TH ND

PERDEV (4 QRT - 2 SEM) - No contact with reality, yet it strives

constantly to reduce tension by
SIGMUND FREUD satisfying basic desires.
- Personality Theory
Ø EGO (Reality)
3 LEVELS OF MENTAL LIFE - Only region of the mind in contact
• Conscious level with reality
• Pre-conscious level - It is partly conscious, partly
• Unconscious level preconscious and partly
unconscious
Iceberg – tip is the conscious level and if - The ego becomes differentiated
underneath is the pre-conscious level and from the ID when infants learn to
unconscious level. distinguish themselves from the
outer world. (Nag mamature na)
§ UNCONSCIOUS - Develop around 5-6 years old
– contains all those drives, urges or
instincts that are beyond our Ø SUPEREGO (Morality)
awareness but motivate most of our - Represent the moral and the ideal
words, feelings and actions. aspects of personality
– It is explanation for the meaning - Guided by the moralistic and
behind dreams, slips of the tongue idealistic principles.
and repression. - The superego is not concerned with
– Unconscious processes often enter the happiness of the ego, it strives
into consciousness but only after blindly and unrealistically toward
being disguised or distorted enough perfection.
to elude censorship. o 2 SUBSYSTEMS:
– Unconscious doesn’t mean inactive 1. Conscience – tells us what we
or dormant. should not do. May result to
guilt.
§ PRECONSCIOUS 2. Ego-ideal – rewards for proper
- contains all those elements that are behavior. May result to
not conscious but can become infeiority.
conscious quite readily or with some
difficulty. The ego will create anxiety. Anxiety may or may
o 2 SOURCES: not be good. It can be a fight or flight response
1. Conscious Perception – of a person.
perceived the ideas through 5
senses. Dumadaan lang yung v NEUROTIC ANXIETY
ideas. - Apprehension of an unknown
2. Unconscious – gusto na danger
kalimutan kaya nilalagay sa - Originates in ID impulses
unconscious pero pilit
pumupunta sa consciousness. v MORAL ANXIETY
- Stems from the conflict between the
• CONSCIOUS ego and the superego.
- Mental elements in awareness at
any given point in time. v REALISTIC ANXIETY
o 2 SOURCES: - Closely related to fear
1. Conscious Perception – using 5 - Unpleasant, nonspecific feeling
senses incolving a possible danger.
2. Within the mental structure –
pwedeng humugot ng idea sa DEFENSE MECHANISM
preconscious and unconscious.
ü REPRESSION
Ø ID (Instincts)
- Completely unconscious
 - Frogetting the idea that can cause - People are born with weak inferior
anxiety. Unconsciouly putting idea bodies – a condition that leads to
to the unconscious level. feelings of inferiority and a
consequent dependence on other
ü SUPRESSION people.
- Consciously trying to forget an idea. - Social interest is inherent in people
and the ultimate standard for
1. Impuleses may remain in the psychological health.
unconscious
2. Could force their way out into the TENETS OF ALDERIAN THEORY
consciousness in an unaltered form 1.) The one dynamic force behind people’s
3. Expressed in displaced / dosguised form behavior is the striving for success or
(most common) superiority. (Weak – Strong).
4. May find an outlet in dreams, tongue or Psychologically unhealthy individuals
other defense mechanism. strive for personal superiority whereas
psychologically healthy people seek
ü REACTION FORMATION success for all humanity. Regardless of
- is the converting of unwanted ot the motivation for striving, each
dangerous thoughts, feelings or individual is guided by a final goal.
impulses into their opposites. Success is an individualizes concept
and all people formulate their own
ü DISPLACEMENT definition of it.
- When negative feelings are
displayed onto another, less 2.) People’s subjective perceptions shape
threatening. their behavior and personality. (Fictions
and non-existent have impact). The
ü REGRESSION: most important fiction of humans is the
- Slipping to an earlier stage of goal of superiority or success.
development when faced with
stress. 3.) Personality is unified and self-
consistent. (Isang directed goal lang.
ü PROJECTION Lahat ng thoughts feelings magsama-
- Attributing one’s own thoughts, sama to reach the specific goal.)
feelings, or motives to another.
4.) The value of all human activity must be
ü INTROJECTION seen from the viewpoint of social
- Occurs when a person internalizes interest. (Cooperating and helping
the ideas or voices of other people. others to reach everyone’s goal.)
- May lead individuals to pay an - Social interest was adler’s yardstick
inordinate amount of attention to the for measuring psychological health
beliefs of others rather than their and is thus the sole criterion of
own personal needs. human values (not synonymous with
chairty and unselfishness).
ü SUBLIMATION o Origins of social interest
- Channeling negative urges and - Mother-child relations (Deep
impulses into positive, socially- genuinely love. Focus on the well-
acceptable behavior. being of the child.)
- Father-child relations (Equal lang
community and the family.)
ALFRED ADLER
- Born February 7,1870 5.) STYLE OF LIFE
- Vienna, Austria - refers to the flavor of a person’s life;
- Individual Psychology it includes a person’s goal, self-
concept, feelings for others, a
⇒ ADLERIAN THEORY attitude toward the world.
 - People with a healthy, socially senses. Auditory processing
useful style of life express their area.
social interest through action.
o 3 MAJOR PROBLEMS: v CORPUS COLLOSUM
i.) Neighboring love – kapwa tao • The glue that holds the two hemisphere
ii.) Sexual Love – intimate love together
iii.) Occupation
- Can be solve through cooperation. v LEFT HEMISPHERE
• Sensory stimulus from right side of
6.) CREATIVE POWER body
- Places people in control of their own • Motor control of right side of body
lives, is responsible for their final • Speech, language and comprehension
goal, determines their methos of • Analysis and calculations
striving for that goal, and contributes • Time and sequencing
to the development of social • Recognition of words, letters and
interest. numbers
- “Movement toward a goal
movement with a direction.” v RIGHT HEMISPHERE
• Sensory stimulus from left side of body
• Motor control of left side of body
LESSON 5 • Creativity
• Spatial ability
LESSON 6: POWERS OF THE MIND • Context / perception
• Recognition of faces, places and
3 MAJOR PARTS objects
CEREBELLUM
• Structure of the central nervous system.
• Motor control (coordination, precision, MENTAL HEALTH AND WELL-BEING OF A
movements) PERSON

BRAIN STEM MENTAL HEALTH

• Basic functions • The achievement of expected
• Heart regulation, breathing, sleeping, developmental milestones and the
and eating. establishment of effective coping skills,
secure attachments and positive social
• Conduction
responsibilities.
CEREBRUM
Adolescents need to have a positive quality of
• Composed of the right, left hemisphere
life, free of psychopathology or mental illness
and corpus collosum
and are able to function well at home, school,
• Movements, temperature, emotion, and in their communities.
learning, and the 5 senses.
PSYCHOLOGICAL WELL-BEING
o FRONTAL LOBE – important v POSITIVE EMOTIONS
for cognitive functions and
⇒ Trust
control of voluntary movement.
⇒ Serenity
o PARIETAL LOBE – processes
information and movement. Also ⇒ Gratitude
it uses the 5 senses. Primary ⇒ Hope
somatosensory area. ⇒ Achievement
o OCCIPITAL LOBE – ⇒ Happiness
responsible for vision.
o TEMPORAL LOBE – processes v ENGAGEMENT
memories, integrating the 5 • To engage in a activity
⇒ Feeling of accomplishment
 ⇒ Reward or celebration is reasonable The high level of tension is often reflected
even if it’s a small task. by:
• Strained postural movements
v POSITIVE RELATIONSHIP • Overreaction to unexpected stimuli
• Having a peaceful relationship with other • Continual nervous movements
people. No gossip and drama. • Muscular tension
v MEANING • Chonic mild diarrhea
• A reason for doing things/activities. • Frequent urination
• Sleep disturbances
MENTAL HYGIENE
• Is a discipline in which deals with OBSESSIVE-COMPULSIVE DISORDER
protecting and maintaining mental health • Individuals feel compelled to think about
through education and strong support something that they do not want to think
group of family and friends. about or carry out some action against
their will.
⇒ DEPRESSION
⇒ GRIEF NEUROTIC-OBSESSIVE THOUGHTS:
⇒ LOSING INTEREST • Concern over bodily function
• Committing immoral acts
MAJOR DEPRESSION • Attempting suicide
Symptoms: • Finding a solution to an unsolvable
• Sadness problem
• Fatigue
• Insomnia or Hypersomnia (too little or COMPULSIVE ACTIVITY:
too much sleep) • Washing hands as often as ten times
• Loss of interest in pleasurable activities each hour
• Diminished cognitive capacity
• Self-denunciation PHOBIC DISORDER
• Is a persistent fear of some object or
CLINICAL DEPRESSION situation that presents no actual danger
• Decrease appetite leading to weight loss to the person or in which the danger is
• A slow-down magnified out of all proportion to its
• Agitation actual seriousness.
• Pre-occupation with death or suicide
CONDUCT DISORDERS
CAUSES Involves:
a. Fighting
BIOLOGICAL FACTORS b. Temper tantrums
• Hereditary predisposition c. Defiance
• Biochemical factors d. Disobedience
e. Destruction of property
PSYCHOSOCIAL FACTORS f. Uncooperative and resistive behavior
• Stress g. Irritability
• Feelings of helplessness and loss of h. Attention-seeking
hope i. Inattentiveness
j. Distractability
ANXIETY DISORDERS

GENERALIZED ANXIETY DISORDER CAUSES:

a. Family setting is typically characterized
• Characterized by chronic diffuse anxiety
by rejection, harsh, and inconsistent
and apprehensiveness, which may be
discipline, and general frustration.
punctuated by recurring episodes of
b. Parents have unstable marital
more acute, disabling anxiety.
relationship, emotionally disturbed or
sociopathic and do not provide the child
 with consistent guidance, acceptance or b. Psychological factors
affection. • Psychological Vulnerability

ANOREXIA NERVOSA c. Sociocultural factors

• A disorder in which the individual,
refusing food, loses so much weight that Common Chracteristics:
risks dying from starvation. a. Inadequate conscience development
and lack of anxiety and guilt.
CRITERIA: b. Irresponsible and impulsive behavior;
a. Onset before age 25 low frustration tolerance
b. Anorexia with accompanying weight loss c. Ability to put up a “good front” to impress
of at least 25% of original body weight. and exploit others, projecting blame onto
c. A distorted, implacable attitude toward others for their own socially disapproved
eating, food, and weight that overrides behavior
hunger. d. Rjection of authority and inability to profit
d. No known medical illness that could from experience
account for the weight loss. e. Inability to maintain good interpersonal
e. No other known psychiatric disorder. relationships

RISKY SEXUAL BEHAVIOR

SUBSTANCE ABUSE
Ø ALCOHOLIC
• An individual with serious drinking
problems, whose drinking impairs their
life adjustment in terms of health,
eprsonal relationships, and/or
occupational functioning.

Associated with:
• Mobile accidents
• Murders
• Assault
• Rape
• Suicide

General Effects of Alcohol

• Depressant
• Motor inccordination
• Expereinces a sense of warmth,
expansiveness, and well-being
⇒ 0.1% alcohol content in the bloodstream
– the individual is considered to be
intoxicated.
⇒ 0.5% alcohol content in the bloodstream
– the entire neural balance is upset and
the individual “passes out”

Causes:
a. Biological factors
• Cell metabolism has adapted itself
to the presence of alcohol in the
bloodstream and now demands it for
stability.
 TH ND
READ & WRITE (4 QRT – 2 SEM) Hannah was considered to be a good employee
because she was always on time, she was very
MECHANICS IN WRITING motivated and led the team well.
• Parallelism Revision:
• Punctuatuon Marks Hannah was considered to be a good employee
of the month because she was always on time,
PATTERNS OF PARAGRAPH WRITING she was very motivated and she was a good
• Narration, Definition, Classification leader.
• Cause and Effect, Problem-Solution
• Persuasion PUNCTUATION MARKS

PARARELLISM COMMA (,)

• Should express in grammatical form • It is a punctuation mark, used especially
• Single words should be balanced with as a mark of separation within the
single words, phrases with phrases, and sentence.
clauses with clauses. • a symbol used in writing to separate
• Writers use parallel structure to add parts of a sentence showing a slight
clarity to their writing, make it easier to pause, to separate the single things in a
understand and show that there is list, or to prevent confusion and
writing is structurally and grammatically misreadings
correct.
Rules for using comma (,)
Ex. Single words: • Commas are used after a dependent
I love to collect stamps, ballpens, and to collect clause. However, the usage of comma
bags. after the main clause when a dependent
Revision: clause follows is incorrect.
I love to collect stamps, pens, and bags. • Use commas to separate a list of similar
words, phrases, and clauses.
Ex. Paralleslism: Phrases • Commas are used after introductory
I made resolutions to study more, lose weight, words or phrases.
and watching less television. • To shift between a main discourse and a
Revision: quotation, application of comma is
• I made resolutions to study more, to necessary.
lose weight, and to watch less • Using commas between two verbs or
television. verb phrases in a sentence that shares
• I made resolutions to study more, the same subject is unnecessary.
lose weight, and watch less • Avoid using commas to separate the
television. verb from the subject.
• Use a comma when the first word of the
Ex. Clauses sentence is “yes” or “no”.
The professor told them to study and that
they should do the exercises frequently. Examples:
Revision: • After I wake up, I immediately brush my
The professor told them that they need to study teeth to get rid of my morning breath.
and that they should do the exercises frequently. • When taking an exam, all you need is a
pencil, an eraser, and a folder.
Ex: Colons • Because of the typhoon, flight is
• The following activities can be done at cancelled.
the mall: buying groceries, eating lunch, • Reyna asked, “Can I borrow your
and paying bills. ballpen?”
• In your bedroom, you will find the • Are you a doctor? Yes, I am a doctor.
following: a bed, a closet, and a desk.
SEMICOLON (;)
Is it parallel?: • It is a punctuation mark; used chiefly in
a coordinating function between major
 sentence elements (such as § It is wider than hyphen
independent clauses of a compound and narrower than em
sentence) dash
• used in writing between two parts of a § It has the same width as
sentence, usually when each of the two letter N (Midsized)
parts could form grammatical sentences § It use to show the
on their own. ranges in numbers and
• This punctuation mark can sometimes dates
be used to separate items in a list, o Em dash
similar to how commas can be used in § It is longer than en dash
that scenario. or a hyphen.
§ It has the same width as
Rules for using semicolon (;) letter M
• A semicolon may be used between two § It can be a substitute to
independent clauses joined by a parenthesis or colon.
connector such as and, but, or, nor.,
when one or more commas appear in When to use:
the first clause.
• Use a semicolon to make a list of items En Dash
that are separated by commas. This • It expresses a period of time.
often occurs when listing names,dates, • Indicate distance
locations, and descriptions. • It indicates a range of numbers.
• Use a semicolon to replace commas • Used to report scores or result of
when individual items in a series are contests
long or contain commas. • Used between words to represent a
• Don’t capitalize the words after a conflict
semicolon (Unless the words that follow • It is used as a connection of nouns
a semicolon are proper nouns or words.) • It is used to combine directions in a
• Do not use a semicolon when a compass
dependent clause comes before an • It is used in compound adjectives.
independent clause.

Examples: Em Dash
• I love chicken; it is my favorite food. • Shows a break in a sentence
• England has One Direction, Blue and • Marks unimportant words
McFly; America has Backstreet Boys, • Create emphasis
and Barrio Boyzz; Korea has BTS and • Indicates a sudden change of thought
EXO. • (Double Em Dash) It indicates missing
• You need to study; otherwise, you may portions of a word, whether unknown
not be able to pass the test. • It is used to replace colon, parentheses,
• Harry Potter was my favorite book and commas
during the 2000s; in fact, it is my favorite
book ever since it was introduced. Examples:

DASH • After a split second of hesitation, the

• Looks like ( – ) second baseman leaped for the ball—or,
• It is a horizontal line to showcase a rather, limped for it.
pause or break in a meaning. • He is afraid of two things—snakes
• It is similar to a hyphen although it is and clowns.
longer and informal. • To get to Manila from here – you are
• There are two types of dash: en dash heading there right? – you need a car or
and em dash. a bus
o En dash • The 2015–2016 fiscal year was the
most profitable year for the new
business.
 • The Nobel Prize–winning author will • After abbreviations: months,
be reading from her book at the library designations, addresses,
tonight. measurements, countries, etc.
• Inside quotation marks.
HYPHEN • After the parenthesis or bracket at the
• Hyphens, which are shown as small end of a sentence.
horizontal lines (-), are punctuation
marks where it is used solely for the Examples:
purpose of joining together compound • (Sentence) Daily exercise helps your
words (or names) to create a new single body manage blood sugar and insulin
meaning and to remove confusion. A levels.
hyphen is also known as a “joiner”. • (Abbreviations) Blk. 5 Lot 20 Colorado
st. Quezon City, Philippines.
When to use:

• Used to tell ages of people and things PARENTHESIS

(two hyphens are required) • Parentheses are used to enclose
• Two or more words occur before a noun incidental or extra information, such as
they modified (compound adjective) minor examples or addition, or a brief
• When using numbers (time, distance or explanation.
other quantities; numbers from twenty-
one to ninety-nine and fractions)
• Family relations When to Use and its purposes:
• To clarify words wherein --> prefixes • Examples, directions, explanations, and
(vowel)-(vowel) root word and root word clarifications
(vowel)-(vowel) suffixes • Numeral that confirm a spelled-out
number in a contract
Examples: • Abbreviations (usually) after the first
• We have a three-year-old dog. reference to the full version of the term
• We can’t trust our former treasurer, • Numbers or letter that distinguish items
that's why we need to re-elect another in a run-in list
one. • Modifying words or phrases, or
• Turn your car around,This is a one-way interjections
street. • Translations, pronunciations, or
• One-third of our respondents equivalents
experienced anticipatory stress. • The area code in a phone number or a
unit in a mathematical or logic
PERIOD expression
• A period is used at the end of any • In-text citations
sentence that is intended to make a
statement. As with other punctuation
marks that end sentences, the period Examples:
should be placed directly behind the last • David eventually answered (after
letter of the last word of the sentence. thinking for five minutes) the teacher’s
question.
When to Use and its Purposes: • Engaging in physical activity (e.g.
• At the end of a complete sentence. running, playing sports) are good for
• Declarative Sentences your health.
• Imperative Sentences
• Indirect Questions
• As a decimal point for money or QUESTION MARK
percentages.
• After numbers or letters in an A question mark (?) is a punctuation symbol
enumerated list. placed at the end of a
• After initials.
sentence or phrase to indicate a direct question. 6. The placement of question marks with
According to the Cambridge dictionary, quotation marks follows logic. If a question
is within the quoted material, a question mark
the question mark is a feeling of doubt about should be placed inside the
something. quotation marks

WHEN TO USE QUESTION MARK: Examples:

Around the 18th century, the question mark She asked “WIll you be my friend?”
developed and became an important part of Do you agree with the saying, “All’s fair in love
the English language. Question mark is used and war”?
after an interrogative sentence in English. • If a quoted question ends in mid
Many people use it incorrectly and often not use sentence, the question mark replaces a
it when required. comma
Example: “Will you still be my friend?” she
RULES IN USING A QUESTION MARK: asked

