1

A Strong Partner for Sustainable Development

Module
in
HH 104A

EMERGENCY PREPAREDNESS
AND SAFETY MANAGEMENT

COLLEGE OF EDUCATION
BPE 3
WPU-QSF-ACAD-82A Rev. 00
 2

Module No. 2

KEY CONCEPTS OF
DISASTER, HAZARD,
VULNERABILITY AND
CAPACITY

Second Semester 2021-2022

GEORGE KENNETH B. DEL ROSARIO

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 3
Instructor I

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 4
TABLE OF CONTENTS

CHAPTER CONTENTS PAGE

Introduction to the User.....................................................................................................4

Introduction…............................................................................................................................5

Chapter 2 – Key Concepts of Disaster, Hazard and Vulnerability. 6

Overview..................................................................................................................................6
General Learning Outcomes..............................................................6
Pre-test...............................................................................................6

Lesson 1 – Disaster and Hazard........................................................11

Specific Learning Outcomes........................................................................................11
Time Allotment…..............................................................................................................11
Discussion...........................................................................................................................11
Activity 1 – Observe and List...........................................................23
Activity 2 –Hazard Identification and Assessment..........................25
Evaluation/Post-test........................................................................29

Lesson 2 – Vulnerability Capacity Assessment.................................33

Specific Learning Outcomes.........................................................................................33
Time Allotment…...............................................................................................................33
Discussion............................................................................................................................33
Activity 1 – Vulnerable Identification..............................................43
Activity 2 – Vulnerability Capacity Assessment..............................45
Evaluation/Post-test.........................................................................48

Reference.......................................................................................................... 52

Answer Key........................................................................................................ 52

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 5
INTRODUCTION TO THE USER

This module would provide you an educational experience while

independently accomplishing the task at your own pace or time. It aims
as well to ensure that learning is unhampered by health and other
challenges. It covers the topic about Emergency Preparedness and Safety
Management.

Reminders in using this module:

1. Keep this material neat and intact.

2. Answer the pretest first to measure what you know and what
to be learned about the topic discussed in this module.
3. Accomplish the activities and exercises as aids and
reinforcement for a better understanding of the lessons.
4. Answer the post-test to evaluate your learning.
5. Do not take pictures in any parts of this module nor post it to
social media platforms.
6. Value this module for your learning by heartily and honestly
answering and doing the exercises and activities. Time and
effort were spent in the preparation that learning will
continue amidst this Covid- 19 pandemic.
7. Observe health protocols: wear a mask, sanitize, and
maintain physical distancing.

Hi! I’m Blue Bee, your

WPU Mascot.

Welcome to Western Philippines

University! Shape your dreams with quality
learning experience.

STAY SAFE AND HEALTHY!

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 6
Introduction
This module will serve as an alternative learning material to the usual way of
classroom teaching and learning delivery. The instructor will facilitate and
explain the module to the students to achieve its expected learning outcomes,
activities and to ensure that they will learn amidst of pandemic.
This material discusses one of the most essential learning competencies
of Emergency Preparedness and Safety Management. It includes different
activities to you improve your physical, social, mental, emotional and spiritual
aspects of life. It will teach you about the theory and practice of preparing for
and responding emergencies in the workplace as a Physical Education major. It
is very important you will cooperate in by using this module page by page and
completing all the activities asked. At the end, learning outcome is evaluated
based on the different tasks given to you.
Through your cooperation in this kind of flexible learning delivery,
understanding about the Emergency Preparedness and Safety Management is
very much possible. It is expecting that after using this module you will become
more concerned with your body.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 7

Chapter 2
KEY CONCEPTS OF DISASTER,
HAZARD, VULNERABILITY AND
CAPACITY

Overview
The content of this topic is intended to help you understand the risk
factors underlying disasters. This course focuses on the application of scientific
knowledge and the solution of practical problems in a physical environment.
Upon identifying the risk factors underlying disaster, this will provide ideas to
mitigate the effects of disasters that can lead to death, destruction of
infrastructures, loss of livelihoods and even non-physical events like emotional
and physical aspects.

General Learning Outcomes

At the end of the module, you can:
1. prepare to respond to emergencies;
2. reduce or remove the effects of emergency incidents and prevent
exposures from turning into larger emergency incidents;
3.restore the affected area back to pre-incident or better condition
and learn from the event;
4.demonstrate competence and broad understanding in providing
important knowledge with regard to the first aid necessary in
public safety;
5.collaborate effectively and independently in multi-disciplinary
and multi- cultural teams about first aid;
6. engage in lifelong learning and understanding of different
techniques in effectively adapting in their own the importance
of first aid; and
7.apply professional, social, and ethical standards in the practice of first aid.

