1 - Final LMC 3 - AY 2021 2022

Exclusively for the use of CatSU-NSTP
NSTP 1 – [1st Sem/2021-2022]

DISCLAIMER
DISCLAIMER
This learning material compilation is used in compliance with the flexible

teaching-learning approach espoused by Commission on Higher Education
(CHED) in response to the pandemic that has globally affected educational
institutions. Authors and publishers of the contents are well acknowledged. As
such, the National Service Training Program (NSTP) and its faculty do not claim
ownership of all sourced information. This LMC is solely for instructional purposes
and not for commercialization. Moreover, copying and/or sharing part/s of this
learning material in all forms (such as, but not limited to social media like
Facebook, Messenger, Instagram, etc.) is highly discouraged from students and
faculty.
Catanduanes State University

National Service Training Program
For educational purposes only
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NSTP 1 – [1st Sem/2021-2022]

PREFACE
This learning material was compiled and written only for you. It is meant to facilitate
your learning of various theories and concepts on the course, National Service
Training Program 1. Amidst this pandemic, we know that you do not want your
education be stopped, nor its quality be compromised. Through the help of this LMC,
we want to be with you in this pursuit. Most importantly, you, willing to take an active
part on this journey marks the success of this endeavor.
You will be given one learning material for every unit. Every learning material follows
the 4As approach to adult teaching.
You will note that some of the contents of this learning material are not originally
written by your teachers. Please understand that this learning material was made for
student-trainees of NSTP only. This LMC is only for your guide, hence, it should not
be given or extended to anyone else. Please observe strict compliance to this rule.
We do not intend to plagiarize anything, nor go against the rules in copyright. Limited
with time and resources, we end up having this. No worries! Rest assured that the
quality of higher education that we are all aiming was considered in the preparation of
this learning material.
Are YOUth Geared-Up Already? Then, buckle down for learning. Be extra serious to
take this journey, but do not forget to enjoy and have fun!
LMC 3 in NSTP 1| iii

NSTP 1 – [1st Sem/2021-2022]

NSTP FACULTY-TRAINER PRAYER
by Carmelo John E, Vidal, DA.
Make me an agent of change, Oh Lord,

and cultivate good seeds of hope.
Let me be a channel of Your love
and an instrument of peace and development.
Inspire me to train the young into good citizens of the land
through the National Service Training Program.
And as | fulfill my mission of transforming the youth,

Cleanse my heart pure and chaste,
Instill in me understanding and wisdom,
Clothe me with the radiance of Your light,
and Help me inculcate to my trainees Filipino values of
Maka-Diyos, Maka-Bansa, Maka-Tao and Maka-Kalikasan.
Almighty Father, grant me with the courage

to withstand the obstacles and challenges
that come along my way
so | can continually share a part of me
and the fruits of Your blessings to the NSTP trainees,
my fellow, my community, my country the Philippines,
and the world for your greater glory.
Amen .
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NSTP 1 – [1st Sem/2021-2022]

NSTP STUDENT-TRAINEE PRAYER
by Carmelo John E, Vidal, DA.
Make me an agent of change

‘and sow good seeds of hope.
Let me be a channel of Your love
and an instrument of peace and development.
Inspire me to serve and protect the patrimony of my land
through the National Service Training Program.
Cleanse my heart pure and chaste,

Instill in me understanding and wisdom,
Clothe me with the radiance of Your light,
and Mould me into a responsible Filipino
Maka-Diyos, Maka-Bansa, Maka-Tao and Maka-Kalikasan.
Almighty Father,
grant me the courage to realize my worth
and fulfill my purpose in life
so I can continually share a part of me
and the fruits of Your blessings to my peers,
my fellow citizens, my community,
my country -the Philippines
and the world for your greater glory.
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NSTP 1 – [1st Sem/2021-2022]

TABLE OF CONTENTS
DISCLAIMER ............................................................................................................................. II
PREFACE ................................................................................................................................. III
NSTP FACULTY-TRAINER PRAYER ..................................................................................... IV
NSTP STUDENT-TRAINEE PRAYER ...................................................................................... V
TABLE OF CONTENTS ........................................................................................................... VI
COURSE OUTLINE ................................................................................................................. VII
COURSE TITLE ........................................................................................................................ VII
COURSE DESCRIPTION ............................................................................................................ VII
COURSE CREDIT ..................................................................................................................... VII
PREREQUISITE ........................................................................................................................ VII
CONTACT HOURS .................................................................................................................... VII
COURSE OUTCOMES ............................................................................................................... VII
COURSE REQUIREMENTS ....................................................................................................... VIII
COURSE POLICIES .................................................................................................................. VIII
GRADING SYSTEM .................................................................................................................. VIII
ORGANIZATION OF THE LMC .................................................................................................. VIII
COMMUNICATION AND COLLABORATION PLATFORMS ................................................................ IX
GENERAL GUIDELINES ON THE SUBMISSION OF ACTIVITIES ....................................................... IX
CONSULTATION TIME ................................................................................................................ IX
LMC 3:DISASTER AWARENESS PREPAREDNESS & MANAGEMENT.............................. 1
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COURSE OUTLINE
Course Title
National Service Training Program
Course Description
The Literacy Training Service (LTS) component consists of lectures on values
education, transformational leadership and social mobilization; awareness of human
development trends, teaching- learning principles and concept dynamics on non-
formal education.
The Civic Welfare Training Service (CWTS) as a component of the National Service
Training Program (NSTP) is a course to first year students both male and female,
designed to help them understand, appreciate and eventually live by the basic
concepts of the Student’s Transformation and Enrichment for Truth (STET) with the
end in view of empowering them in becoming a potent resource for community
development.
The Reserve Officers Training Corps (ROTC) is designed to provide military training
to tertiary level students in order to motivate, train, organize and mobilize them for
national defense preparedness.
Course Credit
3 units
Prerequisite
None
Contact Hours
54 hours
Course Outcomes
To complete this course, you shall be able to accomplish the following course
objectives:
1. Demonstrate content knowledge on the rationale of National Service Training
Program
2. Demonstrate understanding on the objectives and thrusts of the components of
NSTP
3. Demonstrate capability to live in the spirit of patriotism, nationalism and good
citizen values as potent force in nation building

