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Nstpro2 Module

The National Service Training Program (NSTP) at the University of Baguio aims to fulfill the requirements of Republic Act 9163 by providing a one-year service training program for students, focusing on civic engagement and community service. The course includes various modules such as volunteerism, disaster preparedness, and environmental sustainability, with the goal of developing proactive civic leaders. Students are expected to demonstrate mastery in relevant skills and actively participate in community affairs, thereby contributing to nation-building and personal development.

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0% found this document useful (0 votes)

27 views77 pages

Nstpro2 Module

Uploaded by

Raesha Mazon

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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NATIONAL

SERVICE
TRAINING
PROGRAM
PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |1
TABLE OF CONTENTS

I. INTRODUCTION

Course Content................................................................................................................................................. i-ii

Lesson 1: University of Baguio ............................................................................................................... 1
Lesson 2: Baguio City and the Cordilleras ........................................................................................... 7

II. BODY

MODULE 1: Volunteerism ……………………………………………………………………………………………..10

MODULE 2: Clean Safe and Secure Environments for Sustainable Development …………………………….15
MODULE 3: COVID-Related Activities ……………………………………………………………………………....20
MODULE 4: Food Sustainability via Easy-to-Grow Food ………………………………………………………….32
MODULE 5: Solid Waste Management ……………………………………………………………………………...37
MODULE 6: Basic Survival Techniques ……………………………………………………………………………..51
MODULE 7: Basic First Aid and Life Support ……………………………………………………………………….57

III. EVALUATION OF THE COURSE ................................................................................................................ 67

IV. REFERENCES .............................................................................................................................................. 68

V. APPENDIX .................................................................................................................................................... 72
COURSE CONTENT

I. COURSE TITLE: NSTPRO2

II. COURSE DESCRIPTION: NATIONAL SERVICE TRAINING PROGRAM 2
III. SCOPE OF THE COURSE:

The University of Baguio–National Service Training Program (UB-NSTP) is the University‘s

response to the challenges of implementing Republic Act 9163 (the NSTP Act of 2001) which
requires one-year service training program for both male and female students enrolled in any
baccalaureate degree or at least two-year technical-vocational courses.

Adhering to the constitutional provision on the role of the youth in nation building, this
program aims to train UB students to become proactive civic leaders, community volunteers or
literacy tutors by providing learning opportunities for:

1. enhanced basic knowledge and skills in disaster preparedness and management;

2. development and enhancement of spirit of volunteerism;
3. environment appreciation and preservation;
4. community organization, operation and activities; and
5. love of country through personal and communal service.

IV. COURSE OBJECTIVES:

At the end of the program, NSTP graduates are expected to:

1. verbalize the significance of R.A. 9163 or the NSTP Act of 2001;

2. internalize the Values of Citizenship necessary for responsible existence and community
involvement;
3. show mastery of skills in disaster management, emergency preparedness, basic literacy,
environmental protection, entrepreneurship, health and sanitation activities, among others;
4. conceptualize, implement, monitor and evaluate school or community projects;
5. enhance leadership potentials by initiating relevant projects in depressed, disadvantaged
and underserved communities;
6. show mastery in the aspects of community organization, operation and immersion;
7. identify community concerns and problems, and offer viable interventions;
8. show a high level of interest in community-building tasks;
9. participate actively in community affairs by manifesting interpersonal and leadership skills;
and
10. develop a harmonious working relationship with the officials and constituents in the
assigned local communities.
V. METHODOLOGY and ACTIVITIES:

A. Methods and Strategies:

1. Lecture-Discussion
2. Small or Big Group Sharing
3. Audio-Video Presentation
4. Structured Learning Exercises
5. Reading and Research Work
6. Narratives/Reflections
7. Webinars /Lectures/Workshops

B. Instructional Materials:

1. Audio-Video Materials
2. Exercises and Working Papers
3. Module

VI. COURSE REQUIREMENTS:

1. Regular Attendance and active class participation

2. Satisfactory Examination Result
3. Individual and Group Outputs
4. Attendance in webinars/lectures and workshops

VII. GRADING SYSTEM

The highest percentage rating that may be given in any grading period is 99%. The lowest passing
grade shall be 75%. Any grade lower than 75% is considered FAILED.

The cumulative computation of grades during the second and final grading periods still applies such
that 1/3 of the previous grade is added to the 2/3 of the tentative grade. All failing grades in the final
grading period are converted to seventy (70).

In determining the grade equivalence of the total score obtained by a student in a grading period
based on the prescribed cut-off score, the following scheme shall be implemented as illustrated:

Highest Possible Score (HPS) = 300

70% (Cut-off Score) = 210
Range (300 - 210) = 90
Interval = 3.6 (for the passing grades: 90/25)
Interval = 20.9 (for the failing grades: 209/10)

Reference: NSTP PPG 2 on Grading System effective 1st semester 2021-2022

INTRODUCTION

National Service is a worldwide phenomenon. Most countries however, including those which
pioneered this program, have abolished its compulsory military component and replaced it with a more civic-
oriented national service program.

The Philippines is following this path when it abolished the compulsory military training for male college
students and replaced it with the National Service Training Program. This embodies the provisions of Republic
Act 9163 or otherwise known as the NSTP Act of 2001 which provides opportunities for students to directly
contribute in nation building. With this program, the students are given choices as to the nature of the service
they will render, whether of military training (ROTC), civic-oriented service (CWTS) or literacy and numeracy
activities for the underprivileged (LTS).

Section 4 of Article II of the 1987 Constitution calls for the state to require all citizens to render
personal, military or civil service under conditions provided by law. In as much as the state‘s primary duty is to
protect and serve its citizens, the state can necessitate all to undergo service programs.

Along this line of thought, the same Constitution, under its State Policies, prescribes the involvement of
the youth in the community affairs in order to secure the nation. Section 13 of Article II states that ―The State
recognizes the vital role of the youth in nation- building and shall promote and protect their physical, moral,
spiritual, intellectual, and social well-being. It shall inculcate in the youth patriotism and nationalism, and
encourage their involvement in public and civic affairs‖.

Directed toward attaining the collective assertions of these philosophies underpinning the ends of
education and national service, landmark legislation was made through the passage of R.A. 9163 or the
National Service Training Program (NSTP) Act of 2001, premised on the youth‘s pivotal role as a potent force
in bringing forth much- avowed goals of development in the country.

The NSTP Act superseded Republic Act No. 7077 (Citizen Armed Forces of the Philippines Reservist
Act) which created the Reserve Force providing the base for the expansion of the Armed Forces of the
Philippines through the Reserve Officers‘ Training Corps (ROTC) mandating military of students enrolled in
colleges, universities and other similar institutions of learning.

NSTP‘s primary objective is to highlight the role of the youth in building a strong Republic, invoking
gender equality and development through the inclusion of female students in national service training.

Rendering service to the community is an equally important endeavor that college students should
openly embrace. The various experiences that will be met there shall become their basis as to how communal
issues or problems be confronted and solved.

It is for this reason that this compilation of notes, recently revised to include updates in the national
service training program, is shared with the hope that this may serve as a tool or a guide for our students to go
beyond their selves and embrace the culture of service for their community and for the nation in general.

LESSON 1: PREFACE

UNIVERSITY OF BAGUIO is a private and multidisciplinary university founded by Dr. Fernando

Tatay Gonzaga Bautista and Rosa Nanay Castillo Bautista on August 8, 1948 as the Baguio Technical and
Commercial Institute which started with 80 students.

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |1

HERE AND NOW

From its humble beginning, the then

Baguio Tech, now the University of Baguio,
continues to be a leading non- sectarian higher
educational institution not only in Baguio City
or in the Cordilleras or the nearby cities and
provinces, but the whole country as well since it
belongs to a selected few to have attained the
highest academic distinction an educational
institution can achieve: the prestigious
University Autonomous status
– a rare feat for a university that does not
enforce freshmen qualifying examination, the
reason why UB is among the top choices of
some of the world‘s most promising students.

OFFERINGS

Catering to all types of students from all walks of life, and nationalities from different regions of
the world, UB as it is popularly known, has 11 Schools that offer 55 degree and non-degree
programs, 26 Bachelor's Degree programs, 4 Master's Degree programs, 3 Doctorate Degree programs, and
22 Associate, Certificate, and Diploma programs. It also has a Laboratory Elementary School, a regular High
School, and a Science High School. UB is also home to some licensure board topnotchers, national
athletes, and Top Outstanding Youth awardees in the region and in the country, to name a few.

ADMINISTRATION

Excellence in the field of academics has become the Bautista family‘s core value. Following the
footsteps of the founders, UB is run and administered by a core of young, dynamic and innovative Board of
Directors with its
President, Engr. Javier Herminio D. Bautista, ably assisted by the Vice President for Academic Affairs, Dr.
Janice
Kaylyn K. Lonogan, Vice President for Administration, Atty. Rommel P. Ayson and the Vice President for
Finance Mr. Johann Ben A. Bautista.

MANAGEMENT COUNCIL

The Vice President for Academic Affairs, together with the deans of the various Schools (or Colleges)
help translate the Vision-Mission-Objectives of University of Baguio. Program chairs and subject heads ,with
the directors and heads of various student services, help ensure that the delivery of services in the duration
and even beyond the students‘ stay in UB is efficient and worthwhile.

FACULTY MEMBERS

At the forefront of the University‘s academic life are your teachers – the faculty members who, as
accomplished professionals, highly qualified in their fields and value-laden individuals as they are –
continuously hone their expertise through studies, regular training and periodic professional assessment
through helpful evaluation process from the academic community.

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |2

VISION

Courtesy: www.ubaguio.edu
In pursuit of perfection, the University of Baguio is committed to provide balanced quality education by

nurturing academic excellence, relevant social skills and ethical values in a fun learning environment.

MISSION
The University of Baguio educates individuals to be
empowered professionals in the global community.

INSTITUTIONAL OBJECTIVES

The University of Baguio aims to produce a

graduate who:

1. exemplifies a higher standard of learning;

2. manifest the mastery of relevant skills;
3. upholds a conduct that is rightful and just;
4. undertakes scientific and significant researches;
5. advocates sustainable programs for the
community and the environment; and
6. leads and demonstrates exemplary
performance in the field of specialization.

UB‘s commitment to excellence is summed up on its

Core Values: Competence + Integrity = Service.

Courtesy: www.ubaguio.edu

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |3

BUILDING CODES

The SEAL of the University of Baguio captures the spirit of the school as an educational leader in this part of
the country. Conceived to symbolize the University‘s tradition of excellence, this seal is a testimony to its long-
cherished tradition of pursuit of perfection, as embodied in the heart of every UBian.

The SCALLOPS speak of the University‘s ―in the pursuit of

perfection‖; that is, the pursuit for the perfect being, God. All
academic endeavors in the University are anchored on the
spiritual commitment to put God first in all aspects of human
living. UB believes that at the end of the day, all glory should go
back to the One who made all things possible.

