DISASTER READINESS RISK REDUCTION

Quarter 2- Module 10:

Concepts, Principles and Elements of DRR,
and its Importance on One’s Life

Photo Credit: Ferdinand A. Cabeguin

Department of Education ● Republic of the Philippines

Disaster Readiness & Risk Reduction – Grade 11
Alternative Delivery Mode
Quarter 2– Module 11: Concepts, Principles and Elements of DRR, and its
Importance on One’s Life
First Edition, 2020

Republic Act 8293, section 176 states that: “No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition, payment of royalties.
Borrowed materials included in this module are owned by the respective copyright
holders. Effort has been exerted to locate and seek permission to use these materials from
the respective copyright owners. The publisher and author do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:
Development Team of the Module
Authors: Ferdinand A. Cabeguin
Editor:
Reviewers:

Illustrator:
Layout Artist:
Management Team:

Printed in the Philippines by _____________________________

Department of Education – Bureau of Learning Resources (DepEd – BLR)
Office Address: ______________________________________

Telefax: ______________________________________
E-mail Address: ______________________________________
 11

Disaster Readiness and

Risk Reduction
Quarter 2 – Module 11:
Fire and Evacuation Plan, Concepts, Principles and Elements of
DRR, and its Importance on One’s Life

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and recommendations.

 Department of Education – Republic of the Philippines

What I need to know...?

This module will assist you in understanding concepts, principles and elements of
DRR, and its Importance.

Lesson 1………… Discuss the Key Concepts, Principles and Elements of DRR
Lesson 2………… Recognize the Importance of DRR on One’s Life

What you are expected to learn...

After going through this module, you are expected to:

1. Analyse the concepts, principles and elements of DRR;

2. Value the importance of disaster risk reduction to one’s life.

How to learn from this module...

To achieve the objectives of this module, do the following:

1. Read and follow instructions carefully.

2. Answer the pre-test before you start the lesson.
3. Observe the time allocation to finish this module/kit.
4. Jot down notes and records points for clarifications.
5. Try to achieve at least 75% level of proficiency in the test.
6. Work religiously and diligently.
7. Answer the post-test honestly.
 What to do before (Pretest)...

Direction: In a separate sheet of paper, write the letter of the correct answer.

1. It is a sudden event that causes the loss of lives. (to be replaced)

a) Hazard
b) Exposure
c) Disaster
d) Vulnerability
2. What law provides for Disaster Risk Reduction and Management?
a) RA 10121
b) RA 10211
c) RA 1121
d) RA 121
3. Philippines is prone to calamities because it is ______.
a) A poor country.
b) A tourist spots.
c) An archipelago.
d) An Atlantic Ocean.
4. An event becomes a disaster when there are ______.
a) no casualties
b) many casualties
c) hazards
d) none of the above
5. A danger or risk that may cause loss of life and livelihood is called ______.
a) Hazard
b) Exposure
c.) Disaster
d.) Vulnerability
Disaster Readiness & Risk Reduction – Grade 11
Alternative Delivery Mode
Quarter 2– Module 11: Concepts, Principles and Elements of DRR, and Its
Importance on One’s Life
First Edition, 2020

Republic Act 8293, section 176 states that: “No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition, payment of royalties.
Borrowed materials included in this module are owned by the respective copyright
holders. Effort has been exerted to locate and seek permission to use these materials from
the respective copyright owners. The publisher and author do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:
Development Team of the Module
Author: Ferdinand A. Cabeguin
Editor:
Reviewers:

Illustrator:
Layout Artist:
Management Team:

Printed in the Philippines by _____________________________

Department of Education – Bureau of Learning Resources (DepEd – BLR)
Office Address: ______________________________________

Telefax: ______________________________________
E-mail Address: ______________________________________
 Lesson Key Concepts, Principles and
1 Elements of DRR

Disaster Risk is a function of hazard, exposure, and vulnerability which can be

managed, mitigated, prevented or reduced through location-specific disaster preparedness
education, prevention, mitigation, timely and effective response, and efficient rehabilitation of
affected communities. The local government plays a pivotal role to effectively manage
disasters so that their communities will become resilient.

Review

What’s in (Balikan)
In the previous lessons, you learned the importance of having a family fire
emergency and evacuation plan. This plan will surely save lives during fire event. It
is important to note that fire can be prevented in the first place. However, practicing
the drill will prepare individuals and the whole community to mitigate the impact of fire
which is the saving of lives..