4. Develop a culture of communication and collaboration among the group of student-
trainees and the community they serve
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5. Manifest deeper appreciation on the significance of NSTP in the role of students
in terms of community participation development, display of nationalism/patriotism
and exercise of good citizenship values through genuine civic/national service.
Course Requirements
To complete this course, you shall be able to do the following tasks:
1. Portfolio (accomplished activities in the LMC) with Reflective Learning Log
2. Project Proposal
3. Attendance to NSTP Activities
Course Policies
1. Students should submit the course requirements (activities, SAQs, written
reports and other) for Midterm period before they can be allowed to take the
Midterm Examination
2. Course requirements (activities, SAQs, written reports and other) for Final
period must be submitted before the students can be allowed to take the Final
Examination.
3. Cheating and plagiarism are strictly prohibited. Students caught doing these
acts shall be dealt with in accordance with the provisions in the handbook.
Grading System
Distribution of Weight for
Criteria Weight
the Overall/Final Grade
Midterm / Final Exam 30% Midterm Grade 50%
Performance ( Authentic Assessment such as 40% Final Grade 50%
Performance-based activities, Participation In
Trainings/ Seminars/School & Community
Activities )
Written Exercises (Objective Assessment such 30%
as pen and paper tests)
TOTAL 100%
Organization of the LMC

Each LMC in this course is made up of several lessons, which are organized as follows:
 Desired Learning Outcomes: This is the statement of learning

objectives in a specific unit or chapter.
 Introduction: It begins with an explanation of what you will be learning

in a particular lesson.
 Time Allotment: This part of the module state the suggested number
of hours to be spent in learning the module.
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 Activate: This part stirs up your prior knowledge.
 Analyze: This part contains the various exemplars/texts/materials that

you need to learn.
 Abstract: In every lesson contain one or more assignments. It will also

be submitted to your Instructor together with the completed learning
activities.
 Apply: In every lesson, it may include one or more learning activities

that will help you learn about the lesson and prepare you for the
assignment, self-reflection and assessment (Midterm and Final Exam).
This section requires you to perform a task or skill. The completed
learning activities will be submitted to your Instructor prior taking the
examination.
 Reflection Journal: This part is a self-reflection of what you have
learned from the module.
 Question to Ponder: This part is found in every after lesson. Instead

of requiring you to perform another activity, you are instead asked to
pause and ponder on the essential points found in every lesson.
 References: The resources referred to in the course are listed in this

part.
Communication and Collaboration Platforms

Facebook Messenger, Facebook Closed Group, Google Classroom (optional),
Phone calls
General Guidelines on the Submission of Activities

Dates of submission shall be agreed upon by the instructor and students. Outputs may
be submitted in two modes; in soft copies via agreed online platform; or in hard copies
to be submitted during the university-wide retrieval of accomplished activities or
through the Drop Box at CatSU Gate. Drop Box will be available before the
Midterm/Final Examination date.
Consultation Time
Saturday 8:00-11:00/1:00-4:00 Wednesday 8:00-11:00/1:00-4:00
LMC 3 in NSTP 1| ix
LMC 3: DISASTER AWARENESS
PREPAREDNESS AND MANAGEMENT
This unit contains the following lessons:
1. Disaster Risk Reduction and Management (DRRM); Concepts, Principles
and Trends
2. Geographic Profile of the Philippines
3. Disaster Risk Profile of the Philippines (focus on specific region/area
where the school is located)
4. Four Thematic Areas of the Philippine Disaster Management System
5. Role of the Youth in Disaster Preparedness and Management
a. Basic First Aid/ Basic Life Support Search and Rescue (Water,
Earthquake, Landslide and Fire)
Desired Learning Outcomes
In this module, challenge yourself to attain the following desired learning outcomes:
 identify operational concepts, structures, and priority actions relative to the
Philippine Reduction Management System
 acquire skills in responding on disaster incidence with the capacity through
gathering contingency plans and interviews from the authorized persons in
their respective schools or communities
 reflect on the impact of disaster by building sustainable and resilient
communities through a reflective log
Introduction
As an archipelago located at the south-eastern part of Asia, the Philippines is
exposed to both climatic and geological hazards. It is situated in the Pacific Ring of Fire where
two major tectonic plates, the Pacific Plate and the Eurasian Plate meet. With several fault
lines crossing the country, earthquakes could have very devastating effects. There are 220
volcanoes, 22 of which are classified as active (NDCC, 2008).
The Philippines is also located along the typhoon belt on the North Pacific Basin in the
Pacific where 75 percent of the typhoons originate. There are 20 to 30 typhoons passing
through the country, 5-7 of which can be destructive (NDCC, 2008). As a consequence of
extreme rainfall events, flash floods, flooding, and landslides have become more prevalent
since 2000.
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The impacts of climate change in the Philippines are becoming better-understood
(Cruz et al, 2007). There has been an increase in the annual mean rainfall since the 1980s
and in the number of rainy days since the 1990s (Cruz, et al.: 10.2.2). On average, 20 cyclones
cross the Philippine Area of Responsibility (PAR) with about 8-9 making landfall each year.
The natural risks associated with these trends are aggravated by human activities,
particularly in the exploitation of resources such as forests and minerals and development
interventions that do not incorporate responsible risk assessments.
According to the International Red Cross and Red Crescent Societies, the Philippines
was the fourth most accident-prone country in the world in 2015. Accordingly, 31, 835 Filipinos
were killed and 94, 369, 462 were affected by natural disasters and calamities in a span of 20
years.
It is for the foregoing reasons that this LMC is focused on the disaster risk reduction
and management.
Time Allotment
6.0 hours (2 meetings)
ACTIVATE
How do you handle things during a typhoon? Click and watch the video clip with the
link below. After watching the short clip, answer the following questions:
1. What is a disaster contingency plan?
2. Who needs to follow such plan
3. How will the communities be involved?
https://youtu.be/dEUlVDpOEhI
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Lesson 1: Disaster Risk Reduction and Management
(DRRM); Concepts, Principles and Trends
A disaster is a sudden calamitous event that seriously disrupts the functioning of a