The PINE TREE is a fitting tribute to the natural setting in which

UB is found. The University stands in the heart of Baguio City
which is known for its pine trees that provide an invigorating
backdrop to this cool mountain resort. For locals, the pine tree is
an emblem of life as it stands firm and deeply rooted in the riches
of its soil.

The EARRING is a symbol of wealth, progress and fertility in the Cordilleras. The vast natural resources that
provide every opportunity for God‘s creation to uplift his well being is given tribute in the University seal. It
indicates the oft-acknowledged fact that education is the best investment one could have, and that the

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |4

University shares in the dream of every individual to improve his life through the quality of education that the
University delivers.

The SPEARS represent the advocacies of the University. Like a spear, UB targets every student to:

1. exemplify a higher standard of learning;

2. manifest the mastery of relevant skills;
3. uphold a conduct that is rightful and just;
4. undertake scientific and significant researches;
5. advocate sustainable programs for the community and the environment; and
6. lead and demonstrate exemplary performance in the field of specialization.

The RING with the inscription UNIVERSITY OF BAGUIO PHILIPPINES captures the essence of perpetuating
the University‘s ideals that radiate to the international arena, it being an internationally competitive University.

The year 1948 symbolizes its humble beginning as it was then known as the Baguio Technical and
Commercial Institute. Now an Autonomous University and servicing more than 15,000 students and personnel,
UB still celebrates this joyous foundation anniversary every 8th day of the 8th month with the faculty,
administration, management, employees, retirees and students (FAMERS). This is popularly known as the
―Triple 8‖ celebration (excerpts from the University of Baguio Library files).

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |5

Suggested
Activity Name____________________________________ Section__________ Score:______

Make a reflection paper on this: Why did you choose to study in University of Baguio?

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PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |6

LESSON 2: BAGUIO CITY and the CORDILLERAS

The University of Baguio lies at the heart

of Baguio City, the country‘s Summer
Capital. The unique weather, landmarks,
heritage and the people– both the
indigenous and the settlers who embraced
the rich Cordilleran culture and tradition,
made Baguio City a top tourist destination
that local and foreign tourists dream to
experience.

Baguio also houses and offers some

unique institutions and events that made
Baguio even more famous: the Philippine
Military Academy, the premiere military
school in Philippines; Camp John Hay, the
old American military base; the

government‘s cottages like the Philippine

President‘s Mansion House, Engineer‘s
Hill, Cabinet Hill, Teacher‘s Camp, and Supreme Court; the biggest Ten Commandments tablet in the world
located in Dominican Hill; the renowned Burnham Park, Baguio Cathedral, and Session Road; and
Panagbenga (Flower Festival) that showcases to the world the best of Baguio.

This Baguio Hymn, the official anthem of Baguio City, reflects the common aspirations of both the city officials
and the people (http://bcnhseduph.tripod.com/inside%20bcnhs/hymns.htm).

Oh, Baguio haven for all people

For you we thank the Lord and God of all Pine

sifted sunshine air we breathe so fresh Tranquil
beauty and invigorating breeze

Your countless wonders known afar and near

Your verdant hills kissed by clouds of pearl
Myriad flowers bloom so beautiful in you Like
children of every land and hue

For any race whether dark or light None can

resist your great invite To love and live in you
forever

Our Eden dreams and gifts of the Creator.

http://www.google.com.ph/search?q=the+mansion+house

http://www.gobaguio.com

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |7

CORDILLERA ADMINISTRATIVE REGION

Cordillera Administrative Region (CAR) is a completely

landlocked region in the central mountains of Northern Luzon. It is
composed of the provinces of Abra, Apayao, Benguet, Ifugao,
Kalinga and Mountain Province, with Baguio City, the ―Summer
Capital of the Philippines‖ as the regional center. This region
encompasses most of the areas within the Cordillera Central
Mountains of Luzon, the largest mountain range in the country
and home to numerous indigenous tribes collectively called the
Igorots.

CAR boasts of the country‘s second highest mountain, Mt. Pulag

and the world renowned Banaue Rice Terraces, one of the man-
made wonders of the world (http://www.philippines-travel-
guide.com/cordillera-administrative-region.html).

http://www.traveltothephilippines.info/2011/12/30/the-
cordillera- administrative-region-car/car-map/

The Cordillera Hymn is the official anthem of the Cordillera Administrative Region (Courtesy: Benguet
Provincial Library)

Cradled by majestic mountains Blessed with Here dwell freedom-loving people Strong our bond
nature's flowing fountains Blooming flowers and it's hard to topple For our freedom we rise and fight
verdant hills Our priceless ancestral birthright. (Repeat Refrain)
Is a region of murm'ring rills.
‘Neath the sky rains may gather Angry clouds may
Refrain: craz’ly wander But the sun shines forever fair as we
Cordillera, region of wonder hail! climb up the golden stair. (Repeat Refrain).
Beloved land, your name we shall not fail, Honor
and fame to you we strive to bring, Your glory won, Dreams of peace and oneness and progress
we shall forever sing Shall forever sing. Shall Cherished goals our region presses
forever sing. Striving to build a brighter dawn For our children to
call their own.

http://www.pasyalera.com/featured/a-peek-of-banaue-rice-terraces-in-ifugao/

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |8

Suggested
Activity Name____________________________________ Section__________ Score:______

What makes you proud of your place of residence/domiciliary or birth? (Whether you are from Baguio City or
the Cordilleras, or from any place in the Philippines)

What places or sites in Baguio City and in the Cordilleras have you visited (if any) before the pandemic? What
are your impressions of these places?

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM |9

MODULE 1: VOLUNTEERISM

Objectives: At the end of this module, the students would be able to

1. understand the underlying nature and characteristics of volunteerism;

2. invite the learners to develop in themselves the spirit of volunteerism; and
3. put into action this sense of volunteerism in every opportunity that s/he may
encounter that would entice him/her to volunteer.

"Remember that the happiest people are not those getting more, but those giving more." - H. Jackson
Brown, Jr.

Volunteering is a selfless act through which one can spread love and hope for a better life, among the
underprivileged ones. Mostly, volunteering work involves taking care of orphaned children at shelter homes,
teaching homeless kids or those attending rural schools. Often, skilled volunteers take part in medical or
healthcare camps, as well as organize women empowerment projects etc., in order to improve their lives. The
animal enthusiasts can get involved in welfare projects or work at rescue centers to give proper attention
towards their well-being.

No matter whether you are a college student traveling abroad during your gap year or a retired personnel
aiming to contribute meaningfully towards a social cause, you can always join a volunteering program and
make a difference.

"Volunteering is generally considered as an altruistic activity where an individual or a group provides

services for no financial gain "to benefit another person, group or organization".

Volunteering surely is an important act that everyone should take up at least for once in life, essentially to
touch others' lives and sprinkle some happiness -- help the little ones dream of a world that's beyond
closed walls, help the women in the rural areas of Third World countries earn their livelihood, treat the animals
their
with utmost care and do as much as it is possible for you.

Your act might seem to be very negligible, but it'll definitely make a bigger impact. Remember that every drop
counts to make an ocean, and you can volunteer to make this world a better place to live.

To add to your surprise, volunteering is much like a double-sided coin, fetching a 'Win-Win' situation for you
and the people you serve. It is an outwards journey in which you provide your services to help others live a
better life and an inward journey that makes you a better person, more humble and compassionate one. A
volunteering endeavor will help to have a different perspective on everything. You'll become a more optimistic
person, you'll get to polish your social skills, and make new friends (www.volunteering solutions.com).

Essence of Volunteerism

What comes to your mind when you hear the word ―volunteerism?‖ Does volunteerism change the life of a
person? Does it play a vital role in the country‘s development? Does it help people from a community or is it
something that can cause harm? These are the questions frequently asked.

1. Volunteering teaches you things that cannot be taught in classrooms. Take for instance, the ability to
work in teams.
2. Being a volunteer allows you to discover new interests, meet people and form your opinions about the
numerous things happening around you. By volunteering you become an instrument of change, it widens
your horizon by exposing you to different kinds of situations and environments.

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 10

3. As a volunteer, you begin to realize how beautiful it is to help people who are in need, to be human, to be
pure of heart, how good it feels to do something worthy without thinking of any form of reward.
4. Being a volunteer builds self-confidence and lifts the spirits up. The kind of work and experience gained
as a volunteer are often worth much more than what one finds in any other typical line of work.
5. Volunteering makes one feel good. Helping others has a positive effect on the body, studies
reveal. doing some form of service to others helps you to reduce stress, combat depression, keeps you
mentally stimulated and provides you with a sense of purpose. Generally, it improves health and
happiness.

Does volunteerism play a vital role in the country’s development?”

The answer would be YES, because volunteerism allows people to connect to the community and make it a
better place for all. Helping out with the smallest tasks can create a real difference in the lives of people, and
organizations in need. Dedicating time as a volunteer helps one boost his/her social skills and paves the way
for one to make new friends.

Volunteerism is not about how much you can give to others, it is about filling the world with hope, and by doing
so, you yourself will be filled with hope. As famous scientist Albert Einstein said, ―only a life lived for others is
worth living.‖ (Mauna, 2017)

Why Volunteering Is More Than Just Giving Back

“you are the change that you dream, as I am the change that I dream,
and collectively we are the change that this world needs to be."
Efren Peñaflorida - CNN Hero of the Year for His Work With the Dynamic Teen Company.

Volunteering may not be at the top of the priority list for students, but ask those who have done it and they will
tell you how fulfilling the experience is. The essence of volunteerism is in giving back to the society, but that‘s
not what it‘s all about. It teaches you many valuable things –

Develops your skills – Volunteering exposes you to a whole new world of opportunities and at the same time
helps you in honing your existing skills. It teaches you things that can‘t be taught in classrooms. Take for
instance, the ability to work in teams – we can‘t stress enough how important that is in today‘s job market and
volunteering more often than not, involves working in teams. It brings out new hobbies, interests, and helps
form opinions. You will be surprised at how good you‘re at things you have never done and a
volunteering internship can give you opportunities to try all of them out. A volunteering experience can
actually help you decide your career!

Meeting diverse groups – Volunteering brings together people from diverse fields. Interaction with co-workers
presents an excellent networking scope. It enhances your cross-cultural understanding and develops your
people skills. It‘s a common pain point of employers that students lag behind in their communication skills
during their internships. A volunteering stint could help you curb that.

Discover yourself – Not only professional help, volunteering widens your personality horizon by exposing you
to different kinds of situations and environments. It‘s one thing to watch under-privileged children study in an

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 11

open school in a television documentary and a totally different experience to actually be present in such a
school and teach them. It gives you a new and appreciative perspective in life, which nothing else can do.

