Finals

Chapter 4: Disaster Risk Reduction and Management | 1
ARE YOU READY? LEARNING OBJECTIVES

In the previous chapter, you have learned much
about the different issues and problems that
concern us, citizens and our country as a whole.
In this chapter, you will be able to:
To address the different concerns experienced,
not only by our country but by several nations as
well, the United Nations (UN) came up with the Analyze the current disaster situation in
idea of Sustainable Development Goals (SDG). the Philippines;
You will find out more about it further in the

chapter. Identify the recent disaster risk reduction
and management program in the Philippines
and how it adapts to the changing
You will also be re-introduced to the current disaster situation of the country.
Philippine disaster situation, how our
Gain knowledge and skills in assessing
government, local sectors and private
capacities and vulnerabilities of a
institutions work together for a cohesive
disaster prone community.
Disaster Risk Reduction and Management
Plan. Moreover, you will be trained in basic life
support, first aid and immobilization procedure, Integrate the knowledge and skills
which is a necessary preparation in a disaster learned from this module in the
prone country like the Philippines. community fieldwork
Discuss the importance of first aid, its

definition, aims and the need for
properly prepared first aiders
Explain how to recognize a medical

emergency and demonstrate the
sequence of first aid response upon its
recognition
Demonstrate skills in recognizing and

managing victim’s vitals, internal and
external bleeding, fractures and other
injuries incurred during emergency
Use the appropriate methods in

transporting a victim in an emergency
setting.
Chapter 4: Disaster Risk Reduction and Management | 0

SUSTAINABLE DEVELOPMENT GOALS
“What are these?”
The Sustainable Development Goals (SDG) is a successor of the Millennium Development Goals (MDG) in
addressing the global challenges faced by different nations - including but not limited to poverty, inequality,
climate, environmental degradation, prosperity, and peace and justice. 1
After more than a decade of collaborations with different nations and a ratification process, the UN General
Assembly adopted the 2030 Agenda for Sustainable Development, with 17 SDGs at its core, at the UN
Sustainable Development Summit on September 2015 in New York
This is a collection of 17 sustainable development goals and associated targets agreed upon by the United
Nations General Assembly in 2015 as targets for the year 2030. The targets are proposed to “meet[ing] the
needs of the present without compromising the ability of future generations to meet their own needs” 1
ensuring that “no one gets left behind”
That year (2015), several multilateral and international policy shaping conferences were held to address the
global concerns of different nations. One of these was the Third United Nations World Conference on
Disaster Risk Reduction, held from 14 to 18 March 2015 in Sendai, Miyagi, Japan.
1Development, World Commission on Environment and. "Our Common Future, Chapter 2: Towards Sustainable Development - A/42/427
Annex, Chapter 2 - UN Documents: Gathering a body of global agreements". www.un-documents.net.
Page | 1
Chapter 4: Disaster Risk Reduction and Management
During the conference, the following concerns were prominent: the emphasis on the need to tackle disaster
risk reduction and climate change adaption when setting the Sustainable Development Goals, the demand
to consider the practicality of the goals, how to ensure ownership of action by all stake holders and
strengthen their accountability, and the most the significant shift to a strong emphasis on disaster risk
management as opposed to disaster management. At the end of the conference, the Sendai Framework for
Disaster Risk Reduction 2015–2030 was adopted.
Since the desired outcome for both the SDG and the Sendai Framework are a result of intricate and
interconnected social and economic processes with overlap across the two agendas, important synergies
are found thereby allowing the simultaneous and coherent monitoring and reporting on the two frameworks,
namely goals and targets of the 2030 Agenda for Sustainable Development (targets of SDGs 1, 11 and 13).2
2Sendai Framework. (2018, February 27). The Sendai framework and related SDG targets. Retrieved from
https://wateractiondecade.org/2018/01/06/the-sendai-framework-and-related-sdgs-targets/
Page | 2
Lesson One
PHILIPPINES: DISASTER, HAZARDS AND RISK
Before we get our gears ready, let us first define some important terms and concepts:
HAZARD
any phenomenon, substance or situation, which has the
potential to cause disruption or damage to infrastructure
and services, people, their property and their
environment.
Hazards can be:
Natural (eg. earthquake, typhoon, etc);
Environmental (eg. loss of biodiversity, ozone
depletion, deforestation)
Anthropogenic hazards are induced entirely or
predominantly by human activities and choices
(eg. deforestation, riot, arson, cyber-crime)
RISK
The probability that negative consequences may arise
when hazards interact with vulnerable areas, people,
property and environment
The probability of harmful consequence or expected

losses resulting from the interactions between hazards
and vulnerable conditions Globally Harmonized System (GHS) Hazard
Systems. Click image to enlarge
To understand better, check out the diagram below:
CAPACITIES (STRENGTHS)
The resources and skills people possess, can develop, mobilize and access which allow them to
have more control over shaping their own future and coping with disaster risks.
The existing strengths in individuals and social groups – related to people’s materials and
physical resources, skills, social resources, beliefs and attitudes (e.g. ownership of land and safe
location of homes, adequate income, adequate food resources, savings etc.)
Page | 3
VULNERABILITY (WEAKNESSES)
Did you know?
A concept which describes factors or
constraints of an economic, social,
“Disaster is primarily a question of vulnerability.
physical or geographic nature, which
A disaster occurs as a result of a hazard that
reduce the ability of a community to
strikes a vulnerable community or group whose
prepare for and cope with the impact
inherent capacity is not enough to withstand or
of hazards
cope with is adverse effects and impacts. “
DISASTER
The serious disruption of the functioning of society, causing widespread human, material or
environmental losses, which exceed the ability of the affected communities to cope using their
own resources. Disasters occur when the negative effects of the hazards are not well managed.
RISK REDUCTION MEASURES

These are various activities, projects Did you know?
and programs that communities may
identify after assessing and analyzing A disaster resilient community (individual)
the risks they encounter. These has the capacity or ability to anticipate,
measures are specifically intended to prepare for, respond to and recover quickly
reduce the current risks and prevent from the impacts of disaster
future risks in the community.
Page | 4
In your Module 3: PCVA and DRRM, take note and study the DOMINANT DISASTER MANAGEMENT
POLICIES IN THE COUNTRY. Reflect on them and verify with your own experience how true and relevant
these are. Analyze the effectiveness in managing impending disaster. Do you find them useful and effective?
All attention of disaster response is focused on the hazard and the disaster event itself
Reactive, response-oriented
Disaster preparedness is inadequately integrated into the overall development planning process
Non-participatory
It follows a top-down, control of policies
It is also interesting to note how an ordinary Filipino views disaster. These prevailing views and attitudes are
relevant principles in assessment of our vulnerability and our capacity to cope and respond.
Disasters are unforeseen events

People affected are helpless victims and passive recipients Donors decide what victims
need
Responses are on individual families and on restoring infrastructure
Key players are government, aid agencies, scientists, experts and disaster managers
Top-down approach
Let us see how much you know about the current situation of our country specifically Metro Manila. It’s good
if you are familiar with the facts that will be detailed below. For those who will encounter these for the first
time, this is a moment for you to reflect on the things that might happen should a disaster happen in the
country. The important question that we need to answer is…
Why is the Philippines VULNERABLE to disaster??
I. Geographical and physical features

According to the Office of Civil Defense, the
Philippines because of its geographical
location, is considered one of the most
disaster- prone countries in the world. It lies
along the western segment of the Pacific Ring
of Fire, the most active part of the Earth
characterized by an ocean encircling belt of
active volcanoes and earthquake generators.
The Philippines has approximately 400
volcanoes 3 and 23 of them are known to be
currently active.
3 https://www.phivolcs.dost.gov.ph/
Page | 5
A. Philippines: Facts and Figures
The Philippines is situated at the junction of

two large converging tectonic plates - the
Pacific plate and the Eurasian plate. It has
experienced the most destructive
earthquake in July 1990 with a death toll of
approximately 1,666 and 12.2 billion pesos
in damages. Another geological disaster,
the volcanic eruption of Mount Pinatubo,
happened in June 1991.
Our country also lies in the path of turbulent

typhoons, with an average of 20 typhoons
crossing the Philippine area of
responsibility. The archipelagic nature of
the Philippine coastal areas increases
susceptibility to storm surges, tsunamis and sea level changes.
The country experiences floods and landslides which are common due to rains brought by typhoons
and monsoon. Located in the western part of the Pacific Ocean, the country is also vulnerable to the El
Niño Southern Oscillation (ENSO). The El Niño of 1997-98 induced drought and delayed the onset of
monsoon, which resulted to a scarcity in drinking water in urban areas and shortfalls in hydro-electricity
generation because of reduced water levels in major dams.
B. Metro Manila: At a glance
It is composed of 16 cities and 1 municipality by its administrative

boundaries.
It is the political, economic, and cultural center of the Philippines.
It is one of the most densely populated areas in Southeast Asia

with an estimated population of 100.9million. (http://www.nscb
.gov.ph/)
Due to rapid urbanization, there are unsatisfactory infrastructure construction, poor housing
condition, highly dense areas, and areas characterized by mixed land use and other
inappropriate conditions.
Metro Manila is also located in and around numerous earthquake generators, such as the Valley Fault
System (VFS), Philippine Fault, Lubang Fault, Manila Trench, and Casiguran Fault. Among these, the
Valley Fault System is considered to potentially cause the largest impact to the Metropolitan
Manila area should it generate a large earthquake.
Page | 6
It is topographically composed of coastal
lowlands, a central plateau where the central
district including Makati is located, as well as
alluvial lowlands along the Mari kina River and the
Laguna Lake. In case of an earthquake,
liquefaction in these lowland areas may cause
damage to buildings and infrastructures. In
addition, tsunami can also occur along the
Manila Bay.
Thus, the potential for natural disaster in Metro
Manila is high and the reduction of its
vulnerability is a pressing issue for the safety of
residents.
Distribution of Faults and Trenches around Metropolitan Manila
Now you see how much our country is prone to a lot of disasters! In an effort to prepare for such disasters,
the Philippines and Japan government worked together to come up with a comprehensive study called
Metropolitan Manila Earthquake Impact Reduction Study (MMEIRS). Isn’t this exciting! Let us see how the
study went
The Metropolitan Manila Earthquake Impact Reduction Study (MMEIRS)

In August 2002 to March 2004, the Government of
Japan through the Japan International Cooperation
Agency (JICA) granted an aid to the Philippines for
Metropolitan Manila Earthquake Impact Reduction
Study (MMEIRS). It focused on how to manage
potential earthquakes in Metro Manila. The study aims (1) to
formulate a master plan for earthquake impact reduction in Metro Manila; and, (2) to carry out technology
transfer to Metro Manila Development Authority (MMDA) and Philippine Institute of Volcanology and Seismology
(PHIVOLCS) in the course of the study.
Major contents of the study which are notable to the current Philippine situation are the preparation
of disaster management plan for Metropolitan Manila , and community based disaster management
activities.
Page | 7
MMEIRS results
As a result of the study, there are 105 recommended action plans the Metropolitan Manila Disaster
Coordinating Council (MMDCC) members should implement within 3 to 6 years. Also, based on the
damage estimation by MMEIRS Study:
40%
There is a potential rupture of the West Valley Fault, approximately 40%
of the total number of residential buildings within Metropolitan Manila will
collapse or be affected.
34,000 deaths + 18,000 deaths

1,144,000 injuries Anticipated by the fire spreading
caused by building collapse after the earthquake event
This human loss, together with properties and economic losses of Metropolitan Manila will be a national
crisis.
Research and studies are really

important to help anticipate, prepare for,
respond to and recover from the
impacts of disaster. The result of the
studies could be used to come up with
the best possible guidelines and plans in
case “The Big One” would occur in the
Metropolitan area.
You may access:

https://faultfinder.phivolcs.dost.gov.ph/
The PHIVOLCS FaultFinder application

may be used to find out the location of
active fault in certain areas, it could also
measure distance between an active
fault and a user’s current location or a specified location identified by the user. You can use this to check
if your home would be one of the potential casualties in the event of “The Big One” earthquake.
Now let us move on to the natural disasters that commonly hit the Philippines. As the cliché goes, information
is knowledge, so let us be guided by the following disaster guidelines and be familiar with it. It would be helpful
if you don’t keep this information to yourself, share it with your friends, families and neighbors. It is better to
be prepared than suffer the negative/ untoward and adverse consequences of disasters!
Page | 8
A. Earthquake
An EARTHQUAKE is feeble shaking to violent trembling of the ground produced by the sudden
displacement of rocks or rock materials below the earth’s surface. Sudden displacements along fault
fissures in the solid and rigid layer of the earth generate TECTONIC EARTHQUAKES. Those induced by
rising lava or magma beneath active volcanoes generate VOLCANIC EARTHQUAKES. 4
The destructive effects of earthquakes are due mainly to intense ground shaking or vibration. Because
of severe ground shaking, low and tall buildings may tilt, split, topple or collapse, foundation of roads,
railroad tracks and even bridges may break, electric posts may tilt or topple, water pipes and other utility
installations may get dislocated, dams and similar structures may break and cause flooding, landslides
and other forms of mass movement may occur in hilly and mountainous areas and tsunamis may be
generated. These destructive effects of earthquake may cause many casualties and short to long term
socio-economic disruptions. The following figures show the historical distribution of earthquakes
recorded in some parts of the country for the past decades.5
Distribution of Historical earthquakes from Distribution of instrumentally recorded

1608 to 1895 Earthquakes from 1907 to 2002
What to do during earthquakes?
1. DUCK or DROP down to the floor.

