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TUNGO SA KAHANDAAN, KATATAGAN AT KAUNLARAN NG ATING PAMAYANAN: Isang Seminar Workshop para sa Disaster Risk Reduction and
Management
Petsa: Lugar: Phase 1k, Kasiglahan Village, Rodriguez, Rizal

Oras: Bilang ng Kalahok:

Tagapagpadaloy: Mag-aaral ng UST NSTP Tagal: Isang oras

Participatory Tool: Talahanayan ng Pagsusuri sa Panganib, Pagkabulnerable at Kakayahan ng Phase 1k, Kasiglahan Village, Rodriguez, Rizal
Layunin at Kahalagahan
Makabuo ng talahanayan na nagsasalarawan ng iba’t ibang mga bantang panganib sa pamayanan at nagsusuri sa mga katangian at kilos (nature and
behavior) nito. Makatutulong ang hazard vulnerability capacity analysis table sa pagbuo ng mga sistema para sa maagang babala (early warning devices)
base sa katangian ng bawat bantang panganib at lokal na mga kaalaman ng mga tao sa pamayanan.

Mga materyales na kakailanganin

manila paper, markers, meta-cards, masking tape

Gabay sa pagpapadaloy

1. Sa pagsusuri sa mga bantang panganib (hazard assessment), pinag-aaralan at inuunawa ang katangian at kilos (nature and behavior) ng iba’t ibang
panganib sa pamayanan.
a. Pwersa (force): elementong mapaminsala gaya ng hangin (bagyo, buhawi), tubig (ulan, baha, pag-apaw ng sapa o ilog, pagkasira ng imbakan ng
tubig, dambuhalang alon, at maruming tubig sa epidemya), lupa (landslide, deposito sa ilog, lahar, mudflow), apoy (sunog sa mga kabahayan,
sunog sa gubat), seismic (earthquake, tsunami, liquefaction), labanan o conflict (giyera, himagsikan, terorismo), pangindustriya/teknolohiya
(polusyon, pagputok, radioactive leaks), atbp.
b. Mga senyales at babala (warning signs and signals) - siyentipiko at katutubong palatandaan ng pagdating o pagkakaroon ng bantang panganib
c. Panahon sa pagitan ng babala ng pagdating at pagtama (forewarning)
d. Bilis o bagal ng pagdating at pagsalanta (speed of onset)
e. Dalas (frequency)
f. Panahon ng pangyayari (when),
g. Tagal ng pangyayari (duration).
2. Ipaliwanag na maaaring ang isang bantang panganib ay may dalang iba pang panganib. Tinutukoy ang pangunahing panganib (primary hazard) at
ang mga sekundaryong panganib (secondary hazards) na dulot nito. Halimbawa, ang bagyo ay maaaring magdulot ng baha. Ang matagalang
pagbaha sa komunidad ay maaaring magdulot ng epidemiya gaya ng gastro-enteritis o dengue.
3. Iugnay ang pwersang mapanira sa tindi o intensity ng panganib. Gamiting halimbawa ang iba’t ibang lakas ng paglindol at lakas ng hangin sa
bagyo.
4. Simulan ang paliwanag sa pagkabulnerable sa pagtanong kung ano ang mga kadalasang pinsala o sirang dulot ng disaster sa komunidad. Mula sa
mga sagot, talakayin ang mga elements at risk. Ito ang mga tao, tirahan, ari-arian, taniman, kabuhayan, pasilidad ng komunidad at maging ang
kalikasan na maaaring mapinsala kapag tumama ang iba’t ibang panganib. Saklaw ng pagsusuri sa pagkabulnerable ang pagtukoy sa maaaring
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pinsala sa mga elements at risk.

5. Kasama rin sa pag-aaral sa pagkabulnerable ang pagsusuri kung bakit maaaring mapinsala ang mga elements at risk. Balikan ang mga salik sa
pagkabulnerablesa aspetong pisikal/materyal, panlipunan/pang-organisasyon at mga aktitud/pananaw.
6. Sa pagsusuri sa mga kakayahan ng komunidad, pinag-aaralan ang mga pag-angkop sa mga bantang panganib at pagtugon sa mga disaster na
ginawa/ginagawa ng mga pamilya, grupo, sektor at komunidad. Tinutukoy din ang mga lakas, kasanayan, at iba’t ibang risorses na magagamit sa
paghahanda at pagpababa sa pagkabulnerable.
7. Ang resulta ng pag-aaral at pagsusuri sa bantang panganib, pagkabulnerable, at kakayahan ay ilagay sa isang talahanayan o hazard vulnerability
capacity table. Ito ang hanay 1 hanggang 11 sa talahanayan.