Sense of achievement – Imagine the satisfaction you get when a charity event ends successfully or when the
kids you taught pass with flying colours. ‗Volunteering can be immensely fulfilling to people who want to be the
instruments of change’,

Boosts your career –While applying for other internships, without much prior work experience to show to your
employer, volunteering stints could vouch for your all-round abilities – organizing events, making optimum
utilization of the scant resources available, handling operations, managing people, and many more. Even when
you apply for higher studies in foreign countries, these experiences will help you boost your CV.

Read: Republic Act No. 9418 also known as the Volunteer Act of 2007.

Strengthening volunteerism through the Volunteer Act of 2007 (Republic Act 9418)

Some may find it ironic that a law on volunteerism was passed. Why is there a need for a law on something
that is inherently a social value, and a positive one that is intended to achieve a common good? Is there really
a need for such legislation?

The reason and the answer can be gleaned from the declaration of policy of Republic Act 9418 or the
Volunteer Act of 2007. This legislation recognizes that volunteerism or ―bayanihan‖ can be harnessed as a
strategy for national development and international cooperation. The Act commits government to partnership to
achieve the needed social transformation and sustainable development through volunteerism.

There are three main interrelated objectives of the Volunteer Act of 2007.

First, it aims to provide the policy framework that shall underscore the fundamental principles necessary to
harmonize the broad and diverse efforts of the voluntary sector.

Second, it aims to provide a conducive and enabling environment for the mobilization and nurturance of
volunteers and volunteer organizations.

Third, it hopes to strengthen the Philippine National Volunteer Service Coordinating Agency (PNVSCA) as an
effective institution to support volunteerism in the country.

Being a framework, the Volunteer Act recognizes the different roles of different sectors of society, including
government. It is tasked to provide the environment for volunteerism to prosper. It shall be facilitative,
coordinative and promotive in performing its functions.

To elaborate a bit on the academe, the Volunteer Act specifically calls for integrating volunteerism in the
education curriculum. This proposal will encourage academic institutions to continuously devise ways to
effectively teach and practice the value of volunteerism. Such integration provides students with the
volunteering arena by which they can channel their idealism and vigor into something worthwhile.

―If a child spends more than eight waking hours per day for five days a week in a school, then parents have
indeed placed a lot of trust in the educational system to assist and influence in the formation of this child.‖

With the Volunteer Act of 2007, the academe is expected to renew and assume a more dynamic role, more so
in participatory governance and other developmental advocacies as volunteerism move to higher levels of civic
engagements. (De Vera, 2009)

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 12

The Philippine National Volunteer Service Coordinating Agency (PNVSCA) is the government agency
mandated to promote volunteerism and coordinate volunteer programs and services in the Philippines. Starting
as the Philippine National Volunteer Service Committee on December 17, 1964 by virtue of Executive Order
No. 134, PNVSCA became an agency on December 12, 1980, reaffirming the Philippine Government's
recognition of volunteerism as a tool for development. It is under the administrative supervision of the National
Economic and Development Authority (NEDA).

The passage of Republic Act (R.A.) No. 9418 or the Volunteer Act of 2007 on April 10, 2007 further
strengthened the PNVSCA given its new mandate to lead the implementation of the law.

The agency is mandated to

 review and formulate policies and guidelines concerning the national volunteer service programs
consistent with national development priorities;
 coordinate, monitor and evaluate the national volunteer service program in order that volunteer
assistance may fit into the total national development goals:
 act as clearing house for matters pertaining to international volunteer services;
 develop and implement prototypes and models of volunteering for adoption by institutions and
communities;
 provide technical services and support for capability building of volunteers and volunteer organizations;
 undertake advocacy for the promotion and recognition of volunteerism as a tool for development;
 establish and maintain a national network of volunteer organization serve as liaison between and
among local and foreign governmental private voluntary organizations, including the United Nations
Volunteers (UNV); and
 administer all PNVSCA funds from all sources including foreign aid in accordance with accounting and
auditing requirements.

For facilitators:

Please take time to show videos of stories of people who have been cited for their volunteerism.

CNN Heroes Update: 2009 Hero of the Year Efren Peñaflorida:

https://www.youtube.com/watch?v=2sczaMKOceE

The Story of the Filipino: Empowering the youth: https://www.youtube.com/watch?v=ZX-Q3nxfyQ0

Volunteerism -- best platform for personal and professional development: Tuan Nguyen at TEDxUOttawa:
https://www.youtube.com/watch?v=xJ7_0d_etKg

Volunteering in Cebu, Philippines: https://www.youtube.com/watch?v=gGR78G3bC5s

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 13

Suggested
Activity Name____________________________________ Section__________ Score:______

Have you heard of stories of people leaving their well-settled lives in posh cities and coming down to set-up
their own schools or charitable organizations? Identify one (1) and narrate the story. (Local or international)

Cite your source/reference.

Share your personal experience in any kind of volunteering activity that you joined in or got involved with.
Explain how worthy that experience is.

Objectives: At the end of this module, the students would be able to

1 determine what are clean, safe and secure environments;
2. understand the importance of clean, safe and secure environments to a child‘s or learner‘s
development;
3. identify the component of clean, safe and secure environments; and
4. create ways on how to strengthen clean, safe and secure environments

Why is the environment important for early childhood development?

Clean air, safe and secure surroundings, and outlets for physical activity are essential conditions for children to
survive and thrive. An infant or young child who is exposed to environmental pollutants from sources such as
unsafe drinking water, air pollution or chemicals, as well as a child who lacks access to spaces for outdoor
physical activity and exploration is at higher risk of both noncommunicable diseases (NCDs) as well as
infectious diseases (such as pneumonia and diarrhea) and developmental delays that can reduce their lifelong
cognitive, socio-emotional and physical potential.

Clean, safe and secure environments create the conditions for children to develop to their full
potential.

To reach their full potential, children need the five inter-related and indivisible components of nurturing care:
1) good health,
2) adequate nutrition,
3) safety and security,
4) responsive caregiving and
5) opportunities for early learning.

Good health. It refers to the health and well-being of the children and their caregivers. Why both? We know
that the physical and mental health of caregivers can affect their ability to care for the child.

Adequate nutrition. It refers to maternal and child nutrition. Why both? We know that the nutritional status of
the mother during pregnancy affects her health and well-being and that of her unborn child. After birth,
the mother‘s nutritional status affects her ability to breastfeed and provide adequate care.

Safety and security. This refers to safe and secure environments for children and their families. It includes
physical dangers, emotional stress, environmental risks (e.g. pollution), and access to food and water.

Opportunities for early learning. This refers to any opportunity for the infant or child to interact with a
person, place, or object in their environment. It recognizes that every interaction (positive or negative, or
absence of an interaction) is contributing to the child‘s brain development and laying the foundation for later
learning.

Responsive caregiving. It refers to the ability of the caregiver to notice, understand, and respond to their
child‘s signals in a timely and appropriate manner. This is considered the foundational component
because responsive caregivers are better able to support the other four components.

Environmental health and early childhood – the linkages

World Health Organization (WHO) estimates that about one quarter of deaths of children under 5 could be
prevented through healthier environments that reduce key risks including: air pollution, unsafe drinking
water, sanitation, and inadequate hygiene as well as exposures to certain toxic chemicals, such as lead
and mercury. (Air pollution and child health)

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 15

Infants and young children are particularly vulnerable to environmental pollution since their bodies and
respiratory airways are much smaller, and their organs and immune systems are still developing. And they
have a higher proportion of skin to volume ratio. Relative to their size, young children also ingest more food
and drink more water. Behaviors typical of infants and young children such as putting hands and objects into
their mouths to explore their environments, as well as the need to explore and play outdoors, also put young
children at particularly high risk of exposure to hazards in unsafe or poorly adapted community environments.

Take air pollution as an example. Infants and young children breathe more air than adults. A typical
adult takes between 12 and 18 breaths a minute, while a 3-year-old child takes 20 to 30 breaths a minute and
a newborn baby takes 30 to 40 breaths.

On busy streets, infants in strollers and young children are most directly exposed to vehicle tailpipes.
Air pollution reduces lung function, increases risk of common respiratory infections and asthma, and it can
cause childhood cancers, even obesity due to adverse metabolic changes. It is an important cause
of preventable child mortality and there is evidence that both prenatal and postnatal exposure to air pollution
can negatively influence neuro development. Finally, air pollution contributes to climate change, which is
expected to increase food insecurity, undernutrition, water- and vector-borne diseases, affecting children in
particular (Danger in the Air).

Harmful exposures to environmental pollutants start as early as in utero, as a pregnant mother exposes her
developing foetus to the toxicants to which she, herself is exposed, via the air, water, foods or her own skin
contact with harmful chemicals.

Clean and safe indoor and outdoor environments optimize a child‘s early development opportunities, by
reducing the exposure to contaminants and by enabling social interaction and physical activity, whether it is in
play and exploration, or simply accompanying a caregiver on foot to the local grocery. Such activity is key to
reducing obesity risks for infants as well as young children, as well as developing motor, socio-emotional and
cognitive skills. (WHO, 2019)

Advancing healthier environments, thus, represent a major opportunity for improving children‘s
health, development and wellbeing – and is essential for achieving Sustainable Development Goal 3, Good
Health and Wellbeing. It is also part of commitments made under other SDG goals and targets such as Clean
Water and Sanitation (SDG 6), Sustainable Energy (SDG 7), Sustainable Cities and Communities (SDG 11),
Responsible Consumption and Production [including sound chemicals and waste management] (SDG 12)
and Climate Action (SDG 13). (UN SGDs)

Ways to strengthen actions to achieve clean, safe and secure environments

Government leadership and policies at national level:

Adopt WHO Air Quality Guidelines.

Worldwide, 9 out of 10 children under the age of 5 breathe unsafe air, exceeding WHO recommended limits for
the most harmful Particle Matter pollutants (PM2.5), 8 and millions of infants and young children are growing
up in areas where average pollution levels exceed WHO guidelines several times over.

National policies that include clean household energy solutions, reduce diesel fuel sulphur content, shift to
renewable energy and electric vehicles, and enforce strict limits on tailpipe and smokestack emissions from
vehicles, factories, waste and agricultural burning, will help achieve WHO Air Quality Guidelines.

The same measures reduce emissions of carbon dioxide (CO2) and shortlived climate pollutants like black
carbon, methane and ozone, slowing the pace of climate change.

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Integrate WHO Housing and Health guidelines into national building codes, including WHO guidelines for
Household Fuel Combustion and reinforce national standards for safe Water, Sanitation and Hygiene (WASH).

Household air pollution exposures from the burning of wood, coal, kerosene and charcoal, dung and crop
waste in inefficient stoves is responsible for a significant proportion of child deaths from pneumonia in low- and
middle-income countries.

Kerosene is a major risk factor for burns and accidental poisonings. In addition, household air pollution
exposures during pregnancy increases risk of stunting and may affect brain development.

Lack of household access to save water, sanitation and hygiene remains a significant factor in under-5 deaths
from diarrheal disease.