2. Take COVER under a sturdy desk, table or other furniture. If that
is not possible, seek cover against an interior wall and protect
your head and neck with your arms. Avoid danger spots near
windows, hanging objects, mirrors or tall furniture.
3. If you take cover under a sturdy piece of furniture, HOLD on to it
and be prepared to move with it. Hold the position until the
ground stops shaking and it is safe to move.
4 http://www.om pongplaza.org.ph/MMEIRS/08_BOOKLET/05_MITIGATION_HANDBOOK.PDF
5 http://www.ompongplaza.org.ph/MMEIRS/02_VOL2_MAIN1/MAIN1_02.PDF
Page | 9
Currently, there are 101 seismic
monitoring stations all over the
Philippines operated by PHIVOLCS,
equipped with seismometers that
detect and record earthquakes. Data
is sent to the PHIVOLCS Data
Receiving Center (DRC) to determine
earthquake parameters such as
magnitude, depth of focus and
epicenter.
Together with reported felt intensities

in the area (if any), earthquake
information is released once these
data are determined.6
Philippine Institute of
Volcanology and Seismology
Contact Information
PHIVOLCS Building, C.P Garcia Ave.,

Diliman, Quezon City, Philippines 1101
Trunkline: +632 8426-1468 up to 79
Official mail:
phivolcs_mail@phivolcs.dost.gov.ph
Twitter account: @phivolcs_dost
B. Tsunami
Tsunamis are giant sea waves generated by the

under-the-sea earthquakes and volcanic
eruptions. Not all underwater earthquakes and
volcanic eruptions however, can cause the
occurrence of tsunamis. Tsunamis can only
occur when the earthquake is shallow-seated
and strong enough to displace parts of the
seabed and disturb the mass of water over it.
Although tsunamis may be triggered in various
ways, their effects on coastal areas are similar.
6 https://www.phivolcs.dost.gov.ph/index.php/earthquake/introduction-to-earthquake
Page | 10
Some Natural Signs of an approaching Local Tsunami:
A felt earthquake
Unusual sea level change: sudden sea

water retreat or rise
Rumbling sound of approaching waves
7
What to do during tsunami?
1. Know your local community's suggested evacuation routes to safe areas.

2. If you are at the beach or near the ocean and feel the earth shake, run immediately to higher ground.
3. Be aware of the tidal conditions around your area. The most notable and very distinguishing factor for
a tsunami is the occurrence of highly unusual tidal levels before the large waves arrive. The sudden
draw down of sea level resulting in a receding shoreline, sometimes by a kilometer or more, is a sign
of a preceding or in-between crest of tsunami waves.
4. Do not approach the beach to investigate.
5. Homes and buildings located in low lying coastal areas are not safe. The upper floors of a high multi-
storey, reinforced concrete building can provide refuge if there is no time to move inland or to higher
grounds.
6. A tsunami is not a single wave but a series of waves that can vary in size. Whenever a tsunami strikes,
stay out of the danger area until absolutely sure that the last wave had passed.
7Earthquake and Tsunami. (1990). Department of Science and Technology- Philippine Institute of Volcanology and Seismology.
Quezon City: DOST-PHILVOLCS. | PAGASA | Singapore Civil Defence Force. (2005). Emergency Handbook. Singapore: Singapore
Government.
Page | 11
C. Storm Surge
Storm surges are abnormal rise of water

generated by storms, over and above the
predicted astronomical tide. It’s the change
in the water level that is due to the presence
of a storm. Storm surge is produced by
water being pushed toward the shore by the
force of the winds moving cyclonically
around the storm. The impact on surge of
the low pressure associated with intense
storms is minimal in comparison to the
water being forced toward the shore by the Retrieved from: http://voices.nationalgeographic.com/2012/12/08/geography-in-
the- news-storm-surge-threats/
wind.
The maximum potential storm surge for a particular location depends on a number of different factors.
Storm surge is a very complex phenomenon because it is sensitive to the slightest changes in storm
intensity, forward speed, size (radius of maximum winds-RMW), angle of approach to the coast, central
pressure (minimal contribution in comparison to the wind), and the shape and characteristics of coastal
features such as bays and estuaries.
What to do during Storm Surge?
1. Monitor the storm’s progress and listen for further warnings or instructions from local officials.
2. Flood waters can be dangerous to drive and walk through. It is best to listen carefully to rescue
officials, who will be coordinating evacuation plans, before going anywhere.
3. Be prepared to evacuate at a moment's notice. When a storm surge, flood, or flash flood warning
is issued for your area, follow your evacuation plan, head for higher ground and stay there.
4. Stay away from floodwaters. If you come upon a flowing stream where water is above your
ankles, stop, turn around, and go another way. Six inches of swiftly moving water can sweep you
off your feet. Be especially cautious at night when it is harder to recognize flood danger.
5. If you come upon a flooded road while driving, DO NOT attempt to cross flowing water. If you are
caught on a flooded road and waters are rising rapidly around you, get out of the car quickly and
move to a higher ground. Most cars can be swept away by less than two feet of moving water.
6. Make sure to take your emergency supplies kit with you.
7. If you are evacuating your home, leave a note there stating your whereabouts. Register at any
local registration and inquiry center so you can be contacted when it is safe to return home.
Page | 12
D. Fire
According to the Fire Code of the Philippines, fire is the active principle of burning, characterized by the
heat and light of combustion. Fire can cause major disasters and loss of lives in buildings such offices,
hotels, hospitals, schools and homes. Such disasters can be avoided if proper fire safety practices are
observed.
8
What to do during Fire?
1. When you’re in a building (such as offices, malls

etc.), make sure to know where the “FIRE EXIT”
is located.
2. Use a fire extinguisher to put out small fires. You
can also use water if the fire is not electrical or
chemical. DO NOT try to put out a fire that you
can’t control.
3. If there’s a fire that is too big to put out, leave the
place immediately.
4. If you can see smoke in the house, stay low to
the ground as you make your way to the exit.
5. DO NOT run if your clothes catch fire but “Stop
Drop and Roll” instead.
6. When you’re trapped in a room, do the following:
a) Check to see if there’s heat or smoke

coming in the cracks around the door.
b) Don’t open the door when you see smoke
seeping from its borders.
c) Touch the door if you don’t see the smoke. If it’s hot or very warm, then don’t open it.
d) If you don’t see smoke and the door isn’t hot, then slightly use your fingers to lightly touch
the doorknob. If it’s hot, don’t open it.
e) If the doorknob feels cool and you don’t see any smoke around, only by then you can open
the door slowly and carefully.
f) When you open the door and you feel a burst of heat or see smoke pour into the room,
quickly close the door and make sure it is really closed.
g) If there’s no smoke or heat when you open the door, quickly make your way out.
h) Yell for help.
8Bureau of Fire Protection. (2009). Fire code of the Philippines. Retrieved from:
http://www.bfpresponse.gov.ph/RA9514%20IRR%20Signed%20by%20SILG.pdf;| Bureau of Fire Protection. (n.d.) Fire Safety Tips.
Retrieved from: http://www.bfpresponse.gov.ph/downloads.html;| Singapore Civil Defence Force. (2005). Emergency Handbook.
Singapore: Singapore Government
Page | 13
E. Landslide
Landslides are rock, earth, or debris that flow on

slopes due to gravity. They can occur on any
terrain given the right conditions of soil, moisture,
and the angle of slope. Integral to the natural
process of the earth's surface geology, landslides
serve to redistribute soil and sediments in a
process that can be in abrupt collapses or in slow
gradual slides. Such is the nature of the earth's
surface dynamics.
9
What to do during Landslide?
1. If there has been a period of heavy

rainfall and you are in a landslide prone
area, you may be at risk of a landslide.
2. If you remain or are caught suddenly
at home, move upstairs if possible.
Staying out of the path of a landslide
or debris flow saves lives.
3. Listen for any unusual sounds that
might indicate moving debris, such as
trees cracking or boulders knocking
together. A trickle of flowing or falling
mud or debris may precede larger
landslides. Moving debris can flow quickly and sometimes without warning.
4. If you are near a stream or channel, be alert for any sudden increase or decrease in water flow
and for a change from clear to muddy water. Such changes may indicate landslide activity
upstream, so be prepared to move quickly. Don't delay! Save yourself, not your belongings.
5. Be especially alert if you are driving. Embankments along roadsides are particularly susceptible
to landslides. Watch the road for collapsed pavement, mud, fallen rocks, and other indications of
possible debris flows.
6. Whenever you are in the path of a landslide or debris flow, move away as quickly as possible. If
escape is not possible, curl into a tight ball and protect your head with your hands or a helmet.
7. Landslides are extremely dangerous, so it is far better to evacuate immediately if you suspect
imminent danger than to ponder the potential.
9Federal Emergency Management Agency. (2010). Landslide. Retrieved from

http://www.fema.gov/hazard/landslide/ls_before.shtm; | Singapore Civil Defence Force. (2005). Emergency Handbook. Singapore:
Singapore Government; | United States Search and Rescue Task Force. (n.d.) What are Landslides? Retrieved from:
http://www.ussartf.org/landslides.htm
Page | 14
F. Volcanic Eruption
A volcano can be simply defined as a rupture or

an opening on the crust of a planet like Earth. This
opening allows hot ash, molten rock and gases
to blow off from the underground spaces.
Volcanoes generally acquire shape of a
mountain. Volcanoes are usually found at places
where tectonic plates get converged or diverged.
The common features of volcanic eruptions are
lava and release of poisonous gases from the
crater situated at the summit of the volcanoes. If
a volcano erupts where you live follow the
evacuation order issued by the authorities and
evacuate immediately from the volcano area to
avoid flying debris, hot gases, lateral blast, and
Retrieved from https://cdn.britannica.com/16/77416-120- lava flow.
6D5A3D41/volcano-Mount-St-Helens-south-eruption-May-18-
1980.jpg
10
What to do during volcanic eruptions?
1. Avoid the declared permanent danger zones in your locality. Also, rivers where hazardous volcanic
substances can flow should be avoided.
2. Leave the area immediately. If you are warned to evacuate because an eruption is imminent,
evacuate.
3. Be aware of mudflows. The danger from a mudflow increases near stream channels and with
prolonged heavy rains. Mudflows can move faster than you can walk or run. Look upstream
before crossing a bridge, and do not cross the bridge if a mudflow is approaching.
4. Avoid river valleys and low-lying areas.
5. If you are along the path of potential lahar flows, move to higher ground or to a designated
evacuation site.
6. Remember to help your neighbors who may require special assistance – infants, elderly people,
and people with disabilities.
7. If you have a respiratory ailment, avoid contact with any amount of ash.
10 Centers for Disease Control and Prevention. (n.d.). Key Facts About Protecting Yourself During a Volcanic Eruption. Retrieved
from: http://www.bt.cdc.gov/disasters/volcanoes/during.asp; | Ezine Articles. (n.d.). Volcano Eruption - 15 Important Factors to
Prepare. Retrieved from: http://EzineArticles.com/1662110; | Philippine Institute of Volcanology and Seismology. (2008). Active
Volcanoes. Retrieved from: http://www.phivolcs. dost.gov.ph/index.php? option=com_content&view=article&id=57: active-
volcanoes&catid=55&Itemid=114________. (n.d.). Safety During Volcanic Eruptions. Retrieved from:
http://www.healthypinoy.com/health/articles/disaster-preparedness-volcanic-eruption.html
Page | 15
8. Food should always be covered to prevent
contamination.
9. Wear long-sleeved shirts and long pants.
10. Use goggles and wear eyeglasses instead
of contact lenses.
11. Use a dust mask or hold a damp cloth
over your face to help with breathing.
12. Stay indoors until the ash has settled
unless there is a danger of the roof
collapsing.
13. Close doors, windows, and all ventilation
in the house (air conditioners, fans, and
other vents.) Retrieved from http://geologycafe.com/images/landslides.jpg
14. Always clean your roof when heavy ash
fall occurs to prevent collapse.
15. Avoid running car or truck engines. Driving can stir up volcanic ash that can clog engines, damage
moving parts, and stall vehicles
G. Typhoon
The Philippines’ geographical location and physical

environment make it vulnerable to natural hazards
such as tropical cyclones, floods, extreme rainfall,
thunderstorm (TSTM), storm surges, strong winds,
tornado and others. Every year, these hazards bring
havoc to life and property, seriously disrupt our
agriculture-based economy and disturb the lives of
millions of Filipino families.
In 2009, a series of typhoons hit the country over a

five-week period. Typhoons Ondoy, Pepeng, Ramil
Source: Typhoon. [Image](n.d). Retrieved from: and Santi brought extensive flooding, destroyed
http://ecohope.blogspot.com/2009/09/typhoon-ondoy- properties and caused a number of casualties in
in-manila-philippines.html
different regions of the country as many were
caught unaware of the intensity of these typhoons.
A typhoon is a type of tropical cyclone, which is a general term for a circulating weather system over
tropical waters. The eye of the typhoon is the center and is very calm. The most dangerous area is
the eye-wall. At 50,000 feet the air is moved outward and that increases the upward motion. Typhoon
force winds can topple poorly constructed buildings and mobile homes. Debris becomes flying
missiles and wind gusts can down trees and power lines causing disruption in the basic utilities.
Rains moving inland can produce 10 inches or more and cause deadly flooding.
Page | 16
The classification of tropical cyclones according to the strength of the associated winds as adopted
by PAGASA as of May 01, 2015 are as follows11:
1. Tropical Depression (TD) - a tropical cyclone with maximum sustained winds of up to 61

