1ST QUARTER MODULE 2

Ganilyn D. Ponciano. STEM 12 – A DISASTER RISK REDUCTION

PRE-TEST LOOKING BACK

1. B 1. D
2. D
2. C
3. H
3. D 4. D
5. H
4. B

5. A

Activity 2.1: Instructions: Recall a disaster that you have experienced. Think of an object or draw a
symbol that will represent how you were able to conquer and bounce back from that disaster. Write a 3-
5 sentence explanation of your symbol. This is your “Simbolong Wagi”.

When I was 16 years old, I have experienced an invisible disaster called Covid-19 Pandemic. Since it
started, it affects many lives of people and also the economic condition of our country. I cannot go
outside because of the restrictions and for that, I did have anxiety at home because I can't go outside
and the stress brought by online classes or the new normal. But then I was able to conquer and bounce
back from that disaster because of the love and support of my family, God, and friends. I opened up to
them and told them what my thoughts are and just being there by my side (physically and virtually) and
listening to me makes me feel like I mattered. They encourage me and inspire me every day to go on in
life no matter what kind of disaster comes. Love really is powerful.
Activity 2.2: COVID-19 P. O. Vs (Point of Views)

DISASTER PERSPECTIVE COVID-19 SITUATION

Anthropological perspective Disease is a condition in people's bodies that has

a negative impact on their physical, mental, and
social well-being. This situation appears to be
caused by an imbalance in the relationship
between a person's biology and his surroundings.
The germ theory of disease relies on scientific
theory to explain the wide range of diseases
caused by microorganisms. COVID-19 is caused
by a Coronavirus, a very small microorganism.

Economic perspective The benefits of various risk management tactics

and strategies include the prevention of these
negative consequences. Given COVID-19's
enormous economic impact compared to natural
and man-made disasters, it's reasonable to
wonder if sufficient investments are being made
to prevent future pandemics.
Health perspective COVID-19 can infect people of all ages with the
same risk, especially those between the ages of
20 and 80. However, the age group influences the
number of people who die from the virus,
especially those over the age of 60. The older a
person is, the greater the risk he or she faces.
Religious perspective The COVID-19 pandemic has had a variety of
effects on religion and faith. Various restrictions
have been put in place all over the world.
Authorities' warnings that gatherings must be
limited to combat the spread of the virus are at
odds with believers. Religion has always served as
a balm for the soul, and regular religious
attendance has been linked to improved
emotional health outcomes.
Political perspective The effects of government norms, actions, and
policies on post-disaster rehabilitation,
reconstruction, and recovery are a final
consideration. It is important to note that the
impact of government planning interventions
differs from the impact of controls on people
under physical-social distancing and "stay at
home" requirements, because the latter controls
are designed to prevent further contagion and
the collapse of health systems with higher death
rates, rather than to reopen or recover the
economy.
 Psychological perspective Humans, also known as social animals, who live in
social clusters may be harmed not only by COVID-
19 but also by isolation. Theorists define
perceived social isolation as physical separation
from others, and they investigated whether this
phenomenon has any psychological implications.
They discovered that social isolation could lead to
negative emotions (e.g., anger, sadness, and low
mood), lower levels of arousal in extroverts and
those who prefer to be around people, and even
a decline in cognitive abilities in extroverts and
those who prefer to be around people (e.g.,
problem solving and decision making.)
Scientific-technological perspective Given the current state of public health, research
agendas that previously prioritized the analysis of
specific natural, socio-natural, and anthropogenic
hazards and their consequences may be
impacted or even halted. Much of this analysis of
various hazards, with dynamics unrelated to the
current pandemic, is, however, still valid.
Gender perspective The General Recommendation 37 of the
Convention on the Elimination of All Forms of
Discrimination Against Women (CEDAW)
explicitly links disasters, pandemics, and women's
rights in an actionable way, providing guidance to
State Parties on how to ensure that gender
equality and women's empowerment are central
to disaster management and humanitarian
response.

CHECK YOUR UNDERSTANDING

Considering the advantageous and disadvantageous effects of disasters, why is it important to view
disasters on various perspectives?

- It is important to view disasters on various perspectives because a disaster is a serious

disruption of a community's or society's functioning over a relatively short period of time,
involving widespread human, material, economic, or environmental loss and impacts, which
exceeds the affected community's or society's ability to cope using its own resources, it is
important to view disasters from various perspectives.

How can we view disasters from the perspective of the educational sector?
- We can see this by looking at the socioeconomic and physical effects of disasters on the education
sector. This was necessary to develop an evidence-based rationale for raising awareness about disaster
risk reduction concerns in education sector policy and advocating for changing practices and
incorporating disaster resilient features in school construction.

POST TEST

1. B
2. B
3. A
4. A
5. D

REFLECTION

The most meaningful thing you have learned:

-The most meaningful that I learned is about religious perspective.

Obstacles you had to overcome in the lesson:

-The obstacles that I had to overcome in this lesson is to know the importance of different perspective in
disaster

Most and least favorite part of the module:

-The Effects of Disasters in one’s life

Your feelings about the lesson presented in the module:

-My feelings about this lesson, is I’m happy because I learned new things and I know I can use this in my
daily life.