Ban lead in paint and adopt and enforce safe management of chemicals, based on international chemicals
conventions and SDG 12.9- 10- 11. Lead exposure reduces IQ, accounting for 63.8% of the global burden of
developmental intellectual disability that is not attributable to biological factors. Lead is still present in paint,
toys, cosmetics, jewellery, batteries, electronic waste and traditional medicines.

Common mercury exposure pathways for pregnant women and children include discarded waste, artisanal
mining, or consumption of fish and shellfish containing mercury residues emitted by sources such as coal
power plants.

Enact or enforce robust legislation for solid waste management, restricting e-waste imports and prohibiting
child labour in waste management and mining.

Electronic and electrical waste, is the fastest growing solid waste stream in the world. When improperly
recycled, often through home-based enterprises, it exposes children to toxicants which can lead to permanent
lung damage and cancer, as well as reduced intelligence and attention deficits.

In terms of mining, the International Labor Organization (ILO) estimates that nearly one million children
between 5-7 years of age are engaged in small-scale mining and quarrying activities, putting them at risk of
direct exposures to toxic chemicals, including mercury (in the case of gold).

Incorporate criteria for child- and parent-friendly designs in national land-use plans and investments with
reference to the WHO Global Action Plan on Physical Activity. Planning walkable cities and neighborhoods,
with services and schools accessible on foot or by public transport, and safe public and green spaces for
movement, play and exploration, needs to start with national policies and investments in urban land use,
housing and transport. Greener and more walkable cities also keep cities cooler during heat waves, and
reduce urban air pollution as well as the carbon footprint, creating multiple synergies between health and
climate resilience.12-13

Government leadership and policies at local level:

Rapid urbanization calls for urban leaders to use their mandate to develop more child-friendly cities – which
are greener, more sustainable and more vibrant places for people of all ages to live, work and visit. Selected
examples of strategies and tools, include:

1.) Urban health impact assessment. Assess air pollution impacts from traffic, household energy and other
sources, and recommend health optimized emission-reduction strategies for traffic, waste management
and household energy, as well as green space expansion, using WHO Health Impact Assessment
methods and Sustainable Transport and Health tools, and others.
2.) Child-friendly urban planning. Based on health assessment of key risks and opportunities, urban
leaders can design more walkable communities, based around neighborhoods of homes, schools, fresh
food stores and services linked by safe pedestrian networks and public transport. This supports active

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outdoors movement and exploration by young children with caregivers during daily routines. Key
principles of child-friendly cities include: promoting safe, healthy environments, where crucial services
are proximal, and where responsive interactions with loving adults are possible.14 Green spaces,
including shade, water and community cultivation of healthy, fresh foods provide children with diverse
outdoor experiences, points of early childhood social interaction, as well as shielding cities from heat
island impacts – whereby urban temperatures are much warmer than surrounding areas in heat waves.
3.) Healthy housing. Local governments can play a leading role in enforcing local housing code provisions
for healthy housing as per WHO Housing and Health guidelines, with clean energy; access to safe
drinking water/ sanitation and structures free of mold, wet, damp as well as toxic materials such as
asbestos and lead.
4.) Safe route for children‘s active transport to school and other activities. Develop suitable pedestrian and
bike routes that children can use. This includes continuous sidewalks and bike trails, safe crossings,
and school crossing guards, in line with global best practice and WHO Guidance.

Communities, families, and caregivers

Many community fora exist where a broad spectrum of environmental health needs, risks and solutions can be
addressed. These include:

1.) community centers,

2.) childcare centers,
3.) primary and nursery schools, and
4.) other early childhood education programs, as well as civil society institutions.

Community institutions can incubate and support local leadership on priority issues – acting as a vital link
between local authorities, the health sector and families and caregivers and forging initiatives aimed at
households, schools and community-wide. (Nurturing Environment to Support ECD, 2019)

Suggested readings:
Institutions and networks Children’s Environmental Health - World Health
Organization: https://www.who.int/health-topics/children’s-environmental-health
Clean Cooking Alliance - UN Foundation: https://www.cleancookingalliance.org/home/index.html
Environment and Climate Change - UNICEF: https://www.unicef.org/environment-and-climate-change
Urban95, Cities for Young Children - Bernard van Leer Foundation: https://bernardvanleer.org/solutions/
urban95/

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Suggested
Activity Name____________________________________ Section__________ Score:______

Activity 1: Research on at least two (2) laws or legislation in the Philippines that pertain to adopting a clean,
safe and secure environment. Discuss the important features of the law. Cite their objectives and goals.

Activity 2: Observe your barangay. Cite at least two (2) programs which address health, sanitation, and child
care. Describe the ways these programs address the identified concerns.
________________________________________________________________________________________
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MODULE 3: COVID-RELATED ACTIVITIES

Objectives: At the end of this module, the students would be able to

1. understand the underlying situation due to the pandemic brought about by COVID-19
virus; and
2. create COVID-related activities or projects.

A novel strain of coronavirus — SARS-CoV-2 — was first detected in December 2019 in Wuhan, a city
in China‘s Hubei province with a population of 11 million, after an outbreak of pneumonia without an obvious
cause. The virus has now spread to over 200 countries and territories across the globe, and was characterised
as a pandemic by the World Health Organization (WHO) on 11 March 2020. (Pneumonia in Wuhan, China)

As of 10 January 2021, there were 88,828,387 laboratory-confirmed cases of coronavirus disease 2019
(COVID-19) infection globally, with 1,926,625 reported deaths. The number of cases and deaths outside of
China overtook those within the country on 16 March 2020 (Novel coronavirus (2019‐nCoV). In the
Philippines, as of 12 January 2021, there have been 489,736 confirmed cases of COVID-19 with 9,416
deaths.

What are corona viruses?

SARS-CoV-2 belongs to a family of single-stranded RNA viruses known as coronaviridae, a common

type of virus which affects mammals, birds and reptiles.
In humans, it commonly causes mild infections, similar to the common cold, and accounts for 10–30% of upper
respiratory tract infections in adults. More serious infections are rare, although coronaviruses can cause enteric
and neurological disease. The incubation period of a coronavirus varies but is generally up to two weeks.
(
Lancet, 2020).

Previous corona virus outbreaks include Middle East respiratory syndrome (MERS), first reported
in Saudi Arabia in September 2012, and severe acute respiratory syndrome (SARS), identified in southern
China in 2003. MERS infected around 2,500 people and led to more than 850 deaths while SARS infected
more than 8,000 people and resulted in nearly 800 deaths. The case fatality rates for these conditions
were 35% and 10%, respectively (Azhar, 2019).

SARS-CoV-2 is a new strain of coronavirus that has not been previously identified in humans. Although
the incubation period of this strain is currently unknown, the United States Centers for Disease Control and
Prevention indicate that symptoms may appear in as short as 2 days or as long as 14 days after
exposure[6]. Chinese researchers have indicated that SARS-CoV-2 may be infectious during its incubation
period..

Where has the new corona virus come from?

It is currently unclear where the virus has come from. Originally, the virus was understood to
have originated in a food market in Wuhan and subsequently spread from animal to human. Some
research has claimed that the cross-species transmission may be between snake and human; however, this
claim has been contested. (Wan Y, 2020).

Mammals such as camels and bats have been implicated in previous corona virus outbreaks, but it
is not yet clear the exact animal origin, if any, of SARS-CoV-2 (Dudas G, 2018).

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How contagious is COVID-19?

Increasing numbers of confirmed diagnoses, including in healthcare professionals, has indicated that
person-to-person spread of SARS-CoV-2 is occurring. The preliminary reproduction number (i.e. the average
number of cases a single case generates over the course of its infectious period) is currently estimated to be
between 1.4 to 2.5, meaning that each infected individual could infect between 1.4 and 2.5 people (WHO, Feb.
2020).

Similarly to other common respiratory tract infections, MERS and SARS are spread by respiratory
droplets produced by an infected person when they sneeze or cough. Measures to guard against the infection
work under the current assumption that SARS-CoV-2 is spread in the same manner (WHO, 2018).

How is COVID-19 diagnosed?

As this coronavirus affects the respiratory tract, common presenting symptoms include fever and dry
cough, with some patients presenting with respiratory symptoms (e.g. sore throat, nasal congestion, malaise,
headache and myalgia) or even struggling for breath. In severe cases, the coronavirus can cause pneumonia,
severe acute respiratory syndrome, kidney failure and death (Kelly, H., 2009).

The case definition for COVID-19 is based on symptoms regardless of travel history or contact with
confirmed cases. Diagnosis is suspected in patients with a new, continuous cough, fever or a loss or changed
sense of normal smell or taste (anosmia). A diagnostic test has been developed, and countries are
quarantining suspected cases (Kelly, H.).

Who qualifies as a suspected COVID-19 case?

Individuals with:
 New continuous cough AND/OR
 Temperature ≥37.8°C AND/OR
 Anosmia (a loss or changed sense of normal smell or taste)

Individuals with any of the above symptoms but who are well enough to remain in the community
should stay at home for 10 days from the onset of symptoms and get tested. Households should all self-isolate
for 10 days if one member shows symptoms (Department of Health and Social Care).

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What measures are being taken in the Philippines?

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Some COVID19-related activities:

Face mask making

cnn.com

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Face shield making

preview.ph & manila bulletin

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Cooking/baking

Google Images

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Art works and all its forms

Drawing

Painting

Photography

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Collage making

Dancing

Photos courtesy of Google Images

Literary arts works: Short story writing, poem, song writing (lyrics)

Music and composing

Outdoor activities: hiking, camping, eco walks

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Suggested
Activity Name____________________________________ Section__________ Score:______

Activity 1: Write a description of any COVID-related activity that you created or re-created.
Explain how you came up with the idea.
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Activity 2: Showcase through a video presentation that COVID-related activity that you created .

Facilitators would provide additional instructions on File Size, Minimum Duration, Uploading, Rubrics, etc.

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 31

MODULE 4: FOOD SUSTAINABILITY VIA EASY TO GROW FOOD

Objectives: At the end of this module, the students would be able to

1. Identify plants that easily grow.
2. Recognize the benefits of growing own plants for food.
3. Find ways to grow plants for food despite limited land space.

Why grow vegetables in the Philippines?

People who grow their own food care about their health. And they understand the positive impact of
being in charge of what they eat. The National Nutrition Council (NNC) suggests trying food gardening.

Every July, the country observes Nutrition Month, and the NNC, under Presidential Decree 491 or the
Nutrition Act of the Philippines, was tasked to lead and coordinate this nationwide observance.

The NNC described food gardens as "multi-storey combinations of various trees and crops, sometimes
in association with domestic animals, around homesteads, and that home garden cultivation is fully or partially
committed to vegetables, fruits, and herbs, primarily for domestic consumption and secondarily for additional
household income".

Food gardens can be considered as a three-in-one intervention.

"First, it is a food security intervention, since harvest from the garden can provide additional food for the
family, and if planned well, can provide daily food for a family of five or six members," adding that the savings
from not buying additional food can be used to buy other requirements of the household.

