Bu-Cbem Students Teaching and Non-Teachi
Bu-Cbem Students Teaching and Non-Teachi
Bu-Cbem Students Teaching and Non-Teachi
CHAPTER 1. INTRODUCTION
Rationale
calamities, the Philippines will always be on the top list. Typhoons, earthquakes,
volcanic eruptions, floods, name it, with its geographical location, facing the
Pacific Ocean and sitting on the Pacific Ring of fire, the Philippines is known to
be the catch basin of strong typhoons and a territory of active volcanoes spread
the whole economic sector of the country affecting people's lives especially the
Risk Reduction (UNISDR), Philippines placed third in the top 10 countries with
most disasters from 2005 to 2014 obtaining 181 disasters which yielded a total
In line with this, numbers of casualties were recorded from 1990 to 2014
and topping the list is storm as the calamity with the most casualties in the
Philippines, dominating the pie with 78.7 per cent of mortality rate based from the
occur inside the school affecting learners, educators, facilities and disrupting
strikes, children are among the most vulnerable population group, especially
buildings are destroyed, taking away the precious lives of children and teachers
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the Pakistan earthquake in 20015, where 16 000 children died in a school that
collapsed and in a mudslide in the Philippines, more than 200 school children
strikes. Protecting children during natural hazards requires two distinct yet
inseparable priorities for action: disaster risk education and school safety as
mitigating impacts of disasters and calamities wherein not only students are the
prime participants in such but also the parents and communities for a wider
scope of involvement.
schools must augment proper disaster risk reduction education targeting the
the BU-CBEM. The objectives of this study are to evaluate the disaster risk
know the programs of the administrative with such, and collect suggestions that
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will promote positive response towards disasters. This study adopts survey as
non-teaching personnel.
reduction.
towards disasters?
Hypothesis
This study will generate all the disasters and natural hazards that would
possibly occur and affect the perimeters of BU-CBEM; be able to know the
practices and programs being conducted by the college in such field in which
Moreover, this study will start a ripple of awareness and be an inspiration to the
admin and the student organizations (college and university based) to create
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this study will determine the over-all disaster preparedness of students, teaching
Background
Some people believe that the impacts of a disaster are unavoidable, and
many experts and leading agencies in the field support the belief that damages
can be avoided.
(NDRRMC) was organized under Republic Act No. 101211 or the "Philippine
Disaster Risk Reduction and Management Act of 2010" where it strengthens the
Philippine disaster risk reduction and management system, providing for the
the national disaster risk reduction plan, appropriating funds therefor and for
other purposes.
paradigm shift from reactive to proactive DRRM wherein men and women have
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hand wherein such Plan covers four thematic areas to wit: (1) Disaster
and (4) Disaster Rehabilitation and Recovery which correspond to the structure
of NDRRMC.
advancing school safety. They have crafted this School Disaster Risk Reduction
practices, protocols and plans at the school level. This Manual is divided into two
booklets; the first booklet covers the Comprehensive DRRM in Basic Education
Framework, which underscores the following three pillars or areas of focus that
mechanisms that support it. The second booklet provides practical steps and
All over the world, there has been an upward trend in the number of
(Simatwa, 2007).
be held liable if they do not make efforts to provide a safe and secure school
environment. How schools are built and maintained is an integral part of school
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threatened the health and well-being of people, plants and animals, generally
termed as epidemics. There are also some manmade hazards which include
armed conflicts, terrorist attacks, chemical contaminations and others that may
cause social unrests. Geological and epidemic hazards are clustered as natural
hazards.
Safety Standards Manual for Schools in Kenya states that the School
School in Makawanpur singled out PVAs and vulnerability mapping as the most
exciting skill they had gained through this process, “We now analyze our
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surroundings and the vulnerability of our forest, rivers and schools”, students are
now helping to clean school compounds and protect river banks through actions
Children and other community members have been trained in how to develop
risk factors. In August 2008, local children in Thiotte one of the DRRs
programmes operational areas, took part in a “Risk Reduction Day” where they
equipped and resourced with the knowledge and capacities for effective disaster
response and recovery. Local children from a number of schools have formed
boats out of wooden desks and tarpaulins that can carry three to four people to a
safe location. According to ActionAid, in their own words, learners stated that,
“DRR has taught us how to live through disasters and has given us new hope”.
