The document provides an overview of a workshop on disaster risk reduction management (DRRM) for schools, including an opening prayer, welcome remarks, presentations on DRRM programs and policies, earthquake and tsunami preparedness, and an actual drill evaluation. It also discusses Philippines' hazardscape, earthquake and tsunami hazards like from the Manila Trench, and the importance of schools having a DRRM plan.
It is a dangerous thing. How we can manage disaster. In India there is so much Disaster. It helps us to Disaster Management. It is Important to take care.
A draft of Contingency plan about Typhoon in line with the Office of Civil Defence standard in worst case scenario at school. This is in accordance to the Disaster Risk Reduction and Management plan of school.
It is a dangerous thing. How we can manage disaster. In India there is so much Disaster. It helps us to Disaster Management. It is Important to take care.
A draft of Contingency plan about Typhoon in line with the Office of Civil Defence standard in worst case scenario at school. This is in accordance to the Disaster Risk Reduction and Management plan of school.
Disaster Risk Reduction and ManagementRyann Castro
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Please Feel Free to Download and Share. Just Acknowledge me as the Owner. May it serve you well.
R.A. 10121
THE PHILIPPINE DISASTER RISK REDUCTION AND MANAGEMENT SYSTEM MAY 27, 2010
An Act Strengthening The Philippine Disaster Risk Reduction and Management System, providing for the National Disaster Risk Reduction and Management Framework, and Institutionalizing the Disaster Risk Reduction and Management Plan, appropriating funds therefor and for other purposes (DRRM Act 2010)
Disaster risk reduction management plan of dongon national high schoolJenita Guinoo
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Students safety and security is one of the vision of our department, good management will be emphasized through an action plan as our guide for achieving our goal for this school year.
This year, the World Disasters Report takes on a challenging theme that looks at different aspects of how culture affects disaster risk reduction (DRR) and how disasters and risk influence culture. The report asks, for example, what should be done when people blame a flood on an angry goddess (River Kosi, India, in 2008) or a volcanic eruption on the mountain god (Mount Merapi). After the tsunami in 2004, many people in Aceh (Indonesia) believed that Allah had punished them for allowing tourism or drilling for oil, and similar beliefs were widespread in the United States regarding Hurricane Katrina, showing Godâs displeasure with aspects of the behaviour of the people who live in or visit New Orleans.
Most people who live in places that are exposed to serious hazards are aware of the risks they face, including earthquakes, tropical cyclones, tsunami, volcanic eruptions, floods, landslides and droughts. Yet they still live there because, to earn their living, they need to or have no alternative. Coasts and rivers are good for fishing and farming; valley and volcanic soils are very fertile; drought alternates with good farming or herding. Culture and beliefs, for example, in spirits or gods, or simple fatalism, enable people to live with risks and make sense of their lives in dangerous places. Sometimes, though, unequal power relations are also part of culture, and those who have little influence must inevitably cope with threatening environments.
Together with other organizations that engage in DRR, we in the Red Cross Red Crescent know about peopleâs beliefs and cultures and their different interpretations of risk. However, we find it challenging to fit these seamlessly into our organizational framework and funding models. Instead we tend to assume (or hope) that the people we want to support use the same logic and rationality as we do and that they will want to reduce the disaster risk. Sometimes there is also an institutional reluctance to deal with the issues of inequality and power that make people vulnerable in the places where they make a living.
The one thing that is certain is that we will have less sustained impact if we do not adequately take account of peopleâs cultures, beliefs and attitudes in relation to risk. With climate change leading to damaged livelihoods, and therefore more vulnerability, and making hazards more extreme and/or frequent, we have to get this right.
One important goal of this edition of the World Disasters Report is to bring these complex issues and clashes of cultures into the open for discussion, so that they can be much better incorporated into DRR work.
Disaster Risk Reduction and ManagementRyann Castro
Â
Please Feel Free to Download and Share. Just Acknowledge me as the Owner. May it serve you well.
