PRELIMS Flashcards
(240 cards)
1
Q
In ten years, San Pedro College
envisions to be a leading autonomous
________ learning community, living and
spreading the love of compassionate Jesus
the ______ and _______. offering
internationally recognized programs that
produce world-class graduates
A
Dominican, Healer, Teacher
2
Q
To provide a _________
beneficial in the total formation of persons.
A
nurturing environment
3
Q
WHAT ARE THE 5 CORE VALUES?
SRFQT
A
● Social Responsibility
● Respect the Uniqueness of others
● Family Spirit and sense of Caring
● Quality and Excellence
● Truth and Wisdom
4
Q
NSTP LAW
A
National Service Training Program
(Republic Act 9163)
5
Q
program aimed at enhancing civic consciousness and defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any of its three program components specifically designed to enhance the Youth’s active contribution to the general welfare.
A
National Service Training Program
(Republic Act 9163)
6
Q
3 program components of nstp
A
ROTC, LTS, CWTS
7
Q
ROTC
A
Reserve Officer Training Corps
8
Q
designed to provide military training to tertiary level students in order to motivate, train, organize, and mobilize them for national defense preparedness.
A
Reserve Officer Training Corps
9
Q
is designed to train the students to teach Literacy and numeracy skills to school children, out-of-school youth and other segments of society in need of their services.
A
Literacy Training Service
10
Q
LTS
A
Literacy Training Service
11
Q
CWTS
A
Civic Welfare Training Service
12
Q
refers to the activities contributory to the general welfare and the betterment of life for the members of the community or the enhancement of its facilities to improving health, education,
environment, entrepreneurship, safety, recreation and moral of the citizenry and other social welfare services.
A
Civic Welfare Training Service
13
Q
NSTP-CWTS Goals:
To develop in the youth the values of ______ and _________, _______ and ________, _______ and _______ for nation building, and volunteerism as valuable and effective members of the National Service Reserve Corps (NSRC).
A
patriotism, national pride, discipline, hard work, integrity, accountability
14
Q
NSRC
A
National Service Reserve Corps
15
Q
Who shall Take NSTP?
A
All students enrolled in any baccalaureate and in
at least two (2) technical-vocational or associate courses,
are required to complete one (1) NSTP component of their choice as a graduation requirement.
16
Q
Exemptions (on who shall take NSTP) only apply to:
A
i. Students who have already taken NSTP from a prior degree completed;
ii. Transferees and shiftees who have completed NSTP prior to transferring or shifting; and
iii. Foreign students or aliens
17
Q
Am I allowed to take different program
components for my NSTP 1 and 2?
A
No, you have to take six units of the same component to complete NSTP.
18
Q
According to the Implementing Rules and Regulations of the National Service Training Program as mentioned in Rule __, Section __, you are “required to complete one (1) NSTP component of your choice as a graduation requirement.”
A
Ill, 4
19
Q
How will the NSTP be taken up?
Each of the NSTP components shall be undertaken for an academic period of ____ semesters and credited for ____ units per semester with ______ training hours per semester.
A
two (2), three (3), 54 to 90
20
Q
NSTP: As charged from the tuition
A
Php 813.32/ unit X 1.5 unit = Php 1,219.98
21
Q
What will become of the NSTP graduates?
Graduates of non-ROTC shall belong to the
____________________
A
National Service Reserve Corps (NSRC)
22
Q
What will become of the NSTP graduates?
ROTC graduates shall form part of the
A
AFP Citizen Armed Force
23
Q
What lead agencies will monitor the
implementation of the NSTP?
For CWTS and LTS
A
The CHED Regional offices
TESDA Provincial and District offices
24
Q
What lead agencies will monitor the
implementation of the NSTP?
For ROTC
A
The Department of National Defense - Armed Forces of the Philippines (DND - AFP) shall oversee the component implementation
25
What is my primary responsibility after I graduate from NSTP?
Your first responsibility is to report to the ___________ NRC and fill in the _________.
School-based, Reservist form
26
What is my primary responsibility after I graduate from my undergraduate degree?