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community trips, conducted risk and resource mapping, and developed a disaster
and drills as well as carrying out risk mapping and learning first aid, swimming
and water safety. Furthermore in 2006, after three days of continuous rain in
Liloan and San Francisco village, children and adults used the knowledge they
the education sector, finding additional areas to implement DRR, and creating a
2007). Each country created its own curriculum based on the potential hazards of
that country. Being prone to volcanic eruptions, the Philippines tailored the
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like typhoons may transform into disasters that lead to massive loss of lives and
livelihood. Plainly speaking, a hazard is a threat not the actual event (Paul, 2011)
welfare (Paul, 2011) that lead to loss of lives and livelihood. In a much earlier
preparation and mitigation mechanisms are weak that expose the people and the
Related Studies
Risk Reduction: The Case Of The 'Climate Change Academy' In Albay Province,
Philippines, that Albay has been labelled by its own Governor Joey Sarte
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Courtenay Cabot Venton and Paul Venton (June 2012) “Disaster Risk
Supported By The Eepct” In which the core of the program is intended to improve
on disaster awareness and involving peer education, electronic and print media,
disaster risk.
fundamental tool, but good plan cannot stand alone without having an
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and/or organizations.
states that schools may be seen as the ideal setting for the dissemination of risk-
can develop those skills and carry them into their adulthood.
check the electrical wiring and replace any that is weak, broken or worn out and
students should not carry or play with matches as they can result in clothing or
other items catching fire. Alberta Learning Special Education Board (1999) notes
that teachers should sensitize students about the dangers of fire through the
committee are to identify the safety needs of the school with a view to taking the
secure and caring environment for students, staff and parents; monitor and
evaluate the various aspects of School Safety with a view to enhancing school
safety; form sustainable networks with all stakeholders to foster and sustain
School Safety; keep learners, parents and other stakeholders informed about
School Safety policies and implementation activities; seek the support of parents
Safety and constantly review issues of child safety in and around the school.
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water tanks, and equipment among others. These facilities can be either
should be properly lit and ventilated. The floors should be level and kept clean
always. For cemented floors, any cracks should be repaired in good time. Efforts
should be made to cement all the classroom floors. Each block should also be
fitted with serviced fire extinguishers. The furniture in classrooms, especially the
desks, should be appropriate for use by both male and female learners. Poorly
stoop. They can also create tension and fatigue among learners. The class
teacher should ensure that the desks are arranged in a manner that facilitates
electrical sockets should be beyond the reach of young students in order to avoid
needs students.
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Each rooms and dormitory should have a door at each end and an
Exit.” Dormitory doors should be locked at all times when learners are in class or
on the playing fields. The keys to the doors should be kept by the Dormitory
grills and should be easy to open outwards. Fire extinguishing equipment should
be functioning and placed at each exit with fire alarms fitted at easily accessible
meets safety standards should be rightly located in a quiet place and should
have sufficient space in addition to being well ventilated and safe from invasion
by destructive insects and pests. Should also have adequate ventilation and
room for easy movement; dusting books done regularly, preferably every three
the safety plans and are well prepared for any outbreak of disasters. Mamogale,
H (2011)
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for building awareness and understanding of why disasters occur, and how they
with local leaders and government officials. The process involves a joint analysis
discussing potential solutions for reducing risks. This shared analysis helps
cited in Zint (2001), argues that society has a duty to prepare the youth for
environmental risk decisions so that they have greater control of their future and
their communities.
youth to make decisions such that their own and other`s human and
Twig (2004) also maintains that schools also arrange educational visits to
probably be more active in offering to visit schools, talk to pupils and support
based approach is obvious and can reach large numbers of people who are
already gathered to learn and essentially teachable. In that regard children are
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believed to be more receptive to new ideas than adults, and it is also believed
Ozmen (2006) maintains that by training people, the rate of losses and
damages caused by disasters may be lessened, and even in some cases may be
training.