Second, food gardens can serve as a nutrition intervention, since consumption of the produce would
improve the quality of the diet of the family. The consumption of fruits and vegetables, as well as fresh foods
from the garden, will improve the nutrient quality of diets and thus help prevent malnutrition,

Third, food gardens can be considered as a health intervention, since it has many benefits. Not only
does it provide a means of physical activity, food gardening improves mood, reduces stress and anxiety, and
reduces allergy and asthma. It also lowers cholesterol and blood pressure and obesity.

Food gardening could also lead to improved community relations, and the extra produce can also be
sold to provide them with additional income.

Among the things that one needs to consider if he or she plans to have a food garden is that this should
have a variety of vegetables, fruits, and small animals. The food that should be included should provide the
needed calories and nutrients.

Furthermore, there are available technologies that can be used by those residing in urban areas or
those with limited space.

Container gardening and vertical gardening can be done when land or space is limited.

What is a kitchen garden?

Many of us know the kitchen garden by the name of a veggie plot. More gardeners than ever are devoting
space to growing food. The kitchen garden is about utility, designed for growing fruits and vegetables, herbs,
and harvest throughout the year.

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What are the benefits of growing your own vegetables?
There are many benefits of growing your own organic food, such as:
 You can always eat what‘s fresh and learn to appreciate the difference between homegrown and store-
bought produce.
 You will learn to eat what‘s in season, enjoying fruits and vegetables at their peak flavors.
 Planting a seed and watching it grow into food is one of the most gratifying experiences.
 Because you can pick as much food as you need, you don‘t have to worry about waste. It is estimated
that people who buy their food waste about 30 percent of it.
 When you grow your own food, you can eliminate pesticides. You are free to harvest chemical-free
produce in your kitchen garden. Many store-bought vegetables such as spinach, peppers, celery,
and tomatoes contain high amounts of pesticides.
 You can choose the varieties you want to grow. When you buy your food, you are limited by whatever
the store has in inventory.
 You can taste the difference between homegrown organic food and store-bought food.
 There is no need to worry about foodborne illness. Home gardeners can reduce the danger of food
contamination. Some of the most common foodborne illnesses are caused by Salmonella, E. coli, and
Listeria.
 Gardening is exercise. You will not only eat fresh produce harvested in your very own kitchen garden,
but you will also live a healthier life.
 If you want to save money, you will love growing your own food.
 People who grow their own food take charge of their food supply. They do not rely on corporations
to produce their food.

Did you know that one hour of gardening burns over 300 calories?

Why growing your own food is important?

When you grow your own food, you value it more. Even if you only grow some of your food, you appreciate the
effort it took to get to your table. You won‘t have to settle for nearly ripe fruit bought at the supermarket. Your
family will only eat fruits and vegetables ripened in your garden.

Why should you grow your own food?

Growing your food gives you the opportunity to grow what you want. You can get your children involved and
teach them about the importance of taking control of your food. If your children take part in growing the foods
they eat, they will be less picky when it comes to eating.

What are the health benefits of growing your own food?

There are several major health benefits to growing your own food:
1. Working in your garden helps you stay fit and connected to nature. Gardening activities such as
planting, weeding, and digging can strengthen your heart.
2. Gardening increases muscle strength. Working in your yard keeps your hands and fingers strong.
3. Eating homegrown fresh fruits and vegetables helps you eat healthier.
4. You can grow what you want. You can harvest your fruits and vegetables when you want. Vegetables
that ripen in your garden have greater nutritional value than store-bought produce.
5. Gardening improves your mental health, reducing stress, depression, and anxiety. A healthy bacteria,
called M. vaccae, may increase serotonin levels and reduce anxiety.
6. Working in the sun is a great way to get a healthy dose of vitamin D into your body. Vitamin D
increases the calcium levels in the body, which benefits your immune system and your bones.

Can you save money by growing your own food?

Families who grow their own food will significantly reduce their grocery expenses. Kitchen
gardens are especially helpful for low-income populations.

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Is it worth growing your own food?
Growing your own food is as close to growing money as you can get. When you grow your own food,
you don‘t just eat fresher and healthier foods, you are also saving money. More important than saving
money is that when you grow your own food you are eating the freshest and the highest quality foods.

There are several reasons it is worth it to grow your own food, including:
 You are becoming more self-sufficient when you are growing your own food.
 Your entire family can take part in growing your food. It is something you work on and enjoy together as
a family.
 When you grow your own food you know everything about the fruits and vegetables you eat.
 Growing food can save you money, as long as you grow the right fruits and vegetables. Not all crops
make sense in every climate. You have to do your homework to make sure you plant the right fruits and
vegetables in your garden. Talk to experienced gardeners in your area to find out which crops are
cheaper to grow.
 The fruits and vegetables from your own garden will always be fresh. When you buy fruits and
vegetables at the supermarket, you are eating produce that traveled great distances. Some vegetables
can be shipped from overseas. Would you rather eat produce grown in your own backyard or produce
shipped to your local grocery store from another continent? Remember that only about 2 percent of
imported produce is inspected.

Can you grow veggies in pots?

You can grow vegetables in small containers and pots. Pots make a great edible garden. You
don‘t need specially-made pots for vegetables. As long as they are large enough and located in a sunny
area, your vegetables will grow nicely.

How can you grow most of your food?

Starting a kitchen garden is a huge step toward self-reliance. There is nothing more rewarding than
eating what you grow. It‘s so empowering to walk out to the vegetable garden and pick your own vegetables
minutes before you eat.

In order to grow most of your own food, you should:

 Maximize your space – To maximize your garden is to understand your space. Your backyard might
lack the required sunlight for certain crops. You might want to utilize every square inch of your yard.
There may be sloops or areas with rocks.
 Improve the soil to include essential nutrients for your crops.
 Set realistic goals. How much space do you have? How much time can you invest in gardening? It is
best to start small and grow as you learn.

How growing your own food can benefit the planet?

Growing your own food is a great way to reduce your carbon footprint. Think about the amount of
energy it takes to transport produce to the grocery store. Food is transported an average of 1,500 miles
before it is consumed.

What are the environmental benefits of growing your own food?

The produce you buy at the grocery store has been treated with pesticides and fertilizers. Many
pesticides have not been extensively researched and were linked to cancer and other diseases.
If you grow your own food, you say no to monocropping. Monocropping, or growing only one type of
crop in huge areas, is a harmful farming practice because it ravages biodiversity. Even worse,
monocultures cannot exist without pesticides, synthetic fertilizers, and genetically modified (GMO) seeds.

Growing your own food and climate change?

A society whose citizens grow their own food depends less on fossil fuels. Think about it. Eight
percent of our total carbon footprint comes from the food we eat. Kitchen gardeners could reduce their
carbon footprint by about 68 lbs of CO2 per year.

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Can growing your food help you upcycle?
Instead of buying products made of virgin materials, better upcycle something old. Use containers and
planters in your garden made from upcycled materials.

You can grow your food upcycling through any of the following:
 Mason jars
 Dishes
 An old tire

Masaganang Gulayan, maraming paraan, vegetable garden:

https://www.youtube.com/watch?v=ZtvJ4I2QO6Y

Planting, harvesting and cooking ampalaya, Dalagang magsasaka:

https://www.youtube.com/watch?v=nGYDLwfEfE8

Container Gardening Ideas I Grow Vegetables In Small Spaces I Hanging Garden:

https://www.youtube.com/watch?v=5ilGTvgLoo4

Step by step paano at magkano gumawa ng hydroponics grow box SNAP hydroponics.
https://www.youtube.com/watch?v=U_r7nIs0U0A

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Suggested
Activity Name____________________________________ Section__________ Score:______

Start growing food of your choice. Record the progress of your food plant until it will be ready for harvest.

DATE OBSERVATION/PROGRESS REMARKS

Picture of plant immediately after planting, and when full grown, and for harvesting.

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 36

MODULE 5: SOLID WASTE MANAGEMENT

Objectives: At the end of this module, the students would be able to

1. Define what is waste and its types.

2. Understand the concept of waste management.
3. Recommend ways for waste management.

Read: Republic Act No. 9003 also known as Ecological Solid Waste Management Act of 2000 and know its
salient features. (Refer to Appendix A, pg. 72)

Waste defined.
It is also known as rubbish, trash, refuse, garbage, junk. It is any unwanted or useless materials or any
materials unused and rejected as worthless or unwanted. A useless or profile less activity using or expanding
or consuming thoughtlessly or carefully.

Solid. It is defined as ― non liquid, non-soluble materials ranging from municipal garbage to industrial wastes
that contain complex & sometimes hazardous substances‖

Solid waste also includes:

 Garbage
 Rubbish
 Demolition products
 Sewage treatment residue
 Dead animals
 Manure and other discarded material
Source:
 Agriculture
 Fisheries
 Household
 Commerce and industry

Types of Waste
1.) Household waste as municipal waste
2.) Industrial waste as hazardous waste
3.) Biomedical waste or hospital waste as infectious waste

1.) Municipal solid waste consist of---

 household waste construction and demolition debris sanitation residue waste from streets
 With rising urbanization and change in life style and food habits , the amount of municipal solid
waste has been increasing rapidly and its composition changing.

2.) Industrial and hospital waste is considered hazardous as they may contain toxic substances
 Hazardous waste could be highly toxic to humans, animals and plants. They are - corrosive - highly
inflammable or explosive;
 In the industrial sector the major generators of hazardous waste are the metal‘ chemical‘ paper,
pesticide, dye and rubber goods industries.
 Direct exposure to chemicals in hazardous waste such as mercury and cyanide can be fatal

3.) Bio-medical waste means ―Any waste which is generated during the diagnosis, treatment or
immunization of human beings or animals or in research activities pertaining thereto or in the production or
testing of biological‖ -Bio-medical waste rules ,1998.
 It may include wastes like sharp waste, pathological waste, pharmaceutical waste, genotoxic
waste, chemical waste, and radioactive waste etc.

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Effects of solid waste

A: Health hazard

 If solid wastes are not collected and allowed to accumulate , they may create unsanitary conditions.
 This may lead to epidemic outbreaks .
 Many diseases like cholera. Diarrhea, dysentery, plague, jaundice, or gastrointestinal diseases
may spread and cause loss of human lives.
 In addition improper handling of the solid wastes ,a health hazard for the workers who come in
direct contact with the waste.
B: Environmental impact
 If the solid wastes are not treated properly decomposition and putrefaction( decay) may take
place .
 The organic solid waste during decomposition may generate obnoious (intolerable odour)

Waste Management concepts

The 3Rs (Reduce, Reuse, Recycle) to be followed for waste management.

