PRELIM COVERAGE

(27 hours)

Intended Learning Outcomes

a. Explain and discuss the R.A. 9163, its significance and impact to student’s lives.
b. Appreciate and understand oneself
c. Imbibe and apply Filipino Values in day to day undertakings

Specific Instructions in the Completion of this Prelim Coverage

1. You must read and understand the given Intended Learning Outcomes specified above and
use it as a checklist of acquired knowledge and skills after completing the entire coverage.
This shall be the basis of your teacher in designing the summative evaluation or term exams
that will be given soon.

2. You must carefully study the given lecture notes and take note of concepts that you did not
clearly understood so that you can communicate it to your teacher for clarification purpose
during his or her counselling time set for your class. Also, analyze the implication of the
concepts being applied in specific contexts.

3. Thoroughly understand the discussions presented, including your teacher’s insights to

better facilitate your comprehension on the subject matter being studied. Strictly follow the
instructions given in the learning guide and accomplish the given activities with utmost
diligence. If you have queries, always consult your teacher.

4. After completely reading all the materials, access the links/watch the videos of the lessons
given, along with this learning material to supplement your reading. (Please check your flash
drive for the content).

5. After comprehensively reading all the lessons and topics presented or watching the videos
provided and searching additional references related to the topics, you are directed to
accomplish all the activities and self-reflection questions given hereafter. Always carefully
read and analyze the instructions before you start answering.

6. Compile your outputs in your Learning Portfolio. Your teacher will inform you for the date of
the submission of your outputs.

7. If you have queries, always consult your teacher. Communicating to your teacher will make
your learning easier and enjoyable.

Key Terms:

 Rationale of NSTP
  Implementing Rules and Regulations
 Service Training Program
 Self-Awareness
 Self-Management
 Human Person
 Human Behavior and Motivation
 Values

LESSON 1. INTRODUCTION OF NATIONAL SERVICE TRAINING PROGRAM (R.A. NO.

9163)

Pursuant to Section 12 of Republic Act No. 9163, otherwise known as the National Service
Training Program (NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical
Education and Skills Development Authority (TESDA) and the Department of National Defense
(DND), in consultation with concerned government agencies, the Philippine Association of State
Universities and Colleges (PASUC), the coordinating Council of Private Education Association of
the Philippines (COcOPEA), Non-Government Organizations and recognized student
organizations, hereby jointly issue, adopt and promulgate the following implementing rules and
regulations to implement the provisions of the Act.

BRIEF HISTORY OF NSTP

National Service Training Program (NSTP) started with the passage of Commonwealth Act
No. 1 also known as National Defense Act. An act to provide national defense of the Philippines
penalizing certain violations thereof appropriating funds therefore, and for other purposes. This
is under the government of President Manuel L. Quezon (1935). It requires college students,
specifically males to finish 2 years or 4 semesters of Military Training to be reserved cadets of
the National Defense of the country.

In August 8, 1980, the Commonwealth Act No. 1 was amended to give existence to
Presidential Decree No. 1706 or National Service Law which mandates compulsory
national service to all citizens of the country. It is composed of three main component
programs, namely Civic Welfare Service (CWS), Law Enforcement Service (LES), and Military
Service. College students were given an option to choose one among these components to
comply as a requirement of tertiary education.

After the ouster of President Marcos the implementation of the National Service Law except the
provisions of Military Service was suspended by Presidential Memorandum Order No. 1 of
President Corazon C. Aquino. It became Basic Reserve Officer Training Corps (ROTC) that took
effect on SY 1986-1987.
In the year 1991, the Implementing Rules and Regulations of Republic Act 7077 modified the
Basic ROTC Course to Expanded ROTC Program as mandated. The modification is composed of
military subject in the first year and any of the following components: MTS, CWTS, and LES in
the second year curriculum.

On March 18, 2001, a dead body was found wrapped in a carpet and floating in the Pasig River.
The face was wrapped in packing tape and the hands and face were bounded Body was
identified as Mark Welson Chua, 19 year old Engineering student University of Santo Tomas
(UST), reportedly a victim of illegal ROTC practices lead to a massive protest of the college
students and concerned parents against the ROTC program. Since then, Expanded ROTC
program morphed into National Training Service Program (NSTP).

RATIONALE OF THE NATIONAL SERVICE TRATNT VICE TRAINING PROGRAM

(NSTP)-CIVIC WELFARE TRAINING SERVICE (CWTS) AND LITERACY TRAINING
SERVICE (LTS)

The conceptualization and the establishment of the NSTP for the tertiary level students is
amended in the Republic Act 7077 and Presidential Decree No. 1706. This was enacted by the
Senate and House of Representatives in Congress, which is known as the National Service
Training, Act of 2001.

NSTP is program aimed at enhancing the civic consciousness and defense preparedness in the
youth by developing the ethics of service and patriotism undergoing training in any of the three
program components, especially designed to enhance the youth active contribution to the
general welfare (Section 4, RA 9163).

Literacy Training Service refers to the program component designed to train the students to
teach literacy and numeracy skills to school children, out-of-school youths and other segments
of society which are considerably need of their services.
The Civic Welfare Training Service (CWTS) is one of the NSTP components as an option vice
ROTC of the incoming freshmen male or female students effective SY2002-2003(Section 4, RA
9163). In this program, the students would undergo lectures/activities contributory to the
general welfare and the betterment of life or the members of the community and to render
services particularly the enhancement of instructional support materials and facilities in the
following areas:

a. Improving health
b. Education
c. Environment
d. Entrepreneurship
e. Safety
f. Recreation
g. Morale of the citizenry
h. Other social services
In the second semester, the students will undergo actual community service involvement.
Projects and activities are designed to encourage the youth to contribute in the improvement of
the general welfare and the quality life for the local community applying various institutional
components. More particularly, these are in terms of health education, safety, livelihood,
environment, and the morale of the citizenry.

The students would be oriented of the implementation guidelines of the NSTP IRR 9163, to
understand the reasons and purposes of the NSTP Law as part of their curriculum. The teaching
learning is focused in the development of the youth to become assets of the community, society
and to the nation as a whole. Thus making them aware of their great role as individual to the
development of the nation.

Teaching learning experiences in the subjects would be centered in:

1. Value integration
2. promotion and reformation
3. Self-awareness
4. Basic leadership training
5. Values development integration
6. Dimensions of development
7. Community exposure/agency visits
8. Community needs assessment
9. Development of project proposals

The topics of activities to be considered would be nurturance of the importance and role of
positive virtues, val the attitudes, and development of service oriented characteristics
individuals as well as their responsibility towards mankind and the environment.

The importance of CWTS as a whole is geared towards the development and re-direction of
positive values and attitude among students. This is by giving them the chance to see that they
can create a difference in their own ways. Thus, making them appreciate their role and
responsibilities not only as students but also as an individual that can contribute to the
betterment of life be it in their family, community and to the nation as a whole.

The Vision
To develop the youth as social entrepreneurs serving the communities as value-
driven innovators for national peace and development.

The Goal
To promote and integrate values education, transformational leadership and sustainable social
mobilization for youth and family development, community building, national security, and
global solidarity.

Objectives
1) To promote and protect the physical, mental, spiritual, and social well-being of the youth.
2) To inculcate patriotism and nationalism in the youth.
3) To encourage their involvement in the public and civic affairs

Suggested Strategies

1) Integrative approach to human development that begins with one's self;

2) Partnership with local officials, civic leaders and non-government organizations;
3) Self-reliant community development supportive of national goals;
4) Community building; and
5) Participatory decision making.

The Values

These are guided by commitment to:

a. love of God
b. human dignity
c. truth, goodness and social responsibility
d. innovation and creativity
e. synergy and professionalism
f. protection of the environment
g. indigenous learning and conservation

IMPLEMENTING RULES AND REGULATIONS OF THE NATIONAL SERVICE TRAINING

PROGRAM

RULE I-GUIDING PRINCIPLES

What is the prime duty of the government to its citizens?

Section 1. Guiding Principle.

While it is the prime duty of the government to serve and protect its citizens, in turn it shall be
the responsibility of all citizens to defend the security of the state, and in fulfillment thereof, the
government may require each citizen to render personal, military or civil service.

How does the government recognize the role of the youth in nation building?

Section 2. Role of the Youth.

In recognition of the vital role of the youth in nation-building, the state shall promote civic
consciousness among them and shall develop them physical, moral, spiritual, intellectual and
social well- being. It shall inculcate the ideals of patriotism, the nationalism and advance their
involvement in public and civic affairs.

As the most valuable resource of the nation, the youth shall be motivated, trained, organized
and involved in the military, literacy, civic welfare programs and other similar endeavors in the
service of the nation.

