PRELIM COVERAGE

(27 hours)

Intended Learning Outcomes

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

Specific Instructions in the Completion of this Prelim Coverage

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

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

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

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

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

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

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

7. If you have queries, always consult your teacher. Communicating to your

teacher will make your learning easier and enjoyable.

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

LESSON 1. INTRODUCTION OF NATIONAL SERVICE TRAINING PROGRAM

(R.A. NO. 9163)

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

BRIEF HISTORY OF NSTP

National Service Training Program (NSTP) started with the passage of

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

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

After the ouster of President Marcos the implementation of the National Service Law
except the provisions of Military Service was suspended by Presidential
Memorandum Order No. 1 of President Corazon C. Aquino. It became Basic
Reserve Officer Training Corps (ROTC) that took effect on SY 1986-1987.

In the year 1991, the Implementing Rules and Regulations of Republic Act 7077
modified the Basic ROTC Course to Expanded ROTC Program as mandated. The
modification is composed of military subject in the first year and any of the
following components: MTS, CWTS, and LES in the second year curriculum.

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

RATIONALE OF THE NATIONAL SERVICE TRAINING PROGRAM

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

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

NSTP is program aimed at enhancing the civic consciousness and defense

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

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

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

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

Teaching learning experiences in the subjects would be centered in:

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

The topics of activities to be considered would be nurturance of the importance and

role of positive virtues, val the attitudes, and development of service oriented
characteristics individuals as well as their responsibility towards mankind and the
environment.

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

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

The Goal
To promote and integrate values education, transformational leadership and
sustainable social mobilization for youth and family development, community
building, national security, and global solidarity.
Objectives
1) To promote and protect the physical, mental, spiritual, and social well-being of
the youth.
2) To inculcate patriotism and nationalism in the youth.
3) To encourage their involvement in the public and civic affairs

Suggested Strategies

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

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

The Values

These are guided by commitment to:

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

IMPLEMENTING RULES AND REGULATIONS OF THE NATIONAL SERVICE

TRAINING PROGRAM

RULE I-GUIDING PRINCIPLES

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

Section 1. Guiding Principle.

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

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

Section 2. Role of the Youth.

In recognition of the vital role of the youth in nation-building, the state shall
promote civic consciousness among them and shall develop them physical, moral,
spiritual, intellectual and social well- being. It shall inculcate the ideals of patriotism,
the nationalism and advance their involvement in public and civic affairs.
As the most valuable resource of the nation, the youth shall be motivated, trained,
organized and involved in the military, literacy, civic welfare programs and other
similar endeavors in the service of the nation.

RULE II - DEFINITION OF TERMS

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

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

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

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

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

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

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

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

defined herein.

n. "Clustering" - refers to the grouping of students enrolled in the different schools

taking up the same NSTP component into one group under the management and
supervision of the designated school.

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

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

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

duly accredited by CHED or recognized by TESDA.

RULE III- PROGRAM IMPLEMENTATION

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

Section 4. Coverage
a. All incoming freshmen students, male and female, starting school year (SY) 2002-
2003, enrolled in any baccalaureate and in at least two year technical-vocational or
associate courses, are required to complete one NSTP component of their choice, as
a graduation requirements.

b. All higher and technical vocational educational institutions must offer at least one
of the NSTP components.

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

d. The Philippine Military Academy (PMA), Philippine Merchant Academy Marine

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

e. Private higher and technical-vocational education institutions with at least 350

student cadets may offer the ROTC component and consequently establish/maintain
a Department of Military Science and Tactics (DMST), subject to the existing rules
and regulations of the Armed Forces of the Philippines (AFP).

What are the components of the NSTP?

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

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

b. Civic Welfare Training Service (CWTS) refers to the program component or

activities contributory to the general welfare and the betterment of life for the
members of the community or the enhancement of its facilities, especially those
devoted to improving health, education, environment entrepreneurship, safety,
recreation and moral of the citizenry and other social welfare services;

c. Literacy Training Service (LTS) - refers to the program component designed

to train the students to teach literacy and numeracy skills to school children, out-of-
school youths and other segments of society in need of their services.
What is the duration of the NSTP components and equivalent course per semester?

Section 6. Duration and Equivalent Course Unit.

a. Each of the aforementioned NSTP components shall be undertaken for an

academic period of two semester. It shall be credited three units per semester, for a
duration of fifty- four to ninety training hours per semester.

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

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

NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, specifically Section 6
and jointly devised, formulated and adopted by DND, CHED and TESDA.

NSTP-OSP is established for the three components: ROTC, CWTS and LTS. This is
intended for graduating students in baccalaureate or at least two-year technical-
vocational or associate courses, who have yet tot comply with the NSTP as a
requirement for graduation, as well as for students, who wish to be free the NSTP
activities during the regular semesters, thus allow them to concentrate on the
academic subjects and other co-curricular concerns.

How can clustering and cross-enrollment be done?

Section 7. Clustering and Cross-Enrollment

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

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

Section 8. Management and Monitoring.

a. The school authorities shall exercise academic and administrative supervision

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

d. CHED Regional Offices, TESDA Provincial/District Offices and DND-AFP

(through the Major Service Reserve Commands) shall oversee and monitor
the the implementation of the NSTP under their shall oversee and monitor
the implementation of the NSTP under their respective jurisdictions, to
 determine if the training conducted is in consonance with the Act. These
offices shall submit periodic reports to the Central Offices of the CHED,
TESDA and DND.

What are the basic guidelines for the formulation of the NSTP
Curriculum?

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

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

RULE IV- FEES AND INCENTIVES

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

Section 10. Incentives.

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

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

RULE V.-ORGANIZATION OF NSTP GRADUATES

Section 11. Organization of NSTP Graduates

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

b. The CHED, TESDA and DND, in consultation with other concerned

government and non-government agencies, shall issue the necessary
guidelines for the establishment, organization, maintenance and
utilization of the National Service Reserve Corps.

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

RULE VI- TRANSITORY PROVISION

Section 12. Suspension of ROTC requirement.

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

Section 13. Transitory Provisions

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

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

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

d. Students who want to qualify for enlistment in the Reserved Force or

attend the
advanced ROTC program shall undertake a special program for this
purpose.

RULE VII - MISCELLANEOUS PROVISIONS

Section 14. Information Dissemination.

The CHED, TESDA and DND shall provide information on these Act and
IRR to all concerned through the different modes of disseminating
information.
 Section 15. Amendatory Clause

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

No. 207 of 1939, Section 2 and 3 of Presidential 7077, Decrees as
No. 1706, and Section 38 and 39 Republic Act No. 7077, as well as
all laws, decrees, orders, rules and regulations and other issuances
inconsistent with the provision of the ACT are hereby deemed amended
and modified accordingly.

b. These rules may be amended, modified or replaced jointly by CHED,

TESDA and DND in consultation with PASUC, COCOPEA, NGOs and
recognized student organizations

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

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

Adopted and Issued:

Signed By:

ANGELO T. REYES ESTER A. GARCIA LUCITA S.

LAZO
Secretary, DND Chairman, CHED Director General TESDA

Teacher’s Insight

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

This special program is designed for the general

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

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

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

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

A. Concept Anchored

1. Enumerate 9 teaching learning experience centered in the NSTP

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

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

1. The government gives emphasis and importance to the youth. As such,

what do you think are the roles and contributions of the youth in nation
building?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____

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

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________________________

LESSON II: VALUES EDUCATION

SELF AWARENESS AND SELF-MANAGEMENT

In the course of one's life, one have developed a personality. This is

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

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

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

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

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

It includes paying attention to our many senses, thoughts, feelings and
intuition, diving deep into our emotions to tap their sources and seeing our
thinking and how it creates our reality. Thus self-awareness involves
discovering our deepest essence.

As you grow in self-awareness, you will better understand why you feel what
you feel and why you behave as you behave. That understanding then gives
you the opportunity and freedom to change those things you'd like to change
about yourself and create the life you want. Without fully knowing who you
are, self-acceptance and change become impossible.
In the Johari’s Window below there are four selves that represent you. A
Joharis’s window is a cognitive psychological tool created by Joseph Luft
and Harry Ingham in 1955 in the United States, used to help people better
understand their interpersonal communication and relationships. It is used
primarily in self-help groups and corporate setttings as a heuristic

1.1 Johari’s window

1. The Open Self. This represents all the information,behaviors, attitudes,

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

1.2 Nature of Self and Self-awareness

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

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

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

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

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

As we move toward the 21 st century, the knowledge-based economy demands that

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

Quotable Quotes:

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

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

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

2.1 The Self- Management Sequence

1. Behavior. This is the most crucial step in determining success or fallure.

Behavior means our actions. How we act, what we do, each moment of each day
will determine whether or not we will be successful that moment in everything we
do.

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

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

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

5. Programming. The programming or conditioning by our parents and our

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

2.2 Twelve Rules for Self-Management

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

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

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

4. When you ask for more responsibility, expect to be held fully accountable. This is
what seizing ownership of something is all about; it's usually an all or nothing kind
of thing, and so you've got to treat it that way.
5. Don't expect people to trust you if you aren't willing to be trustworthy for them
first and foremost. Trust is an outcome of fulfilled expectations.

6. Be more productive by creating good habits and rejecting bad ones. Good habits
corral your energies into a momentum-building rhythm for you; bad habits sap your
energies drain you.

7. Have a good work ethic, for it seems to be getting rare today. Curious, for those
"old-fashioned" values like dependability, timeliness, professionalism and diligence
are prized more than ever before. Be action-oriented. Seek to make things work. Be
willing to do what it takes.

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

9. Be nice. Be courteous, polite and respectful. Be considerate. Manners still count

for an awful lot in life, and thank goodness they do.

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

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

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

LESSON III. THE HUMAN PERSON AND VALUES DEVELOPMENT

Important Realities of the Human Person

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

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

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

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

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

Approach by way of the self-image

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

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

TEN COMMANDMENTS OF HUMAN RELATIONS

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

Human Person’s Dimension and His Needs

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

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

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

Maslow's Hierarchy of Needs

8. Self-transcendence a transgenic (see Note below) level that emphasizes visionary

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

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

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

4.2 CHARACTERISTICS OF SELF-ACTUALIZING PEOPLE:

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

HUMAN BEHAVIOR AND MOTIVATION

Motivation is the set of reasons that determines one to engage in a particular

behavior. According to various theories, motivation may be rooted in the basic need
to minimize physical pain and maximize pleasure, or it may include specific needs
such as eating and resting, or a desired object, hobby, goal, state of being, ideal, or
it may be attributed to less-apparent reasons such as altruism, morality, or avoiding
mortality.

Motivation is very important among educators because of the crucial role it plays in
student learning. However, the specific kind of motivation that is studied in the
specialized setting of education differs qualitatively from the more general forms of
motivation studied by psychologists in other fields.

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

VALUES

Value is derived from the Latin word, valere, to be worth, be strong-something

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

Basic and Core Values

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

1. The values of Being:

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

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

1. The Family &Home Environment.

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

Strengths of the Filipino Character

1. Pakikipagkapwa-tao (regard to others)

2. Family Orientation
3. Joy and humor
4 Flexibility, Adaptability, Creativity
5. Hard work and Industry
6. Faith and Religiosity
7. Ability to Survive

Weaknesses of the Filipino Character

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

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

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

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

Values Formation Two Factors Affecting Values Formation

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

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

Self-awareness involves discovering our

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

To help people better understand their

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

Success can be obtained depending on one's behavior, feelings, attitude, belief,

and programming.

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

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

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

Values refer to the understanding of a certain good for an individual or society

which is considered worthy or realization. It has two categories such as the
values of being and the values of giving.

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

Values education is an umbrella of concepts that includes moral education and

citizenship education. Values can be formed and transformed based on
experiences and influences.
Activities:
Name: ___________________________________________ Score: ________________
Course: __________________________________________Date: _________________

A. Concept Anchored

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

Self-Awareness
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Motivation
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Values
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Values education
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3. Explain each of the windows in the Johari’s window.

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

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B. VALUE ANCHORED

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

Able Accepting Adaptable Brave

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

Intended Learning Outcomes

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

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

Specific Instructions in the Completion of this Midterm Coverage

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

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

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

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

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

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

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

7. If you have queries, always consult your teacher. Communicating to your

teacher will make your learning easier and enjoyable.

Key Terms:

 Calamity
 Disaster
 Common Accidents
 Preparedness
 First Aid
 Qualities

INTRODUCTION

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

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

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

Disaster Management

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

Disaster Risk Reduction

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

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

Conflagration A large disastrous fire involving numerous buildings/ houses or

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

PHILIPPINE DISASTER REDUCTION AND MANAGEMENT ACT (RA 10121)

LEGISLATIVE 2010- The act shifted the policy environment and the way the
country deals with disasters from mere response to preparedness.
RA 10121 -provides a comprehensive, all- hazard, multi-sectoral, inter agency
and community based approach to disaster risk management through the
formulation of the National Disaster Risk Management Framework. RA 10121
provides for the calamity fund to be used in support of disaster risk reduction or
mitigation, prevention, and preparedness activities for the potential occurrence
of disasters and not just for response, relief, and rehabilitation efforts. Local risk
patterns and trends and decentralization of resources and responsibilities are
recognized by R.A 10121 and encourages the participation of NGOs, private
sectors, community based organizations, and community members in disaster
management. Moreover the act mandates the establishment of Disaster Risk
Reduction and Management office (DRRMO) in every province, city, and
municipality, and a Barangay Disaster Risk Reduction and Management
Committee (BDRRMC) in every barangay.

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

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

ROLE OF THE YOUTH IN DISASTER PREPAREDNESS

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

2. Acting as change makers- Youth can act as change makers by sharing

information they learned in youth preparedness programs and helping parents
and communities to prepare for disaster, for example by developing a disaster
plan or disaster preparation kit.

3. BRINGING CREATIVITYs- Youth can bring creative and resourceful ideas to

disaster preparedness efforts (Barlett 2008).

Manmade Disaster is caused by any untoward human activity resulting to

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

3 CATEGORIES OF MANMADE DISASTER

1. Armed Conflict and Civil Strife- Disaster management concern itself with
various aspects of armed conflicts and civil strife including the protection and
support of displaced person and refugees during the conflict, physical and
economic reconstruction and social rehabilitation in the aftermath of the conflict.
( Mindanao Abu Sayyaf and Moro National Liberation Front activities in
Mindanao.
2. Technological Disasters- usually a result of accidents or incidents occurring in
the manufacture, transport or distribution of hazardous substances such as fuel,
chemicals, explosives or nuclear materials.

3. Disaster in Human Settlements- Urban fire is the kind of principal disaster.

There can be devastating effect when fires break out in low level communities or
in depressed areas.

FIRE- is a product of combustible materials. In order to produce fire there must

be fuel, oxygen and heat

The Bureau of Fire Protection suggests these basics preventions:

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

B. Make sure to use the back of your hand in touching hot objects. If it feels
warm stay on the other side.

C. When there is too much smoke, cover your nose and mouth with wet towel
drop to the floor and crawl away from the fire.

D. Leave the affected area as quickly as possible without saving valuables or

possessions; and Plan your escape route before the fire spreads. Most of all,
do not panic.

Nature of Fire

Elements of fire

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

burning.

B. HEAT- is a form of energy capable of raising temperature . Hence the fuel

must be heated to its kindling temperature. There should the presence of
sufficient oxygen which comes from the surrounding air.

GENERAL CLASSIFICATIONS OF FUEL ARE;

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

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

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

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

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

air.

GENERAL CLASSIFICATIONS OF ENERGY (HEAT)

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

heat decomposition-heat solution

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

-resistance heating

-arching

-short circuiting

-electric heating

3. MECHANICAL ENERGY- It is the heat resulting from

- Friction

- Compression

4. SOLAR ENERGY- It is the energy derived the sun. It confines the

distribution of radiated even rays from the sun in one area.

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

Heat fission- separating or breaking of an atom

Heat Fusion- combining atom together

STAGES OF FIRE

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

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

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

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

MOST COMMON SOURCES OF FIRE

1. Arson
2. Lightning

3. Kitchen Grease

4. Flammable Chemicals

5. Electrical short circuits

6. Debris burning in Forest and neglected camp

7. Overheated electrical appliance

CLASSES OF FIRE AND HOW THEY ARE EXTINGUISHED

1. CLASS A- Materials: wood, cloth, paper, trash, plastic and upholstery. Use water
to extinguish class A fires, soda acid or foam extinguishers.

2. CLASS B- Fire occurs out of flammable liquids and gases such as gasoline, oil
grease, paints, kerosene, solvents, etc.

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

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

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

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

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

NATURAL DISASTER

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

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

EARTHQUAKE INTENSITY SCALE

INTENSITY 1: SCARCELY PERCEPTIBLE

1. Under favorable circumstances, people can feel it.

2. Balanced delicate objects are disturbed slightly.

3. Still water in containers oscillates noticeably.

INTENSITY 11- SLIGHTLY FELT

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

INTENSITY III- WEAK

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

INTENSITY IV- MODERATELY STRONG

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

INTENSITY V- STRONG

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

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

3. Leaves and twigs of trees are shaking noticeably.

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

INTENSITY VI- VERY STRONG

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

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

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

INTENSITY VII- DESTRUCTIVE-

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

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

3. You can observe limited liquefaction, lateral spreading and landslides.

Trees are shaken strongly.

INTENSITY VIII- VERY DESTRUCTIVE

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

2. Many well-built buildings are considerably damaged.

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

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

INTENSITY IX- DEVASTATING

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

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

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

INTENSITY X- COMPLETELY DEVASTATING

1. All man-made structures are practically destroyed.

2. There are massive landslides and liquefaction, large scale subsidence and
uplifting of land forms and many ground fissures can be observed.

3. There are changes in river courses and destructive seethes in large lakes.

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

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

main earthquake.

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

INTENSITY- the strength of earthquake based on the effects a person

experiences during an earthquake and on the damage it caused.

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

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

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

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

the strength and location of earthquakes. It is equipped with sensors called
seismometers that can detect ground motions caused by seismic waves.
SEISMOGRAM- is the record of the wave printed on paper, film, or recording
tape or is stored and displayed by computers.

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

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

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

storm composed of a big whirling mass of wind and rains similar to whirlwind,
tornado or waterspout but having immense or wide dimensions

8. RADIOACTIVE FALLOUT- are dust particles of earth and debris together

with radioactive materials that cling to them, carried by wind for many
kilometers and falling it back to earth.

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

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

GENERAL EFFECTS OF DISASTER

1. Loss of life

2. Injury

3. damage to and destruction of property

4. Damage to and destruction of subsistence and cash crops

5. Disruption of production

6. Disruption of lifestyles

7. Loss of livelihood

8. Disruption of essential services

9. Damage to national infrastructure and disruption of governmental systems

10. National economics loss and

 11. Sociological and psychological after effects.

Teacher’s Insight

Disaster is a disturbance of a normal condition that

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

Fire and oil spill are some of the man-made disasters

while flood, typhoon, tsunami, storm surge,
earthquake, storm surge, tropical cyclone, and
landslides are some examples of natural disaster.

The government and the citizens of the country have

their own roles and responsibilities in disaster management, control and reduction
based from RA10121.

It is really important to know all of these things about disasters and apply it to the real
world so that we can lessen the damage/s that it may bring to us.

II. FIRST AID

QUALITIES OF A GOOD FIRST AIDER

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

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

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

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

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

breakdown.

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

in the victim.

THE NEED FOR FIRST AID

1. To prevent accidents.
2. To prevent added injury or danger,

3. To prevent suffering or death.

4. To train suffering or death,

5. To provide proper treatment when emergency occurs.

NINE GENERAL DIRECTIONS FOR FIRST AIDERS

1. Adjust the proper position of the victim.

2. Examine the victim. Check for injuries.

3. Give immediately needed first aid.

4. Maintain the victim’s body temperature.

5. Call a doctor.

6. Keep curious people away.

7. Make the victim happy and comfortable.

8. Proper and comfortable transportation should be given to the victim

together with tender loving care.

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

FIRST AID, AND EMERGENCY SAFETY MEASURES

GOLDEN RULES IN EMERGENCY CARE

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

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

BANDAGING TECHNIQUES

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

cutting diagonally the 60 inch square of a piece of cloth, making it into two
triangular bandages.
The longer side of the triangular bandage is called the base with both corners
dubbed as ends, The corner opposite to the base is called apex.

OPEN PHASE BANDAGING

STEPS IN APPLYING OPEN PHASE BANDAGE TO THE HEAD

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

hem by folding about 2 inches from the base.

2. With the hem positioned on the

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

3. Put the ends of the triangular bandage at the back of the

head of about half of an inch above the ears, crossing
them over the apex and bring it back towards the
forehead and tie it in square knot.
4. Firmly hold the compress portion by a hand with
the other hand pulling down gently the apex and
making the compress snug; then bring the apex up
and tuck it in over and in the bandage where it
should cross at the back of the head.

STEPS IN APPLYING OPEN PHASE BANDAGE TO THE CHEST

1. Position the triangular bandage on the top of the dressing of the

chest with the apex just below the armpit.

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

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

4. Tie the handkerchief to the extra remaining end of either apex or

head corner in square knot.

STEPS IN APPLYING OPEN PHASE ARM SLING BANDAGE

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

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

STEPS IN MAKING UNDER ARM SLING BANDAGE USING THE OPEN

PHASE.
1. Same with the step 1 of the arm sling, place the apex corner of
the triangular bandage below the armpit with one of the two ends
at the top of the shoulder.