R.A. 10121
THE PHILIPPINE DISASTER RISK REDUCTION AND MANAGEMENT SYSTEM MAY 27, 2010
An Act Strengthening The Philippine Disaster Risk Reduction and Management System, providing for the National Disaster Risk Reduction and Management Framework, and Institutionalizing the Disaster Risk Reduction and Management Plan, appropriating funds therefor and for other purposes (DRRM Act 2010)
Disaster risk reduction management plan of dongon national high schoolJenita Guinoo
Â
Students safety and security is one of the vision of our department, good management will be emphasized through an action plan as our guide for achieving our goal for this school year.
This year, the World Disasters Report takes on a challenging theme that looks at different aspects of how culture affects disaster risk reduction (DRR) and how disasters and risk influence culture. The report asks, for example, what should be done when people blame a flood on an angry goddess (River Kosi, India, in 2008) or a volcanic eruption on the mountain god (Mount Merapi). After the tsunami in 2004, many people in Aceh (Indonesia) believed that Allah had punished them for allowing tourism or drilling for oil, and similar beliefs were widespread in the United States regarding Hurricane Katrina, showing Godâs displeasure with aspects of the behaviour of the people who live in or visit New Orleans.
Most people who live in places that are exposed to serious hazards are aware of the risks they face, including earthquakes, tropical cyclones, tsunami, volcanic eruptions, floods, landslides and droughts. Yet they still live there because, to earn their living, they need to or have no alternative. Coasts and rivers are good for fishing and farming; valley and volcanic soils are very fertile; drought alternates with good farming or herding. Culture and beliefs, for example, in spirits or gods, or simple fatalism, enable people to live with risks and make sense of their lives in dangerous places. Sometimes, though, unequal power relations are also part of culture, and those who have little influence must inevitably cope with threatening environments.
Together with other organizations that engage in DRR, we in the Red Cross Red Crescent know about peopleâs beliefs and cultures and their different interpretations of risk. However, we find it challenging to fit these seamlessly into our organizational framework and funding models. Instead we tend to assume (or hope) that the people we want to support use the same logic and rationality as we do and that they will want to reduce the disaster risk. Sometimes there is also an institutional reluctance to deal with the issues of inequality and power that make people vulnerable in the places where they make a living.
The one thing that is certain is that we will have less sustained impact if we do not adequately take account of peopleâs cultures, beliefs and attitudes in relation to risk. With climate change leading to damaged livelihoods, and therefore more vulnerability, and making hazards more extreme and/or frequent, we have to get this right.
One important goal of this edition of the World Disasters Report is to bring these complex issues and clashes of cultures into the open for discussion, so that they can be much better incorporated into DRR work.
A Presentation on "Disaster Preparedness and Management " Presented by Mr. Sh...CDRN
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A Presentation on "Disaster Preparedness and Management " Presented by Mr. Shivaji Singh -Senior Specialist NDRF at Workshop on " Preparedness & Response for Emergencies and Times of Natural Disaster " Organised By :- Corporate Disaster Resource Network on 28th April 2011 , Patna, Bihar-India, For reports please go to www.cdrn.org.in
The Asian Disaster Preparedness Center is an NGO working to prepare communities at risk in Asia to help them deal with disasters and emergencies. Find out about our projects and programs in Disaster Risk Reduction.
Sample of revise daily lesson log in ap ekonomiks 3 daysOscar Edig
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To all my co- teachers ,you can now download this sample of Daily Lesson Log in AP- Economics 4th quarter ,but you can give your comments or suggestions to improve this sample,thank you.