1. Use a question mark only after direct 7. Avoid using question marks when it comes to
question. indirect questions, which are
Correct: Will you go with me? statements that contain questions. Use a period
Incorrect: I’m asking if you will go with me? after an indirect question.
Incorrect: I wonder if he would go with me?
2. A question mark replaces a period at the end Correct: I wonder if he would go with me.
of a sentence, don’t put a period
after the question mark. EXAMPLES:
Incorrect: Will you go with me?. • Where are you going?
• Does this dress suit your taste?
3. Capitalize the word that follows a question • What? He isn’t coming? When did you
mark if it starts a new sentence. Some speak to him
choose to overlook this rule in special cases, for • She’s a good speaker, isn’t she?
example, if the next word does
not start a new sentence, because the question COLON
mark is part of a quotation, or a • A colon is a punctuation mark (:) that is
single interrogative sentence with two parts and used to precede a list of items, a
a question mark at the end of quotation, or an expansion or explanation.
each part.
RULES IN USING A COLON:
Example: 1. It is used to introduce a list or a series of
If related questions: Should he anticipate the items.
savages? or should he lie still, and
abide their assault? 1.1 Only use it if it comes after a complete
If different questions: What time are you going to sentence or an independent clause.
get back? Will you be going
with Sophie tonight? Example: We must get these things for our
project: tape, scissors, folder, and paint.
4. Some sentences are statements—or
demands—in the form of a question. They 2. It is used when introducing a list in a
are called rhetorical questions because they bulleted or numbered format.
don't require or expect an answer.
Many should be written without question marks. Example: The students who are going on the
Examples: Why don’t you take a break. trip are:
How could I be so stupid. • Alyssa
• Erica
5. Use a question mark when a sentence is half
• Luke
statement and half question
• Derick
Example: You do care, don’t you?
• Andrea
 • Brackets are used to isolate the words
3. You can use colons when introducing enclosed in them from the surrounding
extended quotations. text.
Example: Nicole announced to the group: • Brackets are used to indicate you have
“Breakfast is ready everyone.” inserted your own words into a
quotation.
4. It is used between two sentences with the • Use brackets to insert information within
latter emphasizing the former. parentheses.
Example: The results of the competition are in: • Brackets are used to insert
my brother has won. explanations, corrections, clarifications,
or comments into quoted material.
5. It can be used when following a greeting (also
known as a salutation) in a formal EXAMPLES:
or business letter. • She [Anna] finished the report last week.
Example: To Whom It May Concern: • He drove 60 [miles per hour] on the
highway to town.
EXAMPLES: • She played the following notes [{c, f, e}
• This house has everything I need: three {a, c, e} {e2, b#, a} {e7, a7, g}]
bedrooms, a backyard, a pool, and a • I appreciate it [the offer,] but I cannot
garage. accept it.
• Here are three cities in the Philippines • He [the lawyer] can’t prove they [the
that begin with B: Baguio, Bacoor, and suspects] did it.
Bacolod.
• “I don’t take my life seriously, but I do
• Never forget this point: think before you take what i do in my life seriously”
speak. [Italics added] - Audrey Hepburn
• This was first said by Shakespeare: “To • “No more [government] equipment will
thine own self be true.” be purchased for use in the facility,” said
Mark.
BRACKETS
• The book (which was very long [1021
• Brackets are symbols that are used to pages]) was difficult to finish.
contain "extra information", or
information that is not part of the main BRACES
content. Brackets always come in
• Braces { } are also known as curly
pairs—an "opening" bracket before the
braces. The purpose of a set of braces
extra information, and a "closing"
({}) is to set off any incidental or optional
bracket after it.
information or thoughts. Even though
curly braces rarely appear in English
• Brackets are always used in pairs; you writing, they are used in certain informal
must have both an opening and a texts to group words. Braces should
closing bracket. Brackets are editorial never be used in place of parentheses
marks used to insert comments into or square brackets.
someone else's words that you are
quoting, or to insert material into a WHAT ARE THE USES:
passage already in parentheses.
• Braces are used to group statements,
declarations and data.
WHAT ARE THE USES:
• Braces are also used for math
• Brackets are used to enclose words
equations, computer programming etc.
added by someone other than the
• In informal writing braces, like brackets
original writer or speaker, typically in
and parentheses, can be used
order to clarify the situation
anywhere.
• Brackets are used to index into an array
• Brackets allow the insertion of editorial EXAMPLES:
material inside quotations.
• What instrument is your favorite {guitar,
piano, violin, drums}?
 • Marie has a mini farm which consists of
the following crops {Eggplants, DEFINITION
Radishes, Potatoes, Cauliflowers} • Explains not just what something
• {a + b [c + d (e + f)]} ------- The grouping means or is, but also what
of terms within a mathematical problem, something does, what something is
in which the brace serves as the used for, what something looks like,
outermost mark etc.
• Plot the following points {2,4},{4,8} and
{8,16} on the graph.
• She played the following notes [{c, f, e} Signal Words for Definition:
{a, c, e} {e2, b#, a} {e7, a7, g}] ⇒ Is defined as
• Different notation for the function of a ⇒ Means
fractional part: {x} = frac (x) ⇒ To define
⇒ As defined
PATTERNS OF DEVELOPMENT ⇒ Refers to
• Thought or ideas in writing should be ⇒ To illustrate
presented in such a way that it may be
fully understood. CONCRETE TERMS
• This may be done through the use of • Words that identify things, places,
some common method in paragraph and events that can be measured
development. and observed.
• Terms that have physical
NARRATION manifestation in our world.
• Tells a story or explains a sequence Ex. Spoon, dog, house
of events. It can be fiction or non-
fiction. ABSTRACT TERMS
• Describes when,where, and how an • Refers to ideas or concepts that are
event or an occurrence actually intangible
happened. Ex. Love, freedom, feminism
Narration:
⇒ Novels GENERAL TERMS
⇒ Fables • Commonly used to denote groups
⇒ Biographies Ex. Furniture
⇒ History books
⇒ Accident reports SPECIFIC TERMS
• Refer to an individual component of the
v OBJECTIVE NARRATION group
• Presents facts to create accurate Ex. Cabinets, desks, chairs
timeline or events.
DESCRIPTION
v SUBJECTIVE NARRATION • The pattern of development in which
• Conveys the impression, feelings, or goes into details about a specific object,
point of view person, or location, in order to firmly set
Ex. A personal essay about plastic its appearance.
surgery.
VARIETIES OF DESCRIPTION
POINT OF VIEW
• Refers to the relationship of the 1. OBJECTIVE DESCRIPTION
narrator to the action • Looks into factual and scientific
characteristics of what is being
A. FIRST PERSON point of view described as objectively as possible.
• Narrator is a part of the story • The writer stays away from emotional
B. THIRD PERSON point of view impressions or responses and instead,
• Narrator is the teller of the story but describes the scene as it is.
not a part of the story. 2. SUBJECTIVE DESCRIPTION
 • A sort of description that the author Signal words for Comparison:
would normally use to ‘paint a picture’ of ⇒ Also
how he sees a character, or how he ⇒ As
wants the reader to see a character. ⇒ Both
• Also used in a literary discourse when ⇒ Equally
there is stereotyped image that can be ⇒ In a similar fashion
attributed to a person, place, or an ⇒ In comparison
event. ⇒ In the same way
⇒ Like
⇒ Likewise
CLASSIFICATION AND EXEMPLIFICATION
⇒ Similarly
⇒ To compare
CLASSIFICATION
• Divides things into groups, classes, or
Signal words for Contrasting:
categories
⇒ Although
• Organizes ideas into divisions based on
⇒ And yet
criteria or standards.
⇒ As opposed to
Signal words for Classification: ⇒ But
⇒ Another ⇒ Conversely
⇒ Another kind ⇒ Counter to
⇒ Classified as ⇒ Despite
⇒ Final type ⇒ Even so
⇒ One kind ⇒ Even though
⇒ The first category ⇒ In contrast
⇒ The last group ⇒ In spite of
⇒ The next part ⇒ In the meantime
⇒ Instead
EXEMPLIFICATION ⇒ However
• Provides examples and illustrations ⇒ Nevertheless
order to further clarify or explain the ⇒ Nonetheless
conceept or subject matter. ⇒ On the contrary
• Presents the general statement and ⇒ On the other hand
then provides specific and concrete ⇒ Otherwise
examples to expound on the main idea. ⇒ Still
Signal words for Exemplification: ⇒ The fact remains
⇒ After all ⇒ Unlike
⇒ As an example ⇒ Whereas
⇒ Consider the following ⇒ Yet
⇒ For example
⇒ For instance CAUSE AND EFFECT
⇒ In other words • Explains why something happens or
⇒ In particular what results a particular event produces.
⇒ In short • Paragraph empasizing cause
⇒ Namely • Paragraph empasizing effect
⇒ Put another way
⇒ Specifically Signal words for Cause
⇒ Stated differently ⇒ As
⇒ That is ⇒ Because (of the fact)
⇒ To be specific ⇒ Being that
⇒ To clarify ⇒ Due to (the fact that)
⇒ To illustrate ⇒ For
⇒ For the reason that
COMPARISON AND CONTRAST ⇒ In that
 ⇒ In view of (the fact) ⇒ As a result
⇒ In as much as ⇒ As I have said
⇒ One reason ⇒ Consequently
⇒ Owing (to the fact) ⇒ Due to
⇒ Seing that ⇒ Finally
⇒ Since ⇒ In any event
⇒ In brief
Signal words for Effect ⇒ In conclusion
⇒ Accordingly ⇒ In short
⇒ As a consequence ⇒ In summary
⇒ As a result (of this) ⇒ Inevitably
⇒ Because (of this) ⇒ On the whole
⇒ Consequently ⇒ Since
⇒ For this reason ⇒ In essence
⇒ Hence ⇒ In a nutshell
⇒ In consequence ⇒ Therefore
⇒ So ⇒ Thus
⇒ So much (so) that ⇒ To sum up
⇒ So that
⇒ Therefore PATTERS OF PARAGRAPH DEVELOPMENT
⇒ Thus
NARRATION
PROBLEM-SOLUTION 3 Important Parts: Narrative
• Focuses on either a problem or solution • Clear topic sentence
in a particular area or situation. • Supporting Sentences
Signal words for Problem-Solution: • Concluding Statement/Sentence
⇒ But
⇒ First, second ü TOPIC SENTENCE
⇒ Nonetheless • Gives the reader some background
⇒ The problem information about the writer – You
⇒ The solution • Gives an idea on what will happen in the
⇒ One reason for the story
⇒ One solution is
⇒ One way is ü SUPPORTING SENTENCES
• Tell the story by explaining the
PERSUASION sequence of events
• Convinces readers to agree to an • They give sensory detail (sight, hearing,
argument or claim about a particular smell, taste)
topic. • Tell how the writer felt during the event
Signal words for Emphasizing a Point
⇒ Again ü CONCLUDING STATEMENT /
⇒ For this reason SENTENCES
⇒ In fact • Finishes the story
⇒ In that case • Shares what was significant about the
⇒ Indeed experience or what the writer learned
⇒ To emphasize about the experience
⇒ To repeat
Ø STRUCTURE: NARRATIVE
⇒ Truly
PARAGRAPH
⇒ With this is mind
• Topic Sentence
• Supporting Sentence
Signal words for Concluding and
Summarizing • Concluding Statement
⇒ Accrodingly
⇒ GRAMMAR REVIEW
⇒ All in all
 • Use simple past tense • Topic Sentence
• Past progressive tense (used to show • Category 1
that something was going on at some • Details
point of the past) • Category 2
• Details
1) Simple • Category 3
2) Compound • Details
3) Complex • Conlcuding Statement
4) Compound-Complex
DESCRIPTIVE
Transitional Devices: Sequence Words
(Chronological Order): Ø STRUCTURE: DESCRIPTIVE
⇒ After that • Topic Sentence
⇒ Eventually • Reason (1)
⇒ Then • Reason (2)
⇒ Next • Reason (3)
⇒ Afterwards • Reason (4)
⇒ Soon • Concluding Sentence
Showing simultaneous events: ü TOPIC SENTENCE
⇒ At the same time that • This tells the reader what your topic is
⇒ Meanwhile about
⇒ While ⇒ Sensory Language
• Sight, Hearing, Smell, Touch, Taste
⇒ NOTES:
• Consistency-Point of View (I, we, me, ü CONCLUDING STATEMENT
us) • Restates the topic sentence
• Logical Order (arrange ideas in order to
make sense) ⇒ SIMILE
• Choose important details and word • Simile-comparison between two unlike
choice things
• Get to the point • Used to make the writing more
descriptive and easier to imagine.
DEFINITION
• Used to explain and give the meaning of COMPARISON AND CONTRAST
unfamiliar terms
• Combination of the standard definition of A. BLOCK METHOD
the term, personal experience, and • Introduce the paragraph by
explanation style briefly comparing the two
subjects of the paragraph.
Ø STRUCTURE: DEFINITION • Focus on the first suject and
PARAGRAPH provide all the points of contrast
• Topic Sentence about it.
• Major Detail (1) • Focus on the second subject
• Minor Details and provide all the points of
• Major Details (2) contrast about it.
• Minor Details
• Major Details (3) B. POINT BY POINT METHOD
• Minor Details • Introduce the paragraph by
• Concluding Statement brielfy comparing the two
subjects of the paragraph.
CLASSIFICATION • Focus on the first quality and
contrast the two subjects.
Ø CLASSIFICATION PARAGRAPH
 • Focus on the second quality • Eliminating redundant words
and contrast the two subjects.
• Wrap up with a conclusion 3. WELL-ORGANIZED WRITING
• Topic of the document is clear from the
§ Aristic Quality beginning
• Porcelain Cup
• Paper Cup THE BASIC PARTS OF A BUSINESS LETTER

§ Strength Ø HEADING
• Porcelain cup • There are 2 types of heading:
• Paper cup o MODERN HEADING (letterhead)
• Used by the company
§ Value
• Porcelain cup o CONTEMPORARY HEADING
• Paper cup • Used by individual

Ø DATE
• This is placed for the purpose of
CAUSE AND EFFECT recording business events.
• Correct: November 8, 2003
Ø CAUSE (Reason) • Wrong: Oct. 9, ’97; 02-15-20
Ø EFFECT (Result)
BUSINESS LETTER SPECIAL PARTS
BUSINESS LETTER • Mailing notations (Certified,
• It is a letter from one company to registered, special delivery,
another or between such confidential, personal)
organizations and their customers, • Attention line
clients, or other external parties. • Subject line
• A business letter is sometimes • Copy notation
useful because it produces a • Postscript
permanenet written record, and may
be taken more seriously by the REFERENCE INITIALS
recipient than other forms of • Type reference initials
communication. • Reference intiials are the initials of the
person typing the letter.
ü PERMANENT RECORD • They are always lower case
• Opportunity to review and to scrutinize
the facts and make considered decision. COMMON INDENTION TYPES
• Letters: Significance Ø MODIFIED BLOCK STYLE
• Provide information, respond to • Heading (Top right)
requests, motivate action, sell goods • Inside Address (Left)
and services • Salutation (Left underneath of
• Letters are more convenient to busy inside address)
people • Body
• Complimentary Closing (Right
CHARACTERISTICS: BUSINESS LETTER underneath the body)
• Signature (Right underneath the
1. ACCURACY
Closing)
• Specific facts and figures
• Typed name (Bottom right
• Appropriate words- familiar and easy to underneath the signature)
understand words (common) and
sentences, avoiding slang words, use Ø BLOCK STYLE
active voice.
• Heading (Top Left)
2. BREVITY
 • Inside Address (Left underneath of v CURRICULUM VITAE (CV)
heading) • A short account of one’s career and
• Salutation (Left underneath of qualifications prepared typically by an
inside address) applicant for a position.
• Body • Provides summary of your experience
• Complimentary Closing (Left and skills. Typically, CVs for entry level
underneath the body) candidates are longer than resumes – at
• Signature (Left underneath the least two or three pgaes. CVs for mid
Closing) level candidates who have amassed
• Typed name (Bottom left numerous publications tend to run much
underneath the signature) longer.
• Lengthier than resumes and include
Ø SEMI BLOCK more information, particularly details
• Heading (Top right) related to one’s academic and research
• Inside Address (Left) background.
• Salutation (Left underneath of • Include extensive information on your
inside address) academic background, including
• Body ( with indention) teaching experience, degrees, research,
• Complimentary Closing (Left awards, publications, presentation, and
underneath the body) other achievement.
• Signature (Left underneath the
Ø DIFFERENCES:
Closing)
• A resume is used to apply for most
• Typed name (Bottom left
jobs
underneath the signature)
• A CV is used to apply for certain
TYPES OF BUSINESS LETTER academic positions.

APPLICATION LETTER Ø RESIGNATION LETTER

• A letter that you write to a company or • A resignation letter is an official
organization when you are applying for a letter sent by an employee to their
job. amployer giving notice they will no
longer be working at the company.
TYPES OF JOB APPLICATION LETTER • Goal of a letter of resignation is to
create an official record of notice,
SOLICITED LETTER provide details about the
• Is used if a person is applying for a employee’slast day, outline any next
posted job advertisement. steps, and maintain a positive
relationship with the employer.
UNSOLICITED LETTER • Reasons of Resigning:
• Is used when a job seeker is applying ⇒ Health
for possible vacant position in a ⇒ Announce a retirement
company, hoping that they will hire him. ⇒ Take another job (abroad)
⇒ Family Reasons, etc:
v RESUME Ø RESERVATION LETTER
• Is a formal document that a job applicant • Reservation letter is a letter that is sent
creates to itemize his or her to reserve a place somewhere, such as
qualifications for a position. a conference, function, or activity.
• Provides a summary of your education,
work history, credentials, and other Ø INVITATION LETTER
accomplishments, and skills. • Type of letter written to an organization
• A resume should be as concise as or an individual for their participation or
possible. Typically, a resume is one presence in an event or an occasion.
page long, although sometimes it can be
as long as two pages. TYPES: INVITATION LETTER
Ø OFFICIAL INVITATION LETTER
• The one’s which are written for inviting
officials and certain distinguished people
for their participation in various activities.
• Business invitation letters – formal tone
• Some of these letters are related to
meetings, interviews, training,
conferences, inaugurations, etc.

Ø PERSONAL INVITATION LETTER

• The one’s which are written for inviting
friends, peers, relatives, family
members, neighbors, etc.
• For social occasions or events
• Also known as friendly invitation letters
 TH ND
DRRR (4 QRT – 2 SEM) the Tablas Strait, near Marinduque. This
ignited a fire that spread quickly
MODULE#7: FIRE HAZARD onboard. Survivors would later recall
that, aside from the ship, the sea also
FIRE - it is a common hazard that occurs at appeared to burn—the result of the gas
home and workplace which damages properties and petroleum leaking from the ship.
and causes death at the same time. What is - A reported 4,000 passengers died in
regretful about this hazard is that it could be what is considered the world’s worst
prevented if only awareness of its prevention is peacetime maritime disaster. The
properly observed at home and at the tragedy was exacerbated by the lack of
workplace. Fire is one of the most destructive life jackets and the overcapacity of the
man made disasters of all time. Fire related passenger vessel—at least two
accidents related to garment factories and thousand passengers were not listed on
people’s personal lives, it is clear that people the manifest.
should be concerned about the causes and
damages of fire and be prepared to face this
catastrophic disaster. Manor Hotel (2001)

Examples:
*LOCAL -The Manor Hotel in Quezon City had over 170
people staying throughout its six floors on
August 18, 2001. At around 4:30 a.m., a fire
broke out on the third floor, and the smoke
NCCC Mall (2017) Casualty count: 37 prevented most guests from coming out of their
rooms. One would think that they should have
just climbed out of the windows—except that
their windows had metal grills, a clear violation
- Two days before Christmas—a season of building safety standards and regulations.
where most Pinoys go to the mall for Later investigation also revealed that the hotel
shopping—a fire engulfed the 14-year lacked other safety measures such as water
old NCCC Mall in Davao. The fire sprinklers, fire alarms, emergency lights, and fire
started in a short circuit at the ceiling of exits.
the sections of fabric and furniture. The
fire went on for 32 hours, killing 38
workers, most of whom were call center - A total of 75 people died and 35 more were
agents, whose office was located on the injured. Most of the casualties were participants
fourth floor. in a Christian crusade, sponsored by the Texas-
- Authorities later found out that there was based Don Clowers Ministries. Most of the dead
no functioning sprinkler system on the were found in the bathroom where they tried to
third floor of the building, where the fire escape the smoke.
started. Control valves for the sprinkler
systems were also manually turned off
during the time of the incident *INTERNATIONAL

MV Doña Paz (1987)

The Chicago Fire (1871)

- The passenger ship Doña Paz was on

its way to Manila from Tacloban, Leyte.
At the same time, the oil tanker MT - Also called the Great Chicago Fire,
Vector was carrying 1,050,000 litres of burned from October 8 to October 10,
gasoline and other petroleum products 1871, and destroyed thousands of
from Bataan to Masbate. Shortly before buildings, killed an estimated 300 people
midnight of December 20, 1987,the two and caused an estimated $200 million in
vessels collided into each other along damages. Legend has it that a cow
 kicked over a lantern in a barn and Fire Triangle and Fire Tetrahedron
started the fire, but other theories hold
that humans or even a meteor might The fire triangle or combustion
have been responsible for the event that triangle is a simple model for understanding the
left an area of about four miles long and necessary ingredients for most fires.
almost a mile wide of the Windy City,
including its business district, in ruins. The triangle below illustrates the
Following the blaze, reconstruction presence of the three elements a fire needs to
efforts began quickly and spurred great ignite; these are: heat, fuel and oxidizing agent
economic development and population also known as oxygen.
growth.