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

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

STEPS IN APPLYING OPEN PHASE BANDAGE TO THE HAND

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

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

2. Cover the fingers by placing the apex on the top of the

hand and tuck the excess parts of the bandage
underneath the fingers and form pleats on every side of
both ends.

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

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

CRAVAT PHASE BANDAGE

Steps in applying a cravat bandage to the
head

1. Cover the wound with a dressing and place the

middle of the bandage over the wound .

2. Cross both ends of the bandage and gently pull

and warp them in opposite directions around the
head .

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

fully tight.

STEPS IN APPLYING A CRAVAT BANDAGETO THE OPEN PALM

1. Apply a dressing to the wounded area and lay

the mid of the cravat bandage over the palm
with the ends hanging on both sides.
 2. Bring the end of the cravat from the little finger across back of the hand
rolling it upward over the base of the thumb; gently and slightly pull it
downward across the palm.

3. Hold the thumb end of the cravat and roll it

across the back of the hand and pull it over
the palm towards the hollow portion of the
palm in between the thumb and the palm.

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

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

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

Teacher’s Insight

As a future medical practitioner, you should know

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

However, even after training, remembering the

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

Activities:
Name:___________________________________________Score: ________________
Course: __________________________________________ Date: _________________
 A. Multiple Choice. Write the letter of the best answer for each question in the
given blank space before the number.

_________1. Triangular bandage is usually made of _____________.

a. cloth b. muslin c. gauze d. elastic wraps

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

_________3. In applying open phase bandage to the head, make a __________by

folding

about 2 inches from the base.

a. cut b. hen c. fold d. hem

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

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

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

_________7. Step 2 of the underarm sling open phase, states that to bring the lower
end of the
triangular bandage over the arm under the _________ towards the back
of the neck.
a. armpit b. elbow c. arm d. wrist

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

_________9. Step 2 of the hand bandage open phase, states to cover the fingers by
placing the
 apex on top of the hand and tuck the excess parts of the bandage
underneath the fingers and form a ________ on every side of both ends.
a. fold b. knot c. pleats d. tuck

_________10. The prescribed width of the cravat phase is________

a. 2.5 inches b. 2.75 inches c. 3 inches d. 2 inches

B. Filling the blanks: Write in the blanks the necessary word or words to complete
the statement

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

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

dog.

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

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

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

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

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

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

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

10. The common reaction to insect bite is _______________

C. Enumeration. List down the following

A. Five things to do during emergency

1.___________________________________________

2.___________________________________________

3.___________________________________________
4.___________________________________________

5.___________________________________________

B. Five things to avoid during emergency

1.___________________________________________

2.___________________________________________

3.___________________________________________

4.___________________________________________

5.___________________________________________

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

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

_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________

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

Application:

a. Make a video clip on how to prepare themselves in facing the calamity

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

SEMI –FINAL COVERAGE

(27 hours)

Intended Learning Outcomes

A. develop awareness on AIDS and the ill – effects of drug addiction.Apply the
knowledge on the application of different First aid and Techniques

B. develop awareness on AIDS and other sexually transmitted diseases.

Specific Instructions in the Completion of this Semi Final Coverage

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

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

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

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

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

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

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

7. If you have queries, always consult your teacher. Communicating to your

teacher will make your learning easier and enjoyable.

Key Terms:

 Drugs
 Addiction
 HIV
 Preparedness
 First Aid
 Aids
 Health
 Vitamins
 Health Education

DRUG EDUCATION
Objectives

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

1. define what is drug abuse and drug addiction.

2. identify what causes drug abuse and drug addiction
3. enumerate the different signs and symptoms of drug abuse and addiction
4. discuss some effects of drug abuse and addiction
5. name some of the commonly used and abused drug
6. discuss some ways to do to help prevent drug use and addiction problem

INTRODUCTION

You might be wondering why on earth

your loved one your loved one choosing
drugs over family. You might be struggling
with finances or even from the painful
realization your loved one is in trouble
with the law. Or you might be asking
yourself why you are taking drugs again,
when you swore just a few hours ago that
you needed to cut down.

Drug abuse is not a matter of moral weakness or faulty willpower. It is a vicious

cycle that actually causes changes in the brain, leading to stronger and stronger
impulses to use. Without help, drug abuse destroys families and takes lives. But
there is hope. Find out how to recognize the signs and symptoms of drug abuse or
addiction in someone you care about or yourself. With the right support and
treatment, the road to recovery is possible.

WHAT IS DRUG ABUSE AND DRUG ADDICTION

Drug abuse, also

known as substance
abuse, involves the
repeated and
excessive use of
chemical
substances to
achieve a certain
effect. These
substances may be
"street" or "illicit"
drugs, illegal due to
their high potential
for addiction and
abuse. They also may be drugs obtained with a prescription, used for pleasure
rather than for medical reasons. Different drugs have different effects. Some, such
as cocaine, methamphetamine, may produce an intense "rush" and initial feeling of
boundless energy. Others, such as heroin, benzodiazepines or the prescription
oxycontin, may produce excessive feelings of relaxation and calm. What most drugs
have in common, though, is overstimulation of the pleasure center of the brain.
With time, the brain's chemistry is actually altered to the point where not having
the drug becomes extremely uncomfortable and even painful. This compelling urge
to use, addiction, becomes n more powerful, disrupting work, relationships and
health.

Prescription of Drug Abuse

Prescription of drug abuse is just as dangerous as street drug use. When used
appropriately, prescription drugs can have beneficial effects medically or
psychologically. Prescription drugs in the opiate family, such as Vicodin (hydrocone)
and oxycontin, are often prescribed for chronic pain or recovery from surgery.
Benzodiazapines, such as valium or Xanax, are prescribed to treat anxiety. The
problem arises when these drugs begin to be used ‘of label’ Furthermore,
prescription drugs provide an easy access point to other family members
susceptible to abuse.

Alcohol and Smoking

While legal. Both alcohol and nicotine can be highly addictive and have serious
health effects.

1.1 WHAT CAUSES DRUG ABUSE AND ADDICTION?

What makes one person abuse drugs

to the point of losing their home. Their
family, and their job, while another
does not? There is no one simple
reason. Drug abuse and addiction us
due to many factors. A powerful force
in addiction is the inability to self-
soothe or get relief from untreated
mental or physical pain. Without the
self-resilience and support to handle
stress, loneliness, and depression,
drugs can be a tempting way to deal
with the situation. Unfortunately, due
to the changes drugs make to the
brain, it can only take a few times or even one time to be on the road to addiction.
Some other risk factors include:

 Family history of addiction. While the interplay between the genetics and
environment is not entirely clear, if you have a family history of addiction,
you are at higher risk of abusing drugs.
 History of Mental Illness. Drug abuse can worsen mental illness or even
create new symptoms.
 Untreated Physical Pain. Without medical supervision, pain medication or
illegal drugs like heroin can rapidly become addictive.
 Peer pressure. If people around you are doing drugs, it can be difficult to
resist the pressure to try them, especially if you are a teenager.

1. 2 SIGNS AND SYMPTOMS OF DRUG ABUSE AND

ADDICTION

How can I tell if I or a loved one has a

drug abuse or addiction problem?

Although different drugs may have different

effects on overall physical and mental
health, the basic pattern is the same.
Getting and using drug becomes more and
more important than anything else, including
job, friends, and family. The physical and
emotional; consequences of drug abuse and addiction also make it difficult to
function, often impairing judgment to a dangerous level.

Physical Signs of abuse and addiction

Drug abuse affects the brain and body directly. While high, the drug affects the
entire body, from blood pressure to heart rate. Stimulants like cocaine and
methamphetamine “amp up” the body, increasing blood pressure, metabolism, and
reducing the ability to sleep. Drugs like opiates, and barbiturates slow down the
body, reducing blood pressure, breathing and alertness sometimes to dangerous
levels. Some physical signs of abuse and addiction include:

 Cycles of increased energy, restlessness, and inability to sleep ( often seen in

stimulants)
 Abnormally slow movements, speech, or reaction time, confusion, and
disorientation (often seen in opiates, benzodiazepines, and barbituates.)
 Sudden weight loss or weight gain.
 Cycles of excessive sleep
 Unexpected changes in clothing, such as constantly wearing long sleeved
shirts, to hide scarring at injections site.
 Suspected drug paraphernalia such as unexplained pipes, roach clips or
syringes.
 For snorted drugs, chronic troubles with sinusitis or nosebleeds
 For smoked drugs, a persistent cough or bronchitis, leading to coughing up
excessive mucus or blood.
 Progressive severe dental problems (especially with methamphetamine)

Tolerance and Withdrawal

Most abused drugs are not only mentally addictive but physically addictive as
well. Tolerance is built up to the drug. More and more of the drug is needed
to achieve the desired effect. As the body physically adjusts to the drug,
trying to cut down or stop is unpleasant or even painful. These withdrawal
symptoms, depending on the drug, can include shakes, chills, severe aches,
and pains, difficulty sleeping, agitation, depression, and even hallucinations
or psychosis. Avoiding withdrawal adds to the urgency of keeping up drug
abuse and increases drug dependence.

Mental and emotional signs of abuse and addiction

Abuse and addiction also affect the mood, as drugs are abused for the
temporary feelings they provide. These feelings can vary depending on the
drug used. Some mental and emotional signs include:

 Cycles of being unusually talkative, “up” and cheerful, with seemingly

boundless energy.
  Increased irritability, agitation, and anger
 Unusual calmness, unresponsiveness or looking “spaced out”
 Apathy and depression
 Paranoia, delusions
 Temporary psychosis, hallucinations
 Lowered threshold for violence.
Teenagers and Drug abuse

It can sometimes be hard for parents to

tell if their teenager has a drug problem.
After all, teenagers are notorious for
oversleeping, being argumentative, and
pushing boundaries, or wanting their own
privacy and space. If you suspect your
teen has a drug problem, look for marked
changes in behavior, appearance, and health. Is your teen suddenly having trouble
in school? Does he/she seem more and more isolated, or have a new group of
friends? A teen with drug problems may spend a lot of time sleeping-or be keyed up
ir unable to sleep. Have you noticed that money or objects that could be sold for
drugs seem to be disappearing? Do description drugs seem to be used up too
quickly?

1.3 EFFECTS OF DRUG ABUSE AND ADDICTION

What makes drug addiction problems so challenging to face, as opposed to other

mental or physical problems? Drug abuse affects the person’s life in many ways,
including health, finances, and stability. But it also affects the entire family, friends,
colleagues, and even the community. what’s more, the strong denial and
rationalization of the person using drugs makes it extremely difficult to get help,
and can make concerned family members feel like they are the problem.

Health, Employment, and Crime

Those who abuse drugs have a greater risk for health problems down the road, from
neglecting their own health risk of infectious disease like hepatitis or HIV form
sharing needles. Heavy drug use directly affects health as well, including lung
disease, arthritis, heart problems, brain damage, and death from overdose.
Productivity at work often suffers, and eventually trouble keeping a job or even
homelessness can occur. The urge to use is so powerful that criminal activity for
money or more drugs can be a strong temptation.

Staying Addicted: Denial and Rationalization

One of the most powerful effects of drug abuse and addiction is denial. The urge to
use is so strong that the mind finds many ways to rationalize drug use. Someone
abusing drugs may drastically underestimate the quantity of drugs they are taking,
how much it is costing them, and how much time it takes away from their family
and work. They may lash out at concerned family members, making the family feel
like they are exaggerating and overstating the problem. What makes this frustrating
for family members is the person abusing the drug often sincerely believes they do
not have a problem, and can make the family member feel like the dysfunctional
one.

The denial and rationalization can lead to increased problems with work, finances,
and relationships. The person abusing drugs may blame an “unfair boss” for losing
her job, or a “nagging wife” for why he is increasingly going out with friends to get
high. While work and relationship stresses happen to everyone, an overall pattern of
deterioration and blaming others may be a sign of trouble.

rug Abuse and the Family

Sadly, drug abuse and addiction

doesn’t only affect the person abusing
the drugs. It affects friends, family,
and the entire society. Child abuse
and neglect is much more common
when there is drug abuse in the
family. The abuser may neglect a
child’s basic needs in the quest for
more drugs, or lack of impulse control
can lead to increased physical and
emotional abuse. Drug abuse by a
pregnant woman affects the
developing baby’s health. Domestic
violence also happens more
frequently. Abusing drugs leads to
higher risk of injuries and death to self
and others in car accidents.

Family Stress

If you have someone you love abusing drugs, it is an enormous emotional strain.
You might feel obligated to cover for the abuser, cutting back from work to deal
with the abuser’s problems-or working more to make financial ends meet. You
might not be able to see friends and engage hobbies, as coping with the abuse
takes more time. The shame of drug abuse in the family stops many family
members from asking for help, instead of pretending nothing is wrong. The
emotional troll can be overwhelming. Children are especially sensitive.

1.4 Classification of Drugs

Prohibited Drug- Which includes opium and its active leaf and its derivatives, such
as heroin and morphine; cocaleaf and its derivatives, principally cocaine; alpha and
beta eucaine; hallucinogenic drugs, such as mescaline, lysergic acid diethylamide
(LSD) and other substances producing similar effects; Indian hemp and its
derivatives; all preparations made from any of the foregoing; and other drugs and
chemical preparations , whether natural or synthetic, with the physiological effects
of a narcotic or a hallucinogenic drug; or (As amended by B.P 179 Dated March 2,
1982)

Regulated Drug- Which includes self-inducing sedatives, such as secobarbital,

phenobarbital, pentobarbital, barbital, amobarbital, and any other drug which
contains salt of an isomer, of amphetamine, such as Benzedrine or Dexedrine, or
any drug shich produces a physiological action similar to amphetamine; and
hypnotic drugs such as methaqualone, nitrazepam, or any other compound
producing similar physiological effects; (As amended by PD No. 1683 dated March
14, 1980.)

1.5 Commonly Used and Abused Drugs

A. Marijuana (Harmful effects)

Marijuana, often called grass, pot, or weed is a crude drug made from Cannabis
sativa, a plant that contains a mind-altering (psychoactive) ingredient called
tetrahydrocannabinol (THC)

Marijuana slows down the user’s mental and psychomotor activities. Users don’t
remember what they have learned when they are high. The effects of marijuana can
also impair thinking, reading comprehension and verbal and mathematical skills.
Marijuana creates other health problems related to: the reproductive health system,
the heart, the lungs, It has been found that marijuana use may lead to cancer. Long
term regular use of marijuana may lead to psychological dependence. Once started,
it may take more of the drug for the user to get the same effect.

Young marijuana users are more likely to go on experimenting with other drugs.

Immediate effects:

1. Faster heartbeat and pulse rate

2. Bloodshot eyes
3. Dry mouth and throat
4. Altered sense of time/ disorientation
5. Forgetfulness/ inability to think
6. Impaired reflexes, coordination, and concentration

“Acute panic anxiety reaction” –extreme fear of losing control/

Long term Effects:

1. Chest pain
2. Irregular Menstrual Cycle
3. Temporary loss of fertility for both sexes
4. Premature babies/low birth weights
5. Cancer

Marijuana “burn-out” (dull, slow moving, inattentive, and unaware of surroundings)

B. Shabu ( Harmful Effects)

Shabu is a white odorless crystal or crystalline powder with a bitter numbing taste.
In the street name for a chemical substance known as Metamphetamine. It is also
popularly known as “poor man’s cocaine”. Other slang names are “Shabs, ubas, S,
siopao, sha, and ice”.

Acute:

1. Produces anxiety, irritability,

irrational behavior, talkativeness,
and loss of self-control.
2. Results in loss of appetite and
inability to sleep.
3. Can lead to acute psychotic
reactions, violent and destructive
4. Behavior and recklessness that
may result in accidents.

Physiological Effects:

Include chest pain, irregularity of

heartbeat, hypertension, convulsion, and death from cardiac arrest.

Psychological and Physical Dependence:

This chemical substance is known to produce psychological and physical

dependency. These are characterized by anxiety, tension, and craving for the
substance. This substance-seeking behavior can lead to various criminal and other
anti-socials acts. Withdrawals symptoms occur when drug is abruptly stopped.
Among these are feeling of apathy, hyperinsomnia (excessive period of sleep) and
depression. Depression may lead to suicide.

Long Term-Effects

Psychiatric consequences are the major features of chronic “shabu” abuse and
dependency. Prolonged use and even a single exposure especially if administered
intravenously can lead to manifestations of a full blown psychosis which is similar to
schizophrenia characterized by the presence of paranoid delusions, auditory, and
visual hallucinations. The paranoia may lead to violent and aggressive behavior.

Some chronic users have difficulty concentrating or remembering things.

Diminished ability to cope with problems and difficulties in facing reality are
common. Loss of interest in sex, ambition or motivation may also result.

Chronic snorters may suffer from severe irritation of thenasal passages and at times
may even develop tissue perforation of the nasal bleed. Renal damage, heart
disease, and strokes have been documented among chronic abusers.

Injecting “shabu” from contaminated needles may lead to risk of infection resulting
in inflammation of the blood vessels (Phebitis), infection of the heart valves
(endocarditis), blood poisoning (Septicema), and the most dreaded disease AIDS, all
of which can lead to death.

C. Inhalants (Harmful Effects)

Immediate effects:

1. Confusion/ disorientation
2. Distorted perception of time and distance
3. Aggressive behavior/ violence
4. Hallucination
5. Illusions
6. Nausea and vomiting

Long term effects

1. Loss of Memory
2. Inability to think
3. Muscle cramp and weakness
4. Numbness in limbs
5. Abdominal Pains
6. Damage to the central nervous system, kidneys, and liver
7. Bone Marrow depression

D. Sedative/Hypnotic Drugs (Harmful Effects)

Sedative-hypnotics (tranquilizers, sleeping pills, sedatives) are drugs which depress
or slow down body functions. These are the drugs that can be dangerous when not
taken according to a physician’s instruction.

1. Slurred speech
2. Poor judgment

Regular use of the sedative and hypnotic drugs can cause both physical and
psychological dependence. User will have to take larger doses to get the same
effects.

Users feel they used the drug to function

When regular users stop using these drugs suddenly, they may develop physical-
withdrawal symptoms such as restlessness, insomnia, anxiety, convulsion or death.

E. Ecstasy (Harmful Effects)

Ecstasy is one of the most dangerous drugs threatening young people today. Called
MDMA (3-4-Methylenedioxymethamphetamine) by scientists, it is a synthetic
chemical that can be derived from an essential oil of sassafras tree. MDMA is also
one of the easiest illegal drugs to obtain. Its effects are similar to those
amphetamines and hallucinogens. Distributed almost anywhere, it has become very
popular at social events like raves, hip hop parties, concerts etc. frequented by both
adults and youth.

While not all “event” attendees use ecstasy, the drug often makes the circuit of
these parties and can set up dangerous circumstances that can affect everyone
there.

 Street Names: E, Adam, Roll, Bean, X, and XTC

 Clarity, Essence, Stacy, Lover’s Speed, Eve.
 Form: Pills-usually white, yellow, or brown
 Size, shape, and design vary
 Pills are often branded with designer symbols
Legal or Not?

First developed as an appetite suppressant in 1914, MDMA was used as a

psychotherapeutic tool and also started to become available on the street in the
late ‘70s and early 80’s. It wasn’t until 1985 that Ecstasy was made illegal. It is
classified as “Schedule 1” controlled substance along with other narcotics like
heroin, cocaine, and LSD. Penalties for possession, delivery, and manufacturing of
the drug can include fines as high as $100,000 and up to 99 years or life in prison
depending on the amount seized.

Dangerous Impurities
One reason why ecstasy can be especially dangerous is the lack of content control.
Ingredients are hard to get and manufacturers of the drugs often use substitutes,
mixing other harmful additives with the already dangerous mix. This practice is so
common that “drug test kits” are often sold with the drug so users can test for
purity. Because of the uncertainties about the drug sources, pharmacological
agents, chemicals used to manufacture them, and possible contaminants, it is
difficult to measure the toxicity, consequences, and symptoms that might be
expected.

How it is used?

Ecstasy is usually taken in pill form and swallowed and it can also be injected. Some
users have been known to crush and snort the resulting powder. Others insert the
pill into the anus where it is absorbed. This process is known as “shafting”

How does it affect you?

Ecstasy is similar (in nature) to other amphetamines and hallucinogens. It speeds

up the nervous system and acts as a mood enhancer. Also referred as the “Love
drug”, Ecstasy often makes the users feel good, happy, and relaxed-at least at first.
Contrary to rumors, Ecstasy is not an aphrodisiac and can actually inhibit sexual
performance.

The taking of any drug affects people indifferently. Depending on the size, weight,
health, dosage, and other drugs being used, the reaction can be mild or very
severe. Anyone suffering from hypertension, heart disease, diabetes, epilepsy,
mental illness or panic should avoid taking Ecstasy.

Common Side Effects

The following effects start within 20 minutes of taking E and can last for 4-6 hours
longer:

 Increased heart rate

 Increased body temperature
 Increased blood pressure
 Increase confidence
 Nausea
 Anxiety
 Feelings of well-being (happiness, love)
 Sweating
 Loss of appetite
Other Reported Effects

Taking higher doses of MDMA will not increase the good feelings. In fact, higher
dosages can lead to convulsions, irrational behavior, and hallucinations. Users have
reported having problems with insomnia, anxiety, paranoia, concentration, and
depression after taking the drug.

Overdose

Taking too much Ecstasy can result in:

 Extremely high body temperatures

 High blood pressure
 Hallucinations
 Fast heartbeat
 Breathing problems
 Death
Death often results from harmful overheating (hyperthermia), or from drinking too
much at one time (hyponatremia). Hyponatremia is a condition where excess fluids
intake swells the brain resulting in coma. A third cause of death is stimulation.
Overstimulation of the nervious system can result in heart attack or brain
hemorrhage.