kilometers per hour (kph) or less than 33 nautical miles per hour (knots)
2. Tropical Storm (TS) - a tropical cyclone with maximum wind speed of 62 to 88 kph or 34 - 47
knots.
3. Severe Tropical Storm (STS) - a tropical cyclone with maximum wind speed of 89 to 117 kph
or 48 - 63 knots.
4. Typhoon (TY) - a tropical cyclone with maximum wind speed of 118 to 220 kph or 64 - 120
knots.
5. Super Typhoon (STY) - a tropical cyclone with maximum wind speed exceeding 220 kph or
more than 120 knots.
11Philippines Atmospheric, Geophysical and Astronomical Service Administration. Retrieved from:

http://www.pagasa.dost.gov.ph/index.php/learning-tools/94-weather/479-tropical-cyclones#classification-of-tropical-cyclones
Page | 17
12
What to do during typhoons?
1. Listen to the radio or local news for updates on the direction and strength of the typhoon.
2. Secure or move outdoor items inside like toys, grills, bicycles, furniture, plants and anything
moveable on the balcony. Move potted plants and other heavy objects away from windows as well.
3. If you live in a two-storey home, stay on the first floor in an interior room. If you live in a multiple-
story building and are away from storm surges, take refuge on the first or second floor hallways.
4. Turn the refrigerator and freezer up to the highest setting. In the event that electricity is cut off your
refrigerator and freezer will stay colder longer.
5. Fill your bathtubs, sinks, and other containers with potable water for using if water service is
disrupted and contaminated by flooding.
6. Keep flashlights, candles and battery-powered radios within easy reach.
7. Prepare foods that need not be cooked.
8. Should you need to evacuate, evacuate calmly. Close the windows and turn off the main power
switch; put important appliances and belongings in a high ground; and avoid the way leading to the
river. Bring clothes, first aid kit, candles/flashlight, battery-powered radio and food.
9. After the typhoon, if your house was destroyed, make sure that it is already safe and stable when
you enter.
10. Watch out for live wires or outlet immersed in water; report damaged electrical cables and fallen
electric posts to the authorities.
11. Do not let water accumulate in tires, cans or pots to avoid creating a favorable condition for
mosquito breeding.
H. Climate Change
One of the pressing issues that countries have been dealing with in recent time is Climate Change.
According to the United States Environmental Protection Agency, Climate change “refers to any
significant change in the measures of climate lasting for an extended period of time. In other words,
climate change includes major changes in temperature, precipitation, or wind patterns, among other
effects, that occur over several decades or longer”.
Most climate scientists agree that the main cause of the current global warming trend is human
expansion of the "greenhouse effect", i.e. warming that result when the atmosphere traps heat radiating
12 Singapore Civil Defence Force. (2005). Emergency Handbook. Singapore: Singapore Government. Typhoon Preparedness.
(n.d.). Retrieved from: http://www.pdfio.com/k-430968.html#
Page | 18
from Earth toward space. Certain gases in the atmosphere block heat from escaping. Long-lived gases
that remain semi-permanently in the atmosphere and do not respond physically or chemically to changes
in temperature are described as "forcing" climate change. Gases, such as water vapor, which respond
physically or chemically to changes in temperature, are seen as "feedbacks."
(http://climate.nasa.gov/causes/)
There are several and

compelling evidences proving
the current state of climate
change around the world: from
the rising of our water levels, the
global rise in temperature, the
worldwide shrinking of ice
sheets to extreme typhoons and
hurricane. These reasons alone
should make one wary of the
dangers of climate change.
The graph above, based on the

comparison of atmospheric Retrieved from: http://climate.nasa.gov/evidence/
samples contained in ice cores
and more recent direct measurements, illustrates the sudden rise of carbon dioxide in the atmosphere
since the dawn of industrial age.
Below is another graph illustrating an increase of 0.74 C in the global mean temperature for the last 150
years compared with the 1961-1990 global average.
Global mean temperature anomalies since the mid-19th century compared with the 1961-1990 average.
Retrieved from: Climate Change in the Philippines (2011). Philippine Atmospheric, Geophysical and
Astronomical Services Administration
Page | 19
Here in the Philippines, an increase in temperature was also observed. A study made by PAG-ASA yielded
adverse results. The graph shown below indicates an increase of 0.648 C or an average of 0.0108 C per
year increase from 1951 to 2010.
Observed annual mean temperature anomalies (1951-2010) in the Philippines based on 1971-2000 normal values.
Retrieved from: Climate Change in the Philippines (2011). Philippine Atmospheric, Geophysical and Astronomical
Services Administration
The Impacts of Climate Change

In the study by PAG-ASA entitled “Climate Change in the Philippines”, it highlighted the likely impacts of
climate change in different sectors and systems; although the magnitude of these impacts will depend
on a community’s adaptive capacity to these climate risks. For one, intense typhoons and rainfall caused
by global warming would endanger the lives of people from different communities especially those who
are most vulnerable. Destruction of properties and loss of lives are inevitable when heavy flooding, storm
surges, landslides and mudslides occur because of this.
Another severe effect of climate change is in “Health”. The continuous rise of temperature and changes
in rain patterns would result in the outbreak and spread of water-based and vector-borne diseases that
might result in the death of many people. Pulmonary diseases amongst children and cardiovascular
diseases among the elderly are some examples. Disease outbreaks such as malaria, dengue fever,
diarrhea and cholera are linked with climate events such as droughts and floods.
In the agricultural sector, the large decrease in rainfall and longer dry periods will affect our agricultural
outputs, thus affecting our whole economy. Climate change will have a significant impact particularly in
rice and corn production because they are very susceptible to climate variability such as floods, typhoons
and El-Niño induced droughts. Not only are we humans affected by climate change, but so do different
species. The combination of human stresses and climate change is expected to increase the incidence
of forest fires. Furthermore, the destruction of forest habitat is expected. These changes in forestry and
Page | 20
vegetation due to climate change will likely impact species biodiversity. Climate change and temperature
increases could lead to a change in our forest ecosystem. Areas that will be affected may result in
unfavorable conditions for thriving species and forests could face die-back.
What to do as a country?
1. Develop our emergency management plans for climate hazards

2. Develop early warning systems for extreme weather events
3. Rehabilitate existing water supply and transport system
4. Implement water management measures
5. Invest in water saving technologies/ methods
6. Change farming practices
7. Develop drought management and relief protocols
8. Develop aquaculture and plantation forestry instead of exploiting native resources
9. Develop coastal zone management plans
10. Design infrastructure to accommodate sea-level rise
11. Bolster public health institutions
12. Improve access of individuals and communities to medical and public
health agencies
13. Provide education in disease prevention
Did you know?
Important Point - There would be no natural

disasters if it were not for humans. Without
humans these are only natural events.
Page | 21
Lesson Two
PCVA: PARTICIPATORY CAPACITIES & VULNERABILITIES
ASSESSMENT
Dealing with an impending disaster is a responsibility that is dealt NOT solely by a single family or the
community leaders or the government. Managing disaster is encompassing to all sectors of the
society. In managing disaster, a careful analysis of the community must be done.
The key is PARTICIPATORY!
This analysis was first developed as a research methodology to assess disaster-

prone communities in Oxfam Great Britain’s programmed areas in the Philippines
such as the provinces affected by the eruption of Mt. Pinatubo in the ‘90s and
recently in the communities affected by natural calamities and armed conflicts in
Maguindanao and North Cotobato.
PCVA also known as Participatory Capacities and Vulnerabilities Assessment is a research methodology
that is both an analysis and a learning tool.
This method provides an opportunity for the people in the community to express its own perceptions and
understanding of disasters and its impact.
Understand the existing capacity and

vulnerability of the communities.
(http://krishanagyanwali.b logspot.com /)
Identify long and short term needs of the

communities
Identify possible options to address the needs

and aid in formulating an efficient disaster risk
reduction management program
Earlier in this chapter you have learned that a community that has high vulnerabilities when hazard is
experienced, a DISASTER is very likely to happen
Page | 22
A. Vulnerability Assessment
VULNERABILITY is a condition which increases the susceptibility of a community to the impact of

hazards. The community’s vulnerability is affected by the following factors:
1. Physical / Material Vulnerability
Location
Hazard prone location
Design and construction materials
Lack of basic services
Violence (domestic and conflict)
Lack of access and control over
means of production
Environmental degradation
And other similar features
2. Social and Organizational Vulnerability
Family and kinship structures

Lack of leadership and initiatives
Neglected by government and
administrative structures
Conflicts, caste system, ideology
Unequal participation of community
affairs
Exclusion of certain groups from
decision-making
Isolation
3. Motivation and Attitudinal Vulnerability
Negative attitude towards change

Passivity, fatalism, hopelessness
Lack of initiative or “fighting spirit”
Dependency on external support
Page | 23
B. Capacities Assessment
This process determines how people respond in time of crisis to reduce the damaging effects of
hazards. It also determines the coping strategies and resources of the communities.
Did you know?
The key principle in assessing capacities

is that even the WEAKEST have some
skills, resources, strengths to help
themselves and others as well.
If we ignore rather than support, the capacities and

coping mechanisms might be undermined and
weakened and eventually increase vulnerability. Taken from http://www.pfpi.org/about.html
THE ASSET PENTAGON
The British DFID (Department for International Development) Asset Pentagon is an important
component in the Sustainable Livelihood Framework that visually represents people's assets. It
illustrates the importance of the interrelationship of each different assets and still considering the
aspect of 'vulnerability'.
HUMAN CAPITAL
skills, knowledge, abilities, health status
and other capabilities of the human
factor that enables them to pursue labor.
Other matrices of the human capital can
be Attitudinal / Motivational such as
sense of control, confidence, power
NATURAL CAPITAL
stocks of natural resources such as
intangible public goods from the
environment and the biodiversity of the
community (such as trees, rivers, etc.)
FINANCIAL CAPITAL
income, economic and monetary
resources, investments or any cash
equivalents
Page | 24
PHYSICAL CAPITAL
infrastructures, direct public things that help in access and control of the production
SOCIAL CAPITAL
networks and connectedness, memberships in formalized groups, and other benefits that comes
through relationships between institutions and people such as local, national and international welfare
institutions.
The central point of the pentagon, where the lines intersect, means zero access to assets while the
outer perimeter represents maximum access to these assets. Below are ways on how it is utilized.
In the upper pentagon on the left the following is true: a reasonable but
declining access to physical capital; limited access to natural capital
and a falling movement to the social capital.
We can draw the following conclusion based on the given: the assets
represented live in an urban area but do not have the skills or finance
to invest in infrastructure maintenance. Forming social groups has
also been constrained based on the indicator in the social capital area
of the pentagon.
Meanwhile, the left lower pentagon shows a situation after support has
been given to financial capital assets (perhaps through micro-finance
schemes), the social capital also rose (maybe through gathering and
organizing activities that developed skills and provide training - human
capital). Together these enable the people to maintain and extend the
physical capital while the natural capital remains unchanged.
Given the two pentagon diagram, what conclusions can you draw from the two different
communities?
Page | 25
If you combine the data, you gathered from the vulnerability and capacity assessment you will come up
with this matrix below.
This is the most usable tool in PCVA.
ASSETS VULNERABILITY CAPACITY

Physical /Material
What productive resources,
skills, environmental features,
and hazard exist?
Social/Organizational
What are the relations and
organizations among its
people?
Motivational/Attitudinal
How does the community view
its ability to create change?
Participatory Capacities and Vulnerabilities

Assessment as the name of the method implies, it
invokes the participation of every single member of
the community, even the children. All of them has
the right to be heard in planning for their
community.
Depending on the need and extent of the research

for the community’s disaster risk reduction and
management plan, the tool may vary or sometimes
modified.
The purpose of a PCVA is to generate discussion

Aside from the PCVA matrix tool above, the and analysis by the community residents
facilitator may also choose to use any of the themselves. After all this, a plan would be
following tools whenever it is deemed appropriate. beneficial to their community as part of the
mitigation measure in disaster planning.
Page | 26
Community Disaster Evacuation Map
This map would show the different areas, institutions or

resources that can be used in disaster evacuation.
http://www.mercycorps.org/julierogers/blog/24801
©UST-NSTP 2011
Hazard Map
Social Organization Map
Page | 27
Seasonal Calendar
Seasonal calendar of a community in The Philippines. Retrieved from http://www.fao.org/docrep/V1490E/v1490e02.htm
Page | 28
CONCLUSION
Our history has been a witness to the shifts and developments of disaster management in
the country. The most notable has been the shifts of focus from disaster response to the recognition and
strengthening of mitigation measures. These points to the commonly held misconception that disaster
management involves response only, where in fact, response is only one phase of the whole disaster
management continuum (Rosales, 2001). Now, formal structures, offices and organizations are in place to
manage disaster that comes our way.
Rather than being on the reactive gear, you should start working the anticipatory measures
and strategies that will further facilitate the Philippines shift from a culture that concentrate on response
(e.g. mass collection for relief operation) during actual disaster to one that actually pays attention to equally
significant considerations like preparedness, mitigation, recovery and rehabilitation
Page | 29
Lesson Three
BASIC FIRST AID & IMMOBILIZATION USING BACKBOARD
Imagine a 10-wheeler truck crashes into an automobile and pushes it over an embankment.
Bystanders rush to the rescue. They remove the driver of the car, stop a passing car, lift him to his feet, and
send him in a sitting position to a nearby hospital. The driver lived but remained paralyzed for the rest of
his/her life.
The permanent disability could have been prevented by knowledge of what to do in an emergency.
The unskilled and improper handling of the victim has caused the victim’s spinal cord to be punctured by
the sharp edge of his broken vertebrae thus causing lifetime paralysis.
This illustration clearly demonstrates the need for first aid training. It’s better to know the different
aspects of it than to need it and not know it. How people respond to an emergency before medical help
arrives often determines how well a victim recovers. In extreme cases, it can spell the difference between
life and death.
What is FIRST AID?
First aid is the temporary and immediate care given to a person who is injured or who suddenly
becomes ill. It can also involve home care if medical assistance is delayed or not available. First aid
includes recognizing life-threatening conditions and taking effective action to keep the injured or ill
person alive and in the best possible condition until medical treatment can be obtained or until the
chance for recovery without medical care is assured.
First aid does not replace the physician, nurse, or paramedic. In fact, one of the primary principles of
first aid is to obtain medical assistance in all cases of serious injury.
RECOGNIZING A MEDICAL EMERGENCY