community or society and causes widespread human, material, an economic or environmental
loses and impact that exceeds the ability of the affected community to cope using its own
resources. Though often caused by nature, disasters can have human origins (www.ifrc.org).
The World Health Organization (WHO) defines disaster as an occurrence disrupting

the normal conditions of existence and causing a level of suffering that exceeds the capacity
of adjustment of the affected community. It is the people who matter most, and without the
people we have no disaster (www.who.int.disaster).
Disaster is an event, man-made or natural, sudden or progressive, causing

widespread human, material or environmental losses, which exceed the ability of the affected
community to cope using its own resources. (Co,M, et.al. 2016)
In contemporary academia, disasters are seen as the consequence of inappropriately

managed risks. These risks are the product of a combination of both hazards and vulnerability.
Hazards that strike in areas with low vulnerability will never become disasters, as in the case
of uninhabited regions.
Disasters are often described as a result of the combination of several things: the
exposure to a hazard; the conditions of vulnerability that are present; and insufficient capacity
or measures to reduce or cope with the potential negative consequences. Disaster impacts
may include loss of life, in jury, disease and other negative effects on human, physical mental
and social well-being, together with damage to property, destruction of assets, loss of services,
social and economic disruption and environmental degradation (wordpress.com.)
Disaster Risk or Risk can be mathematically described as the product of the

combination of three elements that were discussed: hazard, vulnerability and capacity.
Hazards will always be present, therefore, disaster reduction strategies primarily include
vulnerability and risk assessment.
Types of Disaster
Disasters are broadly divided into two types:(Co, et.al.)
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Natural Disasters
 Are consequences when a natural hazard affects humans and/or the built environment.
Human vulnerability and lack of appropriate emergency management, leads to
financial, environmental or human impact. The resulting loss depends on the capacity
of the population to support or resist the disaster –their resilience. The understanding
is concentrated in the formulation: “disaster occurs when hazards meet vulnerability “.
Hence, a natural hazard will never result in a natural disaster in areas without
vulnerability.
 Examples are: floods, hurricanes, tornadoes, volcanic eruptions, earthquakes,

tsunamis, storms, and other geologic processes.
Retrieved from:
https://janeceegavan.wordpress.com/2017/12/31/disaster/
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Man-made Disasters
 Are events that are caused by humans and occur in close to human settlements It is the
consequence of technological and human hazards. As with natural hazards, man –made
hazards are events that have not happened, for instance terrorism. Man-made disasters are
examples of specific cases where man-made hazards have become reality in an event.
 Examples are: nuclear disaster, biological disaster, chemical disasters, fire accident, road
& air accident, terrorist attacks, epidemic.
Retrieved from:
https://janeceegavan.wordpress.com/2017/12/31/disaster/
https://spectrumchart.com/shop/ols/products/spectrum-man-made-
Retrieved from:
disaster-chart
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The following are some of the factors that can affect the vulnerability of a country
(Google.com.amp/smar).
Factors that Affects Vulnerability of a Country
Economic factors Social factors

Political factors (a) Poverty has the Physical (a) level of
A community’s single most important factors education,
training, safety Environme
vulnerability can influence to (a) Access to
and security, ntal
be linked to vulnerability. (b) suitable land, factors
information
political will and Economic status also proper housing
and (a) scarcity
design, building
commitment to relates to the capacity materials and
awareness, of
developmental of a community to cultural resources
accessibility of
beliefs, in a
concern. cope and recover emergency
traditional community
Economic factor from adverse effects services (b).
values can reduce
Lack of access to (c). Poverty Poor physical
contribute to the coping
environment
resources, eradication and exposes people
social well- solutions
infrastructure, creation of being (b) lack and
to hazards such
of awareness recovery
basic services sustainable as landslides,
and access to from a
and information livelihoods are floods, fires,
information disaster.
can increase essential part of wind, disease
can result in
and epidemics.
vulnerability. disaster risk increase of
reduction. vulnerability.
Disaster Risk /Reduction (DRR) is the concept and practice of reducing disaster risks
through analysis and management of the causal factors of disasters. It leads to reduced
exposure to hazards, lessening of vulnerability of people and assets, effective management
of land and the environment and improved preparedness for adverse events. Disaster risk
reduction usually requires long-term planning across sectors and must be integrated into
general national and regional development strategies.
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1. Prevention. This expresses the concept and intention to completely
avoid potential adverse impacts through action taken in advance. Can
be in the form of proper land use or using suitable engineering design.
Key components of DRR and Management
2. Mitigation. The lessening or limitation of the adverse impacts of