Warning Signs of Overdose

 Feeling hot or unwell

 Becoming confused, not able to talk properly
 Headache
 Vomiting
 Not sweating
 Racing heart or pulse when resting
 Fainting or collapsing
 Loss of control over body movements
 Tremors
 Problem urinating
Duration Effects

An Ecstasy high can last from six to 24 hours but usually averages three to four
hours. Some reactions have been reported to persist from one to 14 days after use.

Short Term Effects

Short term effects include psychological difficulties (confusion, depression, sleep

problems, craving, severe anxiety, and paranoia) these effects occur during use and
can continue even weeks after use. Physical problems that can occur are muscle
tension, involuntary teeth clenching, nausea, blurred vision, rapid eye movement,
fever, chills, or sweating.

Long term Effects Recent findings connect use of Ecstasy to memory loss. Use of
Ecstasy depletes serotonin, a very important chemical in the brain which regulates
mood, sleeping and eating habits, as well as, the thinking and behavior process,
sexual function, and sensitivity to pain.

Herbal Ecstasy

Herbal Ecstasy is another form of MDMA that is composed of ephedrine (ma huang)
or pseudoephedrine and caffeine from the kola nut. Also sold in tablet from, Herbal
Ecstasy can cause permanent brain damage and death. Though not currently
classified as a controlled substance, Herbal Ecstasy shares many of the same
qualities and effects as MDMA. Also known as Cloud 9, Herbal Bliss, Ritual Spirit,
Herbal X, GWM, Rave Energy, Ultimate Xphoria, and X.

Drug Testing

Ecstasy can be detected up to four days in the urine.

Ecstasy and Anti-Depressants

People currently taking an MAOI should not use Ecstasy. MAIOs are most commonly
found in prescription anti-depressants Nardil (phenelzine), Parnete
(Tranylcypromine), Marplan (isocarboxazid), Eldepryl (I-deprenyl), and Aurorex or
Marenix (moclobermide). The same is true of the protease inhibitor Ritonavir.

Ecstasy and Pregnancy

In a study in the May 1, 2001 issue of the Journal of Neuroscience, results showed
that exposure (of rats) to Ecstasy caused memory and learning deficiencies to the
unborn rat. As with all other drugs (legal or not), they should never be taken during
pregnancy unless specifically prescribed by a medical professional.

F. Alcohol (Harmful Effects)

Alcohol is the oldest and most widely

used drug in the world. Nearly half of
all Americans over the age of 12 are
consumers of alcohol. Although most
drink occasionally or moderately,
there are an estimated 10 to 15
million alcoholics or problem drinkers
in the United States, with more than
100,000 deaths each year attributed to alcohol. Among the nation’s alcoholic and
problem drinkers are as many as 4.5 million adolescents, and adolescents are
disproportionately involved in alcohol-related automobile accidents, the leading
cause of death among Americans 15-24 years old.

Dealing with drunkenness and with alcohol-related, crime, violence, and

disturbances consumes more resources than any other aspect of police operations,
while the health consequences of alcohol abuse add more enormously to national
health care costs. Illegal drugs can be more rapidly addicting than alcohol and may
well have a more powerful effect on human behavior, but the high level of alcohol
consumption, which is many times greater than the level of illegal drug use, makes
it one of America’s most serious drug problems.

What is Alcohol?

Alcohol is the name given to a variety of related compounds; the drinkable form is
ethanol, or ethyl alcohol. It is a powerful, addictive, central nervous system
depressant produced by the action of yeast cells on carbohydrates in fruits and
grains.

A liquid that is taken orally, alcohol is often consumed in copious quantities.

Surveys of adolescent and young adult drinkers indicate that they are particularly
likely to drink heavily with the intention of getting drunk-often every time they
drink.

There are three basic types of alcoholic drink.

Beer is made from fermented grains and has an alcohol content of three to six
percent.

Wine is made from fermented grains and has an alcohol content of 11 to 14

percent. Some wine drinks, such as wine coolers, have fruit juice and sugar added,
lowering alcohol content to between four and seven percent. Fortified wines, such
as port, have alcohol added, bringing alcohol content to between 18 and 20
percent.

Liquor is made by distilling a fermented product to yield a drink that usually

contains 40 to 50 percent alcohol. The alcohol content in liquor is sometimes
indicated by degrees of proof, which in the United States is a figure twice as high as
the percentage. Thus, 80-proof liquor is 40 percent alcohol.

A 12 –ounce glass of beer, a 5-ounce glass of wine, and a 1.5-ounce shot of liquor all
contain the same amount of alcohol, and therefore, have an equal effect on the
drinker. All three forms of alcohol have the same potential for intoxication and
addiction.

How Does it Affect You?

When a person consumes alcohol, the drug acts on nerve cells deep in the brain.
Alcohol initially serves as a stimulant, then induces feelings of relaxation and
reduced anxiety. Consumption of two or three drinks in an hour can impair
judgment, lower inhibition, and induce mild euphoria. Five drinks consumed in two
hours may raise the blood alcohol level to 0.10 percent, high enough to be
considered legally intoxicated in every state. Once a drinker stops drinking, his or
her blood alcohol level decreases by about 0.01 percent per hour.

Signs and Symptoms of Alcohol Use and Intoxication:

 Smell of alcohol on breath  Slurred and/or incoherent speech

 Irritability  Loss of consciousness
 Euphoria  Slowed thinking
 Loss of Physical coordination  Depression
 Inappropriate or violent behavior  Impaired short-term memory
 Loss of balance  Blackouts
 Unsteady galt

Signs and Symptoms of Alcohol Withdrawal, Experienced by Alcoholics and

Problem Drinkers:

 Tremors  Nausea and vomiting

 Agitation  Increased body temperature
 Anxiety and panic attacks  Elevated blood pressure and
heart rate
 Paranoia and delusions  Convulsions
 Hallucinations  Seizures
What are the Dangers of Alcohol Abuse?

In addition to risk of injury or death as a result of accident or violence, alcohol abuse

poses a broad range of physiological and psychological dangers.

Neurological dangers include impaired vision and impaired vision and impaired
motor coordination, memory defects, hallucinations, blackouts, and seizures. Long-
term consumption can result in permanent damage to the brain.

Cardiological problems include elevated blood pressure and heart rate, risk of
stroke, and heart failure.

Respiratory dangers include respiratory depression and failure, pneumonia,

tuberculosis, and lung abscesses. Additionally, alcohol abuse increases the risk of
mouth and throat cancer.

Liver disease caused by chronic alcohol abuse, including alcoholic fatty liver,
hepatitis, and cirrhosis, kills 25,000 Americans each year.

Other physiological dangers include damage to the gastrointestinal system

(including duodenal ulcers, reflux, and diarrhea), the pancreas, and the kidneys.
In addition, alcohol consumption may cause malnutrition, disrupt the absorption of
nutrients in food, and suppress the immune system, thus increasing the potential
for illness.

Psychological dangers include impaired judgment and verbal ability, apathy,

introversion, antisocial behavior, inability to concentrate, and deterioration of
relationships with family, friends, and co-workers.

Animal Models for Studying the Effects of Alcohol on Humans!

There have been some attempts of scientists to use animals and insect models to
study the effects of ethanol on humans. Their studies reveal that other creatures
are not immune to the effects of alcohol. Below is a statement made by the
scientist regarding their findings:

“Many of us have noticed that bees or yellow jackets cannot fly well after
having drunk thr juice of overripe fruits or berries; bears have been seen to
stagger and fall down after eating fermented honey; and birds often crash or fly
haphazardly while intoxicated on ethanol that occurs naturally as free-floating
microorganisms convert vegetable carbohydrates to alcohol.”

How Does Alcohol Affect Pregnancy?

Alcohol is an especially dangerous drug for pregnant women. Drinking during
pregnancy raises the risk of low-birth weight babies and intrauterine growth
retardation, increasing the danger of infection, feeding difficulties, and long-term
developmental problems. Heavy drinking during the early months of pregnancy can
result in the birth of the babies with fetal alcohol syndrome. These infants are likely
to have irreversible physical abnormalities, including small skulls, abnormal facial
features, and heart defects, and to suffer retarded growth and mental development.
Chronic abuse of alcohol can lead to addiction or alcoholism. The behavior of
abusers and the consequences of that behavior are better indicators of alcoholism
than how often or how much a person may drink. Alcohol addiction can be
characterized by increased tolerance, causing the abuser to drink greater amounts
to achieve the same desired effect. When an alcoholic stops drinking, he or she will
typically experience the symptoms of withdrawal.

What is Alcoholism?

Chronic Abuse of Alcohol can lead to addiction or alcoholism. The behavior of the
abusers and the consequences of that behavior are better indicators of alcoholism
than how often or how much a person may drink. Alcohol addiction can be
characterized by increased tolerance, causing the abuser to drink greater amounts
to achieve the same desired effects. When an alcoholic stops drinking, he or she will
typically experience the symptoms of withdrawal.

G. Tobacco (Harmful Effects)

It is estimated that directly or

indirectly, tobacco causes more
than 400,000 deaths in the U.S
annually, a figure that
represents nearly 20 percent of
all U,S deaths, these deaths
have been attributed to a
number of conditions defined as
tobacco-related, including heart
disease (115,000 deaths),
cancer (136,000), chronic
pulmonary disease (60,000),
and stoke (27,000). According
to a study published by the
British medical journal Lancet, the rate of tobacco-related mortality throughout the
entire developed world also averages about 20 percent of all deaths.

There are approximately 47 million smokers in the U.S. About 23 percent of

adults smoke and about 30 percent of adolescents. It is widely acknowledged that
people who haven’t used tobacco by age of 21 are likely to remain non-smokers. So
it would seem reasonable for much tobacco advertising to target potential
adolescent users, although tobacco companies deny this. What is undeniable,
however, are statistics showing that the average age of tobacco use in the United
States is 13.

Tobacco is a plant that comes in two varieties, nicotiana tabacum and nicotiana
rustica. The latter is the most cultivated of the two and the source of all the tobacco
produced in the U.S. the raw leaves are dried and shredded and then rolled into
cigarettes or cigars, or packaged as pipe or chewing tobacco or as snuff. Tobacco
is the only organic source of nicotine, which is its addicting agent. In
addition to nicotine, tobacco smoke contains 4000 different gases and particles,
including “tar” a conglomeration of many chemicals, which is especially harmful to
the lungs. Among the harmful gases in tobacco smoke are nitrogen oxide, carbon
monoxide, and cyanide. More than 40 carcinogens-chemicals capable of causing
cancer-have been identified in tobacco smoke, and one of these, benzo(a)pyrene, is
being studied as a possible direct link to cancer.

What is Tobacco?

The first European settlers in North America were introduced to tobacco smoking by
Native Americans. By the early 16th century, the settlers were exporting tobacco to
Europe, where it was believed to have curative powers. By the end of the 19 th
century, tobacco use was common in North America, but the quantity of tobacco
that each individual used was still relatively small. A number of factors that
contributed to a 20th-century surge in tobacco use. Invention of the safety match
made it safe and easy to light up, and invention of the cigarette-manufacturing
machine made it possible to produce pre-rolled cigarettes in great quantities. The
advent of mass-circulation newspapers and magazines made widespread
advertising of cigarettes possible. Initially, men were the sole targets of the ads-
smoking by women was considered impolite- and cigarettes were portrayed as a
product for the rugged and powerful. With the rise of the Women’s Suffrage
movement, however, the tobacco companies began to fashion campaigns that
encouraged women to smoke.

Cigarette use continued to grow at a rapid pace and peaked at over 40 percent
of the nation’s adolescents-and-older population by the mid-1960’s. About
this time, several epidemiological studies were released, including the U.S Surgeon
General’s influential 1964 report, pointing to the connection between smoking and
such diseases as cancer and respiratory illness. As these and subsequent studies
were publicized, fear of long-term illness caused many smokers to quit and
many potential users never to begin. At present, 25 percent of Americans
smoke, but the decline in use has now leveled off, and there are some indications
that cigarette use may be decreasing. Since the number of Americans who die each
year from tobacco-related illnesses is till appallingly high and adolescent use in on
the rise, there are now renewed efforts to prevent smoking.
How is Tobacco Taken

The great majority of tobacco users smoke cigarettes, inhaling the nicotine-laden
smoke into their lungs. A smaller percentage of users smoke cigars and pipes, and
generally do not inhale, since cigar and pipe tobacco is potent enough for the
nicotine in the smoke they produced to be readily absorbed in the mouth.

The smallest group uses “smokeless tobacco” in the form of snuff or the peculiarly
American product, chewing tobacco. Traditionally, a “pinch” of snuff, a pulverized
tobacco preparation, was inhaled through the nostrils. Now, however, it is mostly
placed in the mouth (“dipped”), where the nicotine it contains is slowly and directly
absorbed. Chewing tobacco is taken in similar fashion.

Both products stimulate saliva production, and users must spit frequently to clear
the mouth of excess saliva and tobacco which has lost its favor. Smokeless tobacco
is popular among athletes especially baseball players, who use it to prevent their
mouths from becoming dry during the games. Since this form of tobacco is
associated with cancers of the mouth and neck, many high school and college
athletic associations have banned it, and professional leagues are now discouraging
its use.

What is Passive Smoking?

Passive smoking is the process that causes non-smokers to inhale smoke

involuntarily. Some of the smoke they inhale is known as “sidestream smoke”-the
smoke that smolders off the end of a cigarette, cigar, or pipe. The smoke has
neither passed through a filter nor through the lungs of a smoker and is therefore
extremely potent, containing more tar, nicotine, particles, and gases than inhaled
smoke. Sidestream smoke can cause respiratory distress and allergic reactions, as
well, as lung cancer.

How Does Tobacco Affect You?

Smoking or chewing tobacco stimulates the habitual user, creating a pleasurable

sensation not unlike a high. The effect is generally described as relaxing, although
smoking releases the hormone epinephrine, which may create stress in the user.

Nicotine, perhaps the most commonly recognized ingredient of tobacco, is an

addictive central nervous system stimulant. When nicotine is taken into the lungs, it
is transmitted to the brain in seconds. It causes the heart to beat more rapidly,
drawing in and pushing out more blood. It also makes the veins and arteries
constrict, thus requiring the heart to labor harder. This results in increased blood
pressure and heart rate.

Carbon monoxide is among the many toxic chemicals present in tobacco smoke. It
impedes the ability of the red blood cells to carry oxygen to bodily tissues, including
heart and brain tissue. The lack of oxygen causes the heart to work harder and can
lead to a thickening of the walls and possible heart failure.

Despite the fact that tobacco is a stimulant, addicted smokers usually feel that
smoking relaxes them. This feeling of relaxation is in reality the result of their
having satisfied a physical craving. Smokers are constantly experiencing the
symptoms of nicotine withdrawal, and
drawing smoke into their lungs relieves these
symptoms by satisfying their craving for the
chemical. Almost all tobacco users, including
those who use smokeless varieties, thus
becoming physiologically and psychologically
dependent on nicotine. When they stop using,
the withdrawal symptoms they experience
can include changes in the heart rate, blood
pressure, appetite, temperature, and
digestion. Withdrawal can also be
accompanied by anxiety, insomnia, nausea,
irritability, and fatigue.

What are Some Dangers of Tobacco Use?

Tobacco has been implicated in:

Cancers of the lungs, mouth, throat, larynx,

esophagus, stomach, pancreas, uterus,
cervix, kidney, bladder, and some forms of
leukemia, cardiovascular diseases, heart
attack, fatal heart failure, and stroke, pulmonary diseases, such as sinusitis,
bronchitis, pneumonia, emphysema, and tracheitis (inflammation of the trachea),
reproductive complications, such as miscarriage, premature birth, birth effects, and
especially, low-birthweight babies and babies with developmental problems.
Nicotine depresses the appetite at a time when a woman should be gaining weight,
and smoking reduces the ability of the lungs to absorb oxygen. Deprived of
nourishment and oxygen, a fetus may not grow and as much as it should.

Passive smoke has been implicated in:

Increased exacerbated episodes of asthma and respiratory illnesses among

children; respiratory illness and distress, asthmatic and allergic responses, and
cardiovascular damage among adults.

1.6 Drug Addiction Pattern

 Whether talking about any drug addiction:
alcohol addiction, cocaine addiction,
methamphetamine addiction, or even heroin
addiction, the pattern is the same:

The person tries to escape some physical or

emotional pain by taking drugs. This could be
a physical or emotional pain, or the discomfort of
boredom, peer pressure, lack of social skills.

The person finds that the drugs offer

temporary relief, so continues to abuse
them. When the person uses the drug it seems to
handle their immediate problem.

With continued use of the drug, the body’s ability to produce certain
chemicals is diminished because these chemicals are replaced by the drug.
The body uses the drug as a substitute for its own natural chemicals.

Deprived of its own resources (and the ability to create them the body
perceives that it needs the drug to function and demands the drugs,
through physical cravings.) the cravings are ways of making the person get
more drugs to be able to function at all.

Drug cravings become so severe that the addict will do almost anything
(in many cases, abandoning all previous moral teachings) to get more of
the drug. People who are addicted find themselves doing things they would never
have contemplated before.

The addict commits misdeeds against the family, friends, and themselves
to satisfy unrelenting cravings. These misdeeds include lying, stealing,
cheating, anything to get the drugs to satisfy their drug cravings.

Because of these
misdeeds, the addict
cannot face him or
herself and dives
deeper into drugs.
The person is now
entrapped in full blown
drug addiction.

1.7 When Someone

You Love Has a Drug
Abuse or Addiction
Problem
You may not immediately realize that someone you love has a drug problem. It may
not have started slowly, and your loved one might also have tried the extent of drug
use from you. You might have gotten used to the drug abuse that coping with it
seems almost normal. Or the realization that there is something seriously wrong
and is almost too difficult to admit. Don’t be ashamed, and you are not alone. Drug
abuse affects millions of families, from every socioeconomic status, race, and
culture. There is help and support available.

Understanding what is involved in recovery

 You cannot force someone you love to stop abusing drugs. As much as you
may want to, and as hard as it is seeing the effects of drug abuse, you cannot
make someone stop using. The final choice is up to them. The right support
can help you make positive choices for yourself, and balance encouraging
your loved one to get help without losing yourself in the process.
 Don’t expect your loved one to be
able to quit without support.
Withdrawal symptoms can be
unpleasant, painful, and even
deadly. While medical input is
always a good idea, if your loved one
is addicted to benzodiazepines or is
a heavy drinker, withdrawal can be
dangerous and should be done
under medical supervision.
 Recovery will be an ongoing process. Someone who abused drugs will not
suddenly be a cured person once sober. Drug use may have been masking
painful feelings that will bubble up to the surface. Many in recovery
experience depressed moods for up to a year more as their brain
reestablishes from the drug abuse. Learning new coping skill to resist
cravings, and how to apply them in stressful situati ons, is an ongoing
process. Ongoing support is crucial to work through those issues.
Keeping your family safe

Dealing with a loved one’s drug

abuse can be emotionally
draining and exhausting. But
when the family is threatened
with immediate violence, it’s
time for immediate action.

Drug abuse can lower inhibitions

and increase the possibility of
violence. Stimulants like cocaine
and methamphetamine can also
trigger delusions, paranoia, and
agitation, making the person especially dangerous to be around. Getting the drug
may also become so important that activities like caring for a child fall by the
wayside, increasing the chance of child neglect.

DEEPENING POINTS

1. Drug use and abuse destroys the person’s health; physically, emotionally, and
psychologically. Drug abuse could ruin a person’s relationship with his friends, and
persons around him including his family.

2. Millions of adolescents become victims of alcoholism. Many adolescents are

involved in alcohol-related automobile accidents which are considered the leading
cause of death among Americans who are 15 to 24 years old.

3. Dealing with drunkenness and with alcohol-related accidents, crime, violence,

and disturbances consumes more resources than any other aspect of police
operations, while the health consequences of alcohol abuse add enormously to
national health care costs.

4. Illegal drugs can be more rapidly addicting than alcohol and may well have a
more powerful effect on human behavior, but the high level of alcohol consumption,
which is many times greater than the level of illegal drug use, makes it one of
America’s most serious drug problems.

5. Cigarette smoking is associated with 75% of all types of cancers, fatal heart
failure, stroke, respiratory diseases such as sinusitis, bronchitis, pneumonia,
emphysema, and reproductive complications, such as miscarriage, premature birth,
birth defects, and, babies with developmental problems.

Teacher’s Insight

Drug abuse is one of the greatest challenges

faced in society nowadays. It is one of the
factors from which heinous crimes are rooted.
Many people including teenagers are trapped in
this vicious cycle these days due to some
fallacies they know about drugs. Some people
believe that drugs can help them get relief from
mental, emotional, as well as physical pain.
Without the self-resilience and support to handle
stress, loneliness or depression, drugs can be a
tempting way to deal with the situation.
Unfortunately, due to the changes drugs make to the brain, it can only take a few
times or even one time to be on the road to addiction.
 Drug abuse affects a person’s life in many ways. It can destroy a person’s health,
finances, and stability. Worse is, it also ruins a person’s relationship with others
because of the changes in the person’s attitudes to drug use. A person’s
relationship with his entire family, friends, colleagues, and even the community may
be ruined because of drug abuse. Strong denial and rationalization of the person
using drugs also makes it extremely difficult for others to provide help, especially
when concerned family members feel like they are the problem. This makes drug
abuse problems so challenging to face.

