Basic Concept Of Disaster And Disaster Risk

DISASTER READINESS AND RISK REDUCTION (DRRR) • DESCRIPTION: This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is designed to bridge the gap between theoretical science and daily living.

DISASTER READINESS AND RISK REDUCTION (DRRR) • TYPE: Core Subject • NO. OF HOURS: 80 hours • PRE-REQUISITE: Grades 3–10 Science

BASIC CONCEPT OF DISASTER AND DISASTER RISK

CONTENT STANDARD The learner demonstrates understanding of: • The concept of disaster • The concept of disaster risk • The nature of disasters • The effects of disasters

PERFORMANCE STANDARD Relate the concept of disaster with daily life.

REMEMBER THESE • Explain the meaning of disaster. • Differentiate the risk factors underlying disasters. • Describe the effects of disasters on one’s life. • Explain how and when an event becomes a disaster.

REMEMBER THESE • Identify how and when an event becomes a disaster. • Analyze disaster from the different perspectives (physical, economic, political and biological).

CULMINATING PERFORMANCE STANDARD • The learner develops a community disaster preparedness plan to minimize vulnerability and disaster risk in the community and avoid or limit adverse impacts of hazards.

PERFORMANCE TASK • The provincial government seeks for a proposed component study about disaster preparedness provincial disaster risk reduction management plan. As an Academic track student of Central Bukidnon Institute, you are to submit an entry as a meteorologist teaming up with an agriculturist to conduct a study on flood-resistant seeds.

PERFORMANCE TASK (continuation)

• You must provide firsthand information on local atmospheric conditions for a period of four (4) months. You are to establish any weather pattern for future weather forecasting necessary for the planning and planting of flood-resistant seeds and include daily, monthly, and annual measurements of solar radiation, precipitation, typhoon events and flooding occurrences in the area where you plan to grow the flood-resistant seeds.

PERFORMANCE TASK (continuation) • This is to prepare for any crop destruction or loss during the typhoon or the monsoon season. Your work will be critiqued according to how the data is organized, correct and valuable.

GOAL • To submit and present a proposal about disaster preparedness provincial disaster risk reduction management plan.

ROLE • A student will play the role of a meteorologist and an agriculturist.

AUDIENCE • The Provincial Government

SITUATION • To prepare for any crop destruction or loss during the typhoon or the monsoon season/Disaster preparedness.

PRODUCT • A proposal paper

STANDARDS • Accurate data • Usefulness of data • Organization

BASIC CONCEPT OF DISASTER AND DISASTER RISK

• What calamities or disasters have you experienced in your life?

• What struggle have you encountered during the course of the disaster?

• What solution/s did you find that solved the problem?

• How would you prepare for another disaster in the future?

The ants are a people not strong, yet they provide their food in the summer; – Proverbs 30:25, The Holy Bible English Standard Version (ESV)

HAZARDS, DISASTER OR DISASTER RISK?

WHAT IS A HAZARD? • A threat or harm that has the potential to cause damage (e.g., injury, destruction of properties, environmental degradation) to a community.

WHAT IS A DISASTER? • Any event that causes widespread human, economic and environmental losses or impacts that seriously disrupt the normal functioning of a community.

WHEN IS A SITUATION CONSIDERED A DISASTER? According to: • Significant number of dead or missing people in an area • Number of human lives missing or lost • Condition of survivors • Assessed cost of repairing or rehabilitating damaged or destroyed structures and public infrastructures • Amount of income lost from work, livelihood and other economic activities stopped or slowed down

HOW CAN YOU SAY WHETHER AN EVENT IS A DISASTER OR NOT?

UNANTICIPATED HAZARD = DISASTERS

WHAT IS DISASTER RISK? • Determines the tendency of a community to face disasters.

WHAT IS DISASTER RISK? A Community living 100 km away from the seashore has a low disaster risk compared to a community living 10 km near the shore.

We cannot eliminate disaster (hazard), but we can mitigate the risk. We can reduce the damage and save more lives. - Ban Ki-moon, Former Secretary General, United Nations (UN)

HOW DO COMMUNITIES ASSESS THEIR DISASTER RISKS?

WHAT ARE THE TYPES OF DISASTERS?

WHAT ARE THE TYPES OF DISASTERS? Natural disasters • Devastating outcomes that result from natural hazards.