Pre-test
Instructions: To test your prior knowledge, please answer the pre-test.

I. Directions: Read the following questions carefully. Choose letter of

the correct answer, write your answer in the space provided before
each number.

1. Which of the following is a product of the massive damages to

life and property caused by a hazard due to the vulnerability
within the community?
a. Destruction c. Disaster risk
b. Disaster d. Vulnerability

2. Which of the following is an example of natural hazard?

a. Factories c. Mining sites
b. Fault lines d. Chemical plants

3. Which of the following is NOT a type of natural hazard that causes

disaster?
WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 8
a. Tornado c. Car Accident
b. Typhoon d. Earthquake

4. A natural disaster is a/an event.

a. Expected c. Scheduled
b. Planned d. Unexpected

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 9
5. The source of danger and something that may cause injury or harm is called
.
a. Risk c. Phenomenon
b. Disaster d. Hazard

6. Which of the following is useful to better establish priorities

and response activities and systematize previous experiences?
a. Disaster risk c. Effects of disaster
b. Phases of disaster d. Categories of disaster

7. It involves the identification and mapping of the elements at

risk and the assessment of people, animals and plants that may
be affected. What do we call this?
a. Vulnerability c. Exposure
b. Disaster risk d. Risk assessment

8. The potential disaster losses in lives, health statuses,

livelihoods, assets and services which could occur in a particular
or a society over some specified future time period is called
.
a. Disaster preparation c. Disaster risk
b. Disaster mitigation d. Disaster prevention

9. Disaster has a great impact on .

a. Humanity c. Parks
b. Garden d. Buildings

10. What do we call in the Circum-Pacific belt, the zone of

earthquakes surrounding the Pacific Ocean where about 99% of
the world’s earthquake occurs?
a. Locust c. Ring of Fire
b. Drought d. Subsidence

11. Which of the following is the process or condition, often

development- related, that influence the level of disaster
risk by increasing levels of exposure and vulnerability or
reducing capacity?
a. Disaster risk c. Natural hazard
b. Risk factor d. Man-made hazard

12. Which of the following that refers to the changes that can
be attributed “directly or indirectly to human activity
altering the composition of the global atmosphere and
additionally to the natural climate variability observed over
comparable periods of time?
a. Deforestation c. Global warming
b. Carbon footprint d. Climate change

13. How will reduction of the level of vulnerability and exposure be possible?
a. Potentially damaging physical event
b. Proper knowledge on disaster risk
c. Increase the susceptibility of a community to the impact of hazard
d. By keeping people and property as distant as possible from hazards.

14. Which of the following risk factors affect with inequality?

a. Globalized economic development
b. Poverty
c. Weak governance
WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 10
d. Climate change

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 11
15. Unwillingness to assume their roles and responsibilities in
governing disaster risk unit, falls under which of the
following risk factors?
a. Climate change c. Weak governance
b. Poverty and inequality d. Environmental degradation

16. Which among the groups suffer more adverse effects when an
earthquake causing disaster occurs?
a. Men and women c. Senior citizen and children
b. Children and women d. Senior citizen and women

17. The occurrence of landslides in the Philippines is increasing.

This kind of disaster will fall under which of the following
risks?
a. Climate change and globalized economic development
b. Poverty and inequality
c. Climate change and weak governance
d. Climate change and environmental degradation

18. Which of the following risk factors is the result in an increased

polarization between the rich and poor on a global scale?
a. Environmental degradation
b. Globalized economic development
c. Climate change
d. Poverty and inequality

19. It is a risk factor that is both a driver and a consequence of

disasters, reducing the capacity of the environment to meet
social and ecological needs, what is it?
a. Poverty and inequality c. Environmental degradation
b. Climate change d. Weak governance

20. Which of the following is NOT an element which causes disaster?

a. Exposure c. Risk
b. Hazard d. Vulnerability

II. Directions: Identify the different types of hazard seen in each picture
below, write if each item is Natural hazard, Human-induced hazard or
Combination. Write it in the space provided below of each picture.

1. 6.

2. 7.
WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 12

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 13

3. 8.

4. 9.

5. 10.

III. Directions: Identify the different physical elements seen in each picture
below, these are the elements that exposed to various hazards and find
out what kind of facility in each picture. Choose your answer in box above
the picture and write it in the space provided below of each picture.

Essential Industrial and High Potential Loss

Transportation Utility

1. 6.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 14

2. 7.

3. 8.

4. 9.