What’s New…

Read the DRR key principles and answer the activity below

DRR Key Concepts and Importance

The key principle of DRRM is to justify why creating plan given the top
priorities. These are created to the following premises;
Development can either increase or decrease disaster risk.
The unsustainable use and reliance of fossil fuels to drive development
increase greenhouse gases in the atmosphere. This leads to extreme weather
events like more frequent and stronger typhoons which increase disaster risks in the
Philippines and in many part of the world. However, investment in clean energy will
generate development as well as help in reducing CO2 in the atmosphere. In
addition, development also improves people’s access of adequate and drinking water,
trade and technology which reduces poverty. But it also generates cultural norms
that promote social isolation and political isolation.
DRRM policies, laws and regulations will not save lives unless implemented in
communities.
The most important component of DRRM is “Action”. This entails behavioural
change so that a culture of safety becomes the norm. Action could take place in a
form of actual implementation (drill) of the disaster plan. People in communities and
stakeholders must engage to validate the accuracy and effectiveness of the plans.
Doing such will help the community in achieving a more resilient society.
The community is the front line of disaster risk management.
The primary objectives of DRRM are to save lives. This is why the community
is the first consideration in all phases of DRRM plans. It is therefore important to
know the demographic profile (population, density, socioeconomic status, age
groups) in order to identify the vulnerable groups and make necessary steps to
ensure their safety.
DRRM is not a stand-alone activity.
The crafting of Disaster Risk Reduction Management Plan should be
supported by all sectors of the community. Special consideration is given to people
with disability, children, sick, pregnant women and the elderly since they are the most
vulnerable members of the society. Thus, civil society and their local government
works closely to have a participatory, collaborative and pro-active management of
risks in their community. Since, most of these members are children, the school has
to take a lead role in ensuring that education can be instrumental in building the
knowledge, skills, and attitudes necessary to prepare for and cope with disasters, as
well as in helping learners and the community to return to a normal life.
The main objective of DRRM is to build resilient community.
A resilient community is able to withstand the likely impacts of a hazard without
suffering or being devastated completely. They are aware on the hazards but are not
worried because they know, they are ready and they are well-equipped. However,
increased social capital will create a stronger relationship within the community and
other sectors. Through disaster preparedness education, learners are engage in
reducing their vulnerability which contributes to a more resilient community.

What will you do…

Activity 1: Question and Answer
Direction: Answer the following questions. Write your answers on a separate sheet.
1. In what way Disaster Risk Reduction is important? Provide at least 2
examples?
2. Using a separate sheet of paper, complete the graphic organizer below.
key principles of DRRM Example/s
1
2
3
4
5
 What is it (Suriin)…

Discussion of Activity 1
You just learned that in order to achieve a more resilient community, collaborative
efforts among different stakeholders has to be in-placed.
1. What do you think is the importance of having a community-wide disaster
preparedness plan?
2. Do you think this plan will work if the residents will not participate in conducting
a community-wide disaster drill? Explain.
3. What do you think is the role of your local government in reducing the risks of
the general public?
4. Do you think the local government (Municipal and Barangay) has done enough
to make the community safe from various risks? Why did you say so?

Enrichment Activities

What’s more (Pagyamanin)

Instruction: After reading the short article below, answer the questions using the
REAP
Protocol. Write your answers on a separate sheet of paper.
Disasters: Philippines
Research studies from GermanWatch Global Climate Risks Index (2015) have
identified the Philippines as the fourth most affected country due to weather-related
events within the period of 1995-2014. In the last 10 years the Philippines have
experienced 180 natural disasters with a total of 16,274 deaths, 107,529,404
affected, 92,817 left homeless at a cost of almost 19.5B USD. Storm accounts for
over 97% of the total deaths. Out of top 10 disasters that the Philippines had
experienced since 1900, eight of it was caused by storms. The most devastating in
terms of the number of lives lost was in 2013 caused by tropical storm Yolanda which
claimed 7,354 lives. The total number of deaths are also lopsided with almost 67%
comes from Asia. For injured, affected and homeless over 70% of them comes from
Asia (EM-DAT: The Emergency Events 2019). The data only reflects the reality of
risks since the presence of hazards, the exposure of assets including lives, and
vulnerability magnifies the effects of risks.
Adaptation and mitigation measures reduce the risks of individuals,
communities and country. It is in adaptation and mitigation measure that most
developing countries like the Philippines struggles to do. Thus, various programs
have been done to address this unending cycle of suffering and devastation.
Although at the school level, disaster preparedness education was limited to drills and
integration on these concepts in various subject areas, mainly in science and social
studies subjects.

