DRRR|WEEK 8 Flashcards
Refers to the amount of energy released, measured by the amount of ground displacement or shaking.
It is calculated based on the record of the earthquake (seismograph).
MAGNITUDE
It is represented by Arabic numbers (ex. 4.8, 9.0)
MAGNITUDE
The strength of an earthquake as perceived and felt by people in a certain locality.
It is a numerical rating based on relative effects to people, objects, environment and structures in the surroundings.
The intensity is generally higher near the epicenter.
INTENSITY
It is represented by Roman Numerals (ex. II, IV, IX).
INTENSITY
Maps that show different hazards that may affect a certain area.
For earthquakes, a ground shaking hazard map shows the distribution of earthquake shaking levels that have a certain probability of occurring.
A ground rupture hazard map shows areas wherein faults cut across.
There are hazard maps for liquefaction, earthquake-induced landslide and tsunami.
HAZARD MAP
Preparedness / Prevention and Mitigation (What to do before)
- Close windows and doors to reduce entry of ash if heavy ash fall is
expected to hit the community. - Bring animals and live stocks into closed shelters.
- Develop evacuation plans and conduct evacuation drills.
- Avoid low places or areas vulnerable to rock falls, avalanches, lava flows
and mudflows. - Prepare for evacuation if warning for imminent volcanic eruptions or
mudflows is raised. - Know the ways of protecting the school from ash fall, landslides and
debris flows by consulting your local disaster coordinating council. - Consult respective disaster risk reduction and management council on
the establishment of their community counter-disaster response plans. - Know the delineated areas vulnerable to volcanic hazards and assess
your risk for dangers. - Appreciate and take advantage of the importance of management of
human settlements based on land use planning which considers volcanic
hazards. - Learn about your community warning systems and emergency plans.
- Develop an evacuation plan. Everyone in the school should know where
to go in response to warnings. - If you live in a volcano risk area, publish a special section in your local
newspaper with emergency information on volcanoes. Localize the
information by including the phone numbers of Barangay Disaster Risk
response to warnings. - Feature an interview with competent authorities on the likelihood of a
volcanic eruption as well as on how to recognize warning signals. - Work with Barangay DRRMC, City DRRMC), the local Red Cross chapter
to prepare special procedures for children and the elderly or disabled,
on what to do if an evacuation is ordered.
Response (What to do during):
- Stay alert and awake.
- Follow instructions that go with the warning. If there is a directive to evacuate,
do so immediately. - Advise the students to protect their heads and get away from the area right
away if caught in small rock fall. - Give priority for evacuation outside the area of ash shower to students with
breathing problems. They should be advised to cover their nose,
preferably with a wet piece of cloth.
5.Scrape off ashes to prevent heavy loading of the school building roofs. When
doing so, the following precautionary measures should be observed:
· Wear long sleeved shirts and long pants;
· Wear goggles and eyeglasses instead of contact lenses;
· Avoid running car or truck engines. Driving a vehicle can stir up volcanic ash that
can clog engines, damage moving parts, and stall vehicles; and
· Avoid driving in heavy ash falls unless absolutely required. If unavoidable, the
vehicle should be driven at a speed of 60 kph or slower.
Rehabilitation and Recovery (What to do after):
- Clear the canals and pathways of ash and other debris.
- Hose down the accumulated ash and plant leaves on roofs.
- Stay away from the slide area. There may be danger of additional slides.
- Check for injured and trapped persons near the slide, without entering the
direct slide area. Direct rescuers to their locations. - Listen to local radio or television stations for the latest emergency information.
- Watch for flooding, which may occur after a landslide or debris flow.
- Report broken utility lines and suspected damaged buildings to appropriate
authorities - If you have respiratory ailment, avoid contact with ash. Stay indoors until local
health officials advise it is safe to go outside. Volcanic ash can cause great
damage to passages and the respiratory system
What to do before an earthquake?
The key to effective disaster prevention is planning to prepare your homes,
workplace or schools:
- Recommend to appropriate authorities the evaluation of structural
soundness of school buildings and important infrastructures - Request appropriate authorities to determine whether the school site is
along an active fault and or in liquefaction or landslide prone areas which
may cause school building to fall. - Make sure that school building design complies with the national building
Code Standard. - On existing school building with one door, request proper authorities to
provide two exit doors for every classroom, both with swing-out direction. - Check for the presence of other potential sources of hazard due to
secondary effect of earthquakes like steep hill slopes, hanging heavy
object, dams, storage tanks, falling debris and fire.
Inside the classrooms to the wall to prevent sliding or toppling.
- Store breakable items, harmful chemicals and flammable materials inside
the classrooms in the lowermost shelves and secure firmly. Install latches
on drawers and cabinets. - Check classrooms for hanging or unstable objects that may fall on the
students during the earthquake. - Develop a school earthquake evacuation plan hang/post this in the corridor
of each building the easiest exit or evacuation route to take. - Identify the strong part of the building like door jams, near elevator shafts,
sturdy tables, where the students can take refuge during an earthquake. - Prepare and maintain an earthquake survival kit consisting of a battery
powered radios, flashlights, first aid kit, potable water, candies, ready to eat
food, whistle, and dusk mask. - conduct contingency planning on earthquake
- Stay calm.
- Advise students to protect their body from falling debris by bracing
themselves in a doorway or by getting under a sturdy desk or table. - When inside the vehicle, pull to the side of the road and stop. Do not attempt
to cross bridges or overpasses which may have been damaged. - Direct learners to move to an open area when they are outside a building or
any structure. - Stay away from power line, posts, walls and other structures that may
collapse. Stay away from the building with large glass panes. - Move away from the steep escarpment which may be affected by landslides
particularly if they are on a mountains or near steep hill slopes. - If there is a need to evacuate, apply the buddy-buddy system and follow
orders from the principal/ school head. Wait for your parents to fetch you
from the evacuation area and inform the principal if you will leave the area. - Take with you your survival kit which contains all the necessary items for
your protection and comfort.
What to do during an earthquake.
drop down to the floor.
DUCK
Take COVER under 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.
COVER
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.
HOLD
What to do after earthquake (Rehabilitation)
- Do not PANIC.
- Be prepared for aftershocks
- Check and control fires which may spread.
- Advice learners to take the fastest and safest way out if caught in an old
or weak building. - Advise to get out calmly and in an orderly manner. Not to rush or push one
another. * Not to used the elevators, but instead used the stairs - Check themselves for cuts and for injuries and approach the nearest
teacher for assistance - Call the authority to lean up chemical spills toxic and flammable materials
since this is hazardous to untrained people. - Check the water and electrical lines for defects. If any damaged is
suspected, turn the system off in the main valve or switch. - Do not enter partially damaged school building a strong aftershock may
cause these to collapse. - The school head principal shall provide safety precautions. He/she shall
not allow any students to go out of the school unless they are with their
parents/relatives. Identify learners fetched by their parents and relatives
and those left behind. - Do not used telephone to call relatives and friends. Disaster prevention
authorities may need the lines for emergency calls and communications - Do not drive into damaged areas. Rescues and relief operations need the
road for mobility
