NSTP

Vision: San Pedro College, a Dominican learning community, living and spreading the love of the
compassionate Jesus, Healer and Teacher, upholds its core values serving the poor and disadvantaged,
the Filipinos and the world

Mission: To provide a nurturing environment beneficial in the total formation of persons

CORE VALUES

 Truth and Wisdom

 Quality and Excellence

 Respect the uniqueness of persons

 Family spirit and sense of caring

 Social responsibility

National Service Training Program

An Orientation

National Service Training Program (Republic Act 9163)

The NSTP Law as embodied in RA 9163 is a program aimed at enhancing civic consciousness and defense
preparedness in the youth by developing the ethics of service and patriotism while undergoing training
in any of its three program components specifically designed to enhance the Youth’s active contribution
to the general welfare.

Program Components of NSTP

1. Reserve Officer 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

2. Literacy Training Service (LTS), is designed to train the students to teach literacy and numeracy
skills to school children, out-of-school youth and other segments of society is need of their
services.

3. Civic Welfare Training Service (CWTS), refers to the activities contributory to the general
welfare and the betterment of life for the members of the community or the enhancement of its
facilities to improving health, education, environment, entrepreneurship, safety, recreation and
moral of the citizenry and other social welfare services

NSTP-CWTS Goal

To develop in the youth the value of patriotism and national pride, discipline and hard work, integrity
and accountability for nation building, and volunteerism as valuable and effective members of the
National Service Reserve Corps (NSRC)

(Villasoto et al., 2013)

Frequently Asked Questions (FAQs)

Who shall Take NSTP?

All students enrolled in any baccalaureate and in at least two (2) technical-vocational or associate
courses, are required to complete one (1) NSTP component of their choice as a graduation requirement

How will the NSTP be taken up?

Each of the NSTP components shall be undertaken for an academic period of two (2) semesters (NSTP 11
and 12) and credited for three (3) unit per semester with 54 to 90 training hours per semester

As charged from the tuition Php 813.32/ unit X 1.5 unit =Php 1,219.98

What Will become of the NSTP graduates?

Graduates of non-ROTC shall belong to the National Service Reserve Corps (NSRC) while the ROTC
graduates shall form part of the AFP Citizen Armed Force

What lead agencies will monitor the implementation of the NSTP?

For CWTS and LTS

The CHED Regional offices, TESDA Provincial and District offices.

For ROTC

The department of National Defense – Armed Forces of the Philippines (DND – AFP) shall oversee the
components implementation

NSTP REQUIREMENTS

REQUIREMENTS FOR 1st SEMESTER

 Quizzes

 RECITATION

 GROUP OUTPUS (Reports & Presentations)

 INDIVIDUAL REFLECTIONS

 MIDTERM EXAM

 PROJECT PROPOSAL ( as Final Requirement for NSTP 11)

GRADING SYSTEM (MIDTERM)

For Midterm Grading Period:

Class Participation (quizzes, recitation, group outputs and reflections) 50%

Midterm examination 50%

GRADING (FINAL)

For Midterm Grading Period:

Class Participation ( quizzes, recitation, group outputs and reflections) 50%

Project Proposal 50%

Required topics to cover

a. San Pedro College – Community Engagement and Extension Services

b. NSTP law and other related laws

c. Citizenship

d. Disaster Risk Reduction and Management

e. Gender and Development

f. Health, Safety and Security

g. Substance Abuse

h. HIV – AIDS Symposium

i. Project proposal preparation

Community Engagement and Extension Services: The Heart of SPC

Objectives

 Comprehend the values of CEES to higher education

 Understand the various context of SPC’s motto “Love Serves” in relation to community
engagement

 Recognize the volunteer organization and activities in SPC as concrete models of “LOVE SERVES”

Sources of information courtesy of the ff:

 Commission on Higher Education

 Dr. Rex Linao

 Mr. Reynaldo Garote

  APUCEN

 SPC CEES Strategic co

CEES defined

CMO 52, Series of 2016

….systematic transfer of technology, innovation, or information generated by HEIs and its partners to
seek solutions to specific developmental concerns