After graduating from your course, your responsibility is to inform the nearest ________ in your place of residence. If there is none, you may report to your Barangay/ Municipal/ City DRRMC for reservist enlistment
Community-based NRC
27
Mario took up a special quiz for her NSTP 11. One of the questions asked was how many hours does the course would take?
What should be Mario's answer on this?
54 to 90 training hours each semester
28
What is the primary responsibility of a student graduate from NSTP?
Report to the School-based NRC
and fill in the Reservist form
29
The primary goal of NSTP-CWTS is to
provide a nurturing environment beneficial
in the total formation of persons.
False
30
This refers to an act establishing the
National Service Training Program
RA 9163
31
This refers to a program that is designed
to train students to become teachers of
literacy and numeracy skills to school
children, out of school youth, and other segments of society in need of their
services. Home
Literacy Training Service
32
All of the following are SPCs core values,
EXCEPT
* Quality and Excellence
* Family and Spirit and Sense of Caring
* Competence and Compassion
* Social Responsibility
Competence and Compassion
33
The following are the lead agencies that
will monitor the implementation of the
NSTP, EXCEPT .
* Commission on Higher Education (CHED)
* Technical Education and Skills Development Authority (TESDA)
* Department of National Defense - Armed * Forces of the Philippines (DND-AFP)
* Department of Interior and Local Government Philippine National Police (DILG-PNP)
* Department of Interior and Local Government Philippine National Police (DILG-PNP)
34
What NSTP program component/s does
SPC has implemented?
CWTS
35
All students enrolled in any baccalaureate and in at least one (1) year technicalvocational course are required to complete one NSTP component of their choice as a graduation requirement.
False
36
The NSTP CWT Goal is to develop the values of _______ and national pride, ______ and hard work, __________ and accountability for nation-building, and volunteerism to the youth as valuable and effective members of the National Service Reserve Corps.
patriotism, integrity, discipline
37
The three (3) NSTP Program components
are specifically designed to enhance youth's
active contribution to the general welfare.
True
38
After I graduated from NSTP, my primary
responsibility is to inform the nearest
Community-based NRC in my place of
residence
True
39
National Service Reserve Corps (NSRC) of
San Pedro College is the best NSRC in the
region.
True
40
...Systematic transfer of technology,
innovation, or information generated by
HEIs and its partners to seek solutions to
specific developmental concerns
CMO 52, SERIES OF 2016
41
Tripod of learning for Higher Education Institution (HEI)
Instruction
Research
Extension/ Engagement
42
Having improper implementation of CEES
it will remain:
* Dole out
* Demand-driven
* Accreditation-driven
* Requirement-driven
43
● Content is knowledge, teaching, memorizing, etc.
● Lecture-based
● PASSIVE LEARNING
Input-based Education
44
● Students think of an outcome the
design the way to reach it
● Activity-based/ Problem-based
Outcome-based Education
45
Students become responsible and engaging
citizens.
SERVICE LEARNING
46
DISCONNECT
Goal we want to achieve
* Compassionate
* Proactive
* Servant Leader
47
DISCONNECT
Things we do to achieve
* Passive
* Reactive
* Apathetic
48
Community Engagement for Better Future
Challenges of the 21st Century:
● Accelerating Pace of Change due to Digital Age
● Global Economic Crisis
● Global Competition due to Globalization
● 4th Industrial Revolution
49
Performing Community Engagement
Knowledge for change: GTEA
* Knowledge generation
* Knowledge transfer
* Knowledge exchange
* Knowledge assimilation
50
CEES
The Community Engagement and
Extension Services
51
office responding to the call of compassionate service through sustainable community development programs that will impact community empowerment thus contributing to the improvement and quality of life especially
the poor and disadvantaged.
CEES - The Community Engagement and
Extension Services
52
COMMUNITY ENGAGEMENT & EXTENSION
SERVICES - Director
Remark Z. Mortalla, PTRP, MSDEA
53
College CEES:
Project Assistant
Jonah Issiah F, Marces
Ellen O. Aloba
Rezzia Psyche S. Coloma, RSW
54
SPC Health Center
Head, Health & Wellness Center
* Sr. Rachel T. Darantinao, O.P.