plan in advance of any hazard activity. It is vital to minimize the risk of injury,
can strike a community with little or no warning. Schools must plan to respond to
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members of the communities at risk “to ensure the timely appropriate and
man-made, natural and hybrid. Man-made disasters are events such as chemical
Natural disasters can be broken down into three categories: those caused
and extreme cold; and those that are typically the result of weather events or
attacks and violence and place guards at school gates to protect students. They
do not provide education to students for surviving such incidents (Liao, 2009).
In addition, students lack awareness of how serious disasters can be, and
so they treat drills as an opportunity for games and leisure (Yang & Li, 2012).
Schools also lack efficient survival tools and supplies such as flashlights, first aid
kits, and emergency foods. Teachers are not professionally trained for
time to prepare and act before they strike; however, there are also many other
types of disasters that give no warning in advance (Randall, 2006). Certain types
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year, while others, such as earthquakes, can happen at any time of year
from preparing themselves to their greatest capability. It could even cause more
doing in a certain situation. For example, many people believe that they should
stand in the doorway when an earthquake occurs. Today, people are told to
avoid doorways because the door itself could be swinging wildly during the
earthquake and could knock out or harm someone standing in the doorway. It
could also pose a threat to safety if several people are in the room headed for the
business professionals trying to stand in the same doorway will not only be
unable to fit, but it may cause panicked violence or a stampede. These situations
can be avoided if people are properly informed to stay away from doorways
during an earthquake and are given safer places to hide during an event should
information are some of the reasons that the study of best practices is necessary
Misinformed reactionary efforts are not the only causes that could
increase the potential of harmful situations. Some people tend to have the
Therefore, they do not see or altogether ignore the need to prepare for a disaster
(Counts, 2001). A person’s perception of risk can play into how he or she may or
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may not prepare for an event. According to Mileti and Peek (2002) and King and
Tarrant (2013), the perception of risk will lead to either a lack of action or will
events is crucial when motivating someone to follow through with the process of
losses accrued. However, King and Tarrant (2013) noted that experience with a
disastrous event is not necessary, as education can provide the knowledge and
fear among those who may be affected by the event can cause a sense of self-
can assist people in finding ways to minimize the potential risks of a disaster.
positive results, and it is becoming more morally and economically essential after
every event.
Preparing for disasters can reduce potential damage and save lives, which
can assist in the speed and efficiency of recovery efforts (King & Tarrant, 2013).
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Which the first outlines are the context for DRR and adaptation to climate
officials. Results focus on efficacy of the action research for communication and
Synthesis
The reviewed related studies support the current study because this
whether learners and educators are aware of the safety plans and are well
floods, fires and storms. Another finding of Hellen’s study was that learners
and fostering responsible citizens within the community. The study of Gangalal,
building understanding of the teacher and students about the causes, nature, and
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effects of natural hazards. Added to this is the study of Betty Pfefferbaum, Rose
L. Pfefferbaum and Richard L. Van Hom, that presents support for involving
Yuchi Song, PhD, focused on difference between policy expectation and actual
secondary schools.
