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INTRODUCTION
one day a disaster may strike and change their lives dramatically.
everyone’s life and the onset of disasters bring out all sorts
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which these forms of tragedies happen. For a believer of the
which usually reaped a heavy toll on human and animals and left
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Tacloban City and other cities and municipalities in the country
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the right knowledge, attitudes and skills, it is possible to
as to the public.ii
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families to enable children to achieve their full potential
videos.
disaster preparedness.
preparedness practices.
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4. Produce localized/contextualized disaster preparedness
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interview with the elders of the province. The responses of the
Situation Analysis
how to prepare for it. More than the role of a typical teacher,
teachers can save lives when disaster takes place in the school.
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Current trends at the international level necessitate the
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Disaster Risk Reduction and Management within the basic
to the learners the concept of DRRM and DRR subject will still
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local and traditional disaster preparedness practices and
any eventuality, people would simply rise and shrug off their
shoulders and tell the whole world with pride that they can
survive.
proposal. This will be the the first of its kind since simulation
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and the use of indigenous materials before, during and after the
disaster.
Macapagal Arroyo signed into a law the Republic Act No. 10121
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contextualization and adaptation at the sub-national context.
and risk reduction and who have adapted policy and practices for
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preparedness refers to measures which enable governments,
training programs.
CHAPTER II
METHODOLOGY
Theoretical Background
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for the worst and are becoming ready to face any eventuality
will greatly affect them, they will behave in a way that will
directly support or defy the object for the sake of their own
product dire consequences will occur. That is, fear appeals rely
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on a threat to an individual’s well-being that motivates him or
of misfortune.
Materials Needed
1. Research Instruments
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will be encouraged to make use of laptop and LCD in the
of the DRR subject or the SBDRRM Coordinator can use TV and DVD
5. Megaphones
6. Whistle
This is useful for the DRR subject teacher and the SDRRM
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Whatever indigenous materials that will be identified by
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encouraged as most of their staff are trained on disaster
preparedness.
who can best identify and share local and traditional disaster
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END NOTES
iiA
Framework of School-Based Disaster Preparedness
(Indonesia: Consortium for Disaster Education, 2010) p. 1
ivStay
Safe and Be Prepared: A Teacher’s Guide to
Disaster Risk Reduction (Paris, France: United Nations
Educational, Scientific and Cultural Organization, 2014) P.6
vDhruba
Gautam PhD, Good Practices and Lessons Learned:
Disaster Risk Reduction Through Schools (Kathmandu: National
Disaster Risk-Reduction Center Nepal, 2010)P.21
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viDeped Order # 37, series of 2015
BIBLIOGRAPHY
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Biňas, Rustico. Making Community Managed Disaster Risk
Reduction Operational at the Community Level: A Guide.
Czech Republic: Caritas Czech Republic, 2009
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Republic Act No. 10121
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