REAP Protocol
R-read assigned text on your own.
E- encode the text by writing the idea of what you read in your own words.
A- annotate the text by writing down the main ideas (notes, significant words, quotes)
and the author’ message.
P- ponder what you read by thinking and talking with others in order to make personal
connections, develop questions about the topic, and/or connect this reading to
other reading you have done.
(Eanet and Manzo,1976)

Generalization

What I have learned (Isaisip)

Complete the sentence stem below. Write your answers on a separate sheet of
paper.
1. Developing a community emergency preparedness plan
will____________________________________________________________
__because______________________________________________________
2. To be able to stay safe I
will____________________________________________________________
______________________________________________________________
______________________________________________________________

Application

What I can do (Isagawa)

Your task is to develop an emergency/evacuation plan of your old neighbour.
Describe how will you be able to do this? Write specific steps in a separate sheet of
paper.

Additional Activities

(karagdagan Gawain)
1. Write 3 interview questions about disaster preparedness plan of your
barangay.
2. Ask these questions to your Barangay Disaster Risk Reduction Management
officials.
3. Write their responses and discuss their responses to your teacher.
Disaster Readiness & Risk Reduction – Grade 11
Alternative Delivery Mode
Quarter 2– Module 11: Concepts, Principles and Elements of DRR, and Its
Importance on One’s Life
First Edition, 2020

Republic Act 8293, section 176 states that: “No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition, payment of royalties.
Borrowed materials included in this module are owned by the respective copyright
holders. Effort has been exerted to locate and seek permission to use these materials from
the respective copyright owners. The publisher and author do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:
Development Team of the Module
Author: Ferdinand A. Cabeguin
Editor:
Reviewers:
Illustrator:

Layout Artist:
Management Team:

Printed in the Philippines by _____________________________

Department of Education – Bureau of Learning Resources (DepEd – BLR)
Office Address: ______________________________________
Telefax: ______________________________________
E-mail Address: ______________________________________
 Lesson Importance of DRR on One’s Life
2

Ultimately, it is the individual mature person who takes responsibility in taking care
or saving his life during emergency. Recognizing the hazards he or she is exposed to
whether natural or man-made will surely save his/her life and the lives of other
people. Therefore, individual persons should develop a constant awareness of
environmental risks that may potentially result to an emergency, an accident or worst
a disaster. He/she should take early action that would prevent or mitigate the effects
of natural or man-made hazards. However, persons with disability, women, old,
pregnant, and children have increased risks due to their vulnerability. Thus,
appropriate intervention must be in placed in order to reduce their vulnerability.

Review

What’s in (Balikan)
In the previous lesson, you learned the key concepts, principles and elements
of Disaster Risk Reduction (DRR). It is important to remember that the main objective
of DRRM is to build a resilient community. The community who are empowered to
take action so that their risk will be reduced. The action of local government units
also is key to achieving a resilient people and communities that builds back better
and stronger if a disaster happens.

What’s New…
Real Story of Survival …
Gimingaw na ko sa akong mama

This story was narrated in vernacular (Visayan) by one of the survivors of Typhoon
Sendong. Her name is Romryn Jun Aljas. Eleven years old during that time of
devastating flood. She is the fifth child of seven siblings. She wanted to become a
courageous policewoman someday.