The reviewed related studied revealed and showed that no study has
risks of BUCBEM. The concerns of the present study are to determine the
possible kinds of disasters that may occur inside the perimeters of BU CBEM and
know their strengths and weaknesses thus can make a more improved and
All the review of related studies that the researchers have gathered
showed that there were studies conducted related to this study. The review
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proactively for the prevention and mitigation of disasters. However, the focus of
teaching staffs of BUCBEM which first of its kind. This gap coaxes the
Theoretical Framework
One of the theories that support this study was the Extended Parallel
Process Model. This model is a product of a Fear and Appeal Theory. This
theory presents a risk, presents the vulnerability to the risk, and then describes a
suggested form of protective action. There are four major components that
appraisals of the message. The appraisal possibly describes the level of threat
result in one of the outcomes whether to accept or reject the message. First of
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all, individuals appraise the threat of an issue from a message. The appraisal of
threat is divided into two key components, such as susceptibility and severity of
risk. The more individuals believe they are susceptible to a serious or severe
threat, the more motivated they are to begin with the second appraisal which is
mitigate the danger posed by the threat, while self-efficacy corresponds to the
individuals become scared. There fear motivates them to do some sort of actions
that will diminish their fear. When people believe they are able to carry out an
effective suggested response against the threat due to high perceived self-
efficacy and response efficacy, they are motivated to control the danger and
The theory mitigating the potential impacts of existing disaster and climate
risk, preventing hazards and small emergencies from becoming disasters and
being prepared for disasters will substantially reduce the loss of life and damage
to social economic and environmental assets. It also highlights the need for
effective and humanitarian assistance and disaster response to save lives and
protect the vulnerable group during and immediately after a disaster. Further,
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building back better after a disaster will lead to sustainable development after the
risk reduction into national and local plans which help us refocus our
disaster risks.
In the end, the processes will synergize efforts and create rippling positive
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National
Extended
Disaster Risk Parallel
Reduction Process
Management
Framework’s
Model
theory
Figure 1
Theoretical Paradigm
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Conceptual Framework
teach and learn disaster prevention, and build a culture of safety around school
natural hazards, and to develop a resilient citizenry able to reduce the social,
everyone`s business, and to be a reality and part of everyone`s daily life a culture
of disaster safety should prevail within the society, and this can be done through
schools.
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Administrative
strategies Level of
towards preparedness
disaster of students,
reduction faculty and
awareness non-teaching
and staffs
preparedness
Figure 2
Conceptual Paradigm
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Definition of Terms
The following words are defined conceptually and operationally for better
It is an event or occurrence that has the potential to cause harm to life and
damage property and the environment. It is divided into two areas: man-made
policies and improved coping capacities in order to lessen the adverse impacts of
efforts to analyze and reduce the causal factors of disasters. Reducing exposure
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land and the environment, and improving preparedness and early warning for
permanent protection from disasters. Also, by doing this the risk of loss of life and
injury can be mitigated with good evacuation plans, environmental planning and
design standards.
Plan)
something.
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gained or lost when taking risk resulting from a given action or inaction, foreseen
construction of infrastructure.
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impacts, ensure public safety and meet the basic subsistence needs of the
short- term needs and is sometimes called "disaster relief". (NDRRM Plan)
material, economic or environmental loss and impacts, which exceeds the ability
and impacts, which exceeds the ability of the affected community or society to
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CHAPTER 2. METHODOLOGY
Research Design
deemed fit for the study as it had the advantage of exploring the current level of
questionnaire items that lead to identifying needed changes. The source of data
Sampling Design
This study shall employ the simple random sampling design where each
Population Identity
Population Size
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Sample Size
N
n= Where:
𝟏+ 𝐍𝐞𝟐
n = sample size
N = total population
E = margin of error
Computation:
Students
Teaching & Non-Teaching Personnel
1,459 56
n= n=
1+ [(1,459) (0.12 )] 1+ [(56) (0.12 )]
1,459 56
n= n=
1+ (14.59) 1+ (0.56)
1,459 56
n= n=
15.59 1.56
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collection of study. Each individual was chosen randomly and entirely by chance,
such that each individual has the same probability of being chosen at any stage
Research Strategy
Survey and interview involve data collection in which these researchers would be
Instrumentation
questionnaire reflecting the items taken from the specific problems together with
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1. A letter was written and sent to the administration and registrar’s office
be surveyed.
BUCBEM.
interview method.
respondents.
The data analysis will be collected and presented on tables. All data will
respondents. Mean or average will use on all questions for each variable from
the respondents before entering in tables. Percentage was done also on some
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Statistical Tools
In order to provide conclusive results based from the data obtained, the
⨍ 𝐱𝐰
wm = 𝐍
f is the frequency
w is the weight
⨍
P (%) = 𝐍 x 100
f is he frequancy or count
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The work and financial plan of this proposal is reflected in the table below.