Everyone should be able to perform first aid since most people will eventually find themselves in a
situation requiring it, either for another person or for themselves. Since you might be the person to
respond first at the scene of an emergency, you need to know how to recognize emergencies and
how to respond in a way that best protects and aids the victim.
In general, laypersons have a great deal of difficulty deciding when an EMS

emergency exists. This difficulty can lead to delays in providing the Emergency Medical
necessary first aid and contacting the Emergency Medical Service (EMS). Service
Page | 30
The initial step in recognizing an emergency is noticing that something is wrong. But generally, you
will know when an emergency happens. You can tell by the type of injuries or by how the victim looks.
PREVENTING TRANSMISSION OF INFECTIOUS DISEASES
Of greatest concern to First aiders and others in emergency setting are infectious diseases
especially Hepatitis B, meningitis, tuberculosis and AIDS. You can minimize your risk of infection by
wearing protective gloves; wearing other protective gear as appropriate; using pocket mask during
mouth-to-mouth resuscitation; and
washing your hands thoroughly after
any contact with a victim
BASIC LIFE SUPPORT
Basic life support is the act of sustaining

life-sustaining functions after events
which may have rendered a victim
unresponsive with no visible breathing
or gasping breathing. This is
accomplished with Cardiopulmonary
Resuscitation or CPR.
In the period of 2005 to 2009, traditional

CPR required formal training and was
almost limited to professional health
care providers. In 2010, revision of the
guidelines for CPR included instructions
for lay bystanders (people with no
formal training of CPR). This enabled
ordinary people to perform
Compression-only CPR, possibly
increasing the rates of bystander CPR.
Also, in the 2010 guidelines, several steps in traditional CPR were removed while some were
improved. The summary of major changes is the following:
A simplified universal adult BLS algorithm was created.

Refinements were made for recognition of victims in need of CPR from unresponsiveness,
absence of pulse and breathing to unresponsiveness and absence of breathing or no normal
breathing (victim is gasping).
Look, listen, and feel for breathing has been removed.
Page | 31
Emphasis was placed on high-quality CPR (Adequate rate and depth, complete chest recoil
after each compression, minimal interruptions in compressions and avoiding excessive
ventilation).
A change from Airway-Breathing-Compression (ABC) sequence to Compression-Airway-
Breathing (CAB) sequence.
Compression rate should be at least 100/min rather than approximately 100/min.
Compression depth was increased from 1 ½ inches to at least 2 inches.
The change in the application of CPR aims to increase the speed, efficiency and quality of response
of health care providers or bystanders to the victim. It is assumed that before collapse or state of
unresponsiveness, the victim was breathing normally and ample oxygen is present in the blood to
sustain him/her for a few minutes therefore compressions were prioritized over airway and
breathing.
Updated Traditional C.P.R. for trained providers
1. Survey the scene

2. Check unresponsiveness then pulse
3. Call for medical assistance (activate Emergency Medical Services or EMS)
4. Proceed to CPR 30 compressions to 2 rescue breaths (Head Tilt\Chin Lift)
*Continue compressions until victim is revived (check every 2 minutes), medical team arrives or rescuer is
exhausted
5. Perform the ABCD assessment of First Aid
Hands Only C.P.R. for lay bystanders

1. Survey the scene
2. Check unresponsiveness then pulse
3. Call for medical assistance (activate Emergency Medical Services or EMS)
4. Do high-quality 100/min or more chest compressions
*Continue compressions until victim is revived (check every 2 minutes), medical team arrives or rescuer is
exhausted
5. Perform the ABCD assessment of First Aid
Note: Ask for consent and introduce yourself after checking unresponsiveness and preparing for CPR
Page | 32
GENERAL SEQUENCE OF FIRST AID RESPONSE
First aid is the immediate help provided to a sick or injured person until a professional or better equipped
team arrives. Although mostly associated with physical injuries it also deals with the psychosocial support
needs and the emotional distress suffered from witnessing traumatic events.
Specifically, first aid aims to accomplish the following objectives:
Save/Prolong life
Prevent further injury and/or disability
Lessen human suffering
Lessen medical expense
Other literature would state:
to promote recovery
to provide pain relief measures
to address immediate health needs
Page | 33
Typically, it is you who recognize a situation as an emergency and decide to intervene and help the victim.
After recognizing the emergency and deciding to help, you must perform the following actions quickly and
reliably:
1. Survey the scene of the emergency (Check)

2. Assess the victim (Check – initial assessment)
3. Activate the EMS system, if needed (Call)
4. Provide first aid (Care – CPR if needed)
CHECK Conducting a Scene Size-Up (Survey the Scene)

Your first priority when preparing to perform first aid is to ensure your
own personal safety. Never risk your own personal safety. Next, you
will ensure the safety of the victim and any bystanders at the scene.
Always assess the situation from a safety standpoint first.
Do a 10-second survey that includes looking for three things:
a. Hazards that could be dangerous to you, the victim(s), or

bystanders
b. The mechanism or cause of the injury or injuries
c. The number of victims
If at all possible, put on protective gloves to

guard against exposure to any blood or bodily
fluids. Prior to approaching the victim, quickly
scan the area for any hazards such as
downed power lines, spilled fuel, weapons,
and an unstable vehicle or structure. If the
scene is not safe, you can either make it safe
by removing the hazard, if possible, or retreat
from the scene and get help before
proceeding. Never attempt a rescue that you
have not been specifically trained to do.
Remember, staying safe is your first priority;
you won’t be able to help someone else if you Creator: JIM WATSON | Credit: AFP/Getty Images
become a victim yourself.
The scene can also provide clues to whether the victim is injured or ill. For example, if you note a
ladder next to a person lying on the ground, you would assume the victim is injured from a fall. This
is referred to as the mechanism of injury. If a person is found sitting in a chair in a restaurant, you
would assume the victim is ill.
Knowing the mechanism of the injury will allow you to give useful information to the EMS personnel
who will later attend to the victim. This will enable the physician to fully recognize the extent of
injuries.
Page | 34
Also determine the number of injured people. Once you have determined the number of victims, you
can then have a bystander contact the necessary resources. You may request more than one
ambulance if you find several people who are injured or ill. And also, if there is more than one victim,
you will have to prioritize which one you should give attention first.
To begin, establish rapport with the victim by introducing yourself and explaining that you are there
to help. It would be very helpful to demonstrate competence, confidence and compassion. Obtain
consent to treat before assessing the victim.
CHECK Checking for Unresponsiveness

Determine unresponsiveness by tapping the victim on both shoulders and ask loudly, “Are you
okay?”. You are not looking for an answer per se, any kind of response will do such as fluttering
eyelids, muscle movement, turning to the sound, and so on. If there is no response, the victim is
unresponsive.
Assessing the victim is one of the most important and critical parts of first aid. The assessment
is conducted to identify and care for immediate life threats to the airway, breathing and circulation.
Some injuries are obvious; others are hidden. A conscious victim may be able to guide you to the
problem – but an unconscious victim will be of no help at all.
The respiratory, circulatory and nervous systems include the most important organs in the body: the
heart, lungs, brain and spinal cord. A serious problem in any of those three body systems generally
produces a serious threat to life. And if any one of those systems stops functioning, death occurs
within minutes. The goal of the primary survey is to quickly assess the three most important body
systems to determine any life-threatening condition so that it can be corrected immediately.
Unless you find a life threatening situation that needs to be treated immediately, you should be able
to complete the primary survey in approximately 60 seconds. The effectiveness of your first aid will
depend on effective assessment – you need to find what is wrong before you can treat it.
Start with the following steps:
1. Determine unresponsiveness by tapping the victim on both shoulders and ask loudly,
“Are you okay?” You are not looking for an answer as much as you are any kind of response
– fluttering eyelids, muscle movement, turning to the sound, and so on. If there is no response,
the victim is unresponsive. If conscious proceed to step 2 immediately.
2. Ask, “What happened?” The response will tell you the airway status, the adequacy of
breathing, mental status, and the mechanism of injury or nature of illness.
3. Ask, “Where do you hurt?” The response will identify the most likely points of injury.
4. Visually scan the victim of general appearance, cyanosis (blueness from lack of oxygen),
and sweating.
Page | 35
CALL Activating the Emergency Medical Service (EMS) System
During the first minutes of an emergency, it is essential that the EMS system be activated. Calling
anyone else first only wastes time. If the situation is not an emergency, call your doctor. However, if
you are in any doubt as to whether the situation is an emergency, activate the EMS system.
As a general rule, activate EMS

whenever a situation is more than Did you know?
you can handle.
You are a vital link between the EMS system
and the victim. Delaying these actions present
significant dangers to the victim.
CARE These steps provide a quick assessment of the victim’s overall condition. The rest of the primary
survey consists of evaluating the ABCDs- airway, breathing, circulation (pulse and bleeding), and
disability (nervous system disability or altered responsiveness).
Establish Airway
Determine whether the airway is open. If the victim is conscious or talking,
the airway is open. If the airway is not open, use either the head-tilt/chin lift
maneuver or the modified jaw thrust maneuver to open it (see later
discussions). Use only the modified jaw thrust maneuver if a spine injury is
suspected.
If the victim is unconscious, the tongue can relax, fall back, and block the
airway; the epiglottis can also relax and block the throat. Sometimes, the
victim’s efforts to breathe can create negative pressure that draws the tongue or the epiglottis, or
both into the airway. In these cases, opening the airway may be all that is needed to restore
breathing.
If you see liquids (such as vomitus) in the mouth, wrap your index and middle fingers in cloth and
sweep the liquid out. If you can see solid foreign objects (such as broken teeth), quickly hook them
out with your index finger.
Page | 36
A. Head-Tilt/Chin-Lift Maneuver
If you do not suspect cervical spine injury
1. Place one hand, palm down, on

the victim’s forehead and apply
firm, backward pressure to tilt the
head back.
2. Place the index and middle finger
of the other hand under the bony
part of the lower jaw near the chin;
be careful not to compress the
soft tissues underneath the chin.
3. Lift the jaw to bring the chin
forward while avoiding complete closure of the victim’s mouth and maintaining
pressure on the victim’s forehead to keep the head tilted backward. Leave dentures
in place if they are secure in the mouth. You will be able to form a better seal for
ventilation with the dentures in place.
If the head-tilt/chin-lift position is unsuccessful or if you suspect a spine injury, first try to
open the airway by lifting the chin without tilting the head back. If the airway remains blocked,
perform the jaw thrust maneuver.
B. Jaw Thrust Maneuver

1. Facing the top of the victim’s head, place
one hand on each side of the victim’s
head, resting your elbows on the surface
on which the victim is lying.
2. Place your fingers under the angles of the

victim’s lower jaw and lift with both hands
displacing the jaw forward.
3. If the lips close, retract the lower lip with

