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NSTP > PRELIMS > Flashcards

PRELIMS Flashcards

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

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2
Q

To provide a _________
beneficial in the total formation of persons.

A

nurturing environment

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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

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4
Q

NSTP LAW

A

National Service Training Program
(Republic Act 9163)

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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)

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6
Q

3 program components of nstp

A

ROTC, LTS, CWTS

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7
Q

ROTC

A

Reserve Officer Training Corps

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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

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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

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10
Q

LTS

A

Literacy Training Service

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11
Q

CWTS

A

Civic Welfare Training Service

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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

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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

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14
Q

NSRC

A

National Service Reserve Corps

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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.

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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

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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.

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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

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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

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20
Q

NSTP: As charged from the tuition

A

Php 813.32/ unit X 1.5 unit = Php 1,219.98

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21
Q

What will become of the NSTP graduates?

Graduates of non-ROTC shall belong to the
____________________

A

National Service Reserve Corps (NSRC)

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22
Q

What will become of the NSTP graduates?

ROTC graduates shall form part of the

A

AFP Citizen Armed Force

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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

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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

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25
Q

What is my primary responsibility after I graduate from NSTP?

Your first responsibility is to report to the ___________ NRC and fill in the _________.

A

School-based, Reservist form

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26
Q

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

A

Community-based NRC

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27
Q

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?

A

54 to 90 training hours each semester

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28
Q

What is the primary responsibility of a student graduate from NSTP?

A

Report to the School-based NRC
and fill in the Reservist form

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29
Q

The primary goal of NSTP-CWTS is to
provide a nurturing environment beneficial
in the total formation of persons.

A

False

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30
Q

This refers to an act establishing the
National Service Training Program

A

RA 9163

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31
Q

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

A

Literacy Training Service

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32
Q

All of the following are SPCs core values,
EXCEPT
* Quality and Excellence
* Family and Spirit and Sense of Caring
* Competence and Compassion
* Social Responsibility

A

Competence and Compassion

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33
Q

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)

A
  • Department of Interior and Local Government Philippine National Police (DILG-PNP)
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34
Q

What NSTP program component/s does
SPC has implemented?

A

CWTS

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35
Q

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.

A

False

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36
Q

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.

A

patriotism, integrity, discipline

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37
Q

The three (3) NSTP Program components
are specifically designed to enhance youth’s
active contribution to the general welfare.

A

True

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38
Q

After I graduated from NSTP, my primary
responsibility is to inform the nearest
Community-based NRC in my place of
residence

A

True

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39
Q

National Service Reserve Corps (NSRC) of
San Pedro College is the best NSRC in the
region.

A

True

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40
Q

…Systematic transfer of technology,
innovation, or information generated by
HEIs and its partners to seek solutions to
specific developmental concerns

A

CMO 52, SERIES OF 2016

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41
Q

Tripod of learning for Higher Education Institution (HEI)

A

Instruction
Research
Extension/ Engagement

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42
Q

Having improper implementation of CEES
it will remain:

A
  • Dole out
  • Demand-driven
  • Accreditation-driven
  • Requirement-driven
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43
Q

● Content is knowledge, teaching, memorizing, etc.
● Lecture-based
● PASSIVE LEARNING

A

Input-based Education

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44
Q

● Students think of an outcome the
design the way to reach it
● Activity-based/ Problem-based

A

Outcome-based Education

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45
Q

Students become responsible and engaging
citizens.

A

SERVICE LEARNING

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46
Q

DISCONNECT
Goal we want to achieve

A
  • Compassionate
  • Proactive
  • Servant Leader
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47
Q

DISCONNECT
Things we do to achieve

A
  • Passive
  • Reactive
  • Apathetic
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48
Q

Community Engagement for Better Future
Challenges of the 21st Century:

A

● Accelerating Pace of Change due to Digital Age
● Global Economic Crisis
● Global Competition due to Globalization
● 4th Industrial Revolution

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49
Q

Performing Community Engagement
Knowledge for change: GTEA

A
  • Knowledge generation
  • Knowledge transfer
  • Knowledge exchange
  • Knowledge assimilation
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50
Q

CEES

A

The Community Engagement and
Extension Services

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51
Q

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.

