ANGELES, EMERIE R.

EE-1
Week 3
Chapter 3: Safety and Security

1. Differentiate safety to security. Explain your answers.

Safety and Security were known to be involved in disaster preparedness
during fire, earthquake or other calamity that needs immediate response from
any trained civilians during emergency situations.
Safety is rather protection against accidental events; security is rather
protection against intentional damages. The word security often refers to
predictable or stable behavior in a situation, whereas safety tends to be used in
the sense of either longevity or resistance to change by outside agents.

2. What is campus security?

In definition, campus Security is a system established to protect the
assets of the institution and the members of the academic community. It refers
to the protection of the physical plant and facilities of the institution, personnel,
students, records and formulation and implementation of security plans and
programs for the safety and protection of the entire community in campus.
Campus security is required to report campus crime statistics and security
measures to all students and employees.
Generally, this is to ensure the safety and security of students and
employees in an institute like MAPUA INSTITUTE OF TECHNOLOGY.

3. As a CWTS student, how can you help your school in implementing the
following campