O enta on environment, entrepreneurship,

safety, recreation, and moral of the

NATiONAL SERViCE TRAiNiNG PROGRAM
citizenry and other social welfare
- Republic Act 913
services
- NSTP Law as embodied in RA 9163
- aimed at enhancing civic
NSTP-CWTS Goals
consciousness and defense
- to develop in the youth the values of
preparedness in the youth by
patriotism and national pride, discipline
developing the ethics of service and
and hard work, integrity and accountability
patriotism while undergoing training
for nation building, and volunteerism as
in any of its three program
valuable and e ective members of the
components speci cally designed
National Service Reserve Corps (NSRC)
to enhance Youth’s active
(Villasoto et al., 2013)
contribution to the general welfare

3 Components:
1. Reserve Officer Training Corps (ROTC)
- designed to provide military training
to tertiary level students in order to
motivate, train, organize, and
mobilize them for national defense
preparedness
2. Literacy Training Service (LTS) - designed to
train the students to teach literacy
and numeracy skills to school
children, out-of-school youth, and
other segments of society in need
of their services
- prepares future teachers
3. Civic Welfare Training Service (CWTS)
- refers to activities contributory to
the general welfare and the
betterment of life for the members
of the community or the
enhancement of its facilities to
improving health, education,
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FAQs!
• Who shall take the NSTP?
- all students in any baccalaureate and in
at least 2 technical-vocational or
associate courses, are required to
complete 1 NSTP component of their
choice as a graduation requirement
Exemptions apply to:
i. students who have already taken
NSTP from a prior degree
completed
ii. transferees and shiftees who have
completed NSTP prior to
transferring or shifting
iii. foreign students of aliens
• Am I allowed to take di erent program
components for my NSTP 1 and 2?
- No, you have to take 6 units of the
same component to complete NSTP.
According to the Implementing Rules
and Regulations of the National Service
Training Program as mentioned in Rule
 - III, Section 4, you are “required to
complete 1 NSTP component of your
choice as a graduation requirement.”
• How will the NSTP be taken up?
- Each of the NSTP components shall be
undertaken for an academic period of 2
semesters (NSTP 11 and 12) and
credited for 3 units per semester with
54 to 90 training hours per semester
- As charged from the tuition: Php
813.31/unit X 1.5 unit = Php 1,219.98
• What will become of the NSTP graduate?
- Graduates of non-ROTC shall belong to
the National Service Reserve Corps
(NSRC) while ROTC graduates shall
form part of the AFP Citizen Armed
Force
• What lead agencies will monitor the
implementation of the NSTP?
- For CWTS and LTS, the CHED Regional
- Your rst responsibility is to report to
the School-based NSRC and ll in the
Reservist form
• What is my primary responsibility after I
graduate from my undergraduate degree?
- After graduating from your course, your
responsibility is to inform the nearest
Community-based NSRC in your place
of residence. If there is none, you may
report to your Barangay/Municipal/City
DRRMC for reservist enlistment
Commun y Engagement and
Extension Se ices
CEES - systematic transfer of technology,
innovation, or information generated
by HEIs and its partners to seek
solutions to speci c developmental
concerns (CMO 52, series of 2016)

o ces, TESDA Provincial and District

O ces Tripod of Learning for Higher Education
- For ROTC, The Department of National Institution (HEI)
Defense - Armed Forces of the
Philippines (DND - AFP) shall oversee
the component implementation
• How will NSTP be re ected in the
Transcript of Records?
- Aside from NSTP 11 and 12 grades, a
Serial Number will be included in the
Transcript of Records. This number Having improper implementation of CEES,
represents your personal reservist it will remain:
number issued by CHED • Dole out - just go to the community and
• What is my primary responsibility after I give them something
graduate from NSTP? • Demand-driven - just comply with the
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 request of the • reactive
community without • apathetic
knowing whether they
really need it Community Engagement for Better Future
• Accreditation-driven - most commonly Challenges of the 21st Century
experienced - accelerating pace of change due to
- just comply will the digital age
national and local - global economic crisis
accreditation - global competition due to globalization
• Requirement-driven - should not be done - 4th industrial revolution
just to comply to an
agency (private or Change is inevitable “Progress is optional”
public) Leaders should think developmentally

Paradigm Shift - facilitated by o ce and sta Performing Community Engagement

- from input based education • work on knowledge generation in school

to outcome based • go to the community for knowledge
transfer
• have knowledge exchange with partner
bene ciaries
• with the goal of knowledge assimilation

Ultimate Goal of CEES is change in

society
CEES tries to address the disconnect
between the goal to achieve and things done CEES of San Pedro College - The Community
to achieve the goal. Engagement and Extension
Services is an o ce
Goals want to achieve: responding to the call of
• compassionate compassionate service
• proactive through sustainable
• servant leader community development
programs that will impact
Things done to achieve goal: community empowerment,
• passive thus contributing to the
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 improvement and quality of
life, especially the poor and
disadvantaged
Basic and Action Researches can be
performed on:
• Project Proposal - participatory approach
- level 1-3
• Project Implementation and Monitoring - level 4
• Project Evaluation and Feedbacking - level 5

3 Core Programs of CEES:

Sustainable Goals: • Community Development

1. no poverty
2. zero hunger
3. good health and well-being
4. quality education
5. gender equality
6. clean water and sanitization
7. attainable and clean energy
8. decent work and economic growth
9. industry, innovation, and infrastructure
10. reduce inequalities
11. sustainable cities and communities
12. responsible consumption and production
13. climate action
14. life below water
15. life on land
16. peace and justice, strong institutions
17. partnerships for the goals
• SPC Health Center
• Volunteer Department
Community Development Framework
(programs):
• Health - in support to the National
Economic Development
Authority’s “Ambisyon Natin
2040”
… all sectors of society, whether
public or private, should direct their
e orts towards creating opportunities
for Filipinos to enjoy a matatag
(strongly rooted), maginhawa
(comfortable), and panatag (secured)
life.
Matatag

Focus Community Research

5 levels of Community Engagement: Engagement Opportunities
1. Community Profiling - needs assessment Family is - Community psychological
2. Consultation - with the partners together Immersion studies
- Adopt a (contemporary
3. Planning Together - with the stakeholders Family family
- Disaster dynamics)
4. Implementation Resiliency
Projects
5. Empowered Community / Transformed
Individual
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 Focus Community Research Panatag
Engagement Opportunities
Focus Community Research
Time with - social media - surveys Engagement Opportunities
friends advocacy - phenomenological
- community studies Enough - nancial - PAR in
youth resources for literacy community
empowerment day-to-day - providing living
needs, access to
Work-life - happy life - surveys unexpected savings
balance advocacies - psychosocial expenses, and
- balance life studies savings
challenge
Peace and - peace - ethnographic
Volunteering - CEES - surveys security initiatives studies
activities - process through - evaluative
- community evaluation forums and studies
and - outcome dialogue
environment evaluation
activities Long and - health - demographic
healthy life promotion studies
projects - epidemiological
- access to studies
Maginhawa health care - drug
discovery
Focus Community Research
Engagement Opportunities Comfortable - alternative - psychosocial
retirement source of studies
Free from - livelihood - process livelihood - surveys
hunger and projects evaluation - investment
poverty - online - impact literacy
entrepreneurship assessment

Secure home - housing - demographic • Environment

ownership projects studies → in partnership with government
- innovation in - process
alternative evaluation agencies of local government units
energy and studies
water
• Literacy
resources • People Empowerment
Good - support to - feasible → in partnership with INGOs,
transport farmers and studies
facilities community - cost bene t LNGOs, POs, Tribal Council,
cooperatives analysis private sectors and individuals
Travel and - benchmarking - demographic
vacation with partner studies and
communities surveys Self-Enhancement and Capability Building
- Lakbay Aral - process (SECAP) Program
initiatives evaluation
- phenomenological A. Disaster Readiness and Management
studies
(DReAM) Program - basic rst aid
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B. Community-based Health Education Seminar To be a Filipino…

and Training (CHEST) Program - basic • 109. 581, 078 people by mid 2020
according to UN data
health skills training
• people with colorful history of valiant
C. LGU Integrated Participatory Development
struggle from oppression and
(LIPAD) Program - basic parenting
subjugation to liberty and independence
seminar
• the only Christian country in Asia
- para liturgical services
• Diverse culture, language and dialect,
- legal consultation ethnicities, music, cuisine
D. Capability Building and Life-skills • creative and innovative workforce roughly
Enhancement (CABLE) - livelihood skills 2.2 million scattered all over the world
training (2019)
- coaching and
mentoring of organized National Commission on Culture and Arts: A
POs Study on Filipino Values
19 values identi ed
SPC Student Volunteerism Programs 1. family
• Volunteer Service Provider - RA 9418 or the 2. education
Volunteer Act of 2007 3. faith
4. health and wellness
• National Reserve Corp - RA 9163 or the
5. basic needs
NSTP Law
6. self
7. work and livelihood
SPCian and 4 Pinoy Co Values
8. peace and development
What is the relationship between being an 9. honesty and integrity
SPCian and being Maka-Diyos, Maka-tao, 10. resilience
Makakalikasan, and Makabansa? 11. life and purpose
12. human rights
Can an SPCian be a person who is Maka- 13. environment