55
CEES Level of Community Engagement
Level I
Community Profiling
56
(needs assessment) [Project Proposal
(Participatory Approach)]
LEVEL 1
57
CEES Level of Community Engagement
Level II
Consultation
58
CEES Level of Community Engagement
Level III
Planning Together
59
CEES Level of Community Engagement
Level IV
Implementation
60
CEES Level of Community Engagement
Level V
Empowered Community/
Transformed Individual
61
SAN PEDRO COLLEGE
● Community Development
● SPC Health Center
● Volunteer Development
62
Community Development Framework
● HEALTH
● ENVIRONMENT
● LITERACY
● PEOPLE EMPOWERMENT
63
COMMUNITY DEVELOPMENT
● Government Agencies of Local
Government Units
● INGOs, LNGOs, POs, Tribal Council,
Private Sectors & Individuals
64
(Filipino are strongly rooted)
MATATAG
65
(Filipino are comfortable)
MAGINHAWA
66
(Filipinos are secured)
PANATAG
67
FOCUS
● Free from hunger and poverty
● Secure home ownership
● Good transport facilities
● Travel and vacation
Maginhawa
68
COMMUNITY ENGAGEMENT
● Livelihood projects, Online
Entrepreneurship
● Housing projects, Innovation in
alternative energy and water sources
● Support to farmers and community
cooperatives
● Benchmarking with partner
communities, Lakbay Aral initiatives
Maginhawa
69
RESEARCH OPPORTUNITIES
● Process evaluation, Impact assessment
● Demographic studies, Process Evaluation studies
● Feasibility studies, Cost benefit analysis
● Demographic studies and surveys, Process evaluation, Phenomenological studies
Maginhawa
70
FOCUS
● Enough resources for day-to- day
needs, unexpected expenses and
savings
● Peace and security
● Long and healthy life
● Comfortable retirement
Panatag
71
COMMUNITY ENGAGEMENT
● Financial literacy, Providing access to savings
● Peace initiatives through forums
and dialogue
● Health promotion projects, Access to health care
● Alternative source of livelihood, Investment literacy
Panatag
72
RESEARCH OPPORTUNITIES
● PAR in community living
● Ethnographic studiesEvaluative studies
● Demographic Studies, Epidemiological Studies, Drug Discovery
● Psychosocial studies, Surveys
Panatag
73
SECAP
Self Enhancement and Capabilty
Building (SECAP) Program
74
Basic First Aid
Disaster Readiness and
Management (DReAM) Program
75
Basic Health Skills Training
Community-based Health
Education Seminar and Training
(CHEST) Program
76
● Basic Parenting Seminar
● Para Liturgical Services
● Legal Consultation
LGU Integrated Prticipatory
Development (LIPAD) Program
77
● Livelihood Skills Training
● Coaching and mentoring of
organized POs.
Capability Building and Life- skills
Enhancement (CABLE) Program
78
The Dominican Way of Life
1. Life of prayer
2. Community life
3. Life of study
4. Mission life - Sharing God's Work and
Message of Love
Life of prayer, Community life, Life of study, Mission life
79
Connectedness and Trust in God
Life of Prayer
80
Belonging and Growing in a Community
Community life
81
Continuous Learning in Pursuit for Truth
Life of Study
82
Sharing God's Work and Message of Love
Mission life
83
A true SPCian is an authentic Filipino:
● Maka-Dios
● Maka-tao
● Makakalikasan
● Makabansa
84
In his encyclical "Laudato Si", ______ identifies Mother Earth as among the poor in our times, a victim of abandonment and maltreatment
Pope Francis III
85
Elements of Disaster Risk
1. Hazard
2. Exposure
3. Vulnerability
86
dangerous phenomenon,
substance, human activity, or condition that may cause loss of life, injury, or other health impacts, property damage, loss of livelihood and services, social and economic disruption, or environmental damage.