Buntag adto, sa wala pa ang ulan, nagdula mi sa akong amigo nga si Louie sa
ilang balay ug basketball. Nagdulaay mi hangtod nga niuli ko sa amoa para
maniudto. Nagpuyo lang dayon ko sa balay adto taman sa gabii. Pagkahuman
namo ug panihapun nila mama ug akong mga igsoon,nangatulog na mi. Kahoy ang
among balay, mao madungog nako ang nagkakusog nga ulan.
Nagabay mi og pangatulog sa akong mga manghod. Gipukaw mi ni mama kay
taas na daw ang tubig. Nakita nako akong ate sa pagmata nako nga may dala ug
kutsilyo. Lakniton na lang kuno ni kuya ang seyn. Taas na kayo ang tubig kay dili na
mi maka-agi sa ubos. Gilaknit ni kuya ang seyn gamit ang us aka kahoy, ug nisaka
mi sa taas sa atop. Una ko guipasaka sa atop, ug iliwit nga gisaka ang akong mama.
Sa pagpuyo nako sa taas, nakita nako ang gawas nga puno sa tubig. Ang mga
balay kay nanga-anod na sab aha. Gakadunggan pud nako ang among mga silingan
nga nagpatabang ug nanggihilak. Dungog kayo nako ilang mga singgit. Samtang sa
taas,naga ampo mi. wala ang akong papa atong tungora kay nagtrabaho man siya
sa bangko. Us aka security guard si papa. Samtang naga-ampo mi, hinay-hinay
kaanod ang balay. Dili ko makasinggit adtong tungora kay nag-ampo mi. Si kuya
ang una misinggit nga, “mangambak na ta!”
Nangambak mi tanan ug nikatkat sa lain nga balay. Katong balay nga among
gisakaan kay sa amo ra pod tong silingan. Na-anod na sad utro ang balay nga
among guisakaan. Niambak na pod ko kauban sa akong ate. Nilangoy mi hangtod
nakakita ko sa us aka kahoy nga gemilina, ug akong gikatkatan. Nakapahuway ko sa
kahoy. Naguol na pod k okay nakita nako si mama, si kuya u gang akong gamay nga
manghod nga si Ren-Ren naanod kauban sa balay. Naanod sila, ug nakita pa gyud
nako sila nga nilabay sa tulay. Di ko makahilak adto nga panahuna, sige lang ko tan-
aw sa akong mama.
Gitabangan mi ni uncle Botyok makanaog sa kahoy. Gihikot ni uncle ang pisi sa
kahoy para makanaog mi duol sa us aka balay nga wala pa natumpag. Naglingkod
mi ni ate didto sa atop nga basa ug nagyuko-yuko. Nakatulog ko adto. Buntag na ko
nakamata. Naganaog mi sa atop kay wala na may tubig sa ubos. Gidala mi ni uncle
Botyok sa ilang balay ug gipakaon. Sila nagpuyo sa Macabalan ug luwas ang ilang
pamilya sab aha.
Sa pagpuyo namo didto, naghunahuna kayo ko sa akong mama ug uban pa nako
nga igsoon. Pagka-ugma dayon ato, gidala mi sa Central School ug didto na mi
nagkita ni papa. Mga unommi ka bulan nagpuyo didto nga evacuation center.
Nag-istorya si papa nga si mama daw ug si Ren-Ren naunlod kauban sa balay
padulong sa dagat. Gisulti pud ni papa nga luwas si kuya kay naispatan siya sa mga
rescuer sa Macabalan Bridge. Gisultian pud ko ni papa nga naanod pud si ate Daday
ug si Kikay sab aha. Naa daw sila sa atop atong pagbaha. Nadala si Kikay sa
pagkahagbong sa atop. Si ate daday gi-ambak para luwason si Kikay. Wala na sila
makatunga gikan sa pag-ambak.
Karon nga wala na ang baha, dili pa gihapon nako malimtan ang nahitabo.
Gamingawon kayo ko sa akong mama ug sa akong mga igsoon. Dili gyud nako
malimtan ang Sendong kay giguba niya nag balay namo. Gikuha pa gyud niya ang
akong mama ug mga igsoon. Karon, nagpuyo na mis a Calaanan, isa ka relocation
site, ug malinawon nga naginabuhi uban sa akong papa ug sa akong mga igsoon nga
luwas sa baha.

Guide Questions for Discussions:

1. Why do a lot of people live in areas near the river banks? In this story, the
family of Romryn lives in Isla de Oro which is located at the center of Cagayan
de Oro river, What do you think are the reasons why they did not evacuate
immediately?
2. If you were Romryn, how would you live your life after this painful life
experience?
3. Why is it important for you to value the importance of disaster risk reduction?
Do you think this event would have not happened if people were concern
about disaster risk reduction? Support your answer.
4. What do you think are the roles played by the local government unit in order to
prevent this kind of disaster in the future?

