This document discusses the effects of disasters on individuals and communities. It begins with an introduction that disasters can cause psychological conditions like post-traumatic stress disorder (PTSD) and lead to displaced populations, emotional aftershocks, food scarcity, and health risks. The document then provides a 6 question quiz to assess the reader's existing knowledge on these effects.
1. Disasters can have devastating effects on people's lives such as death, destruction of infrastructure, loss of livelihood and services, and physical and psychological impacts.
2. Some effects of disasters include displaced populations, health risks, food scarcity, and emotional aftershocks like post-traumatic stress disorder.
3. People can help lessen the impact of disasters by checking their homes for hazards, identifying safe places, educating themselves, preparing disaster kits, developing emergency plans, and helping their communities get ready through preparedness activities.
This document is a module on vulnerability from the Disaster Readiness and Risk Reduction program. It contains information for both teachers/facilitators and learners. The module defines key terms and concepts related to vulnerability. It provides learning activities to help students understand vulnerability and how it affects communities. Sections include what students need to know, a pre-test, lesson content, practice activities, and assessments. The goal is for students to understand vulnerability and how it impacts disaster risk reduction planning.
Here are the key points about a family emergency plan:
- It prepares the family in case of an emergency or disaster when family members may not be together.
- It considers worst case scenarios where communications and basic services may be disrupted.
- It specifies where family members will meet and what essential supplies they should bring if they need to evacuate.
- Having a plan helps lessen the impact of disasters by informing families how to prepare and avoid panic.
- It is an important tool for families to protect themselves during emergencies.
The main goals of a community preparedness plan are similar - to inform people how to prepare for disasters, train them to avoid panic, and minimize the effects of disasters
Here are the answers to the pre-test:
1. C
2. D
3. D
4. D
5. B
6. C
7. D
8. A
9. D
10. C
11. C
You seem to have a good understanding already of the key concepts that will be covered in this module based on your answers. Let me know if you have any other questions!
The document discusses the basic concepts of disaster and disaster risk. It defines disaster as a sudden event that causes widespread harm and exceeds a community's ability to cope. Disasters can be natural, such as earthquakes or typhoons, or man-made like industrial accidents or acts of terrorism. The document also explains that disaster risk is a combination of the potential damage from a hazard and the vulnerability of a community.
This document is an introduction to a science module on geologic processes and hazards for senior high school students. It discusses copyright laws as they apply to government works and materials borrowed from other copyright holders. The module was created by the Department of Education and addresses topics like earthquakes, volcanic eruptions, and landslides. It provides learning objectives and introduces the module format and components to help facilitate learning.
This document provides information about a Disaster Readiness and Risk Reduction module for senior high school students in the Philippines. It includes an introduction to the module's purpose and objectives, as well as outlines of its two lessons on basic response procedures and key concepts of DRRR. Tables of contents, copyright information, and descriptions of the development team are also presented.
1. The fire triangle illustrates the three elements (fuel, heat, and oxygen) necessary to start and sustain fire. Removing any one of these elements can help extinguish a fire.
2. Fuel refers to any combustible material such as solids, liquids, or gases. Heat provides the energy needed to ignite fuel vapors. Oxygen supports combustion through oxidation.
3. Common fire extinguishing methods include removing heat through water or chemical agents, or removing fuel or oxygen through techniques like smothering or inert gas flooding. Understanding the fire triangle can help prevent and combat fires.
1. Disasters can have devastating effects on people's lives such as death, destruction of infrastructure, loss of livelihood and services, and physical and psychological impacts.
2. Some effects of disasters include displaced populations, health risks, food scarcity, and emotional aftershocks like post-traumatic stress disorder.
3. People can help lessen the impact of disasters by checking their homes for hazards, identifying safe places, educating themselves, preparing disaster kits, developing emergency plans, and helping their communities get ready through preparedness activities.
This document is a module on vulnerability from the Disaster Readiness and Risk Reduction program. It contains information for both teachers/facilitators and learners. The module defines key terms and concepts related to vulnerability. It provides learning activities to help students understand vulnerability and how it affects communities. Sections include what students need to know, a pre-test, lesson content, practice activities, and assessments. The goal is for students to understand vulnerability and how it impacts disaster risk reduction planning.
Here are the key points about a family emergency plan:
- It prepares the family in case of an emergency or disaster when family members may not be together.
- It considers worst case scenarios where communications and basic services may be disrupted.
- It specifies where family members will meet and what essential supplies they should bring if they need to evacuate.
- Having a plan helps lessen the impact of disasters by informing families how to prepare and avoid panic.
- It is an important tool for families to protect themselves during emergencies.