RULE II - DEFINITION OF TERMS

Section 3. As used in this implementing Rules and Regulations (IRR), the following
terms shall mean:

i. "National Service Training Program"(NSTP) - refers to the program aimed at enhancing

civic consciousness and defense preparedness in the youth by developing the ethics of the
three program components, specifically designed to enhance the youth's active contribution to
the general welfare.

j. "Reserve Officers' Training Corps"(ROTC) - refers to the program component,

institutionalized under section 38 and 39 of Republic Act No. 7077, designed to provide military
training to tertiary level students in order to motivate, train, organize and mobilize them for
national defense preparedness.

k. "Literacy Training Service"(LTS) - refers to the program component designed to train

the students to teach literacy and numeracy skills to school children, out-of-school youths and
other segments of society which are considerably need of their services.
I. "Civic Welfare Training Services"(CWTS) - refers to the program component of activities
contributory to the general welfare and the betterment of life for the members of the
community or the enhancement of their families, especially those devoted to improving health,
education, environment, entrepreneurship, safety, recreation and moral values of the citizenry
and other social welfare services.

m. "Program Component"- refers to the service components of the NSTP as defined herein.

n. "Clustering" - refers to the grouping of students enrolled in the different schools taking up
the same NSTP component into one group under the management and supervision of the
designated school.

o. "Cross Enrollment"- refers to the system of enrollment where a student is officially

enrolled in an academic program of a school but allowed to enroll in the NSTP component of
another school and

p. "Non-Government-Organization"(NGO) - refers to any private organization duly

accredited by CHED or recognized by TESDA.

RULE III- PROGRAM IMPLEMENTATION

Who are required to complete one NSTP component of their choice as a graduation
requirement?

Section 4. Coverage

a. All incoming freshmen students, male and female, starting school year (SY) 2002-2003,
enrolled in any baccalaureate and in at least two year technical-vocational or associate courses,
are required to complete one NSTP component of their choice, as a graduation requirements.
b. All higher and technical vocational educational institutions must offer at least one of the
NSTP components.

C. State Universities and Colleges (SUCs), shall offer the ROTC component and at least one
other NSTP component.

d. The Philippine Military Academy (PMA), Philippine Merchant Academy Marine Academy
(PMMA), Philippine National Police Academ of the (PNPA) and other SUCs of similar nature, in
view of the special character of this constitution are exempted from the NSTP.

e. Private higher and technical-vocational education institutions with at least 350 student cadets
may offer the ROTC component and consequently establish/maintain a Department of Military
Science and Tactics (DMST), subject to the existing rules and regulations of the Armed Forces
of the Philippines (AFP).

What are the components of the NSTP?

a. Reserve Officers Training Corps (ROTC) - refers to the program component,

institutionalized under Sections 38 and 39 of Republic Act No. 7077, designed to provide
military training to tertiary level students in order to motivate, train, organize and mobilize them
for national defense preparedness;

b. Civic Welfare Training Service (CWTS) refers to the program component or activities
contributory to the general welfare and the betterment of life for the members of the
community or the enhancement of its facilities, especially those devoted to improving health,
education, environment entrepreneurship, safety, recreation and moral of the citizenry and
other social welfare services;

c. Literacy Training Service (LTS) - refers to the program component designed to train the
students to teach literacy and numeracy skills to school children, out-of-school youths and other
segments of society in need of their services.
What is the duration of the NSTP components and equivalent course per semester?

Section 6. Duration and Equivalent Course Unit.

a. Each of the aforementioned NSTP components shall be undertaken for an academic period of
two semester. It shall be credited three units per semester, for a duration of fifty- four to ninety
training hours per semester.

b. A one summer program in lieu of the two semester program may be designed, formulated
and adopted by the DND, CHED and TESDA. However, it will be subjected to the capability of
the school and the AFP to handle the same.

What is NSTP-One Summer Program (NSTP-OSP)?

NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, specifically Section 6 and jointly
devised, formulated and adopted by DND, CHED and TESDA.
NSTP-OSP is established for the three components: ROTC, CWTS and LTS. This is intended for
graduating students in baccalaureate or at least two-year technical-vocational or associate
courses, who have yet tot comply with the NSTP as a requirement for graduation, as well as for
students, who wish to be free the NSTP activities during the regular semesters, thus allow them
to concentrate on the academic subjects and other co-curricular concerns.

How can clustering and cross-enrollment be done?

Section 7. Clustering and Cross-Enrollment

a. Clustering of students from different educational institutions during semestral or
summer periods may be done in any of the NSTP components, taking into account
logistics, branch of service and geographical location. The host school shall be
responsible in managing the program.

b. Schools that did not meet the required number of students to maintain the optional
ROTC and/or any of the NSTP components, or not offering the components chosen by
the students, shall allow their students to cross-enroll in other schools, irrespective of
whether such school is under CHED or TESDA. In case of students taking the ROTC
components, irrespective of whether the two semesters shall be taken from different
schools whose ROTC is administered/managed by different branches of service of the
AFP.
c. Students intending to cross-enroll shall be subject to the existing rules and regulations
of the school of origin and the accepting schools.

Section 8. Management and Monitoring.

a. The school authorities shall exercise academic and administrative supervision over the
design, formulation, adoption and implementation of the different NSTP components of
their respective schools.
b. In the case of ROTC, the school authorities and the DND, based on the policies and
regulations and programs of DND on the military component of the training, shall
exercise joint supervision over its implementation.
c. Schools which have contracted CHED-accredited or TESDA recognized NGOs to
formulate or administer training modules for any of the NSTP components shall jointly
exercise such academic and administrative supervision with those NG0S within forty-five
days from approval and issuance of this IRR; the CHED, TESDA and DND shall issue the
necessary guidelines for the accreditation of non-government organizations (NGOs) and
training modules to be utilized by these NGOs.

d. CHED Regional Offices, TESDA Provincial/District Offices and DND-AFP (through the
Major Service Reserve Commands) shall oversee and monitor the the implementation of
the NSTP under their shall oversee and monitor the implementation of the NSTP under
their respective jurisdictions, to determine if the training conducted is in consonance
with the Act. These offices shall submit periodic reports to the Central Offices of the
CHED, TESDA and DND.
What are the basic guidelines for the formulation of the NSTP Curriculum?

a. The curriculum shall be formulated by the Program Coordinator duly approved by

the school authorities, copy furnished CHED/TESDA Regional Offices. It shall comply
with the intent and requirements of the NSTP and its components.
b. It shall provide for both lecture and practicum activities. NSTP Practicum activities
shall be separate from the practicum requirements of other subjects/courses.
c. The course syllabi shall clearly define the objectives, contents, activities,
requirements and student evaluation system.
d. Program Coordinators and instructors/lecturers shall be duly qualified in terms of
training and experience, to handle their respective assignments.

RULE IV- FEES AND INCENTIVES

Section 9. Fees.
No fees shall be collected for any of the NSTP components except basic tuition
fees, which should not be more than fifty percent of the charges of the school per
academic unit.

Section 10. Incentives.

a. A program of assistance/incentives for ROTC students shall be provided and

administered by DND, in accordance with existing laws and regulations and subject
to the availability of funds.
b. Schools authorities concerned, CHED and TESDA, shall ensure that health and
accident group insurance are provided for students enrolled in any of the NST
components.
c. Schools that already provide health and accident group insurance and collect the
necessary fees for the purpose from their students as of the affectivity of this rules,
are deemed to have complied with this requirement.
d. A special scholarship program for qualified NSTP student shall be administered by
CHED and TESDA, with funds for the purpose to be included in the annual regular
appropriations of the two agencies, subject to the availability of funds.

RULE V.-ORGANIZATION OF NSTP GRADUATES

Section 11. Organization of NSTP Graduates

a. Graduates of the non-ROTC components of the NSTP shall belong to the National
Service Reserve Corps (NSRC) that could be tapped by the state for literacy and civic
welfare activities through the joint efforts of DND, CHED and TESD in coordination
with DILG, DSWD and other concerned agencies/associations.

b. The CHED, TESDA and DND, in consultation with other concerned government and
non-government agencies, shall issue the necessary guidelines for the
 establishment, organization, maintenance and utilization of the National Service
Reserve Corps.

c. Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant
to R.A. 7077, subject to the requirements of DND.

RULE VI- TRANSITORY PROVISION

Section 12. Suspension of ROTC requirement.

The completion of ROTC training as a requisite for graduation is set aside for
students who have completed all their academic requirements for their respective
courses as certified by the school on or before the Effectivity of the NSTP Act of 2001,
which is March 23, 2002. The concerned students may apply for graduation with their
respective schools.

Section 13. Transitory Provisions

a. Male students who are not covered by section 12 of this rule and are currently
enrolled but have not taken any of the Military Service (MS), Civic Welfare Service
(CWS) or Law Enforcement Service (LES) program shall be covered by the NSTP
Law.

b. Male students who have completed two semesters of the Expanded ROTC
(E_ROTC)/National Service Program (NSP) and deemed to have complied with the
NSTP requirement.

c. Male students who are not covered by section 12 of this rule and have taken only
one semester of Basic ROTC or EROTC, NSP shall take one more semester of any of
the NSTP components to qualify for graduation.

d. Students who want to qualify for enlistment in the Reserved Force or attend the
advanced ROTC program shall undertake a special program for this purpose.