5. 10.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 15

Lesson Disaster and Hazard

1
A. Specific Learning Outcomes
At the end of the lesson, you can:
1. explain the disaster with its origin and impact on people;
2. differentiate the disaster and hazard;
3. recall the terms used to describe the disaster and hazard;
4. determine disasters according to their types;
5. identify hazards and its effects; and
6. assess hazards in the workplace.

B. Time Allotment
4 hours and 30 minutes

C. Discussion

What is Disaster?
 A serious disruption in the functioning of a society, causing widespread
human, material or environmental losses which exceeds the ability of the
affected society to cope within its own resources.

 The Philippine archipelago is constantly beset by disaster with a high

frequency of occurrence of typhoons because the country lies along the
western edge of the Pacific Ocean which lies along the natural path of the
cyclones and typhoons.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 16

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 17

 It also experienced frequent earthquake and volcanic eruption seismic

activities because of its position within the “ring of fire” is at the edge of
the most active tectonic plates. These events do not automatically become
hazards unless the community involve predisposes to the following:
1. The community’s exposure to hazardous elements;
2. The conditions of vulnerability are present; and
3. Insufficient capacity to measure or to reduce or cope with the
potential harmful consequence of the natural events to the
community involved.

Hazard
 A hazard is a condition or situation with the capacity to bring damages to
lives properties and the environment. Taking the form of natural, man-
made or the combination of two, such as condition may also cause loss of
livelihood and the interruption of basic services as well as social and
economic disruption.
 Hazards can be classified into three; natural, man-made or the

Types of Hazards

Table 1

NATURAL HAZARDS
Classification of Kinds of Natural Illustrations
Natural Hazards Hazards
Geological Earthquake

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 18
Volcanic Eruption

Landslide

Tsunami

Lahar Flow

Meteorological Typhoon

Thunderstorm

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 19

Monsoon Rain

Flood/Flashfloods

Storm Surge

Drought

Red Tide

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 20
Pestilence

Fire

Table 2

HUMAN-INDUCED HAZARDS
Kinds of Human-induced Illustration
Hazards
Biological

Chemical (ex. Oil Spill)

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 21
Industrial/Technological

Fire

Armed Conflict/Terrorism

Nuclear, gaseous, chemical

contamination

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 22
Famine

Flood

Environmental degradation

Displacement due to
development project

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 23
Landslide

Drought

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 24
Table 3

COMBINATIONS
Flooding

Landslide

Drought

Pestilence

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 25
Fire

Red Tide

When does a Hazard becomes a Disaster?

 A natural event like earthquake, tsunami, volcanic eruption that hits an
uninhabited area does not qualify as a disaster. It only becomes a disaster
if it hits vulnerable population and properties.

 A disaster could happen when the probable destructive agent, the hazard
hits a vulnerable populated area. A natural event like earthquake,
tsunami, volcanic eruption that hits an uninhabited area does not qualify
as a disaster. It only becomes a disaster if it hits vulnerable population
and properties.

HAZARD IDENTIFICATION AND ASSESSMENT

 Individuals, disaster-related agencies and planners carry out this
information gathering and analysis as part of their hazard analysis
which is required to come up with risk assessment.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 26

 A significant description of possible hazardous events to happen includes

quantitative and qualitative information data gathering about the
magnitude, intensity of affects, scope of affected area, frequency of
occurrence, predictability and duration.
 More detailed results can be gathered from scholarly scientific works
that include analysis of geologic sample, geomorphic and hydrological
data and evacuation of topographic maps, aerial photographs and
satellite images.

Geologic Sample Geomorphic Change Detection

Hydrological Data

Evacuation map for seaside school Aerial Photography

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 27

Satellite Imagery for cities

 Scientific employ various methods to assess natural hazards. This include

the following:
1. Quantitative Approach – Mathematical equations relating the
hazard variables used are formulated to quantify the hazard. Data
from past historical records and from those derived from basic
science principles are used to come up with the relationship between
the variables considered.

2. Qualitative Approach – Instead of representing with numbers this

method uses expert opinion in ranking in relative terms such as high,
moderate and low or 1,2,3 and so on, the strength or probability of
incidence of a hazard event. This method is preferred particularly
when data is not enough to come up with quantitative evaluation or
when it is not possible to express numerically one or uneven.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 28

3. Probabilistic Approach – It provides an objective estimate of an

incidence of each hazard affecting an area or region by considering
past record or events. Probability of occurrence of rainfall of a given
intensity can be estimated, for instance by ranking past rainfalls and
applying appropriate statistical method of analysis. For earthquakes,
probabilistic ground motion maps combine the apt ground shaking
caused by earthquakes from all nearby earthquake generators over a
specified time period.