What will you do…

Activity 1: What to bring…
Direction: List as much as you can the materials or things that you need to bring when you
will be ask by your LGU to evacuate your house due to impending flood (List 20). Next,
reduce your list to 10 most essential things that you need to bring and finally just 3 things.

What is it (Suriin)…

Discussion of Activity 1
1. During emergencies, there’s no time to think about what things to bring.
How can you avoid bringing unnecessary things?
2. What difficulty did you experience when you were asks to select only 3
items that you need to bring?
3. What situations wherein the checklist may vary from one family to another?

Enrichment Activities

What’s more (Pagyamanin)

Do the following tasks using the REAP Protocol. Write your answer in ½ crosswise
and submit next meeting.

R- Read and write the author and source of the news

E-Elaborate the idea of the news report using your own words
A-Annotate by writing the most important information, use key words, important
data/information
P-Ponder by taking to your parents/siblings about what you think and feel about this
news article. Write 2-3 questions about this article.

Why disaster preparedness is important

By: Guillermo M. Luz - @inquirerdotnet
Philippine Daily Inquirer / 12:10 AM June 03, 2017

Now that it’s officially the “rainy season,” perhaps it’s time to review some lessons from the
past and what they tell us about disaster preparedness. I recently attended the UN Global
Platform for Disaster Risk Reduction conference in Cancun with a delegation led by
Undersecretary Rick Jalad, director of the National Disaster Risk Reduction and Management
Council. The message was pretty clear: The world (and the Philippines in particular) has
made great strides in disaster preparedness, and the investment has paid off in terms of lives
saved. But economic and asset loss have yet to be contained because of the lack of relevant
programs. Lives are saved, but people remain victims of and impoverished by disaster.
In September 2009, Tropical Storm “Ondoy” (international name: Ketsana) hit Metro Manila
and neighboring provinces. Over a month’s worth of rainfall fell in just 12 hours, leaving more
than 700 people dead and some 450,000 displaced. Damage was recorded at $1.09 billion.
The absence of a warning system caught people flatfooted and unaware of the floods that
ensued.

In November 2013, Supertyphoon “Yolanda” (international name: Haiyan) barreled into

central eastern Philippines, making landfall in the provinces of Samar and Leyte. It was the
strongest storm worldwide to ever make landfall in the recorded history of storm-tracking, with
winds reaching 315 kilometers per hour and a storm surge of 4.6-7.0 meters (14-21 feet).
Yolanda left 6,340 casualties and 1,058 missing and almost $3.0 billion in damage. Forecasts
were made and typhoon warnings issued early. But because the people either ignored the
warnings or didn’t take them seriously, the loss of life and damage were unprecedented
because of the general lack of preparedness.
We founded the Philippine Disaster Resilience Foundation (PDRF) in 2009, after Ondoy, to
basically focus on disaster response and recovery. Its original name was Philippine Disaster
Recovery Foundation, but after Yolanda, we began to shift our strategy to disaster prevention
and preparedness. In mid-2014, we decided to focus on resilience and changed our name to
reflect this new thrust, while still keeping engaged in disaster response and recovery. We felt,
like many others, that “an ounce of prevention was worth a pound of cure.”

One of our strategic decisions was to establish an Emergency Operations Center (EOC),
which was envisioned to provide storm-tracking information as well as a map of hazard risks
such as earthquakes, volcanic eruptions, and floods. By overlaying this data against maps
indicating population and key facilities like airports, ports, roads, utilities, and other important
infrastructure, we plan to mobilize disaster preparedness efforts well before typhoons hit.
As important as the hardware and software behind the EOC, we built a network of over 80
companies ready to mobilize before disasters. We organized these firms into eight clusters or
committees on themes like Power and Energy, Water and Sanitation, Telecommunications,
Resilient Infrastructure, Emergency Supplies, Finance and Insurance, Logistics, and
Healthcare. We also jointly drew up a common manual of operations and organized periodic
drills.
We built a prototype EOC in the central business district of Makati and began operating it in
June 2016. We have completed designs for our main EOC to be located in Clark Special
Economic Zone in Pampanga, and started construction last month.
It has been well documented that investments in preparedness can result in significant
savings in relief and rehabilitation expenses. Since 2013, storms and typhoons have hit the
Philippines (as they do 20–25 times a year). However, intensified focus on preparedness and
prevention by both the government and the private sector have resulted in fewer casualties.
Communities are now able to bounce back more quickly after a calamity. In our view, the
results are clear: Disaster preparedness saves lives.
We now need to move to our next challenge: to use disaster risk reduction methods to cut
economic losses and damage to homes, buildings and infrastructure.
https://opinion.inquirer.net/104497/disaster-preparedness-important

Generalization

What I have learned (Isaisip)

Complete the sentence stem below. Write your answers on a separate sheet of
paper.