Diyos, Maka-tao, Makakalikasan, and 14. love for country

15. happiness
Makabansa?
16. kapuwa
17. culture, arts, and sciences
• Appreciating our roots and our citizenship
18. governance
19. creative excellence
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 Our Situation as a Country and as People su ering of the poor. The su ering of the
• Health Crisis poor is the su ering of Mother Earth.
• Poverty Situation
• Con ict / War A true SPCian is an authentic Filipino:
• Ecological Devastation • maka-diyos
• Cultural Alienation / Eroding sense of • maka-tao
values • makakalikasan
• Split between faith and lie • makabansa

The Dominican Way of Life

• Life of Prayer - connectedness and trust in
God
• Life of Study - continuous learning in
pursuit for truth
• Mission Life - sharing God’s work and
message of love
• Community Life - belonging and growing in
a community

SPC Graduates are persons committed to

the Dominican ideals, servant-leaders who
are humane in attributes, imbued with strong
ethical and moral values with a deep sense of
nationalism, globally competitive,
professionally and technically skillful, and
engaged in lifelong learning for personal and
professional development

In his encyclical “Laudato Si”, Pope Francis

identi es Mother Earth as among the poor in
our times, a victim of abandonment and
maltreatment. The plight of the poor and the
oppressed is inextricably liked to Mother
Earth. Within the universal kinship of all
creatures, the su ering of Mother Earth is
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 NSTP MIDTERMS 1 resiliency, camaraderie and faith.” –
CNN
DISASTER RISK REDUCTION
Philippine is ranked as the 3rd most
- Lessen casualties of the victims
disaster prone country in the world
Elements of Disaster Risk
- Based on the World Risk Index
1. Hazard 2012, the Philippines is third among

2. Exposure 173 countries that is most

3. Vulnerability
(end result is disaster)
1. Hazard
A dangerous phenomenon, substance,
human activity or condition that may
cause loss of life, injury or other health
impacts, property damage, loss of
livelihood and services, social and
economic disruption, or environmental
damage.
2. Exposure
The degree to which the elements at
risk are likely to experience hazard
events of di erent magnitudes.
vulnerable to disaster risks and
natural hazards
- Geographical location of our
country; it is part of the Paci c Ring
of Fire, resulting to almost 5-7
earthquakes everyday; the
Philippines is also part of the Paci c
Typhoon Belt where we can expect
an average of 20 tropical cyclones in
a year
- Our exposure to di erent types of
natural hazards like ooding,
landslides, and severe weather
disturbances like El Nino and La
Nina phenomena
- Poverty also increases the disaster

3. Vulnerability risk when people expose

The characteristics and circumstances
of a community, system or asset that
make it susceptible to the damaging
e ects of a hazard.
themselves to disaster prone areas
and other human-induced disasters
like re and con agrations
REPUBLIC ACT 10121

“even though how many disasters THE PHILIPPINE DISASTER RISK

have a ected the Filipino people, REDUCTION AND MANAGEMENT ACT

they always nd ways to cope and OF 2010

recover thanks to a culture of

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 - An act strengthening the Philippine
Disaster Risk Reduction and
Management System, providing for
the National Disaster Risk Reduction
and Management Framework and
institutionalizing the National
Disaster Risk Reduction and
Management Plan, Appropriating
Funds and therefore for other
purposes
- It replaces Presidential Decree 1566
which is more focused on a reactive
approach to Disaster Management
- The new law, RA 10121, which was
signed by Pres Macapagal Arroyo
on May 27, 2010, now focuses on a
proactive approach to Disaster Risk
Reduction and Management
Disaster Risk
The potential disaster losses in lives,
health status, livelihood, assets and
services, which could occur to a
particular community or a society over
some speci ed future time period
Disaster
A serious disruption of the normal
functioning of a community or a society
involving widespread human, material,
environmental or economic loss or
impact, which exceeds the ability of the
a ected community or society to cope
using its own resources.
Disaster Risk Reduction
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The concept and practice of reducing
disaster risks through systematic e orts
to analyze and manage the causal
factors of disasters, including through
reduced exposures to hazards,
lessened vulnerability of people and
property, wise management of land and
the environment, and improved
preparedness for adverse events.
TYPES OF DISASTERS
A. Natural
- Typhoons
- Earthquakes
- Floods
- Landslides
- Thunderstorms
- Drought
- Severe weather disturbances
B. Man-made
- Fire
- Accidents
- Terroristic acts
- Armed con icts
- Nuclear accidents
- Social disorganization
- Garbage/trash slide
Man-made disaster is a disaster resulting
from human intent, negligence, or error. The
 results are usually wide scale destruction,
and high cost.
Natural disaster is the e ect of a natural
hazard.
FIRE SAFETY (at work and home)
Fire fact: a re department responds to a
1. Air (oxygen – sustain combustion)
2. Heat (to reach ignition temperature)
3. Fuel (some combustion material)
Fire safety, at its most basic, is based upon
the principle of keeping fuel sources and
ignition sources separate.