Having improper implementations of CEES, it will remain

 Dole-out

 Demand-driven

 Accreditation- driven

 Requirement-driven

Community Engagement for Better future

Challenges of the 21st century

Accelerating Pace of Change due to Digital Age

ASEAN integration

Global economic crisis

Global competition due to GLOBALIZATION

4th industrial resolution

Technology Takeover

Uncontrolled use of technology can eliminate human to human interaction

Disconnect

 Compassionate

 Proactive

 Servant Leader

→
←

 Passive

 Reactive

 Apathetic
SPC Vision

San Pedro college, Dominican learning community, living and spreading the love of the compassionate
Jesus, Healer and Teacher, upholds its core values serving the poor and disadvantaged, the Filipinos and
the world

 Living and spreading the love of the compassionate Jesus

 Upholds its core values

 Serving the poor and disadvantaged, the Filipinos and the world

Tripod of learning for Higher Education institution (HEI)

The Community Engagement and Extension Services is an office responding to the call of
compassionate service through sustainable community development programs that will impact
community empowerment thus contributing to the improvement and quality of life especially the poor
and disadvantaged

MISSION
We the administrator and staff of CES commit to:

1. Organize institutionalized community extension programs and services

2. Coordinate with the different departments in planning implementation and evaluation of CEES
programs

3. Enhance the spirit of volunteerism among the SPC community

Core Programs of CEES

 Community Development

 National Service Training Program

 Community School

Organizational Structure

 Community Development- Faculty, Organizations, Members

 National Service Training Program- Faculty, NSRC, Students

 Community School- Faculty, CSSC, Students

Core of CEES Community Development Programs

Health
Environment
Literacy
People empowerment

All sectors of society, whether public or private, should direct their efforts towards creating
opportunities for Filipinos to enjoy a metatag, maginhawa at panatag na buhay

Level Level Lev Level 4 Level

1 2 el 3 5

Com Consu Plan Implem Empo

muni ltatio ning entatio wered
ty n Tog n Comm
Profil eth unity/
ing er Transf
orme
d
indivi
dual

------------------------------------------------

Less Empowering More Empowering

Less active community participant More Community participant

Less Community Capacity/Often more participant More Community Capacity/Often fewer

participants
Coverage

Section 6. The CMO shall cover all the conduct of off-campus activities of HEIs within the Philippines
which were approved by the concerned HEI authorities. The Activities shall include but not be limited to
the following

6.1 Curricular

a) Educational Tours/Field trips

 Visits to reputable firms or government sites and other areas identified by the concerned
local government units (LGUs) safe for students:

 Culture and arts related activities such as visits to museums, cultural sites, landmarks and
other related venues; or

 Plant industry visit, host training establishment visit, and other related visits

b) Participation and/or attendance in degree program-relevant events

c) Field Study/Experiential Learning/Related Learning Experience

6.2 Non-Curricular

a) Mission-based activities (e.g. retreat, recollection, etc)

b) Conventions, seminars, conferences, symposiums, trainings and teambuilding

c) Volunteer work including peer helper programs, relief operations, community, outreach and
immersion

d) Advocacy projects and campaigns

e) Participation in sports activities

f) Activities initiated by recognized various student groups;

g) Interschool competitions/tournaments; or

h) Culture and arts performances and competition

Perfoming Community Engagement

Know of change

Knowledge generation → knowledge transfer → knowledge exchange → knowledge assimilation →

Change in Society

Health Programs

 Medical & Dental Missions

 Operation Tuli
  Feeding Program (undernourished pupils of public schools)

ENVIRONMENTAL PROGRAM

A program advocating the protection preservation and rehabilitation of critical environmental areas
(watershed, riverbanks and coastal areas)

Literacy Program

 Alternative Learning System (ALS)

 Basic Literacy Program (Adults)

 Accreditation and Equivalency (OSY)

Peoples Empowerments Program

A. Disaster Readiness and Management (DReAM) Program

- Basic First Aid Training

B. Community-based Health Education Seminar and Training (CHEST) Program

- Basic Health Skills Training

C. LGU Integrated Participatory Development (LIPAD) Program

-Basic Parenting Seminar

- Para Liturgical Services

- Legal consultation

D. Capability Building and Life-skills Enhancement (CABLE) Program

- Livelihood Skills Training

- Coaching and mentoring of organize POs

Community School

Offers TESDA Accredited Program on Health Care Services NCII

SPC Response to FLASHFLOOD and other calamities

- Relief Operation

- Medical Services

- First Aid and Emergency Care

Volunteerism

Life’s challenging questions

With what you know, what do you do?