1. Disaster risk reduction is important to me because….

______________________________________________________________
____ _____________________________________________
2. When people die due to natural and man-made disasters, I
feel…….._______________________________________________________
_____________________________

Application

What I can do (Isagawa)

Your task is to convince your younger brother or sister about the importance of
disaster preparedness and prevention. How do you plan to do it?

Additional Activities (Karagdagan Gawain)

Interview someone who survived a tragedy like fire, earthquake, volcanic eruption and
flooding. Ask them what made them strong or hopeful to stay alive even if the situation was
desperate. Share your findings next meeting.
References:

Cabeguin, Ferdinand A. ” Effectiveness of Read, Elaborate, Encode, Annotate,

Ponder (REE-AP) Strategy to Address Students’ Reading Comprehension Difficulty”
paper presented at the Department of Education Misamis Oriental Division Research
Congress, Cagayan de Oro City, Philippines, October 17, 2019

Cabeguin, Ferdinand A. “ Education for Sustainable Development: A Teaching Guide

for Grades 7,8,9 on Health Environment and Safety in the Context of Local
Community Experience” master’s special problem, Xavier University, 2014

Camp Management Toolkit, International Organization on Migration

2015 Edition, last modified on January 28, 2020,
https://cccmcluster.org/resources/camp-management-toolkit
( Education page 258)
( Protection page 118)
(Chapter 2: Roles and Responsibilities page 29-44)

Department of Interior and Local government. “LGU’s Disaster preparedness

Manual”Accessed on January 27,
2020,.dilg.gov.ph/Disaster%20Preparedness/DPM4MLGOOsCOPsFMs.pdf

Eanet and Manzo,1976, Precision Instruction for Post Reading Schema Building:
REAP, last modified January 30, 2020,
http://www.cengage.com/resource_uploads/downloads/0534508294_22613.pdf

EM-DAT: The Emergency Events 2019, The international Disaster Database, last
modified on January 28, 2020, https://www.emdat.be/

GermanWatch Global Climate Risks Index (2015), last modified on January 30,
2020, https://germanwatch.org/en/9470

Implementing Rules and Regulation (IRR) of RA 10121 or the Philippine Disaster

Risk Reduction and Management Act of 2010, The LawPhil Project, last modified
January 28, 2020,https://www.lawphil.net/statutes/repacts/ra2010/ra_10121_2010.html

Marcelo, Elizabeth Graft raps ordered filed vs ex-Ecija governor, The Philippine
Star, June 8, 2018,last modified on January 30,
2020,https://www.philstar.com/headlines/2018/06/08/1822670/graft-raps-ordered-filed-vs-
ex-ecija-governor
"Philippines : AgNor PDRRM Officer Shares Best Practices, Initiatives on DRRM-
CCA." 2016.MENA Report (Oct 20).
https://search.proquest.com/docview/1830669119?accountid=47253.

Shelton, Rosemary Riggen. 1982. "A Description of the Change in Reading

Profeciency, Model of Reading, and Reading Behaviourof College Students After
Instruction in a Psycholinguistically-Based Reading Program” Order No. 8310358,
University of Missouri - Columbia.
https://search.proquest.com/docview/303220097?accountid=47253.

Strode , Susan L., "An Adaptation of REAP for the Developmental Reader."
1993.Journal of Reading 36 (7) (04): 568.
https://search.proquest.com/docview/216914207?accountid=47253.

The Philippine Disaster Risk Reduction and Management Act of 2010 (RA 10121)
The LawPhil Project, last modified January 28, 2020
https://www.lawphil.net/statutes/repacts/ra2010/ra_10121_2010.html

"Zambo Youth Leaders to Undergo Disaster Management Training." 2019.PNA

Phillipines News Agency, Mar 26.
https://search.proquest.com/docview/2197349986?accountid=47253.

Sa Kagabhin sa Sendong: Naratives of Children-Survivors

Lilian C. De La Pena and Amr Q. De Torres (Editors)