The main goals of a community preparedness plan are similar - to inform people how to prepare for disasters, train them to avoid panic, and minimize the effects of disasters
Here are the answers to the pre-test:
1. C
2. D
3. D
4. D
5. B
6. C
7. D
8. A
9. D
10. C
11. C
You seem to have a good understanding already of the key concepts that will be covered in this module based on your answers. Let me know if you have any other questions!
The document discusses the basic concepts of disaster and disaster risk. It defines disaster as a sudden event that causes widespread harm and exceeds a community's ability to cope. Disasters can be natural, such as earthquakes or typhoons, or man-made like industrial accidents or acts of terrorism. The document also explains that disaster risk is a combination of the potential damage from a hazard and the vulnerability of a community.
This document is an introduction to a science module on geologic processes and hazards for senior high school students. It discusses copyright laws as they apply to government works and materials borrowed from other copyright holders. The module was created by the Department of Education and addresses topics like earthquakes, volcanic eruptions, and landslides. It provides learning objectives and introduces the module format and components to help facilitate learning.
This document provides information about a Disaster Readiness and Risk Reduction module for senior high school students in the Philippines. It includes an introduction to the module's purpose and objectives, as well as outlines of its two lessons on basic response procedures and key concepts of DRRR. Tables of contents, copyright information, and descriptions of the development team are also presented.
1. The fire triangle illustrates the three elements (fuel, heat, and oxygen) necessary to start and sustain fire. Removing any one of these elements can help extinguish a fire.
2. Fuel refers to any combustible material such as solids, liquids, or gases. Heat provides the energy needed to ignite fuel vapors. Oxygen supports combustion through oxidation.
3. Common fire extinguishing methods include removing heat through water or chemical agents, or removing fuel or oxygen through techniques like smothering or inert gas flooding. Understanding the fire triangle can help prevent and combat fires.
1. This module teaches learners how to identify earthquake hazards at home and interpret earthquake hazard maps. It focuses on one lesson: Interpret Different Earthquake Hazard Maps.
2. By going through the module, learners will be able to identify earthquake hazards at home, create a hazard map of their vicinity, and interpret hazard maps according to degree of damage.
3. The goal is for learners to gain skills in assessing risk, raising disaster readiness, and making evacuation decisions to stay safe during earthquakes.
This module discusses strategies to avoid communication breakdown and contains two lessons - Communication Breakdown and Various Strategies to Avoid Communication Breakdown. It is intended to help students understand how communication works among people to foster mutual understanding, identify barriers to effective communication, and use appropriate strategies to achieve relationship and community building goals. The module is designed to be used flexibly based on the needs of different learning situations.
The document provides information about a module on the Philippine Disaster Risk Reduction Management (DRRM) Act of 2010 (RA 10121) and its Implementing Rules and Regulations. It discusses key aspects of the law such as its bases in international frameworks like the Hyogo Framework for Action and Sendai Framework. It also outlines salient features of the DRRM Act including empowering local governments and civil society as partners in disaster risk reduction. The module aims to help students understand this important law and conduct basic disaster risk assessments.
Here are the steps to create a survival kit for your family:
1. Make a list of all family members and their specific needs (e.g. medicines, baby items).
2. Determine a kit for 3 days minimum for each person.
3. Gather the essential items discussed in the lesson such as food, water, tools, hygiene supplies.
4. Package the items together in an easily accessible bag or container and clearly label it.
5. Check expiration dates and replace items as needed (recommend every 6 months).
6. Store the kit in a dry, cool place and make sure all family members know the location.
7. Consider including comfort items like entertainment or games
1. Earthquake hazards refer to potential dangers caused by earthquakes, including primary effects like surface ruptures and secondary effects like landslides, tsunamis, liquefaction, and fires.
2. Common earthquake hazards are landslides, tsunamis, liquefaction of soil, and fires caused by broken gas and electrical lines. These secondary effects can overwhelm communities and damage structures.
3. Key methods to reduce earthquake risks include effective earthquake monitoring, developing seismic hazard maps, and constructing earthquake-resistant buildings using materials like steel that can withstand seismic forces without damage. Building codes based on hazard maps help develop safer structures.
PHILO_Q1_Mod4_The Human Person in the Environment.pdfLawSchool5
This document provides an introduction to a module on "The Human Person in the Environment" for senior high school students. It includes information on copyright, the development team for the module, and an introductory message for both the facilitator and learner. The module aims to help learners understand key concepts of environmental philosophy and how humans should ethically deal with the environment.