A

CEES - The Community Engagement and
Extension Services

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52
Q

COMMUNITY ENGAGEMENT & EXTENSION
SERVICES - Director

A

Remark Z. Mortalla, PTRP, MSDEA

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53
Q

College CEES:
Project Assistant

A

Jonah Issiah F, Marces
Ellen O. Aloba
Rezzia Psyche S. Coloma, RSW

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54
Q

SPC Health Center
Head, Health & Wellness Center

A
  • Sr. Rachel T. Darantinao, O.P.
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55
Q

CEES Level of Community Engagement
Level I

A

Community Profiling

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56
Q

(needs assessment) [Project Proposal
(Participatory Approach)]

A

LEVEL 1

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57
Q

CEES Level of Community Engagement
Level II

A

Consultation

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58
Q

CEES Level of Community Engagement
Level III

A

Planning Together

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59
Q

CEES Level of Community Engagement
Level IV

A

Implementation

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60
Q

CEES Level of Community Engagement
Level V

A

Empowered Community/
Transformed Individual

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61
Q

SAN PEDRO COLLEGE

A

● Community Development
● SPC Health Center
● Volunteer Development

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62
Q

Community Development Framework

A

● HEALTH
● ENVIRONMENT
● LITERACY
● PEOPLE EMPOWERMENT

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63
Q

COMMUNITY DEVELOPMENT

A

● Government Agencies of Local
Government Units
● INGOs, LNGOs, POs, Tribal Council,
Private Sectors & Individuals

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64
Q

(Filipino are strongly rooted)

A

MATATAG

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65
Q

(Filipino are comfortable)

A

MAGINHAWA

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66
Q

(Filipinos are secured)

A

PANATAG

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67
Q

FOCUS
● Free from hunger and poverty
● Secure home ownership
● Good transport facilities
● Travel and vacation

A

Maginhawa

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68
Q

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

A

Maginhawa

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69
Q

RESEARCH OPPORTUNITIES
● Process evaluation, Impact assessment
● Demographic studies, Process Evaluation studies
● Feasibility studies, Cost benefit analysis
● Demographic studies and surveys, Process evaluation, Phenomenological studies

A

Maginhawa

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70
Q

FOCUS
● Enough resources for day-to- day
needs, unexpected expenses and
savings
● Peace and security
● Long and healthy life
● Comfortable retirement

A

Panatag

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71
Q

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

A

Panatag

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72
Q

RESEARCH OPPORTUNITIES
● PAR in community living
● Ethnographic studiesEvaluative studies
● Demographic Studies, Epidemiological Studies, Drug Discovery
● Psychosocial studies, Surveys

A

Panatag

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73
Q

SECAP

A

Self Enhancement and Capabilty
Building (SECAP) Program

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74
Q

Basic First Aid

A

Disaster Readiness and
Management (DReAM) Program

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75
Q

Basic Health Skills Training

A

Community-based Health
Education Seminar and Training
(CHEST) Program

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76
Q

● Basic Parenting Seminar
● Para Liturgical Services
● Legal Consultation

A

LGU Integrated Prticipatory
Development (LIPAD) Program

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77
Q

● Livelihood Skills Training
● Coaching and mentoring of
organized POs.

A

Capability Building and Life- skills
Enhancement (CABLE) Program

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78
Q

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

A

Life of prayer, Community life, Life of study, Mission life

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79
Q

Connectedness and Trust in God

A

Life of Prayer

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80
Q

Belonging and Growing in a Community

A

Community life

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81
Q

Continuous Learning in Pursuit for Truth

A

Life of Study

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82
Q

Sharing God’s Work and Message of Love

A

Mission life

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83
Q

A true SPCian is an authentic Filipino:

A

● Maka-Dios
● Maka-tao
● Makakalikasan
● Makabansa

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84
Q

In his encyclical “Laudato Si”, ______ identifies Mother Earth as among the poor in our times, a victim of abandonment and maltreatment

A

Pope Francis III

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85
Q

Elements of Disaster Risk

A
  1. Hazard
  2. Exposure
  3. Vulnerability
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86
Q

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.

