NOTES IN DRRR (FIRST PERIODICAL)

I. Vulnerability and Risk

What is Vulnerability?

As defined by United Nations (UN) International Strategy for Disaster Reduction (ISDR):

Vulnerability describes the characteristics and circumstances of a community, system or asset that make it susceptible
to the damaging effects of a hazard. There are many aspects of vulnerability, arising from various physical, social,
economic, and environmental factors. Examples may include:

There are four (4) main types of vulnerability:

1. Physical Vulnerability may be determined by aspects such as population density levels, remoteness of a
settlement, the site, design and materials used for critical infrastructure and for housing (UNISDR).

2. Social Vulnerability refers to the inability of people, organizations and societies to withstand adverse impacts
to hazards due to characteristics inherent in social interactions, institutions and systems of cultural values. It is linked to
the level of well- being of individuals, communities and society. It includes aspects related to levels of literacy and
education, the existence of peace and security, access to basic human rights, systems of good governance, social equity,
positive traditional values, customs and ideological beliefs and overall collective organizational systems (UNISDR).

3. Economic Vulnerability. The level of vulnerability is highly dependent upon the economic status of individuals,
communities and nations. The poor are usually more vulnerable to disasters because they lack the resources to build
sturdy structures and put other engineering measures in place to protect themselves from being negatively impacted by
disasters.

4. Environmental Vulnerability. Natural resource depletion and resource degradation are key aspects of
environmental vulnerability.

What is Risk?

Risk (or more specifically, disaster risk) is the potential disaster losses (in terms of lives, health status,
livelihoods, assets and services) which could occur to a particular community or a society over some specified future
time period. (Reference UNISDR Terminology). It considers the probability of harmful consequences, or expected losses

There are different ways of dealing with risk, such as:

- Risk Acceptance: an informed decision to accept the possible consequences and likelihood of a
particular risk.
- Risk Avoidance: an informed decision to avoid involvement in activities leading to risk realization.
- Risk Reduction refers to the application of appropriate techniques to reduce the likelihood of risk
occurrence and its consequences.
- Risk Transfer involves shifting of the burden of risk to another party. One of the most common forms of
risk transfer is Insurance.
EARTHQUAKE

An earthquake is a shaking of the ground caused by sudden slippage of rock masses below or at the surface of the earth.
An earthquake may be classified as either tectonic or volcanic. In certain cases, earthquakes can result from man-made
activities such as detonation of explosives, deep mining activities, etc.

Parts of an Earthquake:

FOCUS or HYPOCENTER - the point below the earth’s surface where the first break of rocks occurs. This is the source of
the released potential energy, or the origin of the earthquake

EPICENTER - The point on the earth’s surface directly above the focus. This is where most violent shaking occurs

Magnitude and Intensity of an Earthquake:

 Seismology is a branch of Earth Science that deals with the study of earthquakes
 Seismologists are the scientists or people who study earthquakes and its hazards
 Seismograph, or an instrument that detect and record earthquake seismic waves.
 Seismogram - Seismograph records the ground motion in the seismogram, or the graph output of the
seismograph
A magnitude is the measure of the amount of energy released from the focus or hypocenter, the origin of the
earthquake.
The magnitude of an earthquake is expressed using the Richter scale, which was developed in 1935 by Charles
Richter
In the Philippines, the Philippine Institute of Volcanology and Seismology (PHIVOLCS) is an institution under
Department of Science and Technology (DOST) mandated to predict, monitor, and generate sufficient data for
forecasting on volcanic eruptions and earthquakes.
A very severe earthquake is usually associated with shocks called foreshocks and aftershocks.

Foreshocks are a series of tremors that occur before the main earthquake. Aftershocks are weaker earthquakes that
follow the main shocks and can cause further damage to weakened buildings. Be aware that some earthquakes are
actually foreshocks, and a stronger earthquake might occur.

EARTHQUAKE HAZARDS:

1. Ground Shaking or Ground Motion - The earth shakes with the passage of earthquake (seismic waves), which
radiate energy that had been “stored” in stressed rocks, and wave released when a fault broke, and the rocks
slipped to relieve the pent-up stress.
- The strength of ground shaking is measured in the velocity of ground motion, the acceleration of ground
motion, the frequency content of the shaking, and how long the shaking continues (duration)
2. Ground or Surface Rupture (break) - Surface rupture is an offset of the ground rupture when fault rupture
extends to the Earth’s surface.
- Any structure built across the fault is at risk of being torn apart as the two sides of the fault slip past each
other.
3. Liquefaction – is a phenomenon in which the strength and stiffness of a soil is reduced by earthquake shaking or
other rapid loading. It normally occurs in saturated soils, that is, soils in which the space between individual
particles is completely filled with water.
 4. Earthquake-induced Ground Subsidence and Lateral Spreading

SUBSIDENCE - or lowering of the ground surface, often occurs during earthquake. This may be due to
downward vertical displacement on one side of the fault. It also occurs as ground shaking causes loose
sediments to settle and to lose their load bearing strength.