re in the United States every 17.3 Take away any of these things and the re
seconds will be extinguished

National Fire Statistics Fuel Classi cations

- About 70% of all structure res - Fires are classi ed according to the
occur at home type of fuel that is burning

- About 80% of all re deaths occur
at home
- ¼ of home res occur between
10:00 pm and 6:00 am yet account
for ½ of all home re deaths.
Most re deaths are not burn victims
Causes of death in res: smoke
- Hydrogen cyanide, hydrocyanic acid
- If you use the wrong type of re
extinguisher on the wrong class of
re, you might make matters worse
- It is very important to understand
the 4 di erent re (fuel)
classi cations:
1. Class A – wood, paper, cloth,
trash, plastics – solids that are
not metals

- Carbon monoxide 2. Class B – ammable liquids –

gasoline, oil, grease, acetone.
- Other toxic vapors
Includes ammable gases.
- Burns
3. Class C – electrical – energized
- Trauma (non-burn)
electrical equipment. As long as
FIRE – the active principle of burning it is plugged in
characterized by the heat and light of 4. Class D – metals – potassium,
combustion (Reference: republic act 9514)
sodium, aluminum, magnesium.
Fire Tetrahedron/Fire Triangle Requires specials extinguishing
agents.
Important components that create re
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 - CO2 cylinders are red. They range in

Types of Fire Extinguishers

Di erent types of re extinguishers are

designed to ght di erent classes of re.

3 most common types:

1. Water (APW air-pressured water re

extinguisher)

- Large silver re extinguishers that

stand about 2 feet tall and weigh size from 5 lbs to 100 lbs or larger,
about 25 pounds when full on larger sizes, the horn will be at
the end of a long exible hose.
- Filled with ordinary tap water and
pressurized air, they are essentially - Carbon dioxide is a non- ammable
large squirt guns. gas that takes away the oxygen
element of the re triangle. Without
- Extinguish re by taking away the
oxygen, there is no re
“heat” element of the re triangle.
- CO2 is very cold as it comes out of
- Designed for class A res only
the extinguisher, so it cools the fuel
(wood, paper, cloth)
as well.
- Using water on a ammable liquid
- Designed for Class B and C
re could cause the re to spread
( ammable and electrical –
- Using water on an electrical re computer)
increases the risk of electrocution. If
- Will frequently be found in
you have no choice but to use an
laboratories, mechanical rooms,
APW on an electrical re, make sure
kitchens, and ammable liquid
the electrical equipment is un-
storage areas.
plugged or de-energized.
- In accordance with NFPA
2. Carbon Dioxide (CO2)
regulations (and manufacturers’
- The pressure in a CO2 is so great, recommendations), all CO2
bits of dry ice may shoot out of the extinguishers must undergo
horn. (may trumpet tip – hard horn) hydrostatic testing and recharge
every 5 years)
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 3. Dry Chemical (ABC, BC, DC) very - ABCs – public hallways
common
How to use a re extinguisher:
- ABC extinguishers are red. On
Pull
campus they range in size from 5 to
20 lbs. may have ahose Aim

