NSTP-CWTS

NATIONAL SERVICE TRAINING PROGRAM

CIVIC WELFARE TRAINING SERVICE

BY CARLOS A. REYES
 National Service Training Program
 The Legal Basis of the National Service Training Program (NSTP)

The National Service Training Program (NSTP) Law or RA 9163 also known as “An Act
Establishing the National Service Training Program (NSTP) for tertiary level students,
amending for the purpose Republic Act No. 7077 and Presidential Decree No. 1706, and for
other purposes” was enacted last January 2002 to amend the Expanded ROTC.
This program is aimed to enhance civic consciousness and defense preparedness in the
youth by developing the ethics of service and patriotism while undergoing training in any of
it’s the (3) program components, specifically designed to enhance the youth’s active
contribution to the general welfare.
 The Development of the National Service Training Program

2000, December. Mark Welson Chua, a regular cadet of the ROTC (Reserve Officer’s Training
Course) Program of the University of Santo Tomas (UST), with another officer and some
cadets, filed a complaints on the irregularities of the program and the UST ROTC officers,
such as collection of unauthorized funds, physical and moral harassment, abuse of authority
or manhandling of subordinates, to the Department of National Defense (DND), which led
to the relief of the UST Department of Military Science and Tactics (DMST).

2001, March. Mark Welson Chua was found dead floating along Pasig River. His body was
thrown to the river and wrapped up with the carpet used in UST-DMST, faced wrapped tight
with packaging tape, and his hands bound at his back. At first, the parents were called for a
kidnap-for-ransom event, but days later raised before the said deadline for the ransom,
Mark was brutally killed. The father raised the concern to the court and the history of
Mark’s complaints about the ROTC Program came about. Mark’s parents suspected the
involvement of the DMST Training Staff and the ROTC Officers on the crime. A lot of
emerged which point to the involvement of the training staff and some ROTC Officers. This
event dramatically raised critiques of the ROTC program.
2001, June. The University Belt Consortium headed by UST called for the abolition of the
ROTC program in response to the complaint of Mark Chua, his death, and student council
advocacies. It appealed that the program did not meet the constitution it was based, and that is
perpetuated the power of the military over the liberal University orientation. It claimed that the
program being a requisite for graduation showed that the Commandant was the one to decide
whatever a student shall graduate or not and therefore stealing the University the right and the
authority to proclaim a University student as its graduate. Other concerns and reasons have
emerged, among them are from professionals, student council presidents of different
universities, and government officials.
Those in favors of the abolition of the ROTC Program reasoned that the ROTC program
was destructive in nature because of the following reasons:
 it exposed the student to the tricks and trade of bribery, graft and corruption,
and a foretaste and a foretaste of military brutality,”
  “school’s permission was never sought for other fees that the ROTC program is
imposed on the student;”
 “Many young men look at ROTC as a waste of time and money that they would
rather devote for study and rest;”
 “Student [received] little instructions and benefits but much hardship and
harassment;’’
 Illegal actions “become [the students’] first - and lasting - impression of the
military: corrupt, abusive, and hiding behind the veneer of the nation’s defense
system to prey on defenseless civilians.”
However, some government officials suggested instead that a reform should be made.
The officials emphasized the importance of the program given the role it plays for national
security and defense. They also pointed out that the problems incurred did not result from the
program itself, but originated form the people in it. The response of the Armed Forces of the
Philippines (AFP), on the other hand, was quite predictable. The AFP reasoned that such civil
obligations have been recognized since 1935, and that such moves to abolish the program have
doubtlessly ulterior self-serving motives, maybe personal, for the students to escape hardships,
or institutional for the university to show its strength over national interest.
The motives, however were merely suspicious and in response to the increasing
controversies over the stand of the government, many bills both form the House of
Representative and the Senate, were field, among them are:
 SB 41: Citizens Police Training and Community Service Act;
 SB 60: Optional Military Training Act;
 HB 535: An Act Establishing the National Service Training Program (NSTP) for Higher
Education Institutions.
 HB 607: An Act Establishing an Optional ROTC Program for all Educational
Institutional and for Other Purposes;
 HB 1252: An act Establishing the National Service Training Program as a Substitute
for the Reserved Officer’s Training Corps Program, Amending for the Purpose Certain
Provisions of the Commonwealth Act No.1 otherwise known as the “National
Defense Act”, and
 Republic Act No. 7077, otherwise known as the “Citizen Armed Force or the Armed
Forces of the Philippines Reservist Act,” and for Other Purposes;
 HB 1253: An Act Suspending the Operation of Republic Act No.7077, Entitled “Citizen
Armed Force or Armed Forces of the Philippines Reservists Act,” With Respect to the
Provisions on th Reserve Officers’ Training Corps Program for the Scholl Years 2001-
2002-2003 and 2003-2004.
 HB1684: An Act Making the Reserve Officers’ Training (ROTC) Optional for All
Students in All Colleges and Universities, Amending Thereby Pertinent Provisions of
Republic Act 7077 Otherwise Known as an Training, Maintenance and Utilization of
the Citizen Armed Forces of AFP and for Other Purposes;
 HR 0024: Resolution Directing the Appropriate Committee to Conduct an Inquiry in
Aid of Legislation into the Proposed Abolition of the Reserved Officers’ Training
Corps (ROTC) By Rep. Rafael Nantes; House Bill 2806: Optional ROTC Act of 2001.
Suggested Reforms
Government official, Manuel L. Quezon III, a De La Salle University – Manila alumnus,
suggested that ROTC Program be voluntary as an option to render national service. He
emphasized that selflessness and sacrifice are most properly motivated by the spirit of
volunteerism. Apart from the suggestion, he also discussed the lack of the government
attention and funds on such programs. He proposed that the government must be the one to
issue the uniforms, needed snacks and “financial compensations by way of school subsidies or
credits,” and scholarship opportunities for officers. Although not all of those suggestions were
followed, the emphasis on volunteerism issued the essential element for the subsequent
development of the National Service Training Program (NSTP).

HISTORY OF NSTP
(Syjuco, J.G. Military Education in the Philippines)
EARLY YEARS
 The Spanish Years - During the Spanish colonial years, there was a training course,
similar to what is presently known as ROTC, at the University of Sto. Tomas.
 Modern ROTC Begins – To most contemporary writers, however, real ROTC in this
country did not start until 1912, when military instruction was conducted at the
Universities … the inclusion of the ROTC Course in their respective curricula.
POST MARCOS ERA
 The CMT Years – Citizens Military Training replaces ROTC
 The Return of ROTC – Republic Act 7077, or the AFP Reservist Act
PRESENT DAY
 ROTC Crisis of 2001 – Student protest threaten the very existence of ROTC.
 Mandatory No-More – The end of mandatory ROTC in the Philippines, and the
establishment of the National Service Reserve Corps

The NSTP Act

Republic Act 9163, also known as the NSTP Act 2001, was created form the combination
of the Senate Bill 1824 and House Bill 3593.This program comprises of the following
components: ROTC, Civil Welfare Training Services (CWTS), and Literacy Training Services (LTS),
which are made optional which freshman students can choose from at the start of the
enrollment. State Universities and Colleges (SUCs) and other institutions of higher learning are
required to offer the ROTC and CWTS Program.
The NSTP is also known as “An Act Establishing the National Service Training Program
(NSTP) for tertiary Level Students, Amending for the Purpose Republic Act No. 7077 and
Presidential Decree no. 1706, and for other Purpose Republic Act No. 9163. It was signed into
law in January 23, 2002 amidst the various calls of dissenting sectors for its abolition or reform.
 It invoked the constitutional provision regarding the “duty of the state to serve and
protect its citizens’” specifically Article II(Declaration of Principles and State Policies), Section 2,
which states that “ The prime duty of the government is to serve and protect the people. The
government may be required under conditions provided by law, to render personal military or
civil service.” This is the same principle that created and sustained the Reserve Officers Training
Corps.

Primary Objective

The Primary objective of the NSTP law is to promote the role of the youth in nation-
building. As such, it aims to encourage the youth to become civic and/or military leaders and
volunteers who could be called upon by the nation in cases their services are needed.
Compared with the ROTC which specializes in military training, and the E-ROTC which
granted three options for students yet was limited in implementation, the NSTP law ensure that
the three components – Civic Welfare Service, Literacy Training Service, and Reserve Officers
Training Corps – are given the same and components, the duration of the training coverage,
etc.

The Three NSTP Components

The National Service Training Program is composed of. Three different components. The
Civic Welfare Training Service (CWTS) is geared towards activities that have social impact
through activities that could contribute to “health, education, environment, entrepreneurship,
safety, recreation and morals of the Citizenry,” thus the CWTS component of the NSTP stresses
the importance of youth Involvement in broad programs or activities that will benefit the
people.

While the CWTS focuses on programs to enhance the living conditions of the people, the
Literacy Training Service (TTS) has a more limited yet equally useful objective that is to “train
students to become teachers of literacy and numeracy skills to school children, out-of-school
youth, and other segments of society in need of their service.” LTS thus specializes in the
education of the people while empowering through education.

Meanwhile, Reserve Officers' Training Corps (ROTC), while deemed equally important
by the NSTP law (it maintained its existence and nature mentioned in RA 7077 having the
primary objective to prepare the youth in national defense, becomes merely a component of
the program.

The NSTP requires male and female students to undergo the program they have chosen
tor two (2) semesters or one (1) academic year in contrast with the ROTC which required males
to take military training for four (4) semesters or two (2 academic years. Students taking up
NSTP will get three (3) units from taking the program equivalent of 1.5 units every semester.
Thus, in contrast to the mandatory-yet free- ROTC, students will now have to pay for their
NSTP. This includes the former cadets of the ROTC who enjoyed the free reservist program.
Also, the law states that private learning institutions could offer one of the three options but
required state colleges and universities to maintain their ROTC units together with an
alternative unit from the two other options. The law also limits the existence of the ROTC in
private and vocational institutions requiring it to have 350 cadets for it to be called a unit,
otherwise and considering other factors such as insufficient cadet number, lack of logistics to
support ROTC Program of instruction (POI), etc. -cross-enrolling the students to other schools
for their NSTP is an option.

The goal of the law and of the program is to harness the strength and capacity of the
youth to contribute to nation-building, thus the National Service Reserve Force is created to
enlist CWTS and LTS graduates equivalent to the Citizen Armed Force of the ROTC. In the event
that the state will need people for its civic and literacy activities, it will merely utilize the
personnel of the reserve force, the student volunteers the NSTP-CWTS and the NSTP-LTS has
produced. As with the need of the Armed Forces for additional force for its defense campaigns,
it can easily use its body of reservist in the Reserve Command.

Importance of National Service Training Program

National Service is another name for a period of compulsory service or conscription to

one of the armed forces of a government. Citizens of a country, typically males, between the
ages 18 and their late 20’s are drafted for military service, usually for a period of not less than
one year. A national service program can provide manpower to supplement existing military
bodies in the event of warfare, natural disaster or national emergency.
The term National Service became common during the Second World War in Britain when the
entire population were required to register with the ministry of Labor. The majority of men
between the ages of 18 and 51 were “called up” for military service, with the exception of men
working as farmers, skilled tradesmen, policeman and firemen, etc. who were exempt from
military service due to their contribution to the “war effort” on home soil.

There are several schools of thought on why National Service is important, but perhaps some
of the more widely held beliefs are that it can:
 Build sense of teamwork and loyalty,
 Provide discipline,
 Promote respect for others, and
 Encourage honest and integrity.

 Teamwork and loyalty is one of the driving forces behind National Service and it is instilled
that the team and the mission comes first, before oneself, even when the going gets tough.
Adopting these attitudes earlier in adult life is more likely to encourage a team -focused
approach throughout life.
 Discipline creates an ability to follow rules and helps to define an acceptable pattern of
behavior. Self-discipline not only sets a good example to others, but works to achieve a
common goal, especially within a team environment.
 Respect for others is recognition that someone has a value and, while we might not always
agree with what they do or say, respect for their right to hold that opinion must be
maintain. Treating people how one would expect to be treated is a key part in showing
respect for others.
 Honesty and integrity are key qualities that are promoted during National Service – being
truthful promotes trust within a within a team and heaving integrity demonstrates that one
supports one’s own morals and ethics, with no malpractices, further increasing bonds
between team members and fostering a desire to work together to achieve a common goal.

Is every first-year student covered by the NSTP Law?

 Yes, every first-year student starting School Year 2002-2003, male or female, enrolled in
any baccalaureate degree and in at least two years Technical-Vocational or associate
course is required to complete at least one of the three components of the NSTP as a
graduation requirement as stipulated in Republic Act No. 9163, Rule 3 section 4a.

What if a student a second-degree taker? Or a graduate of associate course before SY 2003-

2004? Or a transferee which took the NSTP from other University?

 Based on Republic Act No. 9163, Rule 3, sections 4a1, 4a2 and 4a3, student who
finished or graduated before School year 2003 and 1004 area exempted to the NSTP.
Also, exempted are those students who completed any of three components but
considered freshmen to the course where they transferred or shifted, foreign students;
and students of Philippine Merchant Marine Academy, Philippine National Police
Academy, and Philippine Military Academy in view of the special character of these
institutions.

How long will it take to finish the NSTP program?
 Rule 6, sections 6a in 6b of Republic Act no. 9163 classifies the course duration of NSTP
wherein every student should take NSTP for an an academic period of two semesters
which consists of three units per semester with a minimum of 54 hours and a maximum
of 90 training hours per semester or it can be undertaken for one summer program in
lieu of two semesters.

How much is payment for taking an NSTP?

 The NSTP tuition is paid at 50% off of the current tuition fee per unit of the University.
For example, if a student is paying 200 pesos tuition per unit for a subject with three
units, he she may pay 600 pesos tuition. If the same student takes the NSTP subject, the
student may be 300 pesos only. This is reference of rule 4, section 9 of the NSTP law
which states that:

“No fees shall be collected for any of the NSTP components except basic tuition, which
should not be more than 50% of the charges of this school per academic unit.”
What will happen after the students have complied with the NSTP program?
 Every student will be given a certificate of completion with corresponding serial number
issued, by CHED, TESDA, and DND as reflected rule 6, Section 12 of Republic act No.
9163. All of graduates of the CWTS and LTS component s of the NSTP Shell belong to the
National Service Reserve corps. (NSRC) and could be tapped by the state of literacy and
civic welfare activities especially in times of calamities, while those graduates of ROTC
shall form part of the Citizen Armed Forces pursuant to republic act No. 7077 as
stipulated in Rule 5, section 11a and 11c of the NSTP la.

Who are covered by the suspension of the ROTC requirement?
 The completion of ROTC training as a requisite for graduation is set aside for the
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 in their
respective schools.

What happens to male students who are currently enrolled and have not taken nor
completed the ROTC requirements for graduations?
 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) Law
Enforcement Service (LES) Shall be covered by the NSTP Law.
 Male students who have completed two semesters of the expanded ROTC (E-ROTC)
National Service Program (NSP) are deemed to have complied with the NSTP
requirements.
 Male students who are not covered by section 12 of these rules and have taken only the
one (1) semester of basic ROTC or E-ROTCNSP shall take Any of the NSTP components to
qualify for graduation.
 Students who want qualify for enlistment in the Reserve Force or attend the advance
ROTC program shall undertake a special program for this purpose

How are Clustering and Cross enrollment done?
 Clustering of the student from different education institution during chemistry or
summer periods maybe done for any of the NSTP component, taking into account
logistics, branch of service and geographical location. The host school shall be
responsible in managing the program
 Schools that do not meet the required number of students to maintain the optional
ROTC and any of the NSTP components, or do not offer the component chosen by the
student shall allow their students to cross enroll in other school irrespective of weather
such school is under CHED or TESDA; and in the case the students taking the ROTC
components irrespective of whether the two semesters shall be taken from different
schools whose ROTC is managed by different branches of service of the armed forces of
the Philippines (AFP).
What is NSTP-one summer program (NSTP-OSP)
 NSTP-OSP Is created under RA 9163 or the NSTP Act of 2001. Especially section 6 and
jointly devised, formulated and adapted by DND, CHED and TESDA.NSTP-OSP is
established for the three (3) components: ROTC, CWTS and LTS. This is intended for
graduating student’s baccalaureate or at least two years technical-vocational or
associated course. Who have yet to comply with the NSDPS as a requirement for
graduation, as well as for students, thus allow them to concentrate on the academic
subjects and other co-curricular concerns.

What is the National Service Reserve Corps (NSRC)?
 NSRC is created under section element of RA 9163 or the NSTP Act of 2001, compose of
graduates of the non-ROTC components, the CWTS and LTS. Members of this corps
maybe tapped the state of literacy and Civic Welfare activities, through the joint efforts
of DND, CHED, and TESDA.
 Citizenship
 What is Citizenship?

Citizenship denotes the link between a person and a state or an association of states. It
is normally synonymous with the term nationality although the latter term may also refer to
ethnic connotations. Possession of citizenship is normally associated with the right to work and
live in a country and to participate in political life. A person who does not have citizenship in
any state is said to be stateless.

Nationality is often used as a synonym for citizenship notably in international law

although the term is sometimes understood as denoting a person’s membership of a nation.

What are factors determining citizenship?

The modern sense of citizenship is usually based on one or more of these factors:

 Parents are citizens. If a person has one or both parents who are citizens of a given
state, then the person is normally a citizen of that state as well. Citizenship granted
in this fashion is referred to by the Latin phrase jus sanguinis meaning “right of
blood” and means that citizenship is granted based on ancestry or ethnicity, and is
related to the concept of a nation state common in Europe. A person could be born
outside of the physical territory of a country, but if his or her parents are citizens,
thought the child is a citizen as well. States normally limit the right to citizenship by
descent to a certain number of generations born outside the state. This form of
citizenship is common in civil law countries.
 Born within a country. Many people are presumed to be citizens of a state if they
were born within its territory. Citizenship granted in this fashion is referred to by the
Latin phrase jus soli meaning "right of soil". This form of citizenship is common in
common law countries and originated in England where those who were born within
the realm were subjects of the king.
 Marriage to a citizen. Citizenship can also be obtained by marrying a citizen, which is
termed jure matrimonii.
 Naturalization. States normally grant citizenship to people who have Immigrated to
that state and have resided there for the given number of Years. Sometimes aspiring
citizens may have to pass a test, swear allegiance to their new state and renounce
their prior citizenship.

 Philippine Citizenship

Who are Philippine citizens under the present Constitution?

 The 1987 Constitution, Article IV, Section 1 provides:
Section 1. The following are citizens of the Philippines:
  Those who are citizens of the Philippines at the time of the adoption of this
Constitution;
 Those whose fathers or mothers are citizens of the Philippines;
 Those born before January 17, 1973, of Filipino mothers, who elect Philippine
citizenship upon reaching the age of majority, and
 Those who are naturalized in accordance of law.

Who is a natural-born Filipino citizen?

 Natural-born citizens are those who are citizens from birth without having to perform
any act to acquire or perfect their Philippine citizenship. Those who elect Philippine
citizenship in accordance with the Constitution shall be deemed natural-born citizens.

What are the modes of acquiring citizenship?
 There are two (2) generally recognized modes of acquiring Philippine citizenship,
1. By birth; and Namely
 Jus soli (right of soil) which is the legal principle that a person’s nationality at
birth is determined by the place of birth (ie, the territory of a given state).
 Jus sanguinis (right of blood) which is the legal principle that, at birth, an
individual acquires the nationality of his/her natural parent/s. The Philippines
adheres to this principle.
2. By naturalization which is the judicial act of adopting a foreigner and clothing him
with the privileges of a native-born citizen. It implies the Renunciation of a former
nationality and the fact of entrance into a similar Relation towards a new body
politic. (2 Am.Jur.561, par. 188)

What are the bases of acquiring citizenship?

There are 3 bases for acquiring citizenship by birth, namely:
 Jus soli (right of soil) which is the legal principle that a person’s nationality at birth is
determined by the place of birth (ie, the territory of a given state).
 Jus sanguinis (right of blood) which is the legal principle that, at birth, an individual
acquires the nationality of his/her natural parent/s. The Philippines adheres to this
principle;
 Naturalization which is the judicial act of adopting a foreigner and clothing him with
the privileges of a native-born citizen. It implies the renunciation of a former
nationality and the fact of entrance into a similar relation towards a new body
politic.

Who may qualify as Philippine citizen by naturalization under the Revised Naturalization Act?
Under Section 2 of the Revised Naturalization Law the applicant must possess the
following qualifications:
 He must not be less than twenty-one years of age on the day of the hearing of the
petition,
 He must have resided in the Philippines for a continuous period of not less than ten
years,
  He must be of good moral character and believes in the principles underlying the
Philippine Constitution, and must have conducted himself in proper and
irreproachable manner during the entire period of his residence in the Philippines in
his relation with the constituted government as well as with the community in which
he is living;
 He must own real estate in the Philippines worth not less than five thousand pesos,
Philippine currency, or must have some known lucrative trade, profession, or, lawful
occupation;
 He must be able to speak or write English or Spanish or anyone of the principal
languages,
 He must have enrolled his minor children of school age in any of the public or
private schools recognized by the Bureau of Public Schools of the Philippines where
Philippine history, government and civics are taught or prescribed as part of the
school curriculum, during the entire period of the residence in the Philippines
required of him prior to the hearing of the petition for naturalization as Philippine
citizen.

Who are not qualified to apply for naturalization of the Revised Naturalization Law?
Under Section of 4 of the Revised Naturalization Law, the following persons cannot
qualify for Philippine citizenship:
 Persons opposed to organized government or affiliated with any association or group of
persons who uphold and teach doctrines opposing all organized governments;
 Persons depending or teaching the necessity or propriety of violence personal assault,
or assassination for the success and predominance of their ideas:
 Polygamists or believers in the practice of polygamy;
 Persons convicted of crimes involving moral turpitude,
 Persons suffering from mental alienation or incurable contagious diseases
 Persons who during the period of their stay in the Philippines. Have not mingled socially
with the Filipinos, or who have not evinced a sincere desire to learn and embrace the
customs, traditions, and ideals of the Filipinos,
 Citizens or subjects of nations with whom the Philippines is at war;
 Citizens or subjects of a foreign country other than the United States, whose laws do not
grant Filipinos the right to become naturalized citizens subject thereof.
 Community Development and
Modernization
In biological terms, a community is a group of interacting organisms sharing a populated
environment. In human communities, 1ntent, belief, resources, preferences, needs, risks, and a
number of other conditions may be present and common, affecting the identity of the
participants and their degree of cohesiveness.

In sociology, the concept of community has led to significant debate, and sociologists
are yet to reach agreement on a definition of the term. There were ninety-four discrete
definitions of the term by the mid-1950s.

Traditionally a “community” has been defined as a group of interacting people living in a

common location. The word is often used to refer to a group that is organized around common
values and is attributed with social cohesion within a shared geographical location, generally in
social units larger than a household. The word can also refer to the national community or
international community.

The word “community” is derived from the Old French community which is derived from
the Latin communities (cum, “with/together” + minus, “gift”), a broad term for fellowship or
organized society. Since the advent of the Internet, the concept of community no longer has
geographical limitations, as people can now virtually gather in an online community and share
common interests regardless of physical location.

Getting from the context in an online site, Community development (CD) is a broad term
applied to the practices and academic disciplines of civic leaders, activists, involved Citizens and
professionals to improve various aspects of local communities. It seeks to empower individuals
and groups of people by providing these ‘groups with the skills they need to affect change in
their own communities. These skills are often concentrated around building political power
through the formation of large social groups working for a common agenda.

Community development is a process conducted by community members. It is a process

where local people can not only create more jobs, income and infrastructure, but also help
their community fundamentally better able to manage change It builds the five capitals of a
community physical, financial, human, social and environmental. It is through participation in
their community that people rethink problems and expand contacts and networks building
social capital. They learn new skills, building human capital. They develop new economic
options, building physical and financial capital. They also can improve their environment.
 Community Plus Development

Community development combines the idea of "community" with "development". It

was discussed earlier the concept of community a group of people with a shared identity.
Hence, community development relies on interaction between people and joint action, rather
than individual activity what some sociologists call "collective agency".
"Development" is a process that increases choices. It means new options, diversification,
thinking about apparent issues differently and anticipating change.

Putting the two terms together community development means that a community itself
engages in a process aimed at improving the social, economic and environmental situation of
the community.

The community is both the means and the end of community development. The
community itself takes action and participates together. It is through this action that the
community becomes more Vital, not just economically but as a strong functioning community
in itself.

Community development improves the ability of communities to collectively make

better decisions about the use of resources such as infrastructure, labor and knowledge.

 Development, Not Just Growth

Regardless of the definition, community development is not just “growth” Growth

means more jobs and more investment but implies “more of the same”. It does not necessarily
increase choices, networks or ability to manage change.

Development can also sometimes mean “less, fewer people in a community, or the loss
of a manufacturing plant for example could improve the circumstances of what people value in
the community. Development can occur without growth and growth can occur without
development.

 Community Development or Economic Development

Economic development is part of community development. Local industry development

involves facilitation of relatively small groups of industry people addressing specific issues, such
as discussion groups or market alliances. This is part of economic development.

Economic development involves many of the elements of community development,

such as participation, rethinking, action learning etc. However, it specifically aims to improve
the relative economic position of the community. Some authors argue that it does not
necessarily lead to improved quality of life nor involve “collective agency”. Economic
development largely aims to improve employment, Income and the economic base of the
community.

Economic development is part of community development, which seeks to build all five
community capitals, not only enhancing the community ‘s economy but its environment, social
structures, attitudes and assets.

 Community Development Principles

There is no recipe for a process of community development. Rather, a set of key

principles guide a flexible process of engagement and action as follows:
1. where people are the existing concerns and situation of people is the starting point
of community development,
2. Community development creates a vehicle for people to act on existing concerns,
3. The passion and enthusiasm of local people drives action. Belief, motivation and
commitment are the "fuel in the tank" of community development.
4. Community ownership/involvement the community makes and implements
decisions and the community's initiative and leadership is the source of change,
5. People build motivation and community capacity through participation and active
involvement in decision-making and implementation,
6. Inclusiveness all citizens should be given an equal opportunity to involved.
7. Effort is required to encourage diverse sectors of the community to participate
8. External facilitators and resource people are invited in” to work with rural people,
rather than working for them, or delivering services to them. They have a
responsibility to challenge and suggest, but not make or influence community
decision-making,
9. activities foster leadership, entrepreneurship and altruism.
10. The existing capacity of people and their community need to be recognized and
appreciated as well as creating opportunities for them to build their capacity,
11. A holistic approach 1s used building economic, human, social and environmental
aspects of community as an interrelated whole.
12. “Reframing-community development helps people redefine problems and
opportunities and discover new options,
13. Changed attitudes and networks are as important as material outcomes,
14. A diversity of opinion and perspective is welcomed,
15. Success, no matter how small, needs to be recognized and celebrated,
16. Activities should be fun and social,
17. Not all communities are suited to, or prepared for, development activities.

 Ingredients for Successful Community Development

The key elements or ingredients for successful community development are:

 1. A slight level of dissatisfaction motivation and enthusiasm based on a feeling that
“things could be better”,
2. Belief and expectation of self-help- a belief in the future of the community and a
conviction that realizing that future depends on the action of community members,
3. Local Leadership committed formal and informal leaders that can enthuse and support
others, foster “shared leadership”, accept criticism, and act as local champions for
community development efforts,
4. Collaboration a strong culture of cooperation and participation,
5. Willingness to experiment and take advantage of opportunities,
6. Cultivate Allies actively seek, inform, and network with outside supporters,
7. Work hard and stay with the process, especially when there is a setback,
8. Focus on specific actions without losing sight of the "weird and wonderful". Given these
principles and "ingredients", what would a process of community development look
like?

 Community Development Process

The key to community development is facilitating a community in applying the principles

to guide a flexible series of actions that are appropriate for the situation of the community.
There are many models and frameworks for community development processes. There is a
trade-off between communities having clear future plans for step-in the process and retaining
flexibility and versatility. Considerable skill, confidence and judgment are needed to maintain
an adaptable community-led process guided by the principles of community development.

While the application of principles in a flexible process is the key, the list below
describes a sequence of key steps in a community development process. Steps are not
prescriptive, but they rather describe the usual stages, that most communities go through
during a versatile process of community development. Communities may not progress through
all the steps and some may occur concurrently.

1. Community Preparedness. Communities need to have Some of the key ingredients for a
development process motivation, local leadership, a sense of ownership. Not all
communities are interested in, or prepared for, undertaking a process of community
development. At any one time, only a few communities may see the need, or have people
motivated to organize and lead the community in development activities. Communities may
have only a couple of the ingredients for success.

2. “Bubbling” Concerns. Community development processes develop from a situation where

issues and concerns are “bubbling” around. People are concerned, enthusiastic, motivated,
frustrated. Private “troubles become public concerns as people share issues that matter to
them individually people may begin to see some advantage for them in community
improvement. They also may have altruistic feelings of contributing to the welfare of the
whole community.
3. Stimulus. Often, a stimulus brings the "bubbling situation to a head. A local crisis, such as
famine closing or business leaving town sparks community action. A local leader, a local
community group or several concerned citizens may galvanize community action. "Outside
input such as a visit by a community facilitator, hearing what another community has done,
or-a visit by local people to a conference may stimulate action. In "prepared" communities
even an impassioned speech may turn concern to action.

4. Initial Organization and Involvement. After a stimulus often the first step is an event that
brings the community together -usually at a public meeting or forum. At this point,
community representatives may invite a facilitator or resource person into the community
to help with suggestions, information and the process itself. Some community members
may have a clear idea or what is needed or what they want to do. Others may simply want
to do something" to improve their community but are not sure what.

5. Engagement and Issues Identification. After some initial organization, a key step is activities
to engage local people and give as diverse range of citizens the opportunity to be involved.
Engagement of people occurs throughout a community development process, but it is
crucial to actively foster involvement early in the process,
There are several important aspects of engagement. First, it involves understanding the
existing concerns of community members. This means Identifying what people have passion
for, what they feel community issues are, and how interested they are in being involved. Basic
questions here are
What are your concerns? “How would you like your community to be?” “Would you like to be
involved?”
Second, it is important to ask citizens how they would like to participate. In many
community efforts local leaders overlook this. They often choose participation opportunities
that they are familiar with, often opting for traditional meetings and committees by default.
Asking people how they would like to be involved and actively seeking alternative
organizational arrangements and events that are fun and social will help people participate.
Often this leads to a judgment about how prepared the community is to conduct a
development effort, and how people would like to plan the process. It also generates trust,
involvement and identifies local “champions”.
Third, some community members may wish to pursue a particular idea they have
passion for, such as a new business, streetscape or a shop local campaign. The process needs to
allow these people to get started on acting on the idea even though not everyone may agree or
it may not seem to be a priority. Passion drives community development and a balance must be
struck between supporting passionate people and longer-term self-examination and
prioritization.
There are many techniques for engagement and issues identification. They include one
on one discussion, surveys, focus groups, public meetings, charities, community
“conversations” and many more.

6. Initial Considerations. As a community begins to organize, some questions are crucial lor
the community to answer:
 o Where are we at?
o How do we want our community to be?
o How do we get there?
o Who can help us?
These questions provide the framework of a community development process. They are
difficult to answer because the responses are largely value statements about what people see
as worthwhile or significant in their community. Opinions will vary markedly. Yet answering
these questions is the cornerstone of the process.
Another vital question for community members is “what are your concerns?” People's
concerns drive motivation and action. It is important for people to elect community
development activities that address their concerns – to help people take action themselves on
what they are motivated about.

7. Purpose and Goals. From initial engagement and considerations communities need to
develop a purpose and goals for a development effort. It's best if these are achievable and
can be clearly defined and articulated. The purpose may be a broad vision statement or a
more specific intention to improve a particular aspect of the community. Goals need to be
specific, measurable, and achievable and may include achieving other stages in the process.
It is also useful or people to raise their hopes for the process of development itself. For
example, that a broad range of people will be involved, that we can really improve
employment. People need to also raise any concerns they have for the process. For example,
that conflict may be difficult to manage or that people may not wish to be involved.