WHAT ARE THE TYPES OF DISASTERS? Man-made disasters • Technological disasters • Destructions from man-made hazards.

EFFECTS OF DISASTERS • Vary depending on severity of the exposure of life, property and environment to the hazard. • Higher severity of the effects of a disaster if community directly affected by the hazard. • Nearby communities of the affected have lower severity yet effects may still be felt and be significant.

EFFECTS OF DISASTERS • Primary effects are direct situations arising from the disaster itself. • Geographical zone can be mapped to identify areas that are included among the primary effects.

EFFECTS OF DISASTERS • Secondary effects are situations resulting from primary effects.

EFFECTS OF DISASTERS • Tertiary effects are those that are not experienced as a disaster is taking place but can be felt some time after the disaster has occurred. • May develop from primary or secondary effects that have become permanent and may change a natural process in the community.

CITE A RECENT DISASTER IN YOUR COMMUNITY. ARE THE EFFECTS PRIMARY, SECONDARY, OR TERTIARY?

AFFECTED COMPONENTS • People

• Number of casualties is assessed. • Depending on the severity of a disaster, actual number cannot be achieved. • Missing persons presumed dead, injured or sick, persons • Persons evacuated or relocated – post-disaster assessments • Loss of family members, friends and other loved ones.

AFFECTED COMPONENTS • Buildings and Infrastructure • Homes, buildings and other infrastructure are important components considered in the aftermath of a disaster.

AFFECTED COMPONENTS • Economy • Loss of livelihood, employment, and even tourism opportunities for the community.

AFFECTED COMPONENTS • Environment • Disasters can cause negative effects on the air, soil, water and ecosystems in a community.

TASK 1 • Count off from 1 to 4 and then back. • Each group will be assigned a hazard. • Draw the disaster effects of the given hazard to categorize the types of disasters. • Connect a common situation in the drawings to the different effects and components of disasters.

PERSPECTIVES ON DISASTERS • Physical perspective • Visible or tangible materials, whether natural or man-made, which have been affected by disaster.

PERSPECTIVES ON DISASTERS • Psychological perspectives • People’s emotional, cognitive, or interpersonal reaction to difficulties.

PERSPECTIVES ON DISASTERS • Sociocultural perspective • Response of the people, whether victims or not, to emergency situations and to the kind of assistance they receive.

PERSPECTIVES ON DISASTERS • Economic perspective • Disruption of economic activities in the community.

PERSPECTIVES ON DISASTERS • Political perspective • How government services are used to reduce loss or damage by preparing for and preventing disasters.

PERSPECTIVES ON DISASTERS • Biological perspective • Potential infectious or communicable diseases after a disaster takes place.

RISK FACTORS UNDERLYING DISASTERS • Housing and building development • Presence of physical structures prone to disaster risks • Institutional framework and system for risk reduction and prevention

TASK 2 • Count off from 1 to 6 and then back. • Each group will be assigned with the following perspective: • Physical • Psychological • Sociocultural • Economic • Political • Biological

TASK 2 (continuation) • Discuss in your group how a disaster would be planned and solved in whatever perspective your group is assigned. • Compare views how different professionals study the effects of disasters.

WHAT HAVE YOU LEARNED?

TASK 3: PAIR WORK • Conceptualize a memo with at least five-point instructions that you would like your barangay leaders to use in checking the structures within your area. The instructions should consider all likely affected components of a disaster. • Write in a 1 whole sheet of paper the draft to be passed today, and the final output in a computerized paper to be passed next meeting.

SAMPLE HEADING

TASK 4 • Disaster hero– https://www.ready.gov/kids/games/data/dmenglish/ • Play the game online at home.

INDIVIDUAL TASK • Do any of the following activities to reflect understanding of the topic:

• Take photos or videos in your community. Are there hazards waiting to happen? Why do you say so? • In your own capacity, what can you do to contribute to the reduction of disaster risk in your area? Write in a ½ CW. • In your area, are there existing buildings or structures that can increase disaster risk? Why do you think so. Write in a ½ CW.

REFERENCE • De Guzman, F.R. and Suarez, D.A. (2016). Disaster readiness and risk reduction. G. Araneta, Avenue, Quezon City: Vibal Group, Inc. • Olivia, M.D.G. (2019). Disaster readiness and risk reduction. Makati City: DIWA Learning Systems, Inc.