Hazard
87
degree to which elements at risk are likely to experience hazard events of different magnitudes
Exposure
88
characteristics and circumstances of a community, system, or asset that makes it susceptible to the damaging effects of a
hazard.
Vulnerability
89
Philippines always experience typhoons due to our location in the ______
Pacific Ring of
Fire
90
Philippines is located in
the _____ thus we experience 20 tropical cyclones a year.
Pacific Typhoon Belt
91
How many tropical cyclones do we experience a year?
20
92
Our country is ranked as the ___ most disaster prone country in the world among 173 countries
3rd
93
Our country is ranked 3rd most disaster prone country in the world among 173 countries based on ____
World Risk Index 2012
94
increases disaster risk when
people expose themselves to disaster prone areas and other human-induced disasters like fire and conflagrations
Poverty
95
REPUBLIC ACT 10121
The Philippine
Disaster Risk Reduction and Management of 2010
96
The Philippine
Disaster Risk Reduction and Management of 2010.
REPUBLIC ACT 10121
97
An act strengthening the The
Philippine Disaster Risk Reduction and Management System, Providing for the National Disaster Risk
Reduction and Management
Framework and Institutionalizing the
NDDR Management Plan,
Appropriating Funds and therefore for other purposes
REPUBLIC ACT 10121: The Philippine Disaster Risk Reduction and Management of 2010
98
REPUBLIC ACT 10121 replaces the ____
Presidential Decree 1566
99
Presidential Decree 1566 is more focused on a
more _____ approach to Disaster Management
REACTIVE
100
REPUBLIC ACT 10121, the new law, Signed by Pres.
______ on ______
Pres. Macapagal-Arroyo on May 27, 2010
101
REPUBLIC ACT 10121: now focuses on a ______ approach to DRRM
PROACTIVE
102
the potential disaster losses
in lives, health status, livelihood, assets, and
services, which could occur to a particular community or a society over some specified
future time period
Disaster Risk
103
- serious disruption of the normal functioning of a community or a society
involving widespread human, material, environmental or economic loss or impact,
which exceeds the ability of the affected community or society to cope it using own
Resources
Disaster
104
the concept and
practice of reducing disaster risks through systematic efforts to analyze and manage the causal factors of disasters, including through reduced exposure to hazards,
lessened vulnerability of people and property, wise management of land and the
environment, and improved preparedness for adverse events
Disaster Risk Reduction
105
The ff are what type of disasters?
- Typhoons
- Earthquakes
- Floods
- Landslides
- Thunderstorms
- Drought
- Severe weather disturbances
Natural
106
The ff are what type of disasters?
- Fire
- Accidents
- Terroristic Acts
- Armed Conflicts
- Nuclear Accidents
- Social Disorganization
- Garbage/Trash Slide
Man Made
107
is a disaster resulting from human intent, negligence, or error
Man-Made Disasters
108
results are usually wide scale
destruction and high cost
Man-Made Disasters
109
is the effect of a natural hazard
Natural Disaster
110
the active principle of burning
characterized by the heat and light of combustion
Fire
111
A fire department responds to a fire in the US every ___ seconds
17.3
112
True or False
Most fire victims are not burned, victims.
True
113
About __% of all structure fires occur in the home
70
114
About __% of all fire deaths occur in the home
80
115
¼ of home fires occur between __pm and __am yet account for ½ of all home fire deaths
10 pm and 6 am
116
True or False?
Smoke is one of the significant causes of death in fire
True
117
True or False?
The ff are causes of death in fire
- Hydrogen cyanide, hydrocyanic acid
- Carbon monoxide
- Other toxic vapors
- Burns
- Trauma (non-burn)
True
118
3 Things needed to be present at the same time to produce fire
Oxygen, Heat, and Fuel
119
3 Things needed to be present at the same time to produce fire are presented in what diagram?
Fire Tetrahedron
120
True or False
Take away any of the things in the fire tetrahedron and fire will be extinguished
True
121
What type of fuel classification?
