CHAPTER I

INTRODUCTION

Disaster is a sudden, calamitous event that seriously

disrupts the functioning of a community or society. Cause human,

material, and economic or environmental losses. Events that

occur in unpopulated areas are not considered disasters (Wisner,

Blaikie, Cannon & Davis, 2010). Some disasters cause more loss

of life than others, and population density affects the death

count as well.

According to Lumbera (2017), the Philippines is frequently

cited as among the top countries most at risk to disasters.

While disasters can arise from man-made sources, the most

inevitable ones come from natural phenomena. Even without

scientific scrutiny, every Filipino is familiar with the impacts

of typhoons, earthquakes, volcanic eruptions, and fires to

everyday life and to national development.

Disaster Readiness and Risk Reduction (DRRR) aims to reduce

the damage caused by natural hazards like earthquakes, floods,

droughts and cyclones, through an ethic of prevention. Disasters

often follow natural hazards (World Meteorological Organization,

2020). A disaster's severity depends on how much impact a hazard

has on society and the environment. These choices relate to how

we grow our food, where and how we build our homes, what kind of

government we have, how our financial system works and even what

we teach in schools. Each decision and action makes us more

vulnerable to disasters - or more resilient to them.

This is also the concept and practice of reducing disaster

risks through systematic efforts to analyse and reduce the

causal factors of disasters (UN System Task Team, 2011).

Reducing exposure to hazards, lessening vulnerability of people

and property, wise management of land and the environment, and

improving preparedness and early warning for adverse events are

all examples of disaster risk reduction. According to Leonard

Pineda (2016) this course focuses on the application of

scientific knowledge and the solution of practical problems in a

physical environment. It is designed to bridge the gap between

theoretical science and daily living.

DRRR helps people consider emergency response activities

insight of existing and new disaster risks. This enables them to

design or adjust their activities so that people and communities

become safer and more disaster-resilient, as well as

safeguarding efforts to create and expand enabling conditions

for sustainable poverty alleviation and development (Care

Emergency Tool Kit section 3.2, 2019). Reducing these components

of risk requires identifying and reducing the underlying drivers

of risk, which are particularly related to poor economic and

urban development choices and practice, degradation of the

environment, poverty and inequality and climate change, which

create and exacerbate conditions of hazard, exposure and

vulnerability.

Addressing these underlying risk drivers will reduce

disaster risk, lessen the impacts of climate change and

consequently, maintain the sustainability of development.

(UNISDR,2015). The theme of “Disaster Reduction, Education and

Youth” was introduced during the UN World Disaster Reduction

Campaign in 2000 (UN 2000). This priority has become integral to

focusing on the use of knowledge, innovation and education to

build a culture of safety and resilience at all levels.

According to Wisner (2016) disaster reduction begins at

school. Section 14 of the Republic Act 10121 (or the Philippine

Disaster Risk Reduction and Management Act of 2010) requires

DepEd, CHED, and Tesda to integrate disaster risk education in

school curricula.Victor Yntig, DepEd-7 Administrative Division

chief, said the topics about disasters from basic information to

disaster management have already been incorporated into the

curricula of elementary and senior high school students.

Objectives

DRRR approaches and tools will prevent relief work from

rebuilding the vulnerabilities that made people prone to similar

disasters. This research provides valuable insights into the

underlying factors of vulnerability to hazards and the features

of those hazards. It helps people identify and map local

capacities to cope with these hazards. Ultimately, the DRRR

approach helps them conduct effective disaster response while

reducing risks that similar disasters will reoccur. It also

ensures that all of the emergency response does no harm by

replacing or reinstating critical vulnerabilities.

Statement of the Problem

This research aims to determine the level of awareness

about disaster preparedness and also provides valuable insights

into the importance of Disaster Risk Reduction during and after

emergencies.

Specifically, this research study will answer the following:

1. What does the DRRR subject contribute to the students?

2. What are the benefits of DRRR not only for students?

3. How does DRRR affect the community?

4. What are the concerning possibilities at the awareness of

disaster preparedness to students?

 Conceptual Paradigm

PROCESS

* The researchers

will

interview the

INPUT OUTPUT
respondents about

Importance of The Importance of

The results will be
Disaster Readiness the output of this
DRRR to the
Risk Reduction research.
students and the

community.

*The answers of

respondents will be

processed.

Conceptual Framework

The input of this research is The Importance of Disaster

Readiness Risk Reduction. The researchers will interview the

respondents about the topic and the answers will be processed.

The output of this research will be the results.

THE IMPORTANCE OF DISASTER READINESS AND RISK REDUCTION TO THE

STUDENTS AND COMMUNITY

A research submitted in partial fulfilment of the requirements

for the subject Practical Research I

By:

Bermudo, Kim Conrad

Dela Bajan, Kenjie

Carpio, Mariel Anne Nicole

Goloya, Precious Joyce

Manila, Patricia Laine

Tungol, Jeszharie

January 28,2020
FACTORS AFFECTING SLEEP DEPRIVATION AMONG

SENIOR HIGH SCHOOL STUDENTS

A Research Presented to the Faculty of the

Science, Technology, Engineering and Mathematics

Systems Plus College Foundation

Angeles City

In partial fulfilment of the requirements

for the subject Practical Research I

By:

Sitchon, Brian Kent

Valdez, Patricia

Tinio, Cheska Marie

Waje, Mickaela Marie