The Great Fire of London (1666)

-The fire started in a baker's shop in Pudding

Lane in the early hours of the morning. By the
time it burned out on 5 September around
13,000 buildings had been destroyed, including
the original St Paul's Cathedral, 87 parish
churches, the Guildhall, the Royal Exchange,
and 52 company halls. Between 65,000 and
80,000 people lost their homes, although Each side of the triangle represents one
thankfully only a handful were recorded as of the three ingredients needed to have fire –
having been killed. The estimated cost of the fire oxygen, heat and fuel – demonstrating the
was around £10 million. interdependence of these ingredients in creating
and sustaining fire.
The Great Haileybury Fire (1922)
First, is an event that is natural when it
occurs as the elements are present and
combined in the right mixture.
- On 4 October 1922 one of the "ten worst
disasters" in Canadian History occurred.
According to www.smokeybear.com are
It was to be known as the Haileybury
given below:
Fire since Haileybury was the largest
community to suffer in the blaze. The
1. Heat - The heat source is responsible
Fire covered approximately 300,000
for the initial combustion of the fire, and
acres, extending from north of Charlton
heat is also required to preserve the fire
to south of North Cobalt and from the
and allow it to spread. Heat allows fire to
Quebec border to the Montreal River on
spread by extracting moisture from
the west. The Villages of Charlton,
nearby gasoline, heating the
Heaslip, and Thornloe and nine-tenths
surrounding air and preheating the fuel
of Haileybury were completely
in its direction, making it easier to travel.
destroyed; 43 people lost their lives,
including 11 in the Town of Haileybury.
- When winds gusted on Wednesday,
2. Fuel - It is some type of fuel material
October 4—eventually rising to
and is distinguished by its moisture
hurricane-force winds over the course of
content (how humid the fuel is), its size
the day—several small bush fires blew
and form, its quantity and the
together, merging into a massive,
arrangement in which it is distributed
uncontrollable forest fire spreading
across the landscape. across the landscape. The moisture
content determines how quickly the fuel
burns.
 becomes much more important to
3. Oxygen - Air contains about 21% consider the release of steam. Metals
oxygen, and most fires require at least react faster than water with oxygen and
16% oxygen content to burn. It also thus more energy is released. Putting
supports the chemical processes that water on a fire like this results in an
occur during a wildland fire. When fuel eruption. For this purpose, dry sand or
burns, it reacts with oxygen from the powder must be used to stop the chain
surrounding air releasing heat and reaction.
gene- rating combustion products (i.e.
gases, smoke, embers). This process is There are certain cases where
known as oxidation. water cannot be used to put out fire,
these are:
The fire tetrahedron on the
other hand, represents an additional a) Fires where live electricity is
component, the chemical chain present. This is because the
reaction to the three already present in water conducts electricity.
the fire triangle. This fourth element, the b) Hydrocarbon fires or pool fires,
chemical chain reaction, is a necessary are fueled by oil and gas and
component of fire. The fire triangle was have a very rapid heat rise to
changed to fire tetrahedron to reflect this 1000 degree celcius (1832
fourth element. A tetrahedron can be fahrenheit) within 5 minutes and
described as a pyramid which is a solid rises to 1100 degree celsius
having four plane faces. (2012 fahrenheit) shortly
thereafter. Using water will only
The base of the pyramid spread the fire because of the
represents the chemical chain reaction difference in density.
that occurs when the three other c) Metal fires- as these fires
elements are present in appropriate produce huge amounts of
proportions. Vapor gases are released energy (up to 7.550 calories/kg
during the burning process and carried for aluminium) and water can
into flame. The heat in the flames drives also create violent chemical
the chemical reaction. All four elements reactions with burning metal (by
must be present to support combustion. the oxidization)
d) Oil fires - as vapour will carry
Combustion is the chemical and spread burning oil
reaction that feeds fire more heat and everywhere. This is because the
allows it to continue. water and oil do not mix at all.

Once fire has started, the The Stages of Fires

resulting chain reaction sustains the fire According to the International Fire Service
and allows it to continue until or unless Training Association (IFSTA) there are 4 stages
at least one of the elements of the fire is of fire, namely:
blocked.
1. Incipient
Foam may be used to deny the ➢ An incipient fire is a flame that is still in
oxygen required by the flames. Water its beginning stage. This first stage
should be used to lower the fuel begins when the three elements, heat,
temperature below the ignition point. oxygen and a fuel source combine and
Halon can be used to eliminate free have a chemical reaction resulting in
radicals and to create an inert gas fire. This stage is also known as
barrier in a direct attack on the chemical “ignition” and is usually represented by a
reaction responsible for the flame. very small fire which often (and
hopefully) goes out on its own, before
But when the fire requires the following stages are reached.
burning metals such as lithium, Recognizing fire in this stage provides a
magnesium, titanium and others, it best chance at suppression or escape.
➢ An incipient fire can be defined by the 1. The existence of non-flaming
following factors: combustibles, which can
- flames are small and aren’t potentially start a new fire if not
widespread fully extinguished.
- smoke allows visibility in the 2. There is the danger of a
room backdraft when oxygen is
- the heat emitted from the flame reintroduced to a volatile,
is low (in comparison with later confined space.
stages)
Classifications of Fires and their
2. Growth. Extinguishment
➢ As we move through the phases of a
fire, we come to the second stage – Class A Fire - Fires involving ordinary
growth. The growth stage occurs when combustible materials, such as wood, cloth,
the fire has established itself and is paper, rubber, and many plastics. Water is used
burning self-sufficiently. There are in a cooling or quenching effect to reduce the
numerous factors affecting the growth temperature of the burning material below its
stage including where the fire started, ignition temperature.
what combustibles were near it, ceiling
height and the potential for “thermal Class B Fires - Fires involving flammable
layering”. liquids, greases, and gases. The smothering or
➢ It is between the growth and the fully blanketing effect of oxygen exclusion is most
developed stages of fire when a effective. Other extinguishing methods include
flashover occurs. A flashover is defined removal of fuel and temperature reduction.
as “the near-simultaneous ignition of
most of the directly exposed Class C Fires - Fires involving energized
combustible material in an enclosed electrical equipment. This fire can sometimes be
area. controlled by a non-conducting extinguishing
➢ During a flashover, you will often see a agent. The safest procedures is always to at-
‘flash’ where the fire spreads tempt to de-generize high voltage circuits and
extraordinarily quickly, engulfing an treat as a Class A or B fire depending upon the
entire room almost instantly. fuel involved.

3. Fully Developed. Class D Fires - Fires involving combustible

➢ When the growth stage has reached its metals, such as magnesium, titanium, zirconium,
maximum and all combustible materials sodium, and potassium. The extremely high
have been ignited, fire is considered temperature of some burning metals makes
fully developed. This is the hottest water and other common extinguishing agents
phase of fire and the most dangerous for ineffective. There is no agent available that will
anybody trapped within. effectively control fires in all combustible metals.
➢ Fully developed fires can be identified Special extinguishing agents are available for
by the following factors: control of fire in each of the metals and are
- darkened or black smoke marked specifically for that metal.
- dense smoke
- substantial heat Class K Fires - is a new classification of fire as
- blackened window glazing of 1998 and involves fires in combustible
- visible exterior flames cooking fuels such as vegetables or animal fats.
- flames obscured by smoke Its fuels are similar to Class B fuels but involve
high temperature cooking oils and therefore
4. Decay have special characteristics. Usually wet
➢ This is usually the longest stage of fire, chemicals, water-based solutions of potassium
the decay stage is characterized by a carbonate-based chemical, potassium acetate-
significant decrease in oxygen or fuel, based chemical, or potassium citrate-based
putting an end to the fire. chemicals or a combination. These agents are
➢ Two common dangers during this stage usually used in fixed systems, but some
are: extinguishers are available
 benches or on grass without properly
extinguishing them.

4. Fireworks. Fireworks contain an

explosive powder, along with a binding
paste, mixed with the signature
chemicals responsible for its bright
colors. The explosion of the firework
produces gases, and their electrons are
excited.

5. Arson. It refers to an illegal burning of

houses, buildings or other properties.
And most of the common materials used
for this are bombs, certain chemicals,
matches, and gas.

Other reasons for fire but are also common

according to
https://www.realinsurance.com.au/home-
In a simple and and practical way, fire may be insurance/home-safety/the-most-common-
put out in any of the following manners: causes-of-house-fires :
1. Cool the burning materials
2. Exclude oxygen 6. Curious children. Kids can cause a fire
3. Remove the fuel out of curiosity, to see what would
4. Break the chemical reaction happen if they set fire to an object.
7. Electrical Equipment. An electrical
appliance, such as a toaster can start a
Causes of Fires fire if it is faulty or has a frayed cord. A
According to power point that is overloaded with
www.anosresearchmanufacturing.com/leading- double adapter plugs can cause a fire
causes-of-fire-in-the-phili, published a few years from an overuse of electricity. A power
back on May 27, 2015, there are top five causes point extension cord can also be a fire
of fired in the Philippines, and these are: hazard if not used appropriately. Double
1. Faulty Electrical Wiring. Electrical check the appliances and power points
wirings become faulty due to ageing of in your home.
structures or establishments, overload
circuit, and burning smell from 8. Flammable liquids. If you have any
identifiable sources. This could also be flammable liquids in the home or garage
caused by broken switches, outlets or such as petrol, kerosene or methylated
sockets, faulty heating elements, spirits, keep them away from heat
computers without surge protectors, and sources and check the label before
liquids near computers or electrical storing. Be careful when pouring these
outlets. liquids.
2. Open flames. There are different types 9. Lighting. Lamp shades and light fittings
of open flames which when left can build up heat if they are very close
unattended could cause fires, these are: to light globes. Check around the house
burning candles and kerosene lamps as to make sure. Lamp bases can become
well as unattended stoves and ovens. a hazard if they are able to be knocked
over easily, and so should be removed if
3. Smoking. This becomes a fire hazard they are.
when it catches fire in bed, curtains or
near flammable substances, when But there are also uncommon causes of fires,
cigarettes or cigars on tables or work and you should still watch out for these
causes: putting glass items on windowsills or in
According to direct sunlight.
https://www.nickleelectrical.com/uncategorized/u
ncommon-fire-hazards, these can be the 6. Laptops - Electronics can get very hot if
uncommon causes to your fire hazards: not properly ventilated. Keep laptops on
There are many obvious fire hazards: faulty top of a desk or a mat specifically
wiring, unattended candles, smoking in the designed for computers. Try to avoid
home. But there are quite a few hazards that using a laptop on soft surfaces like a
aren’t so noticeable. Even when you think you’re couch or bed for extended periods of
being careful, some dangers come as a surprise. time.
Household fires are devastating and costly. Here
are a few lesser known hazards you should 7. Dishwasher - Electric appliances are
watch out for. one of the most common causes of
house fires, but most people think of
1. Closet lights - Some older or smaller ovens or stoves as the culprit, not
homes have closets with a single dishwashers. They do generate heat
incandescent light bulb. You know the and water can drip out onto the
kind, with a simple pull chain. These appliance’s wires. Always make sure the
bulbs give off a lot of heat when turned dishwasher is operating correctly and
on and can be dangerous if the closet is safely before use
littered with junk. Old papers, cotton
clothing, and other flammable items 8. Toaster - Again, appliances are a
could catch fire if too close to the bulb common causes of fires, but crumbs and
for a long period of time. Keep your dust that collects in the bottom of a
closets clean and use recessed toaster is a less obvious hazard. Clean it
fluorescent bulbs or replace them with out every once in a while by flipping it
an energy-efficient LED bulb. over and shaking out the crumbs and
built-up dust. The heat generated every
2. Dust - Clusters of debris can easily time you use the toaster can ignite those
catch fire if near a heat source, such as scraps and the danger only increases
an electrical outlet or floor heater. Make with every use.
sure you dust on a regular basis, not just
to keep your home clean, but to avoid 9. Batteries - Nine-volt batteries,
the danger of a fire. specifically. Their positive and negative
terminals are located on the same side,
3. Animals - Household pets can easily so the likelihood of both terminals
knock over candles. Some can even touching a metal object at the same time
turn on the stove accidentally. Be and producing heat is higher than other
observant of your pet’s actions. You also types of batteries. Store the nine-volts in
need to watch for other destructive safe containers or bags. You could also
animals, such as rats or mice that can cover the terminals with duct or
chew through electrical wires. electrical tape

4. Oily rags - Think twice before tossing 10. Matches/lighters - Stuffed in a cluttered
that oily rag in the corner of your garage drawer, matches and lighters can easily
after you’re done with your project. Wet ignite if rubbed against an object the
oil on the rag can produce heat, so hang wrong way. Store them in a safe place,
or lay them out so they can dry away from the clutter and keep out of
completely. Then submerge them in reach of children, who may not know
water and keep in a safe storage bin. any better and light one of them
accidentally.
5. Sunlight - Though rare, if the sun hits a
window, vase, jar, or other glass item at Of course you should always make sure your
a very precise angle, the light and smoke alarms are on and working properly and
radiating heat can cause a fire. Avoid batteries should be replaced twice a year.
Thus, for your safety, the following tips from
www.zipmatch.com/blog/fire-safety-tips-at-home
are given:

1. Provide a schedule in checking the

electrical wirings. Replace those wirings
that are open or already worn out. The
warning signs of these are: lights
flickering, switch sparking, and burning
smell when plugged in appliances.
2. Avoid electrical overloading. This
causes overheating which leads to fire.
3. Unplug gadgets and electrical ● It is important to post this sign as it
appliances when not in use. serves as a frequent reminder of what to
4. Install smoke alarms. do when there is a fire.
5. Do not smoke inside the house, near
flammable substances and arbitrarily
throw cigarette butts.
6. Keep matches and other flammable BEFORE, DURING, AND AFTER FIRE
objects out of your children’s reach.
7. Keep the burning candles within your
sight. Before:
8. Keep an eye in your cooking. Stoves
and cooking devices are considered ● Keep an eye on the local news. Pay
sources of open fires. attention to local media during wildfire
9. Do not keep flammable substances or season and listen for warnings about
any corrosive liquid in the kitchen. Make wildfires that could affect you.
sure their storage would not block the ● Learn how to prevent wildfires. While
sprinkle of the house. most wildfires occur naturally, many are
10. Make sure to inspect the kitchen before caused by people — especially during
sleeping particularly the Liquefied the hot, dry summer months.
Petroleum Gas (LPG). ● Map out your escape routes. Create a
11. Have a fire extinguisher installed in your map of your home and mark an
kitchen area. emergency exit from each room (if a
12. Know the main emergency fire doors. window is the best option, make sure
13. Make a fire escape plan in advance and everyone knows how to open it from the
discuss this to the members of the inside). If you live in an apartment or
family. condo, learn the best ways to get out
14. Have emergency numbers ready. (including at least one emergency exit
that doesn’t require the elevator).
The above tips are a good guide to avoiding a ● Keep flammable items away from your
fire in your home. However it’s a good idea to home’s perimeter. This means removing
protect yourself with adequate home insurance flammable curtains and other materials,
cover to ensure you are covered in the unlikely as well as removing garden debris like
event a fire were to happen. dry branches and leaves (don’t forget to
clean your gutters regularly, too).
● Practice fire safety techniques. Make
The RACE Method for Fire Response sure the whole family knows how.
Most fire emergency plans are expressed in the ● Make sure your home and belongings
acronym R A C E. are properly insured. If it’s been a while
since you’ve updated your home
inventory or reviewed your home
insurance policy, contact your licensed
broker to make sure you have the
 protection you need. You should also Gloves, Goggles, Closed-toe shoes, A cell
consider asking your broker what kind of phone (with a camera) and a charger, A
coverage for additional living expenses flashlight, Bottled water, Garbage bags, and a
(like food and shelter) is included in your first aid kit
policy in case you need to evacuate.
● Prepare your emergency kit. It should be ● Walk around the perimeter of your home
portable and include at least three days’ before you go inside. Look for out-of-
worth of supplies for each member of place electrical wiring, gas smells, or
your household (including pets). loose debris. If you notice downed
power lines or a gas smell, call your
During: hydro or gas company before entering
your house.
● Monitor the local news and obey the ● Enter your house carefully and turn off
authorities. Evacuation notices and the main power breaker before you
other directions from your local make your way through the rest of the
authorities should be announced on house. If you have to use a generator, a
your local news station. Always obey charcoal grill, or another fuel-burning
directions given by your local or device, make sure you keep it outdoors,
provincial government. and in a well-ventilated area.
● Be prepared to evacuate at a moment’s ● Don’t drink the water. Stick to bottled
notice. If an evacuation notice is issued, water until your local officials have
you might not have much time to get confirmed your tap water is safe to drink
ready to leave your home. It’s a good and avoid flushing the toilet until you
idea to pack a bag of items you couldn’t know that your sewer or septic system is
live without (don’t forget medications in good working order.
and important documents), and leave ● When in doubt, throw it out. Food and
your vehicle parked in a position that will drinks inside your fridge or freezer
make it easy to drive away quickly. should likely be tossed if your house lost
● Keep your windows and doors closed to power for an extended period of time or
limit your exposure to smoke and dust. If was exposed to heat, ash, smoke, or
you have time, consider covering vents, any of the chemicals used to put out
windows, and other openings with duct fires. Canned items that are sealed and
tape and plywood. don’t appear damaged should be wiped
● Wet your roof and property. Unless local clean in case they’ve been exposed to
authorities have asked you to limit your any harmful chemicals. Bonus tip: Take
water use, consider using a sprinkler to pictures of anything you’re throwing out.
soak your roof and property. Your home insurance policy could help
● Save receipts for additional living pay to replace the foods you have to
expenses. If a government authority throw away.
orders you to evacuate, your home ● Take photographs of any damage
insurance policy could cover out-of- before you begin cleaning up. This can
pocket expenses like food and a place make it easier for your insurance
to stay. Keep receipts for any costs you company to process your claim.
wouldn’t normally face while living in ● Contact your home insurance broker. If
your own home. your home has sustained damage, your
● Have a wet towel covering your nose. broker can coordinate with your
You can crawl down for you to see the insurance company to help you get
pathway more clearly. repairs underway. Be prepared to
provide some important details about
After: the damage to your broker or the claims
representative from your insurance
● Pack some supplies. Before you head company.
home, try to gather these basic supplies:
MODULE#8: HYDROMETEOROLOLOGICAL b. Thunderstorm - it is a storm with lightning
HAZARD and thunder. Is it produced by a
cumulonimbus cloud, usually producing
1. Concept of Hydrometeorological gusty winds, heavy rain and sometimes
Hazards Hydrometeorological hazards include hail. The basic ingredients used to make
tropical cyclones (also known as typhoons a thunderstorm are moisture, unstable
air and lift. When moisture forms clouds
and hurricanes), thunderstorms, hailstorms, and rains, the unstable air which is
tornadoes, blizzards, heavy snowfall, relatively warm would rise rapidly giving
avalanches, coastal storm surges, floods a “lift”. This can form from fronts, sea
including flash floods, drought, heatwaves, and breezes or mountains.
cold spells.
c. Lightning - It is the occurrence of a
Hydrometeorological conditions also can be a natural electrical discharge of very short
factor in other hazards such as landslides, duration and high voltage between a
wildland fires, locust plagues, epidemics, and in cloud and the ground or within a cloud,
the transport, and dispersal of toxic substances accompanied by a bright flash and
and volcanic eruption materials. typically also with thunder. It is typically
an electric current. The formation of a
2. Potential Hydrometeorological Hazards a. lightning begins in a thundercloud,
Typhoon - Tropical cyclones in the Philippines where many small bits of (frozen
are called bagyo . The table below raindrops) collide as they move in the
air. These create an electric charge. The
are the tropical cyclone warnings in the form of cloud will eventually fill up with electrical
Public Storm Warning Signals released by the charges. The protons form at the top of
Philippine Atmospheric, Geophysical, and the cloud while the electrons form at the
Astronomical Services Administration bottom. Since opposites attract, a
(PAGASA). positive charge builds up on the ground
below the cloud. The grounds electrical
These storm signals are usually raised when an charges concentrates around anything
area is about to be hit by a tropical cyclone. As a that sticks up (mountains, people,
tropical cyclone gains strength and/or gets singular trees). The charge connects
nearer to an area having a storm signal, the with a charge from the clouds, which
warning is upgraded. causes lightning to strike.