hazards and related disasters. Mitigation measures involved a wide
range of elements from engineering techniques to environmental
policies and even public awareness.
3. Adaptation. The adjustment in natural or human systems in response

to actual or expected climactic stimuli or their effect, which moderate
harm or exploits beneficial opportunities.
4. Preparedness. The knowledge and capacities developed by

governments, professional response and recovery organizations,
communities and individuals to effectively anticipate, respond to, and
recover from, the impacts of likely, imminent or current hazard events
or conditions. Preparedness action is carried out within the context of
disaster risk management and aims to build the capacities needed to
efficiently manage all types of emergencies and achieve orderly
transitions from response through sustained recovery.
5. Response. The provision of emergency services and public assistance

during or immediately after a disaster in order to save lives, reduce
health impacts, ensure public safety and meet the basic subsistence
needs of the people affected. Disater response is predominantly
focused on immediate and short-term needs and is sometimes called
“disaster relief”.
6. Recovery. The recovery task of rehabilitation and reconstruction begin

soon after the emergency phase has ended, and should be based on
pre-existing strategies and policies that facilitate clear institutional
responsibilities for recovery action and enable public participation.
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Community Preparedness
Disaster often strikes without warning. The best way to prepare for disaster is to create a
specific plan of action that can be put in a place at a moment’s notice.
Arrange meetings of community members through the development community Disaster

preparedness committee or through another civic association.
Development Definition
Plan for DRRM
 Community members should establish and know their local
warning system. In the event of disaster, local radio and
television stations will provide information on evacuation
Community routes, temporary shelters, and other emergency procedures.
warning system Depending on the circumstances, any one of three protective
actions (shelter-in-place, prepare-to-evacuate or evacuate)
maybe appropriate.
 Create a list of home and work phone numbers and e –mail
addresses for all community members, noting information and
Neighborhood plans for children and seniors who maybe home alone during
directory emergency situations. Include important phone numbers such
as local emergencies management office and non-emergency
numbers for the local police department, local fire department,
local fire department and ambulance.
 Identify members of the community who have special skills
Members with (medical, technical) or equipment that they would be willing to
special skills or share in the event of an emergency. Consider CPR and first
equipment aid training.
.  . Community members should design a plan to treat with their
Caring for pets pets in an emergency.
 Community members should have working fire extinguishers
and know how to shut off their utilities such as gas, electricity,
Property and water in the event of an emergency. House address
protection numbers should be large and well-lighted so emergency
personnel can find homes easily. Consider having a
representative from a local utility company or fire department

to speak to your community disaster committee about
property protection
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 Develop a neighborhood evacuation plan. Contact the local
emergency management office and find out ahead of time
Evacuation what evacuation routes have been designated for your area.
procedure Distribute maps to community members. Become familiar with
major and alternate routes to leave your area before a
disaster.
 Provide the location of all country shelters to community
members. Include their pet policies, if possible. Also identify
Local shelters community members who would be willing to provide shelter
to others in an emergency
 . Find out what your local school district and day care centres
School plan do in the event of an emergency. Make sure children
emergency know where to meet parents in the event schools are
plan evacuated or an early release occurs.
 . Encourage community members to develop family
preparedness plans that cover emergency contact
Family information for family members , predetermined meeting
emergency places, home evacuation procedures, emergency pet care,
plans safe storage of food and water, and assembling disaster
supplies (survival kit ) package.
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Consider the needs of all family members and add supplies to your kit.
Suggested items to help meet additional needs
Retrieved from:
https://i.pinimg.com/564x/30/2a/b8/302ab8954c8f7dbbaaa9a6a486ac966a.jpg
QUESTION TO PONDER:
Instruction/s: Based on the lesson you have learned, briefly
discuss your viewpoint regarding the question presented below.
“What is/are the importance of knowing the basic principles in

disaster risk reduction and management to you as a student-
trainee of NSTP?”
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Lesson 2: Geographic Profile of the Philippines
The Philippines is an island nation
located in the western Pacific Ocean in
Southeast Asia between the Philippine Sea and
the South China Sea. The country is an
archipelago made up of 7,107 islands and is
near the countries of Vietnam, Malaysia and
Indonesia. As of 2018, the Philippines had a
population of 108 million people and was the 13
most populous country in the world. The
topography of the islands is the most
mountainous with narrow to large coastal
lowlands, depending on the islands
(thoughtco.com/geography).
Region V, Bicol Region. Among the