4. Deterministic Approach – This is more subjective of approximating

probability. A past event of a given or scale can be selected and the
consequences at certain strength are described. The use of
deterministic hazard assessment avoids the under estimation of
hazard at a site.

HAZARD MAPPING
 The process of identifying the spatial variation of hazard events or
physical condition for example potential ground shaking, steep slopes,
flood prone areas, hazardous material sites.
 Through this process, one side of the hazard-exposure-vulnerability risk
triangle may be displayed in hazard maps. For information and education
campaigns, hazard scientist and land-use planners hazard maps are
essential for data gathering.
WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 29
 The overlay function of Geographic Information System (GIS) which
combines these into Multiple Hazard Maps (MHM) or composite
hazard maps makes risk analysis more convenient.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 30

Activity Observe and List

1
I. Procedure
:
1. Go to a school near your home where you live now. OBSERVE
PROTOCOL LIKE WHAT YOU DID IN YOUR MODULE 1.
2. Identify all the hazards that you will see in the school and list down in the
space provided below.
3. Make documentation for all the hazards that you identified, including you
as a surveyor before, during and after survey. Then, paste it in the space
provided below and name them one by one. Use extra sheets if needed.

II. Criteria for Hazards Survey

Criteria Percent Score
Accuracy 25%
Pictures Caption & 25%
Design
Completeness 25%
Clarity and Cleanliness 25%
TOTAL 100%

LIST HERE!

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 31

Paste your Documents fiere!

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 32
Activity Hazard Identification and Assessment
2
I. Procedure
1. Based on your answer in activity 1, apply the four (4) approaches
to assess natural hazards; Quantitative approach, Qualitative
approach, Probabilistic approach and Deterministic Approach.
2. Then, create your own hazard mapping based on what you have
learned above.
3. Do these in the spaces below! Use Extra sheets if needed.

II. Criteria for Hazard Identification and Assessment

Criteria % Score Criteria % Score
Accuracy 15 Completeness 10
Organization 15 Creativity 10
TOTAL 30 20

FOUR APPROACHES

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
I’m Sir Ken, just keep 26
doing what you are
doing. God bless you!

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 27
Finish it without any
Hesitation and proceed
to the next task.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 28
HAZARD MAPPING

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 29
Evaluation/Post-
test
I. Directions: Write your own perspective and understanding about
the disaster, you must explain its meaning, origin and the impact on
people.

II. Comparison: Explain the relationship between hazard and

disaster. Mention the similarities and differences of them.

III. Multiple Choice: Read the following questions carefully, choose the
letter of the correct answer, write your answer in the space provided
before each number. Any erasure means wrong.

1. Which of the following is a sudden, calamitous event, bringing

great damage, loss, destruction and devastation to life and
property?
a. Disaster c. Phenomenon
b. Hazard d. Risk

2. It is defined as the source of danger and something that may

cause injury or harm and also the uncertain course of event in a
country. What do we call this?
a. Disaster c. Risk
b. Hazard d. Phenomenon
WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 30
3. Which of the following is a man-made hazard?
a. Storm surges
b. Oil spills from shipping boat
c. Flooded coastal areas
d. Landslide on mining sites

4. A natural disaster where sea waves of local or distant origin that

results from large scale seafloor displacements associated with
large earthquakes, major submarine slides or exploring volcanic
hazards is called .
a. Earthquake c. Typhoon
b. Storm surge d. Tsunami

5. There are many impacts of disaster, on what impact it will fall if

Mang Edgar and Aling Ruby is suffering from post-traumatic
stress syndrome due to loss of livelihood?
a. Social well-being impact c. Mental well-being impact
b. Physical well-being impact d. None of the above

6. The potential disaster losses in lives, health status, livelihoods,

assets and services which could occur in a particular or society
over some specified future time period is called .
a. Disaster mitigation c. Disaster risk
b. Disaster prevention d. Disaster preparedness

7. Disaster has a great impact on which of the following aspect?

a. Bacteria c. Infrastructure
b. Human d. Technology

8. A natural disaster can be a .

a. Phenomenon
b. Terrorism
c. Technological/Industrial issues
d. Complex Humanitarian Emergencies

9. It refers to the changes that can be attributed “directly or

indirectly to human activity altering the composition of the
global atmosphere and additionally to the natural climate
variability observed over comparable periods of time”. What
is this?
a. Global warming c. Climate change
b. Deforestation d. Carbon footprint

10. The occurrence of landslides in the Philippines is increasing.

This kind of disaster will fall under which of the following
risks?
a. Poverty and inequality
b. Climate change and weak governance
c. Climate change and environmental degradation
d. Climate change and globalized economic development