Winds of 30-61 km/h (20-38 mph) In this portion of the discussion, what we should
Signal do during thunderstorms and lightning.
are expected to occur within 36
#1
hours
1.) Keep an eye for darkening skies, flashes
Winds of 61-120 km/h (38-73mph) of lightning and increasing winds.
Signal 2.) Lightning follows rain. When you hear
are expected to occur within 24
#2 the sound of thunder, go to a safe place
hours
before rains start to fall.
3.) Choose a sturdy building or a vehicle
Winds of 121-170 km/h (74-105
Signal with closed windows. Avoid sheds,
mph) are expected to occur within 18
#3 picnic areas, baseball dugouts, and
hours
bleachers. Stay away also from trees.
4.) Crouch down in an open area, twice as
Winds of 171-220 km/h, (106-137
Signal far away from a tree in relation to its
mph) are expected to occur within 12
#4 height.
hours.
5.) Put the feet together and hands over the
ears to minimize hearing damage from
Winds of at least 220 km/h, (137 thunder.
Signal
mph) are expected to occur within 12 6.) Keep away from water because water is
#5
hours. a good conductor of electricity.
 7.) Do not use electric equipment and classified as El Niño “conditions”, when it’s
appliances during a storm. duration is longer, it is classified as an El Niño
8.) Stay away from windows, doors, and “episode”. There is no clear indication of El
porches. Niño’s serious effects on marine life and other
9.) If someone is struck by lightning, call for marine species in many regions since this
help immediately. The injured person phenomenon is part of the normal rhythm of
does not carry electric charge so it is earth which marine species are accustomed to
alright to touch him/her. live.

d. Flash dry lakes, and basins. It may be caused During La Niña, the easterly trade winds
by heavy rain associated with a severe strengthen and cold upwelling along the equator
and the west coast of South Africa intensifies.
Flood - it is a rapid flooding of geomorphic low- Sea surface temperatures along the equator can
lying areas: washes, rivers, fall as low as 7 ° F below normal during La Niña.

thunderstorm, hurricane, tropical storm, or Both La Niña and El Niño impact global weather
meltwater from ice or snow flowing over ice patterns.
sheets or snowfields. It happens when rain falls
so fast that the underlying froud cannot cope, or
drain it away, fast enough. Roads can become The discussion will end with a brief conclusion
like rivers and if there is a lot of water, it can and we will allow time for additional questions or
flood buildings and carry cars away. So, if the concerns, and things that need further
rain is falling too fast for the ground or drains to clarification.
cope, there is a risk of flash flooding.

e. Storm Surge - An abnormal rise of the ocean MODULE#9: CONCEPT OF DISASTER RISK
generated by a weather disturbance such as REDUCTION (DRR) AND DISASTER RISK
tropical cyclone, over and above the predicted REDUCTION AND MANAGEMENT (DRRM)
high tide mark.
Disaster Risk Reduction
3. What can slow down storm surges? • Systematic approach identifying,
reducing and assessing the risks of
a. Construction of barriers (man-made sea walls, disaster.
breakwaters, natural mangroves, • The main goal of DRR is to reduce
wetlands) physical,socio-economic and attitudinal
vulnerabilities.
b. A sufficiently wide and tall vegetation canopy • Main opportunity for reducing risk lies in
(reduces inundation) reducing vulnerability and exposure.
• Save lives, give knowledge and be
c. Coral reefs and rocky shores (dissipates wave knowledgable are the concepts of what
energy) people should understand in DRR.

Vulnerability
d. Building a small bump on the oceanward • It refers to a condition in which
terminus of the shore-perpendicular increases the susceptibility of a
roads can slow down storm-surge ebb community to the impact of risk and
velocity. hazards.
• The inability to resist hazards or to
4. El Niño and La Niña Phenomena respond when a disaster occurs.
• People living in safe areas such as
The El Niño Phenomenon has a 3-month earthquake prone areas, flood prone
average warming of at least 0.5 degrees Celsius areas and those who are working jobs
which anomaly happens at irregular intervals of that places them more to these kinds of
2-7 years and lasts 9 months to 2 years. When risks that makes them vulnerable to
this warming occurs for 7-9 months, it is disasters.
 • Affecting environmental, physical and construction skills to build and repair
sanitary conditions and locations. infrastructure are also a part of physical
capacity.
Types of vulnerabilities and capacity:
Social Capacity
Physical Vulnerability • It includes the interpersonal and
• It is the physical location where the intrapersonal links in the community,
sources of disasters may happen and relations and motivations among the
people are more vulnerable and prone people and the amount of interaction
to hazards between people. For instance, in some
areas of communities have organized
themselves on street-level or village
level and have built small organizations
Social Vulnerability for help in case of disasters or carrying
• This refers to the weak foundation of our other welfare activities in the area on
family structures, lack of community volunteering basis, CSO, youth
awareness in Disasters and hazards, organizations, CBOs etc.
weak leadership and decision making,
And it also tackles the economic Attitudinal Capacity
standards and political accountabilities • People fight and resist against plans and
of people. strategies that are not in line with their
culture, ideology or religion and this can
Attitudinal Vulnerability limit their capacity and increase their
• Handles the emotional and mental vulnerability to disasters. For example, if
vulnerabilities of people when facing people have ‘We perception’ instead of ‘I
Disasters or prone to hazards. perception’ this brings a feeling and
• Problem in individualism, livelihood and attitude of collectivism as opposed to
conflicts, depending only to external individualism in a society.
support such as community and local
health supports. • Vulnerability and Capacity Assessment
(VCA) uses various participatory tools to
* “Concept of vulnerability and capacity” ( gauge people’s exposure to and
Illustration na may arrows pero sa ppt na capacity to resist natural hazards.
ilalagay) If the vulnerability is high then capacity
low and when the vulnerability is low therefore The aims VCA are to:
the capacity is high. 1. Evaluate risk and hazards in the
communities and the capacities they
have for proper mitigation;
Capacity 2. Involve local government units,
• It includes the resources, skills, and constituents and non-government
strengths which enable to prevent, organizations, humanitarian and
mitigate, prepare for, withstand, or people’s organizations in the evaluation;
quickly recover from a disaster/ bad 3. Implement action plans to prepare for
situation. and respond to the identified risk
through different sources such as
3 Types of Capacity: community-based hazard maps;
4. Identify risk and hazard mitigation
Physical capacity activities to minimize the effects of
• It includes the equipment available, expected hazards and disasters.
means of communication, infrastructure
The Process and Concept of Disaster Risk
available in the area like bridges, roads,
Reduction.
hospitals, schools, drainage etc. Also, it
includes availability of new water
Systematic, well-planned, and collective efforts
sources for drinking, irrigation and other
are necessary to reduce the risk.
purposes. Indigenous engineering and
Concepts of Disaster Risk Reduction (DRR):
 1. Assessment of past events and lessons 2. The importance of a good quality
learned healthy environment
2. Hazard and environmental mapping 3. Education, training, and awareness-
3. Efforts to reduce the exposure of the raising about resilience to disasters
vulnerable sectors to hazards 4. Prior information
4. Increasing the capacity and the 5. Participation
resiliency of the vulnerable sectors 6. Freedom of expression
through education, sustainable 7. Access to justice
livelihood programs and other 8. Disaster prevention at the workplace
responsive community engagement 9. Disaster prevention in recreation and
projects tourist areas
5. Proper management of environment and 10. Disaster prevention in public places,
other resources particularly schools and hospitals
6. Institutionalizing the preparedness 11. Special prevention measures for the
through policy-driven interventions and most vulnerable groups
inter-agency efforts 12. Organization of and participation in
7. Implementing policies and programs emergency drills
within the level of understanding of the 13. Preventive evacuation of populations
people
Applied during disasters

The Importance of Disaster Risk 1. Humanitarian assistance

Reduction 2. Information and participation during
DRR approaches and tools will prevent relief disasters
work from rebuilding the vulnerabilities that 3. Compulsory evacuation of populations
made people prone to similar disasters. DRR 4. Respect of dignity
provides valuable insights into the underlying 5. Respect for persons
factors of vulnerability to hazards and the 6. Emergency assistance for the most
features of those hazards. It helps us identify vulnerable persons
and map local capacities to cope with these 7. The importance of rescue workers
hazards. Ultimately, the DRR approach helps us 8. Measures to safeguard and rehabilitate
conduct effective disaster response while the environment
reducing risks that similar disasters will reoccur. 9. Necessary measures to safeguard and
restore social ties.
UNESCAP is the most inclusive Asia-Pacific
intergovernmental platform for member states to
share ideas and effective development Applied after disasters
strategies, and plays an important role in the
institutional framework for sustainable 1. Strengthening resilience to the effects of
development. disasters
2. Necessary measures
The Key Principles of Disaster Risk 3. Protection of economic, social, and
Reduction cultural rights
- The response of the Executive Secretariat of 4. Protection of civil and political rights
the European and Mediterranean Major Hazards
Agreement (EUR-OPA) to the Parliamentary
MODULE#10: COMMUNITY-BASED
Assembly of the Council of Europe’s invitation to
DISASTER RISK REDUCTION AND
it, in Recommendation 1862 (2009) is one of the
MANAGEMENT FOR PREPAREDNESS
best sources of ethical principles concerning
pre-disaster, during disaster, and post-disaster
engagement. Community-based preparedness
• is the ability of every member of the
ETHICAL PRINCIPLES community especially the vulnerable
sectors (women, children, senior-
Applied prior to disasters citizens, physically challenged, and
1. Introduction of prevention measures underprivileged) to prepare for,
 withstand, reconstruct and rebuild and comparable to the interior of other
rehabilitate the communities when the countries, they also protect the national
disasters strike through proper leaders, infrastructure, cyber securities
coordination with different stakeholders. and more.
3. Monitoring and Evaluation - Aims to
keep track of activities and steps in
mitigating the hazards and the results of
post-disaster programs initiated by the
local disaster risk reduction council. It
helps the community to assess the
different programs to minimize the
impact of the disaster on the economic
and daily lives of the people in the
affected communities.

What is the difference between Monitoring

and Evaluation?
Monitoring - to check the recovery or
1. Emergency Plan outcome to cater the emerging needs of
• Is a set of instructions about what we information about the activity.
should do that considers the workplace Evaluation - it is a systematic
in case of an emergency, it includes all determination and judging of the subject
possible emergencies, consequences on how or what can be the purpose and
that are required actions, and possibilities by means of the disaster.
procedures that make it possible to
manage the entire life cycle of a 4. Early Warning Systems.
potential crisis. Strategic and operational
planning establishes priorities, identifies “Early warning is a major element of disaster risk
expected levels of performance and reduction. It prevents loss of life and reduces the
capability requirements, provides the economic and material impact of disasters. To
standard for assessing capabilities, and be effective, early warning systems need to
helps stakeholders learn their roles. actively involve the communities at risk, facilitate
public education and awareness of risks,
effectively disseminate alerts and warnings, and
This are the organizations provide the ensure there is a constant state of
planning element: preparedness.” (source: Early warning system
1. Standard Operating Procedures Wikipedia).
(SOPs) - it is a step-by-step instruction
provided by an organizational worker The early warning devices should be made
that carries out routine operations. This based on the resources available in the
aim is to achieve high quality communities and proper education and
performances to reduce awareness campaigns among the people of the
miscommunication and failures to vulnerable communities shall be made regularly
comply with the regulations. to facilitate localized and appropriate disaster
preparedness plans.
2. Emergency Operations Plan (EOPs) -
this operation identifies the personnel, A complete and effective early warning system
equipment, facilities and resources that supports four main functions:
can be managed to describe how people A. Risk analysis - involves systematically
can be protected in emergencies and collecting data and undertaking risk
disasters. assessments of predefined hazards and
vulnerabilities.
US Department of Homeland Security B. Monitoring and Warning - involves a
- these are the departments that are study of the factors that indicate a disaster is
responsible for public securities,
imminent, as well as the methods used to detect Section 1. Title. - This act shall be known as
these factors. the “Philippine Disaster Risk Reduction and
C. Dissemination and communication - Management Act of 2010”
concerns communicating the risk information
and warnings to reach those in danger in a way Sec. 2. Declaration of Policy. - It shall be the
that is clear and understandable. policy of the state to:
D. Response capability - involves building
national and community response capabilities in (a) Uphold the people’s constitutional rights to
order to efficiently react once a disaster strikes. life and property by addressing the root causes
of vulnerabilities to disasters, strengthening the
country’s institutional capacity for disaster risk
5. Survival kits and materials. reduction and management and building the
resilience of local communities to disaster
The survival kits and materials are the including climate change.
collections of supplies needed to be secured
before a disaster strikes. The items should be (b) Adhere to and adopt the universal norms,
stored in a go-bag, so in the event of a disaster, principle and standards of humanitarian
you can immediately get the go-bag. assistance and the global effort on risk reduction
and as concrete expression of the country’s
A go-bag should contain: commitment to overcome human sufferings due
1. One-gallon water (per person) that to recurring disasters;
should last for a day. Prepare water
enough for 3 days. (c) Incorporate internationally accepted
2. First-aid kit with face masks and eye principles of disaster risk management in the
goggles creation and implementation of national, regional
3. Non-perishable food good for 3 days. and local sustainable development and poverty
4. Flashlight with extra batteries reduction strategies, policies, plans and budgets;
5. Battery-operated radio with extra
batteries (d) Adopt a disaster risk reduction and
6. Whistle to signal for help management approach that is holistic,
7. Fully-charged mobile phone comprehensive, integrated and proactive in
8. Can opener lessening the socioeconomic and environmental
9. Garbage bags impacts of disaster including climate change,
10. Clothes and promote the involvement and participation of
11. Important documents all sectors and stakeholders concerned, at all
12. Other items extremely needed for levels, especially the local community;
survival
(e) Develop, promote and implement a
comprehensive National Disaster Risk
MODULE#11: WHAT TO EXPECT BETWEEN
Reduction and Management Plan (NDRRMP)
THE STATE AND THE CITIZENS
that aims to strengthen the capacity of the
R.A. NO. 10121 - is an act strengthening the national government and the local government
Philippines Disaster Risk Reduction and units (LGUs), together with partner stakeholders,
Magangement System, Proving for the national to build the disaster resilience of communities,
disaster risk reduction and management and to institutionalize arrangements and
framework and institutionalizing the national measure for reducing disaster risks, including
disaster risk reduction and management plan, projected climate risks, and enhancing disaster
appropriate funds therefore and for other preparedness and response capabilities at all
purposes. levels;

REPUBLIC ACTS (f) Adopt and implement a coherent,

It enacted by the Senate and House of comprehensive, integrated, efficient and
Representatives of the Philippines in Congress responsive disaster risk reduction program
assembled: incorporate in the development plan at various
levels of government adhering to pr inciples of
good governance such
as transparency and accountability within the Sec. 3. Definition of Terms- For purposes of
context of poverty alleviation and environmental this Act, the following shall refer to:
protection;
(a) “Adaptation” - the adjustment in natural or
(g) Mainstream disaster risk reduction and human systems in response to actual or
climate change in development processes such expected stimuli or their effects.
as policy formulation, socioeconomic
development planning, budgeting and (b) “Capacity” - a combination of all strengths
governance, particularly in the areas of and resources available within a community,
environment, agriculture, water, energy, health, society or organization that can reduce the level
education, poverty reduction, land-use and of risks, or effects of a disaster.
urban planning, and public infrastructure and
housing, among others; (c) “Civil Society Organizations” or “CSOs” -
non-state actors whose aims are neither to
(h) Institutionalize the policies, structures generate profits nor to seek government power.
coordination, mechanisms and programs with
continuing budget appropriation on disaster risk (d) “Climate Change” - a change in climate that
reduction from national to local levels towards can be identified by changes in the mean and/or
building a disaster-resilient nation and variability of its properties
communities;
(e) “Community-Based Disaster Risk
(i) Mainstream disaster risk reduction into peace Reduction and Management” or “CBDRRM” -
process and conflict resolution approaches in a process of disaster risk reduction and
order to minimize loss of lives and damage to management in which at risk communities are
properties; actively engaged in identification, analysis,
treatment, monitoring and evaluation of disaster
(j) Ensure that disaster risk reduction and risks.
climate measures are gender responsive;
(f) “Complex Emergency” - a form of human-
(k) Recognize the local risk patterns across the induced emergency
country and strengthen the capacity of LGUs for
disaster risk reduction and management. (g) “Contingency Planning” - a management
process that analyzes specific potential events
(l) Recognize and strengthen the capacity of or emerging situations that might threaten
LGUs ad and communities in mitigating and society.
preparing for, and responding to, and recovering
from the impact of disasters; (h) “Disaster” - a serious disruption of the
functioning of the community or a society
(m) Engage the participation of civil society involving widespread human, material, economic
organizations (CSOs); and environmental losses and impacts.

(n) Develop and strengthen the capacities of (i) “Disaster Mitigation” - lessening or
vulnerable and marginalized groups, limitation of the adverse impacts of hazards and
related disasters.
(o) Enhance and implement a program where
humanitarian aid workers, communities, health (j) “Disaster Preparedness” - the knowledge
professionals, government aid agencies, donors and capacities developed by governments,
and the media are educated and trained on how professional response, and recovery
they can actively support breastfeeding before organizations, communities and individuals to
and during disaster and/or an emergency; and effectively anticipate, respond to, and recover
from, the impacts of likely, imminent or current
(p) Provide maximum care, assistance and hazard events or conditions.
service to individuals and families affected by
disasters. (k) “Disaster Prevention” - the outright
avoidance of adverse impacts of hazards and
related disasters
 use of land, including consideration of long-term
(l) “Disaster response” - the provision of economic, social and environmental objectives
emergency services and public assistance and the implications for different communities
during or immediately after a disaster and interest groups, and the subsequent
formulation and promulgation of plans that
(m) “Disaster Risk” - the potential disaster describe the permitted or acceptable uses.
losses in lives, health status, livelihood, assets
and services, which could occur to a particular (x) “Mitigation” - Structural and non-structural
community measures undertaken to limit the adverse impact
of natural hazards, environmental degradation,
(n) “Disaster Risk Reduction” - the concept and technological hazards and to ensure the
and practice of reducing disaster risks through ability of at-risk communities to address
systematic efforts. vulnerabilities aimed at minimizing the impact of
disasters. Such measures include, but are not
(o) “Disaster Risk Reduction and limited to, hazard-resistant construction and
Management” - the systematic processes of engineering works, the formulation and
using administrative directives, organizations implementation of plans, programs, projects and
and operational skills to implement strategies. activities, awareness raising, knowledge
management, policies on land-use and resource
(p) “Disaster Risk Reduction and management, as well as the enforcement of
Management Information System”- a comprehensive land-use planning, building and
specialized database which contains information safety standards, and legislation.
on disasters and their human materials.
(y) “National Disaster Risk Reduction and
(q) “Early Warning System” - the set of Management Framework or NDRRMF” -
capacities needed to generate and disseminate Provides for comprehensive, all hazards, multi-
timely and meaningful warning information. sectoral, inter-agency and community-based
approach to disaster risk reduction and
(r) “Emergency” - unforeseen or sudden management.
occurrence, especially danger, demanding
immediate action. (z) “National Disaster Risk Reduction and
Management Plan or NDRRMP” - The
(s) “Emergency Management” - the document to be formulated and implemented by
organization and management of resources and the Office of Civil Defense (OCD) that sets out
responsibilities for addressing all aspects of goals and specific objectives for reducing
emergencies disaster risks together with related actions to
accomplish these objectives.
(t) “Exposure” - the degree to which elements
of risks are likely to experience hazard events (aa) Post-Disaster Recovery - The
restoration and improvement where
(u) “Geographic Information System” - a appropriate, of facilities, livelihood and
database which contains, among others, geo- living conditions, of disaster- affected
hazard assessments, information on climate communities, including efforts to reduce
change, and climate risk reduction and disaster risk factors, in accordance with
management. the principles of “build back better.”

