Disaster

 A sudden, calamitous event, bringing great damage loss, destruction and devastation to life and property.
 A serious disruption of the functioning of society
 Causing widespread human, material, or environment losses;
 Which exceed the ability of the affected people to cope, using their human resources.

How and When an Event Becomes a Disaster?

 An event, either human–made or natural, becomes a disaster when it is sudden or progressive, causing
widespread human, material or environmental losses.

Typhoon Yolanda
 Strength: 290 km/h
 The storm surge it brought was unexpected
 It’s devastating effect to human, material, and environment
 More than 7,000 people perished
 The entire city of Tacloban was flattened

Wow wowie Stampede

 The show became so popular that thousands of fans flock to ULTRA to watch the noon time show.
 That turned out to disastrous tragedy when there was a human–induced disturbance among the watching crowd
that cause a stampede.
 Many spectators were hurt and some even died which led to the dissolution of said TV program.

Typhoon Ondoy
 Typhoon Ondoy turned into a disaster because of the amount of precipitation brought by its torrential rains that
lasted for several days causing floods and flash floods in Metro Manila.
 Thousands of houses were submerge in flood water.
 Hundreds of shelters along river banks and esteros were washed out.
 Power and water supplies were cut off for several weeks.
 Hundreds of lives perished

Disaster Risk
 The probability that a community’s structure or geographic area is to be damaged or disrupted by the impact of
a particular hazard, on account of its nature, construction and proximity to a hazardous area.
 It signifies the possibility of adverse effects in the future.
 It is derived from the interaction of social and environmental process, from the combination of physical hazards
and the vulnerability of exposed elements

NATURE OF DISASTERS

Natural Disasters
 These originate from the different ‘forces’ of nature.
 Natural disasters such as earthquakes, volcanic eruptions, typhoons, and cyclones affect many countries in Asia
particularly the Philippines
 Types of Natural Disaster:
 Agricultural disease and pests  Tsunamis
 Storm surge  Wildfires
 Drought and water shortage  Sinkholes
 Earthquakes  Emergency disease
 Hurricanes and tropical storm  Extreme heat
 Landslide and debris flow  Floods and flash floods
 Thunder storm and lightning  La Niña
 Tornadoes

Exposed to Natural Hazard

Areas/Location Exposed To
Coastal Areas Storm surge, tsunami, tidal waves
Reclaimed Areas Flooding, sinkhole
Near Fault Lines Earthquake
On foot of denuded mountains Mudslide/landslide
Near Volcanoes Volcanic eruptions
River banks and esteros Flooding, flash floods
Open Field Thunderstorm, hailstorm, blizzard
Human-made Disasters
 These disaster occur due to people’s actions against human, material and environment.
 These include transport and industrial accidents, such as air and train crashes, chemical spills, and building
collapses.
 Terrorism is also categorized as human – made disaster.
 Types of Human-Made and Technological Disasters
 Hazardous material
 Power service and disruption and blackout
 Nuclear power plant and nuclear blast
 Radiological emergencies
 Chemical threat and biological weapons
 Cyber attacks
 Explosion
 Civil unrest

Exposed to Man-made Hazard

Areas/Location Exposed To
Near Oil Depots Oil spill, pollution
Near Mining Projects Toxic waste
Near Chemical Plants Chemical fumes, chemical waste
Near Nuclear Plants Nuclear waste
Near Factories Factory waste, Pollution
Unsafe Building Structures Fire
Public Places in Mega Cities Terrorism

Risk Factors Underlying Disasters

1) Severity of Exposure
 The amount of exposure to the disaster is highly related to risk of future mental problems.
 At highest risk are those that go through the disaster themselves.
 Next are those in close contact with victims.
 At lower risk of lasting impact are those who only had indirect exposure
o Such as news of the severe damage.
2) Gender and Family
 Disaster recovery is more stressful when children are present in the home.
 Women with spouses also experience more distress during recovery.
 Having a family member in the home who is extremely distressed is related to more stress for everyone.
 Marital stress has been found to increase after disasters.
 Also, conflicts between family members or lack of support in the home make it harder to recover from disasters.
3) Age
 Adults who are in the range of 40-60 are likely to be more distressed after disasters.
 The thinking is that if one is in that age range, he/she has more demands from job and family.
 Research on how children react to natural disasters is still limited at this point in tie.
 In general, children show more severe distress after disasters than adults do.
 Higher stress in the parents is related to worse recovery in children.
4) Other factors specific to the survivor
 Several factors related to a survivor’s background and resources are important for recovery from disasters.
 Recovery is worse if survivors:
 Were not functioning well before the disaster
 Have had no experience dealing with disasters
 Must deal with other stressor after the disaster
 Have poor self-esteem
 Think they are uncared by others
 Think they have little control over what happens to them
 Lack the capacity to manage stress
 Other factors have also been found to predict worse outcomes:
 Bereavement (death of someone close)
 Injury to self or another family member
 Life threat
 Panic, horror, or feelings like that during the disaster
 Being separated from family (especially among youth)
 Great loss of property
 Displacement ( being force to leave home)
5) Developing Countries
 There’s a strong body of evidence that risk factors can be made worse disaster occurs in a developing country.
 Disasters in developing countries, like Philippines, have more severe mental health impact than disasters in
developed countries.
 This is true even with less serious disasters

6) Low or Negative Social Support

 The support of others can be both a risk and a resilience factor.
 Social support can weaken after disasters.
 This may be due to stress and the need for members of the support network to get on with their own lives.

EFFECTS OF NATURAL DISASTERS ON HUMAN LIFE

1) Displaced Populations
 When Mt. Pinatubo erupted in 1991, thousands of families in Zambales and Pampanga were displaced.
 Their communities were ravaged by lahar flow that turned these communities into “wilderness”

2) Health Risk
 Severe flooding can result in stagnant water that allows breeding of waterborne bacteria and malaria carrying
mosquitoes.
 Dengue fever is another serious health problem caused by mosquitoes.