Developmental Changes in Middle and Late AdolescenceKokoStevan
This document is a self-learning module on personal development for 11th grade students. It discusses developmental changes that occur in middle and late adolescence. The module is divided into several sections that introduce a topic, provide activities for students to practice and learn, and assess their understanding. It aims to help students understand the developmental tasks and challenges of adolescence, evaluate their own development with input from others, and identify ways to become responsible and prepared for adulthood.
Here are some key terms defined:
Hygiene - Conditions and practices that help to maintain health and prevent the spread of diseases. Proper hygiene includes keeping your body and living areas clean.
Sanitation - The maintenance of conditions that protect health. This includes the disposal of human waste, provision of clean drinking water and food hygiene, among other things.
Disinfection - The reduction of pathogenic microorganisms on inanimate objects and surfaces. Disinfection aims to kill or inactivate viruses and bacteria, but not bacterial spores.
Sterilization - The complete elimination or destruction of all forms of microbial life, including spores. Sterilization aims to kill all microorganisms and prevent their growth.
1. This module provides learners with the knowledge and skills to apply hand treatment, specifically checking and analyzing the condition of a client's hand. It discusses different nail and skin conditions like hangnails, bitten nails, and warts.
2. The module teaches learners to identify parts of the hand through labeling activities. It also has them evaluate pictures of different nail conditions using a survey. This helps them recognize healthy and unhealthy nails.
3. Applying hand treatments like hand spa can benefit clients by relaxing muscles, improving blood circulation, and boosting mood. Knowing how to properly analyze a client's hand is important for providing the right treatment or recommendations
Here are the answers to your questions:
1. What will happen if you can keep your emotions even when you are in stressful situations?
If you can keep your emotions even when you are in stressful situations, you will be able to make rational decisions and not let your emotions control you or your actions. You will remain calm and in control of stressful situations.
2. What word is common in the poem?
The word "if" is very common throughout the poem. Almost every stanza starts with the word "if", as it is describing different scenarios of what someone can do "if" they possess certain qualities.
The document provides an introduction to the Practical Research 2 module on quantitative research. It includes information on the copyright, development team, and introductory messages for both facilitators and learners. The module aims to help learners understand quantitative research methods and appreciate their application in real-life situations. It outlines the specific learning outcomes and steps that will be covered, including identifying different variables and when to use quantitative research approaches.
This module discusses personal safety protocols during moderate to vigorous physical activity participation. It begins by introducing the learning competency and objectives of being able to enumerate, apply, and appreciate personal safety protocols during physical activity. It then presents a pre-test to assess existing knowledge of safety protocols. The module discusses four conditions to take precautions against which are dehydration, overexertion, hyperthermia, and hypothermia. For each condition, signs and symptoms as well as safety guidelines are provided. The module emphasizes warming up, cooling down, stretching, and proper fluid intake as general safety tips. It concludes with an activity requiring learners to develop personal safety protocols for dance performances by applying knowledge from the module.
This module discusses personal safety protocols during moderate to vigorous physical activity participation. It provides guidelines to avoid injuries from activities like cheer dancing, running, and mountain climbing. The module will help students understand safety measures and enumerate important protocols like stretching, staying hydrated, and not overexerting oneself. It also identifies factors to consider when creating a personal safety protocol like knowledge of risks, ability levels, and mental state. Students will apply what they learn by making checklists for different physical activity scenarios and assessing pre-test questions.
The document provides guidance on interpreting plans and drawings for agricultural crop production, noting the importance of acquainting oneself with relevant government plans to reduce risks and enhance farming business. It also stresses that making a planting layout will help maximize land area and that a whole-farm plan considers physical, financial, and human resources for the present and future. Sample farm labor requirements are also provided for different stages of production.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This feedback allows communication to become a two-way process.
4. Context or environment influences the communication exchange between the sender and receiver at each step of the process.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This completes the communication process.
Here are some key points about managing one's stress through individual, dual and team sports:
- Individual sports like badminton, golf, swimming etc. allow one to manage stress on their own without depending on others. This gives a sense of control.
- Dual sports like tennis played between two people can be a good social outlet and distraction from stressors. The competition element can boost mood.
- Team sports provide an opportunity for social support from others. Being part of a team working towards a common goal can reduce feelings of isolation.
- Physical activity through sports is beneficial as it releases endorphins which act as natural painkillers and improve mood. Exercise is a healthy way to manage stress.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st-century skills while taking into consideration their needs and circumstances.
The document discusses the differences between social sciences and applied social sciences. Social sciences study society and human behavior, while applied social sciences apply theories from social sciences to address real-world problems. It then focuses on counseling as an applied social science. Counseling aims to help clients address problems through clarification and behavior change. The goals of counseling include facilitating change, promoting decision-making, enhancing coping skills, and improving relationships. Counseling's scope includes individual, group, and community-based services.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. This module teaches learners how to identify earthquake hazards at home and interpret earthquake hazard maps. It focuses on one lesson: Interpret Different Earthquake Hazard Maps.