8. Self-Examination. A period of self-examination and community analysis helps people to

appreciate their community S Situation and existing Capacity, to rethink problems and
issues, and to identity new options. The purpose is not just data-gathering, but awareness-
raising, involvement and reframing. Hence. the involvement of the community in self-
examination is critical. An outside consultant can examine a community and recommend
options. However, the extent of rethinking, ownership and contacts built-in the community
are usually far less than if the community itself conducts self-examination. It can be done
using existing “assets” such as a local historical society, local community groups or
interested citizens.
Self-examination can take many forms
a. Study of past achievements and projects, or reflection on ways the community
has coped with change in the past,
b. Listing of community assets and mapping relationships between different
aspects of the community such as youth, elderly, community groups or local
government,
c. Audit or inventory of "capitals” - this may be a simple list or an analysis based on
for example on pressure, state, response. This means describing current
pressures, such as reduced farm returns or decreased infrastructure. Second,
what state has been created by pressures, such as people leaving agriculture.
Third, what is occurring to respond to the current state of the community, Such
as diversification of agriculture or investigation of new industries.
 d. Community surveys and skills audits,
e. Community economic analysis - calculation of several indicators such as
population/ employment a and location quotients, that can identity gaps in the
local economy,
f. SWOT analysis - listing community strengths, weaknesses, opportunities and
threats,
g. Photographs taken by community members of how they want their community
to be, and not to be.
h. Trends - information gathering on factors affecting the community such as
trends in agricultural markets or demographic changes,

9. Exploration. A period of exploration often accompanies or follows self- examination. This

involves gathering new information and ideas. Again there are several ways of exploring
issues.
a. Environmental scan - a forward looking view of what outside influences are affecting
the community, or potentially could influence the community, such as changes to
legislation, or economic shifts.
b. Community swaps members of similar towns or districts visit each other's
community and compare their impressions and ideas for development. This brings
new perspectives, helping local people rethink problems and identify new options,
c. What others have done - by building contacts, reading, attending conferences, and
visiting other communities, local people can learn from what other communities
have done,
d. Expert advice and consultancy
e. "Brainstorming” – raising ideas with only clarification. This has been used in
community "idea generation” workshops.
f. Rethinking and creativity exercises.

10. Interpretation and Prioritization. Data gathered and ideas developed during the
engagement, self-examination and exploration phases needs to be “analyzed" and debated.
This leads to clear priorities for action. This analysis phase may involve looking for patterns and
gaps in community data, recognizing new ideas, perceiving common issues of interest, ana
identifying local "champions".
There are at least two forms of prioritization. First, “rational” prioritization involves a
relatively reasoned process weighing up pros and cons and importance. For example, people
may "vote" or ascribe fictitious “dollars” to a particular issue from a list developed at a public
meeting.
Often people identity priorities for others, such as “local government should…”
Second, “prioritization by motivation” involves expressing personal motivation and
passion for an issue. regardless of its perceived importance by the community at large. It is
something they are keen about and want to take action on.
People nominate themselves to take action rather than someone else. Both forms of
setting priorities are important.
 At this point, it’s timely for citizens to consider what they can influence and what they
can. Communities can easily focus on issues they may little control over, such as government
policy, corporate decisions or trade. hey should influence these where they can, but not lose
sight of the issues they can substantially influence such as business development or the local
environment
Community members need to also ask “of all the things that we could do, what are the
few things we can do”. "Considering the feasibility of Ideas and proposals is also important
during priority setting. Communities need to ask themselves whether a proposal is:
1. Politically feasible - is it consistent with state and local government policy? Will it be
too risky for local politicians to champion?
2. Financially feasible - does it make business sense? Will it turn a profit and how quickly?
How much risk is involved?
3. Logistically feasible - does the community have the resources to fulfill the proposal Are
resources and markets close enough? Is there appropriate infrastructure?
4. Able to be implemented - do community members have the skills, money and time to
implement the proposal?

11. Planning and Action on Priorities. Plenty of action has occurred so far. Local people have
examined their community, explored ideas and options and selected some key issues to work
on. Some community members may have been taking action on a particular issue from the very
start. Yet, at this point community members will be prepared to create some outcomes on the
issues they have prioritized.
This involves the development or a strategy to progress particular issues. Strategies are
a plan action patterns of actions, decisions and resource allocations to achieve an outcome. This
range of action may include networking, feasibility studies, reporting progress, data gathering.
raising funds, conducting trials, publicity, working bees, negotiating funding and so on.
Key issues tor communities in this planning and action phase are:
a. Organization - communities need to be well organized to follow through on action.
Often a steering committee will delegate specific issues to working groups. An
existing community group may work on particular issues.
b. Maintaining community interest - informal networks, media output, newsletters,
and updates for community leaders help people stay informed and motivated.
c. Celebrating success - success, no matter how small needs to be recognized and
celebrated. Citizen awards, publicity, appreciation days and community functions
allow local people to recognize their achievements and progress towards goals.

12. Reinvestment. Community development never ends. Particular development initiatives

have a lifecycle of initiation, expansion, maturity and conclusion. However, the close of a
particular effort doesn't mean that the job of community vitality is "done".
Development, as a process of organization, rethinking, decision- making and enhancing
community capitals is ongoing. Communities need to constantly be seeking to expand their
resource base and their ability to manage change. This means ongoing reinvestment of time
and effort in the community and the fostering of new leaders and community motivation.
 In managing a community development process much relies on balance. Communities
need to be action-oriented and start "on the ground work early. At the same time, they must
avoid "jumping to solutions" and spend time exploring and rethinking issues "ready, aim, fire”,
rather than “ready, fire, aim"!
Community members must trade off following up on immediate concerns, with also
addressing fundamental issues. They need to organize and structure a community effort while
retaining flexibility and versatility. communities must also reconcile this support of formal
leaders and established "culture" with the need to retain informal leadership and “grassroots”
Ideas that may go against the norm.
 Basics of Action Planning

Action planning typically includes deciding who is going to do what and by when and in
what order for the organization to reach its strategic goals. The design and implementation of
the action planning depend on the nature and needs of the organization.

 One of Biggest Problems in Strategic Planning: Plan Isn't Implemented

At this point in planning, planners are sometimes fatigued from completing the earlier
phases of planning. Action planning may seem detailed and tedious compared to earlier phases
of strategic planning which often seem creative in nature. Therefore, action planning is too
often ignored, leaving the results of earlier stages of planning much as “castles in the air” --
useless philosophical statements with no grounding in the day-to-day realities of the
organization. Meaningful stages of earlier planning become utterly useless.

The organization's commitment to strategic planning is commensurate to the extent

that a) the organization completes action plans to reach each strategic goal and b) includes
numerous methods for verifying and evaluating the actual extent of implementation of the
action plan.

 Developing Action Plans (or Work Plans)

1. Actions plans specify the actions needed to address each of the top organizational issues
and to reach each of the associated goals, who will complete each action and according
to what timeline.
2. Develop an overall, top-level action plan that depicts how each strategic goal will be
reached.
3. Develop an action plan for each major function in the organization, e.g., marketing,
development, finance, personnel, and for each program/service, etc. These plans, in
total, should depict how the overall action plan will be implemented. In each action
plan, specify the relationship of the action plan to the organization's overall, top-level
action plan.
4. Ensure each manager (and, ideally each employee) has an action plan that contributes
to the overall. These plans, in total, should depict how the action plans of the major
functions will be implemented. Again, specify the relationship of these action plan to the
organization's overall, top-level action plan.
 5. The format of the action plan depends on the nature and needs of the organization. The
plan for the organization, each major function, each manager and each employee, might
specify:
a) The goal(s) that are to be accomplished
b) How each goal contributes to the organization's overall strategic goals
c) What specific results (or objectives) much be accomplished that, in total, reach
the goal of the organization
d) How those results will be achieved
e) When the results will be achieved (or timelines for each objective)

 Developing Objectives and Timelines

1. Objectives are specific, measurable results produced while implementing strategies.
2. While identifying objectives, keep asking “Are you sure you can do this?”
3. Integrate the current year’s objectives as performance criteria in each “implementer’s” job
description and performance review.
4. Remember that objectives and their timelines are only guidelines, not rules set in stone.
They can be deviated from, but deviations should be understood and explained.
5. Consider the following example format for action your plan.
6.
Strategic Goal Strategy Objective Responsibility Timeline
1. (Goal #1) 1.1 (first strategy 1.1.1 (first (who’s going to (When the
to reach Goal #1) objective to reach accomplish that implementer is
while objective) going to
implementing accomplish that
Strategy #1.1) objective)
Evaluation Test 3
Name: Score:
I. Multiple Choice: Encircle the letter of the correct answer.
1. Which is NOT part of the principles or community development?
a. Start where the people are
b. Community involvement
c. Inclusiveness
d. None of the above
2. _ largely aims to improve employment, income and 2. the
economic base of the community.
a. Community development
b. Economic development
c. social development
d. All of the above
3. _ means that a community itself engages in a process aimed at
improving the social, economic and environmental situation of the community.
a. Community development
b. Economic development
c. social development
d. All of the above
4. _ is an ingredient for successful community development
a. Collaboration
b. Local leadership
c. Cultivate allies
d. All of the above
5. First stage in community development process
a. Stimulus
b. Community preparedness
c. Bubbling concern
d. Reinvestment
Name: Score:
6. Goals need to be measurable, and achievable and may include achieving
other stages in the process.
a. General
b. Common
c. Specific
d. All of the above
7. A period of and community analysis helps people to appreciate their
community's situation and existing capacity. to rethink probes and issues, and to identity new
options.
a. Exploration
b. Prioritization
c. Self-examination
d. Engagement
8. The last stage in community development process
a. Interpretation and prioritization
b. Planning and action priorities
c. Reinvestment
d. Exploration
9. Which stage follows the engagement and issues identification in community development
process during?
a. Initial organization and involvement
b. Stimulus
c. Initial considerations
d. Purpose and goals
10. Environmental scanning is part or which stage in community development process?
a. Prioritization
b. Reinvestment
c. Stimulus
d. None of the above
Name: Score:
11. Consider your own barangay. Make use of the table below and design a community action
plan based on the need/s of your own barangay. List at least 3 activities.
Action Plan for (Barangay):
Purpose:
Target Beneficiaries:
Identified Activities Strategy Responsible Timeliness
Needs (Events to be (Actions to be (who’s going to (time/date that
conducted to taken for accomplish that plans are
address activities to objective) accomplished)
identified needs) materialized)
 Community Organizing and Social
Mobilization
 History of Community Organizing in the Philippines
Marcos' declaration of martial rule in 1972 altered the terrain for social movements. All
progressive groups were subjected to repression while some individuals were either eliminated
or arrested by the military. During the early stages of martial rule, all attempts at organizing
ground to a halt, except for the Zone One Tondo Organization (ZOTO).
The repressive situation led a large number of activists to go underground and wage
armed struggle against the Martial Law regime. Some organizations like the FFF were co-opted
by the regime. Others simply laid low.
Church-based programs which functioned as non-government organizations (NGOs)
were the first to engage in organizing despite martial law. These include the Urban and Rural
Missionaries of the Philippines, Task Force Detainees of the Philippines, Episcopal Commission
on Tribal Filipinos, Share and Care Apostolate for Poor Settlers, and PEACE, among others.
Soon, however, NGOs resumed grassroots activities. The Philippine Ecumenical Council
for Community Organization (PECCO) continued with the refinement and implementation of
the community organizing (CO) approach all over the country, in combination with the Marxist
structural analysis and the thinking of Saul Alinsky and Paolo Freire. Politicized NGOs used the
structural analysis approach in conscientizing and mobilizing, while the Basic Christian
Community framework was developed by the progressive church as a response to the needs of
the time. Programs like education and health, economic enterprises and cooperative
development were used as entry points for organizing to avoid getting in trouble with the
dictatorship.
Various political formations saw the need to set up NGOs or influence the programs and
projects of existing ones in order to pursue their own interests. On the positive side, it cannot
be denied that the most effective NGOs of the period were those whose leaders and staff had
ideological leanings. On the other side, internal ideological struggles wracked some NGOs as
ideological debates and rivalries within the mass movement spilled over to the social
development community. PECCO, for one, split in 1977 because of ideological differences
among its elements, leading to the formation of two separate organizations - the Community
Organization of the Philippines Enterprise (COPE) and the People's Ecumenical Action for
Community Empowerment (PEACE).
Developmental institutions eventually saw the need for more coordinated activities
among themselves. In December 1972, ten foundations came together and formed the
Association of Foundations (AF). The association expanded to 40 members by 1976. More
progressive groups formed the Philippine Alliance for Rural and Urban Development (PARUD), a
consortium of POs and NGOs with more or less the same ideological bent.
Repression continued, but opposition to the Martial Law regime became more
consolidated. There was widespread unrest as the majority of the people remained mired in
poverty; wages were kept at very low levels and human rights violations increased. When
Martial Law was paper lifted in 1981, organizing efforts multiplied and innovative approaches
and tools were developed and replicated all over the country. NGOs were instrumental in the
development of the organized mass movement.
Human rights as an advocacy issue was effectively raised by pioneers in this field such as
the Task Force Detainees of the Philippines and lawyers' groups like Free Legal Assistance
Group (FLAG) and MABINI.
International campaigns against weapons of mass destruction, environmental
conservation and sustainable development influenced the Philippine social development
terrain. NGOs with these issues as primary concerns were established during the period. The
women's movement also began to flex its strength locally.
NGOs recognized the need to band together into networks for purposes of linkaging,
synchronization of activities, and cooperative exchanges of experiences and resources.
Networks formed during this period include the Philippine Partnership for the Development of
Human Resources in the Rural Areas (PhilDHRRA) and the Council for People's Development
(CPD). Regional NGO networks such as Kahayag Foundation in Mindanao and the Consortium of
Development Programs in the Cordillera were formed also.
Cooperatives went through a second wave of growth during this period. The
government formed the Cooperative Union of the Philippines in 1979 and required all
cooperatives to register. Independent cooperatives refused to yield and instead formed the
National Confederation of Cooperatives (NATCCO) (ACSPPA/PCHRD, 1995). The assassination of
Benigno Aquino in 1983 led to widespread street protests which became known as the
parliament of the streets. It attracted a cross section of society including previously
unpoliticized sectors, such as business and the institutional Church.
There were efforts to forge unity among the anti-dictatorship forces. Several coalitions
were formed: Justice for Aquino, Justice for All (JAJA), Kongreso ng Mamamayang Pilipino
(KOMPIL), Bagong Alyansang Makabayan (BAYAN) and others. But these organizations did not
last long due to ideological differences among its members.
Major organizations among the ranks of the peasant, fisherfolks and indigenous peoples
were organized for the purpose of advancing sectoral agendas.
Other venues of development work were explored further. Programs that focused on
livelihood, gender equality, ecology, alternative legal assistance, support for migrant workers
and others were implemented.
One of the issues that divided the social development sector during this period was the
question of whether to participate in the 1986 snap presidential election. The mainstream
national democratic movement and the NGOs and POs under its influence opted to boycott the
election, while the other left-of-center formations decided to participate, albeit critically.
During the First Quarter Storm of the seventies, CO was introduced through the
Philippine Ecumenical Council for Community Organization (PECCO). The group organized
communities in Tondo and established the Council of Tondo Foreshore Community
Organization which proved to be an organization of leaders. Re-training was carried out to
improve the organizing skills of PECCO personnel. The Saul Alinsky method of conflict-
confrontation developed in Chicago was adapted to conditions in Tondo. As a result, the Zone
One Tondo Organization (ZOTO) was born. The program was replicated in other parts of the
Philippines, including the rural areas and usually introduced through Church structures. The
Alinsky CO method was refined to include reflection sessions, which were, in turn taken from
Paulo Freire's Pedagogy of the Oppressed.
When Martial Law was declared, organizing efforts continued. During this time
development workers began pushing for people's participation and CO became the tool for
achieving this. Both international development groups and government began advocating and
funding CO programs. Thus, community organizing proliferated.
Even before PECCO adopted Alinsky's practice of community organizing, the progressive
section of the Catholic Church was already started organizing Basic Christian Communities (BCC)
in Mindanao with the proclamation of Vatican II. It soon spread to some parts of Luzon and
Visayas and the organizing was basically liturgical, employing Bible studies and other creative
forms of worship. But during the Martial Law period, the BCC became a means for witnessing
the Teachings and Example of Christ through socio-political work.
Cooperative formation, organizing that was socio-economic in nature, also persisted
during this time. (multiversity.org.ph)

 Community Organizing (CO)

Community Organizing (CO) in its strictest definition refers to organizing which takes
place in a geographically defined living area, such as an urban poor community or a rural
village. However, its principles have been widely used for organizing sectoral groups not
necessarily living in a distinct location, like factory workers or students.
CO is a means for empowering people; its primary aim is to transform a situation of
societal injustice, inequality and poverty. It is both a process and an orientation, an orientation
for genuine and genuine and liberating social transformation Community Organizing (CO) is a
social development approach that aims to transform the apathetic, individualistic and voiceless
poor into a dynamic participatory and politically responsive community. At times, CO is likened
to "a form of experiential learning, a radicalized non-formal educational process."
During the 1994 National Rural Co Conference, CO was defined as a collective,
participatory, transformative, liberative, sustained and systematic process of building people's
organizations by mobilizing and enhancing the capabilities and resources of the people for the
resolution of their issues and concerns towards effecting change in their existing and oppressive
exploitative conditions.

 CO Principles
1. The social condition or the poor itself gives opportunities to conscientize the people.
2. Tactics should De within the experience of the people and outside the experience of
the target.
3. People generally act on the basis of their self-interest.
4. Man learns more effectively and more deeply from his own actual experiences.
Hence the importance of reflections on his actions, his experiences. Action -
reflection form an integral part of the CO methodology.
5. The process of organizing moves from simple, concrete, short term and personal
issues to more complex, abstract, long-term and systemic issues
 6. Man needs to deepen and widen his horizon, therefore, he must move from the
particular to the universal, from the concrete to the abstract, to apply one’s
experience and its lesson to another situation. Hence, there is a need for theories,
need to read, and to meet other experiences learned in order to bring about the
widening and deepening of each man's individual horizon.
7. Throughout the organizing process, the people must make their own decisions.

 Other Concepts of Community Organizing

Community Organizing can be defined broadly as encompassing those efforts goals

sharing common interest and are assisted in identifying their specific needs and goals,
mobilizing resources within their communities, and in other ways taking actions leading to the
achievement of the goals they have set collectively.
It can also be defined as a process by which a community identifies its needs or
objectives, orders (or ranks) these needs or objectives, develop the confidence and to work at
these needs and objectives, takes action in respect to them and in so doing, extends and
develops cooperative and collaborative attitudes and practices in the community.
It is a continuous and sustained process of:
 Educating people to understand and develop critical consciousness of their existing
conditions,
 Organizing them to work collectively and efficiently on their immediate and long-term
problems, and,
 Mobilizing to develop their capability and readiness to respond and takes action on their
immediate and long term needs and problems.
Recently, another concept emerged which approximates the basic idea of community
organizing. Although many believed that social mobilization is synonymous to community
organizing some authors believed that community organizing is but a component of social
mobilization.

 Strengths of Community Organizing

1. It generates immediate success thereby encouraging people to further their actions; it

makes people realize that they have the capacity to change situations that they have
the power to make things happen.
2. It immediately breaks the culture of silence, encouraging people to speak out or
articulate what they think, what they feel about matters that affect their lives: it
enables them to challenge the oppressive structures and build alternative thereof.
3. It is usually successful in building critical, self-reliant, creative grassroots organizations.
4. As an approach for empowering people, it is relatively simple and can be learned easily
by anyone who has the drive, the perseverance, the dedication and commitment to do
mass work, although initially, one may need supervision from experienced organizers
and trainers.
 5. Openness to experiment- openness to varied experiences and theories coming from
other parts of the world; openness to try out, adopt, modify methods proven successful
by other groups and willingness to adjust.
6. It is rooted in the community wherein an organizer goes to the people where everyday
problems occur. It is in these issues where CO work is sustained, leading eventually to
the building of a PO which continues to work on community problems.

 SOCIAL MOBILIZATION

Social Mobilization (Socmob) can be described as a process and movement. As a

process, social mobilization enlists the support and active involvement of all sectors within a
society that can play a role in achieving an agreed social objective, converging the interest and
actions of institutions, groups and communities towards the objectives, thereby mobilizing the
human and material resources to reach it and rooting it in society’s and particularly in the
community’s conscience to ensure its sustainability.
As a movement, social mobilization engages large numbers of people in action for
achieving a specific development goal through self-reliant efforts (Ling and Hewett). Social
Mobilization therefore, seeks to answer societal concerns and demands by working with
decision workers, service providers, who may offer support in terms of resources, policy and
services. This demands a sustained involvement and not merely a one-shot dip into activities.
Social mobilization can be a long, tiring and frustrating process that it needs continuous
build-up of commitment and dedication among those involved.
As a strategy to attain the goals of human development, social mobilization aims to:

1. Empower communities to act towards satisfaction of their demands and needs;

2. Motivate key decision-maker to commit the needed political support in creating and
sustaining the structures and services;
3. Change behavior of individuals to facilitate acceptance of advocated practices and
technology;
4. Commit service providers to improve in terms of quality and effectiveness of the
services they provide.
Thus, social mobilization is envisioned to accelerate the pace of the program
implementation by moving all concerned individuals and communities to be more concerned
and active in improving the situation by providing their support and commitment.
Mobilization starts with the recognition of problems or felt needs of people. People are
primarily interested in their felt needs. However, often times, the people’s consciousness has to
be raised to motivate them to solve collective problems. Moreover, it is not only those who are
primarily affected by the problem who should come to recognize these concerns but also those
who can do something about the problem: the health care providers, politicians, NGOs, GOs
and Pos.
Socmob moves the community to assume responsibilities in solving problems,
Recognition of collective problems will bring the community to a certain level of openness:
willingness to discuss ways to solve problems, bringing forth their ideas in choosing tactics and
approaches while listening in other’s ideas and volunteering their own resources in the
implementation of the solution. Thus, in the process, members of the community commit
themselves to certain responsibilities which they themselves have recognized.
The goals of social mobilization cannot be attained overnight. There should be a
continuous generation of awareness, cooperation, and commitment.
The five (5) components of social mobilization ensure that the process of social
mobilization is sustained.
1. Advocacy. It provides the generation of support. It prepares a responsive environment
for the attainment of specific goals and objectives. Advocacy provides aframework of
involvement in every phase of the development process. Socmob seeks involvement of
key decision-makers for political will. The community may have produced the best Ideas,
appropriate techniques and approaches but putting all these into reality needs support
of decision-makers. There is a need to present all these ideas to governors, senators and
congressmen to solicit their commitment to act and provide the much needed support
in terms of resources, ordinances and the like.
2. Community organizing. In the context of social mobilization provides the arena for
people to interact and work together in seeking solutions to their problems. it begins
with understanding community problems within the context of the existing socio-
cultural, economic and political factors. Community organizing would also mean
organizing the different sectors to orchestrate the various efforts contributed. Linking,
networking and organizing are the keywords. There are several groups who may be
tapped: professional groups, social welfare associations, media groups religious
organization. The community will be amazed at the response of these organized groups
who are more than willing to extend not only their expertise but also their resources to
answer their needs.
3. Information, education and communication (IEC): It keeps those involved in social
mobilization fully aware of the problem and its corresponding solutions. provides the
fabric for synchronization of the various components of social mobilization. Socmob
taps all available means of communication. social mobilization recognizes the power of
radio, television and print media influencing people. Furthermore, communicate with
the target individuals, leaders and others.
4. Training, it is developing competencies, enhancing capabilities and discovering
potentials in advocacy, communication planning, community organizing, monitoring and
evaluation. It facilitates the integration of new techniques and approaches in resolving
problems.
5. Monitoring and evaluation. It provides information on the ongoing activities, the
effectiveness of techniques and approaches and the program impact on the problem.
This provides the implementers the opportunities to decide whether to change, modify
or sustain the program operation.
6. Social mobilization solicits maximum community participation at the different levels of
the development process. In this context of social mobilization therefore community
organizers provide the means through which the community’s critical consciousness is
raised on community concerns and issues build the people’s capability on problem
solving and decision making and provide and decision making and provide the
 confidence and courage to act collectively towards the resolution of these community
problems.

Through such process the community is empowered to address effectively various concerns
confronting the community. With the recent emergence of social mobilization as the overriding
process, community organizing has been delegated only as a component of social mobilization.
Some community organizers questioned his since they do believe that mobilization is only but
one aspect of the organizing process. Furthermore, they argued that all the processes
contained in the concept of social mobilization can be held parallel to the processes involved in
community organizing.

 BASIC PRINCIPLES OF COMMUNITY ORGANIZING

Principle of Needs/ Problems and Issues

Disconnect with the existing conditions of the community must be widely shared by the
members. This feeling leads to dynamic involvement and work through the many difficulties in
initialing and developing the organizing must be done to provide the motivation to hang on
even with all the frustrations people have to contend.

Principle of Leadership
Involvement of accepted community leaders is a must in community organizing.
Recognition of their contribution to the community organizing process spring from their needs
and demands. Their participation is vital not only because of their power to influence
community member participation but also because of their innate ability to communicate with
members of the community. Likewise, it should endeavor to develop indigenous leaders who
have exhibited commitment to serve people' s interest.

Principle of Participation
People must be closely involved in all phases of the organizing process identification of
needs, capability building, resource identification and utilization and other decisive actions to
solve the problem. Community organizing efforts may be directed to elevate level of
participation of mere spectators to at least more active foot soldiers. Furthermore, community
organizing must operate within the context of maximum citizen and power holder participation.
It is citizen control to the fullest sense.

Principle of Communication
Community organizing involves different types and groups of people who set into
motion a process of interaction requiring the establishment of effective communication system.
Communication is largely affected by the quality of relationship between and among people.

Principle of Structure
The organizational structure developed by community organizing must be simple
enough to answer its preset objectives and functional along the demands of the organization.
Principles of Evaluation
Investment (time, money, and people) on community organizing can be very high.
Return of investment should be encouraging to ensure continuous support the endeavor.
Evaluation ensure a closer analysis on the strength and weaknesses of the organized actions
and gains along the way. It provides also some lesson learned to be basis of action modification
future endeavor.

 COMMUNITY ORGANIZING PROCESS

Studies have underscored some key elements of the community which may be
reactivated to bring social and behavioral change. These have included social organizations
(relationships, structures and resources), ideology (knowledge, beliefs and attitudes) and
change agents.
This process of change is often termed as "empowerment" or building the capability of
people for future community action.

A Community health Promotion Model

The five-stage model has identified key Clements/tasks to be performed in each Step.
However, it should be noted that activities ad tasks may be repeated in succeeding stages and
that overlapping of stage is common

Stage 1: COMMUNITY ANALYSIS

According to Haglund. “Community analysis is the process of assessing and defining needs,
opportunities and resources involved in initiating community health action program.” This
process y be refereed as “community diagnosis”, “community needs assessment, “health
education planning” and “mapping”.

Components of Community Analysis

 Demographic, social and economic profile of the community derived from secondary
data
 Health risk profile (social, behavioral and environmental risks). Behavioral risk
assessment includes dietary habits and other lifestyles concerns like tobacco, alcohol
and drugs. Social indicators of risk are studied because of its associations to health
status and this may include exposure to long-term unemployment, low education and
isolation.
 Health/wellness outcomes profile (morbidity/mortality data)
 Survey of current health promotion programs
 Studies conducted in certain target groups

Key Elements of Stage 1

1. Define the community. Determine the Geographic boundaries of the target community.
This is usually done in consultation with representatives of the various sectors.
2. Collect data. As earlier mentioned, several types of data have to be collected and
analyzed.
 3. Assess community capacity, this entails an evaluation of the "driving force which may
facilitate or impede the advocated change. Current programs have to be assessed
including the potentials of the various types of leaders/ and programs.
4. Assess community barriers. Are there features of the new program which run counter to
existing customs and traditions? is the community resilient to change?
5. Assess readiness for change. Data gathered will help in the assessment of community
interest, their perception on the importance of the problem.
6. Synthesis data and set priorities. This will provide a community profile of the needs and
resources.

Stage 2: DESIGN AND INITIATION

The first design of prospective community intervention emerges after undergoing stage
1 of the community health model

Key Elements of Stage 2

1. Establish a core planning group and select a local organizer.
2. Five to eight committed members of the community may be selected to do the planning
and management of the program.
3. The skill of the local organizer is vital to the program success. In fact, his management
skills- good listening conflict resolution skills are crucial in the selection of the local
organizer.
4. Choose an organizational structure. There are several organizational structures which
can be utilized to activate community participation. These include the Following;

a. Leadership board or council existing local leaders working ford common cause

b. Coalition linking organizations and groups to work on community issues

c. “lead” or official agency a single agency takes the primary. The responsibility of a
liaison for health promotion activities in the community

d. Grass-roots informal structures in the community like the neighborhood

residents.

e. Citizen panel a group of citizens (5-10) emerge to form a partnership with a

government agency

5. Network and consortia. Networks develop because of certain concerns.

6. Identify, select and recruit organization members. As much as possible, different groups,
organizations sectors should be represented.
7. Define the organizations mission and goals. This will specify the what, who, where,
when and extent of the organizational objectives
8. Clarify roles and responsibilities of people involved in the organization. This is done to
establish a smooth working relationship and avoid overlapping of responsibilities.
 9. Provide training and recognition. Active involvement in planning and management of
programs may require skills development training. Recognition of the program’s
accomplishments and individuals’ contributions to the success of the program boast
morale of the members.

Stage 3: IMPLEMENTATION
Implementation will put design plan into action.

Key Elements of Stage 3

1. Generate broad citizen participation. There are several ways to generate citizen
participation. One of them is organizing task force, who, with appropriate guidance
can provide the necessary support.
2. Develop sequential work plan. Activities should be planned sequentially. Oftentimes,
plans have to be modified as events unfold. Community members may have to
constantly monitor implementation steps.
3. Use comprehensive, integrated strategies. Generally, the program utilize more than
one strategies must complement each other.
4. Integrate community value into programs, materials and messages. The community
language, values, and norms have to be incorporated into the programs.

Stage 4: PROGRAM MAINTENANCE – CONSOLIDATION

The program at this point has experienced some degree of success and has weathered
through implementation problems. 1The organization and program is gaining acceptance in the
community.

Key Elements of Stage 4

1. Integrated intervention of activities into community networks. This can be affected

through key leaders. If integration into institutionalized structures can be accomplished
the probability of adoption and maintenance of desired behaviors is increased.
2. Establish a positive organizational culture. A positive environment is a critical element in
maintaining operation and preventing fast turnover of members this is the results of
good group process based on trust, respect and openness.
3. Disseminate results. Continuous feedback to the community on results of activities
enhances Visibility and acceptance of the organization. Dissemination of information is
vital to gain and maintain community support

Stage 5: DISSEMINATION-REASSESSMENT

Continuous assessment is part of the monitoring aspect in the management of the

program. Formative evaluation is done to provide timely modification of strategies and
activities. However, before any program reach its final stop evaluation is done for future
direction.
Key Elements of Stage 5
1. Updated the community analysis. Is there a change in leadership, resources and
participation? This may necessitate reorganization and new collaboration with
other organizations.
2. Assess effectiveness of interventions/programs. Quantitative and qualitative
methods of evaluation can be used to determine participation, support, and
behavior, change level of decision-making and other factors deemed important
to the program.
3. future directories and modifications. This may mean revisions of goals and
objectives and development of new strategies. Revitalization of collaboration
and networking may be vital in support of new ventures.
4. Summarize and disseminate results. Some organizations die because of the lacks
of visibility. Thus, a dissemination plan may be helpful in the diffusion
Information to further boost support to the organizations endeavor.

 Ethical issues in community organizing

1. Conflicting loyalties a community organizer oftentimes face the dilemma of choosing

whether to pursue agenda/program set by his agency which may not coincide with
community. Concern or heed people’s expressed concerns. Respect of the principle
of self-determination and liberty is the golden rule. Moreover, the organizer will
realize that people in due time voluntarily pick up the original agency program
because they are with the organizer/agency sincerity to help.
2. Organizing of whom? The appropriate target of community organizing the
concentrating efforts depressed/disadvantage group provides a perfect example of
what has been term as "blaming the victim". Thus, this perpetuates the view that
they alone, the poor/minority group in society have the obligation to change
attitude and behavior in order to improve their lot. Their argument that community
organizing work must focus on the power structure which creates and sustains the
disadvantaged position of these groups.
3. "Change of choice" community organizers should institute change by choice and not
by coercion. However, there are instances when principle of liberty, voluntary
action, cooperation and consensus ran counter to the realities of the situation. For
example, management of a workplace has to be pressured to institute safety
measures to protect the life and health of its workers.
4. Unanticipated consequences. Community organizers may produce undesirable
outcomes like job loss, harassment and other negative consequences. The organizer
is at the quandary whether to inform people involved of such consequences for it
may discourage participation. It is however the responsibility of the community
worker to inform them of all possible consequences of proposed action.

Katrina Constantino-David as listed (3) issues in community organizing

Self-reliance vs. dependence
This issue will surface when people have slowly developed a sense of dependence on
the Community organizer to answer their needs. Moving towards self-reliance would mean
building up their competencies to make-decision and act on them.

Evocative vs. provocative Organizing

One tenth of community organizing is to draw/evoke from people themselves their
perception of the situation. However, this method might tail to raise people’s consciousness to
new level. On the other band, utilizing the provocative method may at time tail to consider the
level of consciousness of the people. Although it is advised to balance the use of both methods,
one cannot rely only on evoking people s perception because of limitation in their access to
skills and information to profess a deeper understanding of the realistic of life.

Facilitation vs. manipulation

Community organizers are cautioned in the use of manipulation in the work. They are
primarily facilitators. However, one cannot remain neutral or facilitative in all occasions. lo
balance the demands of the situation, manipulation is an alternative
This means that organizers consciously direct people's effort towards a certain goal. On this
situation organizers must be conscious of the danger of having too much control.