3) Food Scarcity
 After natural disasters, food often becomes scarce.
 Thousands of people around the world go hungry as a result of destroyed crops and loss of agricultural supplies
 Whether it happens suddenly in a storm or gradually in a drought.

4) Emotional Aftershocks
 Natural disasters can be particularly traumatic for young children.
 Confronted with scenes of destruction and the deaths of friends and loved ones, many children develop post-
traumatic stress disorder (PTSD)
 PTSD – A serious psychological condition resulting from extreme trauma.

Different Perspectives of Disaster

1) Physical Endemic – Barangay
2) Psychological Epidemic – City
3) Socio-cultural Pandemic – Global/International
4) Political Influenza- Also known as “Spanish Flu”
5) Environmental
6) Economic

Hazard
 Phenomenon or situation, which has the potential to cause disruption or damage to people, their property, their
services and their environment
 Potential cause of death or loss of persons, material, or environment.
 There is a potential for occurrence of an event
 It is considered a hazard if an event didn’t happen or it did happen but there’s no loss

Vulnerability
 Is a condition or sets of conditions that reduces people’s ability to prepare for, withstand or respond to a hazard
 Disaster depends on the vulnerability
 Describes the characteristics and circumstances of a community, system or asset that make it susceptible to the
damaging effects of a hazard.
 There are many aspects of vulnerability, arising from various physical, social, economic, and
environmental factors.
Capacity
 Those positive condition or abilities which increase a community’s ability to deal with hazards.
 One of the criteria to be considered as a 1 st World Country
 “The ability of people, organizations and systems, using available skills and resources, to face and manage
adverse conditions, emergencies or disasters“

Risk
 The probability that a community’s structure or geographic area is to be damaged or disrupted by the impact of
a particular hazard, on account of their nature, construction, and proximity to a hazardous area.
 The possibility that something bad or unpleasant (such as an injury or a loss) will happen.

Disaster Risk
Exposure ( to hazard ) x Vulnerability

Capacity to Cope

Elements at Risk
 Persons, buildings, crops or other such like societal components exposed to known hazard, which are likely to be
adversely affected by the impact of the hazard.
 A generic term that signifies everything that might be exposed to hazards
 Ranging from buildings to the economy and from individual persons to communities.
 The more elements at risk are exposed, the more problematic we find the hazard.

The Disaster Management Cycle

Response
 Actions taken immediately following the impact of a disaster when exceptional measures are required to meet
the basic needs of the survivors.

Relief
 Measures that are required in search and rescue of survivors, as well to meet the basic needs for shelter, water,
food and health care.

Recovery
 The process undertaken by a disaster affected community to fully restore itself to pre-disaster level of
functioning.

Rehabilitation
 Actions taken in the aftermath of a disaster to:
 Assist victims to repair their dwellings
 Re-establish essential services
 Revive key economic and social activities

Reconstruction
 Permanent measures to repair or replace damaged dwellings
and infrastructure and to set the economy back on course.
Development
 Sustained efforts intended to improve or maintain the social and economic well-being of a community.

Prevention
 Measures taken to avert a disaster from occurring
 If possible, to impede a hazard so that it does not have any harmful effects.

Mitigation
 Measures taken prior to the impact of a disaster to minimize its effects
 Sometimes referred to as Structural and Non-Structural Measures

Preparedness
 Measures taken in anticipation of a disaster to ensure that appropriate and effective actions are taken in the
aftermath.

Mitigation Prevention
Measures taken prior to the impact of a disaster to
Measures taken to avert a disaster from occurring
minimize its effects
If possible, to impede a hazard so that it does not have
Also referred to as Structural & Non-Structural Measures
any harmful effects.

Mitigation Preparedness
Measures taken prior to the impact of a disaster to Measures taken in anticipation of a disaster to ensure
minimize its effects that appropriate and effective actions are taken in the
Also referred to as Structural & Non-Structural Measures aftermath.

Network of Earthquake Monitoring Stations in the Philippines

 30 Unmanned Stations
 1 in Ormoc 1
 1 in Maasin
 29 Manned Stations
 1 in Palo
 5 Seismo-volcanological Observatories
 Metro Manila micronetwork with 5 telemetered seismic stations

PHIVOLCS
 Source of Earthquake Information in the Philippines
 Details of the earthquake location
o Origin time, coordinates, depth, source (tectonic or volcanic), generator
o Intensities of affected areas
 Tsunami bulletins and warnings
 Advisory in times of necessary evacuation
 Information transmitted by tri-media (TV, radio, and print)
 PHIVOLCS Seismologists – Known as the “Earthquake Hunters”
 The agency mandated to monitor earthquakes in the Philippines
 A seismically active area may produce hundreds to thousands of earthquakes in a brief span of time.
 Hours to several weeks
Earth
 Our planet is dynamic
 The outermost layer is broken into pieces
 This pieces are called plates
 They are moving (away or toward each other)
 Mantle convection is driving the Earth’s tectonic plates.
 The Earth is dynamic; because of the plate tectonics.
 The Philippines is a region between tectonic plates.
  The crust is fragmented
Fault
 Form in rocks when the stresses overcome the internal strength of the rock resulting in a fracture.

Earthquake
 A weak to violent shaking of the ground produced by the sudden movement of rock materials below the Earth’s
surface.
 Earthquakes are found along boundaries
 Are natural phenomena brought about by slow but powerful motions within the earth
 Sudden ground deformation produces seismic waves or earthquakes
 The internal motion within the Earth induces deformation along the fragile surface of the plane
Types of Natural Earthquakes
1) Tectonic
 Earthquakes produced by sudden movement along faults and plate boundaries.

2) Volcanic
 Earthquakes produced by movement of magma beneath volcanoes.

Seismogram
 Distance of point of observation from earthquake source is determined using the arrival times of different
seismic waves, usually P and S waves.