A

Hazard

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87
Q

degree to which elements at risk are likely to experience hazard events of different magnitudes

A

Exposure

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88
Q

characteristics and circumstances of a community, system, or asset that makes it susceptible to the damaging effects of a
hazard.

A

Vulnerability

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89
Q

Philippines always experience typhoons due to our location in the ______

A

Pacific Ring of
Fire

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90
Q

Philippines is located in
the _____ thus we experience 20 tropical cyclones a year.

A

Pacific Typhoon Belt

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91
Q

How many tropical cyclones do we experience a year?

A

20

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92
Q

Our country is ranked as the ___ most disaster prone country in the world among 173 countries

A

3rd

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93
Q

Our country is ranked 3rd most disaster prone country in the world among 173 countries based on ____

A

World Risk Index 2012

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94
Q

increases disaster risk when
people expose themselves to disaster prone areas and other human-induced disasters like fire and conflagrations

A

Poverty

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95
Q

REPUBLIC ACT 10121

A

The Philippine
Disaster Risk Reduction and Management of 2010

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96
Q

The Philippine
Disaster Risk Reduction and Management of 2010.

A

REPUBLIC ACT 10121

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97
Q

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

A

REPUBLIC ACT 10121: The Philippine Disaster Risk Reduction and Management of 2010

98
Q

REPUBLIC ACT 10121 replaces the ____

A

Presidential Decree 1566

99
Q

Presidential Decree 1566 is more focused on a
more _____ approach to Disaster Management

A

REACTIVE

100
Q

REPUBLIC ACT 10121, the new law, Signed by Pres.
______ on ______

A

Pres. Macapagal-Arroyo on May 27, 2010

101
Q

REPUBLIC ACT 10121: now focuses on a ______ approach to DRRM

A

PROACTIVE

102
Q

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

A

Disaster Risk

103
Q
  • 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
A

Disaster

104
Q

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

A

Disaster Risk Reduction

105
Q

The ff are what type of disasters?
- Typhoons
- Earthquakes
- Floods
- Landslides
- Thunderstorms
- Drought
- Severe weather disturbances

A

Natural

106
Q

The ff are what type of disasters?
- Fire
- Accidents
- Terroristic Acts
- Armed Conflicts
- Nuclear Accidents
- Social Disorganization
- Garbage/Trash Slide

A

Man Made

107
Q

is a disaster resulting from human intent, negligence, or error

A

Man-Made Disasters

108
Q

results are usually wide scale
destruction and high cost

A

Man-Made Disasters

109
Q

is the effect of a natural hazard

A

Natural Disaster

110
Q

the active principle of burning
characterized by the heat and light of combustion

A

Fire

111
Q

A fire department responds to a fire in the US every ___ seconds

A

17.3

112
Q

True or False
Most fire victims are not burned, victims.

A

True

113
Q

About __% of all structure fires occur in the home

A

70

114
Q

About __% of all fire deaths occur in the home

A

80

115
Q

¼ of home fires occur between __pm and __am yet account for ½ of all home fire deaths

A

10 pm and 6 am

116
Q

True or False?
Smoke is one of the significant causes of death in fire

A

True

117
Q

True or False?
The ff are causes of death in fire
- Hydrogen cyanide, hydrocyanic acid
- Carbon monoxide
- Other toxic vapors
- Burns
- Trauma (non-burn)

A

True

118
Q

3 Things needed to be present at the same time to produce fire

A

Oxygen, Heat, and Fuel

119
Q

3 Things needed to be present at the same time to produce fire are presented in what diagram?

A

Fire Tetrahedron

120
Q

True or False
Take away any of the things in the fire tetrahedron and fire will be extinguished

A

True

121
Q

What type of fuel classification?
- wood, paper, cloth, trash,
plastics-solids that are not metals