2. By going through the module, learners will be able to identify earthquake hazards at home, create a hazard map of their vicinity, and interpret hazard maps according to degree of damage.
3. The goal is for learners to gain skills in assessing risk, raising disaster readiness, and making evacuation decisions to stay safe during earthquakes.
This module discusses strategies to avoid communication breakdown and contains two lessons - Communication Breakdown and Various Strategies to Avoid Communication Breakdown. It is intended to help students understand how communication works among people to foster mutual understanding, identify barriers to effective communication, and use appropriate strategies to achieve relationship and community building goals. The module is designed to be used flexibly based on the needs of different learning situations.
The document provides information about a module on the Philippine Disaster Risk Reduction Management (DRRM) Act of 2010 (RA 10121) and its Implementing Rules and Regulations. It discusses key aspects of the law such as its bases in international frameworks like the Hyogo Framework for Action and Sendai Framework. It also outlines salient features of the DRRM Act including empowering local governments and civil society as partners in disaster risk reduction. The module aims to help students understand this important law and conduct basic disaster risk assessments.
Here are the steps to create a survival kit for your family:
1. Make a list of all family members and their specific needs (e.g. medicines, baby items).
2. Determine a kit for 3 days minimum for each person.
3. Gather the essential items discussed in the lesson such as food, water, tools, hygiene supplies.
4. Package the items together in an easily accessible bag or container and clearly label it.
5. Check expiration dates and replace items as needed (recommend every 6 months).
6. Store the kit in a dry, cool place and make sure all family members know the location.
7. Consider including comfort items like entertainment or games
1. Earthquake hazards refer to potential dangers caused by earthquakes, including primary effects like surface ruptures and secondary effects like landslides, tsunamis, liquefaction, and fires.
2. Common earthquake hazards are landslides, tsunamis, liquefaction of soil, and fires caused by broken gas and electrical lines. These secondary effects can overwhelm communities and damage structures.
3. Key methods to reduce earthquake risks include effective earthquake monitoring, developing seismic hazard maps, and constructing earthquake-resistant buildings using materials like steel that can withstand seismic forces without damage. Building codes based on hazard maps help develop safer structures.
PHILO_Q1_Mod4_The Human Person in the Environment.pdfLawSchool5
This document provides an introduction to a module on "The Human Person in the Environment" for senior high school students. It includes information on copyright, the development team for the module, and an introductory message for both the facilitator and learner. The module aims to help learners understand key concepts of environmental philosophy and how humans should ethically deal with the environment.
Developmental Changes in Middle and Late AdolescenceKokoStevan
This document is a self-learning module on personal development for 11th grade students. It discusses developmental changes that occur in middle and late adolescence. The module is divided into several sections that introduce a topic, provide activities for students to practice and learn, and assess their understanding. It aims to help students understand the developmental tasks and challenges of adolescence, evaluate their own development with input from others, and identify ways to become responsible and prepared for adulthood.
Here are some key terms defined:
Hygiene - Conditions and practices that help to maintain health and prevent the spread of diseases. Proper hygiene includes keeping your body and living areas clean.
Sanitation - The maintenance of conditions that protect health. This includes the disposal of human waste, provision of clean drinking water and food hygiene, among other things.
Disinfection - The reduction of pathogenic microorganisms on inanimate objects and surfaces. Disinfection aims to kill or inactivate viruses and bacteria, but not bacterial spores.
Sterilization - The complete elimination or destruction of all forms of microbial life, including spores. Sterilization aims to kill all microorganisms and prevent their growth.
1. This module provides learners with the knowledge and skills to apply hand treatment, specifically checking and analyzing the condition of a client's hand. It discusses different nail and skin conditions like hangnails, bitten nails, and warts.
2. The module teaches learners to identify parts of the hand through labeling activities. It also has them evaluate pictures of different nail conditions using a survey. This helps them recognize healthy and unhealthy nails.
3. Applying hand treatments like hand spa can benefit clients by relaxing muscles, improving blood circulation, and boosting mood. Knowing how to properly analyze a client's hand is important for providing the right treatment or recommendations
Here are the answers to your questions:
1. What will happen if you can keep your emotions even when you are in stressful situations?
If you can keep your emotions even when you are in stressful situations, you will be able to make rational decisions and not let your emotions control you or your actions. You will remain calm and in control of stressful situations.
2. What word is common in the poem?
The word "if" is very common throughout the poem. Almost every stanza starts with the word "if", as it is describing different scenarios of what someone can do "if" they possess certain qualities.