Focus
 Center of energy release during an earthquake

Epicenter
 Point on the surface directly above the focus
 Locating the Epicenter
 Travel Time and Earth Structure
 Velocity Models
 Refracted and Reflected Phases

Philippines
 An earthquake country
 At least 20 earthquakes are recorded per day
 4 – 5 earthquakes are felt per week
 The Philippine Archipelago has a complex tectonic setting with several trenches and many
active faults

Two Ways of Describing the Strength of an Earthquake

1) Intensity
 Perceived strength of an earthquake
 Based on relative effect to people and structures
 Generally higher near the epicenter
 Decreases with distance from source
 Determined through personal observations
2) Magnitude
 Based on instrumentally derived information and correlates strength with the amount of
total energy released at the earthquake’s point of origin
 Compares logarithmic of amplitude with distance from epicenter
 Determine through instruments
 There are different types of magnitude depending on type of seismograph used:
 Ml, mb, Ms, Mw, Mwp, etc.
 Magnitude scale is open ended (no limit)
 Increase of 1 unit on the Richter scale corresponds to approximately a 30-fold increase in the total energy
released.
Basic Terms
 Seismology – Science
 Seismic – Pertaining to earthquake
 Seismograph – Instrument
 Seismogram – Record of earthquake
 Aftershock – Following the mainshock
 Foreshock – Before a mainshock

Seismic Hazards
 Ground Shaking – Shake
 Ground Rupture – Cut
 Liquefaction – Very soft soil
 Landslides – Slope Failure
 Tsunami – Waves
 Secondary Hazards: Fire, Lateral Spreading, etc.

SEISMIC HAZARDS

1) Ground Shaking
 Intense shaking, earthquake of Kobe, Japan (1995)
 Hyatt Hotel in Baguio City after the magnitude 7.8 earthquake of July 16, 1990
 Intense shaking + weak structure = building damage or collapse
 Ground rupture with vertical displacement
 Intense shaking + loosely hanged objects = falling objects

2) Ground Rupture
 Fissuring
 The creation of new or the renewal of movements of old fractures, oftentimes with the two blocks on both sides
moving in opposite directions
 Nojima Fault in Japan, fissured during the M=7.2 1995 Kobe earthquake (Reverse Fault)
 Taiwan Earthquake (1999)
 Creeping Segments

3) Liquefaction
 A process that transforms the behavior of a body of sediment from that of a solid to that of a liquid
 The ground loses strength and structures built on top of it may sink and tilt
 Liquefaction in Hinunangan, Southern Leyte (July 19, 2007)

4) Landslides and Rockfalls

 Earthquake-induced Landslides
 Occurrence of a strong earthquake
 Elevated areas: steeper slopes, more prone
 Thick soil cover: more loose materials to fall
 Proximity to fault: stronger shaking in areas near the earthquake-generating fault
  Water saturation of materials: wet slopes easier to landslide
 Ground Failure – Landslide
 Intense shaking + Slope, Vegetation, Water content, Pre-existing structures

Is there a possibility of a big earthquake in Metro Manila?

 “The Big One” – Maginute 7.2, West Valley Fault
 Four out of ten buildings and houses will be damaged
 Quezon, Pasig, Mandaluyong, Taguig, Paranaque, Muntinlupa, Makati
PEIS Intensity VIII – Very Destructive
 People are panicky and find it difficult to stand even outdoors
 Many well -built buildings are considerably damaged
 Concrete dikes and foundations of bridges destroyed by ground settling
 Railway tracks may be broken; tombstones may be displaced, twisted or overturned
 Utility posts, towers and monuments may tilt or topple
 Water and sewer pipes may be bent, twisted or broken
 Sinking or titling of structures due to liquefaction
 Landslides and rockfalls; boulders thrown out near epicenter
 Fissures or rupture observed
 Water splashes over dikes or riverbanks

Preparation
 PHIVOLCS has the knowledge; it is our mission to prepare the public.
 Some of our information and earthquake campaigns
 Nationwide lectures and seminars
 Earthquake drills
 Tsunami warning systems
 Tsunami warning signage
 Tsunami drills

Volcano
 A vent or 'chimney' that connects molten rock (magma) from within the Earth’s crust to
the Earth's surface.
 The volcano includes the surrounding cone of erupted material.
 A place on the Earth’s surface where hot, molten rock (called magma) breaks through.

Location of Volcanoes
 Majority of volcanoes are formed as the result of plate boundary movement such as the Ring of Fire.
 The Pacific Ring of Fire contains over ½ of the world’s volcanoes.
 Volcanoes can also form in the middle of a plate.
 These are known as “hot spot” volcanoes
 Form because magma is able to reach the surface due to a weak/thin spot in the lithosphere.
 Examples: Hawaiian volcanoes and Yellowstone National Park.

PARTS OF A VOLCANO
1) Vent
 The opening from which lava flows.
 Dust, ash, and rock particles can also be thrown out of the vent.

2) Crater
 The top of the volcano.
 It is a funnel shaped pit.
 It is formed when the material explodes out of the vent.
3) Caldera
 A vast depression at the top of a volcanic cone
 Formed when an eruption substantially empties the reservoir of magma beneath the cone's summit.
  Eventually the summit collapses inward, creating a caldera.
4) Volcanic Conduit
 A tube-like passage through which magma travels within a volcano