A

Class A

122
Q

What type of fuel classification?
- Flammable liquids- gasoline, oil, grease, acetone; induce flammable gases

A

Class B

123
Q

What type of fuel classification?
- Electrical - energized electrical equipment; as long as it’s “plugged in”

A

Class C

124
Q

What type of fuel classification?
- Metals -potassium, sodium,
aluminum, magnesium; requires special extinguishing agents

A

Class D

125
Q

Types of Fire Extinguishers

A
  1. Water (APW)
  2. Carbon Dioxide (CO2)
  3. Dry Chemical (ABC, BC, DC)
126
Q

Types of Fire Extinguishers
- Large, silver fire extinguishers, stand
about 2 ft tall and weigh about 25 lbs

A

Water (APW)

127
Q

Types of Fire Extinguishers
- its pressure is so great, dry ice may shoot
out the horn

A

Carbon Dioxide

128
Q

Types of Fire Extinguishers
- RED, on campus they range from 5 to 20 lbs

A

Dry Chemical (ABC)

129
Q

Types of Fire Extinguishers
- Filled with a fine, yellow powder

A

Dry Chemical (ABC)

130
Q

Types of Fire Extinguishers
- Filled with ordinary tap water and pressurized air, they are essentially large squirt guns

A

Water (APW)

131
Q

Types of Fire Extinguishers
- Extinguish fire by taking away the HEAT element of the fire triangle

A

Water (APW)

132
Q

Types of Fire Extinguishers
- Designed for Class A fires only: wood, paper, cloth

A

Water (APW)

133
Q

APW stands for

A

“Air-Pressurized Water”

134
Q

Class A Fire Extinguishers Extinguish fire by taking away the ____ element of the fire triangle

A

HEAT

135
Q

Types of Fire Extinguishers
- Cylinders are red, range in 5 to 100 lbs or larger; very cold, cools fuel

A

Carbon Dioxide

136
Q

Types of Fire Extinguishers
- On larger sizes, horn will be at the end of a long, flexible hose

A

Carbon Dioxide

137
Q

Types of Fire Extinguishers
- Designed for Class B and C fires

A

Carbon Dioxide

138
Q

Types of Fire Extinguishers
- Frequently found in labs, kitchens

A

Carbon Dioxide

139
Q

Types of Fire Extinguishers
- Greatest portion of its powder is composed of monoammonium
phosphate

A

Dry Chemical

140
Q

CO2 is a non-flammable type that takes away the ____ element of the fire triangle

A

OXYGEN

141
Q

____ Designed for Class B and C fires

A

Carbon Dioxide Fire Extinguishers

142
Q

According to NFPA regulations, CO2 extinguishers must undergo
hydrostatic testing and recharge every ____

A

5 years

143
Q

Types of Fire Extinguishers
- Pressurized with nitrogen

A

Dry Chemical

144
Q

Types of Fire Extinguishers
- Coats the fuel with thin layer of dust

A

Dry Chemical

145
Q

Types of Fire Extinguishers
- Separates fuel from the oxygen in the air

A

Dry Chemical

146
Q

Types of Fire Extinguishers
- Interrupt the chemical reaction of fire

A

Dry Chemical

147
Q

Types of Fire Extinguishers
- VERY EFFECTIVE at putting out fire

A

Dry Chemical

148
Q

Types of Fire Extinguishers
- Located in commercial kitchens and public hallways

A

Dry Chemical

149
Q

Types of Fire Extinguishers
- May be used for Class A,B,C fires

A

Dry Chemical

150
Q

Dry Chemical Fire Extinguishers may be used for Class ___ fires

A

A,B,C

151
Q

How to use a fire extinguisher (PASS)

A
  • Pull
  • Aim
  • Squeeze
  • Sweep
152
Q

PASS
- one pulls the pin; allows the discharge of extinguisher

A

Pull

153
Q

PASS
- one pulls the pin; allows the discharge of extinguisher

A

Pull

154
Q

PASS
- at the base of the fire; hit the fuel

A

Aim

155
Q

PASS
- the top handle; depresses a
button that releases the pressurized extinguishing agent