11. Which of the following risk factors is the result in an increased

polarization between the rich and poor on a global scale?
a. Climate change
b. Globalized economic development
c. Environmental degradation
d. Poverty and inequality

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 31
12. It is a risk factor that is both a driver and a consequence of
disasters, reducing the capacity of the environment to meet
social and ecological needs, what is it?
a. Climate change c. Poverty and inequality
b. Weak governance d. Environmental degradation

13. What effect of disaster refers to the shortage of sustenance among people?
a. Food scarcity c. Emotional aftershock
b. Displaced population d. Health risk

14. What collective term used for the state of condition of

people who developed stress reaction that negatively affect
the physical and mental behavior after suffering from
disaster?
a. Displacement population
b. Emotional aftershock
c. Food scarcity
d. Health risk

15. What is the term used referring to damaging incident that

happened unexpectedly in a certain society and caused
harm to people and their properties?
a. Politicking c. Terrorism
b. Disaster d. Hazard

16. What is it that disasters bring to humans?

a. Power c. Fame
b. Excitement d. Devastation

17. Which perspective of a disaster that shows how the

government assesses, manages and mitigates the effects of a
disaster?
a. Economic c. Political
b. Biological d. Socio-cultural

18. What do you call to the spread of disease across a country or

around the world?
a. Academic c. Epidemic
b. Pandemic d. Profile

19. What happens when there is a supplementary politics or

deal with the effects of a disaster?
a. There will be unity in diversity.
b. There will be equal allocation of help.
c. There will be effective measures to reduce damages.
d. There will be effective delivery of humanitarian assistance.

20. How can a set of frequent community traits help people fight
the effects of a disaster?
a. It gives them a sense of pride.
b. It gives them a sense of identification.
c. It gives them a sense of cooperation.
d. It gives them a sense of hope.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 32
IV. Classifying Disaster: Identify the given set of images and determine
if it is Natural, Man- Made or Combination. Put your answer on the
blank space below each picture.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 33

Lesson 2 Vulnerability Capacity

Assessment
A. Specific Learning Outcomes
At the end of the lesson, you can:
1. differentiate the vulnerability and capacity;
2. identify the physical elements that exposed to various hazards;
3. determine the social, environmental and economic factors
of vulnerability;
4. recall the interrelated areas on people’s vulnerabilities and
capacities, and other terms used in vulnerability capacity
assessment; and
5. apply the vulnerability capacity assessment using the
Building Hazard Identification Form and Stages of participatory
rapid appraisal (PRA).

B. Time
Allotment

C.
What is Vulnerability?
 Vulnerability - is the level of loss to each element in an affected
community should a hazard of a given severity occur.
- Physical, social, economic and environmental factors determine the
likelihood and severity of damage due to given hazard.
- Examples may include lack of public awareness on the consequence of
hazard to hit, poor design and construction of building, limited official
and community recognition of risk and preparedness measures and
disregard for wise environmental management warning.

 Here is a detailed list of the physical elements exposed to various hazards:

1. Essential Facilities
a. Educational
Facilities

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 34
b. Medical and
Healthcare
Facilities

c. Government
Facilities

d. Emergency response
facilities such as
fire and police
station

e. Recreational
facilities such as
sporting areas,
gymnasium

f. Place of assembly
or worship such
as multipurpose
hall, churches or
mosques

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 35
g. Banks and financial
center

h. Market and
shopping mall

2. Industrial and High Potential Loss Facilities

a. Dams

b. Fuel Reservoirs depo

tank, pipelines and
pumps

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 36
c. Power

generating plants
and lines

d. Hydro plants,
water tanks
and lines

e. Food processing
plants

3. Transportation Facilities

a. Highways, bridges,
railway tracks and
tunnels

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 37
b. Bus Facilities

c. Airport Facilities
and runways

d. Port and
harbor
facilities

4. Utility Lifelines
a. Portable

water facilities,
waste water
facilities, pipelines
and distribution
lines

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 38
b. Oil and natural
gas systems
facilities,
pipelines,

and distribution
lines

c. Electric power
facilities and
distribution lines,
power grids

d. Communication
Facilities

and
distribution

lines, cables and

networks

 Social, Environmental and Economic Factors Of Vulnerability

1. Social/Organizational
 Certain population groups may be more vulnerable than others,
the very young and the old are most exposed to any hazardous
events than other any age groups.
 Deep organizational division can lead to conflict and war which
put its member vulnerable, injuries, mutilation or sometimes
death and destruction of properties.
 Here is a detailed list of the most vulnerable population:

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 39
a. People with
disability

b. Children

c. Senior citizens

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 40

d. Medication
dependent with
chronic illness
individual

e. Indigenous

people, ethnic
minorities

f.