LATERAL SPREADING - is the finite, lateral movement of gently to steeply sloping, saturated soil deposits
caused by earthquake-induced liquefaction.

5. TSUNAMI – a.k.a Seismic sea wave

- is a series of waves in a water body caused by displacement of a large volume of water generally in an
ocean or large lake. They are giant sea waves generated by earthquakes and volcanic eruptions under the
seabed.

TSUNAMI is generated by the following phenomena:

- Earthquake
- Volcanic eruption
- Underwater explosions (detonations of underwater nuclear devices)
- Meteorite impacts
- Glacier Calving

6. Earthquake-induced landslides
- Landslides are frequently triggered by strong ground motions. It includes a wide range of ground movement,
such as rock falls, deep failure of slopes, and shallow debris flows.
NOTE: GRAVITY is the primary reason for all landslides
 Strong earthquake-induced ground shaking greatly increases the likelihood of landslide

A. PREPAREDNESS AND MITIGATION (What to do before):

• Recommend to appropriate authorities the evaluation of structural soundness of school Buildings
• Request appropriate authorities to determine whether the school site is along an active fault and/or in liquefaction or
landslide prone areas
• Make sure that school building design complies with the National Building Code Standard.
• On existing school buildings with one door, request proper authorities to provide two exit doors for every classroom,
both with swing-out direction.
• Check for the presence of other potential sources of hazard due to secondary effect of earthquakes like steep hill
slopes, hanging heavy objects, dams, storage tanks, falling debris, and fire.
• Strap heavy furniture/cabinets inside them classrooms to the wall to prevent sliding or toppling;
• Store breakable items, harmful chemicals and flammable materials inside the classrooms in the lowermost shelves and
secure firmly.
• Install latches on drawers and cabinets.
• Check classrooms for hanging or unstable objects that may fall on the pupils/students during the earthquake.
• Familiarize pupils/students as well as school personnel with the easiest exit or evacuation route to take.

B. RESPONSE (What to do during):

• Direct pupils/students to stay inside a structurally sound building.
• Advise pupils/students to protect their body from falling debris by bracing themselves in a doorway or by getting
under a sturdy desk or table.
• When inside a vehicle, pull to the side of the road and stop. Do not attempt to cross bridges or overpasses which may
have been damaged.
• Direct pupils/students to move to an open area when they are outside a building or any structure.
• Stay away from power lines, posts, walls, and other structures that may fall or collapse. Stay away from buildings with
large glass panes.
• Move away from steep escarpments which may be affected by landslides particularly if they are on a mountain or near
steep hill slopes.

C. REHABILITATION (What to do after):

• Advise pupils/students to take the fastest and safest way out if caught in an old or weak classroom building. They
should be advised to :
• Get out calmly and in an orderly manner. Not to rush or push one another.
• Not to use elevators, but instead use the stairs;
• Check themselves for cuts and for injuries and approach the nearest teacher for assistance.
• Check the surroundings of the schools
• Call the authority to clean up chemical spills, toxic and flammable materials since this is hazardous to untrained
people.
• Check for fire and if any, have it controlled.
• Check the water and electrical lines for defects. If any damage is suspected, turn the system off in the main valve or
switch.
• Do not enter partially damaged school buildings, as strong aftershocks may cause these to collapse.
• Gather information and disaster prevention instructions from battery-operated radios.
• Do not use the telephone to call relatives and friends. Disaster prevention authorities may need the lines for
emergency calls and communications.
• Do not drive into damaged areas. Rescue and relief operations need the roads for mobility.
• If there is a need to evacuate, apply the buddy-buddy system and follow orders from the Principal/School Head.

Take with you your Earthquake Survival Kit, which contains all the necessary items for your protection and comfort.
EL NIÑO BASICS

El Niño is a set of phenomena caused by periodic changes in the ocean atmosphere system in the tropical Pacific
Ocean. During El Niño, the trade winds, which usually blow warm surface waters to the west, die down or even reverse.
When the wind stops blowing the warm water to the west, the warm water pools in the east, triggering a number of
effects in the atmosphere and ocean.

The eastward movement of warm moist air, which follows the warm water, can bring above-average rainfall to places
like Peru, as well as changes in atmospheric circulation. The warm water causes the air immediately above it to become
warmer than the surrounding air masses.