A

Squeeze

156
Q

PASS
- from side to side until the fire is completely out; keep an eye on the area for reignition

A

Sweep

157
Q

Rules for Fighting Fires

A
  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
Q

True or False
The time to use an extinguisher is at the
later stages of the fire

A

False
- beginning

159
Q

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

A

True

160
Q

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

A

False
- fire should be small

161
Q

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

A

True

162
Q

SAFETY Acronym

A

S - Sound the Alarm
A - Activate the fire brigade
F - Fight the Fire
E - Evacuate immediately
T - Tell others
Y - You get clear

163
Q

What to do when your clothes catch fire?

A

STOP, DROP, AND ROLL

164
Q

Final Rule of fighting fires

A

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
Q

True or False
- reporting the use of a fire extinguisher to the EHS as soon as possible is not always necessary

A

False

166
Q

Fire vs Earthquake
- Concentrated in one area of the building

A

Fire

167
Q

Fire vs Earthquake
- Affect the whole building and
nearby areas

A

Earthquake

168
Q

Fire vs Earthquake
- Immediate response is to duck, cover, and hold

A

Earthquake

169
Q

Fire vs Earthquake
- Immediate response is to evacuate people

A

Fire

170
Q

Fire vs Earthquake
- Immediate outside help will arrive definitely in the soonest time

A

Fire

171
Q

Fire vs Earthquake
- Immediate outside help is not a guarantee

A

Earthquake

172
Q

Fire vs Earthquake
- Evacuation is in any place outside the building away from the fire

A

Fire

173
Q

Fire vs Earthquake
- Evacuation is limited only to an open area which is safe from falling debris

A

Earthquake

174
Q

Fire vs Earthquake
- Has aftershocks

A

Earthquake

175
Q

Fire vs Earthquake
- No aftershocks

A

Fire

176
Q

Weak to violent shaking of the
ground produced by a sudden
movement of rock materials beneath the earth’s surface

A

Earthquake

177
Q
  • Prolifically mineralize volcanic arcs: copper, gold, nickel
  • Proximity to markets with huge metals demand: China, Japan, Korea
A

Philippines

178
Q

TYPES OF EARTHQUAKES

A
  1. Natural
  2. Artificial
179
Q

Types of Natural Earthquakes
- produced by sudden
movement along faults and plate boundaries

A

Tectonic

180
Q

Types of Natural Earthquakes
- produced by movement
of magma beneath volcanoes

A

Volcanic

181
Q
  • Usually man made
  • Nuclear or chemical explosions
  • Dynamite explosions
A

Artificial Earthquakes

182
Q

At least __ earthquakes a day

A

20

183
Q
  • __ felt earthquakes per week
A

4-5

184
Q

An earthquake can be:
- Shallow

A

0-70 kms

185
Q

An earthquake can be:
- Intermediate

A

70-300 kms

186
Q

An earthquake can be
- Deep

A

300-700 kms

187
Q

300-700 kms earthquake

A

Deep

188
Q

70-300 kms earthquake

A

Intermediate

189
Q

0-70 kms earthquake

A

Shallow

190
Q

the measure of the
total energy released at the
earthquake’s point of origin (below the earth’s surface) from a SEISMOGRAPH

A

Magnitude

191
Q

perceived strength of an
earthquake with relative effect on people and structures; generally higher than the epicenter

A

Intensity

192
Q

MAGNITUDE is originally developed by _____ for studying earthquakes in
California

A

Charles Richter

193
Q

The scale used for measuring magnitude

A

Local Magnitude and Richter Scale

194
Q

Proportional to the energy released by an earthquake

A

Magnitude

195
Q

Expressed as a decimal number

A

Magnitude

196
Q

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

A

Intensity

197
Q

Traditionally represented as Roman numerals

A

Intensity

198
Q

Different scales used in different countries

A

Intenisty

199
Q

Magnitude and Description
- Detected only by sensitive
seismographs under favorable
conditions

A
  1. Not felt
200
Q

Magnitude and Description
- Only 5 recorded since 1900

A
  1. Rare earthquakes
201
Q

Magnitude and Description
- Detected by seismographs

A
  1. Hardly perceptible
202
Q

Magnitude and Description
- Felt only near the epicenter

A
  1. “Very feeble”
203
Q

Magnitude and Description
- Potentially Devastating

A
  1. “Great” earthquakes
204
Q

Magnitude and Description
- Cause considerable, widespread damages. It may be accompanied by surface fault rupture and tsunami.