Retrieved from
your thumb http://emergencymedicinefirstaidfreebook.blogspot.com/
After you have displaced the jawbone forward,

support the head carefully without tilting it backward or moving it side to side.
Click the link for video: Chin-Lift and Jaw Thrust Video
Page | 37
Head-Tilt/Chin-Lift Maneuver vs Jaw Thrust Maneuver
While the head-tilt/chin-lift is the preferred method, it can be dangerous to use on a patient who
may have a cervical spine injury. That's where the jaw-thrust maneuver comes in: it allows you to
clear the tongue from the airway with minimal neck movement, allowing rescue breaths to be
administered. However, because it's considered relatively difficult to perform correctly, most
basic CPR courses will only cover the head-tilt/chin-lift maneuver. (Rhett, cpr-savers.com)
Breathing Assessment
A responsive person is typically breathing adequately.
This process should take only three to five seconds. If the victim is breathing,
maintain an open airway and place the victim in recovery position. This
position helps both conscious and unconscious victims maintain an open
airway. If you suspect trauma or cervical spine injury, do not move the victim.
To place the victim in

the recovery position,
roll her or him onto
one side, moving
head, shoulders, and
torso simultaneously
without twisting. Then flex one leg at the knee. Place the bottom arm behind the back. Flex the top
arm, placing the hand under the cheek. Continue with your primary survey.
If the victim is not breathing spontaneously or not breathing adequately, begin artificial breathing
immediately (Basic Life Support training needed); continue until the victim is breathing
spontaneously or until you are relieved by trained emergency personnel.
Page | 38
Checking for Pulse
If the victim has no pulse, not breathing or gasping breathing and
unresponsive, begin cardiopulmonary resuscitation or CPR (Basic Life
Support) immediately.
If the victim is breathing and has a pulse, continue by checking for serious or
profuse bleeding. Check for bleeding by looking over the victim’s entire body
for blood (blood-soaked clothing or blood pooling on the floor or the ground)
and by thoroughly and quickly, but gently, running your gloved hands over and under the head, neck,
arms, chest, abdomen, pelvis, buttocks and legs. Check your gloves often for blood.
If you find major bleeding – blood that is spurting or flowing freely – control it by direct pressure, use
of pressure points, or elevation. Spurting or steady flow bleeding is the only kind of bleeding that
should be treated during the primary survey.
Finally, check the victim’s skin condition. Skin color, especially in light-skinned people, reflects the
circulation under the skin as well as oxygen status. In darkly pigmented people, changes may not be
readily apparent but can be assessed by the appearance of nail beds, the inside of the mouth and
the inner eyelids. If there is decreased circulation or slow pulse, the skin becomes cool and pale or
cyanotic (blue-gray color).
Check for the pulse using the carotid artery by the following these steps:
1. Maintain head tilt with your hand nearest the victim’s head on forehead.
2. Locate the Adam’s apple with 2 or 3 fingers of the hand nearer victim’s feet.
3. Slide your fingers down into the grove of neck on side closest to you (do not use your
thumb because you may feel your own pulse).
4. Feel for carotid pulse (take 5-10 seconds).
The carotid artery pulse is used and preferred due to its proximity to the heart and accessibility to
the rescuer.
Taken from https://www.firstaidforfree.com/how-to-take-a-pulse-in-first-aid/
Page | 39
Disability (Spine Injuries) Check
A mistake in the handling of a spine-injury victim could mean a lifetime in a
wheelchair or in a bed for the victim. Therefore, it is very important to carefully
assess all conscious victims sustaining injuries from falls, collapsed structures,
or motor vehicle crashes for possible breaks on the vertebra or damage on the
spinal nerves before being moved. All unconscious victims should be treated as
though they have a spine injury. Suspect a spine injury in all head-injury victims.
Head injuries serve as a clue since the head may have been snapped suddenly in
one or more directions, endangering the spine. Other signs and symptoms include the following:
Painful movement of the arms and legs

Numbness, tingling, weakness, or burning sensation in the arms or legs
Loss of bowel or bladder control
Paralysis of the arms or legs
Deformity (odd-looking angle of the victim’s head and neck)
If you suspect the victim has any possibility of a spinal injury, establish manual in-line spinal
stabilization by bringing the victim’s head into a neutral in-line position. Have someone in the scene
hold the victims head so that the nose is in line with the navel (belly button) and the neck is not bent
forward or backward. Instruct the victim not to move his or her neck.
CAUTION!
DO NOT move the victim, even if the
victim is in water. Wait for the EMS to
arrive – they have the proper training and
equipment. Victims with suspected
spine injury require cervical collars and
stabilization on a spine board. It is better
to do nothing than to mishandle a victim
with a spine injury.
Stabilize against movement by Stabilize against movement by

holding the head placing objects on each side of the
head.
Page | 40
FIRST AID FOR BLEEDING
The life processes depend on an adequate and uninterrupted supply of blood. The loss of 2 pints in an adult
is usually serious; the loss of 3 pints of blood can be fatal if it occurs over the course of a few hours. Bleeding
in certain parts of the body – such as from the large blood vessels in the neck – can prove fatal within just
a few minutes.
External Bleeding
Severity of bleeding depends on how fast the blood is flowing, whether it is flowing from an artery or vein,
where the bleeding originated and whether the blood is flowing freely externally or into a body cavity.
Bleeding from an artery is always more serious than bleeding from a vein or capillary. Arterial blood is bright
red and spurts or pulsates out. But regardless of the type, in controlling external bleeding, the first aid is the
same.
Whenever you help a victim who is bleeding or losing other body fluids, take the following precautions to
protect yourself against transmission of infectious disease:
Place a barrier between you and the victim’s blood. If you can, wear protective gloves; if not, use
plastic wrap, aluminum foil, extra gauze bandages, or a clean, thick, folded cloth. As a last resort, use
the victims own hand.
Avoid touching your mouth, nose, or eyes or handling food while providing first aid care.
As soon as you finish treating the victim, wash your hands thoroughly with soap and hot water or an
antiseptic cleanser, even if you wore gloves. Use a fingernail brush to clean thoroughly under your
fingernails.
Wash all items that have the victim’s blood or body fluids on them in hot, soapy water. Rinse well.
After taking infection-control precautions, follow these steps in controlling the bleeding.
1. Expose the wound by removing or cutting the clothing to see where the blood is coming from.
2. Place a sterile gauze pad or a clean cloth (such as handkerchief, sanitary napkin or towel) over the
entire wound and apply direct pressure with your fingers or the palm of your hand. The gauze or
cloth allows you to apply even pressure. Be sure the pressure
remains constant. Do not remove blood -soaked dressings;
simply apply new dressings over the old ones. If bleeding does
not stop in 10 minutes, the pressure may be too light or in the
wrong location. Press harder over a wider area for another 10
minutes. If the bleeding is from an arm or leg, while still applying
pressure, elevate the injured area above heart level to reduce
blood flow. Elevation allows gravity to make it difficult for the
body to pump blood to the affected extremity. Elevation alone,
however, will not stop bleeding and must be used in
combination with direct pressure over the wound.
3. If bleeding continues, apply pressure at a pressure point, in
combination with direct pressure over the wound. The two most Control of external bleeding tourniquet.
accessible pressure points are: the brachial point in the upper
inside arm and the femoral point in the groin.
Page | 41
4. After the bleeding stops or to free you to attend to other injuries or victims, use a pressure bandage
to hold the dressing on the wound. Wrap a roller gauze bandage tightly over the dressing and above
and below the wound site.
5. The use of tourniquet to control bleeding should be a last resort only, when all other methods have
failed. It can be used only on an extremity; using it may lead to amputation of the extremity below
the tourniquet
Internal Bleeding
Internal bleeding generally results from blunt or penetrating trauma or certain fractures (such as pelvic
fracture). Though not visible, internal bleeding can be very serious – even fatal – because shock can develop
rapidly. You should suspect internal bleeding based on signs and symptoms as well as the mechanism of
injury.
The signs and symptoms of internal bleeding are similar to those of shock: restlessness and anxiety; cool
clammy skin; weak rapid pulse; rapid breathing; and ultimately, a drop in blood pressure. There may be
additional signs and symptoms depending on the source of bleeding some of which are:
Bruises or contusions of the skin

Painful, tender, rigid, bruised abdomen
Fractured ribs or bruise on the chest
Vomiting or coughing up blood
Stools that are black or contain bright red blood
Internal bleeding may not cause signs or symptoms for hours or days and it may be occurring even if there
are no signs and symptoms. For victims of internal bleeding, activate the EMS system, then:
1. Secure and maintain an open airway, and monitor the ABCDs.

2. Check for fractures; splint if appropriate.
3. Keep the victim quiet. Position and treat the victim for shock by elevating the feet 8 to 12 inches
and covering him or her to maintain body heat. (Do not elevate the feet if you suspect leg or spine
injuries.) If the victim starts to vomit, position his or her side with face pointing downward to
allow for drainage.
4. Monitor vital signs every 5 minutes until emergency personnel arrive.
Internal bleeding can be a serious cause of shock, and almost always requires surgical intervention
BONE INJURIES
With rare exceptions, fractures and other bone injuries are not life threatening. And although they are often
the most obvious and dramatic injuries a victim suffers, fractures may not necessarily be the most serious.
Therefore, it is important that you complete the primary survey and manage any life threatening conditions
before you look for the signs and symptoms of bone and joint injury:
Deformity, shortening or angulation

Pain and tenderness on the site of injury
Increased temperature on the injury site
Page | 42
Crepitus, a grating noise that can be heard or sensation that can be felt as broken fragments of
bone grind against each other
Rapid swelling
Discoloration or redness followed by bruising 2 or 3 days later
Open wound, with or without exposed bone ends; it may be a punctured wound
Joint locked into position
Guarding behaviour (victim tries to hold the injured area in a comfortable position and avoids
moving it)
Possible loss of function
A. First aid care

It is difficult to tell whether a bone is broken, so when in doubt, always treat the injury as a fracture. Fractures
should be treated in priority order:
1. Spinal fractures
2. Fractures of the head and rib cage
3. Pelvic fractures
4. Fractures of the lower limbs
5. Fractures of the upper limbs
The most important first aid care is immobilization of any suspected fracture or extensive soft-tissue injury.
You should immobilize before you apply ice or elevate the injured part. Treat fracture as follows:
1. Support the injured part; gently remove clothing and jewelry around the injury site without moving
the injured area.
2. Cover any open wounds with sterile dressings to control bleeding and prevent infection. Gently wipe
away dirt and debris, and irrigate the exposed bone end with clean water.
3. Assess blood flow for nerve function. There may be nerve damage if the victim cannot feel the
squeeze by checking the distal pulse of the suspected fracture site and also check the capillary refill
by pressing on the nailbeds. Gently squeeze the victim’s fingers or toes to assess.
4. Immobilize joints above and below the fracture. Wrap from the distal end of the splint to the proximal
end. Splint firmly enough to immobilize but not tightly enough to stop blood circulation. Follow
specific guidelines for splinting listed in the next section.
5. Check distal pulses and capillary refill after the splint is in place to make sure circulation is still
adequate.
6. Use cold compresses and elevation to relieve pain and reduce swelling
Page | 43
B. Splinting
Splints are used to support and immobilize suspected fractures, dislocations, or severe sprains; to help
control bleeding; to help control pain; and to prevent further damage to tissues from the movement of bone
ends. Any victim with suspected fracture, dislocation, or severe sprain should be splinted before being
moved.
a. General Rules of Splinting

Regardless of where you apply the splint, follow these general rules:
Do not splint if it will cause more pain for the victim.
Both before and after you apply the splint, assess the pulse and sensation below the injury. You
should evaluate these signs every 15 minutes after applying the splint to make sure the splint is
not impairing circulation,
Measure the splint to make sure it is the right size. The splint should be long enough to
immobilize the entire bone plus the joints above and below the fractured site. For example, in
immobilizing the leg, ideally, the outside splint should be long enough to reach from the victim’s
armpit to below the heel.
Secure the entire injured extremity. Wrap roller bandages around improvised splints and secure
them with cravats.
Splint the injury in the

position you found it. If there
is no distal pulse or
movement, you may attempt
to return the bone to its
normal alignment by placing
one hand above the injury
and another below. Then pull
with gentle traction while
moving the injury back
toward the correct
anatomical position.
In splinting the hand or foot,

immobilize in the normal
position of function. Make
sure you can still see and
feel the hand or foot so you Splinting of a femur fracture
can assess pulse or
sensation.
Remove or cut away all clothing around the injury site to prevent accidentally moving the
fractured bone ends and complicate the injury. Remove all jewelry around the fractured site.
Page | 44
Cover all wounds, including open fractures, with sterile dressing before applying a splint, then
gently bandage. Avoid excessive pressure on the wound.
If there is a severe deformity or the distal extremity is cyanotic or lacks pulse, align the injured
limb with gentle traction before splinting, following the guidelines above.
Never intentionally replace protruding bone ends.
Pad the splint to prevent pressure and discomfort of the victim.
Apply the splint before trying to move the victim
When in doubt, splint the injury.
If the victim shows signs of shock, align the victim in the normal anatomical position and
arrange for immediate transport without taking the time to apply a splint.
b. Improvised Splints
You may have access to commercial splint, but it is more likely that you will improvise at the scene.
A splint can be improvised from a cardboard box, cane, ironing board, rolled -up magazine, umbrella,
broom handle or any other similar object.
You can also use a self-splint (also called an anatomical splint) by tying or tapping an injured part to
an adjacent uninjured part. For example, splint a finger to a finger, a toe to a toe, a leg to the other
leg, or an arm to the chest. An effective improvised splint must be
Light in weight, but firm and rigid
Long enough to extend past the joints and prevent movement on either side of the fracture
As wide as the thickest side of the fractured limb
Padded well so the inner surfaces are not in contact with the skin
c. Hazards of improper splinting

Improper splinting can
Compress the nerves, tissues and blood vessels under the splint, aggravating the existing
injury and causing new injury
Delay the transport of a victim who has a life-threatening injury
Reduce distal circulation, threatening the extremity
Aggravate the bone or joint injury by allowing movement of the bone fragments or bone ends
or by forcing bone ends beneath the skin surface
Cause or aggravate damage to the tissues, nerves, blood vessels, or muscles as a result of
excessive bone or joint movement
Page | 45
TRANSPORTING VICTIMS IN AN EMERGENCY
Although speed is important in cases where a victim is exposed to hazards, it is always more important to
accomplish the handling and moving of a victim in a way that will not further injure the victim. As a rule of
thumb, you should not move a victim until you absolutely have to or until you are completely ready to-and,
if you can avoid it, you should not try to move a victim by yourself if you can wait and get help.
Guidelines
1. If you find a victim in a facedown position, move the person to an assessment position after the
ABCD assessment and checking for possible neck and spinal injury.
2. Generally, you should not move a victim if moving the person will make the injuries worse.
3. Provide all necessary emergency care; splint all fractures, especially those of the neck and back.
4. Move the victim only if there is immediate danger. Only when there is a threat to life should a victim
be moved before the ABCD are completed.
5. If it is necessary to move the victim, your speed will depend on the reason for the move. For example,
a victim who needs to be moved away from a fire should be moved as quickly as possible; a victim
who needs to be moved so you have access to others victims should be moved with due
considerations to his or her injuries before and after the move.
A. Emergency Move
Under life threatening conditions, you may have to risk injury to the victim in order to save his or her life. You
should make an emergency move only when no other options are available, such as in conditions involving:
Uncontrolled traffic
Physically unstable surroundings (such as a vehicle that you cannot stabilize and that is in
danger of toppling off an embankment)
Exposure to hazardous materials
Fire or threat of fire (always considered a grave threat)
Hostile crowds
The need to reposition the victim in order to provide life-saving treatment (such as moving to
a firm, flat surface to perform CPR)
The need for access (you may need to move one victim to gain access to another)
Weather conditions (you need to control exposure if the weather is very cold, wet or hot, or
windy enough to turn objects into projectiles)
Page | 46
a. Moving Victims Using the Spine board
If there is a suspected spine injury, you need to
immobilize the spine. Manually support the victim’s
head and neck in normal anatomical position until
the victim is supine on the backboard; apply a rigid
cervical collar to the victim’s neck. But before you
move the victim into the backboard, stabilize
airway, breathing, circulation, and hemorrhage;
correct any life threatening problems, then provide
other care as needed. Bandage all wounds, splint all
fractures, and give psychological support. To get
the victim onto a backboard, follow these steps:
1. Bring a long board to within arm’s reach.