The document provides an introduction to the Practical Research 2 module on quantitative research. It includes information on the copyright, development team, and introductory messages for both facilitators and learners. The module aims to help learners understand quantitative research methods and appreciate their application in real-life situations. It outlines the specific learning outcomes and steps that will be covered, including identifying different variables and when to use quantitative research approaches.
This module discusses personal safety protocols during moderate to vigorous physical activity participation. It begins by introducing the learning competency and objectives of being able to enumerate, apply, and appreciate personal safety protocols during physical activity. It then presents a pre-test to assess existing knowledge of safety protocols. The module discusses four conditions to take precautions against which are dehydration, overexertion, hyperthermia, and hypothermia. For each condition, signs and symptoms as well as safety guidelines are provided. The module emphasizes warming up, cooling down, stretching, and proper fluid intake as general safety tips. It concludes with an activity requiring learners to develop personal safety protocols for dance performances by applying knowledge from the module.
This module discusses personal safety protocols during moderate to vigorous physical activity participation. It provides guidelines to avoid injuries from activities like cheer dancing, running, and mountain climbing. The module will help students understand safety measures and enumerate important protocols like stretching, staying hydrated, and not overexerting oneself. It also identifies factors to consider when creating a personal safety protocol like knowledge of risks, ability levels, and mental state. Students will apply what they learn by making checklists for different physical activity scenarios and assessing pre-test questions.
The document provides guidance on interpreting plans and drawings for agricultural crop production, noting the importance of acquainting oneself with relevant government plans to reduce risks and enhance farming business. It also stresses that making a planting layout will help maximize land area and that a whole-farm plan considers physical, financial, and human resources for the present and future. Sample farm labor requirements are also provided for different stages of production.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This feedback allows communication to become a two-way process.
4. Context or environment influences the communication exchange between the sender and receiver at each step of the process.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This completes the communication process.
Here are some key points about managing one's stress through individual, dual and team sports:
- Individual sports like badminton, golf, swimming etc. allow one to manage stress on their own without depending on others. This gives a sense of control.
- Dual sports like tennis played between two people can be a good social outlet and distraction from stressors. The competition element can boost mood.
- Team sports provide an opportunity for social support from others. Being part of a team working towards a common goal can reduce feelings of isolation.
- Physical activity through sports is beneficial as it releases endorphins which act as natural painkillers and improve mood. Exercise is a healthy way to manage stress.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st-century skills while taking into consideration their needs and circumstances.
The document discusses the differences between social sciences and applied social sciences. Social sciences study society and human behavior, while applied social sciences apply theories from social sciences to address real-world problems. It then focuses on counseling as an applied social science. Counseling aims to help clients address problems through clarification and behavior change. The goals of counseling include facilitating change, promoting decision-making, enhancing coping skills, and improving relationships. Counseling's scope includes individual, group, and community-based services.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
disaster-and-its-effects.pdf
1. Studocu is not sponsored or endorsed by any college or university
Disaster and its Effects
Quantitative Techniques in Social Science Research (University of Science and
Technology of Southern Philippines)
Studocu is not sponsored or endorsed by any college or university
Disaster and its Effects
Quantitative Techniques in Social Science Research (University of Science and
Technology of Southern Philippines)
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
2. Disaster Readiness and
Risk Reduction
Quarter 1 – Module 3:
Disasters and Its Effects
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
3. Disaster Readiness and Risk Reduction
Alternative Delivery Mode
Quarter 1 – Module 3: Disasters and Its Effects
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2, Karangalan Village 1900, Cainta, Rizal
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph/ ict.calabarzon@deped.gov.ph
Development Team of the Module
Writers: Rodgem A. Barairo
Josefina M. Fabra
Editors: Cristeta M. Arcos
Anne Marielle R. Del Mundo
Vanessa R. Ambas
Reviewers: Richard Brian L. Tutor
Illustrator: Leumel M. Cadapan
Ronan DC Vergara
Layout Artist: Leumel M. Cadapan
Maria Elinor F. Hemedes
Management Team:
Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Rosemarie D. Torres
Ernesto D. Lindo
Dolorosa S. De Castro
Cristeta M. Arcos
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
4. Disaster Readiness and
Risk Reduction
Quarter 1 – Module 3:
Disasters and Its Effects
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
5. 2
Introductory Message
For the facilitator:
Welcome to the Disaster Readiness and Risk Reduction for Grade 11/12
Alternative Delivery Mode (ADM) Module on Disaster and Its Effects!