REDUCE

Disposable goods:

1) paper plate, 9) ceramic/plastic plate,

2) paper bowl, 10) metal spoon,
3) Styrofoam cup, 11) glass/plastic drinking cup,
4) plastic spoon, 12) dish towel, cloth napkin
5) roll of paper,  Recovery of one ton paper can save 17
6) towels, trees
7) paper napkin,
8) durable goods

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REUSE

 Instead of buying new containers from the market, use the ones that are in the house.
 Don‘t through away the soft drink can or bottle cover them with homemade paper or paint on them
and use them as pencil stands or small vases.

RECYCLE
 Use shopping bags made of cloth or jute which can be used over and over

WASTE MANAGEMENT HIERARCHY

There are a number of concepts about waste management which vary in their usage between countries or
regions.

Some of the most general, widely used concepts include:

1. 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 remains 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 waste.

waste4change.com

Polluter pays principle - the Polluter Pays

Principle is a principle where the polluting party pays for the impact caused to the environment. With respect to
waste management, this generally refers to the requirement for a waste generator to pay for appropriate
disposal of the unrecoverable material.
PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 39
Waste management is the
 storage;
 collection;
 transport and handling;
 recycling;
 disposal; and
 monitoring of waste materials.

Storage:
 Galvanized steel dust bin
 Paper sack
 Public bins

Google Image

Collection
 House-to-house collection
 Collection from the public bins

Google Image

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Waste handling and separation involves activities associated with waste management until the waste is placed
in storage containers for collection. Handling also encompasses the movement of loaded containers to the
point of collection.

 Waste is transferred from a smaller collection vehicle to larger transport equipment

Google Images

Recycling refers to the collection and conversion of waste materials such as empty beverage into container
 The materials from which the items are from general waste using dedicated bins.
 Materials for recycling may be collected separately from general waste using dedicated bins.

Google Images

METHOD OF DISPOSAL

1) Dumping
2) Controlled Tipping or Sanitary Landfill
3) Incineration
4) Composting
5) Manure pits
6) Burial

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OBJECTIVES

1) Public hygiene and health.

2) Reuse, recovery and recycle
3) Energy generation
4) Sustainable development
5) Aesthetics

1. DUMPING
 Low lying areas
 Mainly for dry refuse
 Unsanitary method
 Exposed to flies and rodents
 Nuisance
 Dispersed by wind
 Pollution of water surface

Google Images

2. CONTROLLED TIPPING/SANITARY LANDFILL

 Satisfactory method
 Material placed in a trench
 compacted with earth at the end of the working day.

 Modified sanitary landfill-where compaction and covering are accomplished once or twice a week.

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3 Methods
1. Trench method
2. Ramp method
3. Area method

TRENCH METHOD

Long trench of 6-10 feet deep and 12-36 feet wide.

 Refuse is compacted and covered with excavated earth.

 Refuse is filled up to 6 feet.
 It is estimated 4,000 square meters of land per year for 10,000 population.

Google Images

RAMP METHOD

 suited where the terrain is moderately sloping.

AREA METHOD
 Used when the terrain is unsuitable for excavation.
 The filling operation usually is started by building an earthen levee against which wastes are
compacted
and placed in thin layers.
 At the end of each day‘s operation, as 150-300 mm of layer of cover material is placed over the
completed

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Landfill
 A completed lift, including the cover material is called a cell.
 Refuse is deposited, packed and consolidated in uniform layers for 6-8 feet.
 Each layer is sealed with a mud cover at least 12 inches.
 Sealing prevents infestation by flies and rodents.
 Prevents nuisance of smell and dust.

Google Images

Changes

 Chemical
 Bacteriological
 Physical
 The temperature rises to over 60 deg. C within 7 days and kills all pathogens and hastens the
decomposition process.
 It takes 4 to 6 months for complete decomposition.

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Google Images

3. INCINERATION
 It is a disposal method in which solid organic wastes are subjected to combustion so as to convert them
into residue and gaseous products.
 This process reduces the volumes of solid waste to 20-30% of the original volume.
 Also described as thermal treatment
 Where land is not available 
 Hospital waste

Google Images

4. COMPOSTING
 Method of combined disposal of refuse and night soil/ sludge

 Principal by products are: CO2 , Water and heat

 End product- compost
 Methods
a. Bangalore method
b. Mechanical composting
c. Vermicomposting

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Google Images

BANGALORE METHOD

 Dry waste material of 25 cm thick is spread in a pit and a thick suspension of cow dung in
water is sprinkled over for moistening.
 A thin layer of waste is laid over the moistened layer.
 The pit is filled alternately with dry layers of material and cow dung suspension until it rises to
0.5 meter above ground level.
 It is left exposed without covering for 15 days. It is given a turning, plastered with wet mud and left
Undisturbed for about 5 month or until required.

MECHANICAL

 It is a process in which the compost is manufactured in a short period of time with use of waste
materials and night soil.
 The compost is ready in 4 to 6 week time as humus like material with total nitrogen, phosphorus and
potassium content of 1 to 3 percent

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Google Images

VERMICOMPOST
 Vermicompost (vermi-compost) is the product of the decomposition process using various species of
worms, usually red wigglers, white worms, and other earthworms, to create a mixture of decomposing
vegetable or food waste, bedding materials, and vermicast.

Google Images

5. MANURE PIT

 Mostly used in rural areas

 Digging ―manure pits‖ is to prevent the refuses thrown around the houses.
 The garbage, cattle dung, straw, and leaves should be dumped into the manure pits and covered
with earth.
 Two pits will be needed
 In 5-6 month time, the refuse is converted into manure which can be returned to the field.

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Google Images

6. BURIAL PIT

 Suitable for small camp

 A trench 1.5m wide &2 m deep is excavated

 The refuse is covered with 20 -30cm of earth
 When the level in the trench is 40cm from ground
level
 The trench is filled with earth & compacted
 4-6 months

Google Image

PHILIPPINES RECENT TRENDS IN THE FIELD OF WASTE MANAGEMENT

 In 2000, Republic Act 9003 or the Ecological Solid Waste Management Act was enacted to provide a
framework for managing the growing problem of solid waste in the country.
 Furthermore, Republic Act 9003 gives prime importance to the roles of LGUs in managing their
respective solid wastes.
 Creation of Solid Waste Management Board (SWMB)
 Prepares Solid Waste Management Plan (SWMP) as specified under RA 9003
 Monitors the implementation of the SWMP in cooperation with the private sector and NGOs
 Adopts revenue generating measures to promote the viability of SWMP
 Recommends measures for the preservation of the ecosystem, and safeguards against pollution
 Suggests ways, such as franchises or Build-Operate-Transfer (BOT) agreements, for the collection,
transfer, storage, processing, recycling, or disposal of solid wastes.
 In 2004, a total of 103 cities representing 94% of the total 109 had organized their SWMBs in
accordance with the provisions of RA 9003. Of this number, however, only 49 cities or 44% had
effective SWMBs.
 Establishment of Materials Recovery Facility (MRF) in Barangay and City level
 Composting of Biodegradable Waste to be used as organic fertilizer
 Innovative way of Recycling of Non-biodegradable waste

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 Segregation at source Household level
 Innovative way of collecting segregated waste using dumptrucks, tricycles and pedicabs
 Construction of Sanitary Landfill

IMPLEMENTATION CHALLENGES ENCOUNTERED

1. It cannot be effectively addressed by most LGUs alone.

2. Most do not have enough technical and engineering expertise.
3. Regulatory and enforcement powers with public education, awareness, and involvement campaigns are
not properly implemented.
4. It is not fully implemented, accepted, and institutionalized by the people and institutions.
5. It does not have strong political will in implementing what is good for the environment and the people.
6. Only 2% of the cities of the entire country had established Sanitary Landfills due to lack of funds.

RECOMMENDATIONS

1. The improvement of people and private sector through NGOs could improve the efficiency of solid waste
management.
2. Public awareness should be created especially at primary level.
3. Littering of solid waste should prohibited in cities towns and urban areas.
4. The collection bins must be have a large enough capacity to accommodate 20% more than the
expected waste generation in the area.
5. Municipal authorities should maintain the storage facilities to avoid unhygienic & unsanitary condition.
6. It is advisable to move from open dumping to sanitary landfilling in a phased manner.

The biggest challenge to growing LGUs is to come up with solid waste and pollution control
strategies that would effectively reduce the rubbish released to the environment.
Unfortunately, this challenge cannot be effectively addressed by each LGU alone. LGUs
need to combine their technical and engineering expertise, and their regulatory and
enforcement powers with public education, awareness, and involvement campaigns to be
able to properly implement solid waste and pollution control programs. Finally, a good solid
waste and pollution control strategy will not be an effective one until it is fully implemented,
accepted, and institutionalized by the people and institutions. As noted by several local chief
executives with exemplary solid waste programs, their strategies were not about good
engineering and slogans but rather strong political will in implementing what is good for the
environment and the people.

Eric O. Torres, Field Engineer

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Suggested
Activity Name____________________________________ Section__________ Score:______

Activity 1: Describe your household waste management system.

Activity 2: Describe your barangay‘s waste management system.

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MODULE 6: BASIC SURVIVAL TECHNIQUES

Objective: At the end of this module, the students would be able to

1. familiarize the students with the basic techniques of survival.

Survival Defined:
 It is meeting your basic needs for: Water, Food, Shelter ... Why and how does the survival of
endangered animals impact our survival? ...
 The state or fact of continuing to live or exist, typically in spite of an accident, ordeal, or difficult
circumstances.
 Survival is not a measure of an individual‘s success

KEY WORD FOR SURVIVAL

S - Size Up the Situation

 If you are in a combat situation, find a place where you can conceal yourself from the enemy.
Remember, security takes priority. Use your senses of hearing, smell, and sight to get a feel for the
battlefield. What is the enemy doing? Advancing? Holding in place? Retreating? You will have to
consider what is developing on the battlefield when you make your survival plan.

 Size Up Your Surroundings

Determine the pattern of the area. Get a feel for what is going on around you. Every environment,
whether forest, jungle, or desert, has a rhythm or pattern. This rhythm or pattern includes animal and
bird noises, and movements and insect sounds. It may also include enemy traffic and civilian
movements.

 Size Up Your Physical Condition

The pressure of the battle you are in or the trauma of being in a survival situation may have caused
you to overlook wounds you received. Check your wounds and give yourself first aid. Take care to
prevent further bodily harm. For instance, in any climate, drink plenty of water to prevent dehydration.
If you are in a cold or wet climate, put on additional clothing to prevent hypothermia.

 Size Up Your Equipment

If in case in the heat of battle, you lost or damaged some of your equipment; check to see what
equipment you have and what condition it is in.