2. Kneeling at the victim’s side, reach across
the victim and grab his or her shoulder and hip. With another first aider stabilizing the head
and neck, log roll the victim toward you.
3. With the victim on his or her side, examine the victim’s back; then pull the backboard toward
you and place it on edge against the victim’s back. Roll the victim onto the board.
4. Make sure that the victim is at the center of the backboard. Use the push and pull technique
in moving the victim; lifting should be avoided.
5. Strap the victim securely to the board using cravats.
6. In moving the victim, make sure to go about it in a synchronized manner.
7. Continue to monitor the victim’s ABCDs until he or she is completely transported to a medical
facility.
Page | 47
b. One Rescuer Techniques
Illustrations (From US National Safety Council. “First Aid and CPR 3rd Edition”.1999. Jones and Bartlett)
A rescuer may be required to move a victim on his own during flood, fire, building collapse, or other
life threatening situations.
Walking Assist
A method of moving a victim in which a single rescuer functions as a “crutch” in assisting the
injured victim to walk
1. Stand at the victim’s side and drape the victim’s arm across your shoulder.
2. Support the victim by placing your arm around his or her waist
3. Using your body as a crutch, support the victim’s weight as you both walk.
Blanket Drag
A method of moving an injured victim in which a rescuer places the victim on a blanket and drags
the victim to safety.
1. Spread a blanket alongside the victim;

gather half the blanket into lengthwise
pleats.
2. Roll the victim away from you, then tuck the
pleated part of the blanket as far beneath
the victim as you can.
3. Roll the victim back onto the center of the
blanket on his or her back; wrap the blanket
securely around the victim.
4. Grab the part of the blanket that is beneath the victim’s head and drag the victim toward
you; if you have to move on a stairway, keep the length of the victim’s body in contact
with several stairs at once to prevent the victim from bouncing on the steps.
Page | 48
Shirt Drag
A method of moving a victim in which a single rescuer uses the victim’s shirt as a handle to pull
the victim.
1. Fasten the victim’s hands or wrists loosely together, then link them to the victim’s belt
or pants to keep the arms from flopping or coming out of the shirt.
2. Grasp the shoulders of the victim’s shirt under the head; use your forearm to support
both sides of the head.
3. Using the shirt as a handle, pull the victim toward you; the pulling power should engage
the victim’s armpits, not the neck.
Sheet Drag
A method of moving a victim in which a single rescuer forms a drag harness out of a sheet, passes
it under the victim’s arms at the armpits, and uses it to pull the victim.
1. Fold a sheet several times lengthwise to form a narrow, long “harness”; lay the folded
sheet centered across the victim’s chest at the nipple line.
2. Pull the ends of the sheet under the victim’s arms at the armpits and behind the victim’s
head; twist the ends of the sheet together to form a triangular support for the head. Be
careful not to pull the victim’s hair.
3. Grasping the loose ends of the sheet, pull the victim toward you.
Firefighter’s Carry
A method of lifting and carrying a victim in which one rescuer carries the victim over his or her
shoulder, is not as safe as most ground level moves because it places the victim’s center of mass
high-usually at the rescuer’s shoulder level- and because it requires a fair amount of strength. It is,
however, preferred if a rescuer will move a victim over irregular terrain. Unless there is life
threatening situations, do not attempt this move especially if neck or spinal injuries are suspected.
1. Position the victim on his or her back with both knees bent and raised; grasp the back
side of the victim’s wrists.
2. Stand on the toes of both the victim’s feet; lean backward and pull the victim up toward
you. As the victim nears a standing position, crouch slightly and pull the victim over
your shoulder, then stand upright.
3. Pass your arm between the victim’s legs and grasp the victim’s arm that is nearest your
body.
Page | 49
c. Two and Three-Rescuer Techniques
Seat Carry
A method of lifting and moving a victim in which two rescuers form a “seat” with their arms.
1. Raise the victim to a sitting position; each First Aider steadies the victim by positioning
an arm around the victim’s back.
2. Each First Aiders slips his or her other arm around the victim’s thighs, then clasps the
wrist of the other First Aider. One pair of arms should make a seat, the other pair a
backrest.
3. Slowly raise the victim from the ground, moving in unison. In one variation, the First
Aiders make a seat with all four hands; the victim then supports him or herself by placing
his or her arms around the First Aider’s shoulders.
Extremity Lift
A method of lifting and carrying a victim in which two rescuers carry the victim by the extremities.
Do not use this method if the victim has back injuries.
1. One First Aider kneels at the victim’s head; the other kneels at the victim’s knees.
2. The First Aider at the victim’s head places one hand under each of the victim’s shoulders,
the second First Aider grasps the victim’s wrists.
3. The First Aider at the victim’s knees pulls the victim to a sitting position by pulling on the
victim’s wrists; the First Aider at the victim’s head assists by pushing the victim’s
shoulders and support his back.
4. The First Aider at the victim’s head slips his or her hands under the arms, grasps the
victim’s wrists.
5. The First Aider at the victim’s knees slips his or her hands beneath the victim’s knees.
6. Both First Aider crouch on their feet and then simultaneously stand in one fluid motion.
Page | 50
Chair Lifter Carry (Two Rescuers)
If the victim does not have contraindicating injuries and if a chair is available, you can use the chair
lifter carry. Sit the victim in the chair. One First Aider then carries the back of the chair while the
other carries the legs; the chair itself is used as a litter. Be sure the chair is sturdy enough to support
the weight of the victim.
Flat Lift and Carry (Three Rescuers)

This method has the advantage of permitting you to move the victim through narrow passages
and down stairs. Use this method only if the victim does not have spinal injuries.
1. Three First Aiders line up on the least injured side of the victim; if one First Aider is
noticeably taller, that person stands at the victim’s shoulders; another stands at the
victim’s hips, and the third at the victim’s knees.
2. Each First Aider kneels on the knee closest to the victim’s feet.
3. The First Aider at the victim’s shoulder works his or her hands underneath the victim’s
neck and shoulders; the next First Aider’s hands go underneath the victim’s hips and
pelvis; and the final First Aider’s hands go underneath the victim’s knees.
4. Moving in unison, the First Aiders raise the victim to knee level and slowly turn the victim
towards themselves until the victim rests on the bends of their elbows.
5. Moving in unison, all three rise to a standing position and walk with the victim to a place
of safety or to the stretcher. To place the victim on the stretcher, simply reverse the
procedure.
This may also be done by four rescuers positioned at the victim’s head, chest, hips and knees.
Support is then given to the head, chest, hips, pelvis, knees and ankles.
Alternative: Flat life and Carry for two-rescuers, Make sure that the tallest
rescuer is at the head area, and one hand is under the head.
(Image from Wikipedia.org)
Page | 51
Illustrations for the lifts and carries
From US National Safety Council. “First Aid and CPR 3rd Edition”.1999. Jones and Bartlett
Page | 52
Page | 53
SOURCES
Websites
http://www.mmda.gov.ph/
http://www.phivolcs.dost.gov.ph/
http://www.jica.go.jp/english/index.html
http://www.euronews.net/nocomment/2011/03/13/latest -201103130913-japan/
http://www.imageblogs.org/huge-disaster-japan-tsunami-part1
http://www.imageblogs.org/huge-disaster-japan-tsunami-part2
http://japantsunaminow. wordpress.com/2011/03/20/38/
http://news.nationalgeographic.com/news/2011/03/pictures/110315 -nuclear-reactor-japan-tsunami-
earthquake-world-photos-meltdown/
http://pubs.usgs.gov/gip/dynamic/fire.html
http://www.ompongplaza.org.ph/mmeirs.php
http://www.phivolcs.dost.gov.ph/images/IEC/tsunami_poster_english.pdf
http://www.ifrc.org/Global/Governance/Policies/firstaid -policy-en.pdf
http://www.heart.org/idc/groups/heart-Public/@wcm/@ecc/documents/downloadable/ucm_317350.pdf
http://www.philheart.org/documents/cprhandsonly.pdf
Text
Hafen, B., Karren, K., Limmer, D., Mistovich, J. “An Introduction to First Aid for Colleges and Universities
Eight Edition”. 2004. Pearson
US National Safety Council. “First Aid and CPR 3rd Edition”.1999. Jones and
Bartlett Singapore Civil Defence Force. “Emergency Handbook”. 2005.
Page | 54
Chapter 5: Community Development and Organizing | 1
INTRODUCTION
In the previous chapters, you have learned
about the different issues our country has been
LEARNING OBJECTIVES
experiencing. As citizens of the Philippines,
Thomasians, and members of the global
community, we have a responsibility to respond
to these social issues. For us to be able to In this chapter, you will be able to:
contribute, we must first learn the basic
concepts in community development and Create a feasible activity plan in
organizing. You will find out more about it response to the identified needs of the
further in the chapter. community.
Analyze different community contexts

and identify different social issues that a
Think about it! community may be experiencing
What communities are you a part of?
As you go further in the chapter, do not Apply concepts on how to be socially

forget to think back and identify all the and culturally sensitive in interacting
communities that you belong to! with different community contexts
Evaluate the outcomes of the project.

Have you ever wondered what communities
you belong to? Are you able to specify what
these communities are? Many people today
know that they are part of a community.
However, when asked to specify, it will
inevitably cause the person to stop and think if
he or she is part of more than one community.
The community is a central concept in community development and organizing. The word is so common
that its meaning is often oversimplified. In this chapter, you will be taught concepts and skills that will
develop your understanding of what a community is and how you, as a student and future professional, can
contribute to the task of developing your community.

COMMUNITY DEVELOPMENT AND ORGANIZING IN THE
PHILIPPINES
Community
The community is an essential part of daily life. Our daily activities revolve around the communities we are
part of. A community can be described in so many ways, that some researchers have agreed that it can
never have a universal definition. We, therefore, define a community according to its characteristics. Some
examples are:
A group of people found in the same geographical location.

A group of people with similar interests, such as sports or games.
A group of people with the same religious beliefs.
A group of people with the same occupation, such as teachers working in the same institution,
and engineers or architects working in the same firm.
A group of people with the same cultural identity, such as Thomasians, the Lumad, urban or
rural settlers, among others.
A group of people working towards the same goals.
The Open Polytechnic of New Zealand in their video entitled:

What is Community? categorizes communities into three:
communities of place, communities of identity, and communities
of interest. Communities of place are groups of people in the
same area, communities of identity are people who share the
same attributes, and communities of interest are people who
work to resolve a community issue.
Why is this important? Click the picture to open or play the video
Identifying the ties that exist in the community

is vital in community work. It can give you an
idea of what the community’s strengths and
priorities are.
Communities exist because of the relationships that people nurture over time. Directly or indirectly, people
existing together have dependencies that affect their way of life. For example, communities of place must
share local resources with everyone. Otherwise, conflicts of interest may arise. Communities of identity may
have different concepts of identity, such as how different groups of people see differently-abled people
(Person with Disability [PWD]), while communities of interest may have different approaches to solving a
community issue.