Some of the commonly used and abused drugs include marijuana, shabu (also
known as methamphetamine), inhalants, sedative-hypnotics, (tranquilizers, sleeping
pills, sedatives), ecstasy, alcohol, as well as tobacco. These commonly used drugs
pose hazards to the body; physically and psychologically, and produce an
undesirable results with improper use.

An adequate knowledge and understanding on the effects, as well as causes of

drug abuse could be of great help in encouraging drug abusers to quit drug use
gradually and achieve complete recovery from drug addiction

Activities:
Name: ___________________________________________ Score: ________________
Course: __________________________________________ Date: _________________
A. Concept Anchored

Identification. Identify what is described in the statements below.

1. Often called grass, pot, or weed. ___________. A crude drug made from Cannabis
sativa, a plant that contains mind-altering (psychoactive) ingredient called
tetrahydrocannibol (THC).

2. Injecting “shabu” from contaminated needles may lead to risk infections resulting
in the inflammation of the blood vessels known as ___________.

3. Use of ecstasy leads to _____________, a condition where excess fluid intake swells
the brain resulting in coma.

4. Chronic Alcohol abuse cause an inflammation of the liver known as ________,

which kills 25,000 Americans each year.

5. Heavy drinking during the early months of pregnancy can result in the birth of
babies with ____________. Infants affected with this disease are likely to have
irreversible physical abnormalities, heart defects, and suffer from retarded growth,
and mental development.

B. Value Anchored
Essay: Discuss the following briefly.

1. What are the causes of drug use and abuse?

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2. What are the physical, emotional, and psychological effects of drug abuse?

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3. Describe the drug addiction pattern.

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4. What should be done to help a drug user recover from the drug addiction?

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5. What things can you suggest to prevent drug use and abuse among teens?

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HEALTH EDUCATION

OBJECTIVES
At the end of the module, the students should be able to:

1. Differentiate physical health from mental health;

2. Enumerate different factors essential for maintaining and promoting good health;
3. Describe the important roles of essential nutrients such as carbohydrates, proteins, fats,
minerals and vitamins in the proper functioning of the body;
4. Cite at least five among the top infectious disease killers and list measures on how they
could be prevented;
5. suggest simple ways to observe and follow at home to prevent common home accidents
such as falls, burns, cuts and bruises, and drowning;
6. Demonstrate in class how to treat injuries in the home such as cuts, bruises, and burns.

INTRODUCTION
 Health education is defined as the principle by
which individuals and groups of people learn to
behave in a manner conducive to the promotion,
maintenance, or restoration of health. Education
for health begins with people. It hopes to
motivate them with whatever interests they may
have in improving their living conditions. Its aim
is to develop in them a sense of responsibility for
health conditions for themselves as individuals, as
members of families, and as communities. In
communicable disease control, health education
commonly includes:

1. an assessment of what is known by a population about a disease,

2. an assessment of habits and attitudes of the people as they relate to spread and frequency
of the disease, and
3. the presentation of specific means to remedy observed deficiencies. Health education is
also an effective tool that helps improve health in developing nations. It not only teaches
prevention and basic health knowledge but also conditions ideas that re-shape everyday
habits of people with unhealthy lifestyles in developing countries. This type of conditioning
not only affects the immediate recipients of such education but also future generations will
benefit from an improved and properly cultivated ideas about health that will eventually be
ingrained with widely spread health education.

Health education is included in the curriculum of most schools. A comprehensive health

education curriculum consists of planned learning experiences which will help students
achieve desirable attitudes and practices related to critical health issues. Some of these are

(1) emotional health and a positive self image

(2) appreciation, respect for, and care of the human body and its vital organs;
(3) physical fitness;
(4) health issues of alcohol, tobacco, drug use and abuse;
(5) health misconceptions and quackery;
(6) effects of exercise on the body systems and on general well being;
(7) nutrition and weight control;
(8) sexual relationships,
(9) the scientific, social and economic aspects of community and ecological health;
(10) communicable and degenerative diseases including sexually transmitted diseases;
(11) disaster preparedness;
(12) safety and driver education;
(13) life skills;
(14) choosing professional medical and health services; and
(15) choices of health careers.

What is health? In 1948, the

World Health Organization
(WHO) defined health as “a state
of complete physical, mental,
and social well-being and not
mer ely the absence of disease
or infirmity." In 1986 the World Health Organization in the Ottawa Charter for Health
Promotion said health is "a resource for everyday life, not the objective of living. Health
is a positive concept emphasizing social and personal resources, as well as physical
capacities

1.1. Aspects of health

Physical health. Physical fitness

is good body health, and is the
result of regular exercise, proper
diet and nutrition, and proper
rest physical recovery. A strong
indicator of the health of
localized population is their
height-weight, which generally
increases with improved
nutrition and health care. This is
also influenced by the standard
of living and quality of life.
Genetics also plays also a major
role in people's height. The study
of human growth, its regulators,
and implications is known as Auxology.

Mental health. Mental health refers to an individual's emotional and psychological well-
being. "A state of emotional and psychological well-being in which an individual is able to
use his or her cognitive and emotional capabilities, function in society, and meet the ordinary
demands of everyday life."

One way to think about mental health is by looking at how effectively and successfully a
person functions. Feeling capable and competent; being able to handle normal levels of
stress, maintain satisfying relationships, and lead an independent life; and being able to
"bounce back," or recover from difficult situations, are all signs of mental health. A
combination of physical, emotional, social and most importantly mental well-being is vital to
achieve overall health.

Did you know.. That sucking on your thumb helps fight depression, that's why babies suck
on their thumb.

1.2. Determinants of health The LaLonde report suggested that there are four general
determinants of health including:
a. human biology,
b. environment,
c. lifestyle, and
d. healthcare services.

Thus, health is maintained and improved not only through the advancement and application
of health science, but also through the efforts and intelligent lifestyle choices of the
individual and society. A major environmental factor is water quality, especially for the
health of infants and children in developing countries.
Did you know... that about 5 million children die every year due to diarrhea, which is
attributed to dirty water due to pollution Source: WHO

Studies show that in developed countries, the lack of neighbourhood recreational space that
includes the natural environment leads to lower levels of neighbourhood satisfaction and
higher levels of obesity; therefore, lower overall well-being. Therefore, the positive
psychological benefits of natural space in urban neighborhoods should be taken into account
in public policy and land use.

1.2. Health maintenance

Achieving health and remaining healthy is an active process. Effective strategies for staying
healthy and improving one's health include the following elements:
A. Nutrition
Nutrition (also called nourishment or aliment) is the provision, to cells and organisms, of
the materials necessary (in the form of food) to support life. Many common health problems
can be prevented or alleviated with good nutrition. The diet of an organism refers to what it
eats. Poor diet can have an injurious impact on health, causing deficiency diseases such as
scurvy, beriberi, and kwashiorkor; health-threatening conditions like obesity and metabolic
syndrome, and such common chronic systemic diseases as cardiovascular disease, diabetes,
and osteoporosis.
In general, eating a wide variety of fresh, whole (unprocessed), foods have proven favorable
compared to monotonous diets based on processed foods. In particular, the consumption of
whole-plant foods slows digestion and allows better absorption, and a more favorable
balance of essential nutrients per Calorie, resulting in better management of cell growth,
maintenance, and mitosis (cell division), as well as better regulation of appetite and blood
sugar. Regularly scheduled meals (every few hours) have also proven more wholesome than
infrequent or haphazard ones.
Nutrients. There are seven major classes of nutrients: major classes of nutrients:
carbohydrates, fats, fiber, minerals, protein, vitamins, and water. These nutrient classes can
be categorized as either macronutrients (needed in relatively large amounts) or
micronutrients (needed in Smaller quantities). The macronutrients are carbohydrates, fats,
fiber, proteins, and water. The micronutrients are minerals and vitamins.

The macronutrients
(excluding fiber and
water) provide energy,
which is measured in
Joules or kilocalories.
Vitamins, minerals,
friber, and water do not
provide energy, but are
necessary for the
regulation of important
body processes.
Molecules of
carbohydrates and fats
consist of carbon, hydrogen, and oxygen atoms. Carbohydrates range from simple
monosaccharides (glucose, fructose, galactose) to complex polysaccharides (starch). Fats are
triglycerides, made of various fatty acid monomers bound to glycerol. Some fatty acids, but
not all, are essential in the diet: they cannot be synthesized in the body. Protein molecules
contain nitrogen atoms in addition to the elements of carbohydrates and fats. The nitrogen-
containing monomers of protein are amino acids, and they include some essential amino
acids. They fulfil many roles other than energy metabolism; and when they are used as fuel,
getting rid of the nitrogen places a burden on the kidneys.

Other micronutrients include antioxidants and phytochemicals Most foods contain a mix of
some or all of the nutrient classes, some nutrients are required regularly, while others are
needed only occasionally. Poor health can be caused by an imbalance of nutrients, whether
an excess or a deficiency.
 Minerals. Dietary minerals are the chemical
elements required by living organisms, other
than the four elements carbon, hydrogen,
nitrogen and oxygen that are present in
common organic molecules. The term
"mineral" is archaic, since the intent is to
describe simply the less common elements
in the diet: heavier than the four just
mentioned; including several metals; and
often occurring as ions nitrogen, and oxygen
th in the body. Some dietitians recommend that these be supplied from foods in which they
occur naturally, or at least as complex compounds, or sometimes even from natural
inorganic sources (such as calcium carbonate from ground oyster shells). On the other hand,
minerals are often artificially added to the diet as supplements, the most famous being
iodine in iodized salt.

Macrominerals. Many
elements are essential in
quantity; also called "bulk
minerals". Some are
structural, but many play a
role as electrolytes.
Elements with
recommended dietary
allowance (RDA) greater
than 200 mg/day are the
following, in alphabetical
order (with informal or folk-
medicine perspectives in
parentheses):
 Calcium, a common electrolyte, but also structural (for muscle and digestive system
health, builds bone, neutralizes acidity, clears toxins, helps blood stream)
 Chlorine as chloride ions; very common electrolyte; see sodium, below
 Magnesium, required for processing ATP and related reactions(builds bone, causes
strong peristalsis, increases flexibility, increases alkalinity)
 Phosphorus, required component of bones; essential for energy processing
 Potassium, a very common electrolyte (heart and nerve health)
 Sodium, a very common electrolyte; not generally found in dietary supplements,
despite being needed in large quantities, because the ion is very common in food:
typically as sodium chloride, or common salt
  Sulfur for three essential amino acids and therefore many proteins (skin, hair, nails,
liver, and pancreas)
Trace minerals. Many elements are required in trace amounts, usually because they play a
catalytic role in enzymes.[51 SOmns s.[5] Some trace mineral elements (RDA < 200
mg/day) are, in alphabetical or alphabetical order:
 Cobalt required for biosynthesis of vitamin_B12 famil B12 family of Coenzymes
 Copper required Component of many redox enzymes including cytochrome c
oxidase
 Chromium required for sugar metabolism.
 lodine required for the biosynthesis of thyroxin; needed in larger quantities than
others in this list, and sometimes classified with the macro minerals.
 Iron required for many enzymes, and for hemoglobin and some other proteins.
 Manganese (processing of oxygen)
 Molybdenum required for xanthine oxidase and related oxidases.
 Nickel present in urease
 Selenium required for peroxidase (antioxidant proteins) Vanadium (Speculative:
there is no established RDA for vanadium. No specific biochemical function has
been identified for it in humans, although vanadium is found in lower organisms.)
 Zinc required for several enzymes such as carboxypeptidase liver alcohol
dehydrogenase, carbonic anhydrase

Vitamins. As with the minerals
discussed above, twelve vitamins are
recognized as essential nutrients,
necessary in the diet for good health.
(Vitamin D is the exception: it can
alternatively be synthesis are in the skin,
in the presence of UVB radiation.)
Certain vitamin compounds that are
recommended in the diet, such as
carnitine are indispensable for survival and health: but these are not strictly "essential"
because the human body has some capacity to produce of different them from other
compounds.. Moreover, thousands of different phytochemicals have recently been
discovered in food (particularly in fresh vegetables) which may have desirable properties
including antioxidant activity. Other essentials not classed as vitamins include essential
amino acids choline, essential fatty acids, and the minerals discussed in the preceding
section.

FAMILY SOURCES POSSIBLE BENEFITS

Flavonoids Berries General antioxidant, oxidation of
LDLs, prevention of
arteriosclerosisand heart disease

Isoflavones Soy, red clover, kudzu root General antioxidant, prevention of

arteriosclerosis and heart disease,
easing symptoms of menopause,
cancer prevention

Isothiocyanates Cruciferous vegetables Cancer prevention

Monoterpenes Citrus peels, essential oils, Cancer prevention, treating

herbs,spices, green plants, gallstones.
athmosphere

Organosulfur compounds Chives , garlic, onions Cancer prevention, lowered LDLs,

assistance to the immune system

Saponins Beans, cereals, herbs Hypercholesterolemia,

Hyperglycemia,Antioxidant,cancer
prevention, Anti inflammatory

Capsaicinoids All capsicum(chile) Topical pain relief, cancer

peppers prevention, cancer cell apoptosis.

Vitamin deficiencies may result in disease conditions: goiter, Sucry, osteoporosis,

impaired immune system disoreders of cell metabolism, certain forms of cancer,
symptoms of premature aging and poor psychological (including eating disorder), among
many others. Excess of some vitamins is also dangerous to health (notably vitamin A); and
defieciency or excess of minerals can also have serious health consequences.

The following table presents Illness caused by improper nutrients consumption:

NUTRIENTS DEFIENCIENCY EXCESS

Energy Starvation Obesity, diabetes mellitus,

Cadiovascular disease.

Simple Carbohydrates Marasmus starvation Obesity

Complex Carbohydrates Marasmus Starvation Obesity

 Saturated fat/trans fat None Cardiovascular disease

Unsaturated fat Rabbit Starvation Obesity

Cholesterol None Cardiovascular disease

Protein Marasmus Ketoacidosis, Rabbit

Starvation, Kidney disease

Sodium Hyponatremia Hypernatremia, Hypertension

Iron Anemia Cirrhosis, heart disease

Iodine Goiter, hypothyroidism Iodine, Toxicity (goiter

hypothyroidism)

Vitamin A Xerophthalmia and Night Hypervitaminosis A

Blindness (cirrhosis, hair loss, birth
defects

Vitamin B1 Beri-Beri

Vitamin b2 Cracking of skin and

Corneal Unclearation

Niacin Pellagra Dyspepsia, cardiac

arrhythmias, birth defects

Vitamin B 12 Pernicous Anemia

Vitamin C Scurvy Diarrhea causing

dehydration,
Hypervitaminosis D
(dehydration, vomiting,
constipation)

Vitamin E Hypervitaminosis E
(anticoagulant:excessive
bleeding)

Vitamin K Hemorrhage

The French "paradox

 It has been discovered that people living in France live longer. Even though they consume
more saturated fats than Americans, the rate of heart disease is lower in France than in
North America. A number of explanations have been suggested:

 Reduced consumption of processed carbohydrate and other junk foods.

 Ethnic genetic differences allowing the body to be harmed less by fats.[citation
needed]
 Regular consumption of red wine.
 Living in a mild climate requires the body to produce less heat, allowing a slower,
and therefore healthier, metabolic rate.
 More active lifestyles involving plenty of daily exercise especially walking; the
French are much less dependent on cars than Americans are.
 Higher consumption of artificially produced trans-fats by Americans, which has
been shown to have greater ipoprotein effects per gram than saturated fat.

B. Exercise

Exercise is the performance of movements in order to develop or maintain physical fitness

and overall health. It is often directed toward also honing athletic ability or skill. Frequent
and regular physical exercise is an important component to prevention of some diseases of
affluence such as cancer, heart disease cardiovascular disease, Type 2 diabetes, obesity and
back pain.
Exercises are generally grouped into three types depending on the overall effect they have
on the human body:

 Flexibility exercises such as stretching improve the motion of muscles and joints.
 Aerobic exercises such as walking and running focus increasing cardiovascular
endurance and muscle density.
 Anaerobic exercises such as weight training or sprinting increase muscle mass and
strength.
Physical exercise is considered important for maintaining physical fitness including:

1. Healthy weight;

2. Building and maintaining healthy bones, muscles, and joints:

3. Promoting physiological well-being;

4. Reducing surgical risks; and

5. Strengthening the immune system.

Proper nutrition is just as, if not more, important to health as exercise. When exercising it
becomes even more important to have good diet to ensure the body has the correct ratio of
macronutrients whilst providing ample micronutrients; this is to aid the body with the recovery
process following strenuous exercise. When the boay falls short of proper nutrition, it gets into
starvation mode developed through evolution and depends onto fat content for survival.

C. Hygiene
Hygiene is the practice of
keeping the body clean to
prevent infection and illness,
and the avoidance of contact
with infectious agents.
Hygiene practices include
1. Bathing,
2. Brushing and flossing teeth
3. washing hands specially
before eating
4. washing food before it is
eaten,
5. cleaning food preparation
utensils and surfaces before and after preparing meals, and many others.
This may help prevent infection and illness. By cleaning the body, dead skin cells are
washed away with the germs, reducing their chance of entering the body.

D. Stress Management
Prolonged psychological stress may negatively impact health, such as by weakening the
immune system. Stress management is the application of methods to either reduces stress or
increase tolerance to stress which include the ff:
1. Relaxation techniques are physical methods used to relieve stress.
2. Psychological methods include cognitive therapy, meditation, and positive thinking
which work by reducing response to stress.

3. Improving relevant skills and abilities builds confidence, which also reduces the stress
reaction to situations where those skills are applicable.

4. Reducing uncertainty, by increasing knowledge and experience related to stress-causing

situations, has the same effect.

5. Learning to cope with problems better such as improving problem solving and time
management skills, may also reduce stressful reaction to problems.

6. Repeatedly facing an object of one’s fears may also desensitize the fight or flight response
with the respect to that stimulus—e.g facing bullies may reduce fear or bullies.

E. Health

Health care is the prevention, treatment, and management of illness and the preservation of
mental and physical well-being through the services offered by the medical, nursing, and
allied health professions.

Workplace wellness programs

Workplace wellness programs are recognized by an increasingly large number of
companies for their value in improving the health and well-being of their employees, and
for increasing morale, loyalty, and productivity. Workplace wellness health presentations,
wellness newsletters access to health coaching, tobacco cessation programs and training
related to nutrition, weight and stress management. Other programs may include health
risk assessments health screenings and body mass index monitoring.

1.4 Public Health

Public Health is the science and art of preventing disease, prolonging life and promoting
health through the organizead efforts and informed choices of society, organizations,
public and private, communities and individuals.” It is concerned with threats to the
overall health of a community based on population health analysis. The focus of public
health intervention is to prevent rather than treat a disease through surveillance of cases
and the promotion of healthy behaviours. In addition to these activities, in many cases
treating disease can be vital to preventing it in others, such as during outbreak of an
infectious disease. Vaccination programs and distribution of condoms are examples of
public measures.

1.5. Role of science in Health

 Health science is the branch of science focused on health, and it includes many sub-
disciplines. There are two approaches to health science: the study and research of the
human body and health- related issues to understand how humans (and animals) function,
and the application of that knowledge to improve health and to prevent and cure diseases.

Lesson 2. Infectious/Communicable Diseases

An infectious disease is a clinically evident disease resulting from the presence of
pathogenic microbial agents, including pathogenic viruses, pathogenic bacteria, fungi,
protozoa, multi-cellular parasites, and aberrant proteins known as prions. These pathogens
are able to cause disease in animals and/or plants. Transmission of an infectious disease
may occur through one or more of diverse pathways including physical contact with
infected individuals. These infecting agents may also be transmitted through liquids, food,
body fluids, contaminated objects, airborne inhalation, or through vector-borne spread.

1.1. Common Communicable Diseases

Some of the most common communicable diseases affecting many people are the
following: A. Cholera is a bacterial disease that affects the intestinal tract. It is caused by a
germ called Vibrio cholerae. Although only a few cases are recognized in the United States
each year, epidemic levels of cholera have recently been reported in parts of Central and
South America.

Who gets cholera?

While cholera is a rare disease in the U.S., those who may be at risk include people
traveling to foreign countries where outbreaks are occurring and people who consume raw
or undercooked seafood from warm coastal waters subject to sewage contamination. In
Both instances, the risk is small.

How is the germ spread?

The cholera germ is passed in the stools. It is spread by eating or drinking food or water
contaminated by the fecal waste I countries of an infected person. This occurs more often
in underdeveloped countries lacking adequate water supplies and proper sewage disposal.
What are the symptoms of cholera?
People exposed to cholera may experience mild to severe diarrhea, vomiting and
dehydration. Fever is usually absent.

How soon do symptoms appear? The symptoms may appear from a few hours to five
days of exposure.

What is the treatment for cholera?

Because of the rapid dehydration that may result from severe diarrhea, replacement of
fluids by mouth or by the intravenous route is critical. Antibiotics, such as tetracycline, are
also used to shorten the duration of diarrhea and shedding of the germs in the feces.

Is there a vaccine for cholera?

A vaccine is available and is sometimes recommended for travellers to certain foreign
countries where cholera is occurring. However, the vaccine offers only partial protection
(50 percent) for a short duration (two to six months). Some physicians feel that foreign
travellers almost never contract cholera and that use of the current vaccine cannot be
justified.

How can cholera be prevented? The single most important preventive measure is to avoid
consuming uncooked foods or water in foreign countries where cholera occurs unless they
are known to be safe or have been properly treated.