Plankton diversity and aquatic ecology of a freshwater lake (L3) at Bharti Is...GJESM Publication
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The Larsemann Hills range is an ice-free oasis on the Ingrid Christensen Coast of Princess Elizabeth
Land, East Antarctica, which includes Bharti Island, Fisher Island, McLeod Island, Broknes Peninsula, Stornes
Peninsula, and several other islands, promontories, and nunataks. The Larsemann Hills is an ice-free area of
approximately 50 km2, located halfway between the Vestfold Hills and the Amery Ice Shelf on the south-eastern
coast of Prydz Bay, Princess Elizabeth Land, East Antarctica. The ice-free area consists of two major peninsulas (Stornes and Broknes), four minor peninsulas, and approximately 130 near shore islands. The Larsemann Hills area contains more than 150 lakes at different Islands and peninsulas. Bharti Island of Larsemann Hills in east Antarctica was selected as a sampling site for the present study. Water sample was collected from a freshwater lake during XXXth Indian Scientific Expedition to Antarctica (ISEA) and analyzed for the physico-chemical parameters, major elements, trace metals and major plankton diversity in surface lake water by following standard methodology. The concentrations of metals Cu, Pb, Cd, Zn and Cr were measured using Inductively Coupled Plasma Optical Emission Spectroscopy (ICP-OES). Phytoplankton and zooplankton were also assessed in the aquatic ecosystem of Lake L3 at Bharti Island, Larsemann Hills over east Antarctica. Psychrophillic bacteria were found 71 cfu in lake water, while total bacterial count was found to be 5.4 Ã 102cfu.
10 Earthquake prone counrtries.Information about Earthquake (2).pdfAyshaPandey
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10 EARTHQUAKE PRONE COUNTRIES IN THE WORLD?which country is most prone to earthquake?where do 90% earthquake occur?Earthquake Facts.where do 90% earthquake occur?
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2. 2ND DRRM Orientation and Planning Workshop
PROGRAM
I. Opening Prayer Darwin Reginio
V. Fugoso High School
II. Nationalistic Song Femia Fernandez
E. Abada High School
III. Welcome Remarks Mr. Pedro M. Arao
Asst. Schools Division Superintendent
IV. Overview of the Mr. Joel L. Dionicio
DRRM in Schools Education Program Supervisor I
DRRM Division Coordinator
3. V. Nurturing Safe School Mrs. Aida P. Manrique
MT I
DRRMC RMHS Focal Person
VI. Preparation for the Mr. Edmund G. Villareal
2nd MM Shake Drill MT I,
DRRMO AHS Focal Person
V. Open Forum
VI. Actual Drill
VII. Evaluation of the Drill
Corazon Eugenio
MAPEH Dept. Head Roxas HS
Emcee
7. The Risk of Earthquake, Volcanic
Eruptions, Tsunami in the
Philippines
âĸ The Philippines is situated along a highly
seismic area lying along the Pacific Ring of Fire
âĸ Risk report published by United Nations
University and the Institute of Environment and
Human Security, looking into 4 components of
risk (exposure, susceptibility, coping and
adaptive capacities, PHILIPPINES IS THE
THIRD MOST DISASTER RISK COUNTRY
WORLDWIDE
âĸ(NDRRMP 2011-2018)
14. One of K to 12 Features
Making the Curriculum Relevant to Learners
(Contextualization and Enhancements)
Examples, activities, songs, poems, stories, and
illustrations are based on local culture, history, and
reality. This makes the lessons relevant to the learners
and easy to understand.
Students acquire in-depth knowledge, skills, values, and
attitudes through continuity and consistency across all
levels and subjects.
Discussions on issues such as Disaster Risk Reduction
(DRR), Climate Change Adaptation, and Information &
Communication Technology (ICT) are included in the
enhanced curriculum
17. What is a TRENCH?
ī Ocean trench are narrow deep
depression in the ocean floor,
typically one running parallel to a
plate boundary and marking a
subduction zone.
19. ī The potential for a tsunami event
originating along the Manila trench,
similar in scale to the 2004 South Asia
tsunami has been forecasted. The source
of this tsunami would be very proximal to
the coast of Taiwan (~100km). The
earthquake causing this event has been
predicted to be of magnitude 9.3 (stronger
than the 9.0 magnitude 2004 Sumatra
event).