Now that you have sized up your situation, surroundings, physical condition, and equipment, you are
ready to make your survival plan. In doing so, keep in mind your basic physical needs--water, food,
and shelter.
U - Use All Your Senses, Undue Haste Makes Waste
 You may make a wrong move when you react quickly without thinking or planning. That move may
result in your capture or death.
Do not move just for the sake of taking action. Consider all aspects of your situation (size up
your situation) before you make a decision and a move.
If you act in haste, you may forget or lose some of your equipment. In your haste you may also
become disoriented which may cause you not knowing which way to go.
Plan your moves. Be ready to move out quickly without endangering yourself if the enemy is near
you.
Use all your senses to evaluate the situation. Note sounds and smells.
Be sensitive to temperature changes. Be observant.
R - Remember Where You Are
 Spot your location on your map and relate it to the surrounding terrain. This is a basic principle that
you must always follow. If there are other persons with you, make sure they also know their location.

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Always know who in your group, vehicle, or aircraft has a map and a compass. If that person is
killed, you will have to get the map and compass from him. Pay close attention to where you are
and to where you are going. Do not rely on others in the group to keep track of the route.
Constantly orient yourself.

 Always try to determine, as a minimum, how your location relates to--

The location of enemy units and controlled areas.
The location of friendly units and controlled areas.
The location of local water sources (especially important in the desert).
Areas that will provide good cover and concealment.
This information will allow you to make intelligent decisions when you are in a survival and evasion
situation.
V - Vanquish Fear and Panic
 The greatest enemies in a combat survival and evasion situation are fear and panic. If uncontrolled,
they can destroy your ability to make an intelligent decision. They may cause you to react to your
feelings and imagination rather than to your situation. They can drain your energy, thereby cause
other negative emotions. Previous survival and evasion training and self-confidence will enable you to
vanquish fear and panic.

I -Improvise
 In the Philippines, we have items available for all our needs. Many of these items are cheap to
replace when damaged.
Our easy come, easy go, easy-to-replace culture makes it unnecessary for us to improvise. This
inexperience in improvisation can be an enemy in a survival situation.
Learn to improvise. Take a tool designed for a specific purpose and see how many other uses you
can make of it.
Learn to use natural objects around you for different needs. An example is using a rock for a hammer.
No matter how complete a survival kit you have with you, it will run out or wear out after a while. Your
imagination must take over when your kit wears out.

V - Value Living
 All of us were born kicking and fighting to live, but we have become used to the soft life. We have
become creatures of comfort.
We dislike inconveniences and discomforts.
What happens when we are faced with a survival situation with its stresses, inconveniences, and
discomforts?
This is when the will to live--placing a high value on living--is vital.
The experience and knowledge you have gained through life and your Army training will have a
bearing on your will to live.
Stubbornness, a refusal to give in to problems and obstacles that face you, will give you the mental
and physical strength to endure.

A - Act Like the Natives

 The natives and animals of a region have adapted to their environment. To get a feel of the area,
watch how the people go about their daily routine. When and what do they eat? When, where, and
how do they get their food? When and where do they go for water? What time do they usually go to
bed and get up? These actions are important to you when you are trying to avoid capture.

 Animal life in the area can also give you clues on how to survive. Animals also require food, water,
and shelter. By watching them, you can find sources of water and food.

 WARNING: Animals cannot serve as an absolute guide to what you can eat and drink. Many
animals eat plants that are toxic to humans.
Keep in mind that the reaction of animals can reveal your presence to the enemy.

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 52

 If in a friendly area, one way you can gain rapport with the natives is to show interest in their tools and
how they get food and water. By studying the people, you learn to respect them, you often make
valuable friends, and, most importantly, you learn how to adapt to their environment and increase
your chances of survival.

L - Live by Your Wits, But for Now, Learn Basic Skills

 Without training in basic skills for surviving and evading on the battlefield, your chances of living
through a combat survival and evasion situation are slight.

 Learn these basic skills now--not when you are headed for or are in the battle. How you decide to
equip yourself before deployment will impact on whether or not you survive. You need to know about
the environment to which you are going, and you must practice basic skills geared to that
environment. For instance, if you are going to a desert, you need to know how to get water in the
desert.

 Practice basic survival skills during all training programs and exercises. Survival training reduces fear
of the unknown and gives you self-confidence. It teaches you to live by your wits.

GENERAL PROBLEMS OF SURVIVAL

1) Adjusting to the strange environment to the general area.

Our Cunning (Common Sense):
a. Rugged Terrain.
b. Climate.
c. Vegetation and wild life.
d. Obstacles.

2) Over Cunning (FEAR) Psychological condition one must conquer:

a. Fear of the unknown.
b. Fear of Discomfort.
c. Fear of the people in strange territory.
d. Fear of your own weakness

PATTERN FOR SURVIVAL

1) Develop a survival pattern that lets you beat the enemies of survival.
 This survival pattern must include food, water, shelter, fire, first aid, and signals placed in order of
importance. For example, in a cold environment, you would need a fire to get warm; a shelter to
protect you from the cold, wind, and rain or snow; traps or snares to get food; a means to signal
friendly aircraft; and first aid to maintain health. If injured, first aid has top priority no matter what
climate you are in.
2) Change your survival pattern to meet your immediate physical needs as the environment changes.

THE 5 BASIC SURVIVAL SKILLS

 Acquiring survival skills is an ongoing process that will last for your entire life.
 There is always more to learn and experience, which is part of the fun of being a survivor.
 And as your expertise grows the knowledge and abilities you gain is often useful in other areas.
For example survivors prepare ahead of time, and they are experts in the art of ingenuity and
inventiveness. Excellent attributes for anyone.
 The possible environments and situations you could find yourself in are innumerable. Although each
situation has its particular requirements for successful survival, in the final analysis it is mastery of
five basic survival skills that are essential.

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 53

 Proficiency and preparedness in these 5 basic skills will give you the edge and put you on your way
toward becoming a skilled survivor.

1. First Basic Survival Skill – Fire

The fundamental ability to create and maintain a fire is the best survival skill you can have.

 Fire provides warmth, light, and comfort so you get on with the business of survival.
 Even if you do not have adequate clothing, a good fire can allow you to survive in the coldest of
environments.
 Fire keeps away the creatures that go bump in the night so you can have the peace of mind and
the rest you need. And that is not all.
 Fire will cook your food and purify your water, both excellent attributes when you want to stay
healthy when potential disease causing organisms are lurking about.
 Fire will dry your clothing and even aid in the making of tools and keeping pesky insects at bay.
But even so, that is not all.
 Fire and smoke can be used for signaling very long distances.
 Always have at least two, and preferably three, methods of making a fire at you immediate
disposal.
 With waterproof matches, a butane lighter, and a magnesium fire starter you should be able to
create a fire anytime anywhere no matter how adverse the conditions.
 So the lesson here is to learn the art of fire craft.
 Practice and become an expert. Your ability to produce fire is perhaps the most visible mark of an
experienced survivor.

2. Second Basic Survival Skill – Shelter

 Shelter protects your body from the outside elements.

 This includes heat, cold, rain, snow, the sun, and the wind. It also protects you from insects and
other creatures that seek to do you harm.
 The survival expert has several layers of shelter to think about.
 The first layer of shelter is the clothing you choose to wear.
 Your clothing is of vital importance and must be wisely chosen according to the environment you
are likely to find yourself in.
 Be sure to dress in layers in order to maximize your ability to adapt to changing conditions.
 The next layer of shelter is the one you may have to build yourself, a lean-to or debris hut
perhaps.
 This is only limited by your inventiveness and ingenuity.
 If the situation requires, your shelter can be insulated with whatever is at hand for the purpose.
 Being prepared, you may have a space blanket or tarp with you, in which case creating a shelter
should be relatively easy.
 Before making a survival shelter, be sure to practice and experiment with a variety of materials
and survival scenarios on a regular basis.
 Should the need arises, you will be glad you did.

3. Third Basic Survival Skill – Signaling

 Signaling allows you to make contact with people who can rescue you without having to be in
actual physical contact with them.
 There are a variety of ways to signal for help. These include using fire and smoke, flashlights,
bright colored clothing and other markers, reflective mirrors, and whistles.
 Three of anything is considered a signal for help: 3 gunshots, 3 blows on a whistle, three sticks in
the shape of a triangle.
 In a pinch, your ingenuity in devising a way to signal potential help could very well save your life.

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 54

4. Fourth Basic Survival Skill - Food and Water

 Whenever you plan an excursion, be sure to always bring extra food and water.
 Having more on hand than you think you need will give you that extra measure of safety should
something happened and you have to stay out longer than anticipated.
 It is important that you know how to ration your water and food as well as find more in the
environment in which you find yourself.
 You can go without food for a number of days, but living without water for even a few days will
cause your efficiency to drop dramatically.
 If at all possible, boil any water you find in order to kill disease organisms that may be in even the
cleanest looking water. Filtering or chemically treating water is second best.

5. Fifth Basic Survival Skill - First Aid

 Always bring along your first aid kit and a space blanket.
 Most injuries you are likely to encounter in the wilderness are relatively minor scrapes, cuts,
bruises, and burns.
 Larger injuries are going to need better facilities than that which you have at your disposal, which
means you will need outside help.
 Panic is your number one enemy when you are in any emergency situation, be it injured, lost, or
stranded. What you need in these situations is first aid for the mind.
 Think STOP:
 Sit
 Think
 Observe
 Plan
 Your best defense in any emergency is your ability to think and make correct decisions. Building
fire is often the beginning first aid for the mind. Doing so will keep you busy and provide an uplift
from the warmth, light and protection fire provides.

N.B. Practice Survival Skills

 The expert survival skills and the know-how you have accumulated through practice and experience
will serve you well. When the real thing comes, you will be prepared and be adept at staying alive.
Where others have perished, as a survivor you will know you can make it. And that is definitely a
good feeling.

US Marines Learn Jungle Survival Skills From Philippine Marines:

https://www.youtube.com/watch?v=F54dgS3cvno
PHILIPPINES: Surviving the jungle: https://www.youtube.com/watch?v=D9XroW0m8YY
The Score: Survival tips from Jest Camp‘s Jungle: https://www.youtube.com/watch?v=JTasEXhAURg
The Impossible 2012
Apocalypto 2006
Life of Pi 2012
Cast away 2000
The Martian 2015
Into the Wild 2007

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 55

Suggested
Activity Name____________________________________ Section__________ Score:______

Activity 1: What is the best survival video/movie for you and why?

Activity 2: Narrate a time in your life where you had to survive.

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 56

MODULE 7: BASIC FIRST AID AND LIFE SUPPORT

Objectives: At the end of this module, the students would be able to

1. Familiarize students the concept of basic first aid and life support.
2. Apply the knowledge they gained when the need arises.

First Aid

It is an immediate care given to a person who has been injured or suddenly taken ill. It includes self-help
and home care if medical assistance is not available or when it is delayed.

Roles and Responsibilities of a First Aider

1. Bridge that fills the gap between the victim and the physician
2. Ensure safety of him / herself and that of bystanders.
3. Gain access to the victim.
4. Determine any threats to patient‘s life.
5. Summon advanced medical care as needed.
6. Provide needed care for the patient.
7. Assist advanced personnel
8. Record all findings and care given to the patient.