- wood, paper, cloth, trash,
plastics-solids that are not metals
Class A
122
What type of fuel classification?
- Flammable liquids- gasoline, oil, grease, acetone; induce flammable gases
Class B
123
What type of fuel classification?
- Electrical - energized electrical equipment; as long as it’s “plugged in”
Class C
124
What type of fuel classification?
- Metals -potassium, sodium,
aluminum, magnesium; requires special extinguishing agents
Class D
125
Types of Fire Extinguishers
1. Water (APW)
2. Carbon Dioxide (CO2)
3. Dry Chemical (ABC, BC, DC)
126
Types of Fire Extinguishers
- Large, silver fire extinguishers, stand
about 2 ft tall and weigh about 25 lbs
Water (APW)
127
Types of Fire Extinguishers
- its pressure is so great, dry ice may shoot
out the horn
Carbon Dioxide
128
Types of Fire Extinguishers
- RED, on campus they range from 5 to 20 lbs
Dry Chemical (ABC)
129
Types of Fire Extinguishers
- Filled with a fine, yellow powder
Dry Chemical (ABC)
130
Types of Fire Extinguishers
- Filled with ordinary tap water and pressurized air, they are essentially large squirt guns
Water (APW)
131
Types of Fire Extinguishers
- Extinguish fire by taking away the HEAT element of the fire triangle
Water (APW)
132
Types of Fire Extinguishers
- Designed for Class A fires only: wood, paper, cloth
Water (APW)
133
APW stands for
“Air-Pressurized Water”
134
Class A Fire Extinguishers Extinguish fire by taking away the ____ element of the fire triangle
HEAT
135
Types of Fire Extinguishers
- Cylinders are red, range in 5 to 100 lbs or larger; very cold, cools fuel
Carbon Dioxide
136
Types of Fire Extinguishers
- On larger sizes, horn will be at the end of a long, flexible hose
Carbon Dioxide
137
Types of Fire Extinguishers
- Designed for Class B and C fires
Carbon Dioxide
138
Types of Fire Extinguishers
- Frequently found in labs, kitchens
Carbon Dioxide
139
Types of Fire Extinguishers
- Greatest portion of its powder is composed of monoammonium
phosphate
Dry Chemical
140
CO2 is a non-flammable type that takes away the ____ element of the fire triangle
OXYGEN
141
____ Designed for Class B and C fires
Carbon Dioxide Fire Extinguishers
142
According to NFPA regulations, CO2 extinguishers must undergo
hydrostatic testing and recharge every ____
5 years
143
Types of Fire Extinguishers
- Pressurized with nitrogen
Dry Chemical
144
Types of Fire Extinguishers
- Coats the fuel with thin layer of dust
Dry Chemical
145
Types of Fire Extinguishers
- Separates fuel from the oxygen in the air
Dry Chemical
146
Types of Fire Extinguishers
- Interrupt the chemical reaction of fire
Dry Chemical
147
Types of Fire Extinguishers
- VERY EFFECTIVE at putting out fire
Dry Chemical
148
Types of Fire Extinguishers
- Located in commercial kitchens and public hallways
Dry Chemical
149
Types of Fire Extinguishers
- May be used for Class A,B,C fires
Dry Chemical
150
Dry Chemical Fire Extinguishers may be used for Class ___ fires
A,B,C
151
How to use a fire extinguisher (PASS)
- Pull
- Aim
- Squeeze
- Sweep
152
PASS
- one pulls the pin; allows the discharge of extinguisher
Pull
153
PASS
- one pulls the pin; allows the discharge of extinguisher
Pull
154
PASS
- at the base of the fire; hit the fuel
Aim
155
PASS
- the top handle; depresses a
button that releases the pressurized extinguishing agent
Squeeze
156
PASS
- from side to side until the fire is completely out; keep an eye on the area for reignition
Sweep
157
Rules for Fighting Fires
1. Assist any person in immediate danger to safety, it can be accomplished without risk to yourself
2. Call 911 or activate the fire alarm. This will notify the fire department and other building occupants to shut off the air handling system to prevent
the spread of smoke.