Manila Trench Hazard
20. Manila Trench Hazard
ī This massive earthquake, which would be the
2nd strongest in recent history, would have a
total length of 990km and a maximum wave
height of 9.3 meters. This event would cause
serious flooding, especially in Taiwan, and
could affect regions up to 8.5 km inland. The
predicted tsunami would reach the southern
coast of Thailand in around 13 hours and
reach Bangkok in 19 hours. This disaster would
also affect
the Philippines, Vietnam, Cambodia and China.
21. Manila Trench Hazard
ī The most recent large scale event originating
from the Manila Trench was the 2006 Pingtung
dual earthquakes. These 7.0 earthquakes had 8
minutes of offset and produced a 40-centimetre
tsunami; which happened to be the largest
tsunami experienced on the southwest Taiwan
coast. The epicenter of these dual earthquakes
originated on the north part of the Manila
Trench.
22. What is Inundation?
īInundation is a condition in
which water covers normally
dry land, primarily caused by
severe events along rivers or
the coast.
24. T s u n a m i
is a series of water waves caused by the
displacement of a large volume of a body of
water, generally an ocean or a large
lake. Earthquakes, volcanic eruptions and
other underwater explosions (including
detonations of underwater nuclear devices),
landslides, glacier calvings, meteorite
impacts and other disturbances above or
below water all have the potential to
generate a tsunami
27. Tsunami in Japan
īJapan was hit by a 9.0
magnitude earthquake on March 11,
2011, that triggered a deadly 23-foot
tsunami in the country's north. The
giant waves deluged cities and rural
areas alike, sweeping away cars,
homes, buildings, a train, and boats,
leaving a path of death and
devastation in its wake.
28. ī The earthquakeâthe largest in Japan's
historyâstruck about 230 miles northeast of
Tokyo. The Pacific Tsunami Warning Center
issued warnings for Russia, Taiwan, Hawaii,
Indonesia, the Marshall Islands, Papua New
Guinea, Australia, and the west coasts the
U.S., Mexico, Central America, and South
America. According to the official toll, the
disasters left 15,839 dead, 5,950 injured, and
3,642 missing.
30. Tsunami Propagation
A tsunami travels outward from the source region as a series
of waves and as it travels it spreads. Tsunami speed is
dependent upon the water depth.
A tsunami moves faster in deeper water and slower in
shallower water causing their amplitudes to greatly
increase in shallow water. www.phivolcs.dost.gov.ph
31. īThe 2004 quake just off the coast of
Sumatra, Indonesia, was colossal,
eventually put at magnitude 9.3. But
an 8.7-magnitude earthquake in 2005
that originated at the same location,
while large enough to generate a
devastating tsunami, scientists say,
did not do so. The exact reasons
remain mysterious.
32. Earthquake
īAn Earthquake is a sudden
tremor or movement of the
earth's crust, which
originates naturally at or
below the surface. Usually
caused by tectonic or volcanic
activity.
45. ī The West Valley Fault has the potential of
generating a devastating magnitude 7.2
earthquake in Metro Manila and nearby
provinces.
ī Phivolcs director Renato Solidum warned the
West Valley Fault, which traverses parts of Metro
Manila and adjoining provinces of Bulacan,
Laguna, Rizal and Cavite, is ripe for a possible
strong earthquake.
ī âIt can happen within our lifetime,â Solidum said.
ī Solidum said the West Valley Fault moves every
400 to 600 years. The last time it moved, he said,
was in 1658 or 357 years ago.
(PHIVOLCS)
46. ī F:VideosThe Big One_ Ang
sakunang maaaring idulot ng
paggalaw ng West Valley Fault.wmv
48. GROUND SHAKING
âĸ Up and down;
âĸ - first felt by people
near the epicenter
- not felt by people far
from epicenter
âĸ Sideways;
- felt after up and
down by people near
epicenter
- first felt by people
far from epicenter
50. Nepal 7.3 Magnitude Earthquake
īA total of 8,200 people were
killed in Nepal in a 7.8-magnitude
earthquake on April 25 and a 7.3-
magnitude on April 16, according
to wire service reports.