Incarcerat
ed
individuals

2. Environmental
 Rapid urbanization in hazardous areas heightens vulnerability
to disaster risk.
 The vast increase of world’s urban population, mostly in less
developed countries make it more difficult for government to
deliver services and citizens to cope up with effects of hazard
events.
 The increasing number of informal forced by circumstances to
occupy areas dose to streams, river systems, coastal areas and
steep hillsides exposes more people to food, soil erosion and
landslides.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 41

3. Economic Factors
 Economic vulnerability is the exposure of individual,
communities, business and government to absorb the effect of a
hazardous event.
 Families living rural are found to be more vulnerable than those
in urban environments because of the greater number of people
living in poverty and have limited access to market and
services.
 Family responsibility pays a big role in adapting with the
vulnerability of hazard.
 The resourcefulness and resilience of the family especially of
women must be recognized in critical roles in times of
emergencies.

What is capacity?
 The combination of strengths and resources (physical, social, economic
and environmental factors) available within a community, society or
organization that can reduce the level of risk or effects of disaster.
 These traits give space to citizens and communities thru preparation,
mitigation and recovery.
 The call to develop and build these capacities categorized as
socioeconomic, political, ideological/cultural, physical, organizational and
leadership.

Capacity Assessment
- Refers to the process of identifying resources they rely on in times of
crisis to reduce the damaging effect of hazards and to secure the
sustainability of their sources of revenue. Capacity assessment aims
to:
Understand people past experiences with hazard that enabled

them to develop coping strategies.
 To look into available resources that the community uses to
prepare for and to mitigate the pessimistic effect of the
disaster.
- In carrying out the capacity assessment, a Capacity and Vulnerability
Analysis (CVA) matrix is a useless guide to gather information on both
the resources and vulnerabilities of the people.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 42
- The CVA matrix identifies vulnerabilities as “long-term factors that
affect a community’s ability to respond to events and views “people
vulnerabilities and capacities in three broad interrelated areas which
are as follows:
 Physical/material vulnerability and capacity
 The most visible area of vulnerability.
 Includes land, climate, environment, health, skills and
labor, infrastructure, housing, finance and technologies.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 43

 Poverty-stricken people suffer from crisis more often than

people who are richer, because they have little or no
savings, few income or production options and had little
resources. They are more vulnerable and recover slowly.
 To identify physical/material vulnerabilities, one has to
ask what made the people affected by the event: was it
their economic activities (for example: farmers cannot
plant because of floods), geographic location (example:
homes built in typhoon prone areas) or poverty/lack of
resources.

 Social/organizational vulnerability and capacity

 How society is organized, its internal difference and how
it manages them are just as important as the
physical/material dimension of vulnerability, but less
visible and less well understood.
 This aspect includes formal political structures and the
informal system through which people get things done.
 Poor societies that are well organized can withstand or
recover from disaster better than those where there is
little of no organization and communities are divided by
ethnic race, religion, or class.
 One must ask what the social structure was before the
disaster and how well it served the people when disaster
struck and what is the impact of disaster to the
organization.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 44

 Motivational/attitudinal vulnerability and capacity

 This area includes how people in the community view
themselves and their ability to affect their environment.
 Groups that share strong ideologies or belief experience
cooperating successfully may be better able to help each
other in times of disaster than groups without such
shared belief.
 Crisis can stimulate communities to make extra ordinary efforts.

VULNERABILITY CAPACITY ASSESSMENT

 A method of investigation into the risks that people face in their locality,
their vulnerability to those risks and their capacity to cope with and
recover from disasters.
 A method of approach for investigation by gathering information through
a participatory way.
 Its purpose is to increase community member’s awareness of risks and
help them to plan activities for reducing vulnerability and increasing
capacity before a disaster happens.
 It is a tool which enables local priorities to be identified and leads to the
design of actions that contribute to disaster reduction.

Vulnerability Capacity Assessment uses the following tools:

1. Participatory Rapid Appraisal (PRA)
 A community based approached in making an assessment of
the community.
 It is a way of learning from, and with community members to
investigate, analyze, and evaluate constraints and
opportunities, and make informed timely decisions regarding
development projects.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 45

Stages of Participatory Rapid Appraisal (PRA)

1. Preparatory Stage
- Consolidating on hand secondary data
regarding the community.

2. Data Gathering and Analysis Stage

2.a. General history of estate/barangay
- Timeline exercise
2.b. Land improvement and development
- Resource and social mapping
- Transect Mapping
- Farm sketching
2.c. Crops to be planted
- Land-use mapping
- Seasonal calendar
- Farm timeline

3. Consolidation of data and listing problems and opportunities.

4. Visioning, validation and planning

Activity Vulnerable Identification

A.
1
Directions: Since being safe and protected is the number one goal of
every family as well as in the workplace, visit a school near your home
where you live now like what you did on lesson 1 and conduct an ocular
inspection of school to ensure teachers and pupils’ safety against
hazards and disasters. OBSERVE PROTOCOLS!