With what you have, how much do you share?

Graduates of NSTP

Graduates of ROTC Component

RA7077

“Citizen Armed Force or Armed Forces of the Philippines Reservist Act.”

Graduates of LTS & CWTS Components

RA 9418

“Volunteer Act of 2007”

RA 9418 Section 2
Declaration of Policy

 It shall be the policy of the State to promote the participation of the various sectors of the Filipino
society, and as necessary, international and foreign volunteer organizations in public and civic affairs

 Adopt and strengthen the practice of volunteerism as a strategy in order to attain national
development and international understanding

 The inculcation of volunteerism as a way of life shall rekindle in every Filipino the time-honored
tradition of bayanihan to foster social justice, solidarity and sustainable development

RA 9418 Section 3
Statement of Goals and Objective

© to provide an effective institutional mechanism to strengthen the role of the Philippine National
Volunteer Service Coordinating Agency (PNVSCA) to perform its mandates and to oversee the
implementation of this Act.

RA9418 Section 4
Definition of Terms

 (a) “Volunteerism” refers to an act involving a wide range of activities…that provide an enabling and
empowering environment both on the part of the beneficiary receiving and the volunteer rendering
the act, undertaken for reasons arising from…. commitment of conviction for the attainment of the
public good and where monetary and other incentives or reward are not the primary motivating
factors.

AmBisyon Natin 2040

 All sectors of society, whether public or private, should direct their efforts towards creating
opportunities for Filipinos to enjoy a metatag, maginhawa at panatag na buhay

Matatag
(Filipinos are strongly rooted)

Focus Projects and Initiatives

Family is together Community Immersion

Adopt a Family
Disaster Resiliency project
Time with friends Social Media Advocacy
Community Youth
empowerment

Work-life balance Happy life advocacies

Balance life challenge
Volunteering CEES activities
Community and
environmental activities

Maginhawa
(Filipinos are comfortable)

Focus Projects and Initiatives

Free from hunger and Livelihood projects
poverty Online Entrepreneurship

Secure home ownership Housing projects

Innovation in alternative
energy and water sources
Good transport facilities Support to framers and
community cooperatives

Travel and vacation Benchmarking with

partner communities
 Lakbay Aral initiatives

Panatag
(Filipinos are secure)

Focus Projects and Initiatives

RA 9418 Section 5
Enough resources for day- Financial literacy Role and Modalities of Volunteerism in the Private
to-day needs, unexpected Providing access to savings Sector
expenses and savings
(a) Volunteerism in the academe includes,
Peace and security Peace initiatives through but is not limited to, provision of
forums and dialogue technical assistance and sharing of
Long and healthy life Health Promotion projects technology within the academic circle,
Access to health care target communities and other clienteles
and the upgrading of the quality of
Comfortable retirement Alternative source of education and curriculum
livelihood methodologies while providing career
Investment literacy enhancement and exposure to the
volunteers

Community Engagement Vs. Volunteerism

Disaster

 Why do we need to talk about Disaster Risk Reduction?

Elements of DISASTER RISK

HAZARD=DISASTER

EXPOSURE=DISASTER

VULNERABLITIY=DISASTER

HAZARD – A dangerous phenomenon, substance, human activity or condition that may cause loss of life,
injury or other health impacts, property damage, loss of livelihood and services, social and economic
disruption, or environmental damage

EXPOSURE – The degree to which the elements at risk are likely to experience hazard events of different
magnitudes

VULNERABILITY – The characteristics and circumstances of a community, system or asset that make it
susceptible to the damaging effects of a hazard

Philippines is ranked as the 3rd most disaster prone country in the world

 Based on the World Risk Index 2012, the Philippines is third among 173 countries that is most
vulnerable to disaster risks and natural hazards

 Geographical location of our country; it is part of the Pacific Ring of Fire resulting to almost 5-7
earthquakes every day; the Philippines is also part of the Pacific Typhoon Belt where we can
expect an average of 20 tropical cyclones in a year