 The Rural CO Standard

To foster unity, the rural COs published their common view on the definition and
success indicators of rural community organizing. They spelled out the success Indicators lor
each organizing phase in the following areas:

1. Organizational 1Development (OD)

2. Critical, Creative and Collective Consciousness Raising

3. Coalition Effort and Advocacy Work

4. Overcoming Gender and other Biases

5. Resource Tenure Improvement (RTI)

6. Economic Self-reliance Strengthening

7. Agricultural Development and Ecological Nurturance

8. Democratic Participation in Governance

The success indicators in each of tne above areas are presented in this section as the
Rural CO Standard. During the 1995 National Rural CO Conference in Cebu City, the participant-
organizers agreed to accept and promote the Standard with the understanding that it is open to
further development. To help in the application of the Standard, an evaluation instrument was
developed and pre-tested in 31 barangays (9 in Luzon, 9 in Mindanao and 13 in the Visayas). In
the pre-testing, it was realized that for the instrument to be effective in assessing the state of
organizing in a barangay, its users must be leveled-off on how to read and interpret the Rural
CO Standard.

The framework used in the application of the Standard is explained as follows:

Promotion of a Common Rural Community Organizing Standard in the Philippines was
published last April 1998 as an output of this effort. -by the Philippine Community Organizers
Society (Philcos) Secretariat. Each area of concern is divided into components called variables.
They are called variables because their state varies from the first to the third phase of
organizing as a result of the intervention done by the organizers. For instance, Organizational
Development has eight variables: democratic structures, development structures, active
members, among others.

The success indicators for each variable are presented each of the three phases. These
indicators serve as a yardstick in measuring the success of the organizing work in a particular
area of concern. For example, the first phase, development of democratic structures is
successful if all of its success indicators are present. Success indicators can also be used to
assess the state of a people’s organization. For example, if a majority of the success indicators
from first to third phases of the variable democratic structures are already present in a PO, then
it can be said that democratic structure is strength of the PO. The formulation of the Rural CO
Standard a common framework by which to asses organizing work-is a historical milestone in
rural community organizing. This implies a common understanding of how rural organizing
should be pursued in a community.

 The Rural CO Standard (Areas of Concern and Success Indicators

A. Organizational Development (OD)

Organizational development refers to the quality of organizational functioning of the
people’s organization as it fulfills its aspirations. Specifically, OD seeks to the following features
of the organization are clear and operative: 1) Organizational Goals and Objectives, 2)
Organizational Structures, 3) Leadership/Membership, 4) Education Programs, 5) Mechanisms
for Internal Relationships Enhancement, and 6) The Financial Capability of the PO

B. Critical, Creative and Collective Consciousness Raising

Critical, Creative and Collective Consciousness Raising refer to the level of awareness or
consciousness of the leaders and members of the PO. Specifically, this area of concern seeks to
assess the PO’s: 1) Socio-Political Awareness, and 2) Community Orientedness and Group
Centeredness

C. Coalition Effort and Advocacy Work

The efforts initiated by the organizer, and eventually undertaken by the peoples
organization, to establish common ground with other POs and sectors on an issue-to issue
basis. In some instances, the alliance formed is strategic in nature, especially if the issue is a
long term one. Advocacy work is the effort of PO/NGO to call the public’s attention or the
resource holder/controller (most likely the government) to an issue that needs immediate
action from the group or the public.

D. Overcoming Gender and other Biases

The ability of the PO to recognize the gender issues within the public and private sphere
of their community. It is also the capability to develop appropriate programs and measures that
will ensure equality and respect for the rights of women and other marginalized sectors.

E. Resource Tenure Improvement (RTI)

This area of concern seeks to evaluate the impact of the people’s organization in
improving their relationship with the major natural resources—land, water (lakes, rivers,
municipal waters/deep sea) and forest resources in the community.

F. Economic Self-reliance Strengthening

This area of concern refers to the capability of the people’s organization to develop and
manage economic projects or enterprises for increased incomes economic growth, social
equity, and environment sustainability.

G. Agricultural Development and Ecological Nurturance

Refers to the ability of the PO to plan and implement programs that will develop the
natural resources of the community to meet their basic needs, while ensuring the right of
future generations to these resources

H. Democratic Participation in Governance

The POs capability to participate directly in the governance of their community. This also
relates to their participation in mainstream political activities.
Evaluation Test 4
Name: __________ Score_____

I. Multiple Choice: Encircle the letter of the correct answer.

1. Community organizing is best described by the following statements except
A. Encompassing the efforts and shared goals of the community
B. Identifying and ranking the needs of the community
C. Extending and developing cooperative and collaborative altitudes and practices in the
community.
D. None of the above
2. Community organizing is continuous and sustained process of________
A. To understand and develop critical consciousness of their existing conditions,
B. organizing them to work collectively and efficiently on their immediate and long term
problems, and,
C. mobilizing to develop their capability and readiness to respond and takes action on
their immediate and long term needs and problems
D. all of the above
3. Social mobilization is a _______ Involvement of all sectors within a society that can play a
role in achieving an agreed social objective.
A. Process
B. Movement
C. a and b
D. Either a or b
4. Which statement is not use 1n social mobilization to attain human development?
A. Empower communities to act towards satisfaction of their demands and needs
B. Motivate key citizens to commit the needed political support in creating and
sustaining the structures and services;
C. Change behavior of individuals to facilitate acceptance of advocated practices and
technology:
D. Commit health providers to improve in terms of quality and effectiveness of the
services they provide
5. It prepares a responsive environment for the attainment of specific goals and objectives
A. Advocacy
B. community organizing
C. IEC
D. training
Evaluation Test 4

Name: ____________ Score: _________

6. taps available means of communication. Social mobilization recognizes the power of radio,
television and print media influencing people
A. advocacy
B. IEC
C. training
D. monitoring and evaluation
7. It begins with understanding community problems within the context of the existing socio-
cultural, economic and political factors.
A. community organizing
B. advocacy
C. both a and b
D. either a or b
8. It provides the implementers the opportunity to decide whether to change, modify or
sustain the program operation.
A. community organizing
B. IEC
C. both a and b
D. neither a nor b

9. Believes in disconnecting with the existing conditions of the community must be widely
shared by the members
a) Principle of Needs
b) Principle of Leadership
c) Principle of Participation
d) Principle of Communication
10. Community organizing must operate within the context of maximum citizen and power
holders’ participation.
A. principle of structure
B. principle of evaluation
C. principle of leadership
D. principle of communication
 Health and Wellness
 Health

Health is the level of functional or metabolic efficiency of a living being. In humans, it is

the general condition of a person's mind, body and spirit, usually meaning to be free from
illness, injury or pain (as in "good health" or "healthy").
The World Health Organization (WHO) defined health in its broader sense in 1946 as "a
state of complete physical, mental, and social well-being and not merely the absence of disease
or infirmity." Although this definition has been subject to controversy, in particular as having a
lack of operational value and the problem created by use of the word "complete", it remains
the most enduring. The maintenance and promotion of health is achieved through different
combination of physical, mental, and social well-being, together sometimes referred to as the
"health triangle".
The WHO's 1986 Ottawa Charter for Health Promotion furthered that health is not just à
state, but also "a resource for everyday life, not the objective of living. Health is a positive
concept emphasizing social and personal resources, as well as physical capacities."

 Determinants of Health

Generally, the context in which an individual lives is of great importance on health

status and quality of life. It is increasingly recognized that health is maintained and improved
not only through the advancement and application of health science, but also through the
efforts and intelligent lifestyle choices of the individual and society. According to the World
Health Organization, the main determinants of health include the social and economic
environment, the physical environment, and the person's individual characteristics and
behaviors.
More specifically, key factors that have been found to influence whether people are
healthy or unhealthy include:
 Personal health practices and coping skills
 Income and social status
 Social support networks
 Healthy child development
 Education and literacy
 Biology and genetics
 Employment/working conditions
 Health care services
 Social environments
 Gender
 Physical environments
 Culture
The concept of the “health field”, as distinct from medical care, emerged from the Lalonde
report from Canada. The report identified three interdependent fields as key determinants of
an individual’s health. These are
 Lifestyle: the aggregation of personal decisions (i.e. over which the Individual has
control) that can be said to contribute to, or cause, illness or death;
 Environmental: all matters related to health external to the human body, and over
which the individual has little or no control;
 Biomedical: all aspects of health, physical and mental, developed within the human
body as influenced by genetic make-up.

Focusing more on lifestyle issues and their relationships with functional health data
from the Alameda County Study suggested that people can improve their health via exercise,
enough sleep, maintaining a healthy body weight, limiting alcohol use and avoiding smoking.
The ability to adapt and to self-manage has been suggested as core components of human
health.
The environment is often cited as an important factor influencing the health status of
individuals. This includes characteristics of the natural environment the built environment, and
the social environment. Factors such as clean water and air, adequate housing, and safe
communities and roads all have been found to contribute to good health, especially the health
of infants and children.
Some studies have shown that a lack of neighborhood recreational spaces including
natural environment leads to lower levels of personal satisfaction and higher levels of obesity,
linked to lower overall health and well-being. This suggests the positive health benefits of
natural space in urban neighborhoods should be taken into account in public policy and land
use.
Genetics, or inherited traits from parents, also play a role in determining the health
status of individuals and populations. This can encompass both the predisposition to certain
diseases and health conditions, as well as the habits and behaviors individuals develop through
the lifestyle of their families. For example, genetic may pay a role in the manner in which
people cope with stress, mental, emotional, or physical.

 Maintaining Health

Achieving and maintaining health is an ongoing process, shaped by both the evolution of
health care knowledge and practices, as well as personal strategies and organized interventions
for staying healthy.

 Role of Public Health

Public health has been described as "the science and art of preventing disease
prolonging life and promoting health through the organized efforts and informed choices of
society, organizations, public and private, communities and individuals. “It is concerned with
threats to the overall health of a community based on population health analysis. The focus of
public health interventions is to prevent and manage diseases, injuries and other health
conditions through surveillance of cases and the promotion or healthy behaviors, communities,
and environments. Its aim is preventing from happening or re-occurring health problems by
implementing educational programs, developing policies, administering services, and
conducting research.

 5 Dimensions of Health

Good health is vital to every individual, but there is much more to good health. Then
just good dietary habits. There are five dimensions to good health, explore them, for a better
and happier life.
Overall good health and wellness are inter-dependent on five dimensions, namely
physical, intellectual, emotional, social and spiritual. These good health parameters have been
set by the World Health Organization (WHO) in 1948. Our body and mind are tuned to send us
signals for any nonfunctional activity, generally called symptoms. It’s important to read and
understand them in time, to ensure balance of mind, spirit and body.

1. Physical: Physical health refers to the state of the body; its compositions, development,
functions and maintenance. Following are a few ways to ensure good physical health.
a. Eat nutritious food, to keep the body and mind energized.
b. Never skip meals or overeat.
c. Water is essential for cleansing the body.
d. Fitness through exercise will increase immunity and endurance levels of the body.
e. Regular medical checkups can help in arresting an illness, in its early stages.
f. Sleep at least for 7 uninterrupted hours daily.
g. Avoid addictive substances.

2. Intellectual: This is a cognitive ability to develop skills and knowledge to enhance one's
life. Our intellectual capacity helps to stimulate our creativity and insight in decision
making.
a. Setting realistic goals will go a long way in life planning
b. Explore every opportunity with an open mind.
c. Be aware of the demands and expectations from you.
d. A positive outlook, especially when dealing with conflicts,

3. Emotional: Our ability to accept and cope with our own and others feelings is defined as
emotional well-being. Emotions contribute to almost all aspects of our life, at times,
even setting course of actions. Symptoms of emotional problems; as hopelessness,
depression, anxiety and even suicidal tendencies are not always easily detectable, but
can lead to dire consequences.
a. Be aware and accept of our strength and shortcoming, is essential for our emotional
well-being.
b. Be able to handle stress and seek help, if needed.
c. Build strong communication networks among family, friends and peers.
 4. Social: To build and maintain satisfying relationships comes naturally to us, as we are
social animals. Being socially accepted is also connected to our emotional well-being.
a. Increase our ability to interact with people and their ideas.
b. Accept and understand diverse cultural norms.
c. Build networks among different kinds of people.
d. Adopt a positive self-image.
e. Enhance your interpersonal communication skills.
5. Spiritual: Our good health is incomplete without being spiritually healthy. To seek
meaning and purpose of life is termed as being spiritual. Spiritual health dimension
refers to our personal belief and value, our own acceptance or rejection of the creation.
There are no prescribed ways, to attain spiritual well-being; it's more a matter of looking
inwards, at our own depth of understanding our existence and creation.

 SELF-CARE STRATEGIES

Personal health depends partially on the active, passive, and assisted cues people
observe and adopt about their own health. These include personal actions for preventing or
minimizing the effects of a disease, usually a chronic condition, through integrative care. They
also include personal hygiene practices to prevent infection and illness, such as bathing and
washing hands with soap: brushing and flossing teeth; storing, preparing and handling food
safely; and many others. The information gleaned from personal observations of daily living
such as about sleep patterns, exercise behavior, nutritional intake, and environmental features
may be used to inform personal decisions and actions, as well as clinical decisions and
treatment plans,

Personal health also depends partially on the social structure of a person's life. The
maintenance of strong social relationships, volunteering, and other social activities have been
linked to positive mental health and even increased longevity.

Prolonged psychological stress may negatively impact health, and has been cited as a
factor in cognitive impairment with aging, depressive illness. and expression of disease. Stress
management is the application of methods to either reduce stress or increase tolerance to
stress. Relaxation techniques are physical methods used to relieve stress. Psychological
methods include cognitive therapy, meditation, and positive thinking which work by reducing
response to stress. Improving relevant skills, such is problem solving and time management
skills, reduces uncertainty and builds confidence, which also reduces the reaction to stress-
causing situations where those skills are applicable.

 DIMENSIONS OF WELLNESS

a. Physical: solid knowledge of the body, its functions, and maintenance develop and
maintain cardiovascular health, flexibility, muscular strength and endurance, body
 composition, health self-care, nutritional awareness and a comprehension of the
dangers of addictive substances.
b. Intellectual: a cognitive process whereby an individual develops and experiences unique
approaches to existing issues and problems, the use of educational and human
resources to enhance one ‘s skills and knowledge base, decision making, life planning,
access and use of knowledge, learning disabilities.
c. Emotional: knowledge and acceptance of one’s feelings, stress management,
psychological awareness.
d. Social respect: acceptance and celebration of diverse populations and their ideas,
fostering a positive sell-mage and improving interpersonal social skills, building healthy
relationships.
e. Spiritual: finding purpose and meaning in human existence, conscious awareness of the
depth and expanse of life. A humble appreciation of nature.
f. Occupational: goal setting, meaning and purpose in work, work satisfaction.
g. Environmental: injury prevention, safety precautions, establishing positive respect for
one’s surroundings.
 Nutrition and Exercise
The study of nutrition is of prime importance throughout a person's life interrelated
with man’s basic needs: physical, psychological, emotional, sociological and economic factors.
The application of nutritional knowledge at any point between birth and death results in a state
of nutritional well- being. and is an outcome of effective nutrition education.

DEFINITION OF TERMS

1. NUTRITION
 Nutrition is the study of food in relation to health of an individual, alls, community or
society and the process through which food is used to sustan life and growth.
 Nutrition is the science of food, the nutrients and other substances therein, their action,
their interaction and balance in relation to health and disease, and the processes by
which an organism ingests, digests, absorbs, transports, utilizes and excrete food
substances.
 Nutrition is the combination of processes by which a living organism receives and
utilizes materials or substances needed for the maintenance of its functions and for
growth and renewal of its components
2. FOOD
 Food is any substance, organic or inorganic, when ingested or eaten, nourishes the body
by building and repairing tissues, supplying heat and energy, and regulating bodily
processes. Food sustains the aside from Oxygen.
 Food includes articles used as drunk or food, and the articles used for the component of
such. (Food and Drug Administration)
3. FOOD QUALITY
Ideally, food must have the following qualities:
1. It is safe to eat. It is prepared under sanitary conditions.
2. It is nourishing or nutritious.
3. It’s palatability factors like color, aroma, flavor and texture satisfy the consumer.
4. It has satiety value.
5. It offers variety and planned within the socio-economic context.
6. It is free from toxic agents or does not contain substances deemed deleterious to
health.
4. NUTRIENT
 A nutrient is a chemical component needed by the body for one or more of these three
general functions:
 to provide energy
 to build and repair tissues
 to regulate life processes
 Nutrients are found chiefly in foods and normal nutrition necessitates the ingestion of
nutrients from natural food sources.
Nutrient Classification
Nutrients may be classified according to function, chemical properties, essentiality and
concentration:
I. FUNCTION
A. Body- building
They form tissues or structural components of the body including water,
protein, fat, carbohydrate and minerals. Water is the most abundant in the body,
accounting for about two-thirds of body weight. Protein constitutes about one-
fifth or 20%, and minerals constitute 4% of body weight, while carbohydrates
amount to less than one pound (about 1/3 kilogram) or 1%. Vitamins are no0
considered as structural nutrients since the total concentration in n body is not
even an ounce (less than 28 grams).

B. Regulatory
Regulatory nutrients include all the six groups of nutrients. They
maintain homeostasis of body fluids and expedite metabolic satisfy the
processes.

C. Furnish Energy
Nutrients that furnish energy are carbohydrates, fats and proteins. They
are sometimes called as the fuel nutrients". Water, minerals deemed and
vitamins do not yield energy or are non-caloric nutrients.

II. CHEMICAL NATURE

A. Organic
Organic substances are those carbon containing compounds with the exception
of carbonates and cyanide. The organic nutrients are: proteins, fats,
carbohydrates and vitamins.

B. Inorganic

The inorganic compounds do not contain carbon. These nclude water and
minerals.

III. ESSENTIALITY

A. Non - essential nutrients

Non-essential nutrients are manufactured in the body and do not need to be
obtained from food. Examples include cholesterol, a fatlike substance present in all
animal cells.
 B. Essential nutrients

Essential nutrients must be obtained from food sources, because the body either
does not produce them or produces them in amounts too small to maintain growth
and health. Essential nutrients include water, carbohydrates, proteins, fats, vitamins,
and minerals.

IV. CONCENTRATION - With reference to the amount of nutrients present in the body, they
can be classified into:

A. Macronutrients
These nutrients are relatively present in large amounts in the body and include:
water, protein, fat and carbohydrate. To be classified macronutrient, the
concentration in the body should be above 50 parts per million (ppm) or above
0.05 percent of body weight.

B. Micronutrients
These nutrients are present in small or trace amounts in the body and are
measured in milligrams or fractions. These include vitamins and trace minerals.

5. NUTRITIONAL STATUS OR NUTRITURE

 Nutriture 1s the condition of the body resulting from the utilization of essential
nutrients. One may be classified as having good, fair or poor nutriture depending upon
the primary or secondary conditioning factors.

6. OPTIMUM OR GOOD NUTRITION

 Optimum or good nutrition means that the body has adequate supply of essential
nutrients that are efficiently utilized such that the growth and good health are
maintained at the highest possible level

7. MALNUTRITION
 Malnutrition is the opposite of good nutrition. It is a condition of the body resulting
from a lack of one or more essential nutrients (nutritional deficiency) or it may be due to
an excessive nutrient supply to the point creating toxic or harmful effects (like
overnutrition and hypervitaminosis)
Nutritional deficiencies may be caused by a primary factor or secondary (conditioning)
factors. The primary factor refers to a faulty diet like when nutrient intake is lacking in quality
and/or quantity. The main factors that bring about faulty diet are as follows:

a. Poverty
b. Ignorance
c. Poor and Food habits
 d. Limited food supply
e. Poor distribution of food
f. Cultural taboos

The secondary factors are multiple and include all conditions within the body that
reduce the ultimate supply of nutrients to the cells after the food goes beyond the month.
These includes:
a. Factors that interfere with normal digestion
o Gastrointestinal disorder
o Lack of appetite
o Poor teeth
o Lack of digestive enzymes
b. Factors that affect metabolism and utilization in the cells
o Liver disease
o Malignancy
o Some drugs
o Alcoholism
o Toxins
o Diabetes mellitus
c. Factors that increase excretions and result in nutrient loss
a) Polyuria
b) Excessive perspiration
c) Certain drugs

The body requires seven major types of nutrients.

A nutrient is a source of nourishment, an ingredient in a food, e.g. protein, carbohydrates,
fat, vitamin, mineral, fiber and water. macronutrients are nutrients we need in relatively large
quantities. Macronutrients are nutrients we need in relatively small quantities.

 Excerpts from the Nutritional Guidelines for Filipinos

(Revised Edition 2000)

Educating the public to make a proper food choice that are appropriate in the cultural,
economic, social and environmental conditions that exist has always been a difficult task
continues to be a challenge.
Nutrition education still remains as the cornerstone to improving the nutritional status
of the population in the long term.
Disseminating simple and practical nutrition message that encourage individuals to
consume an adequate and well-balanced diet together with a healthy lifestyle is therefore a
most desirable objective. In their simplest form, these messages are called Nutritional
Guidelines.
 The development of Nutritional Guidelines therefore is one of the key strategies to
promote appropriate diets and related health practices to achieve the goal of improving the
nutritional condition of the population

 FOOD GUIDE: THE FOOD PYRAMID

Food guides are developed by nutrition educators or nutrition experts in a country as

qualitative tool in planning nutritious diets for the masses. Foods containing high levels of
certain nutrients are grouped together and the serving portions are stated in household
measures.
The Food and Nutrition Research Institute (FNRI) has developed a food guide pyramid, a
simple and easy to follow daily eating guide for Filipinos. The food guide pyramid is a graphic
translation of the current “Your Guide to Good Nutrition” based on the usual dietary pattern of
Filipinos in general.
The Food Guide Pyramid teaches the principle of eating a variety of food everyday in proper
amounts of servings. Rice and cereals take up the major bulk in the diet while fats and oils take
up the least in terms of volume and bulk. The guide also teaches moderation in some food
items, while emphasizing the importance of others.

Fats
and
Oil

Vegetable and Fuits

Fish, Meat, Poultry, Milk, and cheese (Dairy)

Rice, Corn, Breads, Crops, Baked goods, and Wheat flour

Figure 1. Food Guide Pyramid

Starting from the tip of the pyramid fats and oils which should be eaten in moderate
amounts enough to supply the rest of caloric needs from the food groups below this tip.
 Vegetables and fruits constitute the second level of the pyramid. Leafy green vegetables
and Vitamin C rich fruits are the best sources of the vitamins and minerals, as well as dietary
fiber. Filipinos are advised to eat more of these foods.

The third level compromised the animal protein in foods like, meats, poultry, milk and
cheese. Sources of the plant proteins and legumes and nuts also belong to this group. The base
of the pyramid represents the bulk of the Filipino diet, which consists mainly of rice; other
carbohydrate rich foods are corns, breads, root crops, and baked goods made from rice or
wheat flours. It contributes about 55-70% of the total energy needs of Filipinos.

Eating a wide variety of foods within each group will assure one of ingesting known
nutrients as well as other food factors, which might prove to be essential for human nutrition in
the future. It also provides flexibility of food choices, for seasonal, regional and economic
considerations.

 10 NUTRITIONAL GUIDELINES FOR FILIPINOS

1. Eat a variety of foods every day. The human body needs more than 40 different
nutrients for good health. No single food can provide all the nutrients in the amounts
needed. Eat a variety of foods, to provide all the nutrients required in the proper
amount and balance.

ACTION PLAN:
 Plan and consume a balance diet from a variety of foods.
 Follow recommended amounts for each of the food groups
 Pay particular attention to the increased food needs during pregnancy and
lactation
 If you eat convenience foods, choose those higher nutritional value and observe
the principle of variety
 Select fortified foods, whenever possible
 Read food labels to make healthier choices
 Take nutritional supplements only upon expert advice

2. Breast-feed infants exclusively from birth to 4-6 months and then, appropriate foods
while continuing breast-feeding. Infants and children up to 2 years of age are most
vulnerable to malnutrition. Breast-feeding is one of the most effective strategies to
improve child survival. Nutritional requirements of an infant can be obtained solely from
breast milk for the first 6 months of life. After that time, breast milk must be
complemented with appropriate foods, but breast-feeding should be continued for up
to 2 years of age or longer.
 The decision of breast-feed is made by the mother. Nonetheless, the husband and
other family members, health workers, neighbors, community organizations,
officemates and employers must encourage her to breast-feed her infant.

ACTION PLAN:
 Practice exclusive breast-feeding for about 6 months
 Continue breast-feeding for up to two years
 Provide appropriate complementary feeding starting at about 6 months
in addition to breast-feeding.

3. Maintain children’s normal growth through proper diet and monitor their growth
regularly. An adequate diet for an active child is one that promotes good health and
normal growth. A well-nourished child is healthy, strong, and alert, has a good
disposition, and grows at a normal rate. A poorly nourished child exhibits sluggish if not
permanently delayed physical and mental development. In addition, he is lethargic and
frequently ill because of low resistance to infection. Over nutrition on he other hand,
may lead to obesity that may cause physical and emotional problems in childhood and
later in life.

ACTION PLAN: To maintain a child’s normal growth

 Monitor weight and height regularly
 Encourage a varied and well-balanced diet
 Include milk in the child’s daily diet or incorporate milk in other foods
 Use fortified foods
 Provide nutritious meals and snacks
 Continue feeding a sick child appropriately
 Encourage nutrient supplementation when necessary
 Take care of the increased nutritional needs of adolescents by giving
adequate and varied meals to prepare them for adulthood.

4. Consume fish, lean meat, poultry or dried beans. To improve the Filipino diet, not only
should the total quantity of food be increased but the quality of the diet should also be
improved by including animal products as substitute. Including fish, lean meat, poultry
or dried beans in the daily meals will not only enhance the protein quality if the diet but
also supply highly absorbable iron, preformed vitamin A and zine. Fish, lean meat,
poultry without skin, and dried beans, in contrast to fatty meats, are low in saturated
fats, which are linked to heart disease.

ACTION PLAN: To help meet some nutrients deficiencies in your diet

 Consume fish, lean meat, or skinless poultry in your daily meals;
 Include legumes, dried beans and nuts in your diets.
 Vegetarians should include legumes, dried beans and nuts as the source
of protein, in addition to milk.
5. Eat more vegetables, fruits and root crops. In general, most people do not eat enough
vegetables, fruits and root crops. results of food consumptions surveys conducted by
the FNRI shoe that the average consumption of green leafy vegetables, vitamin C-rich
fruits and root crops are low in the Filipino diet. The consumptions of more vegetables,
fruits and root crops is encouraged to help correct the micronutrient deficiencies
consistently noted in national nutrition surveys. Eating root crops will add dietary
energy to the meal.

ACTION PLAN: To help meet some nutrients deficiencies

 Encourage consumption of at least two to three servings of vegetables
each day
 Advise intake of two serving of fruit daily, of which one serving is a
vitamin C-rich fruit
 Include root crops in your meals at least three times a week

6. Eat foods cooked in edible/cooking oil daily. In general, Filipinos use very little oil in
their cooking. Boiling is the most common method of food preparation. Hence, the total
fat and oil consumption in Filipino diet is low. Fats and oils are concentrated sources of
energy. A low fat and oil consumption results in a diet low in energy value, contributing
to chronic energy deficiency. Fats and oil are also essential for absorption and utilization
of fat-soluble vitamins, such as Vitamin A. A low-fat intake may be one of the causes of
Vitamin A deficiency among Filipinos. To ensure adequate fat intake, Filipinos should be
encouraged to stir-fry foods in vegetable oil or to add fats and oils whenever possible in
food preparation. This will guard against chronic energy deficiency and help to lower the
risk of Vitamin A deficiency.
The excessive use of saturated fats and oil, however, may increase the risk of
heart disease. The proper choice of fats and oils therefore is essential.

ACTION PLAN:
 to increase energy intake of the diet, include some foods cooked in
edible/cooking oil daily
 if you are at risk of heart disease, limit your intake of cholesterol,
saturated fats and fatty meat

7. Consume milk, milk products and other calcium-rich foods such as small fish and dark
green leafy vegetables every day. Nutrition surveys indicate a consistent failure of
Filipinos to meet dietary recommendations for calcium. An adequate amount of calcium
in the diet starting from childhood all through adulthood will help prevent osteoporosis
in later life.
Milk and milk products provide highly absorbable calcium besides being good
sources of Protein, vitamin A and other nutrients.
Milk and other calcium-rich foods are valuable additions to our rice/plant-
based diets, which are not only poor sources of calcium but also contain calcium
inhibiting substances.
 ACTION PLAN: To help meet requirements for calcium
 Everyone should include milk, milk products in the daily meals, otherwise,
consume other calcium-rich foods such as small fishes (eaten with the bones
like “dilis”), sardines, soy bean curd “tokwa” or “tofu”, small shrimps and
green vegetables like “malunggay” leaves, “saluyot”, “alugbati” and
“mustasa”.

8. Use iodized salt, but avoid excessive intake of salty foods. Goiter and Iodine Deficiency
Disorders are rampant in many areas of the Philippines, causing physical and mental
retardation in children. The regular use of iodized salt in the table and in cooking in
addition to taking iodine-rich foods, will greatly help in eradicating this preventable
disease.
On the other hand, excessive intake of salt and salty foods particularly in
susceptible individuals increases the risk of hypertension and hence of heart disease.
Avoiding too much table salt and overly salty foods may help in the prevention and
control of these conditions.

ACTION PLAN:
 To help prevent hypertension, limit intake of salt and salty foods
 When using salt, use iodized salt

9. Eat clean and safe food. Food and water are essential to life but they may also carry
disease-causing organisms like bacteria, viruses, fungi and parasites, or harmful
chemical substances.
It is important to buy foods that are safe. Purchase food only from
reliable source. In addition, care must be taken when preparing and serving
meals to prevent food-borne diseases.
Sharing in the efforts to improve environmental hygiene and sanitation in
the community will greatly contribute to food safety in the home.

ACTION PLAN:
 Eat clean and safe food
 Drink safe water
 Practice good personal hygiene
 Practice environment hygiene and sanitation
 Clean and sanitize food preparation area, practice pest control
 Practice safe food storage, handling, preparation and service

10. For healthy lifestyle and good nutrition, exercise regularly, do not smoke and avoid
drinking alcoholic beverages. With the changing lifestyle of Filipinos, chronic
degenerative diseases are becoming significant public health problems. Healthy diets,
regular exercise, abstinence from smoking and moderate alcohol intake are key
components of a healthy lifestyle.
 ACTION PLAN:
 To achieve and maintain desirable body weight, balance food intake with
physical activity and exercise
 To obtain all the benefits of exercise, perform aerobic exercise regularly for
at least 3 to 5 times a week for 20-30 minutes or more
 As a further hedge against chronic degenerative diseases, do not smoke. If
you have acquired the habit, stop smoking.
 It is strongly advised to drink in moderation, if alcohol is used at all

Developed by the Technical Working Group on the Nutritional Guidelines for Filipinos led by
the food and Nutrition Research Institute of the Department of Science and Technology (FNRI-
DOST)

 EXERCISE

Physical Exercise
Physical exercise is any bodily activity that enhances or maintains physical fitness and
overall health and wellness. It is performed for various reasons including strengthening muscles
and cardiovascular system, horning athletic skills, weight loss or maintenance, as well as for the
purpose of enjoyment. Frequent and regular physical exercise boosts the immune system, and
helps prevent the “diseases of affluence” such as heart diseases, cardiovascular disease, Type 2
diabetes and obesity.

It also improves mental health, helps prevent depression, helps to promote or maintain
positive self-esteem, and can even augment an individual’s sex appeal or body image, which is
also found to be linked with higher levels of self-esteem. Childhood obesity is a growing global
concern and physical exercise may help decrease some of the effects of childhood and adult
obesity. Health care providers often call exercise the “miracle” or “wonder” drug – alluding to
the wide variety of proven benefits that it provides,

Classification

Types of exercise
Physical exercises are generally grouped into three types, depending on the
overall effect they have on the human body:
1. Flexibility exercises, such as stretching, improve the range of motion of muscles and
joints.
2. Aerobic exercises, such as cycling, swimming, walking, skipping rope, rowing,
running, hiking or playing tennis, focus on increasing cardiovascular endurance.
3. Anaerobic exercises, such as weight training, functional training, eccentric training or
sprinting, increase short-term muscle strength.

Categories of physical exercise

 1. Strength training
2. Agility training
3. Eccentric training

Health Effects

Physical exercise is important for maintaining physical fitness and can contribute

positively to maintaining a healthy weight, building and maintaining healthy bone density,
muscle strength, and joint mobility, promoting physiological well-being, reducing surgical risks,
and strengthening the immune system.
Exercise reduces levels of cortisol, which causes many health problems, both physical
and mental.
Frequent and regular aerobic exercise has been shown to help prevent or treat serious
and life-threatening chronic conditions such as high blood pressure, obesity, heart disease,
Type 2 diabetes, insomnia, and depression. Endurance exercise before meals lowers blood
glucose more than the same exercise after meals. According to the World Health Organization,
lack of physical activity contributes to approximately 17% of heart disease, diabetes, 12% of
falls in the elderly, and 10% of breast cancer and colon cancer.
Not everyone will benefit equally from exercise. There is tremendous variation in
individual response to training; where most people will see a moderate increase in endurance
from an aerobic exercise, some individuals will as much as double their oxygen uptake, while
others can never augment endurance. However, muscle hypertrophy from resistance training is
primarily determined by diet and testosterone. This genetic variation in improvement from
training is one of the key physiological differences between elite athletes and the larger
population. Studies have often shown that exercising in middle age leads to better physical
ability later in life.