158
True or False
The time to use an extinguisher is at the
later stages of the fire
False
- beginning
159
True or False
Even if you have an ABC fire
extinguisher, there may be
something in the fire that’s going to explode or produce toxic flames
True
160
True or False
If the fire is spreading, and after following the rules in fighting fire, you may attempt to use a fire extinguisher to put it out
False
- fire should be small
161
True or False
When synthetic materials such as the nylon in carpeting or foam padding in the sofa burn, they can produce
hydrogen cyanide, acrolein, and ammonia in addition to carbon monoxide. These gases can be fatal in
very small amounts
True
162
SAFETY Acronym
S - Sound the Alarm
A - Activate the fire brigade
F - Fight the Fire
E - Evacuate immediately
T - Tell others
Y - You get clear
163
What to do when your clothes catch fire?
STOP, DROP, AND ROLL
164
Final Rule of fighting fires
position yourself
with an exit or means of escape at your back before you attempt to use an extinguisher to put out the fire.
165
True or False
- reporting the use of a fire extinguisher to the EHS as soon as possible is not always necessary
False
166
Fire vs Earthquake
- Concentrated in one area of the building
Fire
167
Fire vs Earthquake
- Affect the whole building and
nearby areas
Earthquake
168
Fire vs Earthquake
- Immediate response is to duck, cover, and hold
Earthquake
169
Fire vs Earthquake
- Immediate response is to evacuate people
Fire
170
Fire vs Earthquake
- Immediate outside help will arrive definitely in the soonest time
Fire
171
Fire vs Earthquake
- Immediate outside help is not a guarantee
Earthquake
172
Fire vs Earthquake
- Evacuation is in any place outside the building away from the fire
Fire
173
Fire vs Earthquake
- Evacuation is limited only to an open area which is safe from falling debris
Earthquake
174
Fire vs Earthquake
- Has aftershocks
Earthquake
175
Fire vs Earthquake
- No aftershocks
Fire
176
Weak to violent shaking of the
ground produced by a sudden
movement of rock materials beneath the earth’s surface
Earthquake
177
- Prolifically mineralize volcanic arcs: copper, gold, nickel
- Proximity to markets with huge metals demand: China, Japan, Korea
Philippines
178
TYPES OF EARTHQUAKES
1. Natural
2. Artificial
179
Types of Natural Earthquakes
- produced by sudden
movement along faults and plate boundaries
Tectonic
180
Types of Natural Earthquakes
- produced by movement
of magma beneath volcanoes
Volcanic
181
- Usually man made
- Nuclear or chemical explosions
- Dynamite explosions
Artificial Earthquakes
182
At least __ earthquakes a day
20
183
- __ felt earthquakes per week
4-5
184
An earthquake can be:
- Shallow
0-70 kms
185
An earthquake can be:
- Intermediate
70-300 kms
186
An earthquake can be
- Deep
300-700 kms
187
300-700 kms earthquake
Deep
188
70-300 kms earthquake
Intermediate
189
0-70 kms earthquake
Shallow
190
the measure of the
total energy released at the
earthquake's point of origin (below the earth’s surface) from a SEISMOGRAPH
Magnitude
191
perceived strength of an
earthquake with relative effect on people and structures; generally higher than the epicenter
Intensity
192
MAGNITUDE is originally developed by _____ for studying earthquakes in
California
Charles Richter
193
The scale used for measuring magnitude
Local Magnitude and Richter Scale
194
Proportional to the energy released by an earthquake
Magnitude
195
Expressed as a decimal number
Magnitude
196
Describe the strength of shaking in terms of human perception, damage
to the buildings and other structures, as well as changes in the surrounding environment
Intensity
197
Traditionally represented as Roman numerals
Intensity
198
Different scales used in different countries
Intenisty
199
Magnitude and Description
- Detected only by sensitive
seismographs under favorable
conditions
1. Not felt
200
Magnitude and Description
- Only 5 recorded since 1900
9. Rare earthquakes
201
Magnitude and Description
- Detected by seismographs
2. Hardly perceptible
202
Magnitude and Description
- Felt only near the epicenter
3. “Very feeble”
203
Magnitude and Description
- Potentially Devastating
8. “Great” earthquakes
204
Magnitude and Description
- Cause considerable, widespread damages. It may be accompanied by surface fault rupture and tsunami.