 Our exposure to different types of natural hazards like flooding, landslides and severe weather
disturbances like El Nino and La Nina phenomena

 Poverty also increase the disaster risk when people expose themselves to disaster prone areas
and other human-induced disasters like fire and conflagrations

REPUBLIC ACT 10121

The Philippine Disaster Risk Reduction and Management Act of 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
National Disaster Risk Reduction and Management Plan, Appropriating Funds and therefore for
other purpsoses

 It replaces Presidential Decree 1566 which is more focused on a REACTIVE approach to Disaster
Management

 The new law, RA 10121, which was signed by President Macapagal – Arroyo on May 27, 2010,
now focuses on a PROACTIVE approach to Disaster Risk Reduction and Management

DISASTER RISK
  The potential disaster losses in lives, health status, livelihood, assets and services, which could
occur to a particular community or a society over some specified future time period

DISASTER

 A serious disruption of the normal functioning of a community or a society involving widespread

human, material, environmental or economic loss or impact, which exceeds the ability of the
affected community or society to cope using its own resources

DISASTER RISK REDUCTION

 the concept and practice of reducing disaster risks through systematic efforts to analyze and
manage the causal factors of disasters, including through reduced exposures to hazards,
lessened vulnerability of people and property, wise management of land and the environment,
and improved preparedness for adverse events

TYPES OF DISASTERS

NATURAL

 Typhoons

 Earthquakes

 Floods

 Landslides

 Thunderstorms

 Drought

 Severe Weather Disturbances

MAN – MADE

 Fire

 Accidents

 Terroristic Acts

 Armed Conflicts

 Nuclear Accidents

 Social Disorganization

 Garbage/Trash Slide

MAN-MADE DISASTERS is a disaster resulting from human intent, negligence, or error. The results are
usually wide scale destruction, and high cost.
NATURAL DISASTER is the effect of a natural hazard (e.g. flood, earthquake, volcanic eruption, strong
winds, typhoon, drought, tsunami)

FIRE

Fire Safety

At work and home

Fire Fact: A fire department responds to a fire in the United States every 17.3 seconds

National Fire Statistics

 About 70% of all structure fires occur in the home

 About 80% of all fire deaths occur in the home

 One fourth of home fires occur between 10pm and 6am yet account for one half of all home fire
deaths

Most Fire Deaths are NOT Burn Victims

 Causes of Deaths in Fires – SMOKE

 Hydrogen cyanide, hydrocyanic acid

 Carbon monoxide

 Other toxic vapors

 Burns

 Trauma (non-burn)

FIRE

The Active principle of burning characterized by the heat and light of combustion

The Fire Triangle

Fire Safety, at its most basic, is based upon the principle of keeping fuel sources and ignition sources
separate.

 Three things must be present at the same time to produce fire:

Enough OXYGEN to sustain combustion

Enough HEAT to reach ignition temperature

Some FUEL or combustible material

Together, they produce the CHEMICAL REACION that is fire

Take away any of these things and the fire will be extinguished
Fuel Classifications

 Fires are classified according to the type of fuel that is burning

 If you use the wrong type of fire extinguisher on the wrong class of fire, you might make matters
worse

 It’s very important to understand the four different fire (fuel) classifications

Types of Fuel Classification

Class A: Wood, paper, cloth, trash, plastics-solids that are not metals

Class B: Flammable liquids-gasoline, oil, grease, acetone. Includes flammable gases

Class C: Electrical-energized electrical equipment. As long as it’s “plugged in”

Class D: Metals-potassium, sodium, aluminum, magnesium. Requires special extinguishing agents.