dominant topographic features are coastal
embayment and volcanic cones, which dot its
whole landscape. These provide the region with
a uniquely varied relief consisting of steep slops Retrieved from:
http://philippinegeographic.blogspot.com/2013
and rolling hills in the midst of plains and valleys /08/regions-of-philippines.html
from Camarines Sur to the southwestern part of
Albay. The region has many rivers, lakes bays, bays, mountains, volcanoes, waterfalls, caves
and springs (google.com/amp/maps).
Bicol Region lies at 11º30¹-14 º20¹ the N and 122 º30¹ E or generally at the midsection
of the country. Occupying the southern stretch of Luzon, the Bicol peninsula is surrounded by
natural barriers. Seas can be the highways for contact with other people. The area is bounded
on the north by Lamon Bay and Pacific Ocean on the East, the Sibuyan Sea and Ragay Gulf
on the west. It has land access to the rest of Luzon through its neighbor on the north, the
Quezon Province (thoughtco.com.geograph.
The Philippines, by virtue of its geographic circumstances, is, highly prone to natural
disasters, such as earthquakes, volcanic eruptions, tropical cyclones and floods, making it tie
of the most disaster prone countries in the world. The disaster risk profile report of the
Philippines seeks to document the impact of disasters on the social and economic
development of the Philippines; assess the country's current capacity to reduce and manage
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disaster risk; and identify options for more effective management of that risk. The Philippine
institutional arrangements and disaster management systems tend to rely on a response, or
reactive approach, in contrast to a more effective proactive approach, in which disasters are
avoided, by appropriate land-use planning, construction and other pre-event measures which
avoid the creation of disaster-prone conditions. To evolve to a more proactive role, it is
important that a national framework for comprehensive disaster risk management be prepared
and implemented. The framework should incorporate the essential steps of integrated risk
management, which include risk identification, risk reduction, and risk sharing/financing. The
study identified some specific areas under these key themes that would need to be addressed
to improve the current system, discussed through the study. The study also found that
currently, the Government and individual households bear the majority of costs caused by
natural disasters. More effective options for financing disaster risk, and relieving the burden of
disasters from the public sector should be explored, including the idea of a catastrophe
insurance pool, and/or contingent credit facilities. Also found was that, despite the high hazard
risk in the Philippines, the insurance coverage for residential dwellings' catastrophes is almost
non-existent. It is stipulated the Bank should examine the ongoing portfolio to identify how its
projects can support the goal of disaster risk reduction. In addition, the Bank should consider
more direct support to the development of an integrated disaster management risk approach,
through the provision of technical assistance and lending.
Philippine Situationer
Over the past two decades, the Philippines endured a total of 274 natural calamities,
making it the fourth most disaster-prone country in the world. This is based on "The Human
Cost of Weather Related Disasters," a study conducted by the Geneva-based United Nations
Office for Disaster Risk Reduction (UNISDR) and the Belgian-based Centre on the
Epidemiology of Disasters (CRED).
It covered the period between 1993 and 2015. According to the report, the other
countries hit by the highest number of disasters were United States (472), China (441), India
(288), and Indonesia (163). The report also revealed that the Philippines was among the top
ten countries with the most number of people affected by disasters, at 130 billion.
QUESTION TO PONDER:
Instruction/s: Based from the lesson you have learned, briefly
discuss your viewpoint regarding the question presented below.
“What is the significance of familiarizing with the geographic

profile of our own country?”
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Lesson 3: Disaster Risk Profile of the Philippines (focus on
specific region/area where the school is located)
The Philippines is vulnerable to almost all types of natural hazards because of its
geographical location.
1. Located within the Circum-Pacific belt of fires and along typhoon path, the Philippines
becomes exposed to natural perils like earthquakes, volcanic eruptions, typhoons and
their resultant effects like tsunami, landslides, floods and flashfloods.
2. As an archipelago with 7,641 islands, the threat of tsunami affecting the country's
coastal areas is not far-fetched.
3. The Moro Gulf Earthquake with 7.6 intensity triggered a tsunami, which affected
Southern Philippines and resulted to the death of around 3,800 persons and
destruction of properties.
4. Yearly, the country experiences an average of 20 typhoons, half of these are

destructive; is a host to 220 volcanoes, 22 of which are active, as well as active faults
and trenches that are potential sources of earthquakes.
5. The country has also its episodes of human-made disasters such as urban fires, air,
land and sea mishaps, and complex emergency-, mostly in Southern Philippines
because of the secessionist movement, coupled with its vulnerability to floods and
other natural hazards.
The Philippines is one of the most natural hazard-prone countries in the world. The
social and economic cost of natural disasters in the country is increasing due to population
growth, change in land-use patterns, migration, unplanned urbanization, environmental
degradation, and global climate change. Reducing the risk of disasters will be the key to
achieving the development goals of the Philippines.
The Philippine Risk Profile and Disaster Management Trends Comprehensive Disaster
Risk Management Framework Module 2: Philippines Application Session: Module 2:
Philippines Application Session 1
1. The Philippine Archipelago occupies the western ring of the Pacific Ocean (Western
Segment of the Pacific Ring of Fire), a most active part of the earth that is characterized
by an ocean-encircling belt of active volcanoes and earthquake generators (faults).
LMC 3 in NSTP 1| 13
NSTP 1 – [1st Sem/2021-2022]

2. Geologic Hazards. July 16, 1990 (Intensity 8 Earthquake) 1,666 persons dead, 3,500
persons injured P11B cost of damaged property, P1.2B cost of damage in agriculture,
June 1991 (Mt. Pinatubo Eruption). The biggest volcanic eruption of the century; 800
persons dead P10.6B cost of damages, 3 Comprehensive Disaster Risk Management
Framework Module 2: Philippines Application
3. Hydro-Meteorological Hazards. The Philippines experiences an average of 20 Tropical

Cyclone a year, 5 of which can be destructive. The December 2004 landslides in the
Provinces of Quezon & Aurora were a result of the continuous rainfall in the area 4
Comprehensive Disaster Risk Management Framework Module 2: Philippines
Application
4. Weather System Affecting the Philippines. Tropical Cyclones, Seasonal Monsoons

Southwest - June to September Northeast - November to March, Cold Front,
Intertropical Convergence Zone, Easterly Trade, Thunderstorms 5 Comprehensive
Disaster Risk Management Framework Module 2: Philippines Application
5. Category of Tropical Cyclones Category Strengths Tropical Depression 35 - 65 kph