RULE VII - MISCELLANEOUS PROVISIONS

Section 14. Information Dissemination.

The CHED, TESDA and DND shall provide information on these Act and IRR to all
concerned through the different modes of disseminating information.

Section 15. Amendatory Clause

a. Section 35 of Commonwealth Act No. 1, Executive Decree Order No. 207 of

1939, Section 2 and 3 of Presidential 7077, Decrees as No. 1706, and
Section 38 and 39 Republic Act No. 7077, as well as all laws, decrees, orders,
 rules and regulations and other issuances inconsistent with the provision of the ACT
are hereby deemed amended and modified accordingly.

b. These rules may be amended, modified or replaced jointly by CHED, TESDA and
DND in consultation with PASUC, COCOPEA, NGOs and recognized student
organizations

Section 16. Separability Clause. If any section or provision of this IRR shall be
declared unconstitutional or invalid, the other sections or provisions not affected thereby
shall remain in full force and effect.

Section 17. Effectivity. These rules shall take effect immediately upon adoption and
issuance.

Adopted and Issued:

Signed By:

ANGELO T. REYES ESTER A. GARCIA LUCITA S. LAZO

Secretary, DND Chairman, CHED Director General TESDA

Teacher’s Insight

The National Service Training Program (NSTP) is a program aimed at enhancing civic consciousness
and defense preparedness in the youth by developing the
ethics of service and patriotism while undergoing training
in any of its three (3) program components. These
various components are specially designed to enhance the
youth's active contribution to the general welfare that
include: the Reserve Officers' Training Corps, the Civic
Welfare Training Service and the Literacy Training
Service.

This special program is designed for the general welfare

and the betterment of life for the members of the
community as well as the enhancement of its facilities,
especially those devoted to improving health, education, environment, entrepreneurship, safety,
recreation and moral of the citizenry and other social welfare services.

NSTP is anchored on its legal foundation - the Republic Act 7077 and Presidential Decree No. 1706
which was enacted by the Senate and House of Representatives in Congress, which is known as the
National Service Training, Act of 2001.

It is a potent instrument for development geared towards the inculcation of the true ideals of
leadership and community service. To sum up, NSTP help propel the youth to the path of righteous
living. Most especially, it aim to develop youth about self-awareness, leadership, desirable Filipino
values and other areas or dimensions of community development.

Activity
Name: ___________________________________________ Score: ________________
Course: __________________________________________ Date:
_________________

A. Concept Anchored

1. Enumerate 9 teaching learning experience centered in the NSTP subject.

1.__________________________________________________________
2.__________________________________________________________
3.__________________________________________________________
4.__________________________________________________________
5.__________________________________________________________
6.__________________________________________________________
7.__________________________________________________________
8.__________________________________________________________
9.__________________________________________________________

1. If the Government has the prime duty to serve and protect its citizens, as a
youth, what is your responsibility to the state?
B. VALUE ANCHORED

1. The government gives emphasis and importance to the youth. As such, what do you
think are the roles and contributions of the youth in nation building?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________

C. MANIPULATIVE ANCHORED
Choose one of the topic among listed below and make a reflection paper?
a. Love of God
b. Human Dignity
c. Truth, goodness and social responsibility
d. Innovation and creativity
e. Synergy and professionalism
f. Protection of the environment
 g. Indigenous learning and conservation

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

LESSON II: VALUES EDUCATION

SELF AWARENESS AND SELF-MANAGEMENT

In the course of one's life, one have developed a personality. This is brought by
upbringing, schools, training, but also in normal interactions with the people one mingle
with. This personality reacts to signals from your surroundings according to a pattern
that is successful to you, and you try to get and maintain a certain position in that
world. Success can be either positive or negative, negative attention is also a form of
success for a personality.

The key to knowing inner Self is: AWARENESS. Conscious of the thing one does, but not
to judge or act on them. To be just being aware of the thoughts and feelings, but do not
believe that they are a reality in itself. Allow things to go by. One must not in a hurry in
certain process because everything has its own time in its own nature.

An inner self is subtler; it can easily be overpowered by one's personality due to

its nature of defenselessness. It will wait until one had returned to its original and Tree
will or choice. It also takes experience to be able to tell the difference.

SELF-AWARENESS

Self-awareness is defined as an awareness or one personality or individuality. It includes

paying attention to our many senses, thoughts, feelings and intuition, diving deep into
our emotions to tap their sources and seeing our thinking and how it creates our reality.
Thus self-awareness involves discovering our deepest essence.
 As you grow in self-awareness, you will better understand why you feel what you feel
and why you behave as you behave. That understanding then gives you the opportunity
and freedom to change those things you'd like to change about yourself and create the
life you want. Without fully knowing who you are, self-acceptance and change become
impossible.
In the Johari’s Window below there are four selves that represent you. A Joharis’s
window is a cognitive psychological tool created by Joseph Luft and Harry Ingham in
1955 in the United States, used to help people better understand their interpersonal
communication and relationships. It is used primarily in self-help groups and corporate
setttings as a heuristic

1.1 Johari’s window

1. The Open Self. This represents all the information,behaviors, attitudes, feelings,
desires, motivations, ideas, and so on, that you know about yourself and that others
also know about you.
2. The Blind Self. This represents information about yourself about which neither you
nor others know.
3. The Unknown Self. This represents those parts of yourself about which neither you
nor others know.
4. The Hidden Self. This contains all that you know of yourself but keep hidden from
others.

1.2 Nature of Self and Self-awareness

According to Birch (1997), one of the most crucial processes in the early years of the child's life
is the development of sense of self. Gardner (1982) thus suggests that there are a number of
factors that the children should know. They should

 be aware of their own body, its appearance, state and body size;
  be able to refer to themselves appropriately through language and be able to distinguish
descriptions which apply to self and which do not;
 be aware of their own personal history, experiences they have had, skills and abilities
acquired, their own needs and wishes.
1.3 Importance of Self-awareness

The better you understand yourself, the better you are able to accept or change who you are.
Being in the dark about yourself means that you will continue to get caught up in your own
internal struggles and allowed outside forces to mould and shape you.

Having clarity about who you are and what you want (and why you want it), empowers you to
consciously and actively make those wants a reality. Otherwise, you'll continue to get "caught
up" in your own internal dramas and unknown beliefs, allowing unknown thought processes to
determine your feelings and actions.

If you think about it, not understanding why you do what you do, and feel what you feel is like
going through your life with a stranger's mind. How do you make wise decisions and choices if
you don't understand why you want what you want? It's a difficult and chaotic way to live never
knowing what this stranger is going to do next,

As we move toward the 21 st century, the knowledge-based economy demands that we upgrade
our knowledge and skills to keep up with the ever –changing society. However, the starting
point should be the knowledge of oneself as a unique individual and how one relates to this
new economy. After knowing yourself you will have the capability to chart your own destiny and
realize your potential.

Quotable Quotes:

"Knowing others is wisdom, knowing yourself is enlightenment “Tao Tzu

To acquire knowledge, one must study; but to acquire wisdom, one must observe." Marilyn vos
Savant

SELF-MANAGEMENT

Success is not just a result of luck or fortune. It is always the result of something else,
something that leads up to it. Shad Helmstetter, (2000) enumerated the five steps that control
our success or failure as follows:

2.1 The Self- Management Sequence

1. Behavior. This is the most crucial step in determining success or fallure. Behavior means
our actions. How we act, what we do, each moment of each day will determine whether or not
we will be successful that moment in everything we do.

2. Feelings. Every action we take is first filtered through our felings. That is, if we feel good or
positively about something, we will behave more positively about it. Our feelings thus directly
influence our actions. And our feelings are created, controlled, determined or influenced by our
attitudes.

3. Attitudes. Attitudes are the perspective from which we view our lives. Some are optimistic
while some are pessimistic. In fact, our attitudes play a very important role to our success. And
good attitudes are created, controlled or influenced entirely by our beliefs.

4. Beliefs. Belief does not require that something be the way we see to be. It only requires us
to believe that it is Moreover, belief does not require something to be true. It only requires us
to believe that it is true.

5. Programming. The programming or conditioning by our parents and our environment have
created reinforced, and nearly permanently cemented most of what we believe about most of
what goes on around us. It is therefore our programming that sets up our belier, Our belief
creates attitudes, attitudes create feelings, feelings affects our behavior, behavior determines
actions and actions create results which determine our success or failure.

2.2 Twelve Rules for Self-Management

1. Live by your values, whatever they are. You confuse people when you don't, because they
can't predict how you'll behave.

2. Speak up! No one can "hear" what you're thinking without you be willing to stand up for it.
Mind-reading is something most people can't do.

3. Honor your own good word, and keep the promises you make. If not, people eventually stop
believing most of what you say, and your words will no longer work for you.

4. When you ask for more responsibility, expect to be held fully accountable. This is what
seizing ownership of something is all about; it's usually an all or nothing kind of thing, and so
you've got to treat it that way.

5. Don't expect people to trust you if you aren't willing to be trustworthy for them first and
foremost. Trust is an outcome of fulfilled expectations.