Follow the steps below:

1. Tour around the school you visited and assess if there is hazards
observed in the school using the Building Identification
Assessment Form.

No. Building Hazard Identification Assessment From Yes No

1 Is the building’s environmental location safe, free from flood

and pollution?
2 Are the building’s facilities are properly maintained
and the
surroundings clean?
WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 46
3 Are there any cracks or damage portion within the building?
4 Are the walls, floor, roofs constructed are made of
standard materials?
5 Is the building electrical and lighting fixtures are in good
condition?
6 Does the building equip with firefighting
equipment/appliances such as fire extinguisher, fire alarm
system, emergency lights, luminous
exit signs?
7 Are the fire exit doors and other means of egress closed or
block?
8 Are there any chemical hazards on the building, if yes
are they properly labeled and in the properly kept?
9 Does the room have adequate ventilation and has proper
illumination of room?
10 Overall does the building meets the building safety
standards?

2. As much as possible, make a list of all the hazards that you will be
observed.
3. Using all the hazards that you listed, determine what could be
the possible events that may put teachers and students at risks.
4. Who among that you know in the school are prone or
susceptible to the listed hazards? Give with a maximum of five
(5) persons.
5. Identify the reasons why each name that you listed in column
three is vulnerable.

Hazards Possible Events Susceptible Reason of

person/s Vulnerability
(exposure)

Guide Questions:
1. Based on your assessment from the tour that you made, how will
you define vulnerability in your own words?

2. After knowing the hazards in your house, what is your plan of action to avoid
WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 47
harm?

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 48
Activity Vulnerability Capacity Assessment
2
A. Directions: Apply the Vulnerability Capacity Assessment at the school
you have visited using the tools such as Participatory Rapid Appraisal
(PRA), do it in the space provided below. Create your own format in
data gathering and take a picture while doing this for your
documentation. Paste your documents in the space below. OBSERVE
PROTOCOLS!

B. Criteria for Vulnerability Capacity Assessment

Criteria % Score Criteria % Score
Accuracy 15 Completeness 10
Organization 15 Creativity 10
TOTAL 30 20

Participatory Rapid Appraisal

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 49

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 50

Paste your Documents fiere!

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 51

Evaluation/Post-
test
I. Comparison: Write the differences and similarities of
vulnerability and capacity with your own understanding and
perspective.
Vulnerability Similarities Capacity

II. Directions: Identify the physical elements that exposed to various

hazards seen in each picture below. Find out if the picture is
“Essential Facility”, “Industrial and High Potential Loss Facility”,
“Transportation Facility”, or “Utility Lifeline”. Write your answer in
the space provided below of each picture.

1. 6.

2. 7.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 52

3. 8.

4. 9.

5. 10.

IV. Multiple Choice: Read the following questions carefully, write the letter
of the correct answer in the space provided before each number. Any
erasure means wrong.

1. What are the three phases of disaster management planning

for vulnerable community to make it less susceptible?
a. Preparation, planning and perception
b. Planning, evacuating and recovery
c. Preparation, response and recovery
d. Evacuating, rebuilding and recovery

2. Risk is a situation where in a community is being exposed to

danger. What are the two factors that affect the risk level of a
community?
a. Hazards and threats
b. Hazard and vulnerability
c. Vulnerability and susceptibility
d. Alert and alarm

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 53
3. A community with high level of vulnerability and high hazard has .
a. High disaster risk c. Medium disaster risk
b. Low disaster risk d. None of the above

4. Which is NOT a tool provided by the government to protect

vulnerable communities?
a. Government using research to predict storms and floods.
b. Government utilizing computer systems to determine risk level.
c. Government relocating natural disaster victims to more stable areas.
d. Government funding Army corps of Engineers projects to build bridges.

5. What are the three phases of disaster management planning for

vulnerable community to make it less susceptible?
a. Evacuating, rebuilding and recovery
b. Preparation, planning and perception
c. Planning, evacuating and recovery
d. Preparation, response and recovery

6. Risk situation where in a community is being exposed to danger.

What are the two factors that affect the risk level of a community?
a. Alert and alarm c. Hazard and vulnerability
b. Hazard and threat d. Vulnerability and susceptibility

7. What situation has a CAPACITY to bring damages to lives,

properties and the environment?
a. Vulnerability c. Hazard
b. Element risk d. Risk

8. Philippines is now less vulnerable to typhoon because .

a. Our country has sufficient budget to augment the loses in livelihood.
b. Our government already acquired technology that can predict super
typhoon.
c. Our country is not heavily populated.
d. Local Government Units cannot provide adequate evacuation centers.