5) Magma Chamber
 A large underground pool of molten rock found beneath the surface of the Earth's crust.
 The molten rock in such a chamber is under great pressure, and given enough time, that
pressure can gradually fracture the rock around it creating outlets for the magma.
TYPES OF VOLCANOES
 There are 3 types of Volcanoes: Shield, Cinder Cone, Stratovolcano
 Volcanoes are classified by how they form.
1) Shield Volcano
 Is wide and somewhat flat.
 It forms from an effusive (quiet) eruption of lava.
 Lava flows out quietly and for great distances
2) Cinder Cone Volcano
 Has tall, very steep sides.
 Has explosive eruptions.
 This eruption produces a lot of cinder and ash.
3) Stratovolcano Volcano
 Forms from explosive eruptions.
 Produce a lot of lava and ash.
 Has steep sides.
 Most common type of volcano
How Do Volcanoes Erupt?
 Pressure builds deep in the earth where the magma is; suddenly the gases escape and violently explode.
 When magma reaches the surface, how easily it flows depends on its viscosity (stickiness) and the amount of gas
(H2O, CO2, S) it has in it.
 Explosive Eruptions – Are the result of high levels of gas and high viscosity (sticky) magma.
 Effusive (Quiet) Eruptions – Are the result of low amounts of gas and (or) low viscosity (runny) magma.
 VEI measures how explosive an eruption is based on the amount of material released.
Why Do Volcanic Eruptions Occur?
 High temperature of the Earth’s interior
 Melting of lower crust and mantle = molten rock = magma
 At depths > 20 km the temperature = 800-1,600 degrees Celsius
 The density of the magma is less than the crustal rock, therefore it rises to the surface
 Source of this heat:
 Residual from the cooling of the Earth (& solar system)
 Radioactive decay
 Convection in the mantle
o Brings hot rock up from near the interior of the Earth and returns cooler material towards the
center of the Earth for reheating.
 Shock/impact melting
o E.g. meteorite impacts produce instantaneous heat and melting from high energy collisions
Two Styles of Volcanic Eruption
1) Explosive
 Explosive volcanic eruptions can be catastrophic
 Erupt 10’s-1000’s km3 of magma, rocks, and other materials
 Send ash clouds more than 15 miles into the stratosphere
 Have severe environmental and climatic effects such as global cooling
 Because ash blocks sunlight from reaching Earth’s surface
 Where rapidly escaping gas bubbles rip apart the magma, fragmenting it.
2) Effusive
 Are characterized by outpourings of lava on to the ground.
 A volcanic eruption dominated by the passive outpouring of lava onto the Earth’s surface is called an effusive
eruption.
 This happens either because there is not enough gas (volatiles) in the magma to break it apart upon escaping, or
the magma is too viscous (sticky) to allow the volatiles to escape quickly.
  Lava flows generated by effusive eruptions vary in shape, thickness, length, and width depending on the type of
lava erupted, discharge rate (how fast it comes out of the vent), slope of the ground over which the lava travels,
and duration of eruption.
Volcanic Hazards
 Pyroclastic flow
 Lahars/Mud flows
 Pyroclastic fall
 Lava flow
 Noxious Gas
 Earthquakes

Pyroclastic Flow
 Perhaps the biggest volcanic hazard
 These are hot, fast moving, high particles concentration flows of gas, rock and ash
 A famous historic example of an explosive eruption that produced devastating pyroclastic flows was the 79 AD
eruption of Mt Vesuvius in Italy that buried the ancient Roman city of Pompeii
 On August 24, 79AD Mount Vesuvius literally blew its top, erupting tons of molten ash, pumice and
sulfuric gas miles into the atmosphere.
 Pyroclastic flows flowed over the city of Pompeii and surrounding areas.
 Pyroclastic flows of poisonous gas and hot volcanic debris engulfed the cities of Pompeii,
Herculaneum and Stabiae suffocating the inhabitants and burying the buildings.
 The cities remained buried and undiscovered for almost 1700 years until excavation
began in 1748.
 These excavations continue today and provide insight into life during the Roman Empire.
 Mt Vesuvius is still classed as an Active Volcano in the present time.
o The major Italian city of Naples lies approximately 30 km from the volcano vent.
o 1.5 million people live in Naples and as pyroclastic flows can travel as far as 100km from source,
the city is built well within the danger zone.
 An eruption of Mt Peleé in 1902 produced a pyroclastic flow that destroyed the city of St. Pierre; over 29,000
people died

HOW DO PYROCLASTIC FLOWS CAUSE DEVASTATION?

1) Direct Impact
 The direct force of a pyroclastic flow traveling at 10’s of meters per second and carrying
boulders as large as houses is extremely damaging.
 As we previously saw, the entire city of St Pierre in Martinique was swept into the ocean.

2) Burial
 The debris left behind from a passing pyroclastic flow can bury structures.
 This example is from a 1997 eruption of the Soufrière Hills volcano on Montserrat.
 The pyroclastic flows produced buried the capital city of Plymouth.
 The white clock tower in the top photo was on the top of the town hall, which used to
stand several storeys above street level.

3) Burns
 Pyroclastic flows have temperatures commonly in excess of 400 degrees Celsius
 Hot enough to burn forests and wooden structures.
 Here we see burnt trees after an eruption from Mt St Helens in the USA.

4) Lahars
 Indonesian term that describes a hot or cold mixture of water and rock fragments flowing down
the slopes of a volcano and (or) river valleys.
 Lahars are a mixture of rocks, soil, boulders and other debris and can be very destructive.
 Hot volcanic activity can melt snow and ice
 Melted water picks up rock and debris forming hot, fast moving mud flows known as lahars.
 Heavy rain after an eruption or hot volcanic activity melting snow and ice will provide a large volume of water
that will flow down the sides of the volcano.
 Water picks up newly erupted material forming fast flowing torrents of water, mud, ash, rock and
debris.
 Lahars can flow great distances and be very destructive.

5) Ash Load
 An explosive eruption will produce an eruption column of hot gas, ash and debris ejected kilometres into the air.
  As this debris falls back down to the ground it can cause a lot of damage.
 Collapses roofs: Too much ash raining down from an eruption column can cause the roof to collapse.
 Brings down power lines: Ash loading on power lines will cause them to fall.
 Kills plants: As little as 1 centimeter of ash accumulated on the leaves of a plant will stop it from being able to
photosynthesize and therefore the plant will die.
 Contaminates water supplies: Lots of fine ash falling in lakes, rivers and water reservoirs will cause
contamination making it unfit to drink, or to live in if you are a fish etc.
 Respiratory hazard for humans and animals: Very fine ash particles, if inhaled by humans, can cause extensive
damage to the lungs causing a respiratory disease called silicosis.