6. Be more productive by creating good habits and rejecting bad ones. Good habits corral your
energies into a momentum-building rhythm for you; bad habits sap your energies drain you.
7. Have a good work ethic, for it seems to be getting rare today. Curious, for those "old-
fashioned" values like dependability, timeliness, professionalism and diligence are prized more
than ever before. Be action-oriented. Seek to make things work. Be willing to do what it takes.

8. Be interesting. Read voraciously, and listen to learn, then teach and share everything you
know. No one owes you their attention; you have to earn it and keep attracting it.

9. Be nice. Be courteous, polite and respectful. Be considerate. Manners still count for an awful
lot in life, and thank goodness they do.

10. Be self-disciplined. That's what adults are supposed to "grow up" to be.

11. Don’t be a victim or a martyr. You always have a choice, so don't shy from it: Choose and
choose without regret. Look forward and be enthusiastic.

12. Keep healthy and take care of yourself. Exercise your mind, body and spirit so you can be
someone people count on, and so you can live expansively and with abundance.

LESSON III. THE HUMAN PERSON AND VALUES DEVELOPMENT

Important Realities of the Human Person

The Self-Image. Self-image refers to a person's understanding of himself/herself. It is

responsible in influencing people's way of living. The formation of self-image is derived from
two sources: others and the experiences of thse self. There three kinds of self-image as follows:

 Negative self-image - delves on limitations and differences rather than assets

 Overrated self-image - stresses on the positive traits.
 Realistic self-image - based on the real self

2. The others. These are the referred persons or groups considered important and given the
right to influence
One’s self.
3. The Being. It is the mainspring or a motivating force in the human person. It is also referred
as the wellspring fountainhead of one's identity, one's essential course of action, and one's
essential bonds. There are seven approaches to get in touch with the Being:

Approach by way of the self-image

Approach by way of important choices
Approach by way of action
Approach by way of what is "natural" and stressless
Approach by way of people who had the greatest impacton you
Approach to self through severe trials
Approach by way of deep and not yet fulfilled aspirations

4. The "I". The "I" has three different aspects. These are intellect, the freedom, and the wall.
5. The Sensibility and the Body. These are the important realities of the human person.

TEN COMMANDMENTS OF HUMAN RELATIONS

1. Speak to people. There is nothing as nice as a cheerful word of greeting.
2. Smile at people. It takes 65 muscles to frown and only 1 muscles to smile.
3. Call people by name. The sweetest music to anyone’s is the sound of his/her own name.
4. Be friendly and helpful. Add more friends, be friendly.
5. Be cordial. Speak and act as if everything you do were a genuine pleasure
6. Be genuinely interested in people. You can like everybody if you try.
7. Be generous with praise. Take caution in criticizing.
8, Be considerate with the feelings of others. It will be appreciated.
9. Be thoughtful of the opinion of others. There are three sides of a controversy yours, the
other fellow's, and the right one.
10. Be alert to give service. What counts most to life is what we do for others.

Human Person’s Dimension and His Needs

Human needs are an important part of human nature. Values, beliefs, and customs differ from
country to country and group to group, but all people have similar needs. As a leader you must
understand these needs because they are powerful motivators.

Abraham Maslow felt that human needs were arranged in a hierarchical order (Maslow, 1954).
He based his theory on healthy, creative people who used all their talents, potential, and
capabilities. At the time, this methodology differed from most other psychological research in
that it was based on observing disturbed people.

There are two major groups of human needs: basic needs and meta needs. Basic needs are
physiological, such as food, water, and sleep; and psychological, such as affection, security, and
self-esteem. These basic needs are also called deficiency needs because they are not met by an
individual, then that person will strive to make up the deficiency. The higher needs are called
meta needs or being needs (growth needs). These include justice, goodness, beauty, order,
unity, etc. Basic needs normally take priority over growth needs. For example, a person who
lacks food or water will not normally attend to justice or beauty needs. These needs are listed
below in hierarchical order. The basic needs on the bottom of the list (1 to 4) must normally be
met before the meta or being needs above them can be met. The four meta needs(5 to 😎 can
be pursued in any order, depending upon a person’s wants or circumstances, as long as the
basic needs have all been met.
Maslow's Hierarchy of Needs

8. Self-transcendence a transgenic (see Note below) level that emphasizes visionary intuition,
altruism, and unity consciousness.
7. Self-actualization - know exactly who you are, where youare going, and what you want to
accomplish. A state of well-being.6. Aesthetic at peace, more curious about the inner workings
of all things.
5. Cognitive - learning for learning alone, contribute knowledge.
4. Esteem - feeling of moving up in world, recognition, few doubts about self.
3. Belongingness and love - belong to a group, close friends to confide with.
2. Safety- feel free from immediate danger.
1. Physiological - food, water, shelter, sex.

Maslow posited that people want and are forever striving to meet various goals. Because the
lower level needs are more immediate and urgent, then they come into play as the source and
direction of person’s goal if they are not satisfied.

A need higher in the hierarchy will become a motive of behavior as long as the needs below it
have been satisfied. Unsatisfied lower needs will dominate unsatisfied higher needs and must
be satisfied before the person can climb up the hierarchy.

4.2 CHARACTERISTICS OF SELF-ACTUALIZING PEOPLE:

 Have better perceptions of reality and are comfortable with it.
 Accept themselves and their own natures.
 Lack of artificiality.
 They focus on problems outside themselves and are concerned with basic issues
and eternal questions.
 They like privacy and tend to be detached.
 Rely on their own development and continued growth.
 Appreciate the basic pleasures of life (e.g. do not take blessings for granted).
 Have a deep feeling of kinship with others.
 Are deeply democratic and are not really aware of differences.
 Have strong ethical and moral standards.
 Are original, inventive, less constricted and fresher than others

HUMAN BEHAVIOR AND MOTIVATION

Motivation is the set of reasons that determines one to engage in a particular behavior.
According to various theories, motivation may be rooted in the basic need to minimize physical
pain and maximize pleasure, or it may include specific needs such as eating and resting, or a
desired object, hobby, goal, state of being, ideal, or it may be attributed to less-apparent
reasons such as altruism, morality, or avoiding mortality.
Motivation is very important among educators because of the crucial role it plays in student
learning. However, the specific kind of motivation that is studied in the specialized setting of
education differs qualitatively from the more general forms of motivation studied by
psychologists in other fields.

Motivation in education can have several effects on how student learn and how they behave
towards subject matter. It can:
1. Direct behavior toward particular goals
2. Lead to increased effort and energy
3. Increase initiation of, and persistence in, activities
4. Enhance cognitive processing
5. Determine what consequences are reinforcing
6. Lead to improved performance.
Because students are not always internally motivated, they sometimes need situated
motivation, which is found in environmental conditions that the teacher creates. The two kinds
of motivation are as follows:
 Intrinsic motivation occurs when people are internally motivated to do
something because it either brings them pleasure, they think it is important, or
they feel that what they are learning is significant.
 Extrinsic motivation comes into play when a student is compelled to do
something or act a certain way because of factors external to him or her (like
money or good grades).

VALUES

Value is derived from the Latin word, valere, to be worth, be strong-something intrinsically
valuable, or desirable. A thing has value when it is perceived as good and desirable. Thus,
values development is the act, process or result of developing the values for a human dignity.

It can also be said that values are the bases of judging what attitudes and behavior are correct
and desirable and what are not. Fittingly, Microsoft® Encarta® 2007 defined values as the
accepted principles or standards of a person or a group. Different theorists define values as
follows:
 A value is a conception, explicit or implicit, distinctive of an individual or
characteristics of a group, of the desirable which influences the selection from
available modes, means and ends of action. - Clyde Kluckholm
 Value refers to the understanding of a certain good for an individual or society
which is considered worthy or realization. - Cornelius Van Der Poel.
 Something that is freely chosen from alternatives and is acted upon, that which
the individual celebrates as being part of the creative integration in development
as a person.
Therefore, a value is something or someone who is considered good or worthy and is desirable
or useful. It can be something considered good or worthy by a person or a group or a one-word
standard of conduct or a policy everyone in an organization adheres to and believe in.

Basic and Core Values

A universally acceptable value is one that produces behavior that is both beneficial both
to the practitioner and to those on whom it is practiced. Thus, Linda Eyre (1993)
categorizes values as the value of being and the values of giving.