9. What could be the possible reason why urban reason is more

vulnerable to COVID-19 than rural region?
a. Rural region has higher population density than urban region.
b. Urban region has higher population density than rural region.
c. Urban region has more population than rural region.
d. Rural region has more population than rural region.

10. Why is it that Japan is less vulnerable to COVID-19 pandemic than

other Asian countries?
a. They can provide sufficient numbers of PPE.
b. They have more population.
c. They have less population.
d. They have the capacity to do mass testing.

11. Which of the following concepts DOES NOT fall under vulnerability?
a. Exposure c. Lack of coping capacities
b. Susceptibility d. Absence of adaptive

12. Our country is now less vulnerable to typhoon because .

a. Our country has sufficient budget to augment the loses in livelihood.
b. Our government already acquired technology that can
predict super typhoon.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 54
c. Our country is not heavily populated.
d. Local Government Units cannot provide adequate evacuation center.

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 55
13. What situation has the CAPACITY to bring damages in lives,
properties and the environment?
a. Vulnerability c. Hazard
b. Element at risk d. Risk

14. What is the degree to which a population, system, service or

geographic area is likely to be affected or disrupted by the impact
or a particular hazard?
a. Capacity c. Risk
b. Hazard d. Vulnerability

15. What element is exposed to hazard during typhoon when the

houses are destroyed?
a. Physical c. Economical
b. Social d. Environmental

16. What element is exposed when flood occurred due to deforestation?

a. Environmental c. Social
b. Physical d. Economical

17. COVID-19 pandemic affected the operations of establishments

such as malls and other leisure establishments which where
prohibited from operating to prevent further community
transmission. Which element is mostly exposed?
a. Physical c. Economical
b. Social d. Environmental

18. Why is it important to quantify vulnerability?

a. To know the local government units to approach during hazardous events.
b. To identify the community that are at risk.
c. To determine the incoming hazardous events.
d. To estimate how much mitigation and preparedness is applicable.

19. The following choices can least likely cause physical vulnerability, EXCEPT
.
a. Tsunami c. Pandemic
b. Wildfire d. Storm Surge

20. Kaingin is a human practice where in a forest is converted to

farmland. In this case, what element is most likely exposed to
hazard?
a. Physical c. Economical
b. Social d. Environmental

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 56
References
Print materials:
 Mogol, A.A., 2017, “Disaster Risk Reduction Training Manual” Cronica Bookhaus

Disclaimer:
This module is prepared for instructional purposes only based in
our course syllabus. The teacher who prepared this does not
claim ownership of this module but patterned the ideas from
different authors.

Answer key
PRE-TEST I PRE-TEST II PRE-TEST III

1. a 1. Natural Hazard 1. Industrial and High Potential

2. b 2. Combination Loss Facility
3. c 3. Human-induced 2. Industrial and High Potential
Loss Facility
4. d Hazard
3. Industrial Facility
5. d 4. Human-induced
6. b 4. Essential Facility
Hazard
5.Essential Facility
7. a 5.Combination
6. Transportation Facility
8. c 6. Combination
7.Utility Facility
9. a 7.Combination
8. Transportation Facility
10. c 8. Natural Hazard
11. b 9. Utility Facility
9. Utility Facility
12. d 10. Utility Facility
13. b
14. b
15. c
16. c
17. d
18. d
19. c
20. a

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 57

Congratulations for completing this module!

Privacy Notice for Module

For this Module, we collect your name, program, year and section, contact
number, email address, Facebook and messenger account when you submit
your printed module for purposes of coordination and communication.

All personal information collected will be stored in a secure location and only
authorized staff will have access to them.

Student’s Information

Name:

Program, Year and Section:

Contact No.:

E-mail address:

Facebook Account:

Messenger Account:

WPU-QSF-ACAD-82A Rev. 00
(09.15.20)
 58

Vision 2020
WPU: the leading knowledge center for sustainable
development of West Philippines and beyond.

Mission
WPU commits to develop quality human resource
and green technologies for a dynamic economy and
sustainable
development through relevant instruction,
research and extension services.

Core Values
(3CT) Culture of
Excellence
Teamwor
Commitment
Creativity

WPU-QSF-ACAD-82A Rev. 00