Pneumonoultramicroscopicsilicovolcanoconiosis
 Disease that may develop after inhaling ash
Lava Flow
 Lava flows although generally slower moving and less catastrophic than pyroclastic flows still remain dangerous.
 Have temperatures in excess of 200 degrees Celsius.
 Therefore, it will burn any flammable material it contacts with.
 Thick lava flows will bury all in its path including infrastructure and agricultural land
 Heimaey, Iceland (January 23, 1973)
 Large fissure eruption threatened the town of Vestmannaeyjar.
 The lava flows caught the inhabitants by surprise
 Before the eruption was over, approximately one-third of the town of Vestmannaeyjer had been
destroyed
 However, the potential damage was reduced by spraying seawater onto the advancing lava flows.
 This caused them to slow and/or stop, or diverted them away from the undamaged part of the town.
Volcano Monitoring
 Are set up on all active volcanoes that threaten the human population.
 These are designed to monitor and potentially to predict the eruptive
behavior of the volcano in question.
 Scientists set up “laboratories” or “volcano observatories” on the sides of
active volcanoes to look for signs that the volcano is active and may have an
eruption soon.
 These three things are the most important precursors to an eruption
 Seismicity, Deformation, Gas Output
Seismic Activity
 Earthquake activity commonly precedes an eruption
 Result of magma pushing up towards the surface
 Increase volume of material in the volcano shatters the rock
 This causes earthquakes
Deformation Monitoring
 Tiltmeters can tell you when new material enters the magma chamber.
 Note the presence of earthquakes in relation to the deformation.
 Often it is a combination of events that fore-warns of an eruption.
Gas Monitoring
 Commonly gas output from a volcano increases or changes composition before an eruption.
 As magma rises to the surface it releases (exsolves) much of its gas content.
 This can be measured
Noxious Gas
 1,700 people living in the valley below Lake Nyos in northwestern Cameroon mysteriously died on the evening
of August 26, 1986.
 Lake Nyos is a crater lake inside a dormant volcano.
 The lake had become laden with carbon dioxide gas.
 This gas had suddenly bubbled out of the lake and asphyxiated nearly every living being in the surrounding
valley.
 A management plan has been developed to remove gas from the lake to prevent a further tragedy.
 An artificial vent to the lake surface was created with pipe.
 Water is pumped from the bottom of the lake to the surface through the pipe, where it can degas.
Summary
 Volcanoes are extremely hazardous.
 However, the volcano can be studied, monitored and understood.
 Each volcano is different, and offers a unique set of dangers
 Plans may be put into place to help control potential damage.
Hydrometeorological Hazard
 Process or phenomenon of atmospheric, hydrological, or oceanographic nature that may cause loss of life,
injury, or other health impacts, property damage, loss of livelihoods and services, social and economic
disruption, or environmental damage.
 Either too much water or absence of water
 Doesn’t necessarily mean that there’s rain/water
 Examples
 Tropical Cyclone  Tornado
o Typhoon Yolanda (2013)  Storm Surge
 Thunderstorm  Flood
 Drought

Natural Hazard
 Hazardous geophysical event; e.g. flood and earthquake
 Vulnerable population
Disaster
 Effect of a hazard but there’s no scale about its effect; as long as there’s an effect caused by a hazard

El Niño
 Phenomenon associated with having no rain
 Hence the fear of drought and consequently dried-up fields and low water level in dams and reservoirs
for domestic, agricultural, and industrial uses.
 Translates from the Spanish “the boy child”
 Commonly accepted term to describe the warming of the central and eastern tropical Pacific Ocean
La Niña
 Phenomenon associated with heavy rainfall and hazards such as flood
 Translates as “girl child”
 The opposite ENSO phase of El Niño
 ENSO – El Niño Southern Oscillation
o A cycle of changes that occur in Pacific Ocean and the atmosphere above it change from normal
state for several seasons

Couple Ocean-Atmospheric Phenomenon

 ENSO involves an interaction between the ocean and atmosphere
 Both of which play a role in reinforcing changes in each
other.

El Niño Southern Oscillation (ENSO)

 Gives rise to El Niño and La Niña is an atmospheric phenomenon.
 The climatic disturbances such as tropical cyclones, thunderstorms, tornados, and droughts are hazardous and
can bring disaster.
 Other hazards resulting from tropical typhoons include strong winds, storm surge, flood, and landslide.
Tropical Cyclone
 An intense low pressure system with a minimum sustained wind velocity of 35 kph
 It has an eye which is 10 to 100 km in diameter
 The area where the wind is light and calm
 There is no rain
 There is an eye wall, where the precipitation is heaviest and the wind is the strongest
 The Philippines is very vulnerable to climate-related hazards because of its location.
 An average of 20 tropical cyclones enters the Philippine Area of Responsibility (PAR)
 90% of them affects the country
 Filipinos usually call these climatic disturbances as “Typhoons”
 The proper name is “Tropical Cyclone”
Tropical Cyclones Secondary Hazards
1. Floods
2. Storm Surges
3. Strong Winds
4. Landslides
5. Mudflows

Floods
 Affects low-lying and coastal areas due to the overflowing of water from lakes, streams, and other bodies of
water.
  The accumulation of water in drainages also causes flood, particularly in urban areas.
 Flood can be caused by natural and human activities.
 Natural Causes
o Intense or prolonged rainfall
o Storm surge
o High tide
 Manmade Causes
o Increased urbanization and coastal development
o Informal settlers
o Indiscriminate dumping of garbage
o Deforestation
o Failure of levees and dams
o Blasting
Types of Floods
1) River Flood
 Caused by the overflowing or rivers when the run-off exceeds the capacity of the channels.
2) Flash Flood
 Caused by a very short period of unusually heavy rainfall.
3) Coastal Flood
 Occurs when strong onshore winds push the water inland
 The rise in the sea level also causes flooding of low-lying coastal areas

How to Prepare for Flooding

 PAGASA came up with safety tips on what to do before, during, and after flooding.
 “Preparing for flood is a shared responsibility”
 PAGASA’s Color-Coded Warning Signals for Flooding

Before Flooding
1) Know how often your location is likely to be flooded and to what extent.
2) Be familiar with the flood warning system in your community and be sure your family knows it.
3) Keep informed of daily weather condition.
4) Designate an evacuation area for the family and livestock and assign family members specific instructions and
responsibilities according to an evacuation plan.