ACTIVITIES DURATION
CHAPTER 1: INTRODUCTION
Rationale
Statement of the problem
Hypothesis
Background
Related Studies 4 days
Related Non-research works
Synthesis
Gap to Be Bridged by the Study
Theoretical Framework
Conceptual Framework
Definition of Terms
CHAPTER 2: METHODOLOGY
Research Design
Sampling Design
Population Identity
Population Size
1 day
Sample Size Computation
Sample Elements Selection
Research Strategy
Instrumentation
Data Collection Procedure
Data Analysis Tools
CHAPTER 3: CHAPTER 3.
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
1 week
Data Gathering
Tables
Figures
CHAPTER 4. CONCLUSIONS AND
RECOMMENDATIONS
2 days
Conclusion
Recommendation
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EXPENDITURE COST
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derived from the conduct of the study, and the analysis giving emphasis on the salient
findings which tell about the disasters' level of awareness and preparedness of BU-
Based from www.unisdr.org, Albay has five major hazards and vulnerability. Firstly,
volcanic eruption affecting 5 municipalities and three cities with about 120,000
threatened populations due to pyroclastic flow, mudflow and lava flow. Typhoon causing
floods, landslides, mudflow, storm surge and with strong winds affecting about 1.2M
population and can destroy 190,000 houses; followed by earthquake that may cause
weather hazards that may affect 116 barangays or about 40,173 household population
risk reduction and emergency response ensuring the lives and property of its
Response Manual which was proposed and approved by the Board of Regents during
its 93rd Regular Meeting on December 9, 2010. Consequently, Resolution No. 066
Series of 2010 was passed which is a “resolution approving the Bicol University
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Emergency Preparedness and Response Manual and mandating its adaptation in all
Based from our interview with Attorney Joseph L. Bartolata, University Planning
and Development Office Chief, the author of the said manual have said that the manual
is rooted from the Republic Act 10121 or Philippine Disaster Risk Reduction and
Management Act of 2010. “The manual actually contains the policy statements, kung
provided to follow. For example, once a disaster strikes or any emergency situation
occurs in a certain college then the dean would be the automatic emergency director as
“The manual generally sums up the persons in-charge including the respective
On the other hand, we asked Atty. Bartolata if there were trainings and seminars
being conducted for the faculty and students. “Unfortunately, hindi rigid yung trainings,
yung ating NSTP Director natini nagpapa-seminar siya every now and then. As far as
the deans and the professors are concerned, hindi masyadong involved, ang involved
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requirement during the ISO certification in 2010 and his main reference is the internet in
behavior, civil disturbance or demonstrations are among the included possible disasters
and emergency to occur inside the campus. Enclosed in the manual are the protocols
needed to be complied by the involved personnel from the security guards to the deans
and directors.
“So pag may nangyari, makakaroon ng General Emergency Control Center, ima-
manage siya ng University and then may Field Emergency Control Center. Actually
required sa Field emergency center itong mga things like signs, barricades, portable
address system, first-aid kit, campus telephone directory, copy of the manual,
“So may dalawang grupo, yung Policy Group headed by the University President
members are the Vice President for Administration, Vice President for Academic Affairs,
Vice President for Production kasi noong 2010 ganito pa ang set-up. And then may
Policy Support Group, sila ang taga-advice sa emergency director yung University
President. Members of the support group are: Chief of Admin Office, Chief of Civil
Security Unit, Dean of OSS, Head of the Public Relations and Alumni Relations,
automatically be the Campus Operation Director. Members are the Assistant Dean,
Faculty Club President, College Student Council President, Civil Security Officer and
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preparedness manual needs to be revisited considering the year it has been created.
He has shared that there’s a group from the BU College of Medicine and other units
Lastly, we have asked if it is possible for every student to have a copy of the
manual once it is revised, he said that it would be costly but it’s a great way to
mainstream disaster and emergency preparedness to students. And the most possible
way is for each unit and college to have copies of the said manual.