The relationship dynamics of a community varies from one to another; being able to define the
characteristics of the community will allow you to gain an idea on why some of the social relationships in
the community exist in that manner. It will allow you to enter the community in a non-intrusive way that will
open opportunities for dialogue, development, and organization.
Community Development & Organizing in the country
As early as 1956, various organizations and

Think about it!
institutions have already been working with
community members using community
How have you as an individual involved
development and organizing strategies and
yourself in the development of the
principles (Polson, 1956). At the time, the
Philippines in the local, national, and
Philippines was one of the leaders in community
international level?
development practices. This was attributed to
having multiple agencies approaching
community members regarding opportunities for
community development. From one of the best, the Philippines now ranks 113 classified under medium
human development in the Human Development Index (HDI) of 2017. Considering that in a point in time, the
Philippines was ahead of countries like Singapore and Thailand who currently rank 9 and 83 respectively,
the question “what happened to Philippine development?” begs to be asked.
Locally, the National Economic and Development

Authority (NEDA) has developed the Philippine GOOD TO KNOW!
Development Plan (PDP) 2017-2022 (NEDA, 2017a)
which is the first of four medium-term plans set to The HDI is a tool used by the development
achieve the AmBisyon Natin 2040 that envisions the community to holistically assess the quality of
Philippines and its people living firmly-rooted life of a person in a country.
(resilient), comfortable, and secure lives (NEDA,
It measures three dimensions of human
2017b; NEDA, 2017c). The plans are also anchored
development which are (1) a long and healthy
on the Sustainable Development Goals (SDGs)
life, (2) being knowledgeable, and (3) having a
developed by the United Nations (2015) and are part
decent standard of living. These are three things
of the Philippines’ contribution to sustainable
that holistic community development should
development. The country also employs PPPs or
aim for!
public-private partnerships to further development. In
this strategy, the government hires or funds
external organizations as consultants for
project implementation, policy Did you know?
recommendation, and project evaluation.
Build, Build, Build is a component of AmBisyon
Natin 2040?

In the international scene, the Philippines is a frequent recipient of aids and grants from developed countries.
These funds are used by the government (Navarro & Llanto, 2014), non-government organizations, and
institutions to resolve specific social issues and community needs through projects. Implementation of
projects that resolve these issues utilize various strategies that are effective in the context of the
community. One of the more known government-led community development and organizing grant in the
Philippines is the Department of Social Welfare and Development’s (DSWD) Kapit-Bisig Laban sa Kahirapan-
Comprehensive and Integrated Delivery of Social Services or Kalahi-CIDSS. It uses a community-driven
development (CDD) approach to projects that allows community members to have a more active role in the
development of their activities.
It is in the level of the community where we see the effectivity, efficiency, adequacy, and appropriateness of
a project (University of Santo Tomas National Service Training Program [UST NSTP], 2017). In the
Philippines, projects are managed and developed using the top-down and bottom-up approaches.
In the top-down approach, policies and projects come from the administrative levels of the government or
organization for implementation in the community. The role of community members is more oriented
towards implementation and monitoring. Meanwhile, in the bottom-up approach, community members are
given a role in initial needs assessment,
delegation of responsibilities, implementation,
monitoring, and evaluation. In consequence, the Why is this important?
bottom-up approach takes longer but also
empowers the community in creating and On one hand, the top-down approach has
managing their own projects and sustaining been used by those in leadership positions to
existing ones. make key decisions from a macro
perspective. However, this approach is prone
to generalization regardless of the context.
PARTICIPATORY APPROACH On the other hand, the bottom-up approach
accounts for input from the experts in the
Participatory approach refers to the act of field (e.g. community members) but
community organizers involving the experts in the gathering and analysis of information take
field - the community members in developing the longer.
project by engaging them in dialogue. It is a
combination of the top-down and bottom-up
approaches to community development.
Often, community organizers are from organizations outside of the community and are not aware of the
community context. Projects should be developed after consultation with community members - asking
them what their immediate concerns are. Doing so also gives the community members a sense of
ownership over the project - a big factor in sustaining the projects. This empowers community members
through the development of their own capacities (UST NSTP, 2017) through their participation in the design,
implementation, monitoring, and evaluation of the projects done in their community.
Another benefit of the participatory approach is the identification of resources locally available to the
community. This is one of the most mentioned concerns in community development - the presence of the
readily available resources. With the technical assistance of trained community organizers, community
members can expand their understanding on how to resolve community issues for the long-term. For
example, during brainstorming sessions in the community, one of the most mentioned obstacles for
development is money – the absence of financial resources. A well-trained community organizer can help
Think about it! REMEMBER!

Imagine that you have been part of your In community development,
basketball team for 4 years. A freshman enters community participation is the
the team and starts demanding changes to your key to success!
practice routine without asking for your input.
How would you react to his/her demands? Now community members see beyond the financial
imagine a community organizer doing the same aspect of project conception and lead them to
thing to a community he just started working in. think about other dimensions such as human
How would they react? resources, networking, and project
sustainability concerns.
COMMUNITY DEVELOPMENT
Earlier in the chapter, the community was defined as a group of people with shared interests or common
identity. Development is a process of creating change for the advancement and propagation of
opportunities. Together, community development pertains to people collaboratively striving for change to
improve their social, economic, and environmental situation (Cavaye, n.d.)
In the University of Santo Tomas, community development is directed towards 8 program areas:
1. Health and Wellness

2. Equitable and Inclusive Education
3. Leadership, Organization Development and Good Governance
4. Employability and Social Enterprise Development
5. Socio-pastoral Ministry and Evangelization
6. Heritage, Culture and Sports and Development
7. Environmental Sustainability and Action
8. Disaster Risk Reduction and Management
Community Development in a formal definition is a way of strengthening civil society by prioritizing the
action of communities, and their perspectives in the development of social, economic and environmental

policies. It is achieved through the empowerment of its members by enhancing their capacities and letting
them participate in dialogue and implementation to enact desired changes in their community (Scottish
Community Development Centre [SCDC], n.d.).
Achieving CD is no easy feat. To direct community development work, there are three basic points to
remember: the goal, the thrust, and the tool.
THE GOAL: EMPOWERMENT

Empowerment is the end goal of community development effort. It is when an organized community takes
charge of its development by managing their social and political environment (Craig & Mayo, 1995). It is a
lengthy process that requires the formation of a self-sufficient organization through community organizing.
Tanga and Mundau (2014) asserts that for empowerment to take root in the community after community
development and organizing efforts, there are six elements that must be present after the projects:
Continuous mentorship and monitoring of projects
Partnership and networking
Effective and efficient resource utilization
Innovations
Decentralization of projects
Income generation
Mentorship, trainings, and seminars must be a routine for community members to be updated; as the human
capital they have to be developed. With the ever-changing dynamic of a community, its residents must be
mentored on different scenarios that they may encounter. Monitoring by community organizers must be
consistent to make sure that the community projects are following the planned direction.
Establishing partnerships and creating networks is also a vital skill for community members to have in
preparation for the phase out of community organizers. By being able to do this, the community empowers
itself to look for resources that are not available in the community. These resources include human, natural,
and capital which are necessary for projects to happen. In relation to this is effective and efficient resource
utilization which will assure that as many people as possible will benefit from a project in relation to the
resources used.

Innovations pertain to the community and involved organization’s capacity to create projects that are unique
to the context of the community. These projects should resolve community issues but at the same time
must make use of what is available in the community.
Decentralization of projects is a consideration that group projects might not be the best approach for some
communities. Some community development efforts are better implemented individually to achieve a
greater effect. One example of this is the creation of food gardens or vegetable pots per household instead
of having one communal garden.
Lastly, income generation is the learned capacity of the community to sustain the projects in their area. It is
important for the continuity of the projects when funding from partnerships have stopped and responsibility
of implementation has been turned over to the community.
Empowerment increases the opportunities of people to develop themselves and their communities by
equipping members with skills to conceptualize, plan, implement, monitor, and evaluate their own projects.
They gain access to resources that they might not have realized in the past. Conversely, without
empowerment, most projects can fail after the exit of partner organizations. But a worse effect could be the
development of dependence by the community. Having knowledge that organizations have grants and
funding for projects, dependence happens when the community expects that for every issue, they can
depend on another organization to resolve it for them. This is different from community development as the
community remains set on focusing on short-term solutions without resolving the root cause of their
community issues.
Think about it!

THE THRUST: SUSTAINABILITY
What kind of world would you like your
Sustainability is the primary theme of children to live in? A world of greenery or a
development efforts worldwide. There are two world of smoke and dust? Every step will
basic ways of interpreting sustainability in make a difference!
community development, the first is sustaining a
project, and the second is being resource efficient.
Most development efforts now focus on making projects sustainable to make sure that it has a lasting
impact on the community. Sustainability is not the mere conservation of resources but rather the
establishment of a closed-loop economy where social responsibility is emphasized; minimal resources are
wasted, and environmental effects are managed. Achieving sustainability means assuring that the next
generation can live with a better quality of life in a habitable environment.
Sustainable Projects
As early as 1998 Berkes and Folke found that there has been an increasing trend in linking ecological and
social systems to create a culture of sustainability, utilizing social processes and developing resilience (as
cited in Ayala, Bautista, Pajaro, Raquino & Watts, 2016). This is saying that as early 1998, community
workers have been trying to involve the community in the creation of sustainable projects. Over decades,
projects which did not have community participation have failed. These were attributed to the lack of
funding, lack of technical support, absence of a strong community group, and lack of will to continue the
project after the exit of partner organizations. What lacked in these projects was a sense of ownership which
can only be established if the community felt that they are part of the success of the project and that they
have the knowledge, skills, and capacity to continue on their own. Therefore, to achieve long-term
sustainability of a project, the community must be trained and prepared as part of the community
development and empowerment process.
Linear vs. Circular Economy

A rising key intervention in the thrust for sustainable development programs is the transition from a linear
economy to a circular economy.
WEBSITE: MINISTRY FOR THE ENVIRONMENT
Most project interventions now try to include a resource-

sustainable approach to projects. Creating projects following the
circular economy model will increase the chances of the
community retaining the projects if the resources used can be
upcycled, and even better, be a source of livelihood for the
Click the box or button to open or play the video
community.
With the effects of climate change, projects must now Why is this important?
take into consideration the amount of resources used to
achieve a specific goal. Part of community development The earth’s resources are finite, and the
is creating a safe environment. Overharvesting of environment is usually damaged
resources in the community can lead to environmental beyond repair in the collection of
changes that can increase hazards in the community and resources. The more we use, the less
consequently lead to disasters. there will be for future generations!

THE TOOL: PROJECT PROPOSAL
The project proposal is a document used to guide community organizers and community members in
developing their projects. It answers key questions such as:
Who are the proponents of the

project?
What partnerships exist in the project?
What issue does the project aim to
address?
Who are its target beneficiaries?
Where will it be conducted?
What resources are needed for the
project?
Why should this project push
through?
What does the project aim to achieve?
What outcomes are expected and
how will it be measured?
It provides an overall view about the intent

of the proposed project and expedites the
processes that needs approval. In creating
project proposals, the information provided
must be as specific as possible.
S.M.A.R.T OBJECTIVES
The use of the mnemonic S.M.A.R.T. was first recorded in 1981 by George T. Doran (as cited in Haughey,
2014). It is one of the simplest and most accepted objectives writing frameworks used by project managers
in the world. It revolves around five criteria namely: Specific, Measurable, Assignable, Realistic, and Time-
bound. Throughout its use, the words have been interchanged according to the needs of community
organizers or organizations. Here in the university, SMART is defined as Specific, Measurable, Attainable,
Relevant, and Time-bound.
As an example, the Yellow Kitchen Feeding Program by the UST NSTP has the following objectives.
“To conduct a sixteen-session feeding program over a span of two months that will provide nourishment to
school-age children normalizing the BMI of 40% of the participants.”

Using the framework, the objective can be sliced to represent each part of the S.M.A.R.T. objective.
Specific Sixteen-session feeding program

Measurable Normalizing the BMI
Attainable Only 40% of the participants
Relevant Related to health and wellness development - malnutrition
Time-Bound Two months
When put inside the framework each item converts into something tangible in the actual implementation of
the project will make it easier to implement, monitor, and evaluate.
COMMUNITY ORGANIZING
If community development deals with the goal, the thrust, and the tool, community organizing is the
approach and methodology to achieve it (Asian NGO Coalition [ANGOC], 2010). It is the process of
motivating community members to initiate change for the development of their community, as projects
without community involvement will most likely fall short of being a sustained project or program.
Community organizers are the initial movers of the community. They are responsible for three roles: the
facilitator, the animator, and the enabler (ANGOC, Centre on Integrated Rural Development for Asia and the
Pacific [CIRDAP] & International Fund for Agricultural Development [IFAD}, 2007).
Role Responsibility
Facilitator Provide a process that will help the community discuss their
situation, issues, and problems.
Animator Assists the community to discover and use its innate potentials for
creative and constructive teamwork.
Enabler Initiates or helps release the creative initiatives of the people.
These roles are utilized as needed in the process of organizing the community. The community organizer,
therefore, must be able to judge when to use each role effectively.
The ANGOC, CIRDAP, and IFAD in their 2007 publication also presented 10 steps in community organizing
that was the result of a workshop in 1985 by community organizers in Manila.

Steps in Community Organizing
INTEGRATION
This step involves the immersion of an organizer within the community with the purpose
of gaining the same direct experiences as that of the local people. Immersion leads to
mutual respect, trust, and cooperation. This can be done through participation in
community activities, social functions, house visits, and conversations.
SOCIAL INVESTIGATION
This is a continuous, ongoing and systematic process that studies the community’s
various structures and forces. This step identifies the community's problems and issues
that need immediate and long-term solutions. The organizer determines potential leaders,
approaches to organizing and how the community responds to issues. This step may
include interviews, dialogues, discussions, reviews, and examinations.
ISSUE IDENTIFICATION AND ANALYSIS

This step defines, analyzes and ranks the identified issues according to importance, the
urgency to be resolved, the number of people affected and the probability of resolution.
This helps identify the common felt needs (not perceived needs) of the community which
are usually only addressed through self-help or externally assisted socio-economic
projects.
CORE GROUP FORMATION

This process entails involving the identified leaders and forming a core group with them.
The members may be informal or temporary until a due election of formal leaders happen.
Good community leaders are usually those from the poorer sections, well-respected,
influential, with a critical perspective, desirous and willing to work for change, values
collective leadership and democratic participation, have good communication skills and
have time to perform tasks
GROUNDWORK AND COMMUNITY MEETING

Groundwork motivates people towards collective action through informal group
discussions or a one-on-one basis. This step raises the emotional, mental and physical
energies of people to engage them into action. A community meeting that can be held by
the core group is done to arrive at an agreement and delineate tasks and actions.
ROLE PLAYING
In issue-based organizing, simulations are done by the organizer which helps community
members practice their communication with target persons, authorities and adversaries.
The organizer envisions every possible scenario that may take place during a confrontation
or dialogue which prepares the community for the negotiation process and possible
outcomes.