When Warned of Flood

1) Be alert to the possibility of flood, if it has been raining for several days. Flood happens as the ground becomes
saturated.
2) Listen to the radio for emergency instructions.
3) If advised to evacuate, do so.
 Don’t panic; move to a safe area before access is cut off by flood waters.
4) Store drinking water in containers, as water service may be interrupted.
5) Move household belongings to upper levels.
6) Bring livestock to higher ground.
7) Turn off electricity at the main switch in the building before evacuating and also lock your house.

During Flooding
1) Avoid flooded areas.
2) Do not attempt to cross rivers or flowing streams where water is above the knee.
3) Beware of water-covered roads and bridges.
4) Avoid unnecessary exposure to the elements.
5) Do not go swimming or boating in swollen rivers.
6) Eat only well-cooked food
  Protect leftovers against contamination.
7) Drink clean or preferably boiled water only.

After Flooding
1) Re-enter the dwellings with caution using flashlight, lanterns, or torches.
 There may be flammable inside.
2) Beware of fire hazards like broken electric wires.
3) Do not eat food and drink water until they have been checked for food and water contamination.
4) Report broken utility lines (electricity, water, gas, and telephone) to appropriate agencies or authorities.
5) Keep stock of food which requires little cooking and refrigeration as electric power may be interrupted.
6) Keep a transistorized radio and flashlight with spare batteries, emergency cooking equipment, candles, matches, and
handy first-aid kit in case of emergency.
 Securely anchor weak dwellings and items
Storm Surge
 The stronger the tropical cyclone and the shallower the coast, the higher the surge.
 Usually, the peak storm surge is experienced near the point of landfall of a typhoon or a storm.
 The rise in sea level can cause floodings and damages in low-lying coastal areas and villages, particularly when
the approach of the storm coincides with the occurrence of high tide.
 Filipinos became more aware of storm surge because of Typhoon Yolanda that hit Tacloban City and other
municipalities of Leyte and Samar in 2013.
 Before this, people had very little understanding of how storm surge can cause disaster.
 It was never imagined that a storm surge can be 18 feet high and go as far as 2 km away the shoreline.
 The scenario was compared to the tsunami that hit Northern Japan.
o When the typhoon hit the communities, people describe the storm surge as similar to a tsunami.
 PAG-ASA – DOST describes it as a sudden rise of sea level above the normal level on the coast due to a drop in
atmospheric pressure and the force of the wind as a tropical cyclone approaches the coast.
Causes of Storm Surge
1) Wind/Pressure Effect
 The stronger the wind of the tropical cyclone and the lower the atmospheric pressure, the higher the storm
surge
2) Rainfall Effect
 Heavy rains associated with an intense tropical cyclone add to the total sea level near the coast.
3) Tidal Effect
 If surge coincides with the occurrence of high tide, water level will be higher than when it occurs during low tide
condition.
4) Shape of the Coastline and Slope of the Sea Bed
 The shallower the slope, the higher the surge to the coastal communities.
What Should Individuals and Families Do?
1) Make plans for evacuating the members of your family and yourself to higher ground before a storm surge takes
place.
2) Stay off the beach when a weather disturbance is approaching existing in your coastal community.
3) Refrain from building houses within 500 meters from flat or gently sloping coastlines.
4) During weather disturbances, rely on your own initiative rather than wait for governmental action.
5) Ensure systematic safekeeping of valuables.
6) Evacuate to higher ground away from beaches as soon as possible when a storm/typhoon approaches coastal areas.
Thunderstorm
 A localized storm cloud that produces lighting and thunder, and often brings heavy rain shower or hail as well as
strong gusty winds.
 The typical thunderstorm is 5 kilometers in diameter and lasts an average of 30 minutes
 Although some may last longer.
Three Stage Undergone by the Thunderstorm
Initial or
Mature Dissipating
Cumulus
Stage Stage
Stage
Initial or Cumulus Stage
 As the sun heats the earth’s surface, the ground warms the air above it.
 The warm air rises and water vapor condenses to cumulus clouds.
Mature Stage
 Cloud causes heavy precipitation, severe lightning, strong and gusty winds, hail, and tornadoes at times.
 It is at this stage that the thunderstorm is strongest.
Dissipating Stage
 The precipitation decreases its intensity and clouds begin to dissipate.
Dangerous Weather Conditions That Can Be Produced by Thunderstorms
 Heavy Rains
 Floods
 Tornadoes
 Hailstones
 Lightning
Hailstones
 Icy crystals falling from a thunderstorm.
 When these hailstones reach the ground, their sizes are reduced to the size of a corn kernel.
 It is therefore not very dangerous but they can destroy crops.
Lightning
 The most dangerous hazard associated with thunderstorm.
 A visible electrical discharge due to high voltage differences that build up within the clouds, between the clouds,
and the ground.
 Its temperature is five times higher than the surface of the sun.
 The sudden lighting makes sound waves that we hear as thunder.
 Lightning can cause deaths and injuries; can sparks.
Signs for an Impending Thunderstorm
1. Towering Cumulonimbus Clouds
2. Darkening Skies
3. Flashes of Lightning and Gusty Wind
4. Sound of Thunder
5. Static on Your Communication Equipment
Tornado
 Waterspout – When a tornado occurs or move over a body of water.
 Since it acts like a vacuum cleaner, it can siphon (tap) the water and release it afterwards.
 Becomes more destructive if the water is released inland, affecting settlements.
 Tornado can be predicted through the use of Doppler Rada; But people must be on lookout for precursory signs.
 Debris Ball – Area of high reflectivity on weather radar caused by debris lofting into the air
Precursory Signs
1. Appearance of a funnel-shaped column from the base of the cumulonimbus cloud.
2. Having weather that feels warm, humid, uncomfortable, and calm.
3. Lightning and Thunder
4. Roaring and buzzing sound of the tornado as it reaches the ground.
What You Should Do During a Tornado (Some measures to mitigate the impact of a tornado are the following)
1. If at work, home, or in school, keep calm. Take cover in any interior hallway, at the lowest place in a building, or
under sturdy furniture; stay away from windows.
2. Secure outdoor objects (garbage cans, garden tools, toys, sign, garden sets) if time permits, to prevent them
from causing danger during the tornado’s passage.
3. Lie down in any depression or crawl into culverts when tornado is about to strike as it is considerably better than
remaining upright.
4. When driving a vehicle, stop, abandon it, and seek shelter outside at the nearest depression, ditch or ravine
 But be aware of flash flooding
5. Tornadoes are generally short-lived. They come and go quickly. There may not be time for a warning.
6. Be alert for the sudden appearances of violent winds, rain, hails or funnel-shaped cloud in your locality.
Drought
 The lack of rainfall for normal needs.
 Because of the deficiency of rainfall for a long period, the soil moisture is reduced below the minimum necessary
to sustain plants, animals, and humans.
 It can be attributed to the El Niño Phenomenon and the greenhouse effect or the warming of the earth’s
surface.
 With climate change, extreme atmospheric conditions could happen such as prolonged and heavy rainfall or the
lack of rain, resulting in drought.
 A cyclical event so it can be predicted.
 A slow-onset hazard; hence, there could be ample time to prepare and reduce the risks associated with it.
 Important to look at the local & indigenous practices of communities in agriculture when the farmers face
drought.
Impacts of Drought
1. Agricultural crops will not grow without water.
 2. Animals will die out of thirst
3. As results of the above, there could be famine or food insecurity.
4. The water supply for domestic and industrial use will be reduced.
5. There would be less livelihood for people whose jobs are dependent on water supply.
6. There would be epidemic & other health problems due to the rise of micro-organisms, poor sanitation and
hunger.
7. High temperature can trigger wild fire.
How to Prepare for Drought
1. Build structures that can conserve water such as dams, dikes, and irrigation systems.
2. Issue an early warning to prepare the people, communities, and institutions.
3. Conserve water even prior to the occurrence of the drought.
4. Adopt indigenous practices in agriculture which could vary depending on the physical situations and cultures in
communities.
5. Preserve and store food.
6. Desalinate water supply.
7. Change lifestyle to adopt to drought.
Natural Hazard
 A naturally occurring process or event which affects people
 Causing loss of life or injury, economic damage, disruption to people’s lives or environmental degradation.
 Without people it is just a natural event not a hazard; it needs the interaction of people to make it a hazard.

