
morning and some of the students came
back and got to finish the task earlier
before 12 o’clock in the afternoon. The
students who got to finish the task waited
for the other to come back and while
waiting for them, they are busy checking
their lists. It was already 12:30 in the afternoon when the students ate their lunch. After having
their lunch the students took some rest in a few minutes before the checking and collecting the
complete evaluation forms. =The school bus came back and picked them up at 3 o’clock in the
afternoon.
Evaluators resting after lunch in a day care center
27. 27
DISCUSSION OF RESULTS / ANALYSIS:
The assessment that lasted for a month within 8 weekdays allowed the students to
evaluate 8 barangays with an overall of 1,594 as target households, re-evaluating the data given
based on the DSWD list of partially and totally damaged houses. Originally, the DSWD conclude
that 32.31% of the households on the evaluated areas were totally damaged leaving 67.69% as
partially damaged, regardless of its house type.
Table 1.0 Structural Damage Assessment over-all data
DSWD HNU
PARTIALL
Y
TOTALL
Y
CONCRETE
CONCRETE/W
OOD
WOOD PARTIALLY TOTALLY NO SUBTOTAL
NA's &
SAME's
1 AGAHAY 69 75 31 58 45 55 77 2 134 10
2 ALIGUAY 116 97 65 71 64 89 105 6 200 13
3 ANISLAG 126 66 50 67 52 95 66 8 169 23
4
BAYACABA
C
214 95 59 130 105 181 99 14 294 15
5 BOOD 70 15 18 35 29 54 26 2 82 3
6 BUSAO 83 69 42 50 40 61 68 3 132 20
7 LINCOD 210 69 67 112 83 175 81 6 262 17
8
SAN
VICENTE
191 29 48 83 60 116 69 6 191 29
SUBTOTAL 1,079 515 380 606 478 826 591 47
TOTAL 1,594 1,464 1,464 130
percentage 67.69% 32.31% 25.96% 41.39% 32.65% 56.42% 40.37%
3.21
%
8.88%
NOTE: NA's and SAME's Column Indicate double entries and non-existing names
Through the project, the students were able to specifically evaluate all the
household through finding all the people listed on the beneficiary list with an Evaluation form,
provided by the Shelter Cluster Phil., considering its house type (Concrete, Concrete w/ wood or
Wood) and the type of damage (Totally, Partially and No Damage).
By far, the students were able to conclude in totality, that there is a greater number
of Partially Damaged households (56.42%) and most houses are made up of Concrete with wood
materials (41.39%). Furthermore, timber-made houses (32.65%) has a greater number than the
concrete-made houses (25.96%) with a totally damage of 40.37% leaving 3.21% of the households
unaffected by the earthquake. An 8.88% of the list were double entries with 2 or more families
28. 28
living in only 1 house but were listed separately and some doesn’t exist at all or are not on their
houses on the day of evaluation. [See Table 2.0 and 3.0]
Additionally, it is also shown in the data that the most affected barangay that gained
much damage was Brgy. Aliguay, having 105 households as totally damaged and also has the
highest number of Concrete made house (65 HH). Hence, it is in Brgy. Bayacabac that has the
highest number of partially damaged household (181 HH) and Concrete with Wood made houses
(130 HH).
CONCLUSION:
It is be concluded that there is a greater percentage of damage to happen on a
concrete material than a timber-made house during a seismic activity and semi- concrete and
timber made house is much more recommended than making it fully concrete.
In comparison, it is seen that there is a great percent of error in the data given by
the DSWD. It has a difference of 11.27% on partially damaged, 8.06% on totally damaged with
8.88% of double entries and non-existing names on list. It has also declared totally damaged
(95.74%) to No Damaged houses (3.21%) [see Table 5.0]. With this, it can be concluded that the
data quite resemble the type of damage present in totality but it is still considered unreliable due
to its high percentage of error that will still need more rechecking and classifying. The data also
need more update and coordination with the barangay secretary to assure no double entries and all
household existing are listed completely.
29. 29
67.69%
32.31%
DSWD DAMAGE ASSESSMENT for
MARIBOJOC
Partially Damaged
Totally Damaged
40.37%
56.42%
3.21%
HNU DAMAGE ASSESSMENT for MARIBOJOC
Totally Damaged
Partially Damaged
No Damage
Table 3 DSWD STRUCTURAL DAMAGE ASSESSMENT FOR MARIBOJOC
Table 2 HOLY NAME UNVERSITY STRUCTURAL DAMAGE ASSESSMENT FOR MARIBOJOC in terms of Damages
30. 30
25.96%
41.39%
32.65%
HNU DAMAGE ASSESSMENT for MARIBOJOC
Concrete
Concrete / Wood
Wood
Table 5 HOLY NAME UNVERSITY STRUCTURAL DAMAGE ASSESSMENT FOR MARIBOJOC in terms of the Type of
Material used.
95.74%
4.26%
DSWD DAMAGE ASSESSMENT for
MARIBOJOC
Totally Damaged
Partially Damaged
Table 4 The declared analysis of DSWD for the 3.21% No Damage Household