(v) “Hazard” - a dangerous phenomenon, (bb) Preparedness - Pre-disaster

substance, human activity or condition that may actions and measures being undertaken
cause loss of life, injury or other health impacts, within the context of disaster risk
property damage, loss of livelihood and services, reduction and management and are
social and economic disruption, or based on sound risk analysis as well as
environmental damage. pre-disaster activities to avert or
minimize loss of life and property such
(w) “Land-Use Planning” - The process as, but not limited to, community
undertaken by public authorities to identify, organizing, training, planning, equipping,
evaluate and decide on different options for the stockpiling, hazard mapping, insuring of
assets, and public information, and (ii) Risk Assessment - A methodology
education initiatives. This also includes to determine the nature and extent of
development/enhancement of an overall risk by analyzing potential hazards and
preparedness strategy, policy, evaluating existing conditions of
institutional structure, warning and vulnerability that together could
forecasting capabilities and plans that potentially harm exposed people,
define measures geared to help at-risk property, services, livelihood and the
communities safeguard their lives and environment on which they depend.
assets by being alert to hazards and
taking appropriate action in the face of (jj) Risk Management - the systematic
an imminent threat or an actual disaster. approach and practice of managing
uncertainty to minimize potential harm or
(cc) Private Sector - The key actor in loss.
the realm of the economy where the
central social concern and process are (kk) Risk Transfer - the process of
the mutually beneficial production and formally or informally shifting the
distribution of goods and services to financial consequences of particular
meet the physical needs of human risks from one party to another whereby
beings. The private sector comprises a household, community, enterprise or
private corporations, households and state authority will obtain resources from
nonprofit institutions serving the other party after a disaster occurs, in
households. exchange for ongoing or compensatory
social or financial benefits provided to
(dd) Public Sector Employees - all that other party.
persons in the civil service.
(ll) State of Calamity - a condition
(ee) Rehabilitation - measures that involving mass casualty and/or major
ensure the ability of affected damages to property, disruption of
communities/areas to restore their means of livelihoods, roads, and normal
normal level of functioning by rebuilding way of life of people in the affected
livelihood and damaged infrastructures areas as a result of the occurrence of
and increasing the community’s natural or human-induced hazard.
organizational capacity.
(mm) Sustainable Development -
(ff) Resilience - The ability of a system, development that meets the needs of
community or society exposed to the present without compromising the
hazards to resist, absorb, accommodate ability of future generations to meet their
and recover from the effects of hazard in own needs.
timely and efficient manner, including
through the preservation and restoration (nn) Vulnerability - the characteristics
of its essential basic structures and and circumstances of a community,
functions. system or asset that make it susceptible
to the damaging effects of a hazard.
(gg) Response - Any concerted effort
by two (2) or more agencies, public or (oo) Vulnerable and Marginalized
private, to provide assistance or Groups - those that face higher
intervention during or immediately after exposure to disaster risk and poverty
a disaster to meet the life preservation including, but not limited to, women,
and basic subsistence needs of those children, elderly, differently-abled
people affected and in the restoration of people, and ethnic minorities.
essential public activities and facilities.
Sec. 4. Scope - This Act provides for the
(hh) Risk - The combination of the development of policies and plans and the
probability of an event and its negative implementation of actions and measures
consequences. pertaining to all aspects of disaster risk reduction
and management, including good governance,
risk assessment and early warning, knowledge (v) Commissioner of the National Anti-
building and awareness raising, reducing Poverty Commission-Victims of
underlying risk factors, and preparedness for Disasters and Calamities Sector
effective response and early recovery. (NAPCVDC)
(w) Chairperson, National Commission on
Sec. 5. - National Disaster Risk Reduction the Role of Filipino Women
and Management Council. - The present (x) Chairperson, Housing and Urban
National Disaster Coordinating Council or NDCC Development Coordinating Council
shall henceforth be known as the National (HUDCC)
Disaster Risk Reduction and Management (y) Executive Director of the Climate
Council, hereinafter referred to as the NDRRMC Change Office of the Climate Change
or the National Council. Commission
(NEDA) as Vice Chairperson for Disaster (z) President, Government Service
Rehabilitation and Recovery. Insurance System (GSIS)
(a) Secretary of the Department of Health (aa)President, Social Security System (SSS)
(DOH) (bb)President, Philippine Health Insurance
(b) Secretary of the Department of Corporation (PhilHealth)
Environmental and Natural Resources (cc) President of the Union of Local
(DENR) Authorities of the Philippines (ULAP)
(c) Secretary of the Department of (dd)President of the League of Provinces of
Agriculture (DA) the Philippines (LPP)
(d) Secretary of the Department of (ee)President of the League Cities of the
Education (DepED) Philippines (LCP)
(e) Secretary of the Department of Energy (ff) President of the League of
(DOE) Municipalities of the Philippines (LMP)
(f) Secretary of the Department of Finance (gg)President of the Liga ng Mga Barangay
(DOF) (LMB)
(g) Secretary of the Department of Trade (hh)Four (4) representatives from the CSOs
and Industry (DTI) (ii) One (1) representative from the
(h) Secretary of the Department of private sector
Transportation and Communications (jj) Administrator of the OCD
(DOTC) The representatives from the CSOs and the
(i) Secretary of the Department of Budget private sector shall be selected from among their
and Management (DBM) respective ranks based on the criteria and
(j) Secretary of the Department of Public mechanisms to be set for this purpose by the
Works and Highways (DPWH) National Council.
(k) Secretary of the Department of Foreign
Affairs (DFA) Sec. 6. Powers and Functions of the
(l) Secretary of the Department of Justice NDRRMC - The National Council, being
(DOJ) empowered with policy-making, coordination,
(m) Secretary of the Department of Labor integration, supervision, monitoring and
and Employment (DOLE) evaluation functions, shall have the following
(n) Secretary of the Department of Tourism responsibilities:
(DOT)
(o) The Executive Secretary; (a) Develop a NDRRMF which shall provide
(p) Secretary of the Office of the for a comprehensive, all- hazards, multi-
Presidential Adviser on the Peace sectoral, inter-agency and community-
Process (OPAPP) based approach to disaster risk
(q) Chairman, Commission on Higher reduction and management.
Education (CHED)
(r) Chief of Staff, Armed Forces of the (b) Ensure that the NDRRMP is consistent
Philippines (AFP) with the NDRRMF
(s) Chief, Philippine National Police (PNP)
(t) The Press Secretary (c) Advise the President on the status of
(u) Secretary General of the Philippine disaster preparedness, prevention,
National Red Cross (PNRC) mitigation, response and rehabilitation
 operations being undertaken by the reduction and management policies and
government, CSOs, private sector, and programs by sectoral agencies and
volunteers; recommend to the President LGUs
the declaration of a state of calamity in
areas extensively damaged; and submit (l) Formulate a national institutional
proposals to restore normalcy in the capability building program for disaster
affected areas, to include calamity fund risk reduction and management to
allocation address the specific weaknesses of
(d) Ensure a multi-stakeholder participation various government agencies and
in the development, updating, and LGUs, based on the results of a biennial
sharing of a Disaster Risk Reduction baseline assessment and studies
and Management Information System
and Geographic Information System- (m) formulate, harmonize, and translate into
based national risk map as policy, policies a national agenda for research
planning and decision-making tools and technology development on disaster
risk reduction and management
(e) Establish a national early warning and
emergency alert system to provide (n) In coordination with the Climate Change
accurate and timely advice to national or Commission, formulate and implement a
local emergency response organization framework for climate change
and to the general public through adaptation and disaster risk reduction
diverse mass media toa include digital and management from which all
and analog broadcast, cable, satellite policies, programs, and projects shall be
television and radio, wireless based
communications, and landline
communications (o) Constitute a technical management
group composed of representatives of
(f) Develop appropriate risk transfer the above-mentioned departments,
mechanisms that shall guarantee social offices, and organizations, that shall
and economic protection and increase coordinate and meet as often as
resiliency in the face of disaster necessary to effectively manage and
sustain national efforts on disaster risk
(g) Monitor the development and reduction and management.
enforcement by agencies and
organizations of the various laws, (p) Task the OCD to conduct periodic
guidelines, codes or technical standards assessment and performance
required by this Act monitoring of the member-agencies of
the NDRRMC, and the Regional
(h) Manage and mobilize resources for Disaster Risk Reduction and
disaster risk reduction and management Management Councils (RDRRMCs), as
including the National Disaster Risk defined in the NDRRMP; and
Reduction and Management Fund
(q) Coordinate or oversee the
(i) Monitor and provide the necessary implementations of the country’s
guidelines and procedures. obligation with disaster management
treaties to which it is a party and see to
(j) Develop assessment tools on the it that the country’s disaster
existing and potential hazards and risk management treaty obligations be
brought about by climate change to incorporated in its disaster risk reduction
vulnerable areas and ecosystems in and management frameworks, policies,
coordination with the plans, programs and projects.
Climate Change Commission
Sec. 7. Authority of the NDRRMC
(k) Develop vertical and horizontal Chairperson. - the chairperson of the NDRRMC
coordination mechanisms for a more may call upon other instrumentalities or entities
coherent implementation of disaster risk of the government and nongovernment and vivid
organizations for assistance in terms of the use
of their facilities and resources for the protection (i) Establish Disaster Risk Reduction and
of life and property in the whole range of disaster Management Training Institutes in such
reduction and management. suitable locations as may be deemed
inappropriate to train public and private
Sec. 8. The Office of Civil Defense. - the individuals.
Office of Civil Defense (OCD) shall have the
primary mission of administering a (j) Ensure that all disaster risk reduction
comprehensive national civil defense and programs, projects and activities
disaster risk reduction and management requiring regional and international
program. support shall be in accordance with duly
The administrator of the OCD shall also serve as established national policies;
Executive Director of the National Council and,
as such, shall have the same duties and (k) Ensure the government agencies and
privileges of a department undersecretary. LGUs give top priority and take
adequate and appropriate measures in
Sec. 9. Powers and Functions of the OCD. - disaster risk reduction and
The OCD shall have the following functions: management;
(a) Advise the national council on matters
relating to disaster risk reduction and (l) Create an enabling environment for
management substantial and sustainable participation
of CSOs, private groups, volunteers and
(b) Formulate and implement the NDRRMP communities
and ensure that the physical framework,
social, economic and environmental (m) Conduct early recovery and post-
plans of communities, cities, disaster needs assessment
municipalities, and provinces are
consistent with such plans. (n) Establish an operating facility to be
known as the National Disaster Risk
(c) Identify, assess and prioritize hazards Reduction and Management Operations
and risks in consultation with key Center (NDRRMOCs) that shall be
stakeholders; operated and staffed on a 24-hour basis

(d) Develop and ensure the implementation (o) Prepare the criteria and procedure for
of national standards in carrying out the enlistment of accredited community
disaster risk reduction programs disaster volunteers

(e) Review and evaluate the Local Risk (p) Provide advice and technical assistance
Reduction and Management Plans and assist in mobilizing necessary
(LDRRMPs) resources to increase the overall
capacity of LGUs
(f) Ensure that the LGUs, through the local
risk reduction and management offices (q) Create necessary offices to perform its
(LDRRMOs) are properly informed and mandate as provided under this act; and
adhere to national standards and
programs. (r) Perform such other functions as may be
necessary for effective operation and
(g) Formulate standard operating implementation of this Act.
procedures for the development of rapid Sec. 10. Disaster Risk Reduction and
assessment teams Management Organization at the Regional
Level - The current Regional Disaster
(h) Establish standard operating procedures Coordinating Councils shall henceforth be
on the communication system among known as the Regional Disaster Risk Reduction
provincial, city, municipal, and barangay and Management Councils (RDRRMCs) in
disaster risk reduction and management which shall coordinate, integrate, supervise, and
councils evaluate the activities of the LDRRMCs.
 The RDRRMCs shall establish an (14)The Provincial
operating facility to be known as the Regional Director/City/Municipal Fire
Disaster Risk Reduction and Management Marshall of the bureau of fire
Operations Center (RDRRMOC) whenever protection (BFP), member;
necessary. (15)The President of the Association
The civil defense officers of the OCD of Barangay Captains (ABC),
who are or may be designated as the regional member;
directors of the OCD shall serve as chairpersons (16)The Philippine National Red
of the RDRRMCs. Cross (PNRC), member;
(17)Four (4) accredited CSOs,
Sec. 11. Organization at the Local members; and
Government Level. - The existing Provincial, (18)One (1) private sector
City, and Municipal Disaster Coordinating representative, member.
Councils shall henceforth be known as the (b) The LDRRMCs shall have the following
Provincial, City, and Municipal Disaster Risk functions:
Reduction and Management Councils. The (1) Approve, monitor and
Barangay Disaster Coordinating Councils shall evaluate the
cease to exist and its powers and functions shall implementation of the
henceforth be assumed by the existing LDRRMPs and regularly
Barangay Development Councils (BDCs) which review and test the plan
shall serve as the LDRRMCs in every barangay. consistent with other
(a) Composition: The lDRRMC shall be national and local
composed of, but not limited to, the planning programs;
following: (2) Ensure the integration
(1) The Local Chief Executives, of disaster risk
Chairperson; reduction and climate
(2) The Local Planning and change adaptation into
Development Officer, member; local development
(3) The Head of the LDRRMO, plans, programs and
member; budgets as a strategy in
(4) The Head of the Local Social sustainable
Welfare and Development development and
Office, member; poverty reduction;
(5) The Head of the Local Health (3) Recommend the
Office, member; implementation of
(6) The Head of the Local forced or preemptive
Agriculture Office, member; evacuation of local
(7) The Head of the Gender and residents, if necessary;
Development Office, member; and
(8) The Head of the Local (4) Convene the local
Engineering Office, member; council once every
(9) The Head of the Local three (3) months or as
Veterinary Office, member; necessary.
(10)The Head of the Local Budget
Office, member; Sec. 12. Local Disaster Risk Reduction and
(11)The head of the/Superintendent Management Office (LDRRMO)
of School of the DepEd, (a) There shall be established an
member; LDRRMO in every province, city
(12)The highest-ranking officer of and municipality, and a
the Armed Forces of the Barangay Disaster Risk
Philippines (AFP) assigned in Reduction and Management
the area, member; Committee (BDRRMC) in every
(13)The Provincial barangay which shall be
Director/City/Municipal Chief of responsible for setting the
the Philippine National Police direction, development,
(PNP), member; implementation and
 coordination of disaster risk OCD, the National Youth Commission (NYC),
management programs within the DOST, the DENR, the DILG-BFP, the DOH,
their territorial jurisdiction. the DSWD and other relevant agencies, shall
integrate disaster risk reduction and
(b) The LDRRMO shall be under management education in the school curricula of
the office of the governor, city or secondary and tertiary level of education,
municipal mayor, and the including the NSTP, whether private or public,
punong barangay in case of the including the formal and nonformal, technical
BDRRMC. The LDRRMOs shall vocational, indigenous learning, and out-of-
be initially organized and school youth courses and programs.
composed of as DRRMO to be
assisted by the three (3) staff The NDRRMC, the RDRRMCs, the LDRRMCs,
responsible for: (1) the LDRRMOs, the BDRRMCs, and the SK
administration and training; (2) councils shall encourage the community,
research and planning; and (3) specifically the youth, participation in the
operations and warning. The disaster risk reduction and management
LDRRMOs and the BDRRMCs activities, such as organizing quick response
shall organize, train and directly groups, particularly in identified disaster-prone
supervise the local emergency areas, as well as the inclusion of disaster risk
response teams and the reduction and management programs as part of
ACDVs. the SK programs and projects.

(c) The provincial, city and The public sector employees shall be trained in
municipal DRRMOs or emergency response and preparedness. The
BDRRMCs shall perform the training is mandatory for such employees to
following functions with comply with the provisions of this act.
impartiality given the emerging
challenges brought by disasters Sec. 15. Coordination During Emergencies -
of our times: The LDRRMCs shall take the lead in preparing
(1-25) for, responding to, and recovering from the
effects of any disaster based on the following
Sec. 13. Accreditation, mobilization and criteria:
protection of disaster volunteers and
national service reserve corps, CSOs and the (a) The BDC, if a barangay is affected;
private sector - the government agencies, (b) The city/municipal DRRMCs, if two (2)
CSOs, private sector, and LGUs may mobilize or more barangays are affected;
individuals to augment their respective (c) The provincial DRRMC, if two (2) or
personnel complement. more cities/municipalities are affected;
• A national roster of ACDVs, National (d) The regional DRRMC, if two (2) or more
Reserve Corps, CSOs and the private provinces are affected; and
sector shall be maintained by the OCD. (e) The NDRRMC, if two (2) or more
• Mobilization of volunteers shall be in regions are affected.
accordance with the guidelines to be
formulated by the NDRRMC The NDRRMC and Intermediary LDRRMCs shall
• Any volunteer who incurs death or injury always act as support to LGUs, which have the
while engaged in any activities defined primary responsibility as first disaster
under this Act shall be entitled to responders. Private sector and civil society
compensatory benefits. groups shall work in accordance with the
coordination mechanism and policies set by the
NDRRMC and concerned LDRRMCs.
Sec. 14. Integration of Disaster Risk
Reduction Education Into the School Sec. 16. Declaration of State of Calamity -
Curricula and Sangguniang Kabataan (SK) The National Council shall recommend to the
Program and Mandatory Training for the President of the Philippines the declaration of a
Public Sector Employees - The DepED, the cluster of barangays, municipalities, cities,
CHED, the TESDA, in coordination with the provinces, and regions under a state of calamity,
and the lifting thereof, based on the criteria set revenue taxes and import duties
by the National Council. The President’s of national and local
declaration may warrant international government agencies; and
humanitarian assistance as deemed necessary.
The declaration and lifting of the state of (b) Importations and donations
calamity may also be issued by the local under this section shall be
sanggunian, upon the recommendation of the considered as importation by
LDRRMC, based on the results of the damage and/or donation to the
assessment and needs analysis. NDRRMC, subject to the
approval of the Office of the
Sec. 17. Remedial Measures - The declaration President.
and lifting of a state of calamity shall make
mandatory the immediate undertaking of the Sec, 19. Prohibited Acts. - Any person, group
following remedial measures by the member- or corporation who commits any of the following
agencies concerned as defined in this Act: prohibited acts shall be held liable and be
subjected to the penalties as prescribed in
(a) Imposition of price ceiling on basic Section 20 of this Act:
necessities and prime commodities by
the President upon the recommendation (a) Dereliction of duties in which leads to
of the implementing agency as provided destruction, loss of lives, critical damage, of
for under Republic Act No. 7581, facilities and misuse of funds;
otherwise known as the “Price Act,” or
the National price Coordinating Council; (b) Preventing the entry and distribution of relief
goods in disaster-stricken areas, including
(b) Monitoring, prevention and control by appropriate technology, tools, equipment,
the Local Price Coordination Council of accessories, disaster teams/experts;
overpricing/profiteering and hoarding of
prime commodities, medicines and (c) Buying, for consumption or resale, from
petroleum products; disaster relief agencies any relief good,
equipment or other and commodities which are
(c) Programming/reprogramming of funds intended for distribution to disaster affected
for the repair and safety upgrading of communities;
public infrastructures and facilities; and
(d) Buying, for consumption or resale, from the
(d) Granting of no-interest loans by recipient disaster affected persons any relief
government financing or lending goods, equipment or other aid commodities
institutions to the most affected section received by them;
of the population through their
cooperatives or people’s organizations. (a) Selling of relief goods,
equipment or other aid
Sec. 18. Mechanism for International commodities which are intended
Humanitarianism Assistance for distribution to disaster
victims;
(a) The importation and donation of
food, clothing, medicine and (b) Forcibly seizing relief goods,
equipment for relief and equipment and other aid
recovery and other disaster commodities intended for or
management and recovery- consigned to a specific group of
related supplies s hereby victims or relief agency;
authorized in accordance with
section 105 of the Tariff and (c) Diverting or mis delivery of relief
Customs Code of the goods, equipment or other aid
Philippines, as amended, and commodities to persons other
the prevailing provisions of the than the rightful recipient or
General Appropriations, Act consignee;
covering national internal
(d) Accepting, possessing, using or (h) Deliberated us of false at
disposing relief goods, inflated data support of the
equipment or other aid request for funding. Relief
commodities not intended for goods, equipment or other aid
nor consigned to him/her; commodities for emergency
assistance or livelihood
(e) Misrepresenting the source of projects; and
relief goods, equipment or other
aid commodities by: (i) Tampering with or stealing
hazard monitoring and disaster
(1) Either covering, preparedness equipment and
replacing or defacing paraphernalia.
the labels of the
containers to make it Sec. 20. Penal Clause. - Any individual,
appear that the goods, corporation, partnership, association, or other
equipment or other aid juridical entity that commits any of the prohibited
commodities came from acts provided for Section 19 of this Act shall be
another agency or prosecuted and upon conviction shall suffer a
persons; fine of not less than Php 50,000 or any amount
not to exceed Php 500,000 or imprisonment of
(2) Repacking the goods, not less than six years and one day or more than
equipment or other aid 12 years or both at the discretion of the court.
commodities into
containers with different Sec. 21. Local Disaster Risk Reduction and
markings to make it Management Fund (LDRRMF). - The present
appear that the goods Local Calamity Fund Shall Henceforth be known
came from another as the Local Disaster Risk Reduction and
agency or person or Management Fun (LDRRMF). Not less than the
was released upon the five percent (5%) of the estimated revenue from
instance of a particular regular sources shall be set aside as the
agency or persons; LDRRMF to support disaster risk management
activities such as, but not limited to , pre disaster
(3) Marking false verbal preparedness programs including training.
claim that the goods, Purchasing life-saving rescue equipment,
equipment or other and supplies and medicines, for post-disaster
commodity m its activities, and to monitor and evaluate the use
untampered original and disbursement of the LDRRMF based on the.
containers actually LDRRMF as incorporated in the local
came from another development plans and annual work and
agency or persons or financial plan, upon the recommendation of the
was released upon the LDRRMO and approval of the sanggunian
instance of a particular concerned, the LDRRMC may transfer the said
agency or persons; fund to support disaster risk reduction work of
other LDRRMCs which are declared under state
(f) Substituting or replacing relief of calamity.
goods, equipment or other aid
commodities with the same Of the amount appropriated for
items of inferior/cheaper quality; LDRRMF, thirty percent (30%) shall be allocated
as Quick Response Fund (QRF) or stand-by
(g) Illegal solicitations by persons or fund for relief and recovery programs in order
organizations representing that situation and living conditions of people in
others as defined in the communities or areas stricken by disasters,
standards and guidelines set by calamities, epidemics, or complex emergencies,
the NDRRMC may be normalized as quickly as possible.
Unexpended LDRRMF shall accrue to a special
trust fund society for the purpose of supporting
disaster risk reduction and management shall be allocated a budget of One billion pesos
activities of the LDRRMCs within the next five (Php1,000,000,000.00) revolving fund starting
(5) years. Any such amount still not fully utilized from the effectivity of this Act.
after (5) years shall revert back to the general
fund and will be available for other social Sec. 24. Annual Report - The National Council
services to be identified by the local sanggunian. , through the OCD, shall submit to the Office of
the President, the Senate, and the House of
Sec. 22. National Disaster Risk Reduction Representatives, within the first quarter of the
and Management Fund succeeding year, an annual report relating to the
(a) The present Calamity Fund appropriated progress of the implementation of the NDRRMP.
under the annual General Appropriations Act
shall henceforth be known as the National Sec 25. Implementing Rules and Regulations
Disaster Risk Reduction and Management Fund - The NDRRMC, through its Chairperson, shall
(NDRRM Fund) and it shall be used for disaster issue the necessary rules and regulations for the
risk reduction or mitigation, prevention and effective implementation of this Act within ninety
preparedness activities such as but not limited to (90) days after approval of this Act. The OCD, in
training personnel, procurement of equipment, consultation with key stakeholders, shall take the
and capital expenditures. It can also be utilized lead in the preparation of the implementing rules
for relief , recovery, reconstruction and other and regulations with the active involvement of
work or services in connection with natural or the technical management group of the
human induced calamities which may occur NDRRMC.
during the budget year or those that occurred in
the past two (2) years from the budget year. Sec. 26. Congressional Oversight Committee
- There is hereby created a Congressional
(b) The specific amount of the NDRRM Fund oversight Committee to monitor and oversee the
and the appropriate recipient agencies and/or implementation of the provisions of this Act. The
LGUs shall be determined upon approval of the Committee shall be composed of six (6)
President of the Philippines in accordance with members from the House of Representatives
the favorable recommendation of the NDRMMC. with the Chairpersons of the Committees on
National Defense and Security of both the
(c) Of the amount appropriated for the NDRRM Senate and the House of Representatives as
Fund, thirty percent (30%) shall be allocated as joint Chairpersons of this committee. The five (5)
quick response fund (QRF) or stand-by fund for other members from each Chamber are to be
relief and recovery programs in order that designated by the Senate President and the
situation and living conditions of people in Speaker of the House of Representatives,
communities or areas stricken by disasters, respectively. The minority shall be entitled to pro
calamities, epidemics, or complex emergencies, rata representation, but shall have at least two
may be normalized as quickly as possible. (2) representatives from each Chamber.