General Protocol
The first table of the survey mainly focuses on the campus’ physical environment
and fundamental plan during an emergency especially the evacuation aspect. The result
shows that the respondents were already familiarized with the premises of the campus
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Table 3
GENERAL PROTOCOL
Categories
Identified alternative
67 52 57 44 6 4
evacuation routes
hazards that may occur. Respondents were also positive and dependent on the
response team and staff members to supervise during evacuation. However, 10% or the
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respondents don’t have a clue if the evacuation plan covers all the students and staffs
including the persons with disabilities and pregnant women. In terms of the
communication, 85% can receive emergency updates from NDRRMC and they were
positive with the information dissemination of the school. Moreover, most number of the
resuscitation.
Table 4
FLOODS AND FLASH FLOODS
Categories
flood risk. Respondents were asked several questions to test their awareness and
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Table 5
FIRE
Categories
There’s an emergency
70 54 37 28 23 18
response team
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that can prevent negative consequences of floods. 113 or 87% of the respondents are
highly aware about the extreme risk of flood water and health risk of contaminated
water. 65% has confirmed that the campus doesn’t utilize a flood warning system still,
27% presumed to have such. Knowledge on fast moving water and flowing water
received an overall indication that respondents were already well-informed about it.
Seeking alternate route has gained 22% of respondents who were not instructed to do
so during a flood. And despite the 83%, there’s still 15% who claimed that flash floods
can’t be deadly.
Fire
We have evaluated the respondents’ ability to perceive and observe the practices
of the college in the aspect of fire prevention. Result appears that the majority was
mindful of the location the campus’ firefighting equipment like the fire extinguisher. They
were also fully assured that the campus fire equipment are in working condition and are
being inspected regularly. Respondents were keen when it comes to the risk
assessment around the school. But 18% of the respondents don’t know if there’s an
emergency response team but they are willing to be part of the team. Checking on the
utilization of gas and inspection of electrical wiring system both have 27% of
respondents who asserted a big no- checking and inspection don’t happen. The campus
doesn’t have smoke detectors but 24% contradicted. Furthermore, they were in full trust
that the campus is safe and ready which can be manifested from their positive
responses particularly the inspection of risks that may result into a deadly fire
circumstance.
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Figure 3
DISTANCE OF THE COLLEGE TO LOCAL FIRE STATION
Far Quite Far Very Far I don’t know
6%
8%
38%
48%
Legend in Figure 3:
Far – Local Fire Station is estimated 5 to 10 kilometers away from the location of
the school.
Quite Far - Local Fire Station is estimated 10 to 15 kilometers away from the
location of the school.
Very Far - Local Fire Station is estimated 15 kilometers and above away from
the location of the school.
personnel regarding the distance of the college to the local fire station. It shows that
48% of the respondents presumed that the local fire station is Quite Far from the
College. 38% says that BU CBEM is 10 to 15 kilometers away from the local fire station.
Then, 8% commented that the Local Fire Station is Very Far. Lastly, 6% of the
respondents are not sure about the distance or location of the Fire Station from the
school.
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Table 6
TYPHOON AND TROPICAL DEPRESSION
Categories
Ty
Typhoons & Tropical Yes No I Don’t Know
Depression ph
f % f % f %
oo
Can receive up to date info
116 89 14 11 0 0
before & during a typhoon n
pical Depression
Having proper knowledge before a typhoon occurs can help avoid confusion and
prevent injuries and property damage. The result shows that 89% of the respondents
has the ability to receive up to date information during a typhoon. Most of them have a
backup communication plan in case of network breakdown and 72% were certain that
Lightning
knowledge in relation with their exposure to past experience in order to determine their
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Table 7
LIGHTNING
Categories
Can strike up to 16 km
94 72 36 28 0 0
distance
that only few of the respondents were considered to have little information and
understanding in the risk of lightning. Basic information about lightning to wit: that
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it can strike up to 16 km distance, that standing under trees possess danger, that a
single bolt can strike a group of people at once and if they automatically seek shelter in
school buildings all gained prevailing percentages depicting that respondents were
heedful about this aspect. Unfortunately, 15% of the respondents cannot identify areas
exposed to lighting. 58% claimed that they were not trained to perform CPR that’s why
68% were dependent and have assumed that there are staff members who are trained
to do so.