This module was collaboratively designed, developed, and reviewed by
educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
6. 3
For the learner:
Welcome to the Disaster Readiness and Risk Reduction for Grade 11
Alternative Delivery Mode (ADM) Module on Disaster and Its Effects!
The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn,
create, and accomplish. Hence, the hand in this learning resource signifies
that you as a learner is capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic
success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.
This module has the following parts and corresponding icons:
What I Need to
Know
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.
What’s In This is a brief drill or review to help you
link the current lesson with the previous
one.
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
7. 4
What’s New In this portion, the new lesson will be
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.
What is It This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the
Answer Key at the end of the module.
What I Have
Learned
This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the
lesson.
What I Can Do This section provides an activity which
will help you transfer your new
knowledge or skill into real life situations
or concerns.
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional
Activities
In this portion, another activity will be
given to you to enrich your knowledge or
skill of the lesson learned. This also tends
retention of learned concepts.
Answer Key This contains answers to all activities in
the module.
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
8. 5
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!
References This is a list of all sources used in
developing this module.
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
9. 6
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the lesson on Disaster and Its Effects. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students and the lessons are
arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook that you are
now using.
The Module is intended to equip you with knowledge on different Effects of
Disasters in One’s Life.
After going through this module, you are expected to:
1. Identify the effects of disasters to human and to the society.
2. Determine ways to lessen the impact of a disaster.
3. Cite personal values that can help one overcome the effects of
disasters.
4. Help the community in reducing the effects of natural and human-
made disasters.
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
10. 7
What I Know
Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. What is Post Traumatic Stress Disorder (PTSD)?
a. Congenital condition
b. Neonatal condition
c. Pre-existing condition
d. Psychological condition
2. What is the collective term used for the condition of people who develop
stress reaction that negatively affect their physical and mental behavior
after suffering from a disaster?
a. displaced population
b. emotional aftershock
c. food scarcity
d. health risk
3. What do you call the effect of a disaster that causes a group of people
forced to leave their homes?
a. displaced population
b. emotional aftershock
c. food scarcity
d. health risk
4. Which among the following is NOT an effect of a disaster?
a. displaced population
b. emotional aftershock
c. food scarcity
d. health risk
5. What effect of disaster refers to the shortage of sustenance among
people?
a. displaced population
b. emotional aftershock
c. food scarcity
d. health risk
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
11. 8
6. 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
7. COVID19 has caused millions of diseased people and thousands of
deaths all over the world. How are you going to name the damaging
event?
a. disaster
b. hazard
c. politicking
d. terrorism
8. How are you going to call a dangerous condition that carries human
threat?
a. disaster
b. hazard
c. politicking
d. terrorism
9. A strong typhoon hit an uninhabited area in the mountainous Sierra
Madre region. What are you going to name the damaging event?
a. disaster
b. hazard
c. politicking
d. terrorism
10. What is it that disasters bring to humans?
a. devastation
b. excitement
c. fame
d. power
11. 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.
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
12. 9
12. 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.
13. Which 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.
14. 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.
15. Coronavirus disease 2019 (COVID-19) is an infectious disease caused
by coronavirus 2 (SARS-CoV-2), a serious acute respiratory syndrome.
This was first detected in Wuhan, China in December 2019 and then
spread around the globe, triggering a continuing pandemic SITUATION.
How can the Philippine win against disasters like COVID19?
a. Quarantine protocols must be continued.
b. People must maintain a clean environment at all time.
c. The citizens must follow health guidelines and safety measures.
d. The government must be allowed to decide for the good of the fellow
people.
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
13. 10
Lesson
1
Effects of Disasters on one’s
Life
A natural disaster can bring about many devastating effects. Among
these are deaths, destruction of infrastructures, loss of livelihood and
services, and other physical and nonphysical effects. Since we are partly
responsible for the disasters happening around us, we must change some of
our ways, in order to prevent or minimize the effects of disasters in our lives.
What’s In
Direction: Think of five (5) disasters that you had experienced, watched, or
read in the past two years. Then, write how you feel while experiencing,
watching, or reading it.
Calamity/Disaster Your Feeling
1.
2.
3.
4.
5.
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
14. 11
What’s New
Direction: Below are some illustrations depicting expressions about COVID
19 pandemic. Read them silently and try to figure out by answering the
questions on the next page.
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
15. 12
What troubling situations reminded you of the scenarios? Share the feelings
and opinions that you had related to the situations as shown in the
illustrations.
(Write your thoughts and ideas below)
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
16. 13
A disaster is a damaging event that occurs suddenly and involves loss
of life and property. It can be of two types, natural and man-made.
Natural disasters can destroy a whole community in an instant.
Examples of natural disasters are volcanic eruptions, tsunamis, earthquakes,
and typhoons which are destructive to people's lives.