1. The values of Being:

 Honesty
It should be practiced with other individuals, with institutions, with society, and
with self. The inner strength and confidence are bred by exacting truthfulness
trustworthiness, and integrity.
 Courage
This means daring to attempt difficult things that are good. It is the strength
not
to follow the crowd, to say and no mean it and influence others by it.
 Peaceability
This means calmness, peacefulness, and serenity. It is the tendency to
accommodate rather than argue. It is the ability to understand how others feel
rather than simply reacting to them. It means control of temper.
 Self-Reliance and Potential
This means individuality, awareness and development. It means taking
responsibility for one's own actions. It means overcoming the tendency to
blame
others for difficulties.
 Self-Discipline and Moderation
This refers to physical, mental, and financial self-discipline. It involves
moderation
in speaking, in eating and in exercising. Furthermore, it means controlling one's
appetites and understanding the limits of boy and mind.
 Fidelity and Chastity
This refers to the values and security of fidelity within marriage and of restraint
limits before marriage. It involves commitment that go with marriage and sex
2. The Values of Giving:
 Loyalty and Dependability
This refers to family, employers, to country, to church, to schools, and to other
organizations and institutions. It means reliability and consistency in doing what
you
say you will do.
 Respect
 This means respect for life, for property, for parents, for elders, for nature, and
for the beliefs and rights of others. It refers to courtesy, politeness, and
manners.
It means self-respect and avoidance of self-criticism
 Love
It means individual and personal caring that goes beneath and beyond loyalty
and respect. It means love for friends, neighbors even adversaries, and prioritized,
lifelong commitment of love for family.
 Unselfishness and Sensitivity
This means becoming more extra-centered and less self-centered. It means
learning to feel with and for others. It refers to empathy, tolerance, brotherhood,
sensitivityto needs in people and situations.
 Kindness and Friendship
This refers to awareness that being kind and considerate is more admirable
than
being tough and strong. It is the tendency to understand rather than confront,
and be gentle, particularly toward those who are younger and weaker. It is
ability
to make and keep friends. It means helpfulness and cheerfulness.
 Justice and Mercy
This refers to obedience to law, fairness in work and play. It is an
understanding
of the natural consequences and the law of the harvest. It refers to the grasp of
mercy and forgiveness and an understanding of the futility a carrying a grudge.

FILIPINO VALUES
Factors that Affect the Roots of the Filipino Character
(dela Cruz, 2005)

1. The Family &Home Environment.

2. Social Environment
3. Culture and Language
4. History
5. Educational System
6. Religion
7. The Economic Environment
8. The Political Environment
9 Mass Media
10. Political Environment

Strengths of the Filipino Character

 1. Pakikipagkapwa-tao (regard to others)
2. Family Orientation
3. Joy and humor
4 Flexibility, Adaptability, Creativity
5. Hard work and Industry
6. Faith and Religiosity
7. Ability to Survive

Weaknesses of the Filipino Character

1. Extreme Personalism
2. Extreme Family Centeredness
3. Lack of Discipline
4. Passivity and Lack of Initiative
5. Colonial Mentality
6. Kanya-kanya Syndrome
7. Lack of Self-Analysis and Self-Reflection
8. Manana Habit
9 The Fiesta Syndrome
10. Over Hospitality
8.2 Values Formation
Two factors Affecting Values Formation

Lesson 8. VALUES EDUCATION & FORMATION

Values Education

Values Education refers to the process that gives young people an initiation into values, giving
knowledge of the rules needed to function in this mode of relating to other people, and to seek
the development in the student a grasp of certain underlying principles, together with the ability
to apply these rules intelligently, and to have the settled disposition to do so. Some researchers
use the concept values education as an umbrella of concepts that includes moral education and
citizenship education Themes that values education can address to varying degrees are
character, moral development, religious education, spiritual development, citizenship education,
personal development, social development and cultural development.

Values education is therefore a term used to name several things, and there is much academic
controversy surrounding it. Some regard it as all aspects of the process by which teachers (and
other adults) transmit values to pupils. Others see it as an activity that can take place in any
organization during which people are assisted by others, who may be older, in a position of
authority or are more experienced, to make explicit those values underlying their own behavior,
to assess the effectiveness of these values and associated behavior for their own and others'
long term well-being and to reflect on and acquire other values and behavior which they
recognize as being more effective for long term well-being of self and others.

This means that values education can take place at home, as well as in schools, colleges,
universities, institutions and voluntary youth organizations. The Christian value formation is a
lifelong process of growing which gets its strength from Jesus' teachings and sermons.

Values Formation Two Factors Affecting Values Formation

Influences - These depend on a person's internal influences such as intellectual and emotional
capabilities

Experience Factor- like good influences, good experiences are needed in value formation.
Four Types of Experiences that Influence or Affect the Formation of Values
1. Liturgical Experiences
2. Bible Experience
3. Learning Experience
4. Human Experience

Teacher’s Insight

Self-awareness involves discovering our

deepest essence. As you grow in self-
awareness, you will better understand why you
feel what you feel and why you behave as you
behave.

To help people better understand their

interpersonal communication and relationships,
a cognitive psychological tool called Johari
window is very useful.

Success can be obtained depending on one's

behavior, feelings, attitude, belief, and programming.

To really understand human nature, and have good good relations with other people one
must understand the Important Realities of the Human Person and apply the Ten
Commandments of Human Relations.

Maslow's Hierarchy of Needs shows the eight different stages of human needs. It shows
that a person should first satisfy his basic needs before he is able to satisfy self-
actualization and self-transcendence.

Motivation direct behavior toward particular goals, lead to increased effort and energy,
increase initiation of, and persistence in activities, enhance cognitive processing, determine
what consequences are reinforcing, and lead to improved performance. It has two kinds
such as intrinsic motivation and extrinsic motivation.

Values refer to the understanding of a certain good for an individual or society which is
considered worthy or realization. It has two categories such as the values of being and the
values of giving.

Filipino values from rooted from different factors. It has strengths and weaknesses and all
we need to do is to apply its strengths and improve its weakness.

Values education is an umbrella of concepts that includes moral education and citizenship
education. Values can be formed and transformed based on experiences and influences.

Activities:
Name: ___________________________________________ Score: ________________
Course: __________________________________________ Date:
_________________

A. Concept Anchored

2. Define Self-awareness, motivation, values, and values education.

Self-Awareness
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Motivation
 __________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Values
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Values education
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

3. Explain each of the windows in the Johari’s window.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
 _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. Explain each stage in the Maslow’s Hierarchy of Needs.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

B. VALUE ANCHORED

Self-Awareness Questions
1. What are you strengths?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
2. How do your friends describe you? Do you agree with their descriptions? Why or
why not?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. List two situations when you are most at ease. What specific elements were present
when you felt that way?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. What types of activities did you enjoy doing when you were a child? What about
now?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. What motivates you? Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. What are your dreams for the future? What steps are you taking to achieve your
dreams?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
7. What do you fear most in your life? Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
8. What stresses you? What is your typical response to stress?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
9. What qualities do you like to see in people? Why? Do you have many friends as
youy just
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
10. When you disagree with someone’s viewpoint, what would do?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________

C. PSYCHOMOTOR ANCHORED
Pick five or six words that best describe you, and explain why did you chooses that
word.

Able Accepting Adaptable Brave

Calm Caring Cheerful Complex
Confident Dependable Dignified Extroverted
Friendly Giving Happy Idealistic
Independent Ingenious Intelligent Kind
Knowledgeable Logical Loving Modest
Nervous Observant Organized Powerful
Proud Quiet Reflective Religious
Responsive Searching Self-assertive Sensible
Sentimental Shy Silly Sympathetic
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

MIDTERM COVERAGE
(27 hours)

Intended Learning Outcomes

a. Develop awareness and preparedness and in times of catastrophic events

b. Apply the knowledge on the application of different First aid and Techniques

Specific Instructions in the Completion of this Midterm Coverage

1. You must read and understand the given Intended Learning Outcomes specified above and
use it as a checklist of acquired knowledge and skills after completing the entire coverage.
This shall be the basis of your teacher in designing the summative evaluation or term exams
that will be given soon.

2. You must carefully study the given lecture notes and take note of concepts that you did not
clearly understood so that you can communicate it to your teacher for clarification purpose
during his or her counselling time set for your class. Also, analyze the implication of the
concepts being applied in specific contexts.

3. Thoroughly understand the discussions presented, including your teacher’s insights to

better facilitate your comprehension on the subject matter being studied. Strictly follow the
instructions given in the learning guide and accomplish the given activities with utmost
diligence. If you have queries, always consult your teacher.

4. After completely reading all the materials, access the links/watch the videos of the lessons
given, along with this learning material to supplement your reading. (Please check your flash
drive for the content).

5. After comprehensively reading all the lessons and topics presented or watching the videos
provided and searching additional references related to the topics, you are directed to
accomplish all the activities and self-reflection questions given hereafter. Always carefully
read and analyze the instructions before you start answering.

6. Compile your outputs in your Learning Portfolio. Your teacher will inform you for the date of
the submission of your outputs.

7. If you have queries, always consult your teacher. Communicating to your teacher will make
your learning easier and enjoyable.

Key Terms:
  Calamity
 Disaster
 Common Accidents
 Preparedness
 First Aid
 Qualities

INTRODUCTION

The Philippines is an archipelago in the South China Sea China Sea that consists of
approximately 7100 islands (Gomez, et al. 1989) In fact, the Philippines contain one of the most
diverse ecosystems threatened by in the world. However, this biodiversity is threatened by
anthropocentric activities such as pollution, over fishing, tourism and a multitude of other direct
and indirect problems. In order for the ecosystems to coexist with humanity, essential steps to
fully inculcate environmental awareness among fellow Filipinos must be strengthened and
emphasized.