Types of Fire Extinguishers

Different types of fire extinguishers are designed to fight different classes of fire

The 3 most common types of fire extinguishers are:

1. Water (APW)

2. Carbon Dioxide (CO2)

3. Dry Chemical (ABC, BC, DC)

1. Water (APW) Fire Extinguishers

 Large silver fire extinguishers that stand about 2 feet tall and weigh about 25 pounds when full

 APW stands for “Air-Pressurized water”

 Filled with ordinary tap water and pressurized air, they are essentially large squirt guns

 APWs extinguish fire by taking away the “heat” element of the Fire Triangle

APWs are designed for Class A fires only: wood, paper, cloths

 Using water on a flammable liquid fire could cause the fire to spread

 Using water on an electrical fire increases the risk of electrocution. If you have no choice but to
use an APW on an electrical fire, make sure the electrical equipment is un-plugged or de-
energized

2. Carbon Dioxide Fire Extinguishers

 The pressure in a CO2 extinguisher is so great, bits of dry ice may shoot out of the horn
CO2 cylinders are red. They range in size from 5 lbs. to 100 lbs. or larger. On larger sizes, the horn will be
at the end of a long flexible house

 Carbon dioxide is a non-flammable gas that takes away the oxygen element of the fire triangle.
Without oxygen there is no fire.

CO2 js very cold as it comes out of the extinguisher, so it cools the fuel as well

CO2’s is designed for Class B and C (Flammable Liquids and Electrical Sources fires only!)

CO2s will frequently be found in laboratories, mechanical rooms, kitchens, and flammable liquid storage
areas.

In accordance with NFPA regulation (and manufacturers’ recommendations), all CO2 extinguishers must
undergo hydrostatic testing and recharge every 5 years

3. Dry Chemical (ABC) Fire Extinguishers

 ABC extinguishers are red. On campus they range in size from 5 to 20 lbs.

“ABC” fire extinguishers are filled with a fine, yellow powder. The greatest portion of this powder is
composed of monoammonium phosphate. The extinguishers are pressurized with nitrogen.

 Dry chemical extinguishers put out fire by coating the fuel with a thin layer of dust. This
separates the fuel from the oxygen in the air.

The powder also works to interrupt the chemical reaction of fire. These extinguishers are very effective
at putting out fire

It is extremely important to identify which types of dry chemical extinguishers are located in your area!

An “ABC” extinguisher wil have a alabel like this, indicating it may be used on Class A, B and C fires

You don’t want to mistakenly use a “BC” extinguisher on a Class A fire thinking that it was an “ABC”
extinguisher.

Dry chemical extinguishers with powder designed for Class B and C fires (“BC” extinguisher) may be
located in places such as commercial kitchens and areas with flammable liquids.

You will typically find ABCs in public hallways of new buildings, in laboratories, break rooms, offices,
chemical storage areas, mechanical rooms, vehicles, etc.

How to Use a Fire Extinguisher

It’s easy to remember how to use a fire extinguisher if you remember the acronym PASS:

Pull
Aim
Squeeze
Sweep

Pull the pin…

This will allow you to discharge the extinguisher

Aim at the base of the fire…

Hit the fuel. If you aim at the flames the extinguishing agent will fly right through and do no good

Squeeze the top handle…

This depresses a button that releases the pressurized extinguishing agent

Sweep from side to side until the fire is completely out

Start using the extinguisher from a safe distance away, then slowly move forward. Once the fire is out,
keep an eye on the area in case it re-ignites

Rules for Fighting Fires

Fires can be very dangerous and you should always be certain that you will not endanger yourself or
others when attempting to put out a fire

For this reason, when a fire is discovered...

1. Assist any person in immediate danger to safety, if it can be accomplished without risk to
yourself

2. Call 911 or activate the building fire alarm. The fire alarm will notify the fire department and
other building occupants and shut off the air handling system to prevent the spread of smoke

If the fire is small (and only after having done thsese 2 things), you may attempt to use an extinguisher
to put it out.

However….

Before deciding to fight the fire, keep these things in mind:

1. Know what is burning. If you don’t know what’s burning, you won’t know what kind of
extinguisher to use

2. Even if you have an ABC fire extinguisher, they may be something in the fire that is going to
explode or produce toxic fumes

Chances are you will know what’s burning, or at least have a pretty good idea, but if you don’t, let the
fire department handle it.

3. Is the fire spreading rapidly beyond the point where it started? The time to use an extinguisher
is at the beginning stages of the fire

4. If the fire is already spreading quickly, it is best to simply pull the fire alarm and evacuate the
building

As you evacuate a building, close doors and windows behind you as you leave. This will help to slow the
spread of smoke and fire.