(d) All departments/agencies and LGUs that are Sec. 27. Sunset Review - Within five (5) years
allocated with DRRM fund shall submit to the after the effectivity of this Act, or as the need
NDRRMC their monthly statements on the arises, the Congressional Oversight Committee
utilization of DRRM funds and make an shall conduct a sunset review. For purposes of
accounting thereof in accordance with existing this Act, the term “sunset review” shall mean a
accounting and auditing rules. systematic evaluation by the Congressional
Oversight Committee of the accomplishments
(e) All departments, bureaus, offices and and impact of this Act, as well as the
agencies of the government are hereby performance and organizational structure of its
authorized to use a portion of their implementing agencies, for purposes of
appropriations to implement projects designed to determining remedial legislation.
address DRRM activities in accordance with the
guidelines to be issued by the NDRRMC in Sec. 28. Repealing Clause - Presidential
coordination with the DBM. Decree No. 1566 and all other laws, decrees,
executive orders, proclamations and other
Sec. 23. Funding of the OCD.- As lead agency executive issuances, which are inconsistent with
to carry out the provisions of this act, the OCD
or contrary to the provisions of this Act are
hereby amended or repealed accordingly.

Sec. 29. Separability Clause - If any provision

of this Act shall be held unconstitutional or
invalid, the other provisions not otherwise
affected shall remain in full force and effect.

Sec. 30. Effectivity Clause - This Act shall take

effect fifteen (15) days following its complete
publication in the Official Gazette or in two (2)
national newspapers of general circulation
(Source: RA 10121).
 ND TH
PAGBASA (2 SEM – 4 QRT) - layuning magsalaysay o magkuwento ng
mga magkakaugnay-ugnay ng
TEKSTONG DESKRIPTIBO pangyayari. Sariling karanasan, mga
- Ang deskriptibong teksto o deskripsyon pangyayaring napakinggan / narinig,
o paglalarawan ay naglalayong bumuo nakita / nasaksihan / napanood, nabasa
ng malinaw na larawan sa isip ng mga / natunghayan o nabalitaan.
mambabasa.
MGA KATANGIAN NG MABUTING
MGA PANGANGAILANGAN SA EPEKTIBONG NARATIBONG TEKSTO
DESKRIPSYON
1. Mabuting Pamagat – panawag pansin
• PAGPILI NG PAKSA ng isang naratibong komposisyon.
- isang bagay na nais ilarawan. Kung may
kaugnayan sa iyong kaalaman at hindi 2. Mahalagang Paksa – Nasasaestilo at
bago sa iyong paningin. orihinalidad ang buhay ng isang
narasyon.
• PAGBUO NG ISANG PANGUNAHING
LARAWAN 3. Wastong pagkasunod-sunod ng mga
- unang kakintalan ng bagay, pook, tao o Pangyayari
pangyayaring inilarawan sa nakikinig o a) Simula
bumabasa. Ang kabuuan muna ang ang b) Gitna
unang nakikintal sa isipan. c) Wakas
Ø Flashback
• PAGPILI NG SARILING PANANAW O i. Gitna o dakong wakas
PERSPEKTIBO ii. Nagbabalik sa simula sa pag-
- nakikita ang pangunahing larawan dahil sa alala
sariling pananaw. iii. Wakas
Ø Flashforward
• KAISAHAN i. Nagsimula sa wakas
- sa pagpili ng maliliit na bahaging ii. Nagbalik sa tunay na simula
maaaring makita lamang mula sa iii. Nagtatapos sa tunay na wakas
pananaw na napili ng naglalarawan.
4. Mabuting Simula
• PAGPILI NG MGA SANGKAP NA - kinakailangan maging kawili-wili.
ISASAMA - Pang-akit sa mga mambabasa
- isama ang mga bahaging ikinaiiba ng
bagay, tao, pook, o pangyayaring 5. Mabuting Wakas
inilalarawan sa iba pang uri nito. – kinakailangan maging kawili-wili upang
makintal ang bisa ng narasyon sa
DALAWANG URI NG DESKRIPSYON mambabasa.
⇒ KARANIWANG DESKRIPSYON – hangganga’t magagawa ay lagyan ng
- Makakapagbigay lamang ng kabatiran twist
tungkol sa isang bagay. Walang
kinalaman ang sariling kuro-kuro at TEKSTONG EKSPOSITORI
damdamin ng naglalarawan. - ito ay nagiging daan sa pagkakaroon ng
bago at karagdagang kaalaman ng tao
⇒ MASINING NA DESKRIPSYON kaugnay ng mga bagay na nagaganap
- pinagaganda ito ng paggamit ng mga sa kanyang kapaligiran.
tayutay tulad ng talinhaga, pagtutulad,
pagwawangis, paglalarawang-tauhan at KATANGIAN NG MABUTING TEKSTONG
iba pa, Isinasalang-alang din dito ang EKSPOSITORI
damdamin at kuro-kuro ng manunulat.
1) MALINAW
NARATIBONG TEKSTO - Ito aya agad na mauunawaan ng
mambabasa o tagapakinig at kanyang
maikakapit ang kaalaman sa anumang
 bagay na ito ay maging kapaki- - paggamit ng paraang pagsusunod-
pakinabang. sunod o order ng mga pangyayari o ng
isang proseso.
2) TIYAK
- mapanindigan ang kanyang pahayag. a) SIKWENSYAL-
- Ituon ang atensyon sa paksang kanyang KRONOLOHIKAL
tinatalakay at iwasan ang ano mang
bagay na hindi tuwirang kaugnay ng - sikwens - ay mga serye o sunod-sunod
paksa. na mga bagay na konektado sa isa’t isa

3) MAY KOHIRENS - kronolohiya – mga pagkasunod-sunod

- mahalaga ang maayos na daloy ng ng mga bagay.
kaisipan.
- Ang magulong pagpapaliwanag ay b) PROSIDYURAL
nagreresulta lamang sa kalituhan ng - sa serye ng mga gawain upang matamo
mambabasa o tagapakinig. ang inaasahang hangganan o resulta.
- hal. pagluluto
4) EMPASIS
- hindi malunod sa mga ideya ang mga 4. PAGHAHAMBING AT
mambabasa o tagapakinig. PAGKOKONTRAST
- Mahalaga ang karagdagang paliwanag, - Isang tekstong nagbibigay-diin sa
hindi naman dapat matakpan ang pagkakatulad at pagkakaiba ng dalawa
pangunahing ideya. o higit pang tao, bagay, kaisipan o ideya
- Mabigyang empasis o diin ang at maging ang pangyayari.
pangunahing kaisipan na binibigyan ng
eksposisyon. 5. PROBLEMA AT SOLUSYON
- pagtakalay naman sa isa o ilang
MGA HULWARAN NG TEKSTONG suliranin at paglapatng kalutusan ang
EKSPOSITORI pokus.

1. DEPINISYON 6. SANHI AT BUNGA

- Bigyang-kahulugan ang isang di- - tinatalakay ang mga kadahilanan ng
pamilyar na termino o mga salitang isang bagay o pangyayari at ang mga
bago sa pandinig at susulat ng isang epekto nito.
sanaysay
- (1) ang termino o salitang binibigyang- TEKSTONG ARGUMENTATIB-PERSWEYSIB
kahulugan - May konkretong dahilan ito sa pag-aaral
- (2) ang uri, class o specie kung saan ito sa kadahilanang hindi magkakaroon ng
nabibilang sapat, malinaw at mabisang argumento.
- (3) distinguish characteristics o PAKSA – dahilan kung bakit sinusulat at
binabasa ang teksto.
2. PAG-IISA-ISA O ENUMERASYON o GITNA – magsisilbing dahilan ng mga
mambabasa upang manatiling tapat sila
o Simpleng pag-iisa-isa – sayo matapos ang mabisang simula. At
pangunahing paksa at pagbanggit patuloy pa rin nakatutok sa bawat
ng mga kaugnay na salita. mensaheng ipinaparating sa mabisang
wakas.
o Komplikadong pag-iisa-isa – sa o WAKAS – may dating. Tinitiyak sa
pamamaraang patalata ng pagwawakas na ang sino mang
pangunahing paksa at mga kaugnay maaaring may taliwas na opinyon ay
na kaisipan na naliligaw sa paksa. makukumbinsi ng manunulat.

DALAWANG URI NG ARGUMENTASYON

3. PAGSUSUNOD-SUNOD O ORDER
- pag-oorganisa 1.) PAGBUOD NG PANGANGATWIRAN
 - Nagsisimula sa maliit at ispesipik na Ø MALING SALIGAN
halimbawa o katotohanan at magtatapos - maling akala na siya naman naging
sa isang panlahat na pahayag. batayan. Konklusyon ay wala sa
katwiran.
2.) PASAKLAW NG PANGANGATWIRAN
- nagsisimula ito sa isang malaking Ø MALING AWTORIDAD
kaisipan patungo sa paghahati-hati nito - tao o sangguniang walang kinalaman sa
sa maliit na kaisipan. isyung kasangkot.

MGA URI NG PANGANGATWIRAN Ø DILEMMA

- madalas gamitin kahit hindi sinsadya ng - naghahandog ng dalawang opsyon /
isang nakikipag-argumento upang pagpipilian na para bang iyon lamang at
“makagulat” o “makalusot”. wala nang iba pang alteratibo.

Ø ARGUMENTUM AD HOMINEM PAHINANG PRELIMINARI

- nakahihiyang pag-atake sa personal na
katangian / katayuan. 1) FLY LEAF 1
- Hal. Ang panget mo naman! - ang pinakaunang pahina ng pamanhong papel.
Walang nakasulat na kahit ano sa pahinang ito.
Ø ARGUMENTUM AD BACULUM Blangko ito.
- puwersa o awtoridad ang gamit.
- Hal. Anak lang kita! Ako ang masusunod 2) PAMAGATING PAHINA
dito. - ang tawag sa pahinang nagpapakilala sa
pamagat ng pamanahong papel. Nakasaad din
Ø ARGUMENTUM AD MISERICORDLAM dito kung kanino iniharap o ipinasa angpapel,
- makamit ang awa at pagkampi ng mga kung saang asignatura ito pangangailangan,
nakikinig / bumabasa. Salitang pag- kung sino ang gumawa at panahon ng
atake sa damdamin at hindi kaisipan. kumplesyon. Pyramid ang pagkakaayos.
- Hal: nahihilo ako, buong araw ako di
kumain. Tapos kulang pera ko. Pwede 3) DAHON NG PAGPAPATIBAY
ikaw muna sumagot ng pagkain ko? - ang tawag sa pahinang kumukumpira sa
pagkakapasa ng mananaliksik at
Ø NON SEQUITUR pagkakatanggap ng guro ng pamanahong papel.
- Konklusyon sa kabila ng mga walang
kaugnayang batayan. 4) PASASALAMAT O PAGKILALA
- Hal: Di nakapagtapos yung magulang. - tinutukoy ng mananaliksik ang mga
Siguro boplaks yan. indibiduwal, pangkat, tanggapan o institusyong
maaaring nakatulong sa pagsulat ng
Ø IGNORADO ELENCHI pamanahong papel at kung gayo’y nararapat
- usapang barberya pasalamatan o kilalanin.
- circular reasoning o paligoy-ligoy
5) TALAAN NG NILALAMAN
Ø MALING PAGLALAHAT - nakaayos nang pabalangkas ang mga bahagi
- dahil lamang sa ilang aytem/sitwasyon, at nilalaman ng pamanahong papel at nakatala
nagbibigay na agad ng isang ang kaukulang bilang ng pahina kung saan
konklusyong sumsaklaw sa matatagpuan ang bawat isa.
pangkalahatan.
- Hal: Hindi magaling na pinuno si duterte! 6) TALAAN NG MGA TALAHAYANAN AT
Wag iboto ang mga lahi ng duterte! GRAP
Outsgege - nakatala ang pamagat ng bawat talahayanan
at/o grap na nasa loob ng pamanahong papel at
Ø MALING PAGHAHAMBING ang bilang ng pahina kung saan matatagpuan
- usapang lasing ang bawat isa.
- mayroon hambingan ngunit may
matinong konklusyon. 7) FLY LEAF 2
- isa na namang blankong pahina bago ang
katawan ng pamanahong papel. KABANATA 4: PRESENTASYON AT
INTERPRETASYON NG MGA DATOS
- inilalahad ang mga datos na nakalap ng mga
KABANATA 1: ANG SULIRANIN AT mananaliksik sa pamamagitan ng ekstuwal at
KALIGIRAN NITO tabular o grapik an presentasyon.
I. PANIMULA / INTRODUKSYON
- isang maikling talata KABANATA 5: LAGOM, KONGKLUSYON AT
- pangkalahatang pagtakalay ng paksa. REKOMENDASYON
I. LAGOM
II. LAYUNIN NG PAG-AARAL - binubuod ang mga datos at
- dahilan kung bakit isinagawa ang pag- impomasyon nakalap na tinalakay sa
aaral. kab 4.

III. KAHALAGAHAN NG PAG-AARAL II. KONGKLUSYON

- significance ng pagsasagawa ng - mga inference, abstraksyon,
pananaliksik ng pagkasa sa pag-aaral. implikasyon , interpretasyon,
pangkalahatang pahayag o paglalahad
IV. SAKLAW AT LIMITASYON batay sa datos.
- parameter ng pananaliksik
- tinutukoy simula at hangganan ng III. REKOMENDASYON
pananaliksik. - mungkahing solusyon para sa mga
suliraning natukoy.
V. DEPINISYON NG TEMINOLOHIYA
- katawagang makailang ginamit sa MGA PANGHULING PAHINA
pananaliksik at bibigyan ng kahulugan. I. LISTAHAN NG SANGGUNIAN
- Konseptwal – estandard na depinisyon - kumpletong tala ng lahat ng mga
- Operasyonal – paano ginamit sa thesis hanguan o sorses.
paper
KABANATA 2: MGA KAUGNAY NA PAG- II. APENDIKS
AARAL AT LITERATURA - Tinatawag din dahong-dagdag.
- tinutukoy ang mga pag-aaral at mga - Bio-data ng mananaliksik.
babasahin o literatura kaugnay sa paksa
ng mananaliksik.
- Alamin ang akda, petsa at ang sorse. 1. TUKUYIN ANG PROBLEMA

KABANTA 3: DISENYO AT PARAAN NG 2. REBYUHIN ANG LITERATURA

PANANALIKSIK
I. DISENYO AT PARAAN NG 3. LINAWIN ANG PROBLEMA
PANANALIKSIK
- nililinaw kung anong uri ng pananaliksik 4. MALINAW NA BIGYANG
ang kasalukuyang pag-aaral. KAHULUGAN ANG MGA
TERMINO AT KONSEPTO
II. RESPONDENTE
- kung ilan, paano at bakit sila napili 5. ILARAWAN ANG POPULASYON

III. INSTRUMENTO NG 6. IDEBELOP ANG PLANO NG

PANANALIKSIK INSTRUMENTASYON
- paraang ginamit sa pangangalap ng
mga datos at impormasyon. 7. KOLEKTAHIN ANG MGA DATOS
- Sarbey, interbyu, pagsasagot ng sarbey.
8. SURIIN ANG MGA DATOS
IV. TRITMENT NG DATOS - pagsusuri at rebyuhin ang mga datos
- inilalarawan anong estadistikal na paraan
ang ginamit uang ang mga numerikal na 9. ISULAT ANG PAPEL
datos ay mailarawan. PAMPANANALIKSIK
- masinop o mai-encode ang papel ayon
sa itinatakdang pormat ng paaralan.