Disaster
 The realization of a hazard, although there is no universally agreed definition of the scale on which loss has to
occur to qualify as a disaster.
Risk
 The exposure of people to a hazardous event which may present a potential threat to people or their
possessions, including buildings and structures.
Vulnerability
 The degree to which you are susceptible to physical or emotional injury or attack.
Hydro-meteorological Hazard
 Natural processes or phenomena of atmospheric, hydrological or oceanographic nature, which may cause the
loss of life or injury, property damage, social and economic disruption or environmental degradation.
 Examples
 Cyclones, droughts, floods, storm surges, thunder/hailstorms, rain and wind storms, blizzards and other
severe storms; desertification, wildland fires, temperature extremes, sand or dust storms; permafrost
and snow or ice avalanches.
 Can be single, sequential or combined in their origin and effects.
Geophysical Hazard
 Natural hazards where the principal causal agent is geological, geomorphological
 Examples
 Landslides, tsunamis, volcanoes and earthquakes
 They do not include biological hazards.
Chronic Hazard
 A hazard that is long-term and persistent
 Examples
 El Nino and Global Warming
The Combustion Process
 Three components
 Need all three components to start a fire
 Fire extinguishers remove one or more of the components.
FIRE CLASSES
1) Class A: Trash, Wood, Paper (Wood, Paper, Cloth, etc.)
2) Class B: Liquids and Grease (Gasoline, Oil, Grease, Other Solvents)
3) Class C: Electrical Equipment (Computers, Fax Machine, Other Energized Electrical Equipment)
4) Class D: Combustible Materials (Magnesium, Sodium, Potassium, Titanium, Other Flammable Metals)
5) Class K: Fires involving combustible oils, lards and fats in commercial cooking.
 Fires involving combustible oils, lards and fats in commercial cooking.
Anatomy of Fire Extinguisher

FIRE EXTINGUISHER TYPES

1) Pressurized Water
 Class “A” fires only
 2.5 gal. water (up to 1 minute discharge time)
 Has pressure gauge to allow visual capacity check
 30-40 ft. maximum effective range
 Can be started and stopped as necessary
 Extinguishes by cooling burning material below the ignition point.

2) Carbon Dioxide (CO2)

 Class “B” or “C” fires
 2.5-100 lb. of CO2 (8-30 seconds discharge time)
 Has NO pressure gauge--capacity verified by weight
 3-8 ft. maximum effective range
 Extinguishes by smothering burning materials
 Effectiveness decreases as temperature of burning material increases.

3) Multipurpose Dry Chemical

 Class “A”, “B”, or “C” fires
 2.5-20 lb. dry chemical (ammonium phosphate)
 8-25 seconds discharge time
 Has pressure gauge to allow visual capacity check
 5-20 ft. maximum effective range
 Extinguishes by smothering burning materials.

EXTINGUISHER TYPE WORKS BY EFFECTIVE AGAINST

Pressurized Water Cooling

Carbon Dioxide Smothering

Multipurpose Dry Chemical Smothering

Fire Emergency Reponse

 Rescue
 Alarm
 Contain
 Extinguish

Fighting the Fire

 Pull the pin
 Aim low at the base of flames
  Squeeze the handle
 Sweep side to side

Firefighting Decision Criteria

 Know department emergency procedures and evacuation routes
 Know locations of extinguishers in your area and how to use them
 Always sound the alarm regardless of fire size
 Avoid smoky conditions
 Ensure area is evacuated
 Don’t attempt to fight unless:
 Alarm is sounded
 Fire is small and contained
 You have safe egress route (can be reached without exposure to fire)
 Available extinguishers are rated for size and type of fire
 If in doubt, evacuate!
 “Don’t attempt to fight unless you are trained”
Halon Fire Extinguisher
 Halon fire extinguisher is important device to have, especially for emergency situations.
 It contains a gas that interrupts the chemical reaction that takes place when fuels burn.
 Often used to protect valuable electrical equipment since they leave no residue.
 Such on expensive computers, server rooms, etc.
 Since Halon manufacturing was banned, a hunt has been on for something that works as well.
 According to the Halon Alternatives Research Corp., more than 20 different kinds of alternatives exist as direct
replacements.
 Halon Replacement – Those categories are inert gases and halocarbon compounds.

