The Philippines has encountered numerous of disasters, wherein those people who live in this

country experienced rough time given by the calamities. This is caused by the climate change

due to the gases that trap in our ozone layer caused by the pollution where human being creates

it given the best example is the plantation. The Philippines located at the ring of fire, where

most volcanoes are active, and also natural disaster such as floods, earthquake, fire, drought,

and storm that can affect the human resources and can lose lives. As a human being we need

safety and security in our lives in order for us to have a peaceful life and living. Disaster is

unpredictable that we don’t know when it’s occur. We, human need safety environment

include the safety from accidents/illness and their effects that’s why we need to be ready

anytime and anywhere (Abacahin, et. al., 2018).

This is common to the Maslow’s hierarchy of needs theory. This is focused only on the

second level of Maslow’s stage model which is safety and security needs. It refers to the need

for security and protection when we have our physiological needs for food and water met, our

safety needs have to do with our natural desire for predictable, orderly world that is somewhat

within our control.

1. EFFICIENCY OF BARANGAY OFFICIALS IN BARANGAY ALUBIHID,

BUENAVISTA AGUSAN DEL NORTE DURING DISASTER

REVIEW RELATED LITERATURE:

In DRRM, The barangay officials are held liable for the safety of the people during a disaster.

That is, there is a need for the barangay officials to fully exceed the limit of retrofitting aspects
and to provide training, seminars, and symposiums in the institution for the security and safety

(Castillo, 2011).

2. EFFECTS ON THE INDIVIDUALS AFTER THE DISASTER IN BARANGAY

MATABAO AND ALUBIHID AGUSAN DEL NORTE

The scope of devastation caused by events led to an expansion of thinking about recovery,

not just the importance of mitigation and longer term recovery but of economic and

environmental impacts as well as the social and physical (Coghlan & Norman, 2004).

3. Level of Disaster Risk Reduction knowledge of Grade 11 students in Saint Michael College

of Caraga.

The Department of Education of the Philippines implements one of the provisions of the

Philippine disaster risk reduction and management act of 2010 (DRRM Act) to integrate

DRRM in the school curriculum and other educational programs, and to heighten the level of

resiliency of students toward natural disasters. Hence, this study was conducted to assess the

disaster-related knowledge, preparedness and readiness, adaptation, awareness, and risk

perception of Grade 11 students (Mamon, et.al., 2017).

4. Disaster Preparedness among selected Barangays in Buenavista Nasipit Agusan del Norte.

People cannot totally prevent natural disasters to happen nor we can stop it when it

stuck us, but it is very important that we are prepared and take steps in mitigating the effect

by creating and totally implement a realistic Disaster Preparedness plan (Dela cruz, 2012).
4. The case study on “Barangay Government Disaster

5. Effectiveness of Disaster-based School Program on Student’s Earthquake-

Preparedness.

According to (Shaw et al.,) research about the effect of a school disaster education

approach on student perception and disaster preparedness in Nepal Consistent with

previous findings, they found that school disaster education was effective in risk perception,

searching for information and intention to prepare for disaster but not for taking actual

preparedness measures. This study recommended making a link between the school and

community to build disaster resilience in both the community and among individual.

https://www.academia.edu/34012888/Effectiveness_of_Disaster-

based_School_Program_on_Student_s_Earthquake-Preparedness

6. Enhancing Community Resilience towards Disaster: The Contributing Factors of School-

Community Collaborative Network

The concept of resilience has evolved from its initial emphasis on the general

persistence of ecological system functions in a world that is subject to ongoing change

(Holling, 1973), through an orientation toward coupled socioecological systems and questions

of adaptation of humans in nature (Carpenter et al., 1999, 2001; Walker, 1993; Walker et

al., 2002). In general terms, resilience is a characteristic of human (or social/societal) and

natural systems exhibiting a capacity to withstand and recover from an adverse shock or event

Keck & Sakdapolrak, 2013). In towns and cities, resilience is promoted through planning while
in nature, this trait is assumed inherent (Meadows, 2008; National Research Council, 2012).

While societal and ecological resilience are highly dependent on one another, an examination

of resilience literature reveals that one is often described without appreciation of the other or

in the context of their opposing roles (Handmer et al., 2012). Similarly, previous research

suggests that positive aspects of county and community quality of life are linked to not only

built environments but natural ones as well (Smith et al., 2012; Summers et al., 2012). Any

discussion of resilience would be incomplete without considering the role of natural

ecosystems, as they could influence many of a county's and community's vulnerability and

recoverability characteristics (Summers et al., 2016, 2012, 2014)

https://agupubs.onlinelibrary.wiley.com/doi/full/10.1029/2018GH000160

7. Disaster Preparedness: Saving lives and livelihoods in Buenavista Nasipit Agusan Del norte

The involvement of communities in the design and implementation of activities helps to

ensure that they are well tailored to the actual vulnerabilities and to the needs of the affected

people. Disasters undermine hard won development gains, destroying lives and livelihoods

and trapping many people in poverty (United Nations, 2008). Strengthening resilience and

preparedness is the first line of defence for the vulnerable in many risk-prone countries. Public

awareness-raising and public education help reduce disaster risk and improve disaster

preparedness. This allows people to become aware of their own risks, vulnerabilities and

capacities, and enables them to work for their own risk reduction and resilience building (Jan

Gelfand, 2013).