Man-made disasters on the other hand are caused by human beings.
Some of the man-made disasters are bomb explosions, terrorism, wars,
leakage of poisonous chemicals, pollutions, industrial accidents, and
epidemics. They are identified as man- made disasters because they happen
due to human actions and not by natural forces.
What is the difference between hazard and disaster?
A hazard is a dangerous situation or event that carries a threat to
humans. A disaster is an event that harms humans and disrupts the
operations of society. Hazards can only be considered disasters once it
affected humans. If a disaster happened in an unpopulated area, it is still a
hazard.
The Human Effect of Natural and Man-Made Disasters
1. Displaced Populations
One of the most immediate effects of natural disasters is population
displacement. When countries are ravaged by earthquakes or other
powerful forces of nature, many people need to abandon their homes and
seek shelter in other regions. A large influx of refugees can disrupt
accessibility of health care and education, as well as food supplies and
clean water.
2. Health Risks
Aside from the obvious immediate danger that natural disasters present,
the secondary effect can be just as damaging. Severe flooding can result in
stagnant water that allows breeding of waterborne bacteria and malaria-
carrying mosquitoes. Without emergency relief from international aid
What is It
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
17. 14
organizations and others, death tolls can rise even after the immediate
danger has passed.
3. Food Scarcity
The aftermath of natural disasters affects the food supplies. Thousands of
people around the world are hungry because of destroyed crops and loss
of agricultural supplies, whether it happens suddenly in a storm or
gradually in a drought. As a result, food prices rise reducing families’
purchasing power and increasing the risk of severe malnutrition or worse.
The impacts of hunger following an earthquake, typhoon or hurricane can
be tremendous, causing lifelong damage to children’s development.
4. Emotional Aftershocks
Natural disasters can be particularly traumatic for young children.
Confronted with scenes of destruction and the deaths of friends and loved
ones, many children develop post-traumatic stress disorder (PTSD), a
serious psychological condition resulting from extreme trauma. Left
untreated, children suffering from PTSD can be prone to lasting
psychological damage and emotional distress.
‘The Devastating Impact on Natural Disasters’, ChildFund, last modified May 30, 2020,
https://www.childfund.org/Content/NewsDetail/2147489272/
Great damage caused by a disaster can be reduced if everyone will take
responsibility in anticipating its effects. Here are some ways on how to plan
ahead of a disaster:
1. Check for hazards at home.
2. Identify safe place indoors and outdoors
3. Educate yourself and family members
4. Have Disaster kits/supplies on hand.
5. Develop an emergency communication plan.
6. Help your community get ready.
7. Practice the Disaster Preparedness Cycle
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
18. 15
What’s More
Direction: Consider yourself as a friend to the following people. Given their
situations and the fact that they are suffering from a previous disaster, state
the impact / effects of the disasters they are experiencing and what tips,
advice or words can you give them to help them recover? Put your answer on
a clean sheet of paper.
1. Dale Marc is a 16-year-old student. He lives in Taal, Batangas, together
with his family. Fishing is their primary source of income. They found
out that the Taal volcano had erupted in Taal Batangas. What are the
possible effects / effects of this condition on their family, and what
advice are you going to give him?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Anna is a primary school teacher in Cainta, Rizal. She used to be the
mother of two beautiful children. Their community was hit by a Super
Typhoon submerging and washed away their homes and properties. It
plan
Organize and Equip
Plan
Train
Exercise
Evaluate
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
19. 16
is noticeably clear to her mind how her two children tried to hold their
hands tightly, but their hands slipped away. What would be the
potential effect / effects of the Super Typhoon teacher Anna is
experiencing? How do you think can she be helped in coping up from
the tragedy?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Coronavirus Disease 2019 (COVID-19) is an infectious disease caused
by severe acute coronavirus 2 respiratory syndrome (SARS-CoV-2). It
was first identified in Wuhan, Hubei, China in December 2019 and
resulted in a continuing pandemic. The first confirmed case in Hubei
dates back to 17 November 2019. The virus arrived in the Philippines
on 30 January 2020 when the first case of the disease was confirmed
in Metro Manila. After more than a month without recording any cases,
the Philippines confirmed its first local transmission on 7 March 2020.