In addition, the nation suffers from being a less-developed Country where the majority
of the people struggle to survive through any means possible. The people are forced to resort
to unorthodox techniques in order to obtain income and protein to feed their families.
Environmental regulation and awareness does not characterize the Philippines. While
environmental regulations have been passed and are in the law books, enforcement of
legislation proves to be difficult. The Philippine government does not have the resources to
undertake environmental protection (Vande Vusse, 1989). Social and economic sustainability
has not yet been achieved to any appreciable degree; therefore environmental efforts are not
the main concern of the government or the people Furthermore, Goodland and Daly believes
that before a country can move forward with sustaining the environment through restriction,
the people who depend on the environment must be able to sustain themselves (Goodland and
Daly, 1996).

Disaster
Is a disturbance of a normal condition whether manmade or natural? This will caused damage
to lives, properties, and geographical contour of the area depending on the magnitude of effect.
Disasters happen when communities alone cannot manage an emergency resulting from
hazards, using their own resources. Thus, the community requires external assistance because
the damage and destruction exceeds their abilities and capacities.

Disaster Management

It includes the development of disaster recovery plans, for minimizing the risk of disaster
recovery plans, for minimizing the risks of disasters and for handling them when they do occur
and the implementation of such plans. Disaster management usually refers to the management
of natural catastrophes such as fire, flooding, or earthquakes.

Disaster Risk Reduction

According to ASEAN Agreement (2005) means a conceptual framework of elements
considered with the possibilities to minimize vulnerabilities and disaster risks through mitigation
and preparedness to avoid the adverse impact of hazards within thee broad context of
sustainable development.

Disaster Control
The act of limiting or mitigating the effects of disasters through the introduction of measures
designed to prepare the inhabitant and to protect their lives and properties before, during and
after a disaster.

Conflagration A large disastrous fire involving numerous buildings/ houses or structures.

NDCC is an inter- agency council responsible for disaster preparedness, prevention and
mitigation. It is chaired by the Secretary of National Defense with the heads of 18 departments.
The NDCC utilizes the facilities and services of the office of the Civil Defense as its operating
arm in the discharge of its functions. NDCC does not implement activities related to DRM since
it is a policy and coordinating agency. It operates through member agencies and its local
networks (regional, and local disaster coordinating councils) which are responsible for planning,
implementing, funding and carrying out specific activities related to DRM. NDCC adopted a
Disaster Management Framework to address the different stages of disaster management.

PHILIPPINE DISASTER REDUCTION AND MANAGEMENT ACT (RA 10121)

LEGISLATIVE 2010- The act shifted the policy environment and the way the country deals
with disasters from mere response to preparedness.

RA 10121 -provides a comprehensive, all- hazard, multi-sectoral, inter agency and

community based approach to disaster risk management through the formulation of the
National Disaster Risk Management Framework. RA 10121 provides for the calamity fund to
be used in support of disaster risk reduction or mitigation, prevention, and preparedness
activities for the potential occurrence of disasters and not just for response, relief, and
rehabilitation efforts. Local risk patterns and trends and decentralization of resources and
responsibilities are recognized by R.A 10121 and encourages the participation of NGOs,
private sectors, community based organizations, and community members in disaster
management. Moreover the act mandates the establishment of Disaster Risk Reduction and
Management office (DRRMO) in every province, city, and municipality, and a Barangay
Disaster Risk Reduction and Management Committee (BDRRMC) in every barangay.

DISASTER RISK REDUCTION AND MANAGEMENT (DRRM) Is a range of activities

(preparedness, mitigation, prevention, emergency response, recovery) that contribute to
increasing capacities and reducing immediate and long term vulnerabilities to prevent, or at
least minimize the damaging impact in a community.

ROLE OF THE YOUTH IN DISASTER PREPAREDNESS

1. SHARING THE MESSAGE- According to Ronan et.al (2008) youth can help share the
message of disaster preparedness.

2. Acting as change makers- Youth can act as change makers by sharing information they
learned in youth preparedness programs and helping parents and communities to prepare
for disaster, for example by developing a disaster plan or disaster preparation kit.

3. BRINGING CREATIVITYs- Youth can bring creative and resourceful ideas to disaster
preparedness efforts (Barlett 2008).

Manmade Disaster is caused by any untoward human activity resulting to damage to

properties and loss of lives. Below are some examples of manmade disasters with
corresponding preventive measures:

3 CATEGORIES OF MANMADE DISASTER

1. Armed Conflict and Civil Strife- Disaster management concern itself with various aspects
of armed conflicts and civil strife including the protection and support of displaced person
and refugees during the conflict, physical and economic reconstruction and social
rehabilitation in the aftermath of the conflict.( Mindanao Abu Sayyaf and Moro National
Liberation Front activities in Mindanao.

2. Technological Disasters- usually a result of accidents or incidents occurring in the

manufacture, transport or distribution of hazardous substances such as fuel, chemicals,
explosives or nuclear materials.

3. Disaster in Human Settlements- Urban fire is the kind of principal disaster. There can be
devastating effect when fires break out in low level communities or in depressed areas.

FIRE- is a product of combustible materials. In order to produce fire there must be fuel,
oxygen and heat

The Bureau of Fire Protection suggests these basics preventions:

A. During fire, close the door of the room where there is fire and close all doors as you
leave to delay the spread of fire and smoke.

B. Make sure to use the back of your hand in touching hot objects. If it feels warm stay on
the other side.
C. When there is too much smoke, cover your nose and mouth with wet towel drop to the
floor and crawl away from the fire.

D. Leave the affected area as quickly as possible without saving valuables or possessions;
and Plan your escape route before the fire spreads. Most of all, do not panic.

Nature of Fire

Elements of fire

A. Fuel – is an essential substance that burned on any matter capable of burning.

B. HEAT- is a form of energy capable of raising temperature . Hence the fuel must be
heated to its kindling temperature. There should the presence of sufficient oxygen which
comes from the surrounding air.

GENERAL CLASSIFICATIONS OF FUEL ARE;

1. CLASS A- There are the ordinary combustile materials which are mostly solid. 2. 2.
CLASS B– These are the kinds of fuel which are in liquid or gas state ( LPG, OIL, AND
OTHER PETROLEUM PRODUCTS.)

3. CLASS C- These are electrically energized fuel ( flat iron, electric fan, etc.)

4. CLASS D- metallic fire ( potassium, magnesium and other combustile metals.

HEAT- comes from the fuel itself which called spontaneous combustion. This contains
hydrocarbon (CH2) which comes from plants and animals.

VAPOR- is considered hydrocarbon which ignites when mixed with oxygen in air.

GENERAL CLASSIFICATIONS OF ENERGY (HEAT)

1. CHEMICAL ENERGY- It is the heat which results from chemical reaction -heat
decomposition-heat solution

2. ELECTRICAL ENERGY- It is the heat from the electricity.

-resistance heating

-arching

-short circuiting

-electric heating
 3. MECHANICAL ENERGY- It is the heat resulting from

- Friction

- Compression

4. SOLAR ENERGY- It is the energy derived the sun. It confines the distribution of
radiated even rays from the sun in one area.

5. Nuclear energy- It is the heat resulting from breaking or combining atom.

Heat fission- separating or breaking of an atom

Heat Fusion- combining atom together

STAGES OF FIRE

1. Incipient Stage- There is no visible smoke or flame.

2. Smoldering stage- There is smoke but no flame.

3. Flame Stage- There is an actual fire and heat builds up in the air.

4. Heat Stage- There is uncontrolled spread of super-heated air.

MOST COMMON SOURCES OF FIRE

1. Arson

2. Lightning

3. Kitchen Grease

4. Flammable Chemicals

5. Electrical short circuits

6. Debris burning in Forest and neglected camp

7. Overheated electrical appliance

CLASSES OF FIRE AND HOW THEY ARE EXTINGUISHED

1. CLASS A- Materials: wood, cloth, paper, trash, plastic and upholstery. Use water to
extinguish class A fires, soda acid or foam extinguishers.
2. CLASS B- Fire occurs out of flammable liquids and gases such as gasoline, oil grease,
paints, kerosene, solvents, etc.

Use dry powder foam, vaporizing liquid or carbon dioxide extinguishers for class B fires.
Don’t use water on class B fires it will speedily spread the fire.

3. CLASS C – This kind of fire originates from energized electrical equipment, fuse boxes,
wirings and appliances.

Using water should be avoided as it may cause shock or fatal electrocution.

4. CLASS D- Combustile metals are the sources of Class D fires such as magnesium,
potassium, and sodium and other materials.

OIL SPILL This can be accidental or intentional and can happen both in the sea or land
usually during collisions of transport vehicle.

NATURAL DISASTER

Natural Disasters occur when there is no human intervention to cause such and are often
referred to as “Acts of God”. These are some practical preventions.