Objectives of First Aid

1. to alleviate suffering
2. to prevent added/further injury or danger
3. to prolong life

Characteristics of A Good First Aider

1. Gentle
2. Resourceful
3. Observant
4. Tactful
5. Emphatic
6. Respectable

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 57

Hindrances in Giving First Aid

1. Unfavorable surroundings
2. Presence of crowds.
3. Pressure from victim or relatives.

Transmission of Diseases and the First Aider

1. Direct contact
2. Indirect contact
3. Airborne
4. Vector

Body Substance Isolation

Basic Precautions and Practices

1. Personal Hygiene 2. Protective Equipment 3. Equipment Cleaning &

Disinfecting

 Rubbing alcohol  Tongue depressor

 Povidone Iodine  Penlight
 Cotton  Band aid
 Gauze pads  Plaster

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 58

EMERGENCY ACTION PRINCIPLES
 Survey the Scene
1) Primary Survey

 CHECK for CONSCIOUSNES

 CHECK AIRWAYS
 CHECK for Signs of Life
 Coughing
 Breathing
 Movement
Activate Medical Assistance (AMA) or Transfer Facility

Depending on the situation:

 A bystanders should make the telephone call for help (If available).
 A bystander will be requested to call for a physician.
 Somebody will be asked to arrange for transfer facility.
 Care First or Call First. (Lone Rescuer)

IF A LONE RESPONDER
CALL FIRST (Activate Medical Assistance before providing care) If:
 An unconscious adult victim or child 8 years old or older.
 An unconscious infant or child known to be at a high risk for heart problems.

CARE FIRST (provide first aid for 1-2 minutes and then call fast) If:
 An unconscious victim less than 8 years old;
 Cardiac Arrest in children known to be at high risk of arrythmias
 Any victim of submersion or near drowning
 Any victim of arrest associated with trauma
 Any victim of drug overdose
Information to be remembered in activating medical assistance :
 What happened?
 Location?
 Number of persons injured?
 Extent of injury and First Aid given?
 The telephone number from where you are calling?
 Person who activated medical assistance must identify him/herself and drop the phone fast.
2) Secondary Survey

 Interview the victim

 Ask victim‘s name

 Ask what happened
 Assess the SAMPLE History

REMEMBER: SAMPLE

S - Signs and Symptoms

A - Allergies

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 59

M - Medication
P – Past Medical History
L – Last Oral Intake
E – Events prior to the episode

BASIC LIFE SUPPORT

WHAT IS CARDIAC ARREST

 Cessation of normal circulation of blood due to failure of heart to contract effectively.

 Sudden cessation of mechanical activity of heart with some or no electrical activity.
 May be reversible by a rapid intervention but will lead to death in its absence.

CAUSES OF CARDIAC ARREST

CARDIAC: OTHERS:
 Severe anaphylaxis
 Coronary artery disease
 Suffocation
 M.I.
 Electrocution
 Arrhythmia
 Trauma
 LowC.O.,failure,shock
 Stroke
 Cardiomyopathy
 Exsanguination (severe loss of
 Myocarditis
blood)
 Massive pulmonary emboli
 Drowning

ABC to CAB

Basics of BASIC LIFE SUPPORT

 Chest compressions
 Airway
 Breathing
 Defibrillation

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 60

STEPS of BASIC LIFE SUPPORT

1) Assessment and scene safety

 Scene is safe??

2) Assess the patient

3) Check for pulse

4) Shout for Help

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 61

5) Start CPR

 Ratio: 30:2
 High quality CPR
 Chest compression is foundation of CPR
 Push hard and push fast
 Allow complete chest recoil
 Avoid excessive ventilation
 Minimize interruption

CHEST COMPRESSIONS

 Position yourself at the patient‘s side

 Victim should be laid on firm, flat surface
 Remove the clothings of the patient.
 Put the heel of one hand on the center of chest (sternum) at the level of nipples and put your other
hand on the top of the former hand.
 Strengthen arms and shoulders directly over hands
 Lock all joints ; movement is allowed only at hip joint
 Push hard and fast (100 - 120 times / min)
 At the end of each compression, chest is allowed to recoil completely
 Avoid excessive ventilation
 Then give next compression immediately

THORACIC PUMP

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 62

OPENING THE AIRWAY

HEAD TILT

Caution
 Do not press deeply into the soft tissue
 Do not use thumb to lift the chin
 Do not close the mouth completely

JAW THRUST

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 63

RESCUE BREATHS

Recommendations:

 Tidal volume
 500 – 600 ml
 Respiratory rate
 give each breaths over about 1s with enough
 volume to make the victim‘s chest rise

TYPES

1. Mouth-to-mouth breathing

2. Mouth-to-barrier device breathing

3. Mouth-to-nose and mouth-to-stoma ventilation

 Given when mouth cannot be opened
 Good seal cannot be made
 Severe injury present over area of mouth

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 64

4. Ventilation with bag and mask

 Position yourself directly above the patient‘s head

 Perform head tilt
 Make ―C‖with thumb and index finger to seal the mask
 And other 3 fingers, forms―E‖ jawthurst
 Chest rise is checked while squeezing the bag to give breaths to the patient.

IF VICTIM STARTS TO BREATHE NORMALLY, PLACE IN RECOVERY POSITION

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 65

All photos courtesy of Google Image

BASIC FIRST AID TRAINING: https://www.youtube.com/watch?v=OsPAXYA7yYQ

RED CROSS : Emergency First Aid Course (PART-1):
https://www.youtube.com/watch?v=bEj00rppu6o
Basic Life Support (BLS) Tips on passing CPR training in 2020:
https://www.youtube.com/watch?v=p4TGa7mRjbQ
Basic Life Support (BLS) | Step by step | Details: https://www.youtube.com/watch?v=y9lmzMHiqKQ

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 66

EVALUATION OF THE COURSE

1. What lesson or activity did I enjoy most? Why?

2. What is the most important lesson that I can apply in my daily life?

3. What new insights/lessons have I learned?

4. What topic/s do I find the least important?

5. What other possible topics should have been included?

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Publishers (P) Ltd., Daryaganj, New Delhi; 2013;p233- 237.

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Arayata, Ma. Cristina 2018. Is it essential to have a food garden? https://www.pna.gov.ph/articles/1042539

accessed October 30, 2021.

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November 12, 2021.

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October 30, 2021.

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BK Mahajan. (2011) Text book of preventive and social medicine. 7th Edition. Jaypee Brothers Medical
Publishers.

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Accessed January 4, 2022.

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Danger_in_the_Air. accessed January 4, 2022.

De Vera, Joselito, September 18, 2009. U.P. Manila–Ugnayan ng Pahinungod.

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Dudas G, et al. MERS-CoV spillover at the camel-human interface. eLife 2018; 7:e31257.
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and the UK – ninth update. 23 April 2020. Available
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accessed on October 30, 2021

Google.com for the images

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https://www.researchgate.net/publication/320685121_Sustainable_Development_Goals_SDGs_and_their_impl
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2021.

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H1N1 virus circulation: a modelling study. Lancet Infect Dis 2012; 12: 687– 95.

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Kelly H, et al. The age-specific cumulative incidence of infection with pandemic influenza H1N1 2009 was
similar in various countries prior to vaccination. PLOS One 2011; 6(8):e21828.
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Li G, De Clercq. Therapeutic options for the 2019 novel coronavirus (2019-nCoV). Nature
Discovery 2020. DOI: https://doi.org/10.1038/d41573-020-00016-0. Available
from: https://www.nature.com/articles/d41573-020-00016-0. Accessed on January 4, 2021

Lu R, et al. Genomic characterisation and epidemiology of 2019 novel coronavirus: implications for virus
origins and receptor binding. Lancet 2020; 395: 565– 74.

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https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736%2820%2930251-8.pdf accessed
December 4, 2021.

Mauna, JM. December 27, 2017. https://www.duyogmarawi.org/essence-of-volunteerism/ accessed

December 1, 2021.

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immunosuppression. Lancet 2020; 395(10229): 1033– 4.
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for people with or at risk of COVID-19. ES23. 14 April 2020. Available
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2013. Chapter 20, Communication for Health Education; p699-701
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Rothe C, et al. Transmission of 2019-nCoV infection from an asymptomatic contact in Germany. N Engl J
Med 2020; 382: 970– 1. https://www.nejm.org/doi/full/10.1056/NEJMc2001468. Accessed January 4,
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2021

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Available from: https://www.who.int/emergencies/diseases/novel-coronavirus-2019/situation-reports
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Youtube.com for the videos

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 71

APPENDIX A

R.A. 9003 (Ecological Solid Waste Management Act of 2000)

Year of Enactment: Enacted in 2000

Year of Implementation: Implemented 2003

Purpose: Republic Act 9003 provides a systematic, comprehensive, and

ecological solid waste management program in the country.

Control Area: Nationwide

1. In many highly urbanized cities, every resident generates
about half a kilo of wastes a day. With an increasing
population, total waste generated could run up to
thousands of metric tons per day, per month, per year. A
lot of waste to speak of means a lot of work to do to solve
this problem.
Overview:
2. Given the voluminous wastes generated daily, only about
more than half are properly collected while the rest end up
in canals, vacant spaces, street corners, market places and
even rivers.
3. The gravity of this environmental concern was underscored
with the Payatas dumpsite tragedy in Quezon City (July 10,
2000) when unimaginable cubic meters of waste slid down
the northern part of the dumpsite burying about 300 people
while 87 more were left unearthed from their early graves.
This tragedy accelerated national realization that a
systematized management of the country‘s wastes is an
emergency matter.
1. The establishment of the National Solid Waste
Management Commission and the National Ecology
Center, which will oversee and ensure the implementation
of the Act, and undertake training and education of the Act,
respectively;
2. Creation of Solid Waste Management Boards at the
provincial, city/municipality and barangay levels;
3. Preparation of a National Solid Waste Management Status
Report that will contain an inventory of:
o existing solid waste facilities
o waste characterization
o waste generation projections and
o other pertinent information

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 72

The report will be the basis for the development of a
Features: National Solid Waste Management Systems Framework
which will eventually guide Local Government Units in the
preparation of their respective plans.

4. Diversion of 25% of solid wastes by LGUs from waste

disposal facilities through Reuse, Recycling and
Composing activities within five years after the effectivity of
the Act;
5. Establishment of a Materials Recovery Facility in every
barangay or cluster of barangays;
6. Closure/upgrading of open dumpsites into controlled
dumpsites within three years after the effectivity of the Act;
7. Mandatory waste segregation and recycling at the
barangay level;
8. Civil, criminal and administrative liability of violators;
9. Incentives will be given to LGUs, private entities and NGOs
to encourage participation in ecological solid waste
management;
 Fees shall be levied on all waste generators for solid
waste management services.
 Fines and penalties have also been set for violators.

PROPERTY OF UNIVERSITY OF BAGUIO – NATIONAL SERVICE TRAINING PROGRAM | 73

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