Table 8
EARTHQUAKE
Categories
f % f % f %
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Earthquake
The table was an assessment of the respondents’ keen evaluation of the campus
perimeter’s exposure to risk and how they were abreast of the basic what-to-dos in case
of an earthquake. 91% have observed that each classroom has two possible exit doors
and most of them have said that there were hanging/unstable objects that pose a great
threat when the fortuitous event happens. Moreover, 28% were not familiar of the
easiest exit routes and were not able to identify the strong parts of the building. 7% of
the respondents are not sure that the fire extinguishers, first-aid kits, and emergency
exits are accessible enough. On the other hand, the majority were mindful of some of
Table 9
VOLCANIC ERUPTION
Categories
f % f % f %
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Volcanic Eruption
exposed to the risks of volcanic eruption affirming that their house/location is within 6km
danger zone. So far, most of the respondents gave positive answers about their basic
43% of the respondents assumed while 46% disagreed that there is the availability of
basic kits for emergency in BUCBEM and the remaining 11% were not aware. Pre-
emptive evacuation is well inculcated as shown from the 60% of the respondents who
said that they evacuate to safer places when Mt. Mayon is in alert level and when the
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the significant findings which lead to the conclusion and recommendations for further
enhancements. Moreover, the areas for extensive study are also provided to give
insights for future researchers towards undertaking studies related to the thrust of this
study.
Conclusions
Based on the interview with Atty. Joseph Bartolata, the chief of University
Planning and Development Office, the researchers have found out that the university
and Response Manual which is rooted from Republic Act 10121 or the Philippine
Disaster Risk Reduction and Management Act of 2010. It contains the step by step
persons in-charge and their respective functions of both top and middle administration
and management. The manual focuses on these possible emergency and disaster that
may occur inside the premises of the campus: Fire, earthquake, explosion, medical
demonstration. There are three major groups established: Policy Group, Policy Support
Group and the Campus Emergency Response Team in case of emergency and
disaster. They are claiming that DRR concept and disaster educations are already in the
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school curricula and teachers are getting DRR knowledge through trainings, meetings
etc. but the interview findings with the chief of the university planning & development
office and the response of the respondents are not encouraging. Atty. Bartolata has
admitted that such manual needs to be revisited to enhance and update its protocol and
policies.
On the basis of the findings revealed in this study, the respondents were already
familiarized with the premises of the campus and fully aware of the exit paths and
hazards that may occur. However, most number of the respondents was not trained to
perform first-aid like the cardiopulmonary resuscitation. For the emergency updates,
they were positive that there is a proper information dissemination system in the
campus. Some aspects of disaster risks are understood by the respondents, and most
of them are ready, adapted and aware on the impacts that natural and man-made
disasters can cause. Students have very low disaster risk perception on lightning; they
are more prepared on typhoons and fire. On the other hand, the result proves that the
respondents have a high magnitude of awareness level on typhoon and lightning but
Recommendations
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Since 2010, the university preparedness and emergency manual has been set aside
and plans of revising hasn’t initiated yet. We recommend that the manual be revisited
and updated especially the hazards that could possibly occur such as volcanic eruption,
typhoon and also the persons-in charge with the respective functions of the top and
middle administration and management. These are some of the things to be included in
the revision. Trainings should be rigid, a fine idea is to conduct a university wide
seminar-training for the faculty and the non-teaching personnel through partnerships
with the authorities like Bureau of Fire Protection, National Disaster Risk Reduction and
Management Council, Climate Change Adaptation and Disaster Risk Reduction (CCA-
DRR) training institution, etc. Also, once the manual is revised, it can be summarized
and be put into a pamphlet so that every BUeño has a copy for wide information
dissemination.
should all be checked. Exit signs and assembly area are required, well-highlighted and
can stand from the normal wear and tear. Every classroom should be posted with basic
extinguishers are within sight and properly labeled on how to utilize. Regular inspection
of fire equipment and electrical wiring system should be implemented because most
cases of fire started from faulty wiring and short circuit. Students must avoid octopus
wiring when using electricity at school. Moreover, fire, evacuation and earthquake drills
and seminars should be conducted at least once per year for the students, teaching and
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disaster. The campus is required to have first-aid kits and emergency kits such as
whistles, flashlights, face masks etc. First aid trainings is also a great way towards a
should be strengthened.