Excessive exercise

Exercise is a stressor and the stresses of exercise have a catabolic effect on the body –
contractile proteins within muscles are consumed for energy, carbohydrates and fats are
similarly consumed and connective tissues are stressed and can form micro-tears. However,
given adequate nutrition and sufficient rest to avoid overtraining, the body’s reaction to this
stimulus is to adapt and replete tissues at a higher level than that existing before. The results
are all the training effects of regular exercise: increase muscular strength, endurance, bone
density, and connective tissue toughness.
Too much exercise can be harmful. Without proper rest, the chance of stroke or other
circulation problems increases, and muscle tissue may develop slowly.

Extremely intense, long-term cardiovascular exercise, as can be seen in athletes who train for
multiple marathons, has been associated with scarring od the heart and heart rhythm
abnormalities.
Inappropriate exercise can do more harm than good, with the definition of
“inappropriate” varying according to the individual. For many activities, especially running and
cycling, there are significant injuries that occur with poorly regimented exercise schedules.
Injuries from accidents also remain a major concern, whereas the effects of increased exposure
to air pollution seen only a minor concern.
In extreme instances, over-exercising induces serious performance loss. Unaccustomed
overexertion of muscle leads to rhabdomyolysis (damage to muscle) most often seen in new
army recruits. Another danger is overtraining in which the intensity or volume of training
exceeds the body’s capacity to recover between bouts.
Stopping excessive exercise suddenly can also create a change in mood. Feelings of
depression and agitation can occur when withdrawal from the natural endorphins produced by
exercise occurs. Exercise should be controlled by each body’s inherent limitations. While one
set of joints and muscles may have the tolerance to withstand multiple marathons, another
body may be damaged by 20 minutes of light jogging. This must be determined for each
individual.
Too much exercise can also cause a female to miss her period, a symptom known as
amenorrhea.

 Six benefits of Regular Physical Activity

1. Exercise controls weight

Exercise can help prevent excess weight gain or help maintain weight loss. When you
engage in physical activity, you burn calories. The more intense the activity, the more
calories you burn. You don’t need to set aside the large chunks of time for exercise to reap
weight-loss benefits. If you can’t do an actual workout, get more active throughout the day
in simple ways – by taking the stairs instead of the elevator or revving up your household
chores.

2. Exercise combats health conditions and diseases

Worried about heart disease? Hoping to prevent high blood pressure? No matter what
your current weight is, being active boosts high-density lipoprotein (HDL) cholesterol, the
"good" cholesterol, and it decreases unhealthy triglycerides. This one-two punch keeps your
blood flowing smoothly, which decreases your risk of cardiovascular diseases. In fact,
regular physical activity can help you prevent or manage a wide range of health problems
and concerns, including stroke, metabolic syndrome, type 2 diabetes, depression, certain
types of cancer, arthritis and falls.

3. Exercise improves mood

Need an emotional lift? Or need to blow off some steam after a stressful day? A gym
session or a brisk 30-minute walk can help. Physical activity stimulates various brain
chemicals that may leave you feeling happier, more relaxed. You may also feel better about
your appearance and yourself when you exercise regularly, which can boost your
confidence and improve your self-esteem.

4. Exercise boosts energy

 Winded by grocery shopping or household chores? Regular physical activity can improve
your muscle strength and boost your endurance. Exercise and physical activity deliver
oxygen and nutrients to your tissues and helps your cardiovascular system work more
efficiently. And when your heart and lungs work more efficiently, you have more energy to
go about your daily chores.

5. Exercise promotes better sleep

Struggling to fall sleep? Or stay asleep? Regular physical activity can help you fall asleep
faster and deepen your sleep, just don't exercise too close to bedtime, or you may be too
energized to fall sleep.

6. Exercise can be fun

Exercise and physical activity can be a fun way to spend some time. It gives you a chance
to unwind, enjoy the outdoors or simply engage in activities that make you happy. Physical
activity can also help you connect with family or friends in a fun social setting. So, take a
dance class, hit the hiking trails or join a soccer team. Find a physical activity you enjoy, and
just do it. If you get bored, try something new.
 Hygiene and Sanitation
Hygiene refers to the set of practices perceived by a community to be of health and
healthy living. While in associated with the preservation modern medical science there is a set
of standards of hygiene recommended for different situations, what is considered hygienic or
not can vary between different cultures, genders and sectarian groups. Some regular hygienic
practices may be considered good habits by a society while the neglect of hygiene can be
considered disgusting, disrespectful or even threatening.

 Concept of Hygiene

Hygiene is an old concept related to medicine, as well as to personal and professional care
practices related to most aspects of living. In medicine and in home (domestic) and everyday
life settings, hygiene practices are employed as preventative measures to reduce the incidence
and spreading of disease. In the manufacture of food, pharmaceutical, cosmetic and other
products, good hygiene is a key part of quality assurance i.e. ensuring that the product complies
with microbial specifications appropriate to its use.
The terms cleanliness (or cleaning) and hygiene are often used interchangeably, which
can cause confusion. In general, hygiene mostly means practices that prevent spread of
disease-causing organisms. Since cleaning processes (e.g., hand washing) remove infectious
microbes as well as dirt and soil, they are often the means to achieve hygiene. Hygiene
practices vary widely, and what is considered acceptable in one culture might not be acceptable
in another.

 Home and Everyday Life Hygiene

Home hygiene pertains to the hygiene practices that prevent or minimize disease and the
spreading of disease in home (domestic) and in everyday life settings such as social settings,
public transport, the work place, public places etc.
Hygiene in home and everyday life settings plays an important part in preventing spread
of infectious disease. It includes procedures used in a variety of domestic situations such as
hand hygiene, respiratory hygiene, food and water hygiene, general home hygiene (hygiene of
environmental sites and surfaces), care of domestic animals, and home healthcare (the care of
those who are at greater risk of infection)
The main sources of infection in the home are people (who are carriers or are infected),
foods (particularly raw foods) and water, and domestic animals (in western countries more than
50% of homes have one or more pets). Additionally, sites that accumulate stagnant water Such
as Sinks, toilets, waste pipes, cleaning tools, face cloths readily support microbial growth and
can become secondary reservoirs of infection, though species are mostly, those that threaten
“at risks” groups.
Good home hygiene means targeting hygiene procedures at critical points, at
appropriate times, to break the chain of infection i.e., to eliminate germs before they can
spread further. Because the “infectious dose” for some pathogens can be very small, and
infection can result from direct transfer from surfaces via hands or food to the mouth nasal
mucosa or the eye, hygienic cleaning’ procedures should be sufficient to eliminate pathogens
from critical surfaces. Hygienic cleaning can be done by:

1. Mechanical removal (i.e., cleaning) using a soap or detergent. To be affective as a

hygiene measure, this process must be followed by through rinsing under running water
to remove germs from the surface.
2. Using a process or product that inactivates the pathogens in situ. Germ kill is achieved
using a micro-biocidal “product i.e., a disinfectant or antibacterial product or waterless
hand Sanitizer, or by application of heat.
3. In some cases combined germ removal with kill is used, e.g. laundering of clothing and
household linens such as towels and bedlinen.

 Hand Hygiene

Hand hygiene is defined as hand washing or washing hands With soap and water or using a
waterless hand sanitizer. Hand hygiene is central to preventing spread of infectious diseases in
home and everyday life settings. In situations where hand washing with soap is not an option
(e.g. when in a public place with no access to wash facilities), a waterless hand sanitizer such as
an alcohol hand gel can be used. They can also be used in addition to hand washing, to
minimize risks when caring for "at risk groups. To be effective, alcohol hand gels should contain
not less than 60%v/v-AS IS! alcohol. Hand sanitizers are not an option in most developing
countries; in situations where availability of water is a problem, there are appropriate solutions
such as tippy-taps, which use much less water and are cheap to make. In low income
communities, mud or ash is sometimes used as an alternative to soap. Respiratory Hygiene
Correct respiratory and hand hygiene when coughing and sneezing reduces the spread of germs
particularly during the cold and flu season.
1. Carry tissues and use them to catch coughs and sneezes
2. Dispose of tissues as soon as possible
3. Clean your hands by hand washing or using an alcohol hand sanitizer.
 Food hygiene at home

Food hygiene is concerned with the hygiene practices that prevent food poisoning. The
five key principles of food hygiene, according to WHO, are:
1. Prevent contaminating food with pathogens spreading from people, pets, and pests.
2. Separate raw and cooked foods to prevent contaminating the cooked foods
3. Cook foods for the appropriate length of time and at the appropriate temperature to kill
pathogens.
4. Store food at the proper temperature.
5. Use safe water and raw materials

 Household Water Treatment and Safe Storage

Household water treatment and safe storage ensure drinking water is safe for
consumption. Drinking water quality remains a significant problem, not only in developing
countries but also in developed countries. Point-of-use water quality interventions can reduce
diarrheal disease in communities where water quality is poor, or in emergency situations where
there is a breakdown in water supply. Since water can become contaminated during storage at
home (e.g. by contact with contaminated hands or using dirty storage vessels), safe storage of
water in the home is also important. Methods for treatment of drinking water include:
1. Chemical disinfection using chlorine or iodine
2. Boiling
3. Filtration using ceramic filters
4. Solar disinfection Solar disinfection is an effective method, especially when no chemical
disinfectants are available.
5. UV irradiation community or household UV systems may be batch or flow-though. The
lamps can be suspended above the water channel or submerged in the water flow.
6. Combined flocculation/disinfection systems available as sachets of powder that act by
coagulating and flocculent Sediments in water followed by release of chlorine.
7. Multicarrier methods Some systems use two or more of the above treatments in
combination or in success to optimize efficacy.

 Hygiene in the kitchen, bathroom and toilet

 Routine cleaning of “contact” (hand, food and drinking water) sites and surfaces (Such as
toilet seats and flush handles, door and tap handles, work surfaces, bath and basin surfaces) in
the kitchen, bathroom and toilet reduces the risk of spread of germs. The infection risk from
the toilet itself is not high, provided it is properly maintained, although some splashing and
aerosol formation can occur during flushing, particularly where someone in the family has
diarrhea. Germs can survive in the scum or scale left behind on baths and wash basins after
washing and bathing.
Water left stagnant in the pipes of showers can be contaminated with germs that
become airborne when the shower is turned on. If a shower has not been used for some time,
it should be left to run at a hot temperature for a few minutes before use.
Through cleaning is important n preventing ne spread of fungal infections. Molds can
live on wall and floor tiles and on shower curtains. Mold can be responsible for infections, cause
allergic responses, deteriorated/damage surfaces and cause unpleasant odors. Primary sites of
fungal growth are inanimate sur surfaces, including carpets and sot furnishings, Air-borne fungi
are usually associated with damp conditions. Poor ventilation or closed air systems.
Cleaning of toilets and hand wash facilities is important to prevent odors and make
them socially acceptable. Social acceptability is an important part of encouraging people to use
toilets and wash their hands.

 Home Hygiene in Low-income Communities

In the developing world, for decades, universal access to water and sanitation has been
seen as the essential step in reducing the preventable diarrheal burden, but it is now clear that
this is best achieved by programs that integrate hygiene promotion with improvements in
water quality and availability, and sanitation. About 2 million people die every year due to
diarrheal diseases; most of them are children less than 5 years of age. The most affected are
the populations in developing countries, living in extreme conditions of poverty, normally peri-
urban dwellers or rural inhabitants. Providing access to sufficient quantities of safe water, the
provision of facilities for a sanitary disposal of excreta, and introducing sound hygiene
behaviors are of capital importance to reduce the burden of disease caused by these risk
factors.
Research shows that, if widely practiced, hand washing with soap could reduce diarrhea
by almost fifty percent and respiratory infections by nearly twenty-five Percent, Hand washing
with soap also reduces the incidence of skin diseases, eye infection like trachoma and intestinal
worms, especially ascariasis and trichiniasis.
 Other hygiene practices, such as safe disposal of waste, surface hygiene, and care of
domestic animals, are also important in low-income communities to break the chain of
infection transmission.

 Body Hygiene

Body hygiene pertains to hygiene practices performed by an individual to care for one's
bodily health and well-being, through cleanliness. Motivations for personal hygiene practice
include reduction of personal illness, healing from personal illness, optimal health and sense of
well-being, social acceptance and prevention of spread of illness to others.
Personal hygiene practices include: seeing a doctor, seeing a dentist, regular
washing/bathing, and healthy eating. Personal grooming extends personal hygiene as it
pertains to the maintenance of a good personal and public appearance, which need not
necessarily be hygienic.
Body hygiene is achieved by using personal body hygiene products including: soap, hair
shampoo, toothbrushes, tooth paste, cotton swabs, antiperspirant, facial tissue, mouthwash,
nail files, skin cleansers, toilet paper, and other such products.

 SANITATION

Sanitation is the hygienic means of promoting health through prevention of human

contact with the hazards of wastes. Hazards can be physical, microbiological, biological or
chemical agents of disease. Wastes that can cause health problems are human and animal
feces, solid wastes, domestic wastewater (sewage, silage, greywater), industrial wastes and
agricultural wastes.
Hygienic means of prevention can be by using engineering solutions (e.g. sewerage and
wastewater treatment), simple technologies (e.g. latrines, septic tanks), or even by personal
hygiene practices (e.g. Simple hand washing with soap).

The World Health Organization states that:

“Sanitation generally refers to the provision of facilities and services for the safe disposal of
human urine and feces. Inadequate sanitation is a major cause of disease world-wide and
improving sanitation is known to have a significant beneficial impact on health both in
 households and across communities. The word ‘sanitation’ also refers to the maintenance of
hygienic conditions, through services such as garbage collection and wastewater disposal. “

The term “sanitation” can be applied to a specific aspect, concept, location or strategy,
such as:
1. Basic sanitation - refers to the management of human feces at the household level. This
terminology is the indicator used to describe the target of the Millennium Development
Goal on sanitation.
2. On-site sanitation - the collection and treatment of waste is done where it is deposited.
Examples are the use of pit latrines, septic tanks, and Imhoff tanks.
3. Food sanitation - refers to the hygienic measures for ensuring food safety.
4. Environmental sanitation- the control of environmental factors that form links in
disease transmission. Subsets of this category are solid waste management, water and
wastewater treatment, industrial waste treatment and noise and pollution control.
5. Ecological sanitation - an approach that tries to emulate nature through the recycling of
nutrients and water from human and animal wastes in a hygienically safe manner.

 Sanitation and Public Health

The importance of the isolation of waste lies in an effort to prevent diseases which can be
transmitted through human waste, which afflict both developed countries as well as developing
countries to differing degrees. It is estimated that up to 5 million people die each year from
preventable water-borne disease, as a result of inadequate sanitation and hygiene practices.
The effects of sanitation have also had a large impact on society. The results of studies
published in Griffins Public Sanitation show that better sanitation produces an enhanced feeling
of wellbeing.
 Environmental Education
Our planet is in trouble! Almost every day we seem to hear of yet another problem
affecting the environment – and what a list of problems! – pollution, acid rain, climate change,
the destruction of rainforests and other wild habitats, the decline and extinction of thousands
of species of animals and plants ….and so on.

Nowadays, most of us know that these threats exist and that humans have caused
them. Many of us are very worried about the future of our planet and unless we can find a way
of solving the problems, we have made then the environment will suffer even more.

It all sounds so sad – but we certainly mustn’t despair! Every one of us, whatever age we
are can do something to help slow down and reverse some of the damage. We cannot leave the
problem-solving entirely to the experts – we all have a responsibility for our environment, we
must learn to live a sustainable way i.e., learn to use our natural resources which include air,
freshwater, forests, wildlife, farmland and seas without damaging them. As populations grow
and lifestyles change, we must keep the world in good condition so that future generations will
have the same natural resources that we have.

 Environmental education

Environmental education (EE) refers to organized efforts to teach about how natural
environments function and, particularly, how human beings can manage their behavior and
ecosystems in order to live sustainably. The term is often used to imply education within the
school system, from primary to post-secondary. However, it is sometimes used more broadly to
include all efforts to educate the public and other audiences, including print materials,
websites, media campaigns, etc. Related disciplines include outdoor education and experiential
education.
Environmental education is a learning process that increases people’s knowledge and
awareness about the environment and associated challenges, develops the necessary skills and
expertise to address the challenges, and fosters attitudes, motivations, and commitments to
make informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).

EE focuses on:
1. Awareness and senility about the environment and environmental challenges
2. Knowledge and understanding about the environment and environmental challenges
3. Attitude concern for the environment and help to maintain environmental quality
4. Skills to mitigate the environmental problems
5.  Participation for exercising existing knowledge and environmental related programs.
 Resource

A resource is a source or supply from which benefit is produced. Typically, resources are
materials or other assets that are transformed to produce benefit and, in the process, may be
consumed or made unavailable. From a human perspective a natural resource is anything
obtained from the environment to satisfy human needs and wants.

Resources have three main characteristics: 1) utility, 2) limited availability, and 3)

potential for depletion or consumption. Resources have been variously categorized as biotic
versus abiotic, renewable versus non-renewable, and potential versus actual, along with more
elaborate classifications.

Land or Natural Resources

Natural resources are derived from the environment. Many natural resources are
essential for human survival, while others are used for satisfying human desire. Conservation is
the management of natural resources with the goal of sustainability. Natural resources may be
further classified in different ways.

Resources can be categorized on the basis of origin:

1. Abiotic resources compromise non-living things (e.g., land, water and minerals such as
gold, iron, copper, silver)
2. Biotic resources are obtained from biosphere such as forests and their products,
animals, birds and their products, fish and other marine organisms are important
examples. Minerals such as coal and petroleum are sometimes included in this category
because they were formed from fossilized organic matter, though over long periods of
time.

Natural resources are also categorized based on the stage of development:

1. Potential resources are known to exist and may be used in the future. For
example, petroleum may exist in many parts of India and Kuwait that have sedimentary
rocks, but until the time it is actually drilled out and put into use, it remains a potential
resource
2. Actual resources are those that have been surveyed, their quantity and quality
determined, and are being used in present times. For example, petroleum and natural
gas is actively being obtained from the Mumbai High Fields. The development of an
actual resource, such as wood processing depends upon the technology available and
the cost involved. That part of the actual resource that can be developed profitably with
available technology is called a reserve resource, while that part that cannot be
developed profitably because of lack of technology is called a stock resource.
Natural resources are also categorized on the basis of renewability
1. Non-renewable resources are formed over very long geological periods. Minerals and
fossils are included in this category. Since their rate of formation is extremely slow, they
cannot be replenished, once they are depleted. Out of these, the metallic minerals can
be re-used by recycling them, but coal and petroleum cannot be recycled.
2. Renewable resources, such as forests and fisheries, can be replenished or reproduced
relatively quickly. The highest rate at which a resource can be used sustainably is the
sustainable yield. Some resources, such as sunlight, air, and wind, are called perpetual
resources because they are available continuously, though at a limited rate. Their
quantity is not affected by human consumption. Many renewable resources can be
depleted by human use, but may also be replenished, thus maintaining a flow. Some of
these, such as agricultural crops, take a short time for renewal; others, such as water,
take a comparatively longer time, while still others, such as forests, take even longer

Dependent upon the speed and quantity of consumption, overconsumption can lead to
depletion or total and everlasting destruction of a resource. Important examples are
agricultural areas, fish and other animals, forests, healthy water and soil, cultivated and natural
landscapes. Such conditionally renewable resources are sometimes classified as a third kind of
resource, or as a subtype of renewable resources. Conditionally renewable resources are
presently subject to excess human consumption and the only sustainable long-term use of such
resources is within the so-called zero ecological footprint, where in human use less than the
Earth's ecological capacity to regenerate.

Natural resources are also categorized based on distribution:

1. Ubiquitous resources are found everywhere (for example air, light, and water).
2. Localized resources are found only in certain parts of the world (for example metal ores
and geothermal power)
On the basis of ownership, resources can be classified as individual community, national,
and international.

 Resource Used and Sustainable Development

Typically, resources cannot be consumed in their original form, but rather through resource
development they must be pressed into more usable commodities. With increasing population,
the demand for resources is increasing. There are marked differences in resources distribution
and associated economics inequality between regions or countries, with developed countries
using more natural resources than developing countries. Sustainable development is a pattern
of resource use that aims to meet human needs while preserving the environment.

Various problems relate to the usages of resources:

 Environmental degradation
 Over consumption
 Resource curse
  Resource depletion
 Tragedy of the commons

Various benefits can result from the wise usage of resources

 Economic growth
 Ethical consumerism
 Prosperity
 Quality of life
 Sustainability
 Wealth

Environmental degradation

Environmental degradation is the deterioration of the environment through depletion of

resources such as quality of air, water and soil; the destruction of ecosystems; habitat
destruction; the extinction of wildlife; and pollution. It is defined as any change or disturbance
to the environment perceived to be deleterious or undesirable.

The United Nations International Strategy for Disaster Reduction defines environmental
degradation as "the reduction of the capacity of the environment to meet social and ecological
objectives, and needs". Environmental degradation comes in many types. When natural
habitats are destroyed or natural resources are depleted environment is degraded.

Over Consumption
Overconsumption is a situation where resource use has outpaced the sustainable
capacity of the ecosystem. A prolonged pattern of overconsumption leads to environmental
degradation and the eventual loss of resource bases. Generally, the discussion of
overconsumption parallels that of human overpopulation; that is the more people, the more
consumption of raw materials takes place to sustain their lives
The theory was coined to augment the discussion of overpopulation, which reflects
issues of carrying capacity without taking into account per capita consumption, by which
developing nations are evaluated to consume more than their land can support.

Resources Course
The resource curse (Paradox of Plenty) refers to the paradox that countries and regions
with an abundance of natural resources, specifically point-source non-renewable resources like
minerals and fuels, tend to have less economic growth and worse development outcomes than
countries with fewer natural resources. This is hypothesized to happen for many different
reason, including a decline in the competitiveness of other economic sector volatility of
revenues of the natural resource sector due to exposure to global commodity market swings,
government mismanagement of resources, or weak, ineffectual, unstable or corrupt institutions
(possibly due to the easily diverted actual or anticipated revenue stream from extracted
activities.
Resource Depletion
Resource depletion is an economic term referring to the exhaustion of raw materials
within a region. Resources are commonly divided between renewable resources and non-
renewable resources. Use of either of these forms of resources beyond their rate of
replacement is considered to be resource depletion. Resource depletion is most commonly
used in reference to farming, fishing, mining, and fossil fuels.

Causes of resource depletion

 Over-consumption/excessive or unnecessary use of resources
 Non-equitable distribution of resources
 Overpopulation
 Slash and burn agricultural practices, currently occurring in many developing
countries
 Technological and industrial development
 Erosion • Irrigation
 Mining for oil and minerals
 Aquifer depletion
 Forestry
 Pollution or contamination of resources

 Population

Pollution is the introduction of contaminants into a natural environment that causes

instability, disorder, harm or discomfort to the ecosystem, i.e., physical systems or living
organisms. Pollution can take the form of chemical substances or energy, such as noise, heat, or
light. Pollutants, the elements of pollution, can be foreign substances or energies, or naturally
occurring; when naturally occurring, they are considered contaminants when they exceed
natural levels. Pollution is often classed as point source or nonpoint source pollution.

A pollutant is a waste material that pollutes air, water or soil. Three factors determine the
severity of a pollutant: is chemical nature, the concentration and the persistence.

EFFECTS OF POPULATION
1. Environment
a. Population has been found to be present widely in the environment. There are a
number of effects of this:
b. Biomagnification describes situations where toxins (such as heavy metals) may pass
through trophic levels, becoming exponentially more concentrated in the process
c. Carbon dioxide emissions cause ocean acidification, the ongoing decrease in the pH of
the Earth’s oceans as CO2 becomes dissolved.
d. The emission of greenhouse gases leads to global warming which affects ecosystems in
many ways.
 e. Invasive species can out compete native species and reduce biodiversity. Invasive plants
can contribute debris and biomolecules (allelopathy) that can alter soil and chemical
compositions of an environment, often reducing native species competitiveness.
f. Nitrogen oxides are removed from the air by rain and fertilize land which can change the
species composition of ecosystems.
g. Smog and haze can reduce the amount of sunlight received by plants to carry out
photosynthesis and leads to the production of tropospheric ozone which damage plants.
h. Soil can become infertile and unsuitable for plants. This will affect other organisms in
the food web.
i. Sulfur dioxide and nitrogen oxides can cause acid rain which lowers the pH value of soil

2. Health Effects

Overview of main health effects on human from common type of pollution.

TYPES OF POLLUTION
1. Air Pollution
Air pollution is indication of disturbances to the composition of compounds in the
atmosphere, as it may be summarized as shown:
 Excess emission of gases/vapors into atmosphere
 Saturation of chemical compound/particulates
 Rate of dissipation < (smaller than) rate of absorption through various cycles (i.e., carbon
and nitrogen cycle)
 Emergence of new chemical reactions of reactive and non-biodegradable compounds.

Global warming, acid rain, smog, ozone depletion are some effects of air pollution.
2. Water Pollution
Water pollution is contamination of water by foreign matter that deteriorates the
quality of the water. Water pollution covers pollutions in liquid forms like ocean pollution and
river pollution. As the term applies, liquid pollution occurs in the oceans, lakes, streams, rivers,
underground water and bays, in short liquid-containing areas. It involves the release of toxic
substances, pathogenic germs, substances that require much oxygen to decompose, easy-
soluble substances, radioactivity, etc. that becomes deposited upon the bottom and their
accumulations will interfere with the condition of aquatic ecosystems. For example, the
eutrophication: lack of oxygen in a water body caused by excessive algae growths because of
enrichment of pollutants.

3. Land Pollution
Referred to as soil pollution, land pollution involves the following mechanism:

 Deposition of solid waste

 Accumulation of non-biodegradable materials
 Toxification of chemical into poisons
 Alteration of soil chemical composition (imbalance of chemical equilibrium to soil
medium)

 WASTE

Waste (also known as rubbish, trash, refuse, garbage, junk and litter) is unwanted or
useless materials. Waste is directly linked to human development, both technological and social

Waste Management

Waste management is the collection, transport, processing or disposal, managing and

monitoring of waste materials. The term usually relates to materials produced by human
activity, the environment or aesthetics. Waste management is a distinct practice from resource
recovery which focuses on delaying the rate of consumptions of natural resources.

There are number of concepts about waste management which vary in their usage
between countries or regions. Some of the most general and widely use concepts include:

 Waste hierarchy - The waste hierarchy refers to the "3 Rs" Reduce, Reuse and Recycle,

which classifies waste management strategies according to their desirability in terms
of waste minimization. The waste hierarchy is the cornerstone of most waste minimization
strategies. The aim of the waste hierarchy is to extract the maximum practical benefits from
products and to generate the minimum amount of end waste
 Polluter pays principle - The polluter pays principle is a principle where the polluting party
pays for the impact on the environment. With respect to waste management, this generally
 refers to the requirement for a waste generator to pay for appropriate disposal of the
waste.

The Philippine Land

The once spectacular primary forests of the Philippines are now a relic of a bygone era.
What little primary forest does remain exists on the island of Palawan, the last sanctuary for the
Palawan eagle.

Between 1990 and 2005 the Philippines lost a third of its forest cover, according to FAO
estimates, but the country's deforestation is down since its peak in the 1980s and 1990s.
Widespread logging was responsible for much of the historical forest loss in the Philippines.
Despite government bans on timber harvesting following severe flooding in the late 1980s and
early 1990s, illegal logging continues today. Illicit wood cut from secondary and primary forests is
routinely smuggled to other Asian countries.

After temporarily lifting the log export ban in the late 1990s, the government has
increasingly tried to crack down on timber smuggling and forest degradation. Additional threats
to Philippine forests come from legal and illegal mining operations — which also cause pollution
and have been linked to violent conflict — agricultural fires, collection of fuelwoods, and rural
population expansion. In recent years, deforestation has been increasingly blamed for soil
erosion, river siltation, flooding, and drought; environmental awareness is now rising in the
country. Activists are quick to criticize government decisions that adversely affect the country’s
environment.

With less and less forest in the Philippines, locals are increasingly reliant on plantations
to meet their timber needs. As a result, plantation cover has fallen 65 percent between 1990
and 2005.

The continuing disappearance of Filipino wildlands is of great to concern to ecologists

due to the high levels of endemic species. Of the 1,196 known species of amphibians, birds,
mammals and reptiles in the country, nearly 46 percent are endemic. Among plants, the
number is around 40 percent. Only about 5 percent of the Philippines land area is under some
form of protection.

Recent scientific studies reveal that human activities have contributed significantly to
the increase of greenhouse gases in the atmosphere that causes climate change.
The Philippine is a hotspot for climate change disasters particularly the risk for
agriculture and food security due to extreme El Nino and severe tropical cyclones. The spread
of infectious diseased are influenced by fluctuations in climate variables, temperature, relative
humidity and rainfall.
Diseases such as dengue fever, malaria, cholera have increased throughout the years.
Climate change impacts on coastal zones and marine ecosystems caused massive coral
bleaching especially in 1998 due to elevated sea temperature and fish kills red tides like the one
that occurred in 1992 which was an El Nino period.

Scientists warned the Philippines could experience famine by 2020, as the adverse
impact of global warming takes its toll on natural resources. Thousands will be displaced from
their homes especially in low-lying coastal communities.

Aside from the natural calamities, the Philippines is looming with garbage problems
despite passage of the Ecological Solid Waste Management Act or the Republic Act (RA) 9003.

In 2007 first quarter data from the National Solid Waste Management Commission
shows that there are 677 open dumpsites, 343 controlled dumps, and 21 landfills in the
country. An additional 307 dump sites are subject for closure or rehabilitation plans but without
definite schedules for enforcement. About 215 additional landfills are being proposed to be set
up nationwide.

About 1,000 open and controlled dump sites exist in the country. Prominent dumps all
over the country can be found in Antipolo and Montalban in Rizal; Baguio City; Calapan,
Mindoro Oriental; Carmen, Cagayan de Oro; Mindanao, Iloilo City; Obando, Bulacan; and San
Pedro, Laguna.
 Environmentalists stress that Republic Act 9003 calls for the adoption of the best
environmental practices in ecological waste management and explicitly excludes waste
incineration as an ecological option. These polluting disposal facilities are major sources of
greenhouse gas emissions to the atmosphere which adds to global warming. Landfills and open
dumps, according to studies, account for 34 percent of human-related methane emissions to
the atmosphere, a global warming gas that has 23 times more heat-trapping power than carbon
dioxide. These landfills and open dumps are illegal under RA9003.

Incinerators, on the other hand, have significantly higher levels of greenhouse gas
emissions (per kilowatt) than a coal-fired power plant when all of the carbon coming out of an
incinerator stack is measured. Such emissions are banned by the country’s Clean Air Act.
Inaction on garbage contributes to the death of at least two persons every minute due
to complications from environmental problems, which could be prevented if the country only
developed a more efficient environmental management program.

Mismanagement of waste has serious environmental consequences: ground and surface

water contamination, local flooding, air pollution, exposure to toxins, and spread of disease.
Many of the disposal sites contain infectious material, thus threatening sanitation workers and
waste-pickers.

Annual waste generation in the Philippines is expected to grow 40 percent by 2010.

Improvements in recycling, collection, and disposal will become even more critical as garbage
production continues to increase with population growth and economic development.

Past efforts to promote waste segregation at source have minimal impact despite the
presence of Republic Act 9003. Most of these were barangay, city, and municipal ordinances
providing for sanctions and penalties for non-compliance. Campaigns, seminars, trainings and
other different community activities were implemented with the help of various private groups
or NGO’s to pursue the objective of solving the garbage problem.

RA 9003 further calls for the establishment of materials recovery facilities, or ecology
centers, in every barangay or cluster of a barangay. To date, only 1,923 ecology centers exist,
serving 2,133 barangays of a total 41,975 nationwide. In Quezon City alone, only 52 barangays
have established Materials Recovery Facilities out of a total of 142.

People’s Behavior towards Waste

Behavior is a key cultural aspect that is embedded in people’s way of life. Studying a
community’s behavior and introducing new ones requires intensive, longterm, and creative
social marketing. This can be done by studying the demographic and cultural fiber of the
community through immersions and capacity building activities.
The Resources, Environment and Economics Center for Studies, Inc.’s (REECS) 2002
study on household waste management systems and the attitudes and behavior of the
communities in two barangays in Metro Manila (Bennagen, Nepomuceno, Covar, 2002) showed
that:

1. Waste management is still perceived by many as the responsibility of government.

2. Public participation in waste management, especially in segregation at source, remains
limited.
3. More extensive awareness- raising activities and training on ecological waste
management are needed, together with stricter enforcement of the Law and local
ordinances must be observed.
4. There is lack of community empowerment and political will to resolve the problem.