The Big One – Magnitute 7.2 – West Valley Fault

1. Bulacan 6. Marikina City
2. Rizal 7. Pasig
3. Cavite 8. Makati
4. Laguna 9. Taguig
5. Quezon City 10. Muntinlupa

Earthquake Preparedness
 Each Floor/Dept./Unit–Kits Containing:
 Food & Water for Three Days
 First Aid Kit
 Rescue & Repair Tools
 Flashlights, Battery-Operated Radio, Spare Batteries
 Individuals
 Walking Shoes
 Individual Prescription Medications (Enough for Three Days)

Individual Work Area Preparedness

 Remove or Secure Heavy Overhead Items which May Fall On You or Block Your Egress
 Secure Breakables with Quake Putty or Museum Gel

Seismic Hazard Mitigation Policy

 Free Standing Partitions, Bookcases, Shelving, & Cabinets 6 Feet or Taller
 Must Be Braced or Anchored to Prevent Them From Tipping Over
 Submit Bldg. Services iRequest for Service
 Large Heavy Objects on Lower Shelves
 Breakables on Lower Shelves/Closed Cabinets
 Overhead Cabinets Closed/Latched
 No Heavy Objects Above Your Desk

Home Earthquake Preparedness

 Establish Family Earthquake Plan
 Practice Drills
 Choose Out-of-State Friend/Relative
 Person Family Members Can Contact to Report Whereabouts & Conditions
 Learn First Aid/CPR
 Organize Neighborhood to Be Self-Sufficient After an Earthquake
  Prepare Earthquake Emergency Kit

Home Earthquake Preparedness Kit

 1 Gallon of Water per Person per Day (3 Day Minimum)
 First Aid Kit/Book
 3 Days of Food
 Non-Electric Can Opener
 Portable Radio, Flashlights, & Batteries
 Extra Glasses, House/Car Keys
 Essential Medications
 ABC Fire Extinguisher
 Blankets/Sleeping Bag
 Water Purification Kit
 Essentials for Infants, Elderly, or Pets
 Instructions on How to Turn Off: Gas, Water, and Electricity
Home Earthquake Preparedness
 Secure Pictures
 Secure Hot Water Heater
 Wrench Near Emergency Gas Shut Off
 Secure Heavy Items
 Know Safe Spots in Every Room
 Sturdy Tables, Desks
 Know Dangerous Spots in Every Room
 Windows, Hanging Objects, Fireplace, Appliances
During an Earthquakes (Indoor)
 Stay There (Do not run outside)
 Stay Calm & Remember the Phase, “Duck, Cover, and Hold”
 Duck – And Look for Cover
 Cover – Under a Sturdy Desk or Table
 Hold – Onto the Furniture Leg Until Shaking Stops
 Face Away from Windows
 Stay Clear of Tall Objects that May Topple Over
 Watch for Falling Objects
During an Earthquake (In an Elevator)
 Will Not Fall Down the Shaft
 May Lose Power
 May Stop & Lights May Go Out
 Use Emergency Alarm
 Await Emergency Crew & Follow Directions
Public Areas
 Steer Clear of Panicking Crowds & Structural Hazards
 Theatre – Crouch in Seat
 Ball Park or Stadium
 Go to the Open Play Field – Not the Exits
 Shopping Malls
 Avoid Glass Displays
 Head to Back of Shop
 Warehouse Store
Outdoors
 Get into the Open
 Stay Clear of Buildings & Power Lines
 Do Not Smoke or Light Matches or Lighters
 If Driving:
 Stop If Safe, But Stay Inside Car
o Avoid Stopping Under Trees, Light Posts, Power Lines, or Signs
 Stay Away from Bridges, Overpasses & Tunnels
 In Mountainous Area
 Falling Rocks & Other Debris
 On the Beach/Ocean Front
 Move to Higher Ground or Several Hundred Yards Inland
  Tsunami Hazard
o Several Hours Afterwards
o Multiple Tsunamis
 1964 Alaska 8.5 Earthquake
 11 Fatalities Directly From Earthquake
 120 Fatalities From Tsunami
After Initial Shock Have Subsided
 Remain Calm & Be Prepared for Aftershocks
 Check for Injuries & Administer First Aid to the Degree You Are Trained for
 Check for Obvious Hazards & Damage on Your Floor
 Do Not Turn on or Off any Lighting or Electrical Devices
 Do Not Use Telephones Except in Extreme Emergencies
 Make Sure Phone is on the Hook to Receive Emergency Information Calls
 Follow Directions Over the Building PA System or by the Floor Wardens
 Use Emergency Supplies If Necessary
Floor Wardens After Quake
 Gather Occupants at Pre-Selected Gathering Place & Perform Head Count–Is Everyone Accounted For?
 Search Floor for Missing or Injured Personnel
 Attend Injured Persons
 Prepare Condition Report for Area & Provide to Building Management
 Number of People on Floor
 Number of Injured People & Description of Injuries
 Description of Apparent Structural Damage
 Immediate Needs
 Floor Cannot Immediately Evacuate
 Must Assess Damage to Stairways
 Turn- On Battery-Operated Radio
 Assign Someone to Keep Track on What is Going on in the Surrounding Community
 Listen for Emergency Instructions
 Take Inventory of Emergency Supplies
 May Be Needed to Last Several Days
 Conserve Supplies
 Await for O.K. to Evacuate
Volcanic Eruption

Earthquake