Do not fight the fire if:

You don’t have adequate or appropriate equipment. If you don’t have the correct type or large enough
extinguisher, it is best not to try fighting the fire

You might inhale toxic smoke. When synthetic materials such as the nylon in carpeting or foam padding
in a sofa burn, they can produce hydrogen cyanide, acrolein, and ammonia in addition to carbon
monoxide. These gases can be fatal in very small amounts

Your instincts tell you not to. If you are uncomfortable with the situation for any reason, just let the fire
department do their job

S – SOUND THE ALARM

A – ACTIVATE THE FIRE BRIGADE

F – FIGHT THE FIRE
E – EVACUATE IMMEDIATELY
T – TELL OTHERS
Y – YOU GET CLEAR

WHAT TO DO?

If your cloths catch fire..

STOP
When you are in motion, do not run or make unnecessary movements

DROP
Immediately drop to the ground and cover your face with your hands

ROLL
Roll over and over from left to right to smother the flames

Rules for Fighting Fires

The final rule is to always position yourself with an exit or means of escape at your back before you
attempt to use an extinguisher to put out a fire.

In case the extinguisher malfunctions, do something unexpected happens, you need to be able to get
out quickly. You don’t want to become trapped

Always Report the Use of a Fire Extinguisher

Report any use of a fire extinguisher to EHS as soon as possible. The extinguisher must be inspected and
refilled to make sure it is ready for use in an emergency

EVACUATION

FIRE EARTHQUAKE

CONCENTRATED IN ONE AREA OF THE BUILDING Affects the whole building and nearby areas
IMMEDIATE RESPONSE IS TO EVACUATE PEOPLE Immediate response is to Duck, Cover and Hold
 AND PUT OUT FIRE during an earthquake, and to evacuate if
necessary
IMMEDIATE OUTSIDE HELP WILL ARRIVE Immediate outside help is not a guarantee
DEFINITELY AT THE SOONEST TIME
BUILDING OCCUPANTS CAN BE EVACUATED IN Areas for evacuation after the event is limited
ANY PLACE OUTSIDE THE BUILDING AWAY only to an open area which is safe from falling
FROM FIRE debris and other earthquake related hazard
NO AFTERSHOCK TO DEAL WITH Aftershocks will be another concern

What is Earthquake?

Earthquakes – a weak to violent shaking of the ground produced by the sudden movement of rock
materials below the earth’s surface

Types of Earthquake

 Natural Earthquakes

 Artificial Earthquakes

Types of Natural Earthquake

Tectonic

 Produced by sudden movement along faults and plate boundaries

Volcanic

 Produced by movement of magma beneath volcanoes

ARTIFICIAL EARTHQUAKES

 Usually man-made

o Nuclear or chemical explosions

o Dynamite explosions

An earthquake can be :

- Shallow (0-70 kms)

- Intermediate (70-300kms)

- Deep (300-700 Kms)

Measuring the strength of an earthquake

 1. Magnitude – a measure of the total energy released at the earthquake’s point of origin (below
earth’s surface) based on information derived from a seismograph

2. Intensity – Perceived strength of an earthquake based on relative effect to people and

structures (on the earth’s surface); generally higher near the epicenter

Magnitude

 Originally developed by Charles Richter for studying earthquakes in California (known as the
Local Magnitude and uses the Richter Scale)

 Proportional to the energy released by an earthquake

 Expressed as a decimal number

Earthquake Intensity

 Describes the strength of shaking in terms of human perception, damage to buildings and other
structures, as well as changes in the surrounding environment

 Different scales used in different countries

 Traditionally represented as roman numerals

Magnitude Description

1 Not felt. Detected only by sensitive seismographs under favorable conditions

2 Hardly perceptible. Detected by seismographs

3 “Very feeble”. Felt only near the epicenter

4 “Feeble”. Generally felt, but don’t usually cause any damage

5 “Moderate” earthquakes. May cause local damages

6 “Strong” earthquakes. Usually cause local damages

7 “Major” earthquakes. Cause considerable, widespread damages. May be accompanied

by surface fault rupture & tsunami
8 “Great” earthquakes. Potentially devastating

9 Rare earthquakes. Only 5 recoded since 1900

RICHTER MAGNITUDE SCALE

PGIVOLCS Earthquake Intensity Scale (PEIS)