1. Orientation Workshop should be conducted at least yearly to secure that they can
easily get familiarized with new and updated knowledge and information regarding
disaster risk reduction. Professors and non-teaching staffs should be inducted into
institutions inside and outside the school. These institutions can provide information
about past disasters and the natural hazards within the country. It is believed that a
2. Another option to this is the One-Week Summer Courses for teachers while they are
in their school holidays during the summer time. This opportunity can lead to the
efficient use of time and space. More groups of teaching & non-teaching personnel
can get the opportunity to meet and exchange knowledge and experience. One of
the benefits of holding summer school training for the faculty is the possible
presence of the related experts in the field. It is hoped that the proposed training
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developed countries.
Students
Mindset about disaster risk must be improved among students to have a correct
Role:
● Cooperate with the school clinic and with the college emergency response team
● Conduct events to help the students become fit such as: Fun Run, Zumba. (Can
work with the NSTP, Athletians and College Student Council, etc.)
Must attend trainings during summer season inside and outside the school
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● Physically fit
Attended NSTP
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WORKS CITED
ActionAid, s.a. (2010, May 21) Disaster Risk Reduction through Schools: A
Groundbreaking Project. [Online] Retrieved from: http:// www.actionaid.org
Br. Armin A. Luistro Fsc. “School Disaster Risk Reduction And Management
Manual” Retrived from
http://www.deped.gov.ph/sites/default/files/page/2017/DRRM%20Manual%20Bok
let%201.pdf
Courtenay Cabot Venton and Paul Venton (June 2012) “DISASTER RISK
Dr. Nguyen Vinh Hien, Dr. Katherin Muller-Mien (2014), Assessment and Preparedness
Toolkit retrieved from
http://unesdoc.unesco.org/images/0024/002445/244511e.pdf
Grant, T. (2002). Bring Your First Aid Kit. Unannounced Drill. Journal of School
Nursing.18 (3)-174-178.
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Kaufman, P., Chen, X., Choy, S.P., Ruddy, S.A., Miller, A.K., Fleury, J.K.,(1999).
Indicators of school crime and safety, 1999 (NCES Pub. No. 1999-057, NCJ Pub.
No.178906). Washington, DC: U.S. Department of Education & U.S.
Department of Justice.
King, T., & Tarrant, R. (2013). Children’s knowledge, cognitions, and emotions
McIvor, D. & Paton, D. (2007). Preparing For Natural Hazards: Normative And
Attitudinal Influences, Disaster Prevention And Management.
Mileti, D., & Peek, L. (2002). Understanding individual and social characteristics
Ozmen, F. (2006). The level of preparedness of the schools for disasters from
the aspect of the school principals, Disaster Prevention and Management
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Shaw, R., Shiwaku, K., Kobayashi, H., & Kobayashi, M. (2004). Linking
experience, education, perception and earthquake preparedness. Disaster
Prevention and Management
Tanvir, Claudine Claridad (2014) Education For Disaster Risk Reduction: The
Case Of The 'Climate Change Academy' In Albay Province, Philippines
Twig, J. (2004). Good Practice Review. Disaster Risk Reduction: Mitigation and
preparedness in development and emergency programming- Humanitarian
Practice Network. ODI United Kingdom.
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APPENDIX A
SURVEY-QUESTIONNAIRE
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Legend:
Far - Local Fire Station is estimated 5 -10 kilometers away from the location of the school.
Quite Far - Local Fire Station is estimated 10 -15 kilometers away from the location of the school.
Very Far - Local Fire Station is estimated 15 kilometers and above away from the location of the school.
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