Tropical Cyclones 66 - 119 kph Typhoon 120 kph or more 6 Comprehensive Disaster
Risk Management Framework Module 2: Philippines Application
6. Losses Due to Disasters in the 20th Century Hazard Event Number of Persons Killed
Damage ($USD M) Typhoon, Earthquake, Volcanic, Flood; 28,812 9,572 6,331 2,545
5,653 517 228 431 7 Source: CRED 1998 Comprehensive Disaster Risk Management
Framework Module 2: Philippines Application
7. Disaster Management Trends. Up to the 1970's, 1980's, 1990's-2000, 2000 - present

8 Disaster Response Disaster Preparedness & Response Natural Disaster Reduction
Disaster Preparedness & Response Disasters & Development Natural Disaster Risk
Reduction Comprehensive Disaster Risk Management Framework Module 2:
Philippines Application
8. The need for a paradigm shift of our disaster management approaches and strategies
from reactive to proactive DISASTER NATURE ENVIRONMENT Human Actions
Increase Decrease Vulnerability > Naturai Hazards MAN
Hazards in the Philippines

The Philippines is prone to various natural hazards because of its geographic

and geologic setting.
LMC 3 in NSTP 1| 14
NSTP 1 – [1st Sem/2021-2022]

Hazard Classification
1. Natural Hazards are natural processes or phenomena occurring in the biosphere that
may constitute a damaging event it can be classified by origin: geographical, hydro-
meteorological, and biological.
a. Geographical Hazards. Natural earth processes or phenomena in the biosphere,

which include geological, neo-tectonic, geophysical, geomorphological,
geotechnical and hydro-geological nature. Examples: earthquakes, tsunamis;
volcanic activity and emissions; Mass movements i.e. landslides, rockslides, rock
fall, liquefaction, submarine slides; subsidence, surface collapse, geological fault
activity.
https://www. https://www.sli
earthmagazi deshare.net/m
ne.org/article aditabalnco/jap
/assessing- an-tsunami-
how-well- powerful-
earthquake- photos-of-the-
hazard- earthquake-
maps-work- and-nuclear-
insights- disaster-that-
weather- hit-six-years-
and- ago
baseball/
Earthquake
Landslide http://www
https://thecon s .weatherw
versation.com izkids.com
/why-cant-we- /?page_id
predict-when- =1326
a-volcano-
will-erupt-
53898
Volcanic Activity
LMC 3 in NSTP 1| 15
NSTP 1 – [1st Sem/2021-2022]

Retrieved from: Retrieved from: a. Hydro-Meteorological.
https://www.dailysabah.com/world/asia-pacific/worst- https://www.philstar.com/headlines/2019/03/06/
floods-in-45-years-hit-northern-philippines-as-typhoon- 1899107/drought-due-el-nio-hit-more-provinces
deaths-rise Hazards. Natural processes
DROUGHT or phenomena of
atmospheric, hydrological or
oceanographic nature.
Examples: floods, debris
and mud flows; tropical
cyclone, storm surge,
FLOODS
thunder/ hailstorms, rain
and wind storms, blizzard's
and other severe storms;
drought, desertification, wild
land fires, heat waves, sand
or dust storms; permafrost,
snow avalanches.
BLIZZARD’S
WILD LAND FIRE
Retrieved from:
b. Biological
Retrieved from:
https://www.nationalgeographic.org/encyclopedia/bliz https://www.fs.usda.gov/working-with-
zard/ us/jobs/fire Hazards. Processes of
organic or those conveyed by biological vectors, including exposure to pathogenic
micro-organism, toxins and bioactive substances. Examples: outbreak of
epidemics diseases, plant or animal contagion and extensive infestations.
Plant or animal contagion Extensive infestations

Retrieved from: Retrieved from:
https://www.nature.com/articles/s41598-020-80545-1 https://takecaretermite.com/residential/termite-control-
services/
LMC 3 in NSTP 1| 16
NSTP 1 – [1st Sem/2021-2022]

2. Technological Hazards (Anthropogenic Hazards). Danger originating from
technological or industrial accidents, dangerous procedures, infrastructure failures or
certain' human activities, which may cause the loss of life or injury, property damage,
social and economic disruption or environmental degradation.
Examples:
a. Industrial pollution, nuclear activities and radioactivity
b. Toxic wastes, dam failures, transport, industrial or technological accidents

(explosions, fires, spills).

https://development.asia/summary/helping-countries- https://www.wpr.org/wisconsin-has-seen-14-dams-fail-last-
manage-growing-industrial-pollution-problems decade-8-failed-last-year-due-flooding
Industrial Pollution Dam Failure
Technological Accidents
Toxic Waste

https://www.ifrc.org/ar/what-we-do/disaster-management/about- https://www.nationalgeographic.com/environment/article/toxic
disasters/definition-of-hazard/transport-accidents/ -waste
LMC 3 in NSTP 1| 17
NSTP 1 – [1st Sem/2021-2022]

3. Environmental Degradation processes induced by human behavior and activities
(sometimes combined with natural hazards) that damage the natural resource base or
adversely alter natural processes or ecosystems.
Examples:
a. land degradation, deforestation, desertification, wild land fires, loss of

biodiversity
b. land, water and air pollution, climate change, sea level rise, ozone depletion.