1. FLOOD- When fast rising of water in an area has been observed, go to the higher
ground. Flood is the condition that occurs when water overflows the natural or artificial
confines of a stream or body of water or when run off waters from heavy rainfall
accumulates over low lying areas. The effects of floods can be local, impacting a
neighbourhood or community or very large affecting entire river basins and multiple
cities and towns. Flash floods have a dangerous wall or roaring water that carries mud,
rocks, and other debris that can sweep away most things in its path. Flooding overland
occurs outside a defined river, stream. Flooding can also occur when a dam breaks
producing effects similar to flashfloods.
2. TYPHOON- Always monitor the weather bulletin to the local weather bureau and local
government units.
3. TSUNAMI- When there is a fast decrease in the sea water level usually the tsunami
occurs and even after an earthquake. According to national Calamities and disaster
Preparedness Plan (august 24, 1988) is a series of travelling ocean waves of long length
and period usually caused by a seismic disturbances in the ocean floor.
4. STORM SURGE- pertains to the abnormal rise of water level along a shore as a result
primarily of the winds and pressures associated with storms.
5. EARTHQUAKE – One of the most frightening and destructive phenomena of nature is a
severe earthquake. Most earthquakes are due to the movement of large slabs of rock
called tectonic plates. Theses plates may be bent or stretched when the plates slide or
move against each other. Sooner or later the plates break and shift . The stored energy
is released in the form of waves when the break happens, which we feel as earthquake.
6. Earthquake is a sudden slipping or movement of a portion of the earth’s crust
accompanied and followed by series of vibrations.
If this occurs, cover your head with hard object like books, chairs and others and leave
the building immediately.

EARTHQUAKE INTENSITY SCALE

INTENSITY 1: SCARCELY PERCEPTIBLE

1. Under favorable circumstances, people can feel it.

2. Balanced delicate objects are disturbed slightly.

3. Still water in containers oscillates noticeably.

INTENSITY 11- SLIGHTLY FELT

1. It is felt by few individuals at rest indoors.
2. Objects which are hanging swing slightly
3. Still water in containers oscillates noticeably.

INTENSITY III- WEAK

1. Many people indoors especially in upper floors of buildings felt it. Vibration is felt like the
passing of a light truck. Some people feel dizzy and nauseated.
2. Objects which are hanging swing moderately.
3. Still water in containers oscillates moderately.

INTENSITY IV- MODERATELY STRONG

1. People indoors and some who are outdoors generally felt it. People who are sleeping
lightly are awakened. Vibration is felt like the passing of a heavy truck.
2. Objects which are hanging swing considerably. Dinner plates, glasses, windows and
doors rattle. Floors and walls of wood framed building creak.
3. Parked cars may rock slightly.
4. Water in containers oscillates strongly.
5. Rumbling sound may sometimes be hear.

INTENSITY V- STRONG

1. Most people indoors and outdoors generally feel it. Many people sleeping are awakened,
frightened, and some run outdoors. You can feel strong shaking and rocking throughout the
building.

2. Objects which are hanging swing violently. Some dinning utensils are clattering and
clinking; hence are broken, small, light and unstable objects may fall or overturn.

3. Leaves and twigs of trees are shaking noticeably.

4. Open containers filled with liquid spill. Vehicles rock noticeably.

INTENSITY VI- VERY STRONG

1. Many people are frightened and run outdoors. Some may loose their balance. Motorist
feel like driving with flat tires.

2. Objects and furniture which are heavy move or may be shifted.

3. In hilly and mountains areas, few rocks and boulders roll. You can see trees which are
noticeably shaken.

INTENSITY VII- DESTRUCTIVE-

1. Most people are frightened and run outdoors. People find it difficult to stand in upper
floors.

2. Objects and furniture which are heavy overturn or topple.

3. You can observe limited liquefaction, lateral spreading and landslides. Trees are
shaken strongly.

INTENSITY VIII- VERY DESTRUCTIVE

1. People panic and find it difficult to stand even outdoors.

2. Many well-built buildings are considerably damaged.

3. There is displacement of tombstones, twisted or overturned.

4. Manmade structures, tilt or tople brought by liquefaction and lateral spreading.

INTENSITY IX- DEVASTATING

1. People are forcibly thrown to the ground. All are frightened.

2. Most buildings are totally damaged. Elevated structures and bridges are toppled or
destroyed.

3. Plenty of utility posts, towers and monuments are tilted, toppled or broken. Water and
sewer pipes are bent, twisted or broken.

INTENSITY X- COMPLETELY DEVASTATING

1. All man-made structures are practically destroyed.

2. There are massive landslides and liquefaction, large scale subsidence and uplifting of
land forms and many ground fissures can be observed.
3. There are changes in river courses and destructive seethes in large lakes.

4. There are many trees that are toppled, broken, or uprooted.

AFTERSHOCK- It is an earthquake of similar or lesser intensity that follows the main

earthquake.

EPICENTER- The place on the earth’s surface directly above the point on the fault where
the earthquake rupture began. It expands along the fault during the earthquake and fault
slippage begins and can extend hundreds of miles before stopping

INTENSITY- the strength of earthquake based on the effects a person experiences during
an earthquake and on the damage it caused.

MAGNITUDE- A magnitude if 7.0 on the Richter scale indicates a extremely strong

earthquake. Each whole number on the scale represents an increase of about 30 times
more energy released than the previous whole number presented. An earthquake therefore
measuring 6.0 is about 30 times more powerful than one measuring

SEISMIC WAVES- These are vibrations that travel outward from the earthquake fault at
speeds several times per second.

SEISMOGRAPH- is a recording instrument used by the scientists to determine the

strength and location of earthquakes. It is equipped with sensors called seismometers that
can detect ground motions caused by seismic waves.

SEISMOGRAM- is the record of the wave printed on paper, film, or recording tape or is
stored and displayed by computers.

6. VOLCANIC ERUPTION- Keep updated with the reports and to the advice of the
volcanologist if you are living near a volcano. Out 220 volcanoes in the archipelago, 22 are
classified as active . The most active volcanoes in the Philippines are Bulusan,Mayon ,
Canlaon and taal. The most recent major eruption in the country is the Mt. Pinatubo
eruption in June 1991. PHIVOLCS forecast of the evnt saved at least 5 000 lives and US
$250 million worth of property and infrastructure.

You should prepare first aid kit, flash light and radio with batteries, matches, candles,
ready to eat food and extra cloth wrap in plastic bags before the occurrence of a natural
calamity.

7. TROPICAL CYCLONE- an intense weather disturbance such as typhoon and storm

composed of a big whirling mass of wind and rains similar to whirlwind, tornado or
waterspout but having immense or wide dimensions
 8. RADIOACTIVE FALLOUT- are dust particles of earth and debris together with
radioactive materials that cling to them, carried by wind for many kilometers and falling it
back to earth.

9. LANDSLIDES- brought by movement of masses of rocks, dearth or debris down a

slope. They are activated by earthquakes, volcanic eruptions, storms, fires and human
modification of land.

GENERAL EFFECTS OF DISASTER

1. Loss of life

2. Injury

3. damage to and destruction of property

4. Damage to and destruction of subsistence and cash crops

5. Disruption of production

6. Disruption of lifestyles

7. Loss of livelihood

8. Disruption of essential services

9. Damage to national infrastructure and disruption of governmental systems

10. National economics loss and

11. Sociological and psychological after effects.

Teacher’s Insight

Disaster is a disturbance of a normal condition that causes

damage to lives, properties, and geographical contour of the
area depending on the magnitude of effect. It can be divided
into two categories, man-made and natural.

Fire and oil spill are some of the man-made disasters while
flood, typhoon, tsunami, storm surge, earthquake, storm
surge, tropical cyclone, and landslides are some examples of
natural disaster.

The government and the citizens of the country have their

own roles and responsibilities in disaster management,
control and reduction based from RA10121.
It is really important to know all of these things about disasters and apply it to the real world so that
we can lessen the damage/s that it may bring to us.

II. FIRST AID

QUALITIES OF A GOOD FIRST AIDER

1. GENTLE- He should not cause pain in handling the victim.

2. Observant- He should notice all signs in the body of the victim

3. RESORCEFUL- He should make the best use of things at hand.

4. SYMPATHETIC- He should know how to comfort the victim.

5. TACTFUL- He should not alarm the patient as it may cause a nervous breakdown.

6. CHEERFUL- If the person has a happy expression, he can inspire confidence in the
victim.

THE NEED FOR FIRST AID

1. To prevent accidents.

2. To prevent added injury or danger,

3. To prevent suffering or death.

4. To train suffering or death,

5. To provide proper treatment when emergency occurs.

NINE GENERAL DIRECTIONS FOR FIRST AIDERS

1. Adjust the proper position of the victim.

2. Examine the victim. Check for injuries.

3. Give immediately needed first aid.

4. Maintain the victim’s body temperature.

5. Call a doctor.
6. Keep curious people away.

7. Make the victim happy and comfortable.

8. Proper and comfortable transportation should be given to the victim together with
tender loving care.

9. Don’t give any liquid to an unconscious victim.

FIRST AID, AND EMERGENCY SAFETY MEASURES

GOLDEN RULES IN EMERGENCY CARE

 Before administering first aid, identify yourself to the victim’s relatives or

companions. Provide comfort and emotional support, respect the victim’s,
modesty and physical privacy.
 Stay calm and don’t panic.
 Attend first to the most serious injuries. Ask onlookers to get or move away from
the injured person to have good ventilation.
 And loosen tight clothing when the victim has difficulty in breathing.