Recognizing the importance of the environment’s immediate recovery and

effects of improper waste management to the Philippines, there is a need for
understanding and reformation of attitudes and concern towards the protection of
environment. The impending garbage crisis can be prevented if we only practice waste
segregation at source, recycling, and composting as what the law requires. An intensive
social marketing program has to be established on a long-term scale within a barangay –
the smallest unit of the local government.
Ecological Waste Management Act

Republic Act No. 9003 or the “Ecological Solid Waste Management Act” provides the
legal framework for the country’s systematic, comprehensive and ecological solid waste
management program that shall ensure protection of public health and the environment. It
underscores, among other things, the need to create the necessary institutional mechanism
and incentives, as well as imposes penalties for acts in violation of any of its provisions. The
implementing rules and regulations of R.A. No. 9003 are contained in DENR Administrative
Order No. 2001-34.

Solve Waste Problems

There are many ways to do it. A highly recommended formula is to adopt the
3Rs of Ecological Waste Management: REDUCE, REUSE, AND RECYCLE. In addition, let us refrain
from doing what has been prohibited under the law, to include but are not limited to the
following:
a. Littering, throwing, dumping of waste materials in public places like roads, sidewalks,
canals, esteros, parks and establishments;
b. Open burning of solid waste
c. Allowing the collection of non-segregated or unsorted waste;
d. Squatting in open dumps and landfills;
e. Open dumping or burying of biodegradable and non-biodegradable materials in flood-
prone areas;
f. Unauthorized removal of recyclable material intended for collection by authorized
persons;
 g. Mixing of source-separated recyclable material with other solid waste in any vehicle,
box, container or receptacle used in solid waste collection of disposals;
h. Manufacture, distribution or use of non-environmentally acceptable packaging
materials;
i. Establishment or operation of open dumps; and
j. Importation of consumer products packaged in non-environmentally acceptable
materials.

Education and Awareness

Education and awareness in the area pf waste and waste management is increasingly
important from a global perspective of resource management. The Talliores Declaration is a
declaration for sustainability concerned about the unprecedented scale and speed of
environmental pollution and degradation, and the depletion of natural resources. Local,
regional, and global air pollution; accumulation and distribution of toxic wastes; destruction
and depletion of forests, soil, and water; depletion of the ozone layer and emission of
“greenhouse” gases threaten the survival of humans and thousands of other living species, the
integrity of the earth and its biodiversity, the security of nations, the heritage of future
generations.
 Social Awareness and Disaster
Preparedness
 Social Consciousness

Social consciousness is consciousness shared within a society. It can also be defined as social
awareness; to be aware of the problems that different societies and communities face on a day-
to-day basis; to be conscious of the difficulties of hardship of societies.
Many studies have been done to examine the roots of social consciousness. It is believed to
arise as a response to social injustice experienced by the individual or in the lives of other
around the individual. There are three levels of social consciousness: acquire, awakened, and
expanded.

 Acquired

A subject with an acquired social consciousness derives his or her viewpoint from the
mainstream culture. This individual avoids identifying himself or herself with a marginalized
culture. This individual generally is either not aware or of does not acknowledge the way
differences among people affect the treatment that receive within a society. This individual is
not fully active in society. The person with an acquired social consciousness does not question
mainstream viewpoints, and acts accordingly, without confrontation.

 Awakened

A subject with an awakened social consciousness explores alternatives to the dominant

culture viewpoint. This person might identify with a marginalized group, but the mainstream
culture is central to his and her questioning or exploration. The subject recognizes and
challenges social injustice. The person actively resists power and authority. The focus of
discontent and action is often over the right to be visible, to have choice, or to be self-
determining. This awakened level of social awareness.

 Expanded

A subject with an expanded social consciousness strongly identifies with their marginalized
group. The person views status as a continuously changing social construct, thus viewing
responses as a lifelong process. This individual understands the complexity of the social
hierarchy, and acts carefully after weighing both sides.

 Implication
 Consciousness brings moral implication. Often, people with an awakened consciousness
become socially active. A socially conscious person tends to be empathetic towards others
regardless of race, gender, ethnicity, disability, class, or sexual identify.
Social problems are problems and difficulties that people often face in society.
These include:
 Crime
 Corruption
 Unemployment
 Poverty
 Homelessness
 Hunger
 Disease

 Crime
crime is the breach of rules or laws for which some governing authority can ultimately
prescribe a conviction.

Types of crime
1. drug crimes. The drug-crimes category encompasses a range of other connected with
the use, transportation, purchase, and sale of illegal drugs.
2. street crime. The most common forms of predator crime—rape, robbery, assault,
burglary, larceny, and auto theft—occur most frequently on urban streets Racial
minority citizen account for a disproportionately high number of the arrests for street
crimes.
3. Organized crime. The term ‘’organized crime” refers to the unlawful activities of
member of criminal organization that supply of members of criminal organization that
supply illegal goods and service.
4. Political crime. The political-crime category contains both crime by the government and
crimes against the government. Political goals motivate political criminals.
5. Victimless crime. Consensual acts and violations in which only the perpetrator is hurt,
such as the personal use of illegal drugs, are called victims crimes.
6. White-collar crime. White-collar crimes are offenses that persons commit while acting in
their legitimate jobs and professions. White-collar criminals behave in unethical ways
for self-gain or for the benefit of a business. Victims of white-collar crime include the
economy, employers, consumers, and the environment

Crime Prevention

The ultimate goals of crime prevention is to reduce the risk of being a victim. In order to
accomplish this effectively, it is important to remove opportunities for a criminal to take
advantage of you or your property. You are attempting to prevent either victimization or
criminalization by presenting an unattractive target to be criminals. This effort at removing
opportunities is often referred to as target hardening. Target hardening can be as complex as
installing a high-tech alarm system or taking a self-defense course to something as simple as
locking your door. Successful crime prevention efforts will promote a safer community by
enhancing the perception of safety and attitudes and behaviors that help people feel safe.

 National Security

National security is the requirement to maintain the survival of the state through the use of
economic, diplomacy, power projection and political powers. The concept developed mostly in
the United States of America after world war ll. Initially focusing on military might, it now
encompasses a broad range of facets, all of which impinge on the non-military or economic
security of the nation and the values espoused by the national society. Accordingly, in order to
possess national security, a nation needs to possess economic security, energy, environmental
Security, etc. Security threats involve not only conventional foes such as other nation-states but
also non-state actors such as violent non-state actors, narcosis cartels, multinational
corporation and non-governmental organizations. Some authorities include natural disaster and
events causing severe environmental damage in this category.

Measures taken to ensure national security include:

1. Using diplomacy to rally allies and isolate treats.

2. Marshalling economic power to facilitate or compel cooperation.
3. Maintaining effective armed forces
4. Implementing civil defense and emergency preparedness measures (including anti-
terrorism legislation)
5. Ensuring the resilience and redundancy of critical infrastructure.
6. Using intelligence services to detect and defeat or avoid threats and espionage, and
to protect classified information.
7. Using counter intelligence services or secret police to protect the nation from
internal threats

National Security Council (Philippines)

National security council (NSC) is the Philippines president's principal forum for
considering national security & foreign policy matter with his senior national security advisor
and cabinet officials.

History

Commonwealth Act No. 1, also known as the National Defense Act, is the original policy basis of
the national security program of the republic of the Philippines,

The 1987 constitution mandates civilian control of the military and establishes the
president as commander in chief of the armed forces. The president also heads the national
security council, ostensibly to policy-making and advisory body for matters connected with
national defense. Former president Corazon Aquino reestablished the council in 1986 through
an executive order that provided for a national security council director to advise the President
on National Security matters and for a National Security Council secretary secretariat. The
council itself is composed of the president and at least nine; others Vice President the AFP chief
of staff. National Security Council director, the Executive Secretary; and the Secretaries of
foreign Affairs, National Defense, Interior and Local Government, Justice, and Labor and
Employment (called ministers before 1987). By the end of 1990, however, the National Security
Council had only convened twice.

Responsibility for national security was vested in the Department of National Defense.
The principal functions of the department in 1991 were to defend the state against internal and
external threats and, through the Philippines National Police. To maintain law and order. The
secretary of national defense, by law a civilian, was charged with advising the president on
defense matters and developing defense policy.

In 2002, Philippines President Gloria Macapagal Arroyo has won crucial bucking from
her cabinet and Congress for the development of US soldiers in the country as part of the war
on terrorism.

The president convened a meeting of the country's National Security Council during that
time in a bid to pull wavering officials, including her vice-president into line and smooth over
differences in her administration over the issue. Arroyo insisted her oppositions to marshal
support for her stance to back US led campaign against terrorism, not only to implement a
unanimous UN Security Council resolution calling on U.N. members to bring the perpetrators to
justice but also the Philippines, strategic alliance with the United States and to assist the global
campaign to end the scourge of terrorism.

Functions
The NSC's functions is to advise the President with respect to the integration of
domestic, foreign, and military policies relating to the national security. The NSC also serves as
the Presidents principal arm for coordinating these policies among various government
departments and agencies in matters involving the national security.

Elements of national security

As in the case of national power, the military aspect of security is an important, but not
the sole, component of national security. To be truly secure, a nation needs other forms of
security. Authorities differ in their choice of nation security elements.

Military security
This is traditionally, the earliest recognized form of national security. Military security
implies the capability of a nation to defend itself, and/or deter military aggression.
Alternatively, military security implies the capability of a nation to enforce its policy choices
by use of military force;

Political security
 The political aspect of security has been offered by Barry Buzan, Ole Waver, Jaap de
Wilde as an important, component of national security, Political security is about the stability
of the social order. Closely allied to military security and societal security, other components
proposed in a framework for national security in their book ‘’Security: a new framework for
analysis", it specifically addresses threat to sovereignty,

Economic security

Historically. conquest of nations have made conquerors rich through plunder, access to
new resources and enlarged trade through controlling of the conquered nations, economy. In
today's complex system of international trade, characterized by multi-national agreements,
mutual inter-dependence and availability of natural resources etc., the freedom to follow
choice of policies to develop a nation's economy in the manner desired. forms the essence of
economic security. Economic security today forms., arguably, as important a part of national
security as military security

Environmental security

Environmental security deals with environmental issues which threaten the national
security of a nation in any manner. The scope and nature of environmental threats to national
security and strategies to engage them is a subject of debate.

Security of energy and natural resources

Resources include water, sources of energy, land and minerals. Availability of adequate
natural resources is an important for a nation to develop its industry and economic power.

National security and rights and freedom

The measures adopted to maintain national security in the face of threats the society
has led to ongoing dialectic, particularly, in liberal democracies, on the appropriate scale and
role of authority in matters of civil and human rights. Although national security measures are
imposed to protect society as a whole, many such measures will restrict the rights and freedom
of all individuals in society.

National security and NSTP program

The 1987 Philippine Constitution enshrined in its declaration of principle that the
Filipino are duty-bound to protect the country and, as such, they may be subjected to undergo
service training program. The Government may call upon the people to defend the states, and
in fulfillment thereof, all citizens may be required, under conditional provided bylaw, to render
personal, military or civil service. The 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, specifically designed to
enhance the youth's active contribution to the general welfare.

MANPOWER RESERVOIR FOR NATIONAL SECURITY

1. Graduates of CWTS and LTS shall belong to the National Service Reserve Corp (NSRC)
which could be tapped by the state of literacy and civic welfare activities such assisting
in disaster preparedness, mitigation, response and rehabilitation programs.
2. Graduates of the ROTC component shall form part of the AFP Citizen Armed Forces and
AFP Reserve Force, subject to DND requirements.
3.
THREATS TO NATIONAL SECURITY
A. Man Made Threats
 Terrorism
 Explosion/ bomb threats
 Campus violence/frat and gang war
 Kidnapping/hostage taking
 Drug addiction
 Armed robberies/Hold Ups
 Snatching
 Sabotage
 Fire
 Technological threats
B. NATURAL THREATS
 Earthquakes
 Typhoons
 Floods
 Volcanic eruptions
 Tsunamis

 TERRORISM

Terrorism is the systematic use of terror, especially as a means of coercion. In the

international community, however, terrorism has no universally agreed, legally binding,
criminal law definition. Common definitions of terrorism refer only to those violent acts which
are intended to create fear (terror), are perpetrated for a religious, political or, ideological goal;
some definition now include acts of unlawful violence and war. The use of similar tactics by
criminal organizations for protection rackets or to enforce a code of silence is usually not
labeled terrorism though these same actions may be labeled terrorism when done by a
politically motivated group.

The word "terrorism" is politically and emotionally charged, and this greatly compounds
the difficulty of providing a precise definition study have found over 100 definitions of
"terrorism". The concept of terrorism may itself be controversial as it is often used by state
authorities (and individuals with access to state support) to delegitimize political or other
opponents, and potentially legitimize the state's own use of Armed Forces against opponents
(such use of force may itself be described as "terror" by opponents of the states).

Terrorism has been practiced by a broad array of political organizations for furthering
their objectives. It has been practiced by right-wing and left-wing political parties, nationalistic
groups, religious groups, revolutionaries, and ruling governments. An abiding characteristic is
the in indiscriminate use of violence against non-combatants for the purpose of gaining
publicity for a group comma cause, or individual.

 DISASTER

A disaster is a natural man-made hazard that has come to fruition, resulting in an event
of substantial extent causing significant physical damage or destruction, loss of life, or drastic
change to the environment. A disaster is extensively defined as any tragic event with great loss
stemming from events such as earthquakes, floods, catastrophic accident, fires, or explosions.
Dictionary meaning of "disaster" may be taken as; "a sudden accident for natural event that
causes great damage or loss of life"
-Oxford Dictionary. So, as can be seen, disaster by definition itself is sudden and causes
immense damage to property and/or life.

Researcher have been studying disaster for more than a century, and for more than 40
years disaster research has been institutionalized through the University of Delaware's Disaster
Research Center. The studies reflect a common opinion when they argue that all disaster can be
seen as being human made comma their reasoning being that human actions before the strike
of the hazard can prevent it developing into a disaster. All disasters our hence the result of
human failure to introduce appreciate disaster management measures. Hazards are routinely
divided into natural or human made although complex disaster, where there is no single root
cause, are more common in developing countries. Specific disaster may spawn a secondary
disaster that increases the impact. Classic example is an earthquake that causes a tsunami,
resulting in coastal flooding

MAN-MADE OR NATURAL DISASTER

1. Natural disaster
A natural disaster is a consequence when a natural hazard (e.g. volcanic eruption or
earthquake) affects human and or the built environment. Human vulnerability, and often a lack
of appreciate emergency management, leads to financial, environmental, or human impact. The
resulting loss depends on the capacity of the population to support or resist disaster there the
silence. This understanding is concentrated in the formulation, "disaster occur when hazards
meet vulnerability". A natural hazard with hence never result in a natural disaster in areas
without vulnerability, e.g., strong earthquakes in uninhabited areas.
2. Man-made disaster
Various disaster like earthquake, landslide, volcanic eruptions, flood and cyclones are
natural hazards that kill thousands of people and destroy billions of dollars of habitat and
property each year. The rapid growth of the world's population and its increased
concentration often in hazardous environment has escalated both the frequency and
severity of natural disasters. With the tropical climate and unstable landforms, coupled with
the deforestation, unplanned growth proliferation non-engineered constructions with make
the disaster-prone areas more vulnerable, tardy communication, poor or no budgetary
allocation for disaster prevention developing countries suffer more or less chronically by
natural disasters. Asia tops the list of casualties due to natural disasters.

Among various natural hazards, earthquakes, landslides, floods and cyclones are the
major disasters adversely affecting very large areas and population in the Indian sub-continent.
This natural disaster are of:
1. Geophysical origin such as earthquakes, volcanic eruptions, landslides and
2. Climatic origin such as drought, flood, cyclone, locust, forest fire.

Though it may not be possible to control nature and to stop the development of natural
phenomena but the efforts could be made to avoid disasters and alleviate their effects on
human lives, infrastructure and property. It is possible to reduce the impact of disaster by
adopting suitable disaster mitigation strategies. Disaster mitigation mainly addresses the
following:
1. Minimize the potential risks by developing disaster early warning strategies prepare,
2. Implement developmental plans to provide resilience to such disasters,
3. Mobilize resources including communication and
4. tele-medicinal services to help in rehabilitation and post-disaster reduction.

Disaster management, on the other hand involves; pre-disaster planning, preparedness,

monitoring including relief management capability prediction and early warning damage
assessment and relief management.

Disaster reduction is a systematic work which involves with different regions, different
professions and different scientific fields, and has become an important measure for human,
society and nature sustainable development.

Disaster whether natural or man-made can strike at any time. In general, the general
response to a disaster is in terms of relief and rescue operations after the event. However, if we
are adequately prepared, it's possible to severely reduce the impact of a disaster. The impact
can be reduced through a good understanding of preventive actions, as well as having the
knowledge of certain lifesaving tools and techniques, which when used at the time of the event
of the disaster can control the total damage of life and belongings.

The biggest problem with the disasters is the suddenness and swiftness with which they
arrived. Hence, in order to reduce the severity of a disaster response also has two equally swift.
 Almost all of us can think of several disasters that have occurred in the recent past.
Earthquakes. Industrial accident, oil-spills, forest fires, terrorist activities etc. Are some of the
more commonly encountered disasters.

Disasters themselves are not limited to specific parts of world, though, certain areas
might be more prone to certain specific type of disaster, e.g. area around Pacific Rim is more
prone to earthquakes, some countries are more prone to terrorist activities, some coastal areas
are more prone to cyclones, and, some areas are more prone to floods. However, the more
advanced a nation is, typically, their level of preparedness is higher. This higher level of
preparedness allows them to have a better control over the loss.

There are certain types of disasters, where, the loss during the actual event is not
necessarily has high but the losses become very high due to inability to manage the situation in
a timely manner. More often than not, happen to confusion and the chaos in the context of too
much loss, and inefficient utilization of resources which are already strained.

Another thing which causes a lot of loss during certain kind of disaster is the inability to
properly manage and secure the utilities, like; electricity, gas, water etc. On one side, each of
these utilities are very important, and, on the other side, due to leakage ruptures, some of this
might come in contact with each other, when they should not cause further damage.

Thus, the main motivation behind disaster management is to minimize the losses at the
time of a disaster as well as ensure most efficient utilization of resources which are already
scarce.

General preparedness
The main characteristics of immediate disaster are. Irrespective of the origin, after a
little while the scene is the same:
1. Total chaos all around
2. Lack of utilities which we have always taken for granted.
3. No relief and rescue teams for several days
4. Lack of medical facilities.

Thus, the sufferings are not just due to the disaster, but, post-disaster, many more
people die and suffer because of:
1. Lack of food, shelter
2. Lack of medical attention
3. Hygiene of issues causing health hazard

The nature of disaster might only change the sequence of events – that all. Hence, it is
important to have the following precautions/preparations done – if your neighborhood is prone
to any of the disasters. While preparing, remember, after a major disaster it might be at least 3
to 5 days, before the first sign of relief is visible. All your preparations should be done with this
in mind. It’s not just important to survive the immediate disaster, but you need to be able to
sustain yourself for next several days - all on your own – maybe without any utilities, etc.

First and foremost, remember, after a disaster you might not have stores open.
Everything might close down. Hence, it’s important that you have all the life-saving material
with you – well in advance. Here is the list items that you should have with you, which can help
you stay without utilities for a few days:
1. Non-perishable food to last you several days. These should be something, which do
not require cooking, have high shelf-life, without need for refrigeration or other
special condition, and, preferably take lesser space to store – so that you can store
adequate amount for a few days. These include: canned food items, dry-fruits, high
protein biscuits, etc.
2. Drinking water to last you several days.
3. Some blankets etc. to keep you warm, in case houses are damaged.
Remember, there might not be electricity and/or gas-connections to provide you
heating.
4. A Supply of your medicine for several days.
5. Flashlight which operates on batteries. It might help you navigate your way in
darkness. If electrical system has failed.
6. A battery-operated radio. It might be your source of information.
7. Some spare batteries to run your flashlight/torch and the radio.
8. If you use cordless phones, have a regular phone also connected. Cordless phones
need electrical power to operate. In case of electrical failures, the cordless phones
might not work.

In addition, you should have the following items:

1. First Aid box, to take care of minor injuries (for yourself, your family members,
and/or even unknown persons – who might be injured.
2. Good, comfortable long-boots. With roads damage, and, too much debris
everywhere, you could be on your feet for next several days. A pair of good long-
boots would be very helpful.
3. The fuel-tank of your vehicle should be the above the Half-Mark. The petrol
pumps(gas-stations) might either be non-operational, or, might have long queues. In
case, an evacuation is required, the last thing you want to do is – get stuck in a huge
serpentine queue at the petrol pump.

Now that food and shelter have taken care of, one of the most important things is to
maintain proper sanitary conditions. Toilet flush systems might not work – either due to lack of
water, or, due to breakage/damage to plumbing pipes/fittings etc. Thus, a lot of people die due
to outbreak of diseases associated with lack of sanitary conditions. Lack of water creates
unhygienic conditions, which results in outbreak of such diseases. A simple technique can help
you ward-off this situation.
 You should have several (plastic/polythene) garbage-bags. Use these bags for excretion-
inside it. The toilet paper can also be thrown inside the same bag. Once it has been used a few
times, close its mouth tightly, and, let it lie in a corner. As long as it has been sealed properly at
its mouth, there is little risk from it. Once the relief teams start coming in, and, utilities start
returning back to normal, these bags should be disposed of. This is much safer than excreting in
the open. That would be risky for you, as well as open-excretion would give rise to several
sanitary issues.

Some other precautions which can be take, which would make it easier for others to
control anxiety:
1. Designate a person outside your area, who should be your contact point. Instead of all your
friends and family members trying to reach you (after the news od the disaster spreads) – to
enquire about you, you should maybe, inform just one person – outside of the zone of
disaster. This one person should inform other friends and relations. This serves three main
purposes:
a. After a disaster, everybody is calling all their loved ones – to enquire about their
well-being. This causes a severe burden in the communication system – which are
not designed to handle everybody on the phone at the same time. Hence, many of
your friends and relatives are not able to get through you – and thus, their anxiety
about you keeps getting increased. Instead, if it was redecided, they all would call
just one person – who is outside the zone of disaster, and, the communication
network there is not over-stretched.
b. The already over-stretched telecom network is saved some load. This allows relief
agencies to use the available telecom bandwidth for rescue and relief operations.
c. Your own supply of batteries etc. lasts longer, if you receive fewer calls.

So, suppose, I grew up in city A, and, then, have moved to city B. Hence, most of my
friends and relatives are in city A. Now, if there is a disaster in city B, I would call up just one of
my friends/relatives (pre-designated) in city A. all of my other friends and relatives would get in
touch with this pre-designated person in city A – to enquire about me.

2. Designate a meeting place for your entire family. When a disaster occurs, different
members of the family could be at different places. Even if all of them have survived, you all
might be taken to different shelter-camps and/or medical facilities. You don’t want
you/your family members running all around the town – locating each other. Hence, there
should be a pre-designated place, where, all of you would meet/send your locations – at the
first available opportunity. This ore-designated place could be some friend/relative outside
the immediate zone of disaster, say a friend’s place. Even if you cannot physically be there,
you can at least call up and leave a message there – about your location and/or well-being,
as soon as there is an opportunity.

3. If you have a school-going child, arrange with someone to pick up the child – in case of a
disaster. With communication and transportation network having broken down, this
someone (which could be you-yourself) has to be somebody in the walking distance of the
 school. This person can simply walk down to school, and, pick up the child. The school
should be informed in advance about this person being one of the allowed guardians to pick
up the child in case of an emergency/disaster.

Once again, you have phone numbers of your child’s friends’ parents with you. Instead
of everybody trying to call up the schools, share information among each other. The number of
phone lines that a school would have would be too few – compared to the number of parents
trying to get information about the safety of their kids. Hence, if a fewer parents call up, and,
can share information among each other, it would be helpful.
Also, remember, with so many kids on their hands, the teachers and the school staff
would have their own anxiety. Hence, cooperate with the school, rather than trying to
complicate matters for them – by insisting/questioning/rushing-in etc.

4. The above is also true, if you have an aged parent at home, and, there is nobody at home –
to help them evacuate etc. during the time of disaster. Please enlist the help of some
neighbor to provide timely assistance to the aged and feeble people.

5. You should know the location of the controls for your utilities, as well as how to turn them
on/off – specially, water, electricity, gas, etc. Depending on the situation, you might need to
shut off certain utilities. e.g. If water lines are leaking, and, water is pouring in, you might
want to turn of the water line. Or, if electrical wires are snapped, you might want to turn off
electricity supply. Usually, there are several levels of controls, e.g. for electricity, there
might be switches to turn off supply for individual rooms, entire house, or, even entire
neighborhood. Depending upon the exact risk-location and nature of the risk, you might
want to turn off at the appropriate location. E.g. If the risk is only inside a house, turn off
the supply for just that one house, rather than the entire neighborhood.

Now, that you are adequately prepared:

a. Do NOT panic at the time of the disaster. Think clearly. If you are already prepared – by
having mentally gone through your disaster preparedness several times, you might just
know what to do. And, if you have already taken the precautions – you might have all
the tools to deal with the situation.
b. Be prepared to stay in it for the long haul, rather than getting desperate and loosing
hope.
c. If possible, try to help others – those who are weak, e.g. the aged, small children, people
with any special need, those who are sick etc.

Once you have secured your own life, try to help others also – depending on your strength –
both physical and emotional. Just make sure – not to put your own life and safety into jeopardy.
You could help in one or more of the following:
 Immediate help to the possible victim
 Search and rescue
 Record keeping (who is being sent to which hospital etc.) – As soon as people start
coming to their senses, they would start looking for their near and dear ones. A good
 record keeping system would allow people to know which of their near-and-dear ones
have survived, and, where have they been taken (specific relief camps, treatment
facilities etc.)
 Crowd control – so that people don’t risk themselves by trying to go near damaged
structures – because, in spite of their best of intentions, they could cause more damage
to either themselves or others

Try to be on your own and pick up your lives as soon as it’s possible and safe to do so. Don’t
depend on alms and doles to bail you out. Medical and other help would be really limited. Don’t
try to make too much noise about minor stuff. Adjust and compromise. Let resources be used
by those who have greater need for it.

If it appears that it will take a long time for the life to return to normalcy, and, one has to
move (creating situations of migration/refugee etc.) try to move in with a relative or friend for
the duration, rather than relief camps being run by various relief agencies. This will have several
benefits. The most notable being:
 Lesser burden on the relief system
 Lesser concentration at one place, because, the places running the relief centers also
get overburdened by the sudden increase in demand to support a much larger
number of people.
 Better sanitary and hygienic conditions
 Most importantly: much less distressing – physiologically and emotionally

National Disaster Risk Reduction and Management Council

The National Disaster Risk Reduction & Management Council (NDRRMC) or formerly
called National Disaster Coordinating Council (NDCC) is an agency of the Philippine
government under the Department of National Defense, responsible for ensuring the
protection and welfare of the people during disasters or emergencies.

Council
In February 2010, the National Coordinating Council (NDCC)was renamed, reorganized,
and sub sequentially expanded. The following composes the NDRRMC:
1. Chairperson – Secretary of Department of National Defense
2. Vice Chairperson for Disaster Preparedness - Secretary of Interior and Local
Government
3. Vice Chairperson for Disaster Person - Secretary of Department of Social Welfare and
Development
4. Vice Chairperson for Disaster Prevention and Mitigation – Secretary of Department of
Science and Technology
5. Vice Chairperson for Disaster Rehabilitation and Recovery – Director- General of the
National Economic Development Authority
Members
 Secretaries of different government agencies
 The Executive Secretary;
 Secretary of the Office of the Presidential Adviser on the Peace Process
 Chairman, Commission on Higher Education
 Chief of Staff, Armed forces of the Philippines
 Chief, Philippine National Police
 The Press Secretary
 Secretary-General of the Philippine Red Cross
 Commissioner of the National Anti- Poverty Commission – Victims of Disasters and
Calamities Sector
 Chairperson, National Commission on the Role of Filipino Women
 Chairman, Housing and Urban Development Coordinating Council
 Executive-Director of the Climate Change Office of the Climate Change Commission
 President, Government Service Insurance System
 President, Social Security System
 President, Philippine Health Insurance Corporation;
 President of the Union of Local Authorities of the Philippines
 President of the League of Provinces in the Philippines
 President of the League of Municipalities in the Philippines
 President of the League of Cities in the Philippines
 President of the Liga ng Mga Barangay
 Four representatives from the CSOs
 One (1) representative from the Private Sector
 Administrator of the OCD
 Substance Abuse and
Tobacco Smoking
Substance Abuse

Substance abuse, also known as drug abuse, refers to maladaptive pattern of use of a
substance (drug). Substance abuse/drug abuse is not limited to mood-altering or physio-active
drugs. Activity is also considered substance abuse when inappropriately used (as in steroids for
performance enhancement in sports). Therefore, mood-altering and psychoactive substance
are not the only drugs of abuse. Substance abuse often includes problems with impulse control
and impulsivity.

The term “drug abuse” does not exclude dependency, but is otherwise used in a similar
manner in nonmedical contexts. The terms have a huge range of definitions related to taking a
psychoactive drug or performance enhancing drug for a non-therapeutic or non-medical effect.

Some of the drugs most often associated with this term include alcohol, amphetamines,
barbiturates, benzodiazepines, cocaine, methaqualone, adapoids. Use of these drugs may lead
to criminal penalty in addition to possible physical, social, and psychological harm, both
strongly depending on local jurisdiction.

Drug Misuse

Drug misuse is a term use commonly for prescription medication with clinical efficacy
but abuse potential and known adverse effect linked to improper use, such as psychiatric
medications with sedative, anxiolytic, analgesic, or stimulant properties. Prescription misuse
has been variably and inconsistently defined base on drug prescription status, the uses that
occur without a prescription, intentional use to achieve intoxicating effects, route of
administration, co-ingestion with alcohol, and the presence or absence of abuse or dependence
symptoms.

Tolerance relates to the pharmacological property of substance in which chronic use

leads to change in the central nervous system, meaning that more of the substance is needed in
order to produce desired effects. Stopping or reducing the use of this substance would cause
withdrawal symptoms to occur.

 What types of drugs are commonly abused?

Virtually any substance whose ingestion can result in a euphoric ("high") filling can be
abused. While many are aware of the abuse of legal substances like alcohol or illegal drugs like
marijuana (in most states) and cocaine, less well known is the fact that inhalants like household
cleaners are some of the most commonly abused substances. The following are many of the
drugs and types of drugs that are commonly abused and/or result in dependence:
1. Alcohol: although legal, alcohol is a toxic substance, particularly to a developing fetus
when a mother consumes this drug during pregnancy.
2. Amphetamines: this group of drugs comes in many forms from prescription
medications like methylphenidate and dextroamphetamine and amphetamine to
illegally manufactured drugs like methamphetamine ("meth") overdose of any of
these substances can result in seizure and death.
3. Anabolic steroids: a group of substances abused by bodybuilders and other athletes,
this group of drugs can lead to terrible psychological effects like aggression and
paranoia, as well as devastating long-term physical effects like infertility and organ
failure period
4. Caffeine: while it is consumed by many, coffee, tea and soda drinker’s comma when
consumed excess this substance can produce palpitation, insomnia, tremors
insignificant anxiety.
5. Cannabis: more commonly called marijuana the scientific name for cannabis is
tetrahydrocannabinol (THC). In addition to the negative effects the drug itself can
produce (for example, infertility, infertility, paranoia, lack of motivation), the fact that
it is commonly mixed ("cut") with other substances so drug dealers can make more
money selling the diluted substance or expose the user to more addictive drugs
expose the marijuana user to the dangers associated with those added substances.
Examples of ingredients that marijuana is commonly cut with include baby powder,
oregano, embalming fluid, PCP, opiates, and cocaine.
6. Cocaine: a drug that tends to stimulate the nervous system, cocaine can be snorted in
powder form, smoked when in the form of rocks) crack cocaine) or injected when
made into a liquid.
7. Ecstasy: also called MDMA to denote its chemical composition
(methylenedioxymethamphetamine) this drug tends to create a sense of euphoria and
an expensive love of desire to nature others. Can overdose, it can increase body
temperature to the point of being fatal.
8. Hallucinogens: examples include LSD and mescaline, as well as so-called naturally
occurring hallucinogens like certain mushrooms these drugs can be dangerous in their
ability to alter the perceptions of the user. For example, a person who is intoxicated
with a hallucinogen may perceive danger where there is none and to think that
situations that are truly dangerous are not. Those misperceptions can result in
dangerous behaviors (like jumping out of a window because the individual thinks they
are riding on an elephant that can fly)
9. Opiates: this group is also called narcotics and includes drugs like heroin, codeine,
Vicodin, Percocet, and Percodan. This group of substances sharply decreases the
functioning of the nervous system period the lethality of opiates is often the result of
the abuser having to use increasingly higher amounts to achieve the same level of
intoxication, ultimately to the point that the dose needed to get high is the same as
the those that is lethal for that individual by halting the persons breathing (respiratory
arrest)
 10. Sedative, hypnotic, or antianxiety drugs: as these substances quell or depress the
nervous system, they can cause death by respiratory arrest of the person who either
uses this drug in overdose or who mixes one or more of these drugs with another
nervous system depressant drug (like alcohol or an opiate)
11. Nicotine: this addictive substance found in cigarettes, nicotine is actually one of the
most habit-forming substances that exists, in fact, nicotine addiction is often
compared to the intense addictiveness appreciated with opiates like heroin.