https://www.unisdr.org/files/2909_Disasterpreparednessforeffectiveresponse.pdf

8. Preparedness and Coordination essential to saving more lives anD reducing

the impact of natural disasters

Collaboration is also key to building community resilience and reducing risks. There must be

increased and improved collaboration amongst all stakeholders including governments, civil

society organizations and the private sector, as well as other humanitarian and development

practitioners. If we look to reduce the impact of disasters and reduce we must work together

for the benefit of safer, healthier and more resilient communities (Jan Gelfand, 2013).

https://www.ifrc.org/en/news-and-media/opinions-and-positions/opinion-

pieces/2013/preparedness-and-coordination-essential-to-saving-more-lives-and-reducing-

the-impact-of-natural-disasters/

9. The facilitation of school’s preparedness toward disaster is a realization of the National

Action Plan for Disaster Risk Reduction which is stated in Priority 5 of the Hyogo Framework

for Action (HFA) 2005-2015: Strengthening Disaster Preparedness for Effective Response at

All Levels. Aside from that, in the educational context of disaster risk reduction, this basic

concept reflects Priority 3: Using Knowledge, Innovation and Education to Build a Culture of

Safety and Resilience at All Levels.

Conceptually the school-based disaster preparedness not only focuses on mere preparedness,

but also strives to develop knowledge to institutionalize the culture of safety and resilience of

all school communities to disaster

. Therefore, the concept of SSB focuses on two agendas:

1. A safe Learning Environment

2. Preparedness of the School Community

https://www.preventionweb.net/files/26013_26008aframeworkofschoolbaseddisaste.pdf
10. IMPLEMENTING EDUCATION AMONG CRIMINOLOGY STUDENTS IN

SAINT MICHAEL COLLEGE OF CARAGA

Previous research has demonstrated that when children are supported by adults and are

provided with sufficient knowledge and skills they can protect themselves, save others from

danger, and promote significant changes in their communities that reduce the risk of disasters

(Back et al., 2009; Haynes & Tanner, 2015; Mitchell, T. et al., 2008; Tanner, 2010). Schools

have been identified as an effective place for children to build this culture of safety and risk

reduction (UN International Strategy for Disaster Reduction or UNISDR, 2008), especially

since nine out of 10 children of primary school age are in school (United Nations, 2014). 1

Education and knowledge has always been one of the priorities in the global commitment for

DRR, as highlighted in the Hyogo Framework for Action (HFA) 2005-2015 and its successor,

the Sendai Framework for Disaster Risk Reduction 2015-2030 (UNISDR, 2005, 2015c).

https://pdfs.semanticscholar.org/c15d/f35b55bbc1c8558d89d5f2d3ef3976e31ea7.pdf

11. THE IMPACTS OF DISASTER TO CHILDREN AMONG COASTAL AREAS IN

BARANGAY BUENAVISTA NASIPIT AGUSAN DEL NORTE.

The world today faces other global challenges including population growth, unplanned

urbanisation, environmental mismanagement and loss of biodiversity, socio-economic

inequities, poverty and short-term economic vision (UNISDR, 2004). All of these factors

exacerbate the severity of disaster impacts, especially to children as the most vulnerable group.

Besides the physical risks of fatality, illness, and injury brought about by disasters, children are

also prone to psychological impacts and disasters often restrict their education, and thus

influence their personal growth and development (Peek, 2008).

12. PSYCHOLOGICAL EFFECT OF THE CHILDREN: THE AFTERMATH OF

DISASTER IN COASTAL AREA IN TINAGO BUENAVISTA

The most comprehensive review to date, including 60,000 victims of disasters across

demographic groups, shows that children are the most vulnerable group psychologically

(Norris et al., 2002). This is because children are highly susceptible to developmental

damage with disaster impacts affecting their characters and causing detrimental impacts on

their future (i.e. troubling life outcomes) (Lauten & Lietz, 2008).

13. THE IMPACT OF DISASTERS ON CHILDREN EDUCATION IN SELECTED

COASTAL AREA IN BARANGAY BUENAVISTA NASIPIT AGUSAN DEL NORTE

Post disaster assessment reports showed that when disaster strikes, significant

numbers of schools are often damaged, and books and education records are lost or

destroyed decreasing the quality of services for the children (International Recovery

Platform, 2014; Sinclair, 2001). A further issue in this context is that if buildings are not

damaged, schools will often serve as temporary shelters for displaced people where they

remain until they can go back safely back to their settlements, thus further complicating

educational continuity (Sinclair, 2001). Children who are displaced by disaster and

consequently miss schooling, experience academic setbacks and show signs of withdrawal

(Johnson & Ronan, 2014; Pane et al., 2008; Redlener et al., 2010).
Prepared by:

REASEARCHERS

ALJON AMPARO

JEANETTE DOMINISAC

SHELLA TUMINEZ

ARTICLES

Mamon, Catedral M A., Suba, Vargas R A., Son, I L., (2017) disaster risk reduction knowledge

of Grade 11 students. Retrieved on Dec. 4, 2019 at

http://www.ijhsdm.org/article.asp?issn=23479019;year=2017;volume=5;issue=3;spage=69;

epage=74;aulast=Catedral.

Dela Cruz J., (2012) Barangay disaster risk reduction & management plan. Retrieved on Dec.

5,2019 from https://www.scribd.com/doc/113583345/Barangay-Disaster-Risk-Reduction-

Management-Plan.