B. Dengue fever (breakbone fever, dengue hemorrhagic fever)

Dengue Fever is a mosquito-borne disease caused by a virus. The disease is mainly tropical
in origin but occasionally residents or visitors from other countries may arrive in this
country with dengue. Although cases originating unknown, epidemic levels have recently
been reported in parts of in the United States are virtually the Caribbean and Central
America.

Who gets dengue fever?

Dengue fever may occur in people of all ages who are exposed to infected mosquitoes. The
disease occurs mainly in tropical Asia and the Caribbean, usually during the rainy seasons
in areas with high numbers of infected mosquitoes.

How is dengue fever spread? Dengue fever is spread by the bite of infected Aedes
mosquitoes.

What are the symptoms of dengue fever?

Dengue fever is characterized by the rapid development of a fever that may last from five
to seven days with intense headache, joint and muscle pain and a rash. The rash develops
on the feet or legs three to four days after the beginning of the fever. The hemorrhagic form
of dengue fever is more severe and associated with loss of appetite, vomiting, high fever,
headache and abdominal pain. Shock and circulatory failure may occur. Untreated
hemorrhagic dengue results in death in up to 50 percent of cases.

How soon do symptoms appear?

Dengue fever may occur from three to 14 days after exposure to an infected mosquito,
commonly within four to seven days.

Does past infection with dengue virus make a person immune?

Infection with one of the four strains of dengue virus usually produces immunity to that
strains of dengue virus usually produces immunity to that strain but does not provide
protection against the other strains.

What is the treatment for dengue fever?

There is no specific treatment available. Intravenous fluids and oxygen therapy are often
used for patients who experience shock during their illness.

What can be done to prevent the spread of dengue fever?

Since cases of dengue appearing in New York are imported, control measures are limited to
advising travelers to affected areas to minimize exposure to infected mosquitoes. Use of
mosquito netting and repellants may be helpful in minimizing exposure.

C. Influenza (Flu)

The flu is a contagious respiratory illness by influenza viruses. It can cause mild to severe
illness, and at times can lead to death. Some people, such as older people, young children,
and people with certain health conditions, are at high risk for serious flu complications.

Every year in the United States, on average:

 5% to 20% of the population gets the flu
  More than 200,000 people are hospitalized from flu complications, and ;
 About 36,000 people die from flu.
The best way to prevent this illness is by getting a flu vaccination.

What are the symptoms of the flu?

The flu usually starts suddenly and may include these symptoms:

 Fever (usually high)

 Headache
 Extreme tiredness
 Dry cough
 Sore throat
 Runny or stuffy nose
 Muscle aches
 Stomach symptoms, such as nausea, vomiting, and diarrhea, may occur in children but
are rare in adults.
Are some people at higher risk for complications than others from getting the flu?

Some of the complications caused by flu include pneumonia, dehydration, and worsening of
chronic medical conditions, such as congestive heart failure, asthma or diabetes. Children may
get sinus problems and are infections.

How is the flu spread?

The flu is spread in respiratory droplets released by coughing and sneezing. It usually spreads
from person , though occasionally people may be infected by touching something withg virus on
it and then touching their mouth or nose.

When and for how long is a person able to spread the flu?

People with flu are contagious (able to infect others) beginning one day before getting
symptoms. Adults remain contagious up to seven days after getting sick and children can remain
contagious for even longer. That means that you can give someone the flu before you know
you’re sick as well as when you are sick.

Cold versus Flu

What is the difference between a cold and the flu?

The flu and the common cold are both respiratory illnesses but they are caused by different
viruses. Because colds and flu share many symptoms, it can be difficult (or even impossible) to
tell the difference between them based on symptoms alone. Special tests can be carried out, when
needed, to tell if a person has the flu: these tests usually must be done within the first few days of
illness.

What are the symptoms of the flu versus the symptoms of a cold?

In general, the flu is worse than the common cold, and symptoms such as fever, body aches,
extreme tiredness and dry cough are more common and intense. Colds tend to develop gradually,
while the flu tends to start very suddenly. Colds are usually milder than the flu. People with
colds are more likely to have a runny or stuffy nose. Colds generally do not result in serious
health problems, such as pneumonia, bacterial infections, or hospitalizations.

Preventing the Flu

What can I do to protect myself against the flu?

The single best way to prevent the flu is to get a flu vaccination each fall. There are two types of
vaccines:

 The "flu shot" is an inactivated vaccine (containing killed virus) that is given with a
needle. The flu shot is approve for use in people older than 6 months, including healthy
people and people with chronic medical conditions.
 The nasal-spray flu vaccine is a vaccine (sometimes called LAIv for “Live Attenuated
Influenza Vaccine”) made with live, weakened flu viruses that do not cause the flu. LAIV
is approved for use in healthy people 2 years to 49 years of age who are not pregnant.
 Children aged 6 months-8 years should receive 2 doses of vaccine if they have not been
vaccinated previously at any time with either the flu shot or nasal-spray flu vaccine.
Children aged 6 months -8 years who received only 1 dose in their first year of
vaccination should receive 2 doses the following year.
About two weeks after vaccination, antibodies develop that protect against influenza virus
infection. Full vaccines will not protect against illness caused by other viruses, such as the
common cold.

Who should get the flu vaccine?

All persons, including School-aged children, who want to reduce the risk of becoming ill with
influenza or of transmitting influenza to others should get the flu vaccine. In other words, when
there is an adequate supply, everyone should get the flu vaccine.

Those people at greatest risk for complications of the flu and those most likely to get or spread
the flu should be vaccinated with the flu vaccine as soon as it is available. These include:

 Children aged 6 months up to their 19th birthday;

 Persons aged ≥ 50 years;
  Children and adolescents (aged 6 months--18 years) who are receiving long-term aspirin
therapy and who therefore might be at risk for experiencing Reye syndrome after
influenza virus infection;
 Women who will be pregnant during the influenza season; Adults and children who have
chronic lung, heart, kidney, liver, blood, or metabolic disorders (including diabetes);
 Adults and children who have immune system suppression (including immune system
suppression caused by medications or by HIV);
 Adults and children who have any condition (for for example cognitive dysfunction,
spinal cord injuries, seizure disoders or other neuromuscular disorders) that can
compromise respiratory function or the handling of respiratory secretions or that can
increase the risk for aspiration;
 Residents of nursing homes and other chronic-care facilities;
 Health care personnel; Healthy household contacts (including children) and caregivers of
children aged ≤ 59 months (i.e., aged < 5 years) and adults aged ≥ 50 years; and
 Healthy household contacts (including children) and caregivers of persons with medical
conditions that put them at higher risk for severe complications from influenza.

Who should NOT be vaccinated?

There are some people who should not be vaccinated. They include:

 People who have a severe allergy to chicken eggs;

 People who have had a severe reaction to an influenza vaccination in the past;
 People who developed Guillain-Barré syndrome (GBS) within six weeks of getting an
influenza vaccine previously;
 Children less than 6 months of age;
 People who are sick with a fever. (These people can ger vaccinated once their symptoms
lessen. People with a mild illness can usually get the vaccine.)
Can antiviral medications prevent the flu?

Four antiviral drugs (amantadine, rimantadine, oseltamivir, a zanamivir) are licensed by the U.S.
Food and Drug Administration (FDA) for treatment and prevention of the flu. Antiviral drugs o
not a substitute for influenza vaccination. All of these drugs are available only by prescription
and are different in terms of who can take them, how they are given, dosages based on age or
medical conditions, and side effects. In addition, some influenza virus types or subtypes may be
resistant to certain antiviral drugs. Your doctor can help decide whether you should take an
antiviral drug and which one yo u should use.

D. Malaria

Malaria is a mosquito-borne disease caused by

any one of four different blood parasites, called
Plasmodia. The disease is transmitted to people
by the Anopheles mosquito. This disease is a leading cause of debilitating illness, with over 200
million cases each year from around the world. Almost all of the cases reported in New York
State each year are acquired in foreign countries. However, a few locally acquired cases have
occurred on Long Island and in Queens.

Who gets malaria?

Any person residing in or traveling to a country where malaria is prevalent is at risk for
contracting the disease. Malaria is currently a problem in tropical or subtropical areas of Asia,
Africa and Central and South America. Most black Africans show a natural resistance to some
species of malaria. Otherwise, susceptibility to malaria is universal.

How is malaria spread?

Malaria is spread by the bite of an infected Anopheles mosquito. With certain malaria species,
dormant forms can be produced which may cause relapses of malaria months to years later.
Malaria may also be transmitted by transfusion of blood from infected people or by the use of
contaminated needles or syringes.

What are the symptoms of malaria?

Symptoms include fever, chills, sweats and headache, and in some instances may progress to
jaundice, blood coagulation defects, shock, kidney or liver failure, central nervous system
disorders and coma. Cycles of chills, fever and sweating occurring every one, two or three days
is a good indicator of malaria in a person recently returning from a tropical

How soon do symptoms occur?

The time between the infective mosquito bite and the development of malaria symptoms can
range from 12 to 30 days depending on the type of Plasmodia involved. One strain of
Plasmodium, called P. vivax, may have a prolonged incubation period of eight to 10 months.
When infection occurs by blood transfusion, the incubation period depends on the number of
parasites transferred but is usual less than two months.

When and for how long is a person able to spread malaria?

Untreated or inadequately treated cases may be a source of mosquito infection for one to three
years depending on the strain of Plasmodium. Direct person-to-person transmission does not
occur stored blood products can remain infective for 16 days.

What is the treatment for malaria?

Due to the changing pattern of drug-resistant strains, current recommendations can be obtained
from your local, county or state health department. What can be done to prevent the spread of
malaria? Since malaria is not native to the United States, exposure to American citizens occurs
most frequently during foreign travel to malarious areas. It is very important to contact health
officials to determine the proper preventive drug therapy. The liberal and frequent use of
mosquito repellents as well as using a bed net can be very effective in preventing mosquito bites.

E. Pertussis (whooping cough)

Pertussis, or whooping cough, is a highly contagious bacterial infection that causes an

uncontrollable, violent cough lasting several weeks or even months. It is caused by a bacterium
that is found “the mouth, nose and throat of an infected person. Pertussis may begin with cold-
like symptoms or a dry cough that progress episodes of severe coughing.

Who gets pertussis?

Pertussis can occur at any age. Children who are too young to be fully vaccinated and those who
have not have not yet completed the primary fully vaccination series are at highest risk for severe
illness. Since the 1980s, the number of reported pertussis cases has gradually increased in the
Uniteds States. In 2005, over 25,000 cases of pertussis cases were reported in the United states
the highest number reported cases since 1959. Approximately 60 percent of the cases were in
adolescents and adults and may be result of decreasing immunity in this population.

How is pertussis spread? Pertussis is primarily spread from person to person by direct contact
with mucus or droplets from the nose and throat of infected individuals. Frequently, older
siblings who may be harboring the bacteria in their nose and throat can bring the disease home
and infect an infant in the household.

What are the symptoms of pertussis?

Pertussis begins as a mild upper respiratory infection. Initially, symptoms resemble those of a
common cold, including sneezing, runny nose, low-grade fever and a mild cough. Within two
weeks, the cough becomes more severe and is characterized by episodes of numerous rapid
coughs followed by a crowing or high pitched whoop. A thick, clear mucous may be discharged
from the nose. These episodes may recur for one to two months, and are more frequent at night.
Older people or partially immunized children generally have milder symptoms.

How soon after infection do symptoms appear? The incubation period is usually seven to ten
days with a range of four to 21 days and rarely may be as long as 42 days.

When and for how long is a person able to spread pertussis?

If untreated, a person can transmit pertussis from onset of symptoms to three weeks after the
onset of coughing episodes. The period of communicability is reduced to five days after
treatment with antibiotics.

What are the complications associated with pertussis

Major complications of pertussis are more common among infants and young children and may
include pneumonia, middle ear infection, loss of appetite, sleep disturbance, syncope (temporary
loss of consciousness), dehydration, seizures, encephalopathy (a disorder of the brain), apneic
episodes (brief delay in breathing and death.

What is the treatment for pertussis?

The recommended antibiotics for the treatment and postexposure prevention of pertussis include
azithromycin (Zithromax), (Zithromax), erythromycin and clarithromycin (Biaxin). Alternately,
trimethoprim- sulfamethoxazole (Bactrim) can be used.

Does past infection with pertussis make a person immune?

Neither vaccination nor natural infection with pertussis guarantees lifelong protective immunity
against pertussis. Since immunity decreases after five to ten years from the last pertussis vaccine
dose, older children, adolescents and adults are at risk of becoming infected with pertussis and
need vaccination.

What is the vaccine for pertussis?

Infants and Children

The childhood vaccine for pertussis is usually given in combination with diphtheria and tetanus.
Immunization authorities recommend that DTaP (diphtheria, tetanus, acellular pertussis) vaccine
be given at two, four, and six and 15 to 18 months of age and between four and six years of age.
Pre-teens and Adolescents In 2005, a new vaccine was approved as a single booster vaccinato
for adolescents and adults called Tdap (tetanus, diphtheria, ai acellular pertussis).
The preferred age for routine vaccination with Tdap is 11 or against tetanus, diphtheria, and
pertussis if they have completed adolescents, aged 11 through 18 should receive a single dose of
Tdap instead of Td (tetanus, diphtheria) for booster immunization recommended childhood
DTP/DTaP vaccination series.

ADULTS

For adults who are 19 through 64 years of age and have not previously received dose of Tdap, a
single dose of Tdap should replace a single dose of Td for booster immunization if the most
recent tetanus toxoid-containing vaccine was received at least ten re years earlier. Adults in close
contact with an infant aged under 12 months who have not previously received Tdap should
receive a dose of Tdap; an interval as short as two years since the most recent Td is suggested.

Healthcare personnel in hospitals and ambulatory care settings with direct patient contact who
have not previously received Tdap should receive a dose of Tdap; an interval as short as two
years since the most recent Td is recommended. In New York State, pertussis vaccine is required
of all children born after 1/1/2005 who will be enrolled in pre-kindergarten programs and
schools. Tdap vaccine is required for children born on or after 1/1/1994 and enrolling in the sixth
grade.

What can be done to prevent the spread of pertussis?

The single most effective control measure is maintaining the highest possible level of
immunization in the community. Treatment stay away from young children and infants until
properly treated appropriate antibiotics, such as Zithromax, will shorten the ne a person can
spread pertussis to five days after the beginning Treatment of people who are close contacts of
pertussis cases is Treatment. People who have or may have pertussis should also an important
part of prevention.

What is parapertussis?

Parapertussis is a bacterial illness that is similar t to pertussis (whooping cough) but is not as
common and generally causes less severe symptoms. Up to 40 percent of all cases of
parapertussis will present with no symptoms. Very young infants (less than six months of age)
may have a more severe course of parapertussis than older persons. Parapertussis is spread
through the air in drop produced during coughing and sneezing. A person can be infected with
parapertussis and pertussis at the same time. Parapertussis can be distinguished from pertussis by
certain laboratory tests. Antibiotic treatment should be started as soon as parapertussis is
suspected. All infants less than six months of age should receive antibiotics as a preventive
measure if they have been in contact with a person who has parapertussis.

F. Pneumococcal Disease (includes pneumococcal pneumonia, pneumococcal meningitisand

pneumococcal bacteremia)
 Pneumococcal disease is a bacterial infection caused by the bacteria Streptococcus pneumoniae,
also called pneumococcus. It may cause middle ear infection, pneumonia, meningitis
(inflammation of the coverings of the brain and spinal column) or bacteremia (a bloodstream
infection).

Who gets pneumococcal disease?

Although anyone can get pneumococcal disease, it occurs more frequently in infants, young
children, African Americans, some Native American populations, the elderly or in people with
serious underlying medical conditions such as chronic lung, heart or kidney disease. Others at
risk include alcoholics, diabetics, people with weakened immune systems and those without a
spleen. infection occur anytime but most often during the winter and early spring when
respiratory illnesses are more common. Data suggests pneumococcal conjugate vaccine (PCV7)
has reduced use invasive disease among children and their adolescent and adult household and
close contacts.

How is the disease transmitted?

Pneumococcus is spread by airborne or direct exposure to respiratory droplets from a person who
is infected or carrying the bacteria.

How soon after exposure do symptoms occur?

The incubation period may vary, but, it is generally one to three days.

What are the symptoms?

Symptoms generally include an abrupt onset of fever and shaking or chills. Other symptoms may
include headache, cough, chest pain, disorientation, shortness of breath, weakness and
occasionally a stiff neck.

What are the complications associated with pneumococcal disease?

Death occurs in 14 percent of hospitalized adults with invasive disease. Neurologic

complications and/or learning disabilities can occur in meningitis patients. Hearing impairment
can result from recurrent otitis media. How is pneumococcal disease treated? Prompt treatment
with antibiotics, such as penicillin or a cephalosporin, is usually effective. However, penicillin-
resistant strains of pneumococcus are increasingly being reported throughout the United States.

Does past infection with pneumococcal disease make a person immune?

Past infection with pneumococcus does not provide lifelong immunity against pneumococcal
disease reoccurring due to the many types pneumococcal bacteria.

Is there a vaccine to prevent infection?

Yes. There are two types of vaccines currently in use. The pneumococcal conjugate vaccine
(PCV7) contains protection against seven types of pneumococcal bacteria. The pneumococcal
Ine polysaccharide vaccine (PPV23) contains protection from 23 of pneumococcal bacteria. Both
vaccines are safe and reduces disease occurrence.

Pneumococcal conjugate vaccine is recommended for all children less than 24 months old and
for children between 24 and 59 months old who are at high risk of disease.

All adults who are older than 65 years of age and persons who are two years and older and at
high risk for disease (e.g, sickle cell disease, HIV infection, or other conditions that weaken the
immune system) should receive the pneumococcal polysaccharide vaccine.

In New York State, pneumococcal conjugate vaccine (PCV7) is required for pre-kindergarten
attendance for children born on or after 1/1/08.

What can be done to prevent the spread of pneumococcal disease?

One of the most effective control measures is maintaining the highest possible level of
immunization in the community.

G. Tuberculosis (TB)

Tuberculosis is a bacterial disease usually affecting the lungs (pulmonary TB). Other parts of the
body can also be affected, for example lymph nodes, kidneys, bones, joints, etc. (extrapulmonary
TB). Approximately 1,300 cases are reported each year in New York State.

Who gets tuberculosis?

Tuberculosis can affect anyone of any age. People with weakened immune systems are at
increased risk.

How is tuberculosis spread?

Tuberculosis spread through the air when a person with untreated pulmonary TB coughs or
sneezes. Prolonged exposure to a person with untreated TB usually is necessary for infection to
occur.

What is the difference between latent tuberculosis infection and tuberculosis disease?

Latent tuberculosis infection (LTBI) means the person has the TB germ in their body (usually
lungs), but has yet to develop obvious Symptoms. In latent TB, the person has a significant
reaction to the Mantoux skin test with no symptoms of tuberculosis, and no TB organisms found
in the sputum. Tuberculosis disease indicates the person has symptoms, a significant reaction to a
Mantoux skin test and organisms found in the sputum. In order to spread the TB germs, a person
must have TB disease. Having latent TB infection is not enough to spread the germ. Tuberculosis
may last for a lifetime as an infection, never developing into disease.

What are the symptoms of tuberculosis?

The symptoms of TB include a low-grade fever, night sweats, fatigue, weight loss and a
persistent cough. Some people may not have obvious symptoms.

How soon do symptoms appear?

Most people infected with the germ that causes TB never develop active TB. If active TB does
develop, it can occur two to three months after infection or years later. The risk of active disease
lessens as time passes.

When and for how long is a person able to spread tuberculosis?

A person with TB disease may remain contagious until he/she has been on appropriate treatment
for several weeks. However, a Person with latent TB infection, but not disease, cannot spread the
infection to others, since there are no TB germs in the sputum.

What is the treatment for tuberculosis?

People with latent TB infection should be evaluated for a course of preventive therapy, which
usually includes taking antituberculosis medication for several months. People with active TB
must complete a course of treatment for SIX months or more. Initial treatment includes at least
four anti-TB drugs, and medications may be altered based on laboratory test results. The exact
medication plan must be determined by a physician. Directly observed therapy (DOT) programs
are recommended for all TB patients to help them complete their therapy.

What can be the effect of not being treated for tuberculosis?

In addition to spreading the disease to others, an untreated person may become severely ill or die.

What can be done to prevent the spread of tuberculosis?

The most important way to stop the spread of tuberculosis is for TB patients to cover the mouth
and nose when coughing, and to take all the TB medicine exactly as prescribed by the physician.

What is multidrug-resistant tuberculosis (MDR-TB)?

This refers to the ability of some strains of TB to grow and multiply even in the presence of
certain drugs which would normally kill them.

What is extensively drug-resistant tuberculosis (XDR-TB)?

Extensively drug-resistant TB (XDR-TB) is a subset of MDR-15 “which the strains of TB
bacteria are resistant to several of the best second-line drugs for TB. These strains are very
difficult to treat XDR-TB cases make up approximately 10 percent of MDR-TB cases.

Who gets MDR-TB?

TB patients with drug sensitive disease may develop drug resistant tuberculosis if they fail to
take anti-tuberculosis medications as prescribed, as well as TB patients who have been
prescribed an ineffective treatment plan. TB cases diseased with MDR-TB can transmit the drug
resistant infection to other individuals.

What is the treatment for multidrug-resistant tuberculosis?

For patients with disease due to drug resistant organisms, expert consultation from a specialist in
treating drug resistant TB should be obtained. Patients with drug resistant disease should be
treated with drugs to which their organisms are susceptible. The effectiveness of treatment for
latent infection with MDR-TB is uncertain.