Most Recent Devastating
Earthquakes
52. 1st MANILA CITYWIDE MULTI
DISASTER DRILL 2014
The Manila Disaster Risk Reduction and
Management Office (MDRRMO) conducted an
EARTHQUAKE, FIRE AND TSUNAMI
PREPAREDNESS DRILL in which response
and evacuation procedures of ALL faculties,
students and Local Government Units
(LGU/Barangays) will be showcased. Its aimed
to increase awareness of the school and the
community to the impending disasters that
threatens to occur and for a positive reception
of the governmentâs national disaster program.
54. Two Scenarios July 3,2014
9:30 AM: A magnitude 8.0 was felt in the entire
City of Manila with intense shaking for 12
seconds. (Caused by West Valley Fault
movement)
1:30 PM: A second earthquake was felt in the City
of Manila with a magnitude of 5.8 believe to be
coming from MANILA TRENCH AREA.
TSUNAMI WILL FOLLOW SOON.
55. METRO MANILA SHAKE
DRILL
ī July 30, 2015
ī New scenarios in different
cities/municipalities
ī Manila is vulnerable to fire due to gas
pipelines and Pandacan oil depot.
56. How to Conduct an
Earthquake Drill in School
F:AraulloHow to Conduct an Earthquake
Drill in School.pdf
58. Araullo High School
AHSDRRMO
DRRMP
Disaster Risk Reduction Management Plan
I. Introduction
Pursuant to Republic 10121 s. 2010 and DepEd Order no. 50 s.
2011, AHS DRRMO (Araullo High School Risk Reduction Management
Office) is hereby established.
The AHSDRRMO Disaster Risk Reduction Management Plan
focused on the four thematic areas:
A. Disaster Prevention and Mitigation
B. Disaster Preparedness
C. Disaster Response
D. Recovery and Rehabilitation
59. DRRMP 4 Thematic Areas
ī Disaster Prevention and Mitigation
ī Disaster Preparedness
ī Disaster Response
ī Disaster Rehabilitation and Recovery
60. Disaster Prevention and
Mitigation
ī Avoid HAZARDS and mitigate
their potential impacts by
reducing vulnerabilities and
exposure and enhancing
capacities of communities
61. âWALK THROUGHâ
1.To identify the areas for improvement
in terms of facilities and equipment of
the school
2.To identify possible hazards in the
school environment. (objects that
might fall or block the evacuation
path, hazardous elements that are not
secured e.g. flammable materials etc.)
62. Types of Hazards
ī Physical Hazards
ī Environmental Hazards
ī Chemical Hazards
ī Biological Hazards
ī Fire Hazards
ī Electrical Hazards
ī Radiation Hazards
65. Hazard Mapping
īSchool Watch Team
īTook pictures and reported to
the administrators
īNotify teachers concerned
īMade necessary repairs
īInstall warning signs
66. Disaster Preparedness
īEstablish and strengthen
capacities of communities to
anticipate, cope and recover
from the negative impacts of
emergency Occurrence and
disasters.
67. Disaster Preparedness
ī Acquisition of equipment for
Disaster Response
ī Training of the members of
Disaster and Emergency
Response Team
ī Assessment of school building and
facilities and reinforce,
rehabilitate or repair if necessary
74. Needs and Risk of Evacuation
on the Streets
ī Identify possible exits. (wide and clear).
ī Estimate the area needed for evacuation.
ī Provide space for emergency vehicles such as
ambulance or fire trucks
ī Cordon the area by using barricade such as loose
fence, loose boards, rope or tape combined with
ample human cordon (marshals).
ī Seek the help of community leaders. Plan with
them.
ī Risk of breaking out.
ī Vehicular accident.