 Classification of drug abusers

Substance abuser can be classified according to the frequency of their substance use.
1. Experimenters - people who abuse the drugs for experimental basis. 2.
2. Occasional users - abused drug occasionally whenever there are special occasions. They
abused the drug once every two (2) weeks to two (2) times a week.
3. Regular users - abused the drug on a regular basis approx. three (3) to four (4) times a
week or every other day.
4. Drug dependents - people who tend to abuse the drugs every day almost every day or
about five (5) to seven (7) times a week.
5. Mentally III chemical abuser/substance induced psychosis - drug abuser who manifest
signs and symptom of psychotic disorders caused by the effect of drugs (hallucination
disorientation delusions etc.)

 Sign and symptoms of drug use

it is important to keep in mind that if a child shows any of the following symptoms, it does
not necessarily mean that he or she is using drugs. The presence of some of these behaviors
could be the product of adolescent’s stress. Others may be symptoms of depression or a host of
other problems. Whatever the cause, they may warrant attention, especially if they persist or if
they occur in plaster. A mental health professional or a caring and concern adult may help a
youngster successfully overcome a crisis and develop more effective coping skills, often
preventing further problems.
The key is change; it is important to watch for any significant changes in your child's physical
appearance, personality, attitude or behavior.

Physical signs
1. Loss of appetite, increase in appetite, any changes in eating habits, unexplained weight
loss or gain.
2. Slowed or staggering walk: poor physical coordination.
3. Inability to sleep, awake it unusual times, unusual laziness.
4. Red, watery eyes; pupils larger or smaller than usual blank stare.
5. Cold, sweaty palms shaking hands.
6. Puffy face, blessing or paleness.
7. Smell or substance on breath, body or clothes.
8. Extreme hyperactivity excessive talkativeness
9. Runny nose; hacking cough period
 10. Needle marks on lower arm legs or bottom of feet.
11. Nausea, vomiting or excessive sweating.
12. Tremors are shakes of hand, feet or head
13. Irregular heartbeat.

Behavioral signs
1. Change in overall attitude/personality with no other identifiable cause.
2. Changes in friends; new hang-outs; sudden avoidance of old crowd; doesn't want to talk
about new friends; friends are known drug users.
3. Change in activities or hobbies.
4. Drop and grades at school or performance at work; skips school or is late for school.
5. Change in habits at home; loss of interest and family and family activities.
6. Difficulty in paying attention; forgetfulness.
7. General lack of motivation, energy, self-esteem, "i don't care" attitude.
8. Sudden over sensitivity, temper tantrums, or resentful behavior.
9. Moodiness, irritability, or nervousness.
10. Silliness or giddiness.
11. Paranoia
12. Excessive need for privacy unreachable.
13. Secretive or suspicious behavior.
14. Car accidents.
15. Chronic dishonesty.
16. Unexplained need for money, stealing money or items.
17. Change in personal grooming habits.
18. period possession of drug paraphernalia.

 Drug specific symptoms

1. Marijuana; Glassy, red eyes; loud talking and inappropriate laughter followed by
sleepiness; a sweet burnt scent; loss of interest, motivations weight gain or loss.
2. Alcohol: clumsiness; difficulty walking; slurred speech; sleepiness; poor judgment;
dilated pupils; possession of falls ID card.
3. Depressants (including barbiturates and tranquilizers) seems drunk as it from alcohol
but without associated odor of alcohol; difficulty concentrating; clumsiness; poor
judgment; slurred speech; sleepiness and contracted pupils.
4. Stimulant: hyperactivity; euphoria; irritability; anxiety; excessive talking followed by
depression or excessive sleeping at odd times; how long periods of time without eating
or sleeping; dilated pupils; weight loss dry mouth and nose.
5. Inhalants: (Glues aerosols,) watery eyes; impaired vision, memory and thought;
secretions from the nose or rashes around the nose and mouth; headaches and nausea;
appearance of intoxication; drowsiness; poor muscle control; changes in appetite;
anxiety, irritability, an unusual number to spray cans in the trash.
 6. Hallucinogens: dilated pupils; bizarre irrational behavior including paranoia; aggression;
hallucinations; mood swings; detachment from people absorption with self or other
objects slurred speech confusion.
7. Heroine: needle marks; sleeping at unusual times; sweating; vomiting; coughing and
sniffling twitching; loss of appetite; contracted pupils; no response of pupils to light.
8. Tobacco/nicotine smell of tobacco, stained fingers or teeth.

 What is the treatment for drug addiction?

An unfortunate fact about the treatment of drug addiction is that it remains largely utilized
by most sufferers of this conditions. Facts about the use of drug treatment include that less
than 10% of people with a substance-abuse disorder and less than 40% of those with a
substance-dependence disorder seek treatment. Those statistics do not seem to be associated
with socioeconomic or other demographic traits but do seem to be associated with the
presence of other mental-health problems (co-morbidity).

The primary goals of drug-abuse or addiction treatment (also called recovery) are
abstinence, relapse prevention, and rehabilitation. During the initial stage of abstinence, an
individual who suffers from chemical dependency may need help avoiding or lessening the
effects of withdrawal. That process is called detoxification or “detox”. That aspect of treatment
is usually performed in a hospital or other inpatient setting, where medications are used to
lessen withdrawal symptoms and frequent medical monitoring can be provided.

Often, much more challenging and time consuming than recovery from the physical
aspects of addiction is psychological addiction. For people who may have less severe drug
dependency, the symptoms of psychological addiction may be able to be managed in an
outpatient treatment program. However, those who have a more severe addiction have
relapsed after participation in outpatient program, or who also suffer from a severe mental
illness might need the higher structure, support, and monitoring provided in an inpatient drug
treatment center, sometimes called “rehab.” Following such inpatient treatment, many people
with this level of addiction can benefit from living in a sober living community, that is, a group-
home setting where counselors provide continued sobriety support and structure on daily basis.

Also important in the treatment of addiction is helping the parents, other family
members, and friends of the addicted person refrain from supporting addictive behaviors
(codependency). Whether providing financial support, making excuses or failing to
acknowledge the addictive behaviors of the addict, discouraging such codependency of loved
ones is a key component to the recovery of the affected individual. A focus on the addicted
person ‘s role in the family becomes perhaps even more acute when the person is a child or
teenager, given that minors come within the context of a family in nearly every instance.

The treatment of dual diagnosis seems to be less effective when treatment of their
mental illness is separate from the treatment of the individual’s chemical dependency. More
successful are integrated treatment programs that include interventions for both disorders.
Such interventions are all the more improved by the inclusions of assessment, intensive case
management, motivational interventions, behavior interventions, family treatment as well as
services for housing, rehabilitation, and medication treatment.

 What is the prognosis of drug addiction?

Drug addiction increases the risk of the number of negative life stressors and conditions.
Individuals who addicted to drugs are at increased risk for domestic violence. Particularly of
cocaine dependence or binge drinking is involved. If treated, the prognosis of alcoholism
and other drug addictions improves but is not without challenges. Recovery from substance
abused is usually characterized by episodes of remission (abstinence from drug use) and
relapse.

 Can drug abuse and addiction be prevented?

A number of different prevention approaches have been found to be effective in decreasing

the risk of drug abused and addiction. Simple lifestyle changes, like increase physical activity,
are thought to help prevent drug abuse and dependence in teens. More formal programs have
also been found to be helpful. For example, the raising healthy children programs, which
includes interventions for teacher, parents, and students, has been found to help prevent
substance abuse and addiction in elementary school children when the program goes on 18
months or more.

 What could be Done in School?

Education must focus on children’s social and academic skills, including enhancing peer
relationship, self-control, coping skills, social behaviors, and drug offer refusal skills. School-
based prevention programs should be integrated within the school’s own goal of enhanced
academic performance. School failure is increasingly associated with drug abuse. Schools are to
strengthen students’ bonding to education and reduce their likelihood of dropping out.

Teachers must ensure that all students are served with the right information about
substance abuse and to provide training programs to individual, particularly in high-risk groups,
regarding healthy living, appreciation of one’s abilities and self-determination.

 Community Action

Parents can work with others in their community to increase awareness about the local
drug abuse problem and need for research-based prevention programs. Educators can work
with others in the school system to review current programs and identify research-based
prevention interventions geared toward students. Community Leaders can organize a
community group to develop a community prevention plan, coordinate resources and activities,
and support research-based prevention in all sectors of the community

 The Comprehensive Dangerous Drug Act of 2002

The Dangerous Drug Board was created by virtue of Republic Act 6425 subsequently
repealed by RA 9165, otherwise known as Comprehensive Dangerous Drugs Act of 2002. The
new and stiffer law mandates the DDB to be the National policy-making and strategy
formulating body on all matters pertaining to drug abuse prevention and control. As such, it
issues implementing rules and programs, for compliance by all operating drug law enforcement
bodies and other government agencies. It is, however, not limited to policy formulation as can
be gleaned from its functions enumerated under Section 81 of the Drug Law.

These are some of the important provisions in the Republic Act 9165 also known as the
Comprehensive Dangerous Drugs Act of 2002.
 SEC 5 – sale, administrations, dispensation, delivery, distribution and transportation
of dangerous drugs
 SEC 6 – maintenance of den, dive and resort
 SEC 11 – possession of dangerous drugs
 SEC 15 – use of dangerous drugs
 SEC 19 – unlawful prescription of dangerous drugs
 SEC 36 – authorized drug testing
 SEC 54 – voluntarily submission of a drug dependent to confinement rehabilitation
 SEC 60 – confidentially of records under the voluntarily submission
 SEC 61 – compulsory confinement of a drug dependent who refuses to apply under
the voluntary submission

 Alcohol and its Effects

Alcohol

Alcohol is part of the Australian culture way of life. Australian drink alcohol to relax,
socialize, celebrate, and for its taste. The challenge for Australian society is to balance alcohol’s
place in the culture with the health risks associated with drinking too much and drinking more
than healthy over a longer period.

Effects
Everybody responds differently to drinking alcohol so it is not possible to say what
effects having a certain number of drinks have a person. Instead blood alcohol concentration
(BAC) can be used as a guide to what affects alcohol may have on behavior.

A. Short-term Effects
 Alcohol starts to affect the brain within five minutes of being consumed. The BAC peaks
about 30-45 minutes after one standard drink is consumed. Rapid consumption of multiple
drinks results in higher BAC because the average body can only break down one standard drink
per hour.

The effects of alcohol vary depending on a number of factors including:

 Type and quantity of alcohol consumed
 Age weight and gender
 Body chemistry
 Food in the stomach
 Drinking experience
 Situation in which drinking occurs
 Mental health status
 Other health conditions made worse by alcohol.

Alcohol Effects According to Blood Alcohol Concentration

Stages BAC Likely Effects
Feeling of well-being Up to .05 g% Talkative
Relaxed
More confident
At-risk .05-.08 g% Talkative
Acts and feels self-confident
Judgment and movement
impaired
Inhibitions reduced
Risky state .08-.15 g% Speech slurred
Balance and coordination
impaired
Reflexes slowed
Visual attention impaired
Unstable emotions
Nausea, vomiting
High-risk state .15-.30 g% Unable to walk without help
Apathetic, sleepy
Labored breathing
Unable to remember events
Loss of bladder control
Possible loss of consciousness
Death Over .30 g% Coma
Death

Intoxication Risks
 Intoxications is the most common cause of alcohol-related problems, leading to injuries
and premature deaths. As a result, intoxication account for two-thirds of the years of life lost
from drinking. Alcohol is responsible for:
 30% of road accidents
 44% of fire injuries
 34% of falls and drowning
 16% of child abuse cases
 12% of suicides
 10 % of industrial accidents.
As well as deaths, short-term effects of alcohol results in illness and loss of work
productivity (eg hangovers, drink driving offenses). In addition, alcohol contributes to criminal
behavior.

B. Long-term Effects
Each year approximately 3000 people die as a result of excessive alcohol consumptions
and around 100,000 people are hospitalized. Long-term excessive alcohol consumption is
associated with:
 Heart damage
 High blood pressures and stroke
 Liver disease
 Cancers of the digestive system
 Other digestive system disorders (eg stomach ulcers)
 Sexual impotence and reduced fertility
 Increasing risk of break cancer
 Sleeping difficulties
 Brain damage with mood and personality changes
 Concentration and memory problems
 Risks to unborn babies

In addition to health problems, alcohol also impacts on relationships, finances, work,

and may result in legal problems.

Tolerance and Dependence

A regular drinker may develop tolerance and dependence. Tolerance means that they
feel less effect than they used to with the same amount of alcohol. Dependence means that the
alcohol becomes central in their life and they continue to drink despite being aware of the
harms caused trough that consumptions. A lot of time is spent thinking about alcohol, obtaining
it, consuming it and recovering from it. The person will find it difficult to stop drinking or control
the amount consumed.

Withdrawal
 Someone who is physically dependent to alcohol will experience withdrawal symptoms
when they stop drinking or substantially reduce their intake. Symptoms usually commence 6-24
hours after the last drink, last for about five days and include:

 Tremor
 Nausea/vomiting
 Anxiety/agitation
 Depression
 Sweating
 Headache
 Difficulty sleeping (may last several weeks)
Alcohol withdrawal may can be very dangerous. People drinking more eight standard drinks
a day are advised to discuss a decision to stop drinking with doctor as medical treatment may
be required to prevent complications.

Reducing the Risk

A moderate amount of alcohol consumed occasionally does not harms most people.
However, excessive drinking above recommended levels, on a regular basis, can cause health
problems.

 Alcohol and young people less than 18 years

There are many good reasons for people aged less than 18 years not to drink alcohol. Early
dinking is related to increased alcohol consumptions in adolescents and young adulthood.
These drinking patterns are also related to the possibility of damage to the developing brain
and development of alcohol-related harms in adulthood.

 Children less than 15 years of age are the greatest risk of harm from drinking.
 Not drinking in this age group – less than 15 years – is especially important
 For young people aged 15 – 17 years, the safest option is to delay drinking for as long as
possible.

Alcohol and Other Drugs

Alcohol can be dangerous when other drugs and medication (including over-the-counter
preparations) are taken. Alcohol magnifies the effects of sleeping pills, cannabis, strong
painkillers, some antipsychotics and antidepressants. Effects can be unpredictable when
combined with stimulants such as caffeine, cold remedies, appetite suppressants and
amphetamines. Oral contraceptive pills or estrogen replacement therapy can also influence the
effects of alcohol.

Symptoms of Alcoholism

 People who have alcoholism or alcohol abuse often:

  Continue to drink, even when health, work, or family are being harmed
 Drink alone
 Become violent when drinking
 Become hostile when asked about drinking
 Are not able to control drinking - being unable to stop or reduce alcohol intake
 Make excuses to drink
 Miss work or school, or have a decrease in performance because of drinking
 Stop taking part in activities because of alcohol
 Need to use alcohol on most days to get through the day
 Neglect to eat or eat poorly
 Do not care about or ignore how they dress or whether they are clean
 Try to hide alcohol use
 Shake in the morning or after periods when they have not a drink

 Tobacco Smoking

Tobacco smoking is the practice where tobacco is burned and the resulting smoke
(consisting of particle and gaseous phases) is inhaled. The practice may have begun as early as
5000-3000 BC. Tobacco was introduced to Eurasia in the late 16 th century where it followed
common trade routes.

Smoking is the most method of consuming tobacco, and tobacco is the most common
substance smoked. The agricultural product is often mixed with additives and the paralyzed.
The resulting smoked is then inhaled and the active substance absorbed through the alveoli in
the lungs. The active substance trigger chemical reactions in nerve endings, which heighten
heart rate, alertness, and reaction time. Dopamine and endorphins are released, which are
often associated with pleasure.

Many smokers begin during adolescence or early adulthood. During the early stages, a
combination of perceived pleasure acting as positive reinforcement and desire to respond to
social peer pressure may offset the unpleasant symptoms of initial issue, which typically include
nausea and interrupted sleep patterns. After an individual has smoked for some years, the
avoidance of withdrawal symptoms and negative reinforcement become the key motivations to
continue.

 Smoking causes death

 The adverse health effects from cigarette smoking for an estimated 443,000 deaths, or
early one of every five deaths, each year.
  More deaths area caused each year by tobacco use than by all death from human
immunodeficiency virus (HIV), illegal drug use, alcohol use, motor vehicle injuries,
suicides, and murder combined.
 Smoking causes an estimated 90% of all lung cancer deaths in men and 80% of all lung
cancer deaths in women.
 An estimated 90% of all deaths from chronic obstructive lung disease are caused by
smoking.

Cigarette smoking among college students

The rate of college students smoking has fluctuated for the past twenty years. Majority
of lifelong smokers begin smoking habits before the age of 24, which makes the college years a
crucial time in the study of cigarette consumptions. Cigarette smoking on college campuses has
become an important public health issue and there has been in campus wide smoking bans and
other preventive programs to reduce the rates of students smoking.

Predictors Associated with Youth Tobacco Use

 Certain social, economic, and environmental factors can be associated with the
prediction of youth and an increased use in tobacco, Risk factors include:

 Lower socioeconomic status

 Having parents, close relatives, or guardians that smoke

 Acceptance and positive views of smoking by peers

 Incompletion of higher levels of education

 High availability of and exposure to tobacco products

 Violent behavior

Factors of College Smoking

A. Stress and Emotion

Students note that smoking cigarettes reduce anxiety, and smoking often occurs
after stressful events or in stressful situations. Studies find that depressed college
students are more likely to smoke and have a more difficult time quitting that non-
 depressed college students. 31.9% of college smokers attribute their smoking behavior
as means to alleviate their depression. Depression is related ton lower-efficacy, and
depressed individuals are considered less able to resist smoking during times of low self-
esteem, which leads to higher reports of smoking among depressed individuals.

B. Weight Loss

For women in particular, smoking is a tool for weight loss and weight management.
Nicotine in cigarettes is a successful appetite suppressant, which contributes to the use
of cigarette as a dieting tool. The pressure to be thin along with a need of social
approval drives many young college women to smoke. Body-conscious college women
are also shown to be at higher risk for the continuation of smoking. Women who
discontinue the use of nicotine as an appetite suppressant tend to weight gain initially,
and women who are especially concerned with body weight will see this as a reason to
continue smoking.

C. Field of Study

Some studies suggest even a student’s field of study may cause them to be a
smoker. The highest rates of smoking are found in students majoring in
Communications, Languages, or Cultural Studies.

D. Social Activity

Some students smoke as a way to socialize and take study breaks from classes.
Smoking can also be linked with alcohol use among college students. Alcohol is a
contributing factor for smoking, especially on college campuses where alcohol use is so
predominant. In these situations, smoking is believed to aid in social interactions with
members of the opposite sex, which is promoted by tobacco companies in their
advertisement involving sexual image of men and women.

Smoking after drinking is also reported to as a form of reorientation and an attempt to

reduce the drunken state. Some smokers enjoy smoking while drinking because it allows
normal smokers to partake in smoking without so many negative judgments from peers.
While smoking is stigmatized during the daily life of a student on campus, it is an
acceptable activity at parties, especially when combined with alcohol. Suggested
interventions are those that target both alcohol and tobacco use.

E. Social Smokers

Today’s smoking culture includes a subpopulation of smokers called “social

smokers”. Although there may be different explanations of what a social smoker is,
many college students define “social smokers” as those who use tobacco in more social
activities and find it essential for socializing rather than using tobacco on a regular basis,
 dictated by nicotine dependence. Social smokers don’t believe that they are addicted to
smoking, or worried about the social acceptability of their making habits.

 10 Reasons People Starts Smoking

1. Stress Relief

For people not suffering from severe mental illness, cigarettes may still become a
form of self-medication. For decades, soldiers have taken up smoking on the battlefield
to deal with wartime stress, for example. Many people experiencing much lower levels
of stress – in a high-pressure job, for example – may start to smoke as a way to manage
tension and nerves with the situation.

2. Media Influences

Like advertising, media can exert a significant influence on viewer’s decision-

making. One only has to look at how hairstyles or clothing fashions can be launched by a
single movie or TV episode to see the extent of this power in many parts of the world.
Smoking in the media can have the influence as fashion or the appearance of a trendy
gadget in an actor’s hand. Studies have suggested that when young viewers see a main
character smoking, they’re more likely to see smoking as something socially acceptable,
stylish and desirable.

3. Self-medication

Smokers who are addicted to tobacco report a range of positive sensations that
come from smoking a cigarette. These range from reduced tension or appetite to a
heightened sense of well-being. Researchers trace these sensations back to the flood of
chemicals release into the nervous system by nicotine. Just like any prescription or illicit
drug, it changes the body’s chemistry and functioning when it enters the system.

For some, smoking is essentially a way of self-medicate for illness that cause
tension and pain. Patients suffering from some forms of mental illness, such as
depression or anxiety disorders, may take up smoking because it can help mitigate some
of their symptoms.

4. Advertising

Research has suggested that, worldwide, tobacco advertising plays a role in the
number of people who start or stop smoking. This is not news or public health officials,
who, in many nations, began fighting smoking-related illness by restricting tobacco
advertising.

5. Genetic Predisposition
 A large sensation of the field of modern medical research focuses on genetics,
and for good reason: From allergies to blood disorders and certain type of cancer, subtle
mutations in a person’s genes can mean the difference between sickness and health.
Medical genetic research is beginning to suggest, too, that addiction – including
addiction to nicotine, the effective ingredients in tobacco products – may have a genetic
component

6. Misinformation

Tobacco advertising has come under close scrutiny – and very strict regulation –
in the United States in recent decades. But a mix of popular cultural beliefs, lingering
effects of advertising and simple misinformation about smoking runs very deep and
works directly against public health efforts to curb tobacco use.

7. Parental Influence

The relationship between parents smoking and their children smoking is blunt.
Children of active smokers are more likely to start smoking than children of nonsmokers,
children of parents who quit smoking. According to some studies, a parent’s choice to
smoke can more than double the odds that the child will smoke

Even nonsmoking parents can act in ways that inadvertently make it easier for
their children to start smoking. Studies have found that parents who place few
restrictions on movies, allowing their children to watch films that depict heavy smoking
and drinking., may be setting their children up to be smokers. Likewise, parents who
react to smoking as a socially acceptable behavior – even if they don’t smoke – can leave
the door open for their children to experiment with tobacco.

8. Risk-taking Behavior

Adults in countries where smoking is frowned upon are familiar with the no
smoking signs, designated smoking areas and general restrictions on their ability to
smoke when and where they wish. But these rules – legal, physical and social – can offer
tempting lines to cross for young people who tend toward risk-taking behavior.

There’s a thrill comes from breaking rules. Combine that with the natural
tendency of many teenagers to push the limits of rules imposed by school, parents and
their communities, and it’s no wonder that many young people will instinctively push
against any limit.

9. Social Rewards

This reason for smoking is tied to peer pressure, although it’s a little more
complex and has the potential to affect more than just peer-pressure-sensitive tweens
and teens. In short, social rewards are the “gifts” people feel they receive when
participating in a group activity.
10. Peer Pressure

While there are certainly other influences that can lead a smoker into the habit,
peer pressure is one of the biggest. A large part of the reason peer pressure comes
under scrutiny is that one of the groups most likely to begin smoking – young teenagers
– is also one of the most susceptible to peer pressure.
Evaluation Test 10

Name: _______________________________ Score: ________________________

I. Multiple Choice: Encircle the letter of the correct answer.

1. This refers to a maladaptive pattern of use of a substance (drug).

A. Substance abuse C. Drug misuse
B. Drug abuse D. both A and B

2. ____________ is a term used commonly for prescription medications with clinical

efficacy but abuse potential and known adverse effects linked to improper use.
A. Drug Addiction C. Drug misuse
B. Drug abuse D. Drug intoxication

3. ____________ relates to the pharmacological property of substance in which chronic

use leads to a change in the central nervous system, meaning that more of the
substance is needed in order to produce desired effects.
A. Withdrawal C. Side effects
B. Tolerance D. Both A and

4. Which drug has a scientific name tetrahydrocannabinol?

A. Marijuana C. Opiates
B. Ecstasy D. Cocaine

5. Which group of substances abused by bodybuilders and other athletes, this group of
drugs can lead to terrible psychological effects like aggressions and paranoia, as well as
devastating long-term physical effects like infertility and organ failure?
A. Alcohol C. Anabolic steroids
B. Amphetamines D. Cannabis

6. LSD is an example of ________________

A. Opiates C. Sedative
B. Hallucinogen D. Hypnotic

7. As to classification of drug abusers, they are people who abuse drugs for experimental
basis.
A. Occasional users C. Drug dependents
B. Experimenters D. Drug dependents.
Evaluation Test 10

Name: __________________________________ Score:

________________________

8. Occasional sign and symptom of abuse of his drug includes glass, red eyes, loud talking
and inappropriate laughter.
A. Alcohol C. Stimulants
B. Marijuana D. Depressants

9. Hyperactivity; euphoria; irritability; anxiety; excessive talking followed by depression or

excessive sleeping at odd times are specific symptoms of abuse for
___________________.
A. Inhalants C. Hallucinogens
B. Stimulants D. Heroin

10. The comprehensive Dangerous Drugs Act of 2002 was created by virtue of
_________________.
A. RA 6425 C. RA 1900
B. RA 9165 D. None of the above
Evaluation Test 10

Name: __________________________________ Score:

________________________

Fill – up the table. List all the possible consequences of addiction.

Areas Affected Consequence/s

Family -
-
-
-
-
Relative and Friends -
-
-
-
-
Social/Work -
-
-
-
-
Health -
-
-
-
-
Financial -
-
-
-
-

(Adapted from: Alberta Health Services http://www.albertahealthservices.ca/2677.asp)

 Sex Education
 Teens and Infections

Many teams face pressures at the school and at home, but the pressure of an infection
can often be the hardest felt by a teenager. Teens that have an infection are often looked at by
the peers as outsiders, creating isolation and loneliness among teen infection sufferers. Teens
with infections also face the physical and mental problems that go along with their infections.

 Teens, Infections and Their effects

When you are dealing with an infection, you might not know the effects the infection
may have on you or where it from. For a teen, fighting an infection comes with its own set of
problems and issues that warrant treatment. Physically and mentally, teen infections affect
much of everyday life. Physical problems such as STDs or mental issues as depression may be
the result of an infection.

 Sexually Transmitted Disease

Perhaps the most common infection among teen remains sexually transmitted diseases.
As teens begin experimenting with sexual activity, sexually transmitted infections become more
and more common as teens don’t recognize the proper ways to protect themselves and stay
safe. It is important that you know how to protect yourself from sexually transmitted infections
so that the infection never arises in the first place.

 Dealing with Infections

As infections among teens are numerous, it is important that know just how to deal with
their infections to better their mental and physical states. While the physical treatment is
generally left up to a doctor, teens can benefit from recognizing the effects their infection may
have on mental state.

 Teens and Sexual Health

Just as most teens begin to experiment with drugs and alcohol in their teenager years,
many also become sexually active. Those that are and those that are not can equip themselves
with infection of taking care of their sexual health in order to stay safe. With a wealth of
sexually transmitted disease looming and teen pregnancy a major problem, teens a number of
issues when it comes to their sexual health including:
 Problems with sexual experimentation
 Societal Pressures
 As teens start dealing with hormones and the like, their sexual health becomes an issue
more than ever. Teens begin experimenting with sex, usually without knowing the
implementations. Being mindful of the implications of being sexually active can save teens
from health problems.

Sexual Transmitted Diseases and Pregnancy

Many teens that are sexually active are at risk of getting a sexually transmitted disease
or even becoming pregnant. Teens often do not recognize how serious sexual health can be,
with many ramifications of sexual experimentation detrimental to one’s health. In the case of
teen pregnancy, you are often faced with a problem not suited to your age or position.

 Mental Effects of Sexual Activity

While being sexually active can certainly be dangerous to a teen’s physical health,
teenagers also need to keep in mind that sexual health is often closely linked to mental health.
Teens that commit to another at such a young age can face rejection after sexual activity. That
rejection can only lead to more damaging mental problems such as depression.

 Societal Pressure on Sex

Sexual health is often portrayed throughout society in a carefree way. Teens can pick up
on this and feel being sexually active is normal at such a young age. However, those feelings are
usually the work of the media and peer pressure. Teens are normally not ready to make such a
commitment, but do after seeing sexual health depicted throughout television or after the
urging of peers. You need to make these decisions for yourself; no one else can decide when
you’re ready.

 Sexual Health in the Media

Throughout popular movies and television programs, sex is at the forefront of most
dialogues. Teens can sometimes feel it is normal to have sex or contract an STD by what they
see in movies and television. While some areas of the media have made strides towards
educating teens on sexual health, there are still outlets that promote the carefree sexual
lifestyle and what you may not know is that sex can be a very complicated thing.

 Sexual Activity Due to Peer Influence

While the media can represent sexual health in an inaccurate light, peers are often to
blame for a teen becoming sexually active. One friend will promote a sexual escapade as
normal or peers will not always promote safe sexual practices. Peers have a tremendous effect
on teens and their decision to become sexually active. In the process, that about can greatly
affect a teen’s sexual health and well-being. You may hear about a peer’s sexual experience and
think not having safe sex is normal and inconsequential. It is most definitely not. Sexual health
is a big deal, just like everything that concerns your physical well-being
 Sexually Transmitted Diseases
Sexually transmitted diseases (STDs) are infections that you can get from having sex with
someone who has the infection. The causes of STDs are bacteria, parasites and viruses. There
are more than 20 types of STDs, including
 Chlamydia  HPV
 Gonorrhea  Syphilis
 Genital herpes  Trichomoniasis
 HIV/AIDS

Most STDs affect both men and women, but in many cases the health problems they
cause can be more server for women. If pregnant woman has STD, it can cause serious health
problems for the baby.

 Chlamydia Infections
Chlamydia is a common sexually transmitted disease caused by bacteria. You get it by
having sex or sexual contact with someone who is infected. Both men and women can get it.
Chlamydia usually doesn’t cause symptoms. If it does, you might notice a burning feeling when
you urinate or abnormal discharge from your vagina or penis.
In both men and women, chlamydia can infect the urinary tract. In women, infection of
the reproductive system can lead to pelvic inflammatory disease, which can cause infertility or
serious problems with pregnancy. Babies born to infected mothers can get eye infections and
pneumonia from chlamydia. In men, chlamydia can infect the epididymis, the tube that carries
sperm. This can cause pain, fever and rarely, infertility.
You can cure chlamydia with antibiotics. If you are sexually active, you can decrease
your risk of getting it by using condoms. Experts recommended that women 25 and younger get
a chlamydia test every year.

 Gonorrhea, also called The Clap

Gonorrhea is a curable sexually transmitted disease. It is most common in young adults.
The bacteria that cause gonorrhea can infect the genital tract, mouth or anus.
Gonorrhea does not always cause symptoms, especially in women. In men, gonorrhea
can cause pain when urinating and discharge from the penis. If untreated, it can cause
epididymis, which affects the testicles and can lead to infertility. In women, gonorrhea can
cause bleeding between periods, pain when urinating and increased discharge from the vagina.
If untreated, it can lead to pelvic inflammatory disease, which causes problems with pregnancy
and infertility. Gonorrhea can pass from mother to baby during pregnancy. You can cure
gonorrhea with antibiotics prescribed by your health care provider. Correct usage of latex
condoms greatly reduces, but does not eliminate, the risk of catching or spreading gonorrhea.
 Genital Heroes also called Herpes genitalis
Genital herpes is a sexually transmitted disease (STD) caused by a herpes simplex virus
(HSV). It can cause sores on your general or rectal area, buttocks, and thighs. You can get it
from having sex, even oral sex. The virus can spread even when sores are not present. Mothers
can also infect their babies during childbirth.

Symptoms of herpes are called outbreaks. You usually get sores near the area where the
virus has entered the body. They turn into blisters, become itchy and painful, and then heal.
Sometimes people do not know they have herpes because they have no symptoms or very mild
symptoms. The virus can be serious in newborn babies or in people with weak immune
systems.

Most people have outbreaks several years. Over time, you get them less often and the
symptoms become milder. The virus stays in your body for life.

Medicines do not cure genital herpes, but they can to help your body fight the virus.
This can help lessen symptoms, decrease outbreaks, and lower the risk of passing the virus to
others. Correct usage of latex condoms can reduce, but not eliminate, the risk of catching or
spreading herpes.