- Filled with a ne, yellow powder. The Squeeze

greatest portion of this powder is
Sweep
composed of monoammonium
phosphate. The extinguishers are PASS
pressurized with nitrogen. Must not
1. Pull the pin – this will allow you to
go against the wind direction.
discharge the extinguisher (don’t
- Dry chemical extinguishers put out grip the pin bcos it will lock the
re by coating the fuel with a thin system)
layer of dust. This separates the fuel
from the oxygen in the air. Covers 2. Aim at the base of the re – hit the

the fuel with the powder. fuel. If you aim at the ames… the
extinguishing agent will y right
- The powder also works to interrupt through and do no good.
the chemical reaction of re. These
extinguishers are very e ective at 3. Squeeze the top handle – this
putting out re. depresses a button that releases the
pressurized extinguishing agent.
- It is extremely important which type
of dry chemical extinguishers are 4. Sweep from side to side – until the
located in your area re is completely out. Start using the
extinguisher from a safe distance
- An “ABC” extinguisher will have a
away then slowly move forward.
label like the pic above. (for class A,
Once the re is out, keep an eye on
B, C)
the area in case it re-ignites.
- Dry chemical extinguishers with
RULES OF FIGHTING FIRES
powder designed for Class B and C
res (“BC” extinguishers) may be
located in places such as
commercial kitchens and areas with
ammable liquids
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 S – SOUND THE ALARM

A – ACTIVATE THE FIRE BRIGADE

F – FIGHT THE FIRE

E – EVACUATE IMMEDIATELY

T – TELL OTHRES

Y – YOU GET CLEAR

(SAFETY)

What to do if your clothes catch re?

STOP – when you are in motion, do not run

or make unnecessary movements

DROP – immediately drop to the ground

and cover your face with your hands

ROLL – roll over and over from left to right

to smother the ames

Always report the use of a re

extinguisher

Report any use of a re extinguisher to EHS

as soon as possible. The extinguisher must
be inspected and re lled to make sure it is
ready for use in an emergency.

EVACUATION
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 FIRE EARTHQUAKE
- Usually manmade

Building occupants can Area for evacua on - Nuclear or chemical explosions

be evacuated in any a er the event is limited
place outside the only to an open area - Dynamite explosions
building away from re. which is safe from
falling debris and other At least 20 earthquakes per day
earthquake related
hazard. 4-5 felt earthquakes per week

No a ershock to deal A ershocks will be An earthquake can be:

with another concern.
1. Shallow (0 – 70kms)
EARTHQUAKE
2. Intermediate (70 – 300 kms)
A weak to violent shaking of the ground
3. Deep (300 – 700 kms)
produced by the sudden movement of rock
materials below the earth’s surface. Measuring the strength of an earthquake

- Philippines is situated in the Paci c 1. Magnitude

ring of re (450+ volcanoes)
A measure of the total energy
- Proli cally mineralized volcanic arcs: released at the earthquake’s point of
copper, gold, nickel origin (below earth’s surface) based
on information derived from a
- Proximity to markets with huge
seismograph.
metals demand: China, Japan,
Korea - Originally developed by Charles
Richter for studying earthquakes in
- Oceanic trenches
California (known as local
Types of Earthquake magnitude and uses the Richter
Scale)
1. Natural earthquakes
- Proportional to the energy released
a. Tectonic – produced by sudden
by an
movement along faults and plate
earthquake
boundaries
-Expressed
b. Volcanic – produced by
as a
movement of magma beneath
decimal
volcanoes
number
2. Arti cial earthquakes
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 2. Intensity

Perceived strength of an earthquake

based on relative e ect to people
and structures (on the earth’s
surface); generally higher near the
epicenter (start earthquake)

- Di erent scales used in di erent

countries

- Traditionally represented as roman

numerals

Hazards associated with earthquake

1. Ground rupture

Movement of the ground along one

side of the fault relative to the other
side caused by an earthquake.
Drop, cover and hold
2. Liquefaction
Triangle of life
Process that transforms the
behavior of a body of sediment from
that of a solid to that of a liquid

EARTHQUAKE PREPAREDNESS

TSUNAMI

How are tsunamis generated?

Tsunamis are commonly generated by a

large scale vertical displacement of the
ocean oor due to a high magnitude o -
shore earthquake. (seawaves)
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 - Large magnitude o -shore
earthquakes

- Coastal and underwater landslides

- Coastal and underwater volcanic

eruptions

- Meteor impact

Natural signs of an approaching

earthquake

- Felt earthquake HAZARDS ASSOCIATED WITH

TYPHOON
- Unusual sea level change (retreat or
rise) storm surge – is a sudden rise in sea level
above the normal level on the coast due to
- Rumbling sound of approaching
drop in atmospheric pressure and the force
wave
of the winds as a tropical cyclone
approaches the coast.

TYPHOON

Low pressure area – region where

atmospheric pressure is lower than that of
surrounding locations
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