ī Infiltration
75. Alarms to be used
ī Distinguishing alarms should be used for
each disaster drill or actual scenario.
ī Corresponding alarms should be known by
the public/students and school personnel.
ī Bell is the usual alarm for earthquake drills.
But in actual scenario, the shaking itself is
the signal. The same is used for fire alarm.
ī Siren is the usual alarm for tsunami.
ī In case of power failure, siren from
megaphone, âgongâ or rechargeable
amplifier can be used. (if available)
76. UNIFORM TYPE OF ALARM TO BE
USED BY ALL SCHOOLS IN SDO
MANILA DURING ACTUAL
SCENARIO
80. Create and execute an awareness
program among the administration,
teachers and staff and students of
the School.
To make the task of our
Response Team EasierâĻâĻ..
81. For The Admin, Teachers and
Staff
ī All the support like logistics should be
given to the DRRMO chairman, response
team and BERT officers in enhancing their
capacities regarding disaster management.
1. Acquisition of equipment
2. Training of the team
3. Being excused from their classes or
giving remediation to students
involved.
4. Appointing floor marshals.
5. Help in the awareness campaign.
82. What are the roles of the
teachers before, during and after
fire, earthquake or tsunami?
83. īTeachers will be the front liners
in the awareness campaign.
īTeachers will discuss disaster
preparedness from time to time.
īTogether with the Response
Team, teachers will become
evacuation marshals in times of
emergency or disaster
84. Teachers Role During fire
ī Know the safest way out. (Refer to the posted
evacuation plan)
ī DO NOT OPEN THE DOOR RIGHT AWAY.
ī Check where the smoke is coming from.
ī If you see a smoke, DO NOT OPEN THE DOOR.
ī If you donât see a smoke, touch the door gently.
Check if it is hot.
ī If it is hot, DO NOT OPEN THE DOOR.
ī If there is no smoke and the door is not hot, touch
the door knob. If it is hot, DO NOT OPEN THE
DOOR.
85. Teachers Role During fire
ī If you the door knob is not hot and you can
not see any smoke, open the door GENTLY.
ī If you see or feel a burst of smoke or heat
towards you, SHUT THE DOOR RIGHT
AWAY.
ī If it is safe to go out, evacuate immediately
away from the burning room or building.
ī Do head count at the evacuation area.
ī Stay with your students/pupils.
86. Teachers Role During
Earthquake
ī When you feel an earthquake, OPEN THE
DOOR RIGHT AWAY.
ī Do DUCK COVER AND HOLD POSITION.
ī Check for the possible exit while it is still
shaking.
ī Evacuate immediately to open ground.
(Refer to the posted evacuation plan)
ī Do head count at the evacuation area. Stay
with your students/pupils.
87. īTeachers will be the front liners
in the awareness campaign.
īTeachers will discuss disaster
preparedness from time to time.
īTeachers will become evacuation
marshals in times of emergency
or disaster
88. For the Students
ī Listen attentively to the teacher during
the awareness campaign because this
will include the evacuation plan.
ī Practice DUCK, COVER AND HOLD
then EVACUATE if necessary)
ī Follow instructions from the teachers
and evacuation marshals during the
drill or actual scenario.
ī Tell the parents that the school have a
plan in case of a disaster.
89. DUCK/DROP, COVER AND HOLD on
ī ..VideosEarthquake Safety with
Anna Wainscott.wmv
90. Evaluation of the Drill
īSuggestions
īRecommendations
īInjuries
īCasualties (if there is
any)
īElement of time?