 Trichomoniasis
Trichomoniasis is a sexually transmitted disease caused by a parasite. It affects both
women and men, but symptoms are more common in women. Symptoms in women include a
green or yellow discharge from the vagina, itching in or near the vagina and discomfort with
urination. Most men with trichomoniasis don’t have any symptoms, but it can cause irritation
inside the penis.
You can cure trichomoniasis with antibiotics. In men, the infection usually goes away on
its own without causing symptoms. But an infected man can continue to infect or reinfect
women until he gets tired. So, it’s important that both partners get treated at the same time.
Correct usage of latex condoms greatly reduces, but does not eliminate, the risk of catching or
spreading trichomoniasis.

 Syphilis
Syphilis is a sexually transmitted disease caused by bacteria. It infects the genital area,
lips, mouth, or anus of both anus of both men and women. You usually get syphilis from sexual
contact with someone who has it. It can also pass from mother to baby during pregnancy.
The early stage of syphilis usually causes a single, small, painless, sore. Sometimes it
causes swelling in nearby lymph nodes. If you do not treat it, syphilis usually causes a non-itchy
skin rash, often on your hands and feet. Many people do not notice symptoms for years.
Symptoms for years. Symptoms can go away and come back.
The sores caused by syphilis make it easier to get or give someone HIV during sex. If you
are pregnant, syphilis can cause birth defects, or you could lose your baby. In rare cases,
syphilis causes serious health problems and even death.
Syphilis is easy to cure with antibiotics if you catch it early. Correct usage of latex
condoms greatly reduces, but does not completely eliminate, the risk of catching or spreading
syphilis.

 HPV also called Human Papillomavirus

Human papillomavirus (HPV) are common viruses that can cause warts. There are more
than 100 types of HPV. Most are harmless, but about 30 types put you at risk for cancer. These
types affect the genitals and you get them through sexual contact with an infected partner.
They are classified as either low-risk or high-risk. Low-risk HPV can cause genital warts. High-risk
HPV can lead to cancers of the cervix, vulva, vagina, and a us in women. In men, it can lead to
cancers of the anus and penis.
Although some people develop genital warts from HPV infection, other have no
symptoms. Your health care provider can treat or remove the warts. In women, Pap smears can
detect changes in the cervix that might lead to cancer.
Correct usage of latex condoms greatly reduces, but does not eliminate, the risk of
catching or spreading HPV. A vaccine can protect against several types of HPV, including some
that can cause cancer.

HIV/AIDS also called acquired immunodeficiency syndrome. HIV, Human

Immunodeficiency virus
HIV stands for human immunodeficiency virus. It kills or damage the body’s immune
system cells. AIDS stands for acquired immunodeficiency syndrome. It is the most advanced
stage of infection with HIV.
HIV most often spreads through unprotected sex with no infected person. It any also
spread by sharing drug needles or through contact with the blood of an infected person.
Women can give it to their babies during pregnancy or childbirth.
The first sign of HIV infection may be swollen glands and flu-like symptoms. These may
come and go a month or two after infection. Severe symptoms may not appear until months or
years later.
There is no cure, but there are many medicines to fight both HIV infection and the
infections and cancers that come with it. People can live with the disease for many years.
How Prevent Contraction and Transmission of STDs
 Consider that not having sex or sexual relations is the only sure way to prevent STDs.
 Use a latex condom every time you have sex. (if you use a lubricant, make sure it is
water-based.)
 Limit your number of sexual partners. The more partners you have, the more likely
you are to catch an STD.
 Practice monogamy. This means having sex with only one person. That person must
also have sex with only you to reduce your risk.
 Choose your sex partners with care. Don’t have sex with someone whom you suspect
may have an STD. However, keep in mind that you can’t always tell by looking if your
partner has an STTD.
 Get checked for STDs. Don’t risk giving the infection to someone else.
 Don’t use alcohol or drugs before you have sex. You may be less likely to use condom
if you are drunk or high.
 Safety Education
 Safety Education

Safety is the state of being “safe”, the condition of being protected against physical, social,
spiritual, financial, political, emotional, occupational, psychological, educational or other types
or consequences of failure, damage, error, accidents, harm or any other event which could be
considered non-desirable.

Safety can also be defined to be the control of recognized hazards to achieve an

acceptable level of risk. This can take the form of being protected from the event or from
exposure to something that causes health or economical losses. It can include protection of
people or of possessions.

Security is the process or means, physical or human, of delaying preventing and

otherwise protecting against external or internal, defects, dangers, loss, criminals, and other
individuals or actions that threaten, hinder or destroy an organization's "steady state," and
deprive it of its intended purpose for being.

It is important to realize that safety is relative. Eliminating all risk, if even possible,
would be extremely difficult and very expensive. A safe situation is one where risks of injury or
property damage are low and manageable.

Safety education is a recognizing the risk or hazard and practicing behavior that
promotes safety. While Safety Precaution as any action taken BEFORE an activity to PREVENT
danger or risk during the activity.

 Types of Safety

It is important to distinguish between products that meet standards, that are safe, and
those that merely feel safe. The highway safety community uses these terms:
Normative safety is a term used to describe products or designs that meet applicable
design standards and protection.
Substantive, or objective safely means that the real-world safety history is favorable,
whether or not standards are met.
Perceived, or subjective safety refers to the level of comfort of users. For example,
traffic signals are perceived as safe, yet under some circumstances, they can increase traffic
crashes at an intersection. Traffic roundabouts have a generally favorable safety record, yet
often make drivers nervous.
 Risks and Responses

Safety is generally interpreted as implying a Teal and significant impact on risk of death,
injury or damage to property. In response to perceived risks many interventions may be
proposed with engineering responses and regulation being two of the most common.
Probably the most common individual response to perceived safety issues is Insurance,
which compensates for or provides restitution in the case of damage or loss.

 Accidents

An accident or mishap is an unforeseen and unplanned event or circumstance, often

with lack of intention or necessity. It implies a generally negative outcome which may have ben
avoided or prevented had circumstances leading up to the accident been recognized, and acted
upon, prior to its occurrence.

Types

1. Physical and non-physical

Physical examples of accidents include unintended collisions or falls, being injured by
touching something sharp, hot, or electrical, or ingesting poison. Non-physical examples are
unintentionally revealing a secret or otherwise saying something incorrectly, forgetting an
appointment, etc.

2. By activity
 Accidents during the execution of work or arising out of it are called work accidents.
According to the International Labor Organization (LO), more than 337 million accidents
happen on the job each year, resulting, together with occupational diseases, in more
than 2.3 million deaths annually.
 In contrast, leisure-related accidents are mainly sports injuries.

3. By vehicle
 Bike accident
 Tram accident
 Traffic collision
 Sailing ship accidents

 Accidents and their Prevention

Accidents are a major cause of death and disability. For Example, one person dies every
hour from accidents and the government spends a considerable amount each year on the
treatment of injuries; and for children and young people, accidents are the greatest threat to
life. Accident prevention can be regarded as an important part of health promotion.
Concepts in Accident Prevention

 Primary prevention – removal of circumstances causing injury, e.g. traffic speed

reduction, fitting stair gates for young children, reducing alcohol consumption.
 Secondary prevention – reduces severely of injury should an accident occur, e.g. use
child safety car seats, bicycle helmets, Smoke alarms.
 Tertiary prevention – optimal treatment and rehabilitation following injuries, e.g.
effective first aid, appropriate hospital care.

10 Most Common Human Factors that Cause Accidents

1. Negligence—Failure to observe basic safety rules of instructions or to maintain

equipment
2. Anger/Temper—Causes a person to become irrational and to disregard common sense.
3. Hasty Decision--Acting before thinking can lead people to make hazardous "Shortcuts".
4. Indifference--A lack of attention to the task, not alert, daydreaming.
5. Distractions--Interruptions by others perhaps caused by family troubles. bad news,
horseplay while someone performs normal duties or no-routine hazardous tasks.
6. Curiosity-Workers do something unexpected just to see what will happen.
7. Inadequate Instructions--Results in an untrained or improperly trained worker.
8. Poor Work Habits--Cluttered floors/ work areas, loose clothing, etc.
9. Overconfidence--Displayed by behavior that is too cocky, risk-taking, and macho.
10. Lack of Planning--Two or more people, each depending on the other to do something,
and it doesn't get done.

 Safety advice for caregivers of young children

1. Falls
 Use stair gates until the child is aged two; teach older children how to climb stairs but
supervise them (even four-year-olds may need some help).
 If the gaps between banisters or balcony railings are more than 6.5 cm (2.5 inches) wide,
cover them with boards or safety netting.
 Change your baby’s nappy on the floor; don’t leave your baby unattended on a bed, sofa
or changing table, even for a second.
 Don’t put baby seats on tables (baby’s wriggling could tip it over the edge).
 Take care to avoid tripping when carrying your baby.
 Don’t let children under the age of five sleep in the top of a bunk bed.
 Keep low furniture away from windows. Fit windows with safety catches (and ensure
adults know where the keys are kept in case of fire).
 Use a five-point harness with a highchair.
 Don’t use a baby walker.

2. Choking, strangulation and suffocation

  Keep all ties and cords short (e.g. on curtains, blinds and switches) to avoid a child being
strangled by the cord.
 Do not tie or hang things to babies’ cots and keep all toy ribbons short.
 Cut food up small enough for a child’s mouth; don’t give young children hard food such
as boiled sweets or nuts.
 Don’t leave children alone when eating: encourage them to sit still while eating
 Keep small objects such as coins and buttons away from babies and toddlers.
 Keep plastic bags out of reach.

3. Burns and scalds

 Put cold water in a bath before hot, check the temperature carefully; consider fitting
thermostatic mixing valves.
 Keep hot drinks, teapots, matches, irons and hair straighteners out of reach.
 Use fire guards and spark guards.

4. Drowning

 Children can drown in a few inches of water; they must be supervised at all times when
bathing and near ponds, water containers or pools.
 Garden ponds or pools must be properly fenced.

5. Poisoning
 Keep chemicals and medicines out of sight and reach.
 Children can often open ‘child-proof containers.

6. Cuts and bumps

 Use safety glass in low doors/windows, or cover with safety film.
 Keep scissors, knives and razors out of children’s reach
 Cover sharp corners, use door stoppers to prevent trapped fingers.

7. Car safety
 Use correct child seats.
 Put children in a rear seat of a car whenever possible.
 Do not put a rear-facing baby seat in a front car seat with an active airbag (forward-
facing seats in the same position, while not illegal, are also not ideal for toddlers).
 Never leave children alone in a car.

 Elderly or Disabled People and Accident Prevention

Frailty and health problems make the elderly, particularly those over the age of 75, at
increased risk of accidents, usually occurring in the home. Falls are the most common cause.
Inability to get up after falling puts the person at risk of hypothermia and pressure sores. Hip
fractures after falls are a major cause of morbidity and mortality.

 Home accident prevention

1. Fire and electrical safety

 Fit smoke detectors on every floor and renew batteries regularly.
 Plan your fire escape route.
 Use fire guards.
 Keep portable heaters and candles away from furniture, clothes and curtains.
 Do not overload circuits, including using multiple adapters in sockets
 Have your wiring checked regularly.
 Do not use equipment with cracked plugs or worn cables.
 Always ensure electrical equipment that you buy has been safety tested.
 Do not touch electrical equipment with wet hands and do not take it into the
bathroom.
 Do not smoke in bed.
 Keep matches and lighters away from children.
 Keep bonfires and barbecues away from buildings, fences and trees, and ensure
children are supervised.

2. Heating and cooking

 Never block air vents. Service heating appliances and sweep chimneys annually.
 Be alert to the symptoms of carbon monoxide poisoning(drowsiness and flu symptoms).
 When cooking, use the back rings of the cooker; turn the handles of pots and pans
inwards on the cooker so that they can be less easily grasped by small children.

3. Medicines and cleaning fluids

 Always ensure containers are clearly labeled and out of children’s reach.

4. Other measures
 Stairs should have banisters or rails.
 Avoid loose rugs and flooring. Clean up spills to avoid slipping
 Only climb up on something firm and strong
 When using power tools, use adequate protection including gloves, googles and sturdy
shoes
 Improve lighting in halls and stairways.

 Road Accidents
 In terms of numbers of people killed or injured, this is an important area for accident
prevention worldwide. Common causes of these accidents included speeding, drink driving, not
wearing seat belts or careless driving
1. Driving speed
Higher speed both increases the risk of collision and the risk of serious injury to the
driver or others. Even a modest speed reduction helps reduce both the number and the
severity of accidents, e.g. pedestrians hit at speeds below 30 mph receive mainly survivable
injuries, but this changes to mainly fatal injures of between about 30 mph and 40 mph.

 First Aid

First aid is the provision of initial care for an illness or injury. It is usually performed by
non-expert, but trained personnel to a Sick or injured person until definitive medical treatment
can be accessed. Certain self-limiting illnesses or minor injuries may not require further medical
care past the first aid intervention. It generally consists of a series of simple and in some cases,
potentially life-saving techniques that an individual can be trained to perform with minimal
equipment
The key aims of first aid can be summarized in three key points:
 Preserve life: the overriding aim of all medical care, including first aid, is to save lives
 Prevent further harm: also, sometimes called prevent the condition from worsening. Or
danger of further injury, this covers both external factors, such as moving a patient
away from any cause of harm, and applying first aid techniques to prevent worsening of
the condition, such as applying pressure to stop a bleed becoming dangerous.
 Promote recovery: first aid also involves trying to start the recovery process from the
illness or injury, and in some cases might involve completing a treatment, such as in the
cases of applying a plaster to a small wound.
First aid training also involves the prevention of initial injury and responder safety, and
the treatment phases

 Emergency Response

This is the blood and guts of first response, the most important thing you will do: survey
the situation. Whenever an accident or emergency occurs and you are the first person to arrive
at the scene, there is one important technique to follow first: Check Call Care
Within the principles of Check Call Care, there are two more principles you must follow:
Survey the Scene and Conduct a Primary Survey. Within the Primary Survey, you will determine
the status of the unconscious victim using the time-honored strategy airway breathing
circulation.

1. Check Call Care

To Check the victim, you must first survey the scene to ensure your safety then, do a
primary survey. After checking the victim, Call the EMS (Emergency Medical Services), giving
them a description of the emergency situation as well as the location of the scene, after calling
the EMS, provide appropriate Care based on your primary survey of the victim until EMS or
other advance medical personnel arrives and takes over

2. Survey the Scene

Before you try to help the victim, you must determine if the scene is safe. If anything,
dangerous is present, such as a live wire, a vicious animal, deep water, or fire, you cannot
endanger your own life to try to help the victim, Summon trained medical personnel
immediately, and they will handle the situation. If you get hurt at the scene, you end up as just
another victim for the EMS to treat. Once you have called EMS, you have done all you can in
such a situation
If the scene is safe, try to determine what may have happened or what caused the
accident. Determine how many victims there are, and look for bystanders who may be able to
help by providing information about the victim or the accident calling EMS, or helping give
treatment to the victim. Never move the victim to give treatment unless immediate life-
threatening danger exists, like a fire or an unstable structure ready to collapse
3. Primary Survey

After determining that the scene is safe, you must do a primary survey of the victim(S).
You will check to determine if the victim:
 is conscious
 has an open, unobstructed airway
 is breathing
 has a heartbeat
 is not bleeding severely

To check for consciousness, gently tap the victim and ask, "Are you okay?" if the victim
can speak or cry, he or she is conscious, breathing, and has a pulse. if the victim is
unresponsive, he or she may be unconscious, indicating a possibly life-threatening condition. An
unconscious person's tongue relaxes and may fall back to block the airway, stopping breathing
and eventually the heartbeat.

Next, if the victim is unconscious, kneel next to the victim's head and check for the
ABC's: Airway, Breathing and Circulation
a. To open the airway of an unconscious victim, tilt the head back and lift the chin.
b. To check for breathing, you must look, listen and feel. Place your ear above the victim’s
mouth and nose, so that you can listen and feel for air being exhaled while watching the
victim’s chest for a gentle rise and fall that occurs when breathing. If the victim is not
breathing. You must give 2 slow breaths. This is called rescue breathing. if the breaths
do not go in, retilt the head and try again If the breaths still do not go in, the victim has
an obstructed airway, and you must go to ABDOMINAL THRUSTS. If the breaths do go in,
then continue with your primary survey.
 c. To check for circulation, you must check the victim’s pulse at one of the carotid arteries,
locale in the neck on either side of the Adam’s apple. Using your index and middle finger
(Never use your thumb—it has a pulse and you may mistake it for that of the victim!)
find the Adam’s apple and then slide your fingers toward the side of the neck facing you
into the groove in the side of the neck. Take at least 5 to 10 seconds to feel for the
pulse. If the victim is an infant, locale the pulse in the brachial artery, on the inside of
the upper arm in between the elbow and the shoulder. If the victim has a pulse but is
not breathing, you must go immediately to RESCUE BREATHING. If the victim is not
breathing and does not have a pulse, go immediately to CPR. Check the body for signs of
any severe external bleeding (bleeding is severe when blood spurts from a wound, and it
is life-threatening)

COMMON INJURIES AND THE CORRESPONDING FIRST AID CARE

2.1 Wounds
Types of wounds Description

Avulsion In an avulsion, a portion of skin is a torn. This can be partial, with a

portion of skin remaining as a “flap.” In a total avulsion, a body part is
completely torn off

Bruise Bleeding that occurs under the skin causes discoloration, swelling. The
area begins as red but may turn into a “black and blue mark.”
Cut A cut is the split in the skin caused by a sharp object, such as a knife or
ever a dull object. A cut can have either a jagged or a smooth edge.
Puncture A puncture wound is caused when the skin is pierced by ah sharp
objects.

2.2 Full-Thickness Burn (Third Degree)

A third-degree burn destroys all lavers of skin and any or all of the underlying structures
(fat, muscles, bones and nerves). The burn appears brown or black(charred) with the tissues
underneath sometimes appearing white. This type of burn can be extremely painful or relatively
painless if the burn destroys the nerve endings. This burn is critical and requires immediate
medical attention.

Care for burns

1. General Care / Thermal Burns
 Stop the burning. Put out flames or remove the victim from the source of the burn.
 Cool the burn. Use large amounts of cool water to cool the burn. Never use ice except
on small superficial burns, because it causes body heat loss. If the area cannot be
immersed, like the face, you can soak a clean cloth and apply if to the burn, being sure
to continue adding water to keep the cloth cool.
 Cover the burn. Use dry, sterile dressings or a clean cloth to help prevent infection and
reduce pain. Bandage loosely. Do not put any ointment on a burn unless it is very minor.
 Do not use any other home remedies, and do not break any blisters. For minor burns or
burns with broken blisters that are not severe enough to require medical attention,
wash the burned area with soap and water, keep it clean and apply an antibiotic
ointment. Remember, some people can be allergies to topical ointments, so if you have
any doubts, call your doctor for advice. For a victim of severe burns, lay him or her down
unless he or she is having trouble breathing. Try to raise the burned areas above the
level or the victims’ heart if possible, and protect the victim from drafts.

2. Chemical Burn
Call EMERGENCY in any case of a chemical burn. Remove the chemical from the skin or
eyes immediately by flushing the area with large amounts of cool running water until EMS
arrives. Remove any clothes with chemicals on them, and be careful not to spread the chemical
to other body parts or to yourself. Chemical burns can be caused by chemicals used in
manufacturing or in a lab, or by household items such as bleach, garden sprays or paint
removers

3. Electrical Burns
call EMS in any case of an electrical burn. Do not go near the victim unless you are sure
the power source has been turned of. The burn itself will not be the major problem. If the
victim is unconscious, check breathing and pulse. Check for other injuries, and do not move the
victim because he or she may have spinal injuries. Cover an electrical burn with a dry, sterile
dressing. Do not cool the burn. Prevent the victim from getting chilled. There may be two
wounds, one where the current entered the body and one where it left, and they may be deep.
Electrical burns can be caused by power lines, lightening, defective electrical equipment, and
unprotected electrical outlets.

4. Solar Radiation Burn

Burns caused by solar radiation may be painful and may also blister. Cool the burn. You
may want to put a product designed specifically for sunburn on the area these products usually
contain aloe vera and help cool the area and reduce the pain. Protect the burn by staying out of
the sun. If you must go in the sun, wear a sunscreen with an SPF of at least 15 and reapply it
frequently. Be sure to cover up any existing sunburn it you are going to be outside again.

 Fractures

The body is consists of over 200 bones of all different shapes and sizes. All of these
bones in addition to muscles and the tendons and ligaments that put them together form the
skeleton, which serves to protect many of the organs, your body uses to function normally.
Bones are dense and very strong, and they tend not to break easily, except in elderly people
who have developed osteoporosis, a gradual weakening of the bones. Bone injuries are often
quite painful, and they may bleed, as all bones have an ample amount of blood and nerves. The
two types of bone injuries are fractures, which may be open or closed, and dislocations, which
involve muscles and joints as well.
 An open fracture occurs when an arm or a leg twist in such a way that the broken bone
ends tear through the skin, causing an open wound, in a closed fracture the skin is not broken;
this type or fracture is much more common than an open fracture. An open fracture brings with
it a chance of infection and also severe bleeding. Fractures can be life-threatening if they sever
an artery, affect breathing, or occur in very large bones such as the femur in the thigh. A motor
vehicle accident or any fall from a height may cause a fracture.

A dislocation is typically more noticeable than a fracture. A dislocation occurs when a

bone moves away from its normal position at a joint. A violent force tears the ligaments that
hold the bone in place at a joint, and the joint will no longer function. Usually, the displaced
bone causes an obviously abnormal bump, ridge or hollow.

Sprains may swell but typically heal quickly. Pain may be minimal and the victim may be
active soon, in which case the joint won’t heal properly and will remain weak. It is likely to be
reinjured more severely, possibly involving a fracture or dislocation of the bones at the joint.
The most easily injured joints are at the ankle, knee, wrist and fingers.

Strains are frequently caused by lifting a very heavy object or working a muscle too
hard, they usually involve muscles in the neck, back, thigh or back of the lower leg. Strains tend
to reoccur, especially those located in the neck or back.

What to do?

It does not matter whether the injury was to a bone, muscle or joint-you don’t need to
know specifically what the injury is in order to care for it! The formula for proper care is rest, ice
and elevation. Make the victim as comfortable as possible, and apply ice to reduce pain and
swelling. Minimize movement of the injured part by supporting it with something like a pillow.

Do not try to move a patient with a severely broken bone unless it is absolutely
necessary. Calling EMS is the best course of action in this case. However, if you must move the
patient, you must immobilize the injured body part. One way is to splint it, but do this only if it
can be done without hurting the victim, and always attempt to splint the part in the position
you found it. Splint the injured area and the joints above and below the injured area. You may
use another body part, like an injured leg to an uninjured one, or an injured arm to a chest; this
is called an anatomic splint. Make a soft splint from folded blankets or towels, or use a
triangular bandage to make a sling, another type of soft splint, which is used to support an
injured arm, wrist or hand. Use folded magazine and newspaper cardboard or metal strips to
support the injured body part with a rigid splint. Use Several folded triangular bandages to
secure the injured body part to the splinting material, tying them securely but not too tightly,
Apply ice and raise the injured part, and prevent the victim from getting chilled or overheated.
Remember to be reassuring!

Call Emergency if:

  the victim has sustained injuries to the head, neck or back
 the victim is having trouble breathing
 the victim is unable to move or use the Injured body part without experiencing pain
 the injury appears to be a severely broken bone.
If you think the victim may have a head o Spine injuries, DO NOT move him or her: Leave
the victim lying flat. EMS will be able to move and treat the patient without causing further
injury to the victim.

Beware of signs that indicate head and spine injuries. These include:
 Changes in consciousness; vision and breathing problems, nausea and vomiting: inability to
move a body part; steady headache; tingling or loss of sensation n hands, fingers, feet or
toes; blood in the cars or nose seizures, severe pain, pressure or bleeding in the head, neck
or back; bruising of the head; and loss of balance.
 if you see these signs in a victim, call EMERGENCY immediately, and DO NOT attempt to
move the victim or you may injure him or her further. Minimize movement of the head and
spine, maintain an open airways (Use a chin lift but NO head tilt unless you want to paralyze
the Victim!!), check consciousness and breathing, control any bleeding, and prevent the
Victim from getting chilled or overheated.

 Choking

1. Choking Adult

A. Conscious Adult
lf a person is clutching his or her throat with both hands, he or she is making the
universal sign tor choking. If the person can cough or talk, encourage him or her to continue
coughing. Once the victim can no longer talk or cough, you must clear the obstructed airway. To
clear the obstructed airway that causes choking, you must perform the Heimlich maneuver,
also known as abdominal thrusts. Stand behind the conscious choking adult, wrapping your
arms around his or her waist. With one hand, make a fist. Place the thumb side of the fist
against the victim's abdomen just above the bellybutton. Be sure your hand is far below the tip
of the breastbone. Put your other hand over the fist and give quick upward thrusts into the
victim's abdomen. Continue giving thrusts until the object blocking the airway is dislodged and
the victim begins to breathe, or until the victim becomes unconscious.

B. Unconscious Adult
If, during the primary survey, your breaths will not go in an unconscious adult, and you
retitled the head and tried again but the breaths still would not go in, you must assume the
victims airway is obstructed
If the victim is a conscious choking adult who became unconscious. you must lower him
or her to the floor on his or her back. Perform a head tilt and chin lift to try to open the airway,
and attempt to remove the obstruction by sweeping it out of the victim's mouth with your
finger. This is called a finger sweep. Always use a hooking action, being careful not to lodge the
object in further. Perform a head tilt and a chin lift and give 2 slow breaths. If the breaths still
do not go in, go to abdominal thrusts.
Straddle one or both of the victim's thighs. Place the heel of one hand on the victim's
abdomen, just above the bellybutton yet far below the tip of the breastbone. Place your other
hand on top of the first, interlacing your fingers, and give 5 quick upward thrusts. Then do a
finger sweep and give 2 slow breaths. If air still will not go in, continue giving 5 abdominal
thrusts, a finger sweep and 2 slow breaths. Continue giving thrusts until the object is dislodged,
air goes into the victim trained medical personnel takes over. If the victim is not breathing but
has a pulse, you must perform Rescue Breathing. If the victim is not breathing and does not
have a pulse, go to CPR.

2. Choking Child

A. Conscious Child
if the child can cough or talk, encourage him or her to continue coughing. If the child
cannot cough or talk, ask if he or she is choking. Perform abdominal thrusts. Stand behind the
victim, wrap your arms around his or her waist, and make a fist with one hand. Place the thumb
side of the fist against the child's abdomen, above the bellybutton yet far below the tip of the
breastbone. Put your other hand over the fist and give quick upward thrusts into the victim's
abdomen. Continue giving thrusts until the airway is cleared and the child begins to breathe, or
until the child becomes unconscious
B. Unconscious Child
If the child was a conscious choking victim who became unconscious, lower the child
down onto his or her back. Or, you may have determined during the primary survey that air
would not go in, even after you retitled and tried again. You must give the child 5 abdominal
thrusts, do a finger sweep if you see the object, and open the airway with a head tilt and a chin
lift and give 2 slow breaths. If the breaths still will not go in, continue giving abdominal thrusts,
a finger sweep and 2 slow breaths until the object is expelled, the child starts to breathe or
cough, or EMS takes over. If the child is not breathing but has a pulse, you must perform Rescue
Breathing. If the child is not breathing and does not have a pulse, go to CPR.

3. Choking Infant

A. Conscious Infant
During the primary survey, you may determine that the infant is conscious and cannot
breathe, cough or cry. You must give 5 back blows and 5 chest thrusts.

Place the infant face up on your forearm. Put your other arm on top of the infant. Use
your thumb and fingers to hold the infant's jaw, sandwiching the infant between your forearms.
Turn the infant over, face down on your forearm. Place your arm down on your thigh, being
sure that the infants head is lower than his or her chest. Using the heel of your hand, give 5
back blows between the infant's shoulder blades. Be sure to hold the infants jaw with your
thumb and fingers to stabilize his or her head.
 You must turn the infant back over to give chest thrusts. Place your free hand and
forearm across the infant, sandwiching it between your forearms and supporting his or her
head. The infant over onto his or her back and place your arm down on your thigh, making sure
the infant's head is lower than his or her chest. Imagine a line across the infant's chest between
the nipples. Place your ring finger on the infant's breastbone just below the imaginary line.
Place the pads of the next two fingers just under the line. Raise your ring finger, and if you can
feel the notch at the tip of the infant's breastbone, move your fingers up a little bit, Compress
the infant's breastbone 1/2-1 inch with the pads of your fingers and then let the breastbone
return to its normal position. Give 5 compressions. Continue giving back blows and chest
thrusts until the infant can breathe or cough, or until the infant becomes unconscious.

B. Unconscious Infant
If the infant was a conscious choking victim who became unconscious, place the infant
down on its back. Or, you may have determined during the primary survey, even after retitling
the head and trying again, that air would not go in. Perform 5 back blows and then 5 chest
thrusts. Do a foreign body check: open the infant’s mouth, holding the tongue and lower jaw
and lifting them upward, and look for an object; if you do see an object, do a finger sweep to
remove it with your little finger. Then give 2 slow breaths. If air still will not go in, continue
doing back blows, chest thrusts, foreign body check and 2 slow breaths until the infant starts to
breathe or cough or air goes in. If the infant is not breathing but has a pulse, you must perform
Rescue Breathing. If the infant is not breathing and does not have a pulse, go to CPR.

4. Choking Pregnant Woman or Obese Person

A. Conscious Adult

If a choking conscious adult is noticeably pregnant or too obese for you to wrap your
arms around in order to perform abdominal thrusts, you must give chest thrusts instead. Stand
behind the victim, placing your arms under the victim’s armpits and around his or her chest.
Make a fist with one hand and put the thumb side of the fist against the center of the victim’s
breastbone. Make sure your thumb 1s on the breastbone, not the ribs, and that you are not
near the tip of the breastbone. Put your other hand over the fist and give quick inward thrusts.
Continue giving thrusts until the object is dislodged, or until the victim becomes unconscious.

B. Unconscious Adult
If the victim was a conscious choking pregnant woman or obese person who became
unconscious, lower the victim gently onto his or her back on the floor. Or, you may have
determined during the primary survey, even after retitling the head and trying again, that air
would not go into your pregnant or obese victim. You must give chest thrusts. Kneel beside the
victim, placing one hand on the center of the victim's breastbone and then placing your other
hand on top of it. Give 5 quick thrusts, compressing the chest1 1/2-2 inches. Do a finger sweep,
open the airway with a head tilt and a chin lift, and give 2 slow breaths. If air still will not go in,
continue giving chest thrusts, finger sweeps and 2 slow breaths until the object is expelled and
air goes in. If the victim is not breathing and has a pulse, go to Rescue Breathing. If the victim is
not breathing and does not have a pulse, go to CPR.

 Injuries with some Elements

Who is at risk?
People who work or exercise outdoors or indoors where the temperature is poorly
regulated, elderly people, young children, people with health problems, a respiratory or
cardiovascular disease or poor circulation, people who take medications to eliminate water
from the body, and people who have a history of heat or cold-related illness in the past are at
risk for heat or cold-related illnesses.

Heat-Related Illnesses

1. Heat Cramps
Heat cramps, heat exhaustion and heat stroke are the three conditions caused by
overexposure to heat. Heat cramps are painful muscle spasms. They result from a combination
of fluid and salt loss caused by heavy sweating. Heat cramps usually occur after strenuous
exercise or work outdoors in warm temperatures. They tend to
Occur in the legs and the abdomen. They are an indication of a more severe problem to come if
proper care is not given shortly.

Care for Heat Cramps

Have the victim rest comfortably in a cool place. And provide him or her with cool water
or a sports drink. Stretch the muscle gently and massage the area. Once the cramps stop, the
victim may resume physical activity, but he or she should be sure to drink plenty of fluids during
and after activity.

2. Heat Exhaustion

Heat exhaustion, the most common heat-related illness, typically occurs after strenuous
exercise or work in a hot environment. The victim loses fluid through sweating, and blood flow
to the skin increases, thus reducing blood flow to the vital organs. The victim therefore goes
into mild shock. Symptoms of heat exhaustion are: normal or below normal body temperature,
pale, moist, cool skin; headache nausea: dizziness; weakness; and exhaustion. If heat
exhaustion is allowed to progress, the victim’s condition will worsen until he or she has heat
stroke.

3. Heat Stroke
4.
Heat stroke, the least common heat-related illness, occurs when heat exhaustion
symptoms are ignored. The body systems become overwhelmed by heat. Sweating stops, and
the body can no longer cool itself. Body temperature rises rapidly, and the brain and other vital
organs-will begin to fail. Convulsions, coma and death may result. Signs of heat stroke are: high
body temperature; hot, red, dry skin: progressive loss of consciousness; rapid, weak pulse; and
rapid, shallow breathing.