A
  1. “Major” earthquakes
205
Q

Magnitude and Description
- Generally felt, but don’t cause any damage

A
  1. “Feeble”
206
Q

Magnitude and Description
- It may cause local damage

A
  1. “Moderate”
207
Q

Magnitude and Description
- Usually, they cause local damage

A
  1. “Strong” earthquakes
208
Q

PHIVOLCS Earthquake Intensity Scale
(PEIS)
- I

A

Scarcely Perceptible

209
Q

PHIVOLCS Earthquake Intensity Scale
(PEIS)
- II

A

Slightly Felt

210
Q

PHIVOLCS Earthquake Intensity Scale
(PEIS)
- III

A

Weak

211
Q

PHIVOLCS Earthquake Intensity Scale
(PEIS)
- IV

A

Moderately Strong

212
Q

PHIVOLCS Earthquake Intensity Scale
(PEIS)
- V

A

Strong

213
Q

PHIVOLCS Earthquake Intensity Scale
(PEIS)
- VI

A

Very Strong

214
Q

PHIVOLCS Earthquake Intensity Scale
(PEIS)
- VII

A

Destructive

215
Q

PHIVOLCS Earthquake Intensity Scale
(PEIS)
- VIII

A

Very Destructive

216
Q

PHIVOLCS Earthquake Intensity Scale
(PEIS)
- IX

A

Devastating

217
Q

PHIVOLCS Earthquake Intensity Scale
(PEIS)
- X

A
  • Completely Devastating
218
Q

Hazards Associated with Earthquake

A
  1. Ground Rupture
  2. Liquefaction
219
Q

a process that transforms the behavior of a body of sediment from that of a solid to that of liquid.

A

Liquefaction

220
Q

True or False
- the inside corner of the room is not a safe spot

A

False

221
Q

True or False
- Windows and glass panels are safety zones

A

False

222
Q

True or False
- Under Bookshelves, cabinets, and furniture
that may topple or slide are safety zones

A

False

223
Q

True or False
Triangle of Life can help you survive an earthquake

A

True

224
Q

Commonly generated by a
large-scale vertical displacement of
the ocean floor due to a
high-magnitude off-shore
earthquake

A

Tsunamis

225
Q

Large magnitude off-shore
earthquakes

A

Tsunamis

226
Q

True or False
Tsunamis can be caused by meteor impacts

A

True

227
Q

True or False
Tsunamis can be caused by coastal and underwater landslides

A

True

228
Q

2 Types of tsunami

A

Local and Far-Field

229
Q

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

A

Local

230
Q

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

A

Far-Field (Regional or Trans-Pacific)

231
Q

a region where atmospheric pressure is lower than that of surrounding locations.

A

Low Pressure Area

232
Q

Classification of Tropical Cyclones
- 61 kph or less

A

Tropical Depression

233
Q

Classification of Tropical Cyclones
- 62-88 kph

A

Tropical Storm

234
Q

Classification of Tropical Cyclones
- 89-117 kph

A

Severe Tropical Storm

235
Q

Classification of Tropical Cyclones
- 118-220 kph

A

Typhoon

236
Q

Classification of Tropical Cyclones
- 220 kph and above

A

Super Typhoon

237
Q

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

A

Storm surge

238
Q

True or False
The best time to prepare
is as early as NOW

A

True

239
Q

“Failing to prepare is like preparing to fail”

A

Benjamin Franklin

240
Q

“The best time to prepare for war is during peace times”

A

Julius Caesar

NSTP (1 decks)

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