What can be done to prevent the spread of MDR-TB?

Ensuring people with MDR-TB take all their medication and teaching patients to cover their
mouth and nose when coughing and sneezing can reduce the risk of spread of MDR-TB. In
addition, directly observed therapy should be used to ensure patients complete the recommended
course of therapy.

Typhoid Fever

What is typhoid fever? Typhoid fever is a bacterial infection of the intestinal tract and
occasionally the bloodstream. It is an uncommon disease with only 30-50 cases occurring in
New York each year. Most of the cases are acquired during foreign travel to underdeveloped
countries. The germ that causes typhoid is a unique human strain of Salmonella called
Salmonella typhi. Outbreaks are rare.

Who gets typhoid fever? Anyone can get typhoid fever but the greatest risk exists to travellers
visiting countries where the disease is common. Occasionally, local cases can be traced to
exposure to a person who is a chronic carrier.

How is the germ spread?

Typhoid germs are passed in the feces and, to some extent, the urine of infected people. The
germs are spread by eating or drinking water or foods contaminated by feces from the infected
individual.

What are the symptoms?

Symptoms may be mild or severe and may include fever, headache constipation or diarrhea,
rose-coloured spots on the trunk and an enlarged spleen and liver. Relapses are common.
Fatalities are less than 1 percent with antibiotic treatment.

How soon do symptoms appear?

Symptoms generally appear one to three weeks after exposure.

For how long can an infected person carry the typhoid germ?

The carrier stage varies from a number of days to years. Only about 3 percent of cases go on to
become lifelong carriers of the germ and this tends to occur more often in adults than in children.

How is typhoid treated?

Specific antibiotics such as chloramphenicol, ampicillin or ciprofloxacin are often used to treat
cases of typhoid.

Should infected people be isolated?

Because the germ is passed in the feces of infected people, only people with active diarrhea who
are unable to control their bowel habits (infants, certain handicapped individuals) should be
isolated. Most infected people may return to work or school when they have recovered, provided
that they carefully wash hands after toilet visits. Children in daycare, health care workers, and
persons in other sensitive settings must obtain the approval of the local or state health department
before returning to their routine activities. Food handlers may not return to work until three
consecutive negative stool cultures are confirmed.

Is there a vaccine for typhoid?

A vaccine is available but is generally reserved for people traveling to underdeveloped countries
where significant exposure may occur. Strict attention to food and water precautions while
traveling such countries is the most effective preventive method.
 E. HIV/AIDS

Human Immunodeficiency Virus (HIV) is a virus. You may hear HIV that someone is "HIV
infected", "has HIV infection", or "has HIV disease." These are all terms that mean the person
has HIV in his or her body and can pass the virus to other people.

HIV attacks the body's immune system. The immune system protects the body from infections
and disease, but has no clear way to protect it from HIV. Over time, most people infected with
HIV become less able to fight off the germs that we are all exposed to every day. Many of these
germs do not usually make a healthy person sick, but they can cause life-threatening infections
and cancers in a person whose immune system has been weakened by HIV.

People infected with HIV may have no symptoms for 10 or more years. They may not know they
are infected. An HIV test is the only way to find out if you have HIV. See HIV Counseling and
Testing for information and resources on HIV testing in New York State.

HIV spreads when infected blood, semen, vaginal fluids, or breast milk gets into the bloodstream
of another person through:
 direct entry into a blood vessel;
 mucous linings, such as the vagina, rectum, penis, mouth, eyes, nose or
 a break in the skin.
HIV is not spread through saliva (spit).

HIV is spread through:

  Vaginal, anal, or oral sex without using a condom.
 sharing needles, syringes, or works to inject drugs, vitamins,
 Women with HIV infection can pass HIV to their babies hormones, steroids, or
medicines. during pregnancy, delivery, and breastfeeding.
 People who are exposed to blood and/or body fluids at t work like health care workers,
may be exposed to HIV throgh needle-sticks or other on-the-job exposures.
It may also be possible to pass HIV through sharing needles for piercing or tattooing.

A person infected with HIV can pass the virus to others during these activities. This is true even
if the person:

 has no symptoms of HIV

 has not been diagnosed with AIDS
 is taking HIV medications
 has an "undetectable" viral load
HIV is not spread by casual contact like sneezing, coughing, eating or drinking from common
utensils, shaking hands, hugging, or use of restrooms and drinking fountains.

AIDS

Acquired Immune Deficiency Syndrome (AIDS) is a late stage of HIV disease. There are
medications that have helped people living with HIV or AIDS live longer, healthier lives. Some
people have lived for more than 20 years and have taken medicines for more than 10 years. But,
there is no cure. Note: This site contains HIV prevention messages that may not be appropriate
for all audiences. Since HIV infection is spread primarily through sexual practices or by sharing
needles, prevention messages on this site may address these topics.

F. Hepatitis B (serum hepatitis)

Hepatitis B is a liver disease caused by the hepatitis B virus (HB). The virus can cause lifelong
infection, cirrhosis (scarring) of the liver, liver cancer, liver failure and death.

Who gets hepatitis B?

One out of 20 people in the United States will get infected with HBV some time during their
lives. Anyone can get hepatitis B, but you are at greater risk if you:

 have sex with someone infected with HBV .

 have multiple sex partners
 are a man and have sex with men
 have ever been diagnosed with a sexually transmitted disease
 are an injection drug user
  live in the same house with someone who has lifelong (chronic) HBV infection
 are a health care or public safety worker who has contact with human blood
 are an infant born to an HBV-infected mother
 are a hemodialysis patient
 are an infant/child or immigrant from areas with high rates of infection
How is the virus spread?

Hepatitis B virus can be found in the blood and, to a lesser extent, saliva, semen and other body
fluids of an infected person. It is spread by direct contact with infected body fluids; usually by
needle stick injury or sexual contact. Hepatitis B virus is not spread by casual contact.

What are the symptoms of hepatitis B?

The symptoms of hepatitis B include fatigue, poor appetite, appetite, stomach pain, fever,
nausea, vomiting and occasionally joint pain hives then or rash. Urine may become darker in
color, and then jaundice (a yellowing of the skin and whites of the eyes) may appear. Adults are
more likely than children to develop symptoms; however, up to 50 percent of adults who have
acute infection do not have any symptoms.

How soon do symptoms appear?

The symptoms may appear six weeks to six months after exposure, but usually within four
months.

For how long is a person able to spread the virus?

The virus can be found in blood and other body fluids several weeks before symptoms appear
and generally persists for several months afterward. Approximately 10 percent of infected adults
may become long-term (chronic) carriers of the virus. Infants infected at birth have a 90 percent
chance of becoming chronically infected.

What is the treatment for hepatitis B?

There are no special medicines or antibiotics that can be used to treat a person that is acutely
infected once the symptoms appear. Generally, bed rest is all that is needed. Interferon is the
most effective treatment for chronic HBV infection and is successful in 25 to 50 percent of cases.
Chronic carriers of HBV should avoid drinking alcohol or taking medications which are harmful
to the liver, as these actions can make the liver disease worse.

What precautions should hepatitis B carriers take?

Chronic hepatitis B carriers should follow standard hygienic practices to ensure that close
contacts are not directly contaminated by his or her blood or other body fluids. Carriers must not
share razors, toothbrushes or any other object that may become contaminated with blood. In
addition, susceptible household members, particularly sexual partners, should be immunized
with hepatitis B vaccine is important for carriers to inform their dentist and health care providers.

How can hepatitis B be prevented?

A safe and effective vaccine to prevent hepatitis B is available. The hepatitis B vaccine is
recommended for people in high risk settings who have not already been infected and for infants
who are born to infected mothers. It is recommended that all children and adolescents be
vaccinated against Hepatitis B.

Historic pandemics

A young Bangladesh girl infected with smallpox (1973) Thanks to the development of the
smallpox vaccine the disease was officially eradicated in 1979.

A pandemic (or global epidemic) is a disease that affects people over an extensive geographical
area.

 Plague of Justinian, from 541 to 750, killed between 50 and 60% of Europe's population,
 The Black Death of 1347 to 1352 killed 25 million in Europe over 5 years (estimated to
be between 25 and 50% of the populations of Europe, Asia, and Africa - the world
population at the time was 500 million).
 The introduction of smallpox, measles, and typhus to the areas of Central and South
America by European explorers during the 15th and 16th centuries caused pandemics
among the native inhabitants. Between 1518 and 1568 disease pandemics are said to have
caused the population of Mexico to fall from 20 milion to 3 million.
 The first European influenza epidemic occurred between 1556 and 1560, With an
estimated mortality rate of 20%.
 Smallpox killed an estimated 60 million Europeans in the 18th century alone. Up to 30%
of those infected, including 80% of the children under 5 years of age, died from the
disease, and one third of the survivors went blind.
 The Influenza Pandemic of 1918 (or the Spanish Flu) killed 25-50 million people (about
2% of world population of 1.7 billion). Today Influenza kills about 250,000 to 500,000
worldwide each year.
Emerging diseases and pandemics

In most cases, microorganisms live in harmony with their hosts. Such is the case for many
tropical viruses and the insects, monkeys, or other animals in which they have lived and
reproduced. Because the microbes and their hosts have co-evolved, the hosts gradually become
resistant to the microorganisms. When a microbe jumps from a long-time animal host to a human
being, it may cease to be a harmless parasite and become pathogenic.

With most new infectious diseases, some human action is involved, changing the environment so
that an existing microbe can take up residence in a new niche. When that happens, a pathogen
that had been confined to a remote habitat appears in a new or wider region, or a microbe that
had infected only animals suddenly begins to cause human disease.

Several human activities have led to the emergence and spread of new diseases:

 Encroachment on wildlife habitats. The construction of new villages and housing

developments in rural areas force animals to live in dense populations, creating
opportunities for microbes to mutate and emerge.
 Changes in agriculture. The introduction of new crops attracts new crop pests and the
microbes they carry to farming communities, exposing people to unfamiliar diseases.
 The destruction of rain forests. As countries make use of their rain forests, by building
roads through forests by building roads through forests and clearing areas for settlement
or commercial ventures, people encounter insects and other animals harboring previously
unknown microorganisms.
 Uncontrolled urbanization. The rapid growth of cities in many developing countries
tends to concentrate large large numbers of people into crowded areas with poor
sanitation. These conditions foster transmission of contagious diseases.
 Modern transport. Ships and other cargo carriers often harbor unintended "passengers,
that can spread diseases to faraway destinations. While with international jet-airplane
travel, people infected with a disease can carry it to distant lands, or home to their
families, before their first symptom appear.
 Pollution of the environment. Changes in the climate (such as global warming) can cause
microorganisms to adapt and create new strains, which can give them an evolution
advantage.
Lesson 3. The Most Common Home Accidents and How to Prevent Them

Protecting your family from common accidents around the home takes awareness and a few
simple precautions.
It seems like it should be the safest place on earth but most accidents and injuries occur in and
around the home. The unfortunate truth is that most accidents could have been prevented if a few
precautions had been taken. You might be surprised to find out how many ways there are to
become hurt by everyday items. Taking a good look around your home and yard and eliminating
obvious risks for injuries can go a long way towards protecting your family from senseless
tragedy.

3.1 Common Home Accidents

Below are some of the common accidents at home and simple measures to observe to prevent the
effects of these common home accidents. Learn some simple things you can do to prevent
common accidents in the house.

1. Drowning. One of the most common causes of injury and death around the home is drowning.
A small child can drown in only a few inches of water.

How can we avoid this?

 If you have small children you should install locks on your toilet bowl lids and eliminate
any standing water around the home.
 Be sure to keep any buckets or containers free from water and never leave your child
unattended in the bathtub. When you are filling a bathtub with water, do not leave it
unattended for any length of time.
 Swimming pools should have fences built around them with lockable gates or have
removable ladders. Place water alarm devices in your swimming pools that will sound a
piercing alarm when something enters the water.
 If you have a baby pool in the yard keep it empty when you are not using it. Never leave
children unsupervised in a pool. Older children and adults should use the buddy system
when swimming in a pool.
 Make sure your family is trained or knows CPR and take reviews on first aid from time
to time.
2. Burns. Another common injury around the home is burns. Scalds from hot water top the list
in burning injuries so be sure your water heaters are managed properly at home,

How can we avoid this?

 Always keep hot liquids out of a child's reach and take care when walking with hot
coffee or tea. Many children are scalded when an adult accidentally spills a hot
beverage on them.
 When you are cooking on the stove keep all pot handles turned towards the back of
the stove so that small children can't pull them on top of themselves.
  Always check the temperature of your child's bath water before letting them enter the
tub or before having them take a bath.
 Keep items such as curling irons or clothes irons supervised at all times and place
them in a high location after use.

3. Electrocution. Electrocution is a common household tragedy.

How can we avoid this?

 Keep all electric outlets covered with safety plugs so that children can't insert metal
items or fingers.
 Keep plugged in cords hidden from view so that children or pets will not be tempted
to chew on them.
 Place objects in front of outlets that have plugs in them.
 In the bathroom keep all appliances unplugged when not in use and never keep an
appliance near the bathtub.
 Exposed wires should be immediately discarded or taped with electrical tape.
4. Falls. Protecting your family from falls can prevent bruises, broken bones, or even death.

How can we avoid this?

 Keep all top floor windows closed or protect them with bars if you have small
children.
 Never keep furniture that can be climbed on in front of windows.
 Put safety gates at the top and bottom of every flight of stairs to prevent little ones
from falling.
 Keep stairways uncluttered and especially keep the tops stairways clear of anything
that could be tripped over.
 Area rugs should have non –slip mats installed underneath them and loose carpeting
should be tacked down immediately.

5. Poisoning. Poisoning is a dangerous household accident that is totally preventable.

How can we avoid this?

 Keep dangerous substances such as household cleaners paint thinners, anti-freeze

pesticides, medicines and anything that is dangerous to ingest locked up in a secure
location.
 Common substances such as mouthwash, alcoholic beverages and tobacco products
are also very dangerous poisons that should be kept out of reach of children. Even
laundry detergent and batteries are deadly poisons. Keep the phone number of the
poison control center posted near your phone because time is of the essence when it
comes to accidental ingestion.
  Never induce vomiting unless you are instructed to do so by the poison control
center. Keep a bottle of Ipecac syrup in your medicine cabinet at all times.

6. Choking. Choking is a hazard that mostly affects children.

How can we avoid this?

 Keep the floor clear of all small objects that could be swallowed.
 Keep items that could have small parts chewed off of them out of reach and never leave
small children unsupervised.
 Tie up any cords from blinds and don't let your child play with ropes, ribbons or long
pieces of string.
 Throw away any plastic bags immediately to prevent suffocation.
 Supervise small children while they eat and steer clear of food items such as peanuts and
hot dogs.
 Be sure you and your family members know the Heimlich maneuver.
7. Cuts and instrument Punctures. Cuts are open wounds made by any sharp instrument like
a knife, a razor, broken made glass. They may bleed freely because the blood vessels are
cut across, although only a little tissue around the cut is destroyed. Because of the bleeding,
open wounds are not as likely be easily infected as other kinds.

Sharp instruments usually cause punctured wounds and stabs. Nails and ends of wires
carelessly placed on walls, floor, ground, or floor are common causes of punctures. Stabs
and punctures do not bleed freely; hence they are hard to clean and become easily infected.

How can we avoid this?

 Don't walk barefooted in dirty places.

 When your feet are unprotected, be sure to look out for broken glass or nails.
 Razors and knives should be properly handled.
Stay aware and be vigilant when it comes to home safety. The most tragic accidents are the ones
that could have been prevented. Adequate supervision is the key with children. It only takes a
few seconds for an accident to occur.

3.2 Preventing Accidents in the Home

Here are some additional helpful tips for staying safe in each main room of the home. If you are
injured and in doubt about whether you need medical attention, err on the side of caution and
keep your emergency numbers list handy.

The Family Room

  Cover Sharp Furniture Edges. Little ones can fall and bump their heads or other body
parts. It's a good idea to put soft covers on sharp edges.
 Tape Down Rug Edges. Prevent slips and falls on rugs by making sure they aren’t
“turned up” or building.

Trips and stumbles can cause sprains and bruise. If this does happen, remember the R.I.C.E.

The Bathroom

 Put down a non-slip mat. To Prevent slips and falls, place a rubber or non-slip mat on the
floor and in the tub.
 Be safe with electrical devices. Keep devices like hairdryers and electric shavers away
from water.
The Kitchen

 Store Knives. Avoid skin cuts by putting knives in their proper place, like a drawer or
wood block.
 Cut carefully. Always chop or cut away from you.
 Let it fall. If you drop a knife, don’t reach for it. Let it hit the floor.
 Empty the Sink. Don’t leave knives in dirty or cloudy dish water where you can clearly
see them.
 Position Hot Pots. Make sure pot handles are turn inward when on the stove to avoid
knocking them over.
 Store a fire extinguisher. Always keep one handy in case of a stove or oven fire.

3.3 Home First Aid Kit

Creating a home first aid kit is very important and easy. You can either make the items in the kit,
or find them at any pharmacy and most supermarkets.

 Emergency Number list these should include your doctor, local ambulance, fire
department and poison control center. It’s also a good idea to have numbers for your
pharmacy, and a person who will act as your emergency contact. Acetaminophene ,
Ibuprofen and Aspirin Tablets. These are used for fevers, aches and pains. In some cases,
aspirin should be taken during a heart attack. Talk to your doctor about whether this is
something you need to think about. One important point-aspirin should not be given to
children with flu symptoms, as they can develop Reye’s syndrome, a potentially fatal
disease.
 Cough Suppressant. Keep cough suppressants around for unexpected coughs and colds.
 Antihistamines and Decongestants. These agents are useful for treating symptoms of
allergies, especially stuffy noses.
 Thermometer. Keep this to check fever.
 Oral Medicine syringes. These are used to give children oral medications, like cough
syrup or antibiotics. You can also use these to flush and clean cuts and wounds.
 Emergency eye wash. Use this solution to wash out debris, or chemicals from the eyes.
 Bandages( in different sizes and shapes) For cuts and scrapes
 Elastics Wraps. You’ll need these for sprains from twisted ankle and wrist.
 Gauze and Adhesive Tapes. Use these to dress a larger cuts when other bandages won’t
do. Gauze also acts as a good compress to help stop bleeding.
 Sharp Scissors with rounded Tips. These will help you remove bandages, or clothing
from the skin without cutting or damaging skin further, Hydrogen Peroxide and
Antiseptic wipes. These are both good for cleaning scrapes and cuts.
 Antibiotic Ointment. To prevent infection
 Instant-Activating Cold Packs. For sprains, bumps and bruises
 Tweezers. Use these to pull splinters or clean cuts and scrapes.
Be sure to keep your emergency first aid kit away from children since it contains sharp objects
and medications.

3.4. Treating Injuries in the Home.

Treating Sprains And Bruises

Remember RICE: Rest, Ice, Compress, and Elevate. This method is effective for relieving
swelling and pain from the minor injuries.

Treating Cuts

If you experience a cut, flush it with water and apply constant pressure with gauze clean cloth for
about 15 minutes. If it is still bleeding after 15 minutes, you need to see your Doctor. Use your
judgement here. Some bad cuts requires a trip to the emergency room.
Treating Burns

If you do get a burn, run it under cool-Not cold-water and then apply a clean bandage. To
administer proper first aid to burns, you will need clean dish or hand cloths and a few cold
compress. Keep those in the refrigerator or freezer. You will also need bandages for burns.
Asfter that you will want to put on a cold compress. Wrap one of the cold compress in a towel
and then apply it to the burn. Never apply ice r the compress directly to the burn.

You will need to see a doctor for burns that blister, or don’t heal after 10 to 14 days. If burns
become filled with pus or you develop a fever, you need to seek immediate medical attention.

DEEPENING POINTS

1. Health is maintained and improved not only through the advancement and application
of health science, but also through the efforts and intelligent lifestyle choices of the
individual and society.
2. Poor diet can have an harmful impact on health, causing deficiency diseases such as
scurvy, beriberi, and kwashiorkor; health-threatening conditions like obesity and
metabolic syndrome, and such common chronic systemic diseases as cardiovascular
disease, diabetes, and osteoporosis.
3. Eating a wide variety of fresh, whole (unprocessed), foods have proven favorable to
the body compared to monotonous diets based on processed foods.
4. Physical exercise is considered important for maintaining physical fitness.
5. Keeping the body clean could prevent infection and illness, and helps avoid contact
with infectious agents.
6. Prolonged psychological stress may negatively impact health, such as by weakening
the immune system.
7. Several human activities have led to the emergence and spread of new diseases:
Encroachment on wildlife habitats. Changes agriculture. The destruction of rain
forests. Uncontrolled urbanization. Modern transport. And Pollution of the
environment.
8. Protecting your family from common accidents around the home takes awareness
and a few simple precautions.

Teacher Insights

Health is a state of complete physical,

mental, and social well-being and not
merely the absence of disease or
infirmity." There are two aspects of
health namely Physical health which is good body health, as a result of regular exercise,
proper diet and nutrition, and proper rest physical recovery, and mental health which
refers to an individual's emotional and psychological well-being.
There are four general determinants of health which include human biology,
environment, lifestyle, and healthcare services. Achieving health and remaining healthy
is an active process. Effective strategies for staying healthy and improving one's health
include proper nutrition, exercise hygiene, stress management, and health care. Illnesses
develop if the body's immune system fails to combat infectious agents as a result of
improper health care or maintenance.
Many people die due to infectious diseases in the past up to these present times.
Infectious diseases are caused by pathogenic microbial agents, such as pathogenic
viruses, pathogenic bacteria, fungi, protozoa, multi-cellular parasites, and aberrant
proteins known as prions. These infectious agents are transmitted through various ways
such as physical contact with infected individuals, through contaminated liquids,
contaminated food, body fluids, contaminated objects, airborne inhalation, or through
vector-borne spread such as insects and rodents.