91. Disaster Response
īProvide life preservation and
meet the basic subsistence
needs of affected population
based on acceptable standards
during or immediately after a
disaster
93. ī Creation of ICS (Incident Command Station)
ICS Positions
a) Incident Commander
b) Deputy Incident Commander
c) Liaison Officer
d) Public Information Officer
e) Planning Officer
f) Operations Chief
g) Communications Chief
h) Medical Officer/Triage Officer
i) Safety Officer
j) Security Officer
k) Staging Area Officer
l) Transportation Officer
m) Area Coordinators/Floor Supervisors
94. ī Creation of ICS (Incident Command
Station)
ICS Positions
a) Incident Commander: Mrs. Giron
b) Deputy Incident Commander: Mr. Villareal
c) Medical Officer/Triage Officer: Dra Rose
Masiglat, Mrs. CoroneL
d) Security Officer: Security Personnel
e) Transportation Officer: School driver
f) Area Coordinators/Floor Supervisors/
Evacuation Marshals :Head Teachersâ Teachers,
Staff, Student Leaders, CAT)
g) Documentation and Public Information Officer:
Mr. Bernardez
h) BERT (Batang Emergency Response Team)
95.
96. Objective of Each Team
ī Evacuation Team
1. Teachers are the front liners of the
evacuation.
2. Head count should be done at the evacuation
area. Report to the ICS missing person.
3. Evacuation marshals should be at their post
during evacuation.
4. Check for possible casualties, injured person
left/trapped in the building or room.
5. Call for rescue if necessary
97. AHSDRRMO Officers
ī Commander: Dr. Amelita P. De Mesa
ī Chairman: Mr. Edmund G. Villareal
ī Vice-Chairman: Virginia P. Coronel, GSP Coordinator
ī Marcus Paulo Bondoc, BSP Coordinator
ī Benie Bernardez, Property Custodian
ī DERT (Disaster and Emergency Response Team)
ī A.M. Responders P.M. Responders
ī Llarena Cacalda Julius Espero
ī Gilbert Arias Edgar Maure
ī Geraldo Victorino Jaycie Castillo
ī Reelda Santiago Myrna Cajayon
ī Maricon Ronio Malou Roldan
ī Elena Gabon Eloisa Gulmatico
ī Jimmy Coco Joseph Azur
ī Melinda Sebastian Roger Yag-At
98.
99.
100.
101.
102. Best Disaster Response
īZero casualty
īZero or minimal
injuries
īNo missing person
īMitigate damage to
property
103. âThe best evacuation plan is
done in a manner as if the
marshals donât existâ
E. Villareal
110. Disaster Rehabilitation and
Recovery
ī Restore and improve facilities, livelihood and living
conditions and organizational capacities of affected
communities, and reduce disaster risks in
accordance with the âbuilding backâ principle.
(REFER TO THE AHS DRRMP 2016-2017)
âPLAN Câ
113. Being Organized
ī Start with positioning of the evacuation ICS,
DERT, BERT and marshals. (no evacuees yet)
ī Evacuation only, no scenario.
ī If there are medical personnel or school personnel
who knows how to perform first aid and basic life
support, a simple scenario can be done (walking
wounded, hyperventilating patient, simple
transportation techniques)
ī Utilized all the school personnel
ī Communicated with the community leaders for
assistance.
ī Cordon off the evacuation area.
114. FUNCTIONAL
ī Have a DRRM Office.
ī Have made and executed plans for disaster
prevention and mitigation
ī Have the basic equipment for disaster
response.
ī Capacitated the DERT and BERT with First Aid
and Basic Life Support.
ī Can respond to multiple scenarios
ī Communicated with the community leaders for
assistance and made a plan with them.
ī Protocols.
115. FULLY FUNCTIONAL
ī Have complete equipment for different
disasters.
ī DERT and BERT are experts in disaster
response. First Aid, ALS and advance skills.
ī Clients are very much aware of the plans and
may have knowledge in FA and BLS.
ī Can conduct TRIAGE which is necessary to a
large number of victims during disaster.
ī Can provide help to other communities during
a disaster.
116. Implementation barriers
īInsufficient financial resources
īLack of understanding
īLack of access to knowledge,
scattered information.
īNo priority for DRRM
īLack of dedicated institutions and
officers
117. âBetter have it and
donât need it, than
need it and donât
have it.â