BANDAGING TECHNIQUES

TRIANGULAR BANDAGE- is usually made of muslin. It can be made by simply cutting

diagonally the 60 inch square of a piece of cloth, making it into two triangular bandages.

The longer side of the triangular bandage is called the base with both corners dubbed as
ends, The corner opposite to the base is called apex.
OPEN PHASE BANDAGING

STEPS IN APPLYING OPEN PHASE BANDAGE TO THE HEAD

1. In applying open phase bandage for the head, make a hem by

folding about 2 inches from the base.

2. With the hem positioned on the outside, put

the middle portion of the bandage’s base on the forehead just half a
finger above the eyebrows, at the same time allowing apex to fall
over the head .

3. Put the ends of the triangular bandage at the back of the head of
about half of an inch above the ears, crossing them over the
apex and bring it back towards the forehead and tie it in square
knot.

4. Firmly hold the compress portion by a hand with the other

hand pulling down gently the apex and making the
 compress snug; then bring the apex up and tuck it in over and in the bandage where it
should cross at the back of the head.

STEPS IN APPLYING OPEN PHASE BANDAGE TO THE CHEST

1. Position the triangular bandage on the top of the dressing of the chest
with the apex just below the armpit.

2. Gently pull the apex and the other end of the bandage passing around the
armpit towards the back of the victim and tie it in square knot, be sure to
leave extra length for extra tying.

3. Extend the other end of the bandage at the top of the shoulder by tying
additional handkerchief to it in cravat using square knot.

4. Tie the handkerchief to the extra remaining end of either apex or head
corner in square knot.

STEPS IN APPLYING OPEN PHASE ARM SLING BANDAGE

1. Put the apex of the triangular bandage below the armpit with one of the
two ends at the top of the shoulder.

2. Bring the lower ends of the triangular bandage over the arm at the top of the
shoulder around the back of the neck over.
3. Tie both ends using the square knot and twists the apex and tuck the
corner of the sling at the elbow.

STEPS IN MAKING UNDER ARM SLING BANDAGE USING THE OPEN PHASE.
1. Same with the step 1 of the arm sling, place the apex corner of the triangular bandage
below the armpit with one of the two ends at the top of the shoulder.

2. Position the lower end of the triangular bandaged over the arm passing
(through) under the armpit towards the back of the neck.

3. Tie both ends of the bandage using the square knot.

STEPS IN APPLYING OPEN PHASE BANDAGE TO THE HAND

1. Place the wounded hand in the middle of portion of the triangular

bandage.; be sure that the wrist is aligned at the base of the bandage.
Also, be sure that the fingers are separated from each other by inserting
absorbent materials in between fingers, the process will prevent the
fingers from chaffing and skin irritation.

2. Cover the fingers by placing the apex on the top of the hand
and tuck the excess parts of the bandage underneath the
fingers and form pleats on every side of both ends.

3. Bring one of the ends on the top of the hand and

take it around the wrist.
4. Just like step 3, bring the other end on the top of
the hand around the wrist.
5. Tie both ends using the square knot and hide
ends by inserting it to the bandage
 STEPS IN APPLYING OPEN PHASE BANDAGE
1. Hold the apex of the bandage at the open phase and make an overhand knot at around
three to four inches from the end corner of the apex .
2. Using the overhand knot at the apex as a reference point,
place it on the top center of the victim’s head. Following the
illustration, roll down gently both sides of the bandage right at the
back of the victim’s ear.
3. Instruct the victim to put his/her aligned to the throat with two
fingers pointing the chin. Slightly pull both end corner of the
bandage rolling it over the hand covering the two fingers and
again pull both ends gently towards the back of the head.
4. At the back of the head, cross both end corners and tie it in
square knot. Once tied, tuck in protruding corners of the bandage.

CRAVAT PHASE BANDAGE

Steps in applying a cravat bandage to the head

1. Cover the wound with a dressing and place the middle of

the bandage over the wound .

2. Cross both ends of the bandage and gently pull and warp
them in opposite directions around the head .

3. Tie both ends in square knot making sure that it is fully

tight.

STEPS IN APPLYING A CRAVAT BANDAGETO THE

OPEN PALM

1. Apply a dressing to the wounded area and lay the mid

of the cravat bandage over the palm with the ends
hanging on both sides.

2. Bring the end of the cravat from the little finger across
back of the hand rolling it upward over the base of the
thumb; gently and slightly pull it downward across the
palm.
 3. Hold the thumb end of the cravat and roll it across
the back of the hand and pull it over the palm
towards the hollow portion of the palm in between
the thumb and the palm.

4. Take both ends to the back of the wrist of the hand

and roll them crossing each other, and then roll
them up over the wrist and cross the both ends
again.

5. Roll both ends at the back of the hand and tie with a square
knot at the top of the wrist.

Teacher’s Insight

As a future medical practitioner, you should know how to

conduct basic first aid treatments because your top priority
is to save lives. You should aim to become a skilled first
aider, which means you should be gentle, observant,
resourceful, sympathetic, tactful, and cheerful in giving the
treatment. It is your goal to prevent additional injury or
danger to the victim, lessen the pain that s/he feels and
also to prevent him/her from dying.

However, even after training, remembering the right first

aid steps and administering them correctly can be difficult.
Hence, practicing it always can help you to master it.

Activities:
Name:___________________________________________Score: ________________
Course: __________________________________________ Date: _________________

A. Multiple Choice. Write the letter of the best answer for each question in the given
blank space before the number.
_________1. Triangular bandage is usually made of _____________.
a. cloth b. muslin c. gauze d. elastic wraps

_________2. The longer side of the triangular bandage is called_________ with both corners
called end.
a. apex b. corner c. base

_________3. In applying open phase bandage to the head, make a __________by folding
about 2 inches from the base.
a. cut b. hen c. fold d. hem

_________4. In applying open phase bandage to the head, step no. 4 that states to firmly
hold the compress portion by a hand, using the other hand gently pull
down the_________making the compress snug.
a. apex b. hem c. end d. base

_________5. In applying open phase bandage to the chest, step no. 1 position the triangular
bandage on the top of the dressing of the chest with the apex just below the
______________
a. neck b. armpit c. elbow

_________6. Step 3 of the arm sling open phase, requires to tie both ends using the square
knot and twist the________ and tuck the corner of the sling at the elbow.
a. end b. base c. hem d. apex

_________7. Step 2 of the underarm sling open phase, states that to bring the lower end of the

triangular bandage over the arm under the _________ towards the back of the
neck.
a. armpit b. elbow c. arm d. wrist

_________8. Step 1 of the hand bandage sling open phase, prescribed to place the wounded
hand in the middle portion of the triangular bandage and be sure that
the is aligned at the base of the bandage.
a. elbow b. wrist c. arm

_________9. Step 2 of the hand bandage open phase, states to cover the fingers by placing the

apex on top of the hand and tuck the excess parts of the bandage underneath
the fingers and form a ________ on every side of both ends.
a. fold b. knot c. pleats d. tuck

_________10. The prescribed width of the cravat phase is________

a. 2.5 inches b. 2.75 inches c. 3 inches d. 2 inches
B. Filling the blanks: Write in the blanks the necessary word or words to complete the
statement

1. Commonly, ___________ are caused of most domestic animal bites.

2. A ___________ virus that can be transmitted to humans by a bite of an infected dog.

3._____________ a type of phobia with irrational fear of water.

4. If the dog stares intensely, shut its mouth close, and with a forwarded body posture, then
the
dog shows the sign of being ______________

5. If the dog is panting, wagging its tail with a relaxed body posture then the dogs shows sign
of
being ____________

6. When confronted with an unknown dog, overly friendly or hostile dog, the preventive is to
_______________

7. If bitten by a dog the first thing to do is______________

8. If the dog dies within two weeks after the bite incident _____________________

9. After the dog bite wound has been cleansed, it should be _______________

10. The common reaction to insect bite is _______________

C. Enumeration. List down the following

A. Five things to do during emergency

1.___________________________________________

2.___________________________________________

3.___________________________________________

4.___________________________________________

5.___________________________________________

B. Five things to avoid during emergency

1.___________________________________________

2.___________________________________________
3.___________________________________________

4.___________________________________________

5.___________________________________________

D. Essay: Discuss the following briefly. (20 points each)

1. In your own little ways, how are you going to prevent man-made disasters?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________

3. How will you prepare if you learned that an earthquake will shake your place?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Application:

a. Make a video clip on how to prepare themselves in facing the calamity and disaster.
b. Students will simulate how to administer a first aid (demonstration). It should be
documented through video to be sent in the Teacher’s Email