EVALUATIVE EXERCISES

Evaluative Exercise No.4

Name: __________________________________
Course: _________________________________
Instructor:________________________________

A. Concept Anchored

1. Complete the table below by filling the missing parts.

Nutrients Deficiency Excess

Cholesterol None

Protein Marasmus Ketoacidosis, Rabbit Starvation,

Kidney disease

Sodium Hyponatremia Hypernatremia, hypertension

Iron Cirrhosis, heart disease

Iodine Iodine Toxicity

(goiter,hypothyroidism)
 Vitamin A Hypervitamin A (cirrhosis,
hairloss, birth defects.)

Niacin Pellagra Dyspepsia, cardiac arrhythmias,

birth defects

Vitamin C Diarrhea causing dehydration

Vitamin D Rickets Hypervitaminosis D

(dehydration, vomiting,
constipation.)

2. Identify what nutrients is missing in the table below.

Nutrients For muscle and digestive system health builds bone, neutralizes
acidity, clears toxins, and helps blood stream.

Required for the biosynthesis of thyroxin

Required for many enzymes, and for hemoglabin and some other
proteins

General antioxidant, oxidation of LDLs, prevention oif

arteriosclerosis and heart disease.

A major nutrient for built and repair of body tissues.

B. Value Anchored

3. Define the following briefly

a. Physical health
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 b. Mental Health
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4. Discuss how each of the listed factors contribute in promoting and maintaining good
health
a. Nutrition
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b. Hygiene
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c. Exercise
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C. MANIPULATIVE ANCHORED (Essay)

1. As a student, how will you apply the lesson that you learned from Health Education during this
pandemic.
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2. Why is it necessary for us to study about health education and yet we can be
healthy without it?
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FINAL COVERAGE
(27 hours)

Intended Learning Outcomes

a. able to open one’s horizon on the ill – effects of man – made hazards
and formulation of necessary measures to mitigate climate change.

b. Apply the knowledge on the application of different First aid and Techniques
a. develop the ability to organize lessons

c. appreciate lesson planning as an important aspect to achieve the objectives

and attain optimum results in teaching

Specific Instructions in the Completion of this Midterm Coverage

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

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

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

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

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

5. After comprehensively reading all the lessons and topics presented or watching
the videos provided and searching additional references related to the topics,
you are directed to accomplish all the activities and self-reflection questions
given hereafter. Always carefully read and analyze the instructions before you
start answering.
 6. Compile your outputs in your Learning Portfolio. Your teacher will inform you for
the date of the submission of your outputs.

7. If you have queries, always consult your teacher. Communicating to your

teacher will make your learning easier and enjoyable.

Key Terms:

 Environment
 Education
 Principles
 Climate Change
 community
 Ecological Integrity
 Lesson Planning
 Principles
 Literacy Training

INTRODUCTION

The Philippines is an archipelago in the South China Sea that consists of

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

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

COURSE CONTENT
Lesson 1: ENVIRONMENTAL
EDUCATION

1.1 Environmental Education

Environmental education is an
across-the-curriculum approach to
learning which helps individuals and
groups to understand the
environment with the ultimate aim of
developing caring and committed
attitudes that will foster the desire
and ability to act responsibly in the
environment. Environmental
education is concerned not only with
knowledge, but also with feelings, attitudes, skills and social action.
Environmental education is the preparation of people for their lives as
members of the biosphere. It is learning to understand, appreciate, work
with, and sustain environmental systems in their totality. Environmental
education is fundamentally education in problem-solving - but problem-
solving from a philosophical basis of holism, sustainability, enhancement, and
stewardship. The goal is not just to solve a problem with a narrow focus that
makes another problem worse. (not) just to make a correction and restore
the status quo, but to make things better. Meadows, D. (1990)

1.2 Principles Related to Environmental Education

1. Environmental education involves participatory processes.

2. Environmental education is interdisciplinary and focuses on the interaction

between environmental quality and development issues.

3. Environmental education is responsive to local context.

4. Environmental education involves a range of innovatory teaching and

learning strategies.

5. There are opportunities for environmental education to be taught through

and enhanced in all subjects in the curriculum.

1.3 Three Approaches to Environmental Education

1. Education about the environment- Environmental

management

 Provides understanding of how natural systems work.

 Provides understanding of the impact of human activities upon them
 Develops environmental investigation and thinking skills
 2. Education in the environment- Environmental interpretation

 Gives reality, relevance and practical experience to learning through

direct contact with the environment
 Develops skills for data gathering and analysis
 Develops aesthetic appreciation
 Fosters environmental awareness and concern
3. Education for the environment- A sustainable environment

 Builds on education in and about the environment

 Develops concern and responsibility for the environment
 Develops an environmental ethic
 Develops the motivation and skills to participate in environmental
improvement
 Promotes a willingness and ability to make lifestyles choices
compatible with the wise use of environmental resources Meadows, D.
(1990)

1.4 The Ultimate Goals of Environmental Education

 To enable people to understand the interdependence of all life on this planet,

and the repercussions that their actions and decisions may have both now
and in the future on resources, on the global community as well as their local
one, and on the total environment.
 To increase people's awareness of the economic, political, social, cultural,
technological and environmental, forces which foster or impede sustainable
development.
 To develop people's awareness, competence, attitudes and values, enabling
them to be effectively involved in sustainable development at local, national
and international level, and helping them to work towards a more equitable
and sustainable future. Sterling, S. (1992)
1.5 Objectives of Environmental Education

Awareness To help social groups and individuals acquire an awareness and

sensitivity to the total environment and issues, questions and problems related to
environment and development. Knowledge To help individuals, groups and
societies gain a variety of experience in, and acquire a basic understanding of what
is required to create and maintain a sustainable environment. Attitudes To help
individuals, groups and societies acquire a set of values and feelings of concern for
the environment, and motivation for actively participating in environmental
improvement and protection.
Skills To help individuals, groups and societies acquire the skills for identifying,
anticipating, preventing and solving environmental problems.

Participation To provide individuals, groups and societies with an opportunity and

the motivation to be actively involved at all levels in working toward creating a
sustainable environment. UNESCO UNEP (1978)

LESSON 2. EARTH CHARTER FOR A SUSTAINABLE

LIVING

2.1 Earth Charter fora Sustainable Living

In recognition of World Environment Month, environmental

leaders from around the world seek to implement the
Earth Charter for sustainable development and living
to spread the word about environmental awareness.

The idea of the Earth Charter originated in 1987, when

the United Nations World Commission on Environment and Development called for a
new charter to guide the transition to sustainable development. In 1992, the need
for a charter was urged by then-Secretary General Boutros Boutros-Ghali at the Rio
de Janeiro Earth Summit, but the time for such a declaration was not believed to be
right. The Rio Declaration became the statement of the achievable consensus at
that time. In 1994, Maurice Strong (Chairman of the Earth Summit) and Mikhail
Gorbachev, working through organizations they each founded (the Earth Council
and Green Cross International respectively), restarted the Earth Charter as a civil
society initiative, with the help of the government of the Netherlands.

In view of the foregoing, the Philippines carried out a very interesting participatory
process of consultation to develop a Filipino Earth Charter in 1991. This was the first
attempt in the world to develop an Earth Charter. The Filipino Earth Charter was
adopted by the State and civil society organizations during the "Gathering for a
Human and Ecological Security" conference in 1995. This document is known as the
Filipino Contribution to the People's Earth Charter.

An Earth Charter Core Group in the Philippines was created to help organize their
contributions to the International process of drafting the Earth Charter; an important
contributor was the Philippine Institute for Alternative Futures (PIAF). During 1999,
they focused on promoting the sustainability values of the Earth Charter.

An important activity in 1999 was the nationwide tour of the- Indigenous Peoples
Theater, an Earth Charter production called "Seven Rituals of Mother Earth."

In 2000 an Earth Scouts Initiative was launched in the Philippines that used the
Earth Charter as its foundation and source of inspiration. This year, PIAF engaged in
a series of training sessions nationwide regarding sustainable development and the
Earth Charter.

Earth Charter Youth Groups (ECYGs) have been very active in this country. In 2003,
the organization called "Eco Trekkers Society" started to use the Earth Charter in
their local campaigns against the introduction of genetically modified organisms. In
2007, the Philippine Resources for Sustainable Development, Inc. (PRSD) another
ECYG, initiated a 5-day bike tour around a major water reserve to raise awareness
about industrial pollution and over fishing.

In Manila, the Earth Charter Secretariat and the EC Affiliate Earth Council Asia
Pacific organized three Earth Charter Forums in 2007. The events took place at the
Environmental Studies Institute (Miriam College); the Philippines Women University;
and the Soka Gakkai Center (where an Earth Charter forum was organized years
before).

2.2 The Earth Charter and its 16 General Principles

I.RESPECT AND CARE FOR

THE COMMUNITY OF LIFE

1. Respect Earth and life in

all its diversity.

a. Recognize that
all beings are
interdependent and
every form of life
has value
regardless of its
worth to human
beings.

b. Affirm faith in the

inherent dignity of
all human beings
and in the intellectual, artistic, ethical, and spiritual potential of
humanity.
 2. Care for the community of life with understanding, compassion,
and love.

a. Accept that with the right to own, manage, and use natural
resources comes the duty to prevent environmental harm and to
protect the rights of people.

b. Affirm that with increased freedom, knowledge, and power comes

increased responsibility to promote the common good.

3. Build democratic societies that are just, participatory,

sustainable, and peaceful.

a. Ensure that communities at all levels guarantee human rights and

fundamental freedoms and provide everyone an opportunity to realize
his or her full potential. b. Promote social and economic justice,
enabling all to achieve a secure and meaningful livelihood that is
ecologically responsible.

4. Secure Earth's bounty and beauty for present and future

generations.

a. Recognize that the freedom of action of each generation is qualified

by the needs of future generations.

b. Transmit to future generations' values, traditions, and institutions

that support the long-term flourishing of Earth's human and ecological
communities.

II. ECOLOGICAL INTEGRITY

5. Protect and restore the integrity of Earth's ecological systems,

with special concern for biological diversity and the natural
processes that sustain life.

a. Adopt at all levels sustainable development plans and

regulations that make environmental conservation and
rehabilitation integral to all development
initiatives.

b. Establish and safeguard viable nature and

biosphere reserves, including wild lands and
marine areas, to protect Earth's life support systems, maintain biodiversity,
and preserve our natural heritage.

c. Promote the recovery of endangered species and ecosystems.

d. Control and eradicate non-native or genetically modified organisms

harmful to native species and the environment, and prevent introduction of
such harmful organisms.

e. Manage the use of renewable resources such as water, soil, forest

products, and marine life in ways that do not exceed rates of regeneration
and that protect the health of ecosystems.

f. Manage the extraction and use of non-renewable resources such as

minerals and fossil fuels in ways that minimize depletion and cause no
serious environmental damage.

6. Prevent harm as the best method of environmental protection

and, when knowledge is limited, apply a precautionary approach.

a. Take action to avoid the possibility of serious or irreversible environmental

harm even when scientific knowledge is incomplete or inconclusive.

b. Place the burden of proof on those who argue that a proposed activity will
not cause significant harm, and make the responsible parties liable for
environmental harm.

c. Ensure that decision making addresses the cumulative, long-term, indirect,

long distance, and global consequences of human activities.

d. Prevent pollution of any part of the environment and allow no build-up of

radioactive, toxic, or other hazardous substances.

e. Avoid military activities damaging to the environment.

7. Adopt patterns of production, consumption, and reproduction that

safeguard Earth's regenerative capacities, human rights, and
community well-being.

a. Reduce, reuse, and recycle the materials used in production and

consumption systems, and ensure that residual waste can be assimilated by
ecological systems.

b. Act with restraint and efficiency when using energy, and rely increasingly
on renewable energy sources such as solar and wind.

c. Promote the development, adoption, and equitable transfer of

environmentally sound technologies.
 d. Internalize the full environmental and social costs of goods and services in
the selling price, and enable consumers to identify products that meet the
highest social and environmental standards.

e. Ensure universal access to health care that fosters reproductive health and
responsible reproduction.

f. Adopt lifestyles that emphasize the quality of life and material sufficiency in
a finite world.

8. Advance the study of ecological sustainability and promote the

open exchange and wide application of the knowledge acquired.

a. Support international scientific and technical cooperation on sustainability,

with special attention to the needs of developing nations.

b. Recognize and preserve the traditional knowledge and spiritual wisdom in

all cultures that contribute to environmental protection and human well-
being.

c. Ensure that information of vital importance to human health and

environmental protection, including genetic information, remains available in
the public domain.

III. SOCIAL AND ECONOMIC JUSTICE

9. Eradicate poverty as an ethical,

social, and environmental
imperative.

a. Guarantee the right to potable water,

clean air, food security,
uncontaminated soil, shelter, and safe
sanitation, allocating the national and
international resources required.

b. Empower every human being with

the education and resources to secure a sustainable livelihood, and provide
social security and safety nets for those who are unable to support
themselves.

c. Recognize the ignored, protect the vulnerable, serve those who suffer, and
enable them to develop their capacities and to pursue their aspirations.

10. Ensure that economic activities and institutions at all levels

promote human development in an equitable and sustainable
manner.
 a. Promote the equitable distribution of wealth within nations and among
nations.

b. Enhance the intellectual, financial, technical, and social resources of

developing nations, and relieve them or onerous international debt.

c. Ensure that all trade supports sustainable resource use, environmental

protection, and progressive labor standards.

d. Require multinational corporations and international financial organizations

to act transparently in the public good, and hold them accountable for the
consequences of their activities.

11. Affirm gender equality and equity as prerequisites to sustainable

development and ensure universal access to education, health care,
and economic opportunity.

a. Secure the human rights of women and girls and end all violence against
them.

b. Promote the active participation of women in all aspects of economic,

political, civil, social, and cultural life as full and equal partners, decision
makers, leaders, and beneficiaries.

c. Strengthen families and ensure the safety and loving nurture of all family
members.

12. Uphold the right of all, without discrimination, to a natural and

social environment supportive of human dignity, bodily health, and
spiritual well-being, with special attention to the rights of
indigenous peoples and minorities.

a. Eliminate discrimination in all its forms, such as that based on race, color,
sex, sexual orientation, religion, language, and national, ethnic or social
origin.

b. Affirm the right of indigenous peoples to their spirituality, knowledge, lands

and resources and to their related practice of sustainable livelihoods.

c. Honor and support the young people of our communities, enabling them to
fulfill their essential role in creating sustainable societies.

d. Protect and restore outstanding places of cultural and spiritual

significance.

IV. DEMORACY, NON-VIOLENCE, AND PEACE

13. Strengthen democratic institutions at all levels, and provide
transparency and accountability in governance, inclusive participation in
decision making, and access to justice.

a. Uphold the right of everyone to receive clear and timely information on

environmental matters and all development plans and activities which are
likely to affect them or in which they have an interest.

b. Support local, regional and global civil society, and promote the
meaningful participation of all interested individuals and organizations in
decision making.

c. Protect the rights to freedom of opinion, expression, peaceful assembly,

association, and dissent.

d. Institute effective and efficient access to administrative and independent

judicial procedures, including remedies and redress for environmental harm
and the threat of such harm.

e. Eliminate corruption in all public and private institutions.

f. Strengthen local communities, enabling them to care for their

environments, and assign environmental responsibilities to the levels of
government where they can be carried out most effectively.

14. Integrate into formal education and life-long learning the

knowledge, values, and skills needed for a sustainable way of life.

a. Provide all, especially children and youth, with educational opportunities

that empower them to contribute actively to sustainable development.

b. Promote the contribution of the arts and humanities as well as the sciences
in sustainability education.

c. Enhance the role of the mass media in raising awareness of ecological and
social challenges.

d. Recognize the importance of moral and spiritual education for sustainable

living.

15. Treat all living beings with respect and consideration.

a. Prevent cruelty to animals kept in human societies and protect them from
suffering.

b. Protect wild animals from methods of hunting, trapping, and fishing that
cause extreme, prolonged, or avoidable suffering.
 c. Avoid or eliminate to the full extent possible the taking or destruction of
non-targeted species.

16. Promote a culture of tolerance, nonviolence, and peace.

a. Encourage and support mutual understanding, solidarity, and cooperation

among all peoples and within and among nations.

b. Implement comprehensive strategies to prevent violent conflict and use

collaborative problem solving to manage and resolve environmental conflicts
and other disputes.

c. Demilitarize national security systems to the level of a non-provocative

defense posture, and convert military resources to peaceful purposes,
including ecological restoration.

d. Eliminate nuclear, biological, and toxic weapons and other weapons of

mass destruction.

e. Ensure that the use of orbital and outer space supports environmental
protection and peace.

f. Recognize that peace is the wholeness created by right relationships with

oneself, other persons, other cultures, other life, Earth, and the larger whole
of which all are part.

Lesson 3. ECOLOGICAL SOLID MANAGEMENT ACT OF 2000

3.1 Republic Act 9003

Republic Act 9003 considers waste as a resource that can be recovered,

emphasizing recycling, re-use, and composting as methods to minimize and
eventually manage the waste program.

This act aims to:

a. ensure the protection of the public health and environment

b. utilize environmentally-sound methods that maximize the utilization of

valuable resources and encourage resource conservation and recovery;

c. reduce solid waste through source reduction and waste minimization,

measures including composting, recycling, reuse, recovery, green charcoal
process, and others before collection, treatment and disposal in appropriate
and environmentally sound solid waste management facilities in accordance
with ecologically sustainable development principles.

d. ensure the proper segregation, collection, transport, storage, treatment,

and disposal of solid waste through the formulation and adoption of the best
environmental practice in ecological waste management excluding
incineration; (Sec. 2a-d)

Further, this act gives strong emphasis on the role of the municipal and local
government units. Likewise, it empowers LGUs to create solid waste
management communities even in the barangay level. This requires the
participation of non-government offices, people’s organizations, church
leaders, educators and other business and community associations.

3.2 Salient Features of R.A No. 9003

a. Creation of the National Solid Waste Management Commission (NSWMC),

The National Ecology Center (NEC) AND Solid Waste Management Board in
every province, city, and municipality in the country.

b. Formulation of the National Solid Waste Management Framework; 10-year

solid management plans by local government units consistent with the
National Solid Waste Management Framework;

c. Mandatory segregation of solid waste to be conducted primarily at the

source such as household, institutional, industrial, commercial, and
agricultural sources;

d. Setting of minimum requirements to ensure systematic collection and

transport of wastes and the proper protection of the health of garbage
collectors;

e. Establishment of reclamation programs and buy-back centers for

recyclable and toic materials;

f. Promotion of eco-labeling in local products and services;

g. Prohibition on non-environmentally acceptable products and packaging;

h. Establishment of Materials Recovery Facility in every barangay or cluster

of barangays;

i. Prohibition against the use of open dumps;

j. Setting of guidelines/criteria, for the establishment of controlled dumps
and sanitary landfills;

k. Provision of rewards, incentives both fiscal and non-fiscal, financial

assistance, grants, and the like to encourage LGUs and the general public to
undertake effective solid waste management.

l. Promotion of research on solid waste management and environmental

education in the formal and non-formal sectors.

Lesson 4. ENVIRONMENTAL ISSUES AND CONCERNS

Worldwide in developed and developing countries environmental problems

are among the most important concerns facing people and their government.
The problems include climate change, population growth, poverty,
deforestation,, pollution of water ,air, soil, river basin deterioration, waste
disposal and loss of species.

There are risks associated with all these problems affecting almost every
activity in life. Living always polluting especially when one fails to manage it,
and there is no escape from it. The ever increasing human and animal
pollution cause environmental degradation and over exploitation of natural
resources. Thus, our mother earth is facing problems that are not only local
but most of which are global problems.

4.1 River Basin Deterioration

The Philippine basins are in varying states of degradation. There are 74-78
million tons of soil (maximum tolerable limit is only 12.5 t annually.) being
lost annually, affecting 64-77% of the country’s total land area. Diminishing
ground water resources has led to 20-30% reduction in irrigated areas since
1973; stream flow has been erratic; land productivity has been declining;
biodiversity has been lost; and the microclimate has deteriorated.

The present situation and problems relating to river basins and river
environments are brought by;

a. natural conditions

b. the rising trend of flood and other water-induced disasters,

c. the corresponding river control and drainage facilities

d. pollution as result of urbanization, industrialization, and inadequate

sewage and sanitation facilities, and

e. indiscriminate land use and land development.

Direct causes of river basin degradation in the Philippines are deforestation

and removal of natural vegetation; overexploitation of vegetation for
domestic and commercial purposesl inappropriate agricultural and forestry
activities; overgrazing; poor water resource management; and unregulated
land conversion.

Effective management of river basin resources can reverse poverty incidence

thorough equitable access to land and natural resources.