MOBILIZATION OR ACTION
A high point of an organizing process, which involves engaging in dialogues or protests
(issue-based organizing) or executing a livelihood project or a cooperative (project-based
organizing). This is the community's expression of power, the execution of actions while
confronting the powerful.
EVALUATION AND/OR REFLECTION

This process is done after every action or mobilization. It extracts all the lessons from
previous steps so that improvements can be made for future plans and activities. This step
is a vital part of the core group and community training. This helps the community with
their self-assessment and take note of the strengths and weaknesses of their current
mobilizations.
FORMATION OF COMMUNITY-BASED ORGANIZATION

According to Philippine experiences, this process is best done after both mobilization and
evaluation steps are finished. In setting up the organization, there should be a maximum
number of members, a shared or collective leadership, and simplicity in the organizational
structure.
PHASE OUT
As an enabling process, the organizer must become dispensable so that the people’s
organization (PO) can take over. When the indicators for success set by the NGO has been
met, the organizing process may finally be turned over to the people. This transfer includes
organizing roles, responsibilities, and documents. This does not necessarily mean a
complete pullout, as the organizer and NGOs can still assist the community in forming
groups, federations and in engaging in national advocacies.
Networking
Networking is to establish contact with other organizations that may assist the accomplishment of
your projects. At the end of the community organizing process, this becomes a necessary skill for
the core group. It is a skill that helps the community establish their own partnerships for future
projects as well as the maintenance of existing ones.
Communicating ‘IMPACT’
Communication of impact is one important Why is this important?
act in community development and
organizing. It is a form of feedback that Communicating the results of your
involves research and data analysis of the research/program/project/activity will help
outcomes of your project. Impact is the community and community organizers
measured according to the parameters of improve on it! It is also a good way of
your project. First, the project must be initiating your turn over of management
measured whether it attained your SMART
responsibilities to the core group!
objectives. And second, it must be evaluated
either quantitatively, qualitatively or both. The
measured impact of the project will indicate if the community development and organizing effort
was a success. Some tools that can help you measure the outcome of the project will be shown in
the next topic.

USEFUL TOOLS AND SKILLS
TOOLS
When planning or evaluating projects, frameworks assist the community developer or organizer to keep
track of the direction of the project. The S.W.O.T. analysis and P.E.S.T./P.E.S.T.L.E. analysis are business
frameworks that are widely used in the planning and evaluation of projects and programs.
S.W.O.T. ANALYSIS
S.W.O.T. stands for strengths, weaknesses, opportunities, and threats. It is a framework used in the personal
assessment and evaluation of either an organization or a person to determine avenues for development.
Strengths Weaknesses
Opportunities Threats
S.W.O.T. analysis is done using a 2 by 2 grid. In each of the grids you write down one of the dimensions of
S.W.O.T. and your assessment of the subject.
P.E.S.T.L.E. FRAMEWORK
P.E.S.T.L.E. stands for political, economic, socio-cultural, technological, legal, and environmental. It is a
framework used in the assessment and evaluation on a macro perspective level.
Political Economic Socio-Cultural Technological Legal Environmental

Title of the
project to be
assessed
Using the framework is simple. You first layout the different dimensions as shown on the table above then
assess the project according to each of the dimensions. For example, there is a project proposal for a farm
development activity, to assure that you are aware of all potential outcomes of the project you utilize the
P.E.S.T.L.E. framework.
Political Economic Socio- Technological Legal Environmental
Cultural
Farm The land If successful, The locals There are no The land There is
Development used for the the project of the machines to donation insufficient
Project project was will be a community help with papers are water for the
donated by a potential are mostly farming still under crops.
politician. source of fishermen. activities. Most process. Establishment
income for There is a of the labor will of an irrigation
10 families. need to train have to be done system is
the locals on manually. The needed in the
how to farm. people’s future.
There are There is a organization
conflicts of need to who will Agricultural
interest source own the waste will be
between two additional farm have one of the
politicians funds for the yet to potential
regarding development register problems after
who should of the their the farm is
be put as the project. organization established.
official to an
partner to the authorized
project. government
body.
There are many variants of the P.E.S.T.L.E. framework, but for community development projects, P.E.S.T.L.E.
is the preferred version as it accounts for the legal, and environmental dimensions of projects.
These two frameworks can be used together in the feasibility assessment, planning, and evaluation of a
project. Doing so will help your project be guided as it progresses in your implementation. It will also help
you deal with potential problems through brainstorming activities in the course of using the framework.
SKILLS
FACILITATION
To facilitate is to encourage the participants to use the three thinking skills namely: critical, reflective, and
creative thinking. Each type of thinking presents a different response to the identified issues in the
community. An example:
Thinking Skill Sample Questions

Critical What is the cause and effect of the problem?
(Fact-based) What have other people done to resolve the issues the community encountered?
Is it applicable in the community setting given the locally available resources?
Reflective In my previous experiences, what proved to be detrimental towards the identified
(Experienced-based) community need?
In my previous experiences, what proved to be helpful in resolving the problem?
Creative What technologies already exist that I can improve to help with the community’s
(Innovation-based) concern?
What technology or strategy can I create to help with the community needs?

While it is not necessary to use all three thinking skills in facilitation, knowing the character of each will help
in identifying which is most suitable in helping the community members in finding solutions to their needs.
SUMMARY
Congratulations on reaching the end of Chapter 5 eREAD on Community Development and Organizing!
Here are a few points to remember:
1. A community is (1) a group of people (2) with similarities or shared interests (3) who have direct or
indirect relationships among those living in the same community.
2. There is no one correct way of doing community development. It must be a collection of input from
both the government and the people to work. This is called a participatory approach since all
stakeholders are part of the discussion and implementation.
3. Community development’s goal is empowerment, its current thrust is sustainability, and the tool
used to initiate it are project proposals.
4. Community organizing is the lifeline of community development. It is the method to which

community development is achieved.
5. It is not enough that projects are implemented, there must be transfer of skills from community
developers and organizers to the community members.
6. Communities are not just sources of data. It is proper etiquette to inform them of the impact of the
community development projects to their community.

SOURCES
Asian NGO Coalition, Centre on Integrated Rural Development for Asia and the Pacific & International Fund for Agricultural Development.
(2007). TIPS: Tools, Insights, and Practices on Strengthening RPOs in Asia.
Asian NGO Coalition. (2010). Ideas in Action For Land Rights Advocacy.
Ayala, J., Bautista, P., Pajaro, M., Raquino, M., & Watts, P. (2016). Sustainable development of Philippine coastal resources: Subsidiarity in
ethnoecology through inclusive participatory education. International Review of Education, 62, 161-185.
Cavaye, J. (n.d.). Understanding Community Development. Cavaye Community Development. Retrieved from
http://www.southwestnrm.org.au/sites/default/files/uploads/ihub/understanding-community-developments.pdf
Craig, G., & Mayo, M. (1995). Community Empowerment: A Reader in Participation and Development. London: Zed Books Ltd.
Department of Social Welfare and Development (2019). Kapit-Bisig Laban sa Kahirapan-Comprehensive and Integrated Delivery of Social
Services. Retrieved from https://ncddp.dswd.gov.ph/site/index
Galbraith, M. W. (1992). Nine Principles of Good Facilitation. Adult Learning 3(6), 10-20. https://doi.org/10.1177/104515959200300604
Haughey, D. (2014). A Brief History of Smart Goals. Project Smart. Retrieved from
https://www.projectsmart.co.uk/brief-history-of-smart-goals.php
MindTools (2019). S.W.O.T. Analysis Discover New Opportunities, Manage and Eliminate Threats. Available from
https://www.mindtools.com/pages/article/newTMC_05.htm
MindTools (2019). PEST Analysis Identifying “Big Picture” Opportunities and Threats. Available from
https://www.mindtools.com/pages/article/newTMC_09.htm
National Economic and Development Authority. (2017a). Philippine Development
Plan 2017-2022. Retrieved from http://pdp.neda.gov.ph/wp-content/uploads/2017/01/PDP-2017-2022-07-20-2017.pdf
National Economic and Development Authority. (2017b). A Long Term Vision for the Philippines. Retrieved from
http://2040.neda.gov.ph/wp-content/uploads/2016/04/A-Long-Term-Vision-for-the-Philippines.pdf
National Economic and Development Authority. (2017c). Vision 2040. Retrieved from: http://2040.neda.gov.ph/wp-
content/uploads/Vision2040_final.pdf
Navarro, A. M., & Llanto, G. M. (2014). Financing Infrastructure in the Philippines: Fiscal Landscape and Resource Mobilization. Philippine
Institute for Development Studies. Retrieved from https://dirp3.pids.gov.ph/webportal/CDN/PUBLICATIONS/pidsdps1401.pdf
Polson, R.A. (1956). Community Development in the Philippines: Observations and Comments. Philippine Sociological Society, 4(4), 7-14.
Sariatli, F. (2017). Linear Economy Versus Circular Economy: A Comparative and Analyzer Study for Optimization of Economy for
Sustainability. Visegrad Journal on Bioeconomy and Sustainable Development 6(1), 31-34. doi: 10.1515/vjbsd-2017-0005
Scottish Community Development Centre. (n.d.). What is Community Development?. Retrieved from: http://www.scdc.org.uk/who/what-
is-community-development/
United Nations. (2015). Transforming our world: the 2030 Agenda for Sustainable
Development. Available from https://sustainabledevelopment.un.org/post2015/transformingourworld
Tanga, P.T., & Mundau, M. (2014). The Impact of Donor-funded Community Empowerment Projects on Poverty Alleviation in Zimbabwe.
Perspectives on Global Development and Technology 13, 465-480.
United Nations Development Programme (2017). Human Development Reports. Available from http://hdr.undp.org/en/composite/HDI
University of Santo Tomas National Service Training Program. (2017). Community Development and Community Organizing. Manila:
National Service Training Program

Finals

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Finals

Uploaded by

Copyright:

Available Formats

Chapter 4: Disaster Risk Reduction and Management | 1

ARE YOU READY? LEARNING OBJECTIVES

You will find out more about it further in the

Discuss the importance of first aid, its

Explain how to recognize a medical

Demonstrate skills in recognizing and

Use the appropriate methods in

Chapter 4: Disaster Risk Reduction and Management | 0

“What are these?”

The probability of harmful consequence or expected

RISK REDUCTION MEASURES

Disasters are unforeseen events

Why is the Philippines VULNERABLE to disaster??

I. Geographical and physical features

The Philippines is situated at the junction of

Our country also lies in the path of turbulent

B. Metro Manila: At a glance

It is composed of 16 cities and 1 municipality by its administrative

It is the political, economic, and cultural center of the Philippines.

It is one of the most densely populated areas in Southeast Asia

Distribution of Faults and Trenches around Metropolitan Manila

The Metropolitan Manila Earthquake Impact Reduction Study (MMEIRS)

34,000 deaths + 18,000 deaths

Research and studies are really

You may access:

The PHIVOLCS FaultFinder application

Distribution of Historical earthquakes from Distribution of instrumentally recorded

What to do during earthquakes?

1. DUCK or DROP down to the floor.

Together with reported felt intensities

PHIVOLCS Building, C.P Garcia Ave.,

Tsunamis are giant sea waves generated by the

Unusual sea level change: sudden sea

Rumbling sound of approaching waves

1. Know your local community's suggested evacuation routes to safe areas.

Storm surges are abnormal rise of water

What to do during Storm Surge?

1. When you’re in a building (such as offices, malls

a) Check to see if there’s heat or smoke

Landslides are rock, earth, or debris that flow on

1. If there has been a period of heavy

9Federal Emergency Management Agency. (2010). Landslide. Retrieved from

A volcano can be simply defined as a rupture or

The Philippines’ geographical location and physical

In 2009, a series of typhoons hit the country over a

1. Tropical Depression (TD) - a tropical cyclone with maximum sustained winds of up to 61

11Philippines Atmospheric, Geophysical and Astronomical Service Administration. Retrieved from:

6. Keep flashlights, candles and battery-powered radios within easy reach.

7. Prepare foods that need not be cooked.

There are several and

The graph above, based on the

The Impacts of Climate Change

1. Develop our emergency management plans for climate hazards

Did you know?

Important Point - There would be no natural

The key is PARTICIPATORY!

This analysis was first developed as a research methodology to assess disaster-

Understand the existing capacity and

Identify long and short term needs of the

Identify possible options to address the needs

VULNERABILITY is a condition which increases the susceptibility of a community to the impact of

1. Physical / Material Vulnerability

2. Social and Organizational Vulnerability

Family and kinship structures