1 2 3 4 5 6 7 8 9 10 11
Ano ang Ano ang Paano Gaano Gaano ito Kailan o Gaano Anu-ano Sinu-sino Anu-ano Ano
mga pwersang nalalaman kaikli kadalas anong katagal ang ang ang ang ang mga
disaster na mapaminsal na o kahaba nangyayar buwan ito pangyayari mga nasasalanta mga resources
tumatama a may ang i nangyayar ? napipinsal sa disaster ginagawan sa lugar
sa ? parating panahon sa inyong i a at g at
lugar? -tubig na disaster? mula sa lugar? sa inyong sa lugar at saan sila pag-angkop komunidad
Ano ang iba -kawalan ng -mga palatandaa lugar? bakit? matagpuan at pagtugon na
pang tubig siyentipiko n - ? sa disaster? magagamit
panganib na -hangin at o babala at kabahayan; - hal. Sa sa
maaaring -apoy lokal na pagsalanta kabuhayan tabing pagharap
makaapekt -atbp palatandaa ng disaster ; dagat, at
o n Sa inyong pasilidad bundok, pagtugon
sa at babala lugar? sa atbp. sa disaster?
komunidad komunidad
? gaya ng
tulay
at tubig;
kapaligiran

(Disasters & (Force) (Warning (Speed of (Frequenc (When) (Duration) (Elements (People at (Coping (Resources
Hazards) signs & Onset) y) at risk) strategies & /
signals) risk) Disaster Capacities)
Responses)
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TUNGO SA KAHANDAAN, KATATAGAN AT KAUNLARAN: Isang Disaster Risk Reduction and Management Seminar Workshop
Training
Petsa: Lugar:
Oras: Bilang ng Kalahok:
Tool: Talahanayan ng Pagsusuri sa Tagal: 1 ½ na oras
Panganib, Pagkabulnerable at Kakayahan
ng (Hazard Vulnerability Capacity Analysis
Table)

Mga Pangalan ng Kalahok mula sa Pamayanan

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

1. Workshop Facilitator (indicate your name)

2. Assistant Workshop Facilitator
3. Documentation Officer(notes)
4. Documentation Officer(notes)
5. Documentation Officer(photos)
6. Logistics Officer/Ice Breaker
7. Logistics Officer/Ice Breaker
8. Food and Refreshment Officer
9. Food and Refreshment Officer
10. Health and Safety Officer

Narrative Report ng mga napag-usapan sa Workshop(Essay Format)

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How to take minutes

The most important skill in taking minutes is listening carefully to what is said, and mentally sorting the wheat from the chaff as you take
notes. (that is, recording only points of substance). You'll have to do this mental sorting sooner or later, so try to train yourself to do it in
the course of the meeting. If you tape-record the minutes or take them down verbatim in shorthand to avoid the mental sorting at the
meeting, you'll effectively have to go through the whole meeting again before you can do any sorting (potentially very time-consuming)

As you listen, write down briefly all points which seem to have substance. If you're well prepared and understand the issues, you'll find it
easier to recognise these points. If you're in doubt, as inexperienced officers often are, err on the side of caution and record the point. You
can then decide later whether it needs to be included.

Use initials of speakers (as far as possible) to identify who made the point. While you won't normally use names in the minutes you may
occasionally wish to refer back to a speaker for clarification of a point made. It can also be useful if there's any dispute later over who said
what.

By all means use your own form of shorthand in making notes, to reduce the amount of writing you have to do - initials, short forms of
words, symbols and the like, as long as you'll understand after the meeting what you've written.

Keep careful track of any motions moved during the meeting, as you may be asked to remind members of them by reading them out. If a
member moves a motion which is longer than you can readily record, ask that he/she give it to you in writing to ensure that you get it
right. If a motion is amended, keep careful track of the new motion. It's useful to record motions in CAPITALS and perhaps to highlight
them in colour, so that if you have to flick back several pages of notes you can quickly find them.

If you miss a point, don't panic, or you may miss even more points as the meeting moves on! If you have a vague grasp of the lost point,
you can always ask the Chair or the speaker after the meeting.

If you don't understand a point made, despite having listened carefully to it, ask through the Chair for clarification. Chances are that others
won't have understood it either.

When to write your minutes

You need to write the minutes while the meeting is still fresh in your mind and while your notes still make sense to you. Many people find
that leaving the minutes until the next day clarifies the mind wonderfully - a bit like the quiet settling of the snow in those snowstorm
shaker toys!

It's not advisable to leave the writing of the minutes much beyond the day after the meeting - experience tends to show that the longer
you leave them after that the poorer your recall (and therefore your minutes) will be. If you really have to delay writing the minutes for
good reason, make it a rule that you must have finished at least the first draft within five days of the meeting.

Bear in mind that having the task of writing the minutes (especially of a long complex meeting) hanging over you for any length of time
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can have an adverse impact on your other work. And of course the longer you leave them the larger the task of writing them looms in your
mind! The best solution is to make a commitment to write the minutes on the day following the meeting if you possibly can (put it in your
diary as a formal booking) and stick to it.
To begin writing a narrative report.

Who - who was involved?

 What - what happened?
 Where - where did it happen?
 Why - why did it happen?
 When - when did it happen?
 How - how did it happen?