https://ghhllc.com/blog/civil-engineering-bid-297005- https://www.rappler.com/environment/hectares-land-
how-can-you-reduce-land-degradation-in-connecticut philippines-forested
Land Degradation Deforestation
Land Degradation Deforestation
Sea Level Rise Ozone Layer Depletion

https://www.scmp.com/news/asia/southeast- https://byjus.com/biology/ozone-layer-depletion/
asia/article/3025078/sinking-feeling-philippine-coastal-towns-
face-disaster
QUESTION TO PONDER:
Instruction/s: Based from the lesson you have learned, briefly discuss
your viewpoint regarding the question presented below.
“What should be the action plan of the Philippine government and its
people in order to minimize the effects when catastrophic events

happen?”
LMC 3 in NSTP 1| 18
NSTP 1 – [1st Sem/2021-2022]

Lesson 4: Four Thematic Areas of the Philippines Disaster
Management System
FOUR THEMATIC AREAS OF THE PHILIPPINE DISASTER MANAGEMENT SYSTE
The National Disaster Risk Reduction and Management Plan (NDRRMP) fulfills the
requirement of RA No. 10121 of 2010, which provides the legal basis for policies, plans and
programs to deal with disasters. The NDRRMP covers four thematic areas, namely, (1)
Disaster Prevention and Mitigation; (2) Disaster Preparedness; (3) Disaster Response;
and (4) Disaster Rehabilitation and Recovery, which correspond to the structure of the
National Disaster Risk Reduction and Management Council (NDRRMC). By law, the Office of
Civil Defense formulates and implements the NDRRMP and ensures that the physical
framework, social, economic and environmental plans of communities, cities, municipalities
and provinces are consistent with such plan.
The NDRRMP is consistent with the National Disaster Risk Reduction and
Management Framework (NDRRMF), which serves as “the principal guide to disaster risk
reduction and management (DRRM) efforts to the country….” The Framework envisions a
country of “safer, adaptive and disaster resilient Filipino communities toward sustainable
development.” It conveys a paradigm shift from reactive to proactive DRRM wherein men and
women have
increased their Safer, adaptive and
disaster resilient Filipino
awareness and communities towards
sustainable
understanding of development.
DRRM, with the end
in view of increasing
people’s resilience DISASTER
DISASTER
DISASTER REHABILITATI
PREPAREDNES DISASTER
and decreasing their RESPONSE ON AND
S PREVENTION
AND RECOVERY
vulnerabilities. Provide life
Establish and MITIGATION preservation Restore and
strengthen and meet the
National Avoid hazards impose facilities
capacities of basic
and mitigate and living
communities to subsistence
Disaster Risk their potential conditions and
anticipate, cope needs of
impacts by capacities of
Reduction and and recover from affected affected
the negative reducing
population communities
Management Plan impacts of vulnerabilities
based on and reduce risks
emergency and exposure
2011-2028. The acceptable in accordance
and enhancing
occurrences and standards

capacities of with the “building
NDRRMP sets down disasters. during or
communities. back better”
immediately principle.
the expected after a disaster.
LMC 3 in NSTP 1| 19
NSTP 1 – [1st Sem/2021-2022]

outcomes, outputs, key activities, indicators, lead agencies, implementing partners and
timelines under each of the four distinct yet mutually reinforcing thematic areas. The goals of
each thematic area lead to the attainment of the country’s overall DRRM vision.
1.
QUESTION TO PONDER:
2.
Instruction/s: Based from the lesson you have learned, briefly discuss
your viewpoint regarding the question presented below.
“Which Republic Act serves as the legal basis for policies, plans and
programs in dealing with disasters? And how will it help the nation’s
capability in addressing our preparedness and resiliency towards
possible disaster risks?”
Lesson 5: The Role of the Youth in the Environmental

Protection and Management
Basic First Aid/ Basic Life Support Search and Rescue (Water, Earthquake, Landslide
and Fire)
Basic Life Support, or BLS, generally refers to the type of care that first-responders,
healthcare providers and public safety professionals provide to anyone who is
experiencing cardiac arrest, respiratory distress or an obstructed airway. It requires
knowledge and skills in cardiopulmonary resuscitation (CPR), using automated external
defibrillators (AED) and relieving airway obstructions in patients of every age.
 In addition to the physical skills necessary for providing BLS care to those in need,
those working in basic life support also need to have critical-thinking and problem-
solving skills, and be able to work as part of a team to deliver the best care possible
and improve patient outcomes.
 To learn more about the specific classes that are part of our BLS program, visit the
BLS/CPR page. Or, for a deeper dive into what BLS is, you can purchase and review
our Basic Life Support Participant's Manual from the Red Cross Store.
 American Red Cross Basic Life Support classes are developed under the guidance of,
and reviewed by, the American Red Cross Scientific Advisory Council. Content in this
program is consistent with:
 The International Liaison Committee on Resuscitation (ILCOR) 2015–2018

International Consensus on Cardiopulmonary Resuscitation and Emergency
Cardiovascular Care Science with Treatment Recommendations.
LMC 3 in NSTP 1| 20
NSTP 1 – [1st Sem/2021-2022]

 The 2015–2018 American Heart Association Guidelines Update for Cardiopulmonary
Resuscitation and Emergency Cardiovascular Care.
 Created with the latest information available, our BLS classes allow you to learn life-
saving techniques and can help prepare you for a career in the medical field, as a
police officer or firefighter or another career where caring for others is part of the job.
 With the American Red Cross, you can take a variety of in-person and online BLS
courses – and get the best of both worlds. When you choose our innovative blended
learning program, you'll not only receive online lecture material, but you'll also
participate in interactive scenarios that allow you to improve your clinical decision-
making skills. Once the course is complete, you'll participate in in-person skills
sessions. This way, you can learn at your own pace and hone your skills with an
instructor in a group setting.
Of course, as professionals, we know how important it is to not only get the training
you need, but to do so as efficiently as possible, which is why our BLS blended learning
courses also include adaptive learning functionality, which allows you to receive
personalized, focused courses. By completing an optional pre-assessment for each
lesson, you'll not only receive an independent learning path, but depending on the results
of the pre-assessment, you'll also have the opportunity to test out of a lesson, or test out
of specific topics within a lesson – which can reduce the overall amount of time spent in
class.
QUESTION TO PONDER:
 Instruction/s: Based from the lesson you have learned, briefly discuss
 your viewpoint regarding the question presented below.