7. “Major” earthquakes
205
Magnitude and Description
- Generally felt, but don't cause any damage
4. “Feeble”
206
Magnitude and Description
- It may cause local damage
5. “Moderate”
207
Magnitude and Description
- Usually, they cause local damage
6. “Strong” earthquakes
208
PHIVOLCS Earthquake Intensity Scale
(PEIS)
- I
Scarcely Perceptible
209
PHIVOLCS Earthquake Intensity Scale
(PEIS)
- II
Slightly Felt
210
PHIVOLCS Earthquake Intensity Scale
(PEIS)
- III
Weak
211
PHIVOLCS Earthquake Intensity Scale
(PEIS)
- IV
Moderately Strong
212
PHIVOLCS Earthquake Intensity Scale
(PEIS)
- V
Strong
213
PHIVOLCS Earthquake Intensity Scale
(PEIS)
- VI
Very Strong
214
PHIVOLCS Earthquake Intensity Scale
(PEIS)
- VII
Destructive
215
PHIVOLCS Earthquake Intensity Scale
(PEIS)
- VIII
Very Destructive
216
PHIVOLCS Earthquake Intensity Scale
(PEIS)
- IX
Devastating
217
PHIVOLCS Earthquake Intensity Scale
(PEIS)
- X
- Completely Devastating
218
Hazards Associated with Earthquake
1. Ground Rupture
2. Liquefaction
219
a process that transforms the behavior of a body of sediment from that of a solid to that of liquid.
Liquefaction
220
True or False
- the inside corner of the room is not a safe spot
False
221
True or False
- Windows and glass panels are safety zones
False
222
True or False
- Under Bookshelves, cabinets, and furniture
that may topple or slide are safety zones
False
223
True or False
Triangle of Life can help you survive an earthquake
True
224
Commonly generated by a
large-scale vertical displacement of
the ocean floor due to a
high-magnitude off-shore
earthquake
Tsunamis
225
Large magnitude off-shore
earthquakes
Tsunamis
226
True or False
Tsunamis can be caused by meteor impacts
True
227
True or False
Tsunamis can be caused by coastal and underwater landslides
True
228
2 Types of tsunami
Local and Far-Field
229
Source: trench or fault in Philippine region, usually less than 200 km from shoreline
Lead Time: 4-20 minutes
Warning Mechanism in place: being established where we must rely on natural signs such as moderate to intense shaking in a coastal areas,
unusual water level rise or fall
Local
230
Source: trench or fault outside the Philippine region (e.g. Japan, Hawaii, Chile)
Lead Time: 1-24 hours
Warning mechanism in place:
International Centers (PHIVOLCS, NDRRMC); Pacific Tsunami Warning
Center, NW Pacific Tsunami
Information Center
Far-Field (Regional or Trans-Pacific)
231
a region where atmospheric pressure is lower than that of surrounding locations.
Low Pressure Area
232
Classification of Tropical Cyclones
- 61 kph or less
Tropical Depression
233
Classification of Tropical Cyclones
- 62-88 kph
Tropical Storm
234
Classification of Tropical Cyclones
- 89-117 kph
Severe Tropical Storm
235
Classification of Tropical Cyclones
- 118-220 kph
Typhoon
236
Classification of Tropical Cyclones
- 220 kph and above
Super Typhoon
237
sudden rise in sea
level above the normal; level on the coast due to a drop in atmospheric pressure and the force of winds as a tropical cyclone approaches the
coast
Storm surge
238
True or False
The best time to prepare
is as early as NOW
True
239
“Failing to prepare is like preparing to fail”
Benjamin Franklin
240
“The best time to prepare for war is during peace times”
Julius Caesar