Care for Heat-Related Illnesses

Call EMS immediately if the victim’s condition is so bad you suspect heat stroke. If heat-
related illness is recognized in the early stages, it Can usually be reversed. Move the victim to a
cool area and give him or her cool water to drink. Remove any tight or heavy clothing and coal
the body however you can: apply cool wet cloths to the skin, fan the victim, or place ice packs
on the victim’s wrists and ankles, in each armpit and on the neck in order to cool the large
blood vessels. DO NOT apply rubbing alcohol-it prevents heat loss. Do not let the victim drink
too much too quickly-4 ounces every 15 minutes are good. If the victim vomits, stop giving
fluids and position the victim on his or her side, keep the airway clear and monitor breathing
and pulse. Keep the victim lying down, and continue cooling the body until EMS arrives.

 Heart Attack

it is important to recognize the following symptoms as signals or a heart attack:

 Persistent pain or discomfort in the chest: This constant pain can range from a mild
discomfort to a very painful crushing sensation in the chest. Common descriptions of
this pain include “pressure, heaviness, Squeezing. tightness, or aching in the chest, the
pain is usually located in the center of the chest, and can spread to the shoulder, arm,
neck, jaw, or back. Seek immediate medical care when the pain is severe, does not stop
after 10 minutes, or is still felt during rest.
 Difficulty breathing This may accompany chest pains along with pale or bluish skin,
heavy sweating.
 Changes in pulse rate: The pulse rate may be irregular, or may be faster or slower than
the victim's normal pulse rate.
These symptoms generally indicate something other than a heart problem: A brief,
stabbing pain, pam that gets worse with bending or breathing deeply.
Call the hospital or a doctor if a victim experience any, symptoms of a heart attack, call a
doctor or the hospital

If a victim is having a heart attack

Conscious victim: Find out from the victim if he/she has a history of heart disease, or if
he/she is on any medication for a heart condition, make sure to call professional medical care
as soon as possible. Keep the victim calm by remaining calm yourself. Be alert of any changes in
the victim’s condition, and be prepared to perform Cardiopulmonary_ Resuscitation (CPR).

Cardio Pulmonary Resuscitation

 Perhaps the most frightening thing for a rescue worker is to have a victim’s heart stop.
CPR, which stands for cardio pulmonary resuscitation, is the technique that has been developed
for a first aid provider in that unenviable position.
Some unpleasant CPR facts: One should remember that CPR is almost never successful.
When a victim’s heart is restarted, it is usually due to the arrival of more professional
equipment, for example, a defibrillator, which electrically shocks the heart into starting again.
Also, in the course of CPR, the victims’ ribs are almost invariably broken.

CPR (Cardio Pulmonary Resuscitation)

1. CPR-Adult Victim
If during the primary survey, you determine that the victim is not breathing give 2 slow
breaths, and then determine that the victim has no pulse, you must begin CPR.

Correct Hand Position: First, kneel next to the victim's chest. Find the notch at the tip of
the breastbone where the lower ribs meet the sternum, called the xyphoid process. Remember,
if you push directly down on this puppy, you will likely rupture the victim’s liver and perhaps a
few other vital organs, and all the CPR in the world couldn't help him then. Place your middle
finger on this notch, and place your index finger down next to your middle finger. That way, you
are at least a good two fingers away from the xyphoid danger spot. Next. place the heel of your
other hand on the victim's sternum next to your index finger. Place your other hand directly on
top and interlace your fingers. Straighten your arms and lock your elbows. Your shoulders
should be directly over your hands. Each chest compression should push the sternum down
1/2-2 inches.
Count aloud ('one and two and three. etc.) as you do the compressions. maintaining a
smooth, steady rhythm. When you give breaths, be sure to open the victim's airway with a
head tilt and a chin lift. Do cycles of 15 chest compressions and 2 slow breaths.

2. CPR-Child Victim
If during the primary survey, you determine that your child victim is not breathing, give
2 slow breaths, and determine that the victim has no pulse, you must begin CPR.
Correct Hand Position: First, kneel beside the victim’s chest. Find the notch where the
lower ribs meet the sternum, called the xyphoid process. Remember; don’t ever push directly
down on it!! If you don’t remember why, go over Adult CPR until you never forget. With your
middle finger, place your index finger down next to your middle finger, and place the heel of
the same hand directly above where you had your index finger. Place your other hand gently on
the child’s forehead to maintain an open airway. Lock your elbow and push straight down, with
your shoulder directly over your hand. Each compression should push the sternum down 1-1 ½
inches. Count aloud (“one and two and three.”etc.) as you do the compressions, maintaining a
smooth, steady rhythm. When you give breaths, be sure to open the victim’s airway with a
head tilt and a chin lift. Do cycles of 5 chest compressions and slow breath.
After you do CPR for 1 minute (about 12 cycles), check for a pulse. If there is no pulse,
continue CPR, beginning with chest compressions and rechecking for a pulse every few minutes.
If you find a pulse, check for breathing. If the victim has a pulse but is not breathing, go to
Rescue Breathing

3. CPR-Infant Victim

If during the primary survey, you determine that your infant Victim is not breathing, give
2 slow breaths, and determine that the victim has no pulse, you must begin CPR.

Correct Hand Position: First, kneel beside the infant, placing one hand on his or her head
to maintain an open airway. Imagine a line across the infant’s chest between the infant’s
nipples. Place your index finger on the sternum just below this imaginary line; then, place the
pads of the next two fingers on the sternum next to your index finger. If you can feel the notch
where the lower ribs meet the sternum, called the xyphoid process, move your fingers up a
little bit. Remember why? Good. Raise your index finger, and use the pads of the two fingers
next to your index finger to compress the infant’s chest ½-1 inch. Maintain a smooth steady
rhythm while doing compressions. Be sure to do a very slight head tilt and chin lift to open the
airway when giving breaths. Do cycles of 5 chest compressions and 1 breath. After 1 minute of
continuous CPR (about 12 cycles), check the brachial pulse. If there is no pulse, continue CPR,
beginning with chest compressions and rechecking for a pulse every few minutes. If you find a
pulse, check for breathing. If the victim has a pulse but is not breathing, go to Rescue Breathing.

When to Stop CPR

1. If another trained person takes over CPR for you
2. If more advanced medical personnel take over
3. If you are exhausted and unable to continue
4. If the scene becomes unsafe
5. If the victim’s heart starts beating

Rescue Breathing

A person can stop breathing for many reasons: sudden illness, allergy, a serious
accident. When a person is not breathing, but still has a pulse, it is crucial that you perform
Rescue Breathing – in effect, breathing for the unconscious person.
When a person stops breathing, there are a crucial few minutes that pass before brain
damage and death occur. In a child, this timeframe is even shorter. In fact, it is recommended
that you give an unconscious, not breathing child rescue breaths for a minute before you even
call EMS.

1) Rescue Breathing-Adults

Rescue breathing is the act of breathing for a person who is not breathing, yet has a
pulse. You should never perform rescue breathing on a stranger unless you have a resuscitation
mask, so that you will not catch any contagious disease the victim is carrying.
 If the victim is not breathing yet has a pulse, initiate rescue breathing. Use a head tilt
and a chin lift to keep the victim’s airway open. Pinch the victim’s nose shut gently, using your
thumb and index finger. Then place your mouth over the victim’s mouth, making a seal. Breathe
slowly, watching to see the chest rise. Pause in between each breath to let the air flow out. If
the victim’s chest does not rise and fall, retile the head and try again. If the air still does not go
in, the victim has an obstructed airway, and you must perform abdominal thrusts.

After giving 2 breaths, check for a pulse. If the victim has a pulse but still is not
breathing, continue rescue breathing. Give 1 breath every 5 seconds. Count the seconds as
“one-one thousand, two-one thousand,” etc., taking a breath on “four- one thousand” and
breathing into the victim on “five-one thousand.”

Check for a pulse after about I minute of rescue breathing (about 12 breaths). If the
victim has a pulse but still is not breathing, continue rescue breathing and checking the pulse
every minute. If the victim’s pulse stops, begin CPR.

2) Rescue Breathing-Infants and Children

To open the airway of an infant or a child, you do not need to tilt the head as far back as
an adult. A very slight tilt should allow air to go in. Give a child or an infant 1 slow breath every
3 seconds. On an infant, you must make a seal over both the infant’s mouth and nose. After 1
minute of rescue breathing (about 20 breaths), check for a pulse. If the victim has a pulse but
still is not breathing, continue rescue breathing and checking the pulse each minute. If breaths
do not go in, retilt and try again. If breaths still do not go in, you must go immediately to
abdominal thrusts child or abdominal thrusts infant. If the victim’s pulse stops, begin CPR-Child
or CPR- Infant.

When to Stop Rescue Breathing

1. the victim begins to breathe on his or her own
2. the victim has no pulse-begin CPR immediately
3. more advanced medical personnel takes over
4. 4 you are too exhausted to continue

Sudden Illness

Common signals of sudden illness include feelings of light-headedness, dizziness,

confusion, or weakness. The victim may become pale or flushed, and may start sweating.
Nausea and vomiting are causes for concern, as is diarrhea. Other signs of sudden illness
include: changes in consciousness, seizure, paralysis, slurred speech, difficulty seeing, severe
headache, breathing difficulty, and persistent pressure or pain.

CALL THE DOCTOR If

  Victim has lost consciousness, is unusually confused, or is losing consciousness
 Victim has difficulty breathing or is not breathing in a normal way
 Has chest pain or pressure that won’t go away
 Has persistent pressure or pain in the abdomen
 Is vomiting or is passing blood, seizures, a severe headache, or slurred speech
 Seems to have been poisoned
 Has injuries to his/her head, neck, or back

Care for Sudden Illness

 First, call a doctor immediately and care for any life-threatening conditions the victim
may have. Help the victim rest comfortably, and prevent him or her from getting chilled
or overheated. Reassure the victim. Monitor him or her for changes in consciousness,
and do not give the victim anything to eat or drink unless he or she is fully conscious.
 If the victim vomits, place the victim on his or her side to prevent choking
 If the victim faints, position him or her on the back and elevate the legs about a foot if
you do not suspect a head, neck or back injury. A person about to faint becomes pale,
begins to perspire, and then loses consciousness and collapses. Remember the adage:
“If the head is pale, raise the tail,” which refers to returning blood and circulation to
normal after fainting
 If the victim has a diabetic emergency, give him or her some form of sugar orange juice,
soda, candy, etc.
 If the victim has a seizure, DO NOT place anything in his or her mouth. Remove any
nearby objects that might injure the victim. Cushion his or her head with a pillow or
folded blanket, towel or article of clothing Move yourself out of the victim’s range as he
or she will probably be thrashing violently and you do not want to be injured. After the
seizure, keep the airway clear and place the victim on his or her side if there is fluid, like
blood, saliva or vomit, in his or her mouth.
 Entrepreneurship
An entrepreneur is an owner or manager of business enterprise who makes money
through risk and initiative. The term was originally a loanword from French and was first
defined by the Irish-French economist Richard Cantillon.
Entrepreneur in English is a term applied to a person who is willing to help Launch a new
venture or enterprise and accept full responsibility for the outcome. Jean-Baptiste Say, a French
economist, is believed to have coined the word entrepreneur” in the 19 th century he declined
an entrepreneur as “one who undertakes an enterprise, especially a contractor, acting as
intermediator between capital and labor”.
Entrepreneurs become what they arc for several reasons. Many, depending on the
person, choose to do so to avoid workplace drama, discrimination, being taken advantage of, or
just to be their own boss.

 Leadership attributes

The entrepreneur leads the firm or organization and also demonstrates leadership
qualities by selecting managerial staff. Management skill and strong team building abilities are
essential leadership attributes for successful entrepreneurs. Scholar Robert. B. Reich considers
leadership, management ability, and team-building as essential qualities of an entrepreneur.
Entrepreneurs emerge from the population on demand, and become leaders because they
perceive opportunities available and are well-positioned to take advantage of them. An
entrepreneur may perceive that they are among the few to recognize or be able to solve a
problem. Joseph Schumpeter saw the entrepreneur as innovators and popularized the uses of
the phrase creative destruction to describe his view of the role of entrepreneurs in changing
business norms, Creative destruction encompasses changes entrepreneurial activity makes
every time a new process, product or company enters the markets.

 Influences, Personality Traits and Characteristics

The most significant influence on an individual’s decision to become an entrepreneur is

workplace peers and the social composition of the workplace. The ability of entrepreneurs to
innovate relates to innate traits such as extroversion and a proclivity for risk-taking. According
to Schumpeter (1934), the capabilities of innovating, introducing new technologies, increasing
efficiency and productivity, or generating new products or services, are characteristics of
entrepreneurs. Entrepreneurs are catalysts for economic change. Research has found
entrepreneurs to be highly creative with a tendency to imagine new solutions by finding
opportunities for profit or reward.
 Types of Entrepreneurs

The literature has distinguished among a number of different types of entrepreneurs,

for instance:

1. Social Entrepreneur
A social entrepreneur is motivated by a desire to help, improve and transform social,
environmental, educational and economic conditions. Key traits and characteristics of highly
effective social entrepreneurs include ambition and a lack of acceptance of the status quo or
accepting the world “as it is”. The social entrepreneur is driven by an emotional desire to
address some of the big social and economic conditions in the world, for example, poverty and
educational deprivation, rather than by the desire for profit. Social entrepreneurs seek to
develop innovative solutions to global problems that can be copied by others to enact change.
Social entrepreneurs act within a market aiming to create social value through the
improvement of goods and services offered to the community. Their main aim is to help offer a
better service improving the community as a whole and are predominately run as nonprofit
schemes. Zahra et al. (2009: 519) said that "social entrepreneurs make significant and diverse
contributions to their communities and societies, adopting business models to offer creative
solutions to complex and persistent social problems"

2. Serial Entrepreneur

A serial entrepreneur is one who continuously comes up with new ideas and start new
businesses. In the media, the serial entrepreneur is represented as possessing a higher
propensity for risk, innovation and achievement

3. Lifestyle Entrepreneur

A lifestyle entrepreneur places passion before profit when launching a business in order
to combine personal interests and talent with the ability to earn a living. Many entrepreneurs
may be primarily motivated by the intention to make their business profitable in order to sell to
shareholders. In contrast, a lifestyle entrepreneur intentionally chooses a business model
intended to develop and grow their business in order to make s long-term, Sustainable and
viable living working in a field where they have a particular interest, passion, talent, knowledge
or high degree of expertise. A lifestyle entrepreneur may decide to become self-employed in
order to achieve greater personal freedom, more family time and more time working on
projects or Business goals that inspire them.

A lifestyle entrepreneur may combine a hobby with a profession or they may specifically
decide not to expand their business in order to remain in control of their venture. Common
goals held by the lifestyle entrepreneur include earning a living doing something that they love,
earning a living in a way that facilitates self-employment, achieving. A good work/life balance
and owning a business without shareholders. Many lifestyle entrepreneurs arc very dedicated
to their business and may work within the creative industries or tourism industry, where a
passion before profit approach to entrepreneurship often prevails. While many entrepreneurs
may launch their business with a clear exit strategy, a lifestyle entrepreneur may deliberately
and consciously choose to keep their venture fully within their own control. Lifestyle
entrepreneurship is becoming increasing popular as technology provides small business owners
with the digital platforms needed to reach a large global market younger lifestyle entrepreneur,
typically those between 25 and 40 years old, are sometimes referred to as Treps.

 Entrepreneurship

Entrepreneurship is more than simply “starting a business. The definition of

entrepreneurship is a process through which individuals identity opportunities, allocate
resources, and create value. This creation of value is often through the identification of unmet
needs or through the identification of opportunities for change.

Entrepreneurship is the act of creating wealth and / or employment through the

creation or acquisitions of a company. An entrepreneur is thus a person who is engaged in an
effort to transform his knowledge, ideas and innovations concepts in economic goods. This may
lead to new organizations or perhaps to the revitalization of certain branch of an existing
organization in response to a perceived opportunity.

Entrepreneurs see problems as opportunities,” then take action to identity the solutions
to those problems and the customers who will pay to have those problems solved
Entrepreneurial success is simply a function of the ability of an entrepreneur to see these
opportunities in the marketplace, initiate change (or take advantage of change) and create
value through solutions.

Qualities of a Good Entrepreneur

It is clear that anyone can become an entrepreneur, but only the good entrepreneurs
are successful and manage to get the fruits of their investment. There are some distinctive
qualities that are required to be a successful entrepreneur. Here is a list of some of these
qualities:

1) Perseverance

Whatever business you might be setting up, there are times where you will face
problems. It is moment like this that you will need to hold on and persevere. You will have to
believe in yourself and your products and services in order to succeed.

2) Interpersonal Skills

Business is all about dealing with people and you will need to be good at communicating
if you want to Succeed. Whether it is with your customers, suppliers or employees it is
important that you learn how to communicate in an effective way to make sure that your
business is run as smoothly as possible.
3) Willingness to Take Calculated Risks

A good entrepreneur should be ready to take calculated risk if he or she wants to

succeed. Sometimes in business you will need to trust your gut feelings and walk on water.
However you will need to distinguish between foolishness and calculated risk. Make sure that
you do your homework and ensure that your business plan Is feasible before getting started

4) Motivation

It is important that an entrepreneur remain motivated at all time. This is indeed more
important when you are pioneering a business or activity as you will have no one else with you.
You should not let yourself down and make sure that you keep going forward.
5) Time Management

This is another important quality that you will need to have as a good entrepreneur.
Time management will allow you to organize yourself and make sure that you get all your work
done effectively.

6) Passion

It almost goes without saying that to become a successful entrepreneur, you must be
passionate about your business. This does not necessarily mean you have to build a business
around something you love. You can (and should) identify a profitable market and grow your
business from there.

7) Leadership

Although the definition of a leader is not easy, we recognize one when we see him in
action. Basically, it's the ability to be in charge of people and guide them to achieve their
objectives. A leader must be able to plan, motivate, coach and evaluate his staff. A leader must
also have both managerial and interpersonal skills.

8) Competitiveness

Competition is everywhere. Business is strictly based on out compete your competition.

lf you can establish your presence in the market, differentiate yourself from your competitors
and surpass them by providing a product with better quality and affordable price, your chances
of being a successful entrepreneur will be much larger.

9) Confidence

Confidence is a key competence for entrepreneurial success. It is easy to be demoralized

or frustrated if you do not have confidence in yourself. The confidence concerning your
capacity and performance that. Would lead you to be a successful entrepreneur that believes in
your abilities. You are not afraid to explore new areas or opportunities, take risks and make
difficult decisions in very little time.
 Recreation
Recreation is the expenditure of time with an intent to gain some refreshment. It is a
break from monotony and a diversion from the daily routine. It is a positive change from the
stereotypical lifestyle and involves an active participation in some entertaining activity.
Recreation is anything that is stimulating and rejuvenating for an individual. Some people enjoy
nature hikes; others enjoy skiing (or both). The idea behind these activities is to expand the
mind and body in a positive, healthy way.

Everyone needs a plan best utilize daily free time for recreation. If leisure time is use
correctly and to the fullest, it will:
 Recreate the body, mind, and spirit through and through
 Bring forth renewed vigor, spirit, and creative effort

 Why is it important for a student to enjoy positive leisure or recreational activities daily?

1. Recreational activities give you opportunity to be creative, to express your basic

needs, and to be your real self.
2. All work and no play make a person not only dull but a sick, unbalanced and
unhappy individual according to medical authorities.
3. Students who correctly balance work and play are more productive and tend to be in
better physical, mental, social, and emotional health.
4. Students who are disciplined, well-organized, and have life goals well in mind will
have better chances of being successful.
5. These will help them build a lifelong habit.

 Values and benefits in Worthwhile Recreational Activities

The values and benefits of Recreation are numerous. The charm lies in looking out
something that's works our best for you. There are different types of recreation and what
value and benefit you derive from it depends upon your proactiveness to try them out and
incorporate them as part of daily routine. Here are 10 values and benefits that work out
best and should encourage you to take recreational activities from time to time.

1. Helps You Relax recreational activities help you relax and give soothing effect to your
nerves. It helps you release the tension and stress that could maintain equilibrium. It is
one of the best relaxation techniques to help you get back to-work in school or
workplace in full form.
2. Reduces Stress if tension is taking its toll on you then recreation activities are best for
you.
 3. Impacts Your Health- recreational activities have a very good impact on your health. It is
an excellent medicine for ailments which cannot be cured by any other manner. It is a
natural way to stay fit and healthy in life.
4. Social Benefits- it helps you meet like-minded people and develop a favorable rapport.
People who share common interest makes a joyful group that help each other to
promote themselves. Importance of recreation gets reflected in the status you build for
yourself.
5. Refresh the Senses- recreation is the important and best activity refresh your senses and
prepare you for the next battle. It rejuvenates your senses and makes you feel light
again. You feel light again.
6. Refills the Energy- recreation activities are best mechanism to refill your energy and
make you feel alive again. It is best way to charge you up when you feel exhausted and
drained out.
7. Quality of Life-recreational activities help you build self-esteem and confidence. It helps
you enhance the quality of life by building a positive self-image.
8. Effective Time Utilization- when your body is at the best of its form both in terms of
health and energy, recreational activities help you utilize your time effectively. The
effort you put in a certain task is way below what you could have possibly put without
any recreational activity.
9. Sharpen Skills- the value and benefit of recreational activities is best seen in the form of
skills that gets developed and sharpened over the period of time. You not only are
inclined to learn more things but are also motivated to be at your best.
10. New Avenues- it has happened to people and it can help you too. People who enjoy it to
the best of its form have developed a career in one form or the other.

 Types of Recreational Activities

There are wide ranges of recreational activities that the individuals may pursue. It could be
physical, social, cultural and intellectual. These are activities that can be done in the
community. (Excerpts from CWTS Sourcebook of Dr. Tuquero, et. Al 2006).

a. Social activities
 parties, banquets, card games, bingo games
 holiday celebrations, mahjong and other table games
b. Musical activities
 performances such as concerns, music festivals, musical competitions, operas
 glee club contests
 musical instruments like bands, drum corps, bugle corps rhythm band
 singing contests, community singing, and glee clubs
c. Drama activities
 travelling, theaters, fairs, cultural people
 carnivals, minstrel shows, musical dramas and comedies, pantomimes
 one act play, story plays, radio drama
  fashion shows, doll fashion shows, making scenery
d. Arts and craft activities
o basketry, woodcarving, bookbinding, ceramics, jewelry making, metal craft, pottery
o costume designing, embroidery, crocheting, cross-stitching, embossing, finger
printing, sewing, poster making, painting and sketching
o dyeing and coloring, photography and fingers printing
e. Nature and outing activities
o excursions trip Lo galleries, museums, industrial plants, parks
o nature study, collection and identification of animals, birds, flowers insects, marine
life and tree species
o hiking, hunting, nature tours, picnics, tree planting and pet shows
f. Mental and linguistics activities
o puzzles, guessing games, riddles and paper and pencil games

 Moral Citizenry
In Exodus chapter 20 verses 2 to 17, our God delivered the Ten Commandments which
should guide Moses and the Israelites. These Commandments are as follows:

The Ten Commandments 

(Exodus 20:2-17 KJV)
1. “I am the LORD your God, which have brought you out of the land of Egypt, out of the
house of bondage. You shall have no other gods before me.
2. “You shall not make unto you any graven image, or any likeness of anything that is in
heaven above, or that is in the earth beneath, or that is in the water under the earth: You
shall not bow down thyself to them, nor serve them: for I the LORD your God am a jealous
God, visiting the iniquity of the fathers upon the children unto the third and fourth
generation of them that hate me; And showing mercy unto thousands of them that love me,
and keep my Commandments.
3. “You shall not take the name of the LORD your God in vain; for the LORD will not hold him
guiltless that taketh his name in vain.
4. “Remember the sabbath day, to keep it holy. Six days shall you labor, and do all your work:
But the seventh day is the sabbath of the LORD your God: in it you shall not do any work,
you, nor your son, nor your daughter, your manservant, nor your maidservant, nor your
cattle, nor your stranger that is within your gates: For in six days the LORD made heaven
and earth, the sea, and all that in them is, and rested the seventh day: wherefore the LORD
blessed the sabbath day, and hallowed it.
5. “Honor your father and your mother: that your days may be long upon the land which the
LORD your God giveth you.
6. “You shall not kill.
7. “You shall not commit adultery.
8. “You shall not steal.
9. “You shall not bear false witness against your neighbor.
10. “You shall not covet your neighbor’s house, you shall not covet your neighbor’s wife, nor his
manservant, nor his maidservant, nor his ox, nor his ass, nor any thing that is your
neighbor’s.”

1. The Christina ideal: Loving God. When some Pharisees put Jesus to the test concerning the
greatest of all God’s commandments, He answered with a quotation from Deuteronomy
6:5: *You shall love the Lord our God with your heart, with all your soul and with all your
strength. “This is the first and great commandment, He 1old them and the second is like it:
“You shall love your neighbor as yourself” (Matthew 22:38-39). All of us expresses our love
for God in different ways.

a. By psyching up pious feelings to show love for God, many would consciously train their
minds and their awareness about dutiful, moral and devout feeling and do their best to
translate these into behaviors and speech that reflect their feelings in their daily
journey.
b. Many express their love for God through humanistic or charitable or bighearted
endeavors. They contribute to charity; they show a generous nature through donations
to benevolent organizations; they provide or indigent patients; provide scholarship;
build churches or even homes for homeless.
c. Still, some people show their love for Go through acts of piety. Acts of holiness, of
devoutness like going to church every day; kneeling before the altar for hours; visiting or
keeping vigil at the adoration church.

2. What it means

A. TO LOVE GOD WITH ALL OUR HEART -- the kind of love God requires cannot depend on
feelings that are changeable.
We do not want to live passive lives but long for it to be filled with fascination. We
want our hearts to be consumed, to be apprehended. God knows this. He has put this
desire in every person. Think about the many things people sink their time and energy into,
from hobbies and interests to relationships.
People are looking for things to captivate them and bring a sense of fulfillment. It is
interesting that, when Jesus lays out the most important commandment for mankind, He
starts with loving the Lord with ALL of your heart and then continues on down the short list.
Mark 12:30: “Love the Lord your God with all your heart and with all your soul and with all
your mind and with all your strength”
We would think that if we are told to love the Lord with all our hearts that we ought
to pursue its meaning. What does that mean to love God with all our hearts and how do we
go about doing it? These are huge questions that need to be clearly answered.

1. Recognize That Our Affections Determine Our Devotion

First, let us determine what the heart is all about. The arena of the heart contains
powerful emotions, affections and desires. Our affections are deep currents that steer our
lives. Think of them as a rudder of a ship that literally directs it. To determine where our
 affections lie, we have to discern what occupies our time, what motivates our actions, and
what shapes our aspirations and their rewards, Affections wait to be captured. They long to
cling to someone or something. Wherever these affections are found so our hearts will be.

2. Understand That Our Affections Follow What We Treasure

The devotion of our hearts is determined by wherever we find value as our
greatest treasure. Mat. 6:21 “For where your treasure is, there your heart will also be.”

3. Aim To Make Jesus Your Greatest Treasure

For the Apostle Paul, Jesus was THE treasure of his life. The loss of everything
else was nothing compared to gaining Christ. Phil. 3:8 “What is more, l considers
everything a loss compared to the surpassing greatness of knowing Christ Jesus, my
Lord, for whose sake I have lost all things. I consider them rubbish that I may gain
Christ”.

4. Spend Time With 7he Lord and Let His Light Shine In Your Heart
2 Cor. 4:6-7 For God, who said, "Let light shine out of darkness," made his light
shine in our hearts to give us the light of the knowledge of the glory of God in the face
of Christ. But we have this treasure in jars of clay to show that this all-surpassing power
is from God and not from us. Only through the persistent gate on the face of the Lord
and His glory do the streams of light pierce our hearts with the same power and force
that keep the Seraphim consumed before his throne (Rev. 4:8).

B. TO LOVE GOD WITH ALL OUR SOUL

We love the Lord with all our soul by living a life of faithfulness to all that the Lord
has required of us. While loving the Lord with all our heart has to do with affection, loving
the Lord with all our soul has to do with devotion.
The soul is the part of us that defines who we are. The essence of the biblical
definition of the soul means life, personality, the inner self and our identity. It’s where we
make our decisions and choices that ultimately decide our lifestyle and behavior. Think of
the soul as the “core you.” To love the Lord with all your soul means to love Him in the
way we live, in the choices we make, and in the behavior and lifestyle we adopt. Here are
three predominant ways to love God with all soul:

1. Love the Lord with all your soul by making godly choices
Our lives are the sum of the choices we make. Plain and simple. Our choices show
what we are committed to, and they reflect our core values, defining us and displaying our
lifestyle before the world. We do what we value. lf we treasure our relationship with the
Lord, our choices will simply mirror the treasure. Choices flow from what we treasure most.

2. Love the Lord with all your soul by pursuing obedience to His Word
John 14:15 if you love me you will obey what I command” Love must be
demonstrated. When we keep His commandments, when we live by every Word that
proceeds from the mouth of God, we are tangibly expressing our love for the Lord
 3. Love the Lord with all your soul by pursuing a life of humility in attitudes and speech.
Embracing humility is the stage where we can express our love to the Lord. Jesus
taught us how to love from a place of meekness, serving us unto death.

C. TO LOVE GOD WITH ALL OUR MIND

To love God with all our mind is a supernatural possibility. Though the mind is
never meant to rule the heart, it can be used to affectionately love the Lord. As our
mind is renewed the Holy Spirit releases supernatural activity to love Jesus more. Here
are four unique ways to love the Lord with our minds.

1) Reason. Isaiah 1:18 “Come now, and let us reason together, says the LORD:
To reason is to think, understand and form judgments by a process of logic. Part of
loving God with all our mind is loving him logically The mind is the learner not the leader.
The heart is the leader. Many times, the heart receives from the Lord first, and the mind
cannot make sense of t, at least initially. Eventually, the mind catches up with what the
heart received.

2) Knowledge
To love God with all our mind involves taking time to fill our mind with God’s Word
and to rightly agree with who He is. When we grow in truth we gain knowledge. When we
come into agreement with God, it awakens love in us. Love itself includes great depths of
knowledge Loving god is continually refueled when the mind encounters truth over and
over
Knowing truth and loving Cod are deeply connected. Jesus is the Truth. As our mind
grows in the knowledge of Jesus, we are liberated to love him more.

3) Memory
Isaiah 63:7 I will tell of the kindnesses of the LORD, the deeds for which he is to be
parsed, according to all the LORD has done for us. The Bible is filled with commands to
remember. Memories lead to gratefulness and worship. When we use Our minds to
remember His kindness, faithfulness, patience, peace etc. we build a foundation of faith
hope and love. We are loving God with our remembrance.

4) Imagination
Isa. 55:8 “My thoughts are completely different from yours, says the LORD “And my
ways are far beyond anything you could imagine. God has given the mind the power to
imagine. Some call it dreaming big Dreams. Some say get a “picture of your future while
others say if you can see if you can be it. Imagination sees. Creates and thinks outside the
box
In our imagination, heavens thoughts can come to us and be captured. With. Our
imagination we actually can extend our knowledge to explore the possibilities we have in
God in all areas of our lives. This releases love that is anchored in faith.
C. LOVE GOD WITH ALL OUR STRENGTH

Loving the Lord with all our strength is the final way Jesus himself commands us to
love Him. To love the Lord with all our strength means to love him “exceedingly,” “richly”
“lavishly”, with reckless abandon out of simple devotion. In more practical terns it means
we are to love Him 100%. To go all-out. To give it your best shot. If we fall down, to pick
ourselves back up and keep going forward. To love Him with all our might.

Loving Him with all our strength is to love with our resources, Our abilities and our time.
To fully love Him with what we find our hands to do, our eyes to see, our cars to hear, our
feet to go, and our mouths to speak.

1. Love Him with what we find our hands to do.

We are to serve the Lord diligently, being His hands extended in our world. We love Him
by giving a cup of cold water to those in need By feeding the poor. By laying hands on the sick.
By lifting our hands in worship. By writing an article. By working with excellence. The list can go
on and on. Our hands serve a major purpose in loving God with all our strength.

2. Love Him with our eyes and what they see.

The eyes are the gateway to the heart. We are made to gaze on His beauty (Ps. 27:4), to
fix our eyes on Jesus, the author and finisher of our faith (Heb. 12:2). Our eyes come in contact
with so much during the day yet we love Him well when we see what pleases Him. We become
what we behold.

3. Love Him with ears to hear.

Jesus said many times, “If anyone has ears to hear, let him hear. What He is saying is listen
to be transformed. Listen to be changed. Listen for more than information, listen but to gain
revelation. When we gain access to His voice, we love Him well. Listen to others share their
story; hear their thoughts and hear their pain. Walk away from gossip, slander, backbiting, and
negative discussions

4. Love Him with feet to go.

Where our feet take us on the journey in lite says a lot about how we love the Lord. Jesus
laid it out when he said to go and make disciples” (Matt. 28:19). The great commission 1s all
about going. When we go and serve, go to church, go to a friend in need, go the extra mile we
are loving Him with all our strength. Be led by the Spirit and let Him lead you into amazing
places and divine opportunities.

5. Love Him with our mouth to Speak.

May the words we say bring glory to the Lord When we edify, encourage, comfort, honor,
Support, and bring life (Prov. 18:21) to others we create access for them to discover God’s
kindness. We get to love Him by declaring praise and worship to the Lord. Let’s love Him well!