4.2 CLIMATE CHANGE

By definition, it refers to global changes in temperature, wind patterns, and
precipitation, which according to the United Nations Framework Convention
on Climate Change (UNFCCC), “is attributed directly or indirectly to human
activity and natural climate variability observed over comparable time
periods”

Our atmosphere is made up of gases, such as nitrogen, oxygen, and carbon

dioxide (CO2), and water vapor that trap the heat of the sun thus allowing
life to thrive in the planet. Some of these gases-such as CO2, water vapor,
and methane- absorb heat and increase global temperatures. This process is
called “greenhouse effect” and these gases are often referred as
“greenhouse gases”

Some greenhouse gases such as carbon dioxide and methane occur naturally
and are released to the atmosphere through natural processes and human
activities. While other greenhouse gases such as hydroflourocarbons,
perflourocarbons, and sulfur hexafluoride are artificial and powerful
greenhouse gases emitted from industrial processes. Typically emitted in
smaller quantities, these synthetic gases are sometimes referred to as high
global warming potential gases. Some of the manin sources of greenhouse
gases are industries and transportation, deforestation, land use, and
agricultural activities.

Around the world, climate change is projected to affect human health and
the environment. If the continued use of fossil fuels and other human
activities goes unabated, the earth’s temperature will continue to rise thus
affecting countries in various parts of the world.

Scientists predict that climate change will likely bring about extreme weather
events such as heat waves, droughts, floods and severe storms, which can
negatively affect local food production and cause severe economic damage.
More floods are also expected to affect low-lying countries and island-states
due to rising sea levels.

Besides severe weather events, climate change can also contribute to

increased rate of death, disease and in injuries to millions around the world.
Cities that currently experience heat waves can expect increases in the
number, intensity, and duration of heat waves. Scientist also project an
increase in the incidence of of cardio-respiratory diseases caused by the
higher concentrations of smog and other pollutants. Some infectious
diseases, such as those carried by insects and rodents, may also become
more common in regions where these diseases are not currently prevalent.
4.3 Ways to Reduce Greenhouse gas Emissions

Save Electricity. Whenever we use electricity, we help put greenhouse

gases into the air. Turning off the lights, the television, and the computer
when not in use, can help a lot.

Be Energy-efficient. There are many energy-efficient choices now available

in the market. From compact fluorescent light bulbs to hybrid cars, you can
have a big impact on climate change once you go green and smart choices
for your homes.

Plant trees. Planting trees and lots of greeneries is a fun and great way to
reduce greenhouse gases. Trees not only cool down your surroundings but
also absorb carbon dioxide, a greenhouse gas from the air.

Remember the 4Rs. Reduce, reuse, recycle, and repair is still the best
option if you want to help curb climate change. Segregate your waste and
recycle cans, bottles, and newspapers. When you adopt this eco-friendly
habit, this does not only reduce garbage dumped in our disposal facilities but
also reduce emissions of methane, which is also known as greenhouse gas.

Educate yourself and others. Visit websites on climate change to learn

more about this environmental issue and the ways which you can live a
healthy and low-carbon lifestyle.

DEPENDING POINTS

1. Ecology was coined in the 1930s by the German biologist, Ernst Haeckel, from
the Greek words 'oikos', which means house, and logos, which means the study of.
While a definition such as 'the study of houses' might not provide more than a
vague indication of the nature of ecology, the following definition establishes the
subject on firm ground: Ecology is the study of the relationships among living
organisms and the totality of physical and biological factors making up their
environment (Miller, 1996).

2. Ecosystem describe a set of "living organisms and the totality of physical and
biological factors making up their environment, the word ecosystem is used. An
ecosystem is a self-sustaining collection of living organisms and their environment,
such as one might find in a forest, a lake, o in the depths of the ocean.

3. Biosphere (or ecosphere) is the 'shell' of air, water and soil spanning the Earth
in which all known life exists. The air we breathe, the soil we walk on and the
oceans where fish are all part of the biosphere.
4. Earth Charter is an international declaration of fundamental values and
principles considered useful by its supporters for building a just, sustainable, and
peaceful global society in the 21st century. Created by a global consultation
process, and endorsed by thousands of organizations representing9 millions of
people, the Charter "seeks to inspire in all peoples a sense of global
interdependence and shared responsibility for the well-being of the human family,
the greater community of life, and future generations." It calls upon humanity to
help create a global partnership at a critical juncture in history.

5. Ecological solid waste management shall refer to the systematic

administration of activities which provide for segregation at source, segregated
transportation, storage, transfer, processing, treatment, and disposal of solid waste
and all other waste management activities which do not harm the environment.

6. Agricultural waste shall refer to waste generated from planting or harvesting

of crops, trimming or pruning of plants and wastes or run-off materials from farms
or fields

7. Bulky waste shall refer to waste materials which cannot be appropriately placed
in separate containers because of either its bulky size, shape or other physical
attributes. These include large worn-out or broken household, commercial, and
industrial items such as furniture, lamps, bookcases, filing cabinets, and other
similar items.

8. Hazardous waste shall refer to solid waste management or combination of solid

waste which because of its quantity, concentration or physical, chemical or
infectious characteristics may cause, or significantly contribute to an increase in
mortality or an increase in serious irreversible or incapacitating reversible, illness.

9. Solid waste shall refer to all discarded household, Commercial waste, non-
hazardous institutional and industrial waste, street sweepings, construction debris,
agricultural waste, and other non-hazardous/non-toxic solid waste.

10. Composting shall refer to the controlled decomposition of organic matter by

micro-organisms, mainly bacteria and fungi, into a humus-like product.

Teachers Insights

Environmental Education is vital to survival

therefore, people need to know that their
actions are having a detrimental effect on
the environment and environmental
regulations are necessary. A main problem
with environmental regulation is that people
only see environmental regulation as a limitation on their livelihood.
Environmentalists and government officials must show that regulation is
actually an attempt to preserve the environment and to ensure that supply
will continue a sustainable future. Environmental education is needed to
make people think about the future and ways to prevent irreversible
destruction of the ecosystem. Silvestre, et al., 1991.

The process by which the Charter was created is especially significant as well
as the content. It is the product of a decade long, worldwide, cross-cultural,
interfaith dialogue. The drafting of the Charter involved the most open and
participatory process ever associated with the creation of an international
document. At the heart of the Earth Charter lies an ethic of respect and care
for the community of life as a whole as indicated in the title of Part I. the
greater community of life is inclusive of all people and all living beings.

Republic Act 9003 or the “Ecological Solid Waste Management Act” provides the
legal framework for the country's systematic, comprehensive and ecological solid
waste management program that shall ensure protection of public health and the
environment. It underscores, among other things, the need to create the necessary
institutional mechanisms and incentives, as well as imposes penalties for acts in
violation of any of its provisions. The implementing rules and regulations of RA. No.
9003 are contained in DENR Administrative Order No. 2001-34. There are many
ways to solve waste problems. A highly recommended formula is to adopt the 3Rs
of Ecological Waste Management: REDUCE, REUSE, AND RECYCLE.

Activities:
Name: ___________________________________________ Score: ________________
Course: __________________________________________Date: _________________

A. CONCEPT ANCHORED
Identify the environmental approaches used in the following:

_______________ 1. Appreciates the aesthetic beauty of the Underground River in

Palawan

_______________ 2. Conducts investigation/research on the oil spill.

_______________ 3. Participates in the Clean and Green Projects of the community.

_______________ 4. Uses paper bags in going to the market.

_______________ 5. Explains the impact of dynamite fishing to the environment.

Match column A with column B. Write letters only.

1._____ Awareness a. community involvement

2______ attitudes b. basic understanding about

environment

3._____ skills c. sensitivity to total environmental

issues

4._____ knowledge d. acquire set of values and concern

for the environment

5._____ participation e. can solve basic environmental

problem

A. VALUED ANCHORED
Discuss the four basic divisions of the Earth Charter

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The Environment Consciousness Game

Select the best package game. Students are directed to go around in their
kitchen to choose from among the products has the best packaging.

Product Packaging Biodegradable or Non-

Biodegradable

1.

2.

3.

4.

5.
Essay:

1. As a student how can help your own community in promoting environmental

Education:

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LITERACY TRAINING PROGRAMS AND PROJECTS

The following programs and projects are

undertaken by the Philippine Government

1. Literacy Education
It is spearheaded by the Bureau of Non-
formal Education (BNFE) with its
 functional literacy program that includes the teaching of reading, writing, and
arithmetic.

Literacy classes are organized by DECS for out-of- school youth (OSY) and
adults in all of the 14 regions of the country. Other BNFE programs include the
Magbasa Kita Project and the Female Functional Literacy Program assisted by
UNICEF.

The Magbasa Kita Project uses the phonosyllabic method for teaching reading
which shortens the learning time for three months. The project has benefitted
more than a hundred thousand out-of-school youth and adults in 13 regions of the
country. The Female Functional Literacy Program focuses on the seven provinces
in the Visayas and Mindanao where illiteracy rates among women are highest.

2. Livelihood Skills Development Program

This program of DECS is designed to equip the unemployed and underemployed
with vocational and technical skills through short term training courses like
dressmaking, electronics, cosmetology, bookkeeping, cooking and welding. It
also targets client in the OSY group.

3. Reading Program

The National Academy of Education Commission on Reading sees this as the

single most influential factor in developing reading success. When teachers,
parents or adults read to deaf or difficult of hearing children and young people,
they refer back to text, pointing out pictures, Words, letters, punctuation, names
and quotations. Doing so, provides the children and young people an opportunity
to improve their visual skills, vocabulary and reading comprehension. It also has a
positive impact on students’ attitude toward reading.

4. Language Experience Program

The teachers use the text on the chart for reading instruction. They uses the
language experience to help them learn new vocabulary, letters of the alphabet,
capitalization, punctuation, speech reading or the basics of English Grammar. The
fact that the students have experienced the story and retold it among themselves
encourage them to read the same already understood information in English.
Starting with students' experience and using it as a guiding force, this reading and
writing instruction serves to motivate them.

5. Guided Reading and Writing Program

 During guided reading and writing, a teacher leads students through a book that
is more advanced than they could read independently. He guides the students
through the text by asking questions and helping students develop fluency and
confidence with reading strategies using ASL to break down English words and to
decipher meaning from the text. Through guided reading and writing, students are
exposed to variety of forms of literature and writing that they become confident
and interested in various themes, writing styles and opinions.

6. Certification and Equivalency Program

Equivalency program enable students to enter formal school subsystem using a
certification system that students to enter accredits learning from outside the
formal subsystem. As well as supporting re-entry into the formal school well
subsystem, equivalency program accredits skills and job school experiences for
employmnent purposes.

One of the best known within the Philippines is the Accreditation Equivalency
Program (AEP) of DECS School drop-outs completing this program re-enter the
formal school subsystem or gain work in a company through the accreditation of
knowledge and skills acquired via a variety of non-formal avenues. This program
is based in part on the Philippine Educational Placement Test (PEPT) which is
used to asseses student proficiencies.

7. Continuing Learning Delivery System

It is one of BNFE's Distance Education programs. It is geared towards developing
competencies associated with secondary school curriculum and evaluating and
certifying students as graduates of the secondary level. Subjects are completed in
modules and students work independently. Upon completion of the modules,
students sit for a comprehensive examination.

Activity:

Activities:
Name: ___________________________________________ Score: ________________
Course: __________________________________________Date: _________________

1. Select three programs from the list above and give the benefits that the students will gain.
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 ________________________________________________________________________
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2. List and describes other programs and projects by non-government organizations or
private companies in the Philippines.
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________________________________________________________________________

3. Do other countries support the Philippines in terms of literacy? Cite examples at the
present time and in what part of our country.
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________________________________________________________________________

LESSON PLANNING

Lesson plan is considered as "teacher's blueprinť" of what he/she intends to accomplish. As

defined by Nelson Bossing, Lesson Planning is a statement of achievements to be realized and
specific means by which these are to be attained as a result of the activities engaged in day by
day under the guidance of the teacher.

Lesson Plan is important to achieve the objectives and attain optimum results in teaching. It
helps in the preparation of organized lesson. It prevents waste of time and wandering away from
the subject matter. It gives a feeling of security, creativity and gain insight into more effective
learning and teaching process.

There are pre-requisites for lesson planning which can help the teacher to achieve the desired
outcome.

1. Knowledge of the subject matter and familiarity with the instructional materials

2. Knowledge of the characteristics of the learners

3. Knowledge of the teaching methodologies/strategies.

The different parts of the lesson plan are as follow:

 I. Objectives - cognitive, affective and psychomotor
II. Subject Matter - Topic and sub-topic, Textbook and references, Materials, Skills and
Concepts
III. Lesson Development- Daily Routine, Review, Motivation, Lesson Proper,
Application, Generalization, Valuing and Evaluation.
Sample Lesson Plan (brief)

I. Objectives: At the end of the lesson, the learners are expected to:
(Cognitive) 1. Paraphrase and interpret correctly the meaning of the paragraph

(Affective) 2. Respond to feelings presented by others in their own words.

(Psychomotor)3. Look for the main idea and supporting details in the paragraph.

II. Subject Matter:

Topic: Effective Communication

Sub Topic: Paraphrase and understanding Selection

Textbook: Grade VI English Book

Materials: selection written in cartolina, pictures

Skills: reading , paraphrasing, understanding, interpreting, responding

Concepts: (definition of terms from the selection)

III. Lesson Development:

A. Daily Routine-Prayer, Greetings, Classroom Orderliness/ Cleanliness, Checking of

Attendance and Assignment

B. Review /Motivation

C. Lesson Proper

1. Present the selection (The teacher will read)

2. Let the class read the selection. Then call students (one at a time) to read it. Finally, let the
class read it again.

3. Ask them the main idea of the selection (call at least 3)

4. Ask the supporting details given in their own word. Paraphrase must contain complete
thoughts and information closely related to the topic using their own ideas and words.
D. Application- Ask the students to recall experience related to the selection and give their
feelings about it.

E. Generalization: summarize the lesson

F. Valuing: emphasize the importance of the given selection

G. Evaluation: Quiz

IV. Assignment: (follow- up/ Advance from the textbook)

Activity: write your answer in the space provided.

Activities:

Name: ___________________________________________ Score: ________________

Course: __________________________________________Date: _________________

A. Why do we need to consider the following in making lesson plan?

1. Characteristics of the learner

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2. Types of teaching methodologies/ strategies

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B. Prepare/ write a lesson plan for the young ones. You can choose from (Grade 1-5). Write in a
separate paper.

Teaching Methodologies/ Strategie

The following are methods/strategies used for teaching effectively:

1. Participatory Approach

It is commonly used for literacy and Non-Formal Education for adult and OSY. The approach
takes into account the various needs of learners and provides opportunities for both learners and
facilitators to share their experience. It is effective in regards to a learner's personal
empowerment for the capacity to analyze, solve problems and express ideas.

2. Foto Dialogo Method

It is a method which used pictures and storytelling as learning tools. This method draws on Paulo
Freire's theories of teaching and learning which applied to use of media (games and pictures) to
help learners to reflect on and critically analyze the new situation presented. If sufficiently
motivated, adults can master the basic skills of education through any learning materials that
happen to be available.

3. Writing Journals

A journal is a daily record of events that happened in one's life. For teaching, it is a record of
what transpires during a learning activity where the students can write at the completion of the
day's task. An account of significant information may be used in determining the effectiveness of
the strategy used, difficulties met and personal feelings about the activities undertaken. Through
this reflection, students will be able to measure their own progress.

4. Reading

It requires the students to search for information from printed and illustrated learning materials.
Narrations of authors and historic accounts are good sources of first-hand information. Reading
newspapers, speeches and special reports reveal data, evidences and conclusion that can be used
in understanding the lesson better. The findings from these rich sources will be organized and
presented to the class.

5. Problem Solving
It consists of a step by step procedure directed towards a solution to a problem. It starts with
defining the problem followed by a tentative solution/hypothesis. There should be some data
gathering relevant to the problem, analyzing the result and finally arriving at an answer to the
problem.

6. Role Playing

It consists of an enactment of a learning situation through which it depicts real life responses and
behavior. Through this strategy, students are able to express their intimate feelings, problems and
reactions. It makes use of situation, knows some characters, and presents scenario in a dramatic
way. The observers focus their attention on the emotional reactions among the performers among
the performers.

7. Lesson Demonstration

It is a teaching strategy that is best employed when expensive equipment will be used, chemicals
and materials, technical know-how is needed. A lesson can be presented through brief
demonstration performed by a teacher, student or invited resource person. The rest of the class is
observer following the planned activities. After the activity, questions are entertained for
clarification. A strong feeling of self-confidence is developed to the one who demonstrates and
being keen observer for the rest of the class.

8. Simulation Games

It is an imitation of a real process or concept thru the use of games. It represents a contest under
some rules for an objective. Students assume the roles of decision makers who complete for
certain objectives based on certain rules.

9. Socio Drama

It is an excellent device to make students gain emphatic awareness of the situation with a
problem. It involves the group to solve the real life problem thru enactment followed by
discussion. It shows the different feelings of the group regarding the problem involved within the
area of the responsibility of the characters.

10. Creative Writing

It provides students the opportunities to express their own interpretation thru writing short notes.
Personal ideas formed are recorded opposite the concept being read and can be their own
response after discussion. Students can write things that picture in their mind and can be useful
in their studies.

Development of Literacy Training

Learners should be the center of instruction and learning. The curriculum consists of the goals
and methods of learning. Teachers used the curriculum as a guide for teaching and make or
choose the teaching materials to be adapted and use ass supplementary materials. Materials
include textbooks, visual aids, video and audiotapes, computer software. The different
methods/strategies can make use of the learning materials for teaching. Modern technology
includes the overhead projector, video and audio tape recorder, digital camera, computer system
are equipment for the learning materials to be used. It is important that the teachers know how to
choose the suitable materials to be used in a particular topic for the students. Some
characteristics of Literacy Training Materials are the following:

1. Present the materials in a short time schedule for studying

2. Encourage the application of new concepts to the previous lesson.

3. Relate the learners' experience to the concept given.

4. Language/Dialect should be used to specific group of learners.

5. Respond to the needs of the learners

6. Evaluation of the text, activities and questions should be positive

7. Clear and specific objectives for each topic

8. Enhance the learners’ potential skills

9. Learners can check their progress thru the workload

10. Develop the learners to criticize and make sound decisions.

Evaluation of Learning in Literacy

The evaluation of learning in adult and OSY (Non-Formal Education) is specific to the group of
learners and not similar to formal education system. This is because they are not required to take
examinations most of the time. Certificate of Completion do not assigned for grades. The
evaluation of learning in literacy depends on the needed documents that may be equivalent to
formal education system. They are just documented evidence that they are educated.
Examination may be given to assess the learners' achievement in order to record his/her
educational level if he/she will pursue his/her studies.

Below are some of the evaluation measures given by Philippine Government agencies:

1. Reading Assessment

2. Numeracy Assessment
3. Life Skills Assessment

4. Accreditation and Equivalency Program

5. Phil. Education Placement Test

6. Alternative Learning System

7. Tech-Voc Skills Program

Teachers Insights

To be effective, the lesson plan does not have to be an

exhaustive document that describes each and every
possible classroom scenario. Nor does it have to
anticipate each and every student’s response or question.
Instead, it should provide you with a general .There are
many important benefits of having a clear and organized
set of lesson plans. Good planning allows for more
effective teaching and learning. However, many things
can happen in class, and it is important for teachers to
adapt their plans to respond to the students’ needs. As
Jim Scrivener says, “Prepare thoroughly. But, in class, teach the learners, not the plan.” outline
of your teaching goals, learning objectives, and means to accomplish them. It is a reminder of
what you want to do and how you want to do it. A productive lesson is not one in which
everything goes exactly as planned, but one in which both students and instructor learn from
each other.

Activities:

Name:_______________________________ Year and Course:_________________________

Date_________________________________ Score:___________________________________

A. Identification: Write the correct answer for each statement before the number.

___________1. It implies a degree of eagerness to a particular activity.

___________2. It states that learning is strengthened when accompanied by pleasants reactions.

___________3. This means what should be taught for the first time must be right.

___________4. It implies that students will learn more from the real situation.
___________5. It states that things done most often are best remembered.

___________6. It refers to opportunities for active engagement to a particular situation.

___________7. It is a combination of being ready to solve problem and available resources as

substitutes.

___________8. Level of literacy which has the ability to function effectively in the society
where he belongs.

___________9. Level of literacy which has the ability to function effectively in the society
where he belongs.

___________10. It involves a continuum of learning which enable an individual to achieve his

ambition.

B. MATCHING TYPE : Write the letter chosen for every statement.

__1. Students’ experiences are used as a. Literacy Education

guiding force for instruction.
b. Livelihood education writing
__2. It is spearheaded by the BNFE
c. Reading
__3. Entering the formal school subsystem
using a certification that accredits d. Language Experience

__4. NAEC sees this as most influential factor e. Guided Reading

in reading success. f. Accreditation
__5.Teacher guides the students by asking g. continuing Learning Delivery
questions and helping develop fluency in
reading.

__6. Designed to equip the

unemployed/underemployed with vocational
skills.

__7. It is one of BNFE’s Distance Education

Pictograms.

C. MODIFIED TRUE OR FALSE: Write T if the statement is correct and if false, write the word
that will make the statement correct.
__________1. Give reactions on the text, activities and questions.

__________2. Learning materials can be written in any dialect /language.

__________3. It should relate to students’ experiences.

__________4. Present the materials in a long period of time.

__________5. Make a clear and specific objective of the topic.

__________6. Encourage the application of new concepts to existing situation.

__________7. It should responds to the needs of the students.

__________8. Keep the students engage with the real situation using the text.

__________9. Give reactions on the text, activities and questions.

__________10. Make a clear and specific objective of the topic.

E. ESSAY: Answer briefly but substantially

1. Is NSTP important to your chosen course? Why and how will you apply it into your own
community?

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