10. IULAT ANG RESULTA NG PAG-

AARAL
- Kulminasyon ng proseso ng
pananaliksik kung masinop na nagawa
ng mananaliksik ang mga naunang
hakbang.
 ND TH
PE (2 SEM – 4 QRT) participants on the very first day of the
Palarong Pambansa each year.
ARNIS
• Arnis, also known as kali or eskrima, Two forms of Arnis
refers to a category of Filipino martial • Anyo competitions are judged on the
arts that emphasizes the use of basis of the overall choreography of the
weapons – whether it be fighting sticks, performances, including the
blades or improvised weapons. gracefulness, strength and force
• The sport also includes hand to hand employed.
combat, grappling, joint locks and • Laban form tests participants’ agility and
weapon disarming techniques. reactions, as competitions are judged
• Practitioners of the sport are called based on the number of strikes inflicted.
arnisador (male athletes) and arnisadora
(female athletes). Arnis is a combat ü cane or baron - varies in sizes but the
sport to defend oneself from attacks original length of it is 28 inches.
using hand to hand combat, grappling,
weapon disarming in weapon-based Competition area
fights. Dimensions
• Arnis was developed by the indigenous - The playing area is a square measuring 8.0
populations of the Philippines, who used meters by 8.0 meters with a two (2) meters
an assorted range of weaponry for minimum free zone around it, and a clear space
combat and self-defense. without any obstruction up to a height of not
Encompassing both simple impact and less than 5 meters from the playing surface.
edged weapons, arnis traditionally
involved rattan, swords, daggers and Lines of the Playing Area
spears. - All lines of the playing surface are 5.08 cm.
• In 1521, equipped with nothing more (2inches) and must be of different color from
than bladed weapons and their that of the floor and other lines previously drawn
fearsome arnis abilities, Filipino for other purposes.
islanders defeated Ferdinand Magellan’s
armored, musket-bearing Spanish Boundary Lines
conquistador forces when they tried to - Four lines mark the boundary of the playing
invade. area. The free zone distance measuring 2.0
meters are drawn outside of the playing area.
HISTORY
• When the Spanish eventually returned Referee Line
and successfully conquered parts of the - A straight line of 1.0 meter long is drawn
Philippines, the traditions of Arnis were 2.5meters from the farthest boundary line
preserved, despite its prohibition, in the parallel to the official’s table.
forms of ritual dance, performance and
mock battles. While earlier Filipino Warning Lines
martial arts were influenced by Spanish - A broken straight line is drawn one (1)
colonization, the modern forms have meter before each boundary line to serve as a
been affected by the country’s contact marker before the outside zone.
with both the United States and Japan
after gaining independence in 1898. Neutral Corner
• In 2009, Arnis eskrima was declared as - The corner of the playing area farthest to the
the National Martial Art and Sport of the official’s table and in between the two (2) judges
Philippines through Republic Act 9850. within the free zone shall be designated as the
The republic act states that the official neutral corner. This shall be the consultation
adoption of Filipino Arnis as the area for the referee and judges.
Philippines’ national martial art and sport
circulated by inscribing the Escrima Code of Ethics:
Arnis symbol in the official Philippine 1. Arnis is an event that aims to bond and
Sports Commission seal and by making develop friendship and brotherhood.
it the first competition played by
 2. It is never a sport to hurt and defeat the - Back leg kept straight, rear foot is held
opponent but to improve the skills of the at a 45 degree angle.
players. - Keep the front knee bent.
3. It aims to develop the mind, the - Weight is evenly distributed on both feet.
physique and the character of the e. Backward Stance
player. - Distance of 4 steps between the feet.
4. Arnis is played to develop the social - Both knees are slightly bent.
aspect that will lead to the close - Rear foot held at a 90 degree angle.
bonding of all practitioners.
5. All the practitioners respect each other. BASKETBALL
They salute each other when they meet ▹ Basketball is a team sport in which two
and from a meeting before they depart. teams, most commonly of five players
The juniors must salute first and each, opposing one another on a
maintain the position until the seniors rectangular court. Basketball is one of
answer their salute. the most popular sports in the world. It is
6. The juniors do not have the right to played with a ball and a hoop. Players
challenge to fight the seniors unless in score points by shooting the ball through
the program set by their association to the hoop.
fulfill an objective. ▹ Basketball has become popular for a
7. All the practitioners continue to move on number of reasons: basketball is fun to
as there is room for improvement or play, simple equipment, basketball is fun
advancement. to watch, basketball is an all weather
8. Each practitioner must share with other sport
beginners or practitioners the OBJECTIVE OF THE GAME
advancement attained. - Shooting a basketball through the
9. Practitioners must desire to strengthen defender's hoop while preventing the
the Arnis family he belongs to by opposing team from shooting through
sharing love, knowledge and their own hoop.
understanding.
10. Practitioners must remember that Arnis HISTORY
is not a means to fight people but to
bond with them for life improvement. - James Naismith, The Person Who
Invented Basketball
FUNDAMENTAL SKILLS - In December 1891, James Naismith, a
1. Grip: Proper Hold of the Stick Canadian professor of physical
- Hold the stick one fist away from the punyo education instructor at the International
butt) of the stick. Close the grip with the thumb. Young Men's Christian Association
2. Basic Stance and Salutation Training School (now Springfield
a. Handa College) in Springfield, Massachusetts,
- Feet are positioned shoulder width was trying to keep his gym class active
apart. on a rainy day.
- Stick is held in front of the body. - Naismith wrote the basic rules and
b. Pugay nailed a peach basket onto an elevated
- Place the weapon hand across the track. Naismith initially set up the peach
chest. basket with its bottom intact, which
- Bow by bending at the waist. meant that the ball had to be retrieved
c. Handa sa Paglaban/Fighting Stance manually after each "basket" or point
- One foot in the front (foot the same as scored. This quickly proved tedious, so
the weapon hand), the other foot on the Naismith removed the bottom of the
rear. basket to allow the balls to be poked out
- Keep feet apart, distance of one foot. with a long dowel after each scored
- Both knees slightly bent. basket.
- Toes facing forward. - High schools and colleges began to
- Weight evenly distributed on both feet. introduce the new game, and by 1905,
d. Forward Stance basketball was officially recognized as a
- Distance of 5 steps between the feet. permanent winter sport.
 - Basketball became an Olympic sport at scoreboard for keeping score,
the 1936 games held in Berlin. measuring time, and displaying
statistics.
POSSESION ARROWS
TYPES OF BASKETBALL
WHISTLE
• College Basketball
BASKETBALL TRAINING EQUIPMENT
• High School Basketball

• Professional Basketball

• International Basketball – FIBA

(International Basketball Federation) BASIC SKILLS AND MOVEMENT INSIDE THE
was formed in 1932 COURT

• Women’s Basketball (1892) HOW TO PALM A BASKETBALL

FACILITIES & EQUIPMENT 1. Line your fingers up with the grooves of

the ball
BASKETBALL
2. Grip the ball using your thumb, index,
• There are three basic types of middle, and ring fingers.
material: leather, synthetic (also
known as composite) and rubber. 3. Practice squeezing the ball.

BASKETBALL SIZE 4. Practice a fake pass.

• Boys & Girls (5-8 years old) uses BASKETBALL DRILL

25.5 circumference. Size 4 and • Basketball drills are activities that are
weighs 14 oz. used by players to help hone in on
• Boys & Girls (9-11 years old) uses particular skills that are important for
27.5 circumference. Size 5 and good basketball players to possess.
weighs 17 oz.
• Boys (12-14 years old) uses 28.5 • Drills that help improve a players
circumference. Size 6 and weighs basketball IQ.
20 oz.
• Men & Boys (15+ years old) uses • Basketball IQ is a player’s fundamental
29.5 circumference. Size 7 and understanding of the game.
weighs 22 oz. BASKETBALL SKILLS AND TECHNIQUES

• Dribbling
BASKETBALL COURT
• Shooting
• Passing
• Running
BASKETBALL EQUIPMENT • Jumping
GAME CLOCK • Rebounding

• The game clock is the official clock used

for all games and referees can stop play BASKETBALL – BASIC BASKETBALL PASS
in order to change it or make sure it is Chest Pass
correct.
• Ball is held in the chest area and is
SCOREBOARD thrown to the receiver by quickly
• A scoreboard is a large board for extending the arms and the hands.
publicly displaying the score in a game. Bounce Pass
Most levels of sport use at least one
 • Ball is thrown and is allowed to bounce Timekeepers - responsible for monitoring the
approximately 2/3 of the way from the time of the game.
passer to the receiver. This pass is best
used by smaller players who are Referee
guarded by taller players. There are two standard methods for officiating a
basketball game, either "two-person" or "three-
Overhead Pass person" mechanics depending on how many
officials are available to work the game.
• This is a two-handed pass that is taken
ü In "two-person" mechanics, each official
from above the head of passer. This
pass is best used by players who are works either the lead or the trail position.
guarded by shorter players. ü In "three-person" mechanics, the court is
further divided among three officials,
with the lead (baseline) official
Baseball/Outlet Pass
determining the position of the other two
• A one-handed pass similarly used in a officials.
baseball game, which is aimed at
NUMBER OF PLAYERS
allowing the ball to be received from a
longer distance, usually down the court, • 12 players per team
especially in cases like a fast break
situation. • 5 basketball players on the court
BASKETBALL RULES PLAYERS
• A basketball game starts at the center of • Point Guard - Usually players with the
the court when the ball is thrown high up best ball-handling skills and vision in the
by the referee and one player from each team play as point guards. A point
team competing to gain possession. guard’s primary role is to orchestrate
both offensive and defensive plays and
• The team that catches the ball, or in set up scoring opportunities for team-
possession, is called the offensive team mates.
while the team not on the ball is the
defensive team. • Shooting guard - Typically the best
long-range and mid-range shooter in the
• The offensive team plays with the intent team. Players patrolling the position
of getting the ball through the opposition constantly look for three-pointers or can
hoop or scoring a field goal after moving help drag defenders out wide to create
the ball around the court by passing or space near the basket for their team-
dribbling the ball, abiding by a fixed set mates.
of basketball rules.
• Small forward: Playing as a short
OFFICIALS forward needs a versatile skill set. It
Official – a person who has the responsibility to requires strength and height as well as
enforce rules and maintain the order of the speed and dribbling abilities. Mid-range
game. and short-range shooting abilities are
also important.
Referee
• Power forward: A power forward is
• Crew Chief: Lead official, usually somewhat similar to a small forward but
performs the jumpball with a bigger focus on physicality. A
power forward is usually a foil for the
• Umpire / Referee: same responsibilities center and are the team’s most
with the lead official but they are only dependable scorers from inside the
assistants. paint.
Scorer – the one who will record the points,
violations and fouls gained by each team.
 • Center: Usually the tallest player in the • An attacking team has 24 seconds from
team, a center is required to occupy the gaining possession of the ball to shoot
space nearest to the basket in both at the basket.
halves. In defense, they are tasked to
pick rebounds and block opposition • After the shot is taken, the clock is
shooters while their offensive duties restarted for another 24 seconds.
require them to finish off short-range
• After a team scores a basket, the ball is
moves or shield out defenders to allow
returned back to the opposition to start
their team-mates a clean drive at the
again.
basket.
• All fouls that are committed throughout a
BASKETBALL POINTING SYSTEM
game are to be accumulated and when
Three-point shot: a certain number is reached, the umpire
will award a free throw.
• Shooting and scoring a field goal from
anywhere outside the three-point line • Depending on where a technical foul is
arc wins the team three points. These committed, the umpire may award a
are referred to as three-pointers. number of free throws a player will
receive.
Two-point shot:
• Violations can be awarded by the
• A field goal which is scored from inside officials in basketball for player handling
the area encircled by the three-point arc errors. These include traveling, double
in the opposition half is worth two points. dribble, goal-tending and back court
These are called two-pointers. violation.
One-point shot:

• Points can also be accumulated through

free-throws, which are worth a point
each. Free throws are awarded to a BASKETBALL VIOLATIONS
team when the opposition team fouls.
• Walking/Traveling. Taking more than 'a
step and a half' without dribbling the ball
is traveling.

• Carrying/palming. When a player

dribbles the ball with his hand too far to
the side of or, sometimes, even under
BASKETBALL RULES
the ball.
• A basketball team can have a maximum
• Double Dribble. Dribbling the ball with
of five players on the court.
both hands on the ball at the same time
• Player substitutions can be made at any or picking up the dribble and then
time and there is no restriction on the dribbling again is a double dribble.
number of substitutions made.
• Held ball. Occasionally, two or more
• A ball can travel through dribbling or opposing players will gain possession of
passing. the ball at the same time.

• A player is no longer able to dribble with • Goaltending. If a defensive player

the ball once the player puts two hands interferes with a shot while it's on the
on the ball. way down toward the basket, while it's
on the way up toward the basket after
• If a team wins possession back in their having touched the backboard, or while
own half, they have ten seconds to get it it's in the cylinder above the rim, it's
into their opponent's end or a foul will be goaltending and the shot counts.
called.
• Backcourt violation. Once the offense go in, but only one free throw if his shot
has brought the ball across the mid- does go in.
court line, they cannot go back across
the line during possession. ⇒ Three free throws are awarded if the
player is fouled while shooting for a
• Time restrictions. A player passing the three-point goal and they miss their
ball inbounds has five seconds to pass shot.
the ball. If he does not, then the ball is ⇒ Inbounds.
awarded to the other team. ⇒ One & one.
⇒ Ten or more fouls.
FOULS
REFEREES HAND SIGNALS
• Flagrant fouls: Flagrant fouls refer to a
personal foul that can potentially injure 1) Start Clock
the opponent. These fouls carry heavier
penalties, such as fines, immediate 2) Stop Clock
ejection, and even suspension.
3) Stop clock for jump/held ball
• Personal fouls: A personal foul is an 4) Stop clock for foul
infraction that violates the rules of the
game. Players can incur personal fouls 5) Stop clock for foul (optional bird dog)
by pushing, blocking, or striking another
player in the act of shooting. 6) Directional signal

• Offensive fouls: An offensive foul is a 7) Designated spot

type of personal foul that offensive
8) Visible counts
players commit when their team
possesses the ball. 9) Beckoning substitutes
• Loose ball fouls: When neither team 10) 60-second time-out
has established possession of the ball,
the ball is considered "loose." 11) 30-second time-out

• Team fouls: The NBA allots each team 12) Not closely guarded
with a total of five fouls per quarter. 13) No score
Once a team surpasses this allotment,
they go “into the bonus,” which means 14) Goal counts
the officials will award the opposing
team with free throws for every 15) Point(s) scored use 1 or 2 fingers after signal
additional foul that a player commits in 14
that quarter of play.
16) 3-point field goal (attempt & if successful)
• Technical fouls: A technical foul is a nd
17) Bonus free throw for 2 throw drop one arm-
penalty for violating the game’s
for 2 throws, use 1 arm with 2 fingers – for three
administrative rules. Officials commonly
assess technical fouls for fighting and 18) Delayed lane violation
verbal abuse, often assessing coaches
with this penalty if they are too abrasive 19) Travelling
when disputing a call.
20) Illegal dribble
• Personal fouls: Personal fouls include
21) Palming/Carrying the ball
any type of illegal physical contact.
22) Over and back
⇒ Hitting, Pushing, Slapping, Holding,
Illegal pick/screen 23) 3-second violation. Open hand – run end line
• Personal foul penalties: If a player is 24) 5-second violation
shooting while a being fouled, then he
gets two free throws if his shot doesn't 25) 10-second violation
26) Free throw, designated spot, or other • The first official game of Volleyball was
violation played at Springfield College
27) Excessively swinging arm(s)/elbow(s) 1913
28) Kicking • First official volleyball competition.
29) Illegal use of hand 1947
30) Hand check • FIVB (Fédération Internationale de
Volleyball) was founded in Paris,. FIVB,
31) Holding
is the international governing body for all
32) Blocking forms of volleyball.

33) Pushing or charging) 1964

34) Player-control foul • Volleyball was first played as an official

Olympic sport in the 1964 Olympics.
35) Team-control foul
BALL
36) Intentional foul
• The very first ball was leather-covered,
37) Double foul with a rubber inner tube, its
circumference was between 63.5 cm
38) Technical foul
and 68.6 cm and its weight 252 gr and
336 gr.

VOLLEYBALL
HOW TO PLAY VOLLEYBALL
• Volleyball is a sport played by two teams
on a playing court divided by a net. The ü A player on one of the teams begins a
objective of the game is to send the ball 'rally' by serving the ball, from behind
over the net and ground it on the the back boundary line of the court, over
opponent's court, as well as preventing the net, and into the receiving team's
the same effort by the opponent. court.

Two kinds of competitive volleyball: ü The receiving team must not let the ball
be grounded within their court. They
• Team Volleyball: played indoors with 6 may touch the ball as many as three
players per team times.
• Beach Volleyball: played outdoors with 2
players per team ü The rally continues, with each team
allowed as many as three consecutive
HISTORY touches

• In 1895, William G. Morgan, an ü The team that wins the rally is awarded
instructor at the Young Men’s Christian a point, and serves the ball to start the
Association (YMCA) in Holyoke, next rally.
(Massachusetts, USA) decided to blend
elements of basketball, baseball, tennis, ü The game continues, with the first team
and handball to create a game for his to score 25 points (and be two points
ahead) awarded the set. Matches are
classes of businessmen which would
best-of-five sets and the fifth set (if
demand less physical contact than
basketball. He created the game of necessary) is usually played to 15
volleyball, at that time called Mintonette. points.
ü The ball is usually played with the hands
or arms, but players can legally strike or
1869 push (short contact) the ball with any
part of the body.
EQUIPMENT • An attack hit or a spike describes the
technique commonly used for the third
VOLLEYBALL SIZE GUIDE contact in a rally that sends the ball over
Ball Type Circumference Mass the net with power.
DIG
Indoor 25.5 – 26.5 9.2-9.9oz
• The dig is a slang term used to describe
Youth Indoor 25-26 9.2-9.9oz
an underhand technique made on the
Beach 26-27 9.2-9.9oz first contact of a ball in a rally that's
been sent over the net with an attack hit.
SERVE
COURT AND NET
• The volleyball serve is the first
60 feet long opportunity for a player to score a point.
Once the referee blows the whistle to
30 feet wide start the rally you have 8 seconds to
Center line complete your serve routine and get the
ball over the net.
Attack line – 10’
End line – 20’
SERVICE
Serving area – 10’
• Underhand Serve - This serve is used
Net Height mainly in recreational volleyball. It does
not require the level of skill or
• Men – 7’ 11.5” coordination that the other types of
• Women – 7’4” serves do. With one foot stepped back,
SCOREBOARD you hold the ball in your opposite hand.
Then with your other hand fisted, shift
• Manual your weight forward and hit the ball just
• Electronic below the center (or equator) of the ball.