Since then, the virus has spread to the country with at least one case
recorded in the 17 regions of the country. During this pandemic
situation, Nurses serves as a “frontliner” to help COVID patients obtain
good health and recover from their current situation. What could be the
potential effect / impact of the increasingly confirmed cases of COVID
patients on Nurses in the Philippines?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
20. 17
What I Have Learned
Knowing that a disaster disturbs the usual pattern of life and can cause both
physical and emotional harm among people, how would you ensure that you are
prepared to face the possible effects of ANY disaster that you may encounter in life?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What I Can Do
Suppose you have watched a true-to-life story featured on a television. On your
journal, compose a letter addressed to Ate Charing (a TV program host). Your letter
should narrate how the main character/s in the story inspired you with everything
that he/she went through and the process on how he/she survived over the
challenges of the disaster that he/she had experienced. Make sure that emphasis
will be given on the disaster effects to the life of the main character.
Your output will be graded according to this rubric.
4 3 2 1
Story/
Content
The story
adheres to the
theme/topic
The story is on
topic but the
substance is
satisfactory.
The story is
on topic and
the
substance is
fair.
The story is
neither on topic
nor has
substance.
Chain of
events
The story is
very well
organized, and
Clear
transitions are
Some
transitions
are not clear
Ideas and scenes
seem to be
randomly
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
21. 18
scenes follow a
logical
sequence.
used in most
scenes.
and hard to
follow.
arranged and
improvement is
needed.
Characters
Readers could
describe the
characters
accurately.
Most readers
would have
clear idea on
the role of the
characters.
The reader
knows a little
about the
characters.
It is difficult to
tell the actual
role of the
characters.
***derived from google/teacherspayteachers.com –
Assessment
Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. What is Post Traumatic Stress Disorder (PTSD)?
e. Congenital condition
f. Neonatal condition
g. Pre-existing condition
h. Psychological condition
2. What is the collective term used for the condition of people who
develop stress reaction that negatively affect their physical and mental
behavior after suffering from a disaster?
a. displaced population
b. emotional aftershock
c. food scarcity
d. health risk
3. What do you call the effect of a disaster that causes a group of people
forced to leave their homes?
a. displaced population
b. emotional aftershock
c. food scarcity
d. health risk
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
22. 19
4. Which among the following is NOT an effect of a disaster?
a. displaced population
b. emotional aftershock
c. food scarcity
d. health risk
5. What effect of disaster refers to the shortage of sustenance among
people?
a. displaced population
b. emotional aftershock
c. food scarcity
d. health risk
6. 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
7. COVID19 has caused millions of diseased people and thousands of
deaths all over the world. How are you going to name the damaging
event?
a. disaster
b. hazard
c. politicking
d. terrorism
8. How are you going to call a dangerous condition that carries human
threat?
a. disaster
b. hazard
c. politicking
d. terrorism
9. A strong typhoon hit an uninhabited area in the mountainous Sierra
Madre region. What are you going to name the damaging event?
a. disaster
b. hazard
c. politicking
d. terrorism
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
23. 20
10. What is it that disasters bring to humans?
a. devastation
b. excitement
c. fame
d. power
11. 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.
12. 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.
13. Which 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.
14. 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.
15. Coronavirus disease 2019 (COVID-19) is an infectious disease
caused by coronavirus 2 (SARS-CoV-2), a serious acute respiratory
syndrome. This was first detected in Wuhan, China in December
2019 and then spread around the globe, triggering a continuing
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
24. 21
pandemic SITUATION. How can the Philippine win against disasters
like COVID19?
a. Quarantine protocols must be continued.
b. People must maintain a clean environment at all time.
c. The citizens must follow health guidelines and safety measures.
d. The government must be allowed to decide for the good of the
fellow people.
Additional Activities
Read the quotation below. Then, write your agreement or disagreement to the
message that it conveys.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
“Disasters gave me two things:
a moment to REACT and
a decision to OVERCOME.”
Michael Dooley
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
26. 23
References
Choudhary, Richa. “Important Short Notes on Disaster Management”. Eck
School. Eckovation Padhte Chalo, Badhte Chalo, May 29, 2017.
https://school.eckovation.com/disaster-management-short-notes/
Castro, Ryan, “Disaster Risk Reduction and Management”, Slideshare,
November 19, 2013, https://www.slideshare.net/irpex/disaster-
risk-reduction-and-management-28415360
Mahar, Patrick, et.al.’ “Disasters and their Effects on the Population: Key
Concepts“, https://www.aap.org/en-us/Documents/disasters_dpac
_PEDsModule
“What is a disaster?”. The international Federation of Red Cross and Red
Crescent, 2020. https://www.ifrc.org/en/what-we-do/disaster-
management/about-disasters/what-is-a-disaster/
“The Devastating Impact of Natural Disasters”. Child Fund International,
February 6, 2013.
https://www.childfund.org/Content/NewsDetail/2147489272/
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461
27. For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
Downloaded by John Michael Disonglo (disonglojohnmichael5@gmail.com)
lOMoARcPSD|17829461