THE FIRE TRIANGLE

Fire occurs whenever combustible fuel in the presence of oxygen at an extremely high temperature becomes gas.
Flames are the visual indicator of the heated gas. Fire can also occur from lower-temperature sources. Over time,
combustible materials such as smouldering residues can reach their ignition temperature.

1. Heat -A heat source is responsible for the initial ignition of fire, and is also needed to maintain the fire and enable it
to spread.

2. Fuel - Fuel is any kind of combustible material. It’s characterized by its moisture content, size, shape, quantity and the
arrangement in which it is spread over the landscape.

3. Oxygen - Air contains about 21 percent oxygen, and most fires require at least 16 percent oxygen content to burn.
Oxygen supports the chemical processes that occur during fire.

“There is no such thing as a 'natural' disaster, only natural hazards.” - UNISDR

Note: Disaster risk reduction is the concept and practice of reducing disaster risks through systematic efforts to analyse
and reduce the causal factors of disasters.

Examples of disaster risk reduction:

1) Reducing exposure to hazards 2) Lessening vulnerability of people and property 3) Wise management of land and the
environment, and 4) Improving preparedness and early warning for adverse events

Key Concept: Disaster risk reduction is about choices.

Disaster Risk Reduction involves every part of society, every part of government, and every part of the professional and
private sector.

Disaster risk reduction includes disciplines like:

I. Disaster Management -creation of plans through which communities reduce vulnerability to hazards and cope
with disasters.
II. Disaster Mitigation- Structural and non-structural measures undertaken to limit the adverse impact of natural
hazards; proactive steps or effort to reduce loss of life and property by lessening the impact of disasters
III. Disaster Preparedness - state of readiness; set of actions that are taken as precautionary measures in the face
of potential disasters DRR is also part of sustainable development.

Key Concept: Disaster risk reduction is everyone's business.

The Sendai Framework for Disaster Risk Reduction 2015-2030 (Sendai Framework) is the first major agreement of the
post-2015 development agenda, with seven targets and four priorities for action. The Sendai Framework is the
successor instrument to the Hyogo Framework for Action (HFA) 2005-2015: Building the Resilience of Nations and
Communities to Disasters.

The Seven Global Targets:

(a) Substantially reduce global disaster mortality by 2030, aiming to lower average per 100,000 global mortality rate in
the decade 2020-2030 compared to the period 2005-2015.

(b) Substantially reduce the number of affected people globally by 2030, aiming to lower average global figure per
100,000 in the decade 2020 -2030 compared to the period 2005-2015.

(c) Reduce direct disaster economic loss in relation to global gross domestic product (GDP) by 2030.

(d) Substantially reduce disaster damage to critical infrastructure and disruption of basic services, among them health
and educational facilities, including through developing their resilience by 2030.

(e) Substantially increase the number of countries with national and local disaster risk reduction strategies by 2020.

(f) Substantially enhance international cooperation to developing countries through adequate and sustainable support
to complement their national actions for implementation of this Framework by 2030.

(g) Substantially increase the availability of and access to multi-hazard early warning systems and disaster risk
information and assessments to the people by 2030.

The Four Priorities for Action

Priority 1. Understanding disaster risk

Disaster risk management should be based on an understanding of disaster risk in all its dimensions of vulnerability,
capacity, exposure of persons and assets, hazard characteristics and the environment. Such knowledge can be used for
risk assessment, prevention, mitigation, preparedness and response.

Priority 2. Strengthening disaster risk governance to manage disaster risk

Disaster risk governance at the national, regional and global levels is very important for prevention, mitigation,
preparedness, response, recovery, and rehabilitation. It fosters collaboration and partnership.

Priority 3. Investing in disaster risk reduction for resilience

Public and private investment in disaster risk prevention and reduction through structural and non-structural measures
are essential to enhance the economic, social, health and cultural resilience of persons, communities, countries and
their assets, as well as the environment.

Priority 4. Enhancing disaster preparedness for effective response and to “Build Back Better” in recovery,
rehabilitation and reconstruction
Disaster Risk factors are variables that either aggravate or mitigate the effects of hazards, affecting the degree or
scope of a disaster.

(1) Physical factors would pertain to tangible objects or infrastructure, like the availability of fire exits, or the sturdiness
of the building, or the presence or absence of objects that can harm you or help you, etc.

(2) Psychological factors include state of mental capacity and health (e.g. are we dealing with babies? Kids? Adults?
People with special needs), perception of self (e.g. self-assessment of capability to respond to disasters, fear), etc.

(3) Socio-cultural factors include religion, social status, traditions, perception by society, etc.

(4) Economic factors include assets and liabilities, income, economic class, etc.

(5) Political factors include government structure, diplomatic issues, etc.

(6) Biological factors include flora and fauna in environment, health, diseases, etc.