BASIC SKILLS • Overhand Serves - In high school and

college competitive volleyball, the
PASS
overhand serves are most common, and
• The pass also known as the bump, or the two main overhand, or overhead,
the forearm pass is a service reception serves are the topspin and the float. For
technique used to contact a ball that's all overhand serves, you start with your
entered your court area when your team dominant-side foot back and the ball
is on offense. held extended in your non-dominant
hand. Then you toss the ball up in front
SET of you hitting hand. How you hit it
depends on the type of overhand serve
• Setting a ball is the second contact in a you want to create. The biggest
rally done by a player called a "setter" difference between the types of
who sets up offensive plays by setting overhand serves is the server's body
the ball to their hitters. position, where contact is made on the
ball, and the follow-through.
BLOCK

• A block is the first opportunity for a team

on defense to keep the team on offense • Jump Serve - The jump serve is more
from hitting into their court. advanced and utilizes an even higher
toss that should be several feet in front
SPIKE
of the server. You uses more of an
 attack approach, jumping and striking ü Served ball may graze the net and drop
the ball with the heel of your hand while to the other side for point
you're in the air. With this serve, your
wrist remains stiff, then you hold (stop) ü First game serve is determined by a
your palm in position facing the target. volley, each subsequent game shall be
served by the previous game loser
ü Serve must be returned by a bump only.
PLAYERS POSITION No Setting or Attacking Serve.
1. Outside hitter (also called wing
spiker, left side) - Outside hitter most
often attacks the balls which setter sets SCORING
to the antenna to the left side of the ü Rally scoring will be used
court.
ü There will be a point scored on every
2. Right side hitter (wing spiker, right score of the ball
side) - Right side hitter has the similar
role than outside hitter, they play front ü Offense will score on a defense miss or
row and back row and are carrying pass, out of bounds hit
attack, block, serve and defense
responsibilities. ü Defense will score on an offensive miss,
out of bounds hit or serve into the net
3. Setter - The setter is the playmaker,
point guard or the quarterback of the ü Game will be played to 25pts
volleyball team. A setter’s responsibility
ü Must win by 2 points (deuce)
is to run the team’s offense and build up
offensive scoring opportunities for the
team.
ROTATION
4. Middle Blocker (center, middle hitter)
- Middle blockers main responsibility is ü Team will rotate each time they win a
to stop the opponent’s offense. The serve
middle blocker builds a block which
ü Players shall rotate in a clockwise
stops the ball, or allows the team to dig
the ball up. manner

5. Libero - The libero is fairly new position ü There shall be 4-6 players on each side
in volleyball. The libero is a back row
specialist who is allowed to play back
court only. The libero wears a different PLAYING THE GAME
color shirt in the team and is allowed to
enter and exit the game without ü Maximum of three hits per side
substitution request. ü Player may not hit the ball twice in
succession (A block is not considered a
hit)
VOLLEYBALL RULES
ü Ball may be played off the net during a
SERVE volley and on a serve
ü Server must serve from behind the end ü A ball touching a boundary line is good.
line until after contact
ü A legal hit is contact with the ball by a
ü Ball may be served underhand or player body above and including the
overhand waist which does not allow the ball to
visibly come to a rest.
ü Ball must be clearly visible to opponents
before serve ü If two or more players contact the ball
simultaneously, it is considered one play
 and the players involved may not contact, the ball is completely above the
participate in the next play. net. This is an illegal attack.
ü A player must not block or attack a
serve.
VOLLEYBALL TERMINOLOGY
ü Switching positions will be allowed only
between front line players. ( After the Ø Ace: A serve that results directly in a
serve only ). point, either when the ball hits the floor
on the receiving team’s side of the court
untouched or is touched but unable to
be kept in play by the receiving team.
BASIC VIOLATIONS
Ø Assist: When a player sets, passes or
ü Stepping on or across the service line digs the ball directly to a teammate who
when serving while making contact with attacks the ball and gets a kill.
the ball.
Ø Attack: The action of attempting to hit
ü Failure to serve the ball over the net the ball onto the opponent's side of the
successfully. court. Types of attacks include a spike,
ü Ball-handling errors and contacting the tip, roll shot and dump.
ball illegally (double touching, lifting, Ø Attacker: Also "hitter" and "spiker." A
carrying, throwing, etc.) player who attempts to hit a ball
ü Touching the net with any part of the offensively with the purpose of
body while the ball is in play. terminating play.

ü Blocking a ball coming from the Ø Attack Block: The defensive team's
opponent’s court and contacting the ball attempt to block a spiked ball.
when reaching over the net if your Ø Attack Error: An attack botched in one
opponent has not used 3 contacts AND of 5 ways: Ball lands out of bounds; ball
has a player there to make a play on the goes into net; attacker commits center
ball. line or net violation, or attacker illegally
ü Attacking a ball coming from the contacts ball. Getting blocked can also
opponent’s court and contacting the ball be considered an attack error.
when reaching over the net when the Ø Attack Line: A line 3 meters (10 feet)
ball has not yet broken the vertical plane away from, and parallel to, the net.
of the net. Separates the front-row players from the
ü Crossing the court centerline with any back row players. A back row player
part of your body, with the exception of a cannot legally attack the ball above the
hand or foot. It is only considered a net unless he takes off from behind the
violation if the entire hand or entire foot attack line.
crosses the court centerline. Ø Back row/court: Space from baseline
ü Serving out of rotation or out of order. (end line) to attack line. There are 3
players whose court positions are in this
ü Back row player blocking (deflecting a area (positions 1, 6 & 5 on court).
ball coming from the opponent) when, at
the moment of contact, the back row Ø Back Row Attack: When a back row
player is near the net and has part of player takes off from behind the attack
their body above the top of the net. This line (10-foot/3-meter) line and attacks
is an illegal block. the ball. Various terms for back row
attacks include "A," "B," "C," "D," "Pipe"
ü Back row player attacking a ball inside and "Bic".
the front zone (the area inside the
3M/10-foot line) when, at the moment of Ø Back set: A set delivered to a hitter
behind the setter.
Ø Baseline: The back boundary of the Ø Double block: Two players working in
court. Also called the end line. unison to intercept a ball at the net.
Ø Block: One of the six basic skills. A Ø Double hit: Violation. Two successive
defensive play by one or more front-row hits by the same player.
players meant to intercept a spiked ball.
The combination of one, two or three Ø Down Ball: Type of attack. “Down”
players jumping in front of the opposing refers to the blockers who neither jump,
spiker and contacting the spiked ball nor raise their hands above the net.
with the hands. Ø Dump: Usually performed by the setter,
Ø Blocking Error: Touching the net, who delivers the ball into the opponent’s
crossing the centerline, blocking a set or court on the second contact.
serve or any other “local” violation that Ø Five-One (5-1): An offensive system
occurs while making a block attempt. that uses five hitters and one setter.
Ø Center line: The boundary that runs Ø Floater: A serve with no spin so the ball
under the net and divides the court into follows an erratic path.
two equal halves.
Ø Follow: To move with and block an
Ø Closing the block: The responsibility of attacker. Athletes may change positions
the assisting blocker(s) to angle their with another blocker in the process.
body relative to the first blocker.
Ø Forearm Pass: Sometimes referred to
Ø “Cover”: Refers to the hitter having as the “pass,” “bump” or “dig”.
his/her teammates ready to retrieve
rebounds from the opposing blockers. Ø Four-Two (4-2): An offensive system
using four hitters and two setters.
Ø Cross-court attack: An attack directed
diagonally from the point of attack. Also Ø Free ball: Returning the ball to the
called an angle hit. opponent without the intent to get a kill.
Usually a slow, arcing pass or “roll” shot
Ø Cut shot: A spike from the hitter’s rather than a spike.
strong side that travels at a sharp angle
across the net. Ø Front: Position of a blocker so that
she/he can block the attacker.
Ø Deep: Refers to sending the ball away
from the net, toward the baseline of the Ø Front-row: Three players whose court
opponent’s court. position is in front of the attack line
(3M/10 Foot), near the net. These
Ø Defense: One of the 6 basic skills. The players are in positions 2, 3 & 4 on the
key skills used to receive the opponent's court.
attack are digging and sprawling. The
dig resembles a forearm pass from a Ø Game plan: Offensive and defensive
low ready position and is used more for emphasis for an opponent. Usually
balls that are hit near the defender. The organized for each rotation by the
sprawl is a result of an attempted dig for coaching staff.
a ball hit farther away from the defender.
It resembles a dive. Ø Held ball: A ball that comes to rest
during contact resulting in a violation.
Ø Dig: Passing a spiked or rapidly hit ball
and low to ground. Defensive play. Ø Hit: One of the 6 basic skills. To jump
Slang for retrieving an attacked ball and strike the ball with an overhand,
close to the floor. Statistically scored on forceful shot.
a 3.0 point system.
Ø Hitter: Also “spiker” or “attacker.” The
Ø Dink: A one-handed, soft hit into the player who is responsible for hitting the
opponent’s court using the fingertips. ball.
Also called a tip.
Ø Hitting percentage: A statistic derived cover deep spikes. Also called “6 back”
from total kills minus total attack errors, defense.
divided by total attempts.
Ø Middle blocker: Usually plays in the
Ø Joust: When 2 opposing players middle of the net when in the front row
contact the ball simultaneously above and moves laterally to her blocking
the net causing the ball to momentarily assignments.
come to rest; the point is replayed if this
is called by the official. Ø Middle Up: A defensive system that
uses the middle-back player in 6 to
Ø Jump serve: The server uses an cover tips or short shots along the 3
approach, toss, takeoff and serves the meter/10 foot line. Also called a “6 up”
ball with a spiking motion while in the defense.
air. There are two main types: jump
float, jump spin. Ø Mintonette: The original name of the
game of volleyball, created by William
Ø Key player/play: To discern a team’s Morgan.
best player or probable next play by
observation of patterns or habits. Ø Net Height: Women - 7 feet, 4-1/8
inches high (2.24m). Men – 7 feet, 11-
Ø Kill: An attack that results directly in a 5/8 inches high (2.43m).
point or side out.
Ø Off-blocker: Outside blocker not
Ø Libero: A player specialized in included in the double block. Also called
defensive skills. This player must wear a off-side blocker.
contrasting jersey color from his or her
teammates and cannot block or attack Ø Off-Speed Shots: An attack that is
the ball when it is entirely above net intentionally slow. Ball spiked with less
height. When the ball is not in play, the than maximum force but with spin. Also
libero can replace any back row player called “roll” shot.
without prior notice to the officials. Ø Opposite: Player who plays opposite
Ø Lines: The marks that serve as the setter in the rotation. In some
boundaries of a court. 2 inches (5cm) systems, this player is also a setter. In
wide. other systems, this player is called a
right-side.
Ø Linesman: Officials located at the
corners of the court; each linesman is Ø Outside hitter: Usually plays at the
responsible for ruling if the ball is legally ends of the net when in the front row.
in play along the lines for which he or Also called right-side (opposite) or left
she is responsible. For indicating side (power).
touches and play outside of the Ø Overhand pass: A pass with both
antennae on their side of the net. hands open that is controlled by the
Ø Lineup: Players starting rotation and, fingers, with the face below the ball.
therefore, serving order. Numbered Both hands simultaneously contact the
1,2,3,4,5,6. ball above the head and direct it to the
intended target.
Ø Line serve: A straight-ahead serve
landing near the opponent’s left sideline. Ø Overhand serve: Serving the ball and
striking it with the hand above the
Ø Line shot: A ball spiked along an shoulder. Float or spin.
opponent’s sideline, closest to the hitter
and outside the block. Ø Overlap: A violation called if a team is
lined up out of rotation when the ball is
Ø Load: Body position for the blockers so served.
that they are most effective.
Ø Overpass: A ball passed across the net.
Ø Middle back: A defensive system that
uses the middle back player in 6 to
Ø Overset: An errant set that crosses the Players must retain their initial rotational
net without being touched by another order throughout the entire game, but
offensive player. once the ball is contacted on serve they
are allowed to move anywhere.
Ø Pass: One of the 6 basic skills.
Receiving a serve or the first contact of Ø Seam: The midpoint between 2 players.
the ball with the intent to control the ball
to another player. Also called a “bump”. Ø Serve: One of the 6 basic skills. Used to
put the ball into play. It is the only skill
Ø Pancake: One-hand floor defensive controlled exclusively by one player.
technique where the hand is extended
and slid along the floor palm down while Ø Set: One of the 6 basic skills. The
the player dives or extension rolls so the tactical skill in which a ball is directed to
ball bounces off the back of the hand a point where a player can spike it into
and is considered legal. the opponent’s court. Sets can be set at
different heights and different locations
Ø Party ball: When the ball is passed on the net and offensively there are
across the net in front of the attack line names for each of these. First number is
so the front-row attacker can the location on the net and the second
immediately hit the ball on the first number is the height of the set
contact. (example: 13). Sets can also be named.
Ø Penetration: The blocker’s ability to Ø Set attack: When a setter attempts to
reach over the net above the opponent’s score rather than set the ball to a setter.
court. Also called a shoot set. Setter: The
second passer whose job it is to position
Ø Perimeter: Backcourt defense where 4 a pass to the hitter.
players arrange themselves near the
boundaries of the court. Ø Shallow: Near the net.
Ø Pipe: A back row attack from the middle Ø Shank: Severely misdirected pass.
of the court. Position 6.
Ø Side out: Change of service when a
Ø Play: An attack with a planned fake, serving team has failed to score a point.
usually including 2 or more hitter. Occurs when the receiving team
successfully puts the ball away against
Ø Quick set: An extremely low vertical set the serving team, or when the serving
used to beat the opponent’s block. Can team commits an unforced error.
be set at any position on the net.
Ø Six-pack: Being hit in the face with the
Ø Rally scoring: Scoring method where ball.
points can be won by the serving or
receiving team. Ø Six-two (6-2): An offense with four
spikers and two spiker/setters. Setter
Ø Ready position: The flexed, yet comes from the back row.
comfortable, posture a player assumes
before moving to the point of contact. Ø Slide/step: A quick attack behind the
setter.
Ø Red card: Given by the official to a
player or coach for flagrant misconduct Ø Spike: Also called a hit or attack. A ball
resulting in a point/side out to the contacted with force by a player on the
opponent. Results in automatic ejection offensive team who intends to terminate
and a point/side out for the opponent. the ball on the opponent’s floor or off the
opponent’s blocker.
Ø Roof: To block a spike, usually straight
down for a point. Ø Split block: A double-block that leaves
a space between the blockers.
Ø Rotation: The clockwise movement of
players around the court and through
the serving position following a side out.
Ø Stuff: A ball deflected back to the
attacking team’s floor by the opponent’s
blockers.
Ø Tandem: A combination in which one
player attacks immediately behind
another.
Ø Tape: The top of the net.
Ø Telegraph: To show one’s intention to
the opponents.
Ø Three-meter line: The line extended
across the court to signify the point
which a back row player must leave the
ground behind to attack the ball. Also
called the "attack line” and "10-foot line."
Ø Tip: A one-handed, soft hit into the
opponent’s court using the fingertips.
Also called a dink.
Ø Tool: When an attacker hits the ball off
an opposing blocker’s arms out of
bounds. Also called a wipe.
Ø Touch: A player contacting the ball on
the defensive play.
Ø Transition: To switch from offense to
defense and vice versa.
Ø Triple-block: Block formed by all 3
front-row players.
Ø Underhand serve: A serve performed
with an underhand striking action. The
ball is usually contacted with the heel of
the hand.
Ø W serve-receive formation: Three
players in the front row, two in the back.
Ø Wipe: To deliberately spike the ball off
an opponent’s hands and out of bounds.
Also called a tool.
Ø Yellow Card: Given by the official to a
player or coach as a warning of
misconduct. Two yellow cards result in
an automatic red card.
 TH ND
PR1 (4 QRT – 2 SEM) • Avoid having only one subsection
th heading within a section, just like in an
APA FORMAT 7 EDITION outline.
• Helps authors reduce bias around topics Avoid these common errors related to
such as gender, age, disability, racial, headings:
and ethnic identity, and secual
orintation, as well as being sensitive to • Do not label headings with numbers or
labels, and describing individuals at the letters
appropriate level of specificity. • Double-space headings; do not switch to
single spacing within headings
APA FORMAT TITLE PAGE • Do not add blank line above or below
• The newest edition of the APA manual headings even if a heading falls at the
recommends different title pages for end of a page.
students and professionals
MOST IMPORTANT GENERAL
PROFESSIONAL TITLE PAGE INSTRUCTIONS
• Titl;e of the paper
• Use first person language
• The name of each author of the paper.
• Avoid using adjectives as nouns to
• The affiliation of each author.
describe groups of people
• An author notes
• Use specific labels
• A running head
• When describing differences of people
• A page numbers focus on the qualities that are relevant to
the situation at hand
STUDENT TITLE PAGE
• Instead of broad categories use exact
• The course instructor’s name and title age ranges that are more relevant and
• The assignment’s due date written in the specific
format most common in the country • In general respect the language that
• A page number people use to refer to themselves
HEADLINES WRITING STYLE & GRAMMAR
• Calibri – 11
• Arial – 11 • For clarification, rather writing ‘I don’t
• Lucida San Unicode – 10 know who wrote this note, but he or she
must face the consequences.” It is
• Times New Roman – 12
expected to be done like “ I don’t know
• Georgia – 11
who wrote this note, but they must face
the consequences.”
RUNNING HEAD
• The manual also advices against
• Running head is removed
anthropomorphizing language meaning
• Optional to student papers (unless
the use of “that” and “which” are to
said by proctor) pertain to inanimate objects rather than
LEVELS OF HEADING who.

• Each level is a sublevel of the pre- TABLES AND FIGURES

existing level
• Tables and figures are in a parallel
• The complexity and length of the paper format
determines the number of headings to
• Tables and figures may now be
be used presented by texts of a document or
• Number of level = level of heading after the reference list on separate
• Use only the number of the headings pages.
necessary to differentiate distinct
sections in your paper, short student MECHANICS OF STYLES
papers may not require any headings.
• In terms of mechanics, the seventh
edition of the APA Publication Manual
 contains a variety of minor changes from • Encompasses the components of the in-
the sixth edition, Two of the most text citation in parentheses at the end of
important are the following: the sentence, prior to the closing period.
o Use one space after a period at This should mostly be used for
the end of a sentence unless an paraphrasing, and typically not for direct
instructor or publisher dictates quotes alone.
otherwise. • Template: (Author, Date, p.X)
o Use quotation marks areound
linguistic examples rather than v In Combining Citation, to include two or
highlighting these examples with more different resources in one citation,
italics. use a semicolon to separate them:

• This chapter also contains expanded AUTHOR

guidelines that clarify a variety of
mechanical issues, like whether certain 1. If more than one author has the same last
proper nouns should be capitalized. The name, add their first initial.
guideline are too extensive to reproduce
2. If there are only two authors, separate
here, so consult chapter 6 for additional
them with an ampersand (&).
information.
o Punctuation 3. For works with two or more authors, they
o Spelling are now attributed using the name of the first
o Numbers, Statistics, Equations, author followed by “et al.”
and Mathematics
o Lists 4. If the author of a work is an organization,
o Avoid Biased Language company, or a group, list that group’s full
o Ethics name in the in-text citation.
o Resources
5. If the organization has a common
OTHER CHANES INCLUDE acronym, you may introduce it in your first
in-text citation and then use the abbreviation
• Use an em dash to distinguish part of a in all subsequent citations.
sentence that either amplifies or
digresses from the point. 6. If there is truly no author for a reference,
• Use an en dash for compound you use the title, or first few words of the
adjectives and numerical ranges. title. Note that you should capitalize the
• Use parentheses to introduce words in the title for the in-text citation.
abbreviations and to denote Place in quotation marks if the title is an
independent elements and in-text article or chapter. Italicize if it is a book,
citations. webpage, etc.
• Use square brackets to enclose 7. When you use the author’s last name in
materials that’s already in parentheses, the narrative of your paper, leave their name
confidence intervals, and form out of the parentheses.
description for certain types of work in a
reference list. 8. Clear guidelines are provided for including
contributors other then authors and editor.
IN-TEXT CITATIONS For example, citing a podcast episode, the
NARRATIVE CITATION host of the episode should be included; for a
TV series episode, the writer and director of
• Is the preferred method of citing quotes.
You may also use them for paraphrasing that episode are cited.
or summarizing. The strength of DATE
narrative citations is that it flows better 1.) Even if there is a more detailed date
for a reader. provided, only the year is included in the
• Template: Last name (Year) “quote” or in-text citation.
paraphrase (p.X). 2.) If there is no date for a reference, use
the abbreviation n.d.:
PARENTHETICAL CITATION
3.) If you have two or more distinct works § For ebooks, the format, platform, or
by the same author and published in the device (e.g. Kindle) is no longer included
same year, differentiate them with in the reference, and the publisher is
letters. Letters will be assigned included.
alphabetically by the order in which they § Clear guidelines are provided for
are listed in the references list. including contributors other than authors
4.) If both items are using n.d. instead of a and editors.
year, include a hyphen before the
differentiating letter.

PAGE NUMBERS
I. If you are using information from a
single page, use the abbreviation p.
II. If your quote (or paraphase0 spans
multiple pages, use the abbreviation
pp., and seprate the two numbers
with an en dash (--).
III. If there are no page numbers on
your resource, use section headers,
paragraph numbers, or other
descriptions to direct your reader to
the information you are citing.
IV. If you are citing a direct quotation
from a video, you can use the time
stamp in place of a page number
within the in-text citation.

REFERENCE
• Is the last page of an essay or
research paper containing all the
links of borrowed related articles,
literatures, studies, sources, etc.
written in APA format.
• Referencing – is the act of giving
credicts with citation of the source/s
of information that is used in one’s
work to avoid plagiarism,

REFERENCE LIST
§ The publisher location is no longer
included in the reference.
§ The in-text citation for works with three
or more authors is now shortened right
from the first citation. You only include
the first author’s name and “et al.”
§ Surnames and initials for up to 20
authors (instead of 7) should be
provided in the reference list.
§ DOIs are formatted the same as URLs.
The label “DOI:” is no longer necessary
§ URLs are no longer preceded by
“Retrieved from,” unless a retrieval date
is needed. The website name is
included (unless it’s the same as the
author), and web page titles are
italicized.