“As an NSTP student-trainee, how will you contribute in addressing the

challenge in dealing with disastrous events in your community?”
LMC 3 in NSTP 1| 21
NSTP 1 – [1st Sem/2021-2022]

Abstract
Name :________________________ Date Accomplished :_______________
Student ID Number :________________________ LMC Number :_______________
GEOGRAPHIC HAZARDS AND DISASTER RISK PROFILE OF MY BARANGAY

Identify and make a list of hazard in your barangay.
Barangay Address :
LMC 3 in NSTP 1| 22
NSTP 1 – [1st Sem/2021-2022]

Apply
Name :________________________ Date Accomplished :_______________
Student ID Number :________________________ LMC Number :_______________
Directions: Conduct a short interview to an authorized person from your barangay or municipality. Ask
them their duties and responsibilities. (You can follow-up questions in issues that interest you the most.)
Gather disaster contingency plans from their unit. Take a photo and paste the samples in this activity
sheet. Synthesize the insights you gained from the interview and the collection of disaster contingency
plans.
Name of the Authorized Person in the Barangay or Municipality (Punong Barangay/ Municipal
Disaster Risk Reduction Management Officer )
Sample of Disaster-Contingency Plans
Synthesis of Insights Gained from the Interview and Disaster-Contingency Plan

LMC 3 in NSTP 1| 23
NSTP 1 – [1st Sem/2021-2022]

Reflective Journal 3
As promised, this course also tests your reflective thinking and metacognition. Kindly
pause and write your reflection on the question below.
Student’s Name :__________________________ Journal Entry :_____________

No
Program/Yr/Block :__________________________ ID No. :_____________
“As a student-trainee of NSTP, what do you think is the role of the youth
in building sustainable and resilient communities against disaster?
In what ways can you portray that role?”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
“We do not learn from experience… we learn from reflecting on experience.”

~John Dewey
LMC 3 in NSTP 1| 24
NSTP 1 – [1st Sem/2021-2022]

References
Labuguen, F.C. (2019). Towards a responsive community action. (A modular

worktext in NSTP for trainers and students). Mutya Publishing
Villasoto, H.S. (2013). Human person gearing towards social development., C & E
Publishing
http://hrlibrary.umn.edu/edumat/hreduseries/hereandnow/Part-5/8_udhr-abbr.html
LMC 3 in NSTP 1| 25

1 - Final LMC 3 - AY 2021 2022

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Exclusively for the use of CatSU-NSTP

NSTP 1 – [1st Sem/2021-2022]

Exclusively for the use of CatSU-NSTP

This learning material compilation is used in compliance with the flexible

Catanduanes State University

For educational purposes only

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LMC 3 in NSTP 1| iii

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by Carmelo John E, Vidal, DA.

Make me an agent of change, Oh Lord,

And as | fulfill my mission of transforming the youth,

Almighty Father, grant me with the courage

Exclusively for the use of CatSU-NSTP

by Carmelo John E, Vidal, DA.

Make me an agent of change

Cleanse my heart pure and chaste,

For educational purposes only

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For educational purposes only

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citizen values as potent force in nation building

LMC 3 in NSTP 1| vii

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Organization of the LMC

 Desired Learning Outcomes: This is the statement of learning

 Introduction: It begins with an explanation of what you will be learning

LMC 3 in NSTP 1| viii

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 Analyze: This part contains the various exemplars/texts/materials that

 Abstract: In every lesson contain one or more assignments. It will also

 Apply: In every lesson, it may include one or more learning activities

 Question to Ponder: This part is found in every after lesson. Instead

 References: The resources referred to in the course are listed in this

Communication and Collaboration Platforms

General Guidelines on the Submission of Activities

Saturday 8:00-11:00/1:00-4:00 Wednesday 8:00-11:00/1:00-4:00

Desired Learning Outcomes

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6.0 hours (2 meetings)

1. What is a disaster contingency plan?

2. Who needs to follow such plan

3. How will the communities be involved?

Exclusively for the use of CatSU-NSTP

A disaster is a sudden calamitous event that seriously disrupts the functioning of a

The World Health Organization (WHO) defines disaster as an occurrence disrupting

Disaster is an event, man-made or natural, sudden or progressive, causing

In contemporary academia, disasters are seen as the consequence of inappropriately

Disaster Risk or Risk can be mathematically described as the product of the

Disasters are broadly divided into two types:(Co, et.al.)

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 Examples are: floods, hurricanes, tornadoes, volcanic eruptions, earthquakes,

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For educational purposes only

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Factors that Affects Vulnerability of a Country

Economic factors Social factors

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2. Mitigation. The lessening or limitation of the adverse impacts of

Name :__________ Date Accomplished :_

Student ID Number :__________ LMC Number :_

Name :__________ Date Accomplished :_

Student ID Number :__________ LMC Number :_

Student’s Name :______________ Journal Entry :_