I. Scarcely Perceptible

II. Slightly Felt

 III. Weak

IV. Moderately Strong

V. Strong

VI. Very Strong

VII. Destructive

VIII. Very Destructive

IX. Devastating

X. Completely Devastating

Destructive Earthquakes in the PHILIPPINES

 M 7.2 June 21, 1893 Monkayo, Comval

 M 8.3 April 15, 1924 Gov. Generoso, Davao

 M 8.3 July 02, 1954 Bacon, Sorsogon (13/101)

 M 7.5 April 01, 1955 Lanao (291,713)

 M 7.3 August 02, 1968 Casiguran (270/600)

 M 7.3 April 07, 1970 Baler (15/200)

 M 7.9 August 17, 1976 Moro Gulf (3739/8000)

 M 7.8 July 16, 1990 Luzon (1283/2786)

 M 7.8 July 16, 1990 Luzon (1283/2786)

Hazards associated with Earthquake

GROUND RUPTURE

LIQUEFACTION – a process that transforms the behavior of a body of sediment from that of a solid to
that of a liquid

Earthquake Preparedness

 General Guidelines

o Explain what to expect in a big magnitude earthquake

o Acquaint everyone with safe spots

o Identify danger zones

o Hold earthquake drills

 What to Expect
 o Wide range and style of ground motion

o Rumbling sounds

o Time duration

o Various effects to people, objects and structures

o Failure of utilities

 Safe Spots

o Identify safe spots:

 Under a sturdy desk or table

 In a strong supported doorway

 In an inside corner of the room

 Danger Zones

o Windows and glass panels

o Book shelves, cabinets and furniture that may topple or slide

o Space blocked by debris

o Power lines or utility poles

o Bridges and flyovers

o Elevators

o Narrow alleys between buildings

BEFORE EARHQUAKE HAPPEN

 Be familiar with the dangerous spots inside offices/rooms

 Be careful with things which may harm people during earthquake. It is better to fix as early as
possible the faulty electrical wiring, leaky gas connection, and fasten shelves

 Identify safe places indoors and outdoors.

 Educate everyone about emergency contacts

 Prepare a stock of emergency supplies. A stock of food, water, medicines, flashlights, and
batteries can help you to survive the tremor

 Make an evacuation and reunion plan. It is possible that everyone may be separated from each
other during an earthquake so its is advisable to have a reuniting plant like meeting in a certain
place after the disaster

TSUNAMI
How are tsunamis generated?

Tsunamis are commonly generated by a large scale vertical displacement of the ocean floor due to a
high magnitude off-shore earthquake

 Large magnitude off-shore earthquakes

 Coastal and underwater landslide

 Coastal and underwater volcanic eruption

 Meteor impacts

Natural Signs of an Approaching Tsunami

A felt earthquake, unusual sea level change, sudden sea water retreat or rise, rumbling sound of
approaching waves

Types Source Lead time earthquake Warning mechanism in

to tsunami place

1 Trench or fault in 4-20 minutes Being established

Philippine region,
Must rely on natural
usually less than 200
signs such as moderate
km from shoreline
to intense shaking in
coastal area usual
water lever rise or fall
2 Trench or fault outside 1-24 hours International Centers
the Philippine region
 PHIVOLCS
(ex. Japan, Hawaii,
Chile)  NDRRMC

Pacific Tsunami
Warning Center, NW
Pacific Tsunami
Information Center
TROPICAL CYCLONE

CLASSIFICATION BASED ON INTENSITY

TROPICAL DEPRESSION – 61 KPH OR LESS

TROPICAL STORM – 62-88 KPH

SEVERE TROPICAL STORM – 89-117 KPH

TYPHOON – 118-220 KPH

SUPER TYPHOON – 220 KPH AND ABOVE

TYPHOON

1910 – Unnamed

1970 – Bagyong Titang

2012 – Bagyong Pablo

2013 – Bagyong Crising

2013 – Bagyong Zoraida

2014 – Bagyong Agaton

Hazards Associated with Typhoons

STORM SURGE - is a sudden rise in sea level above the normal level on the coast due to drop in
atmospheric pressure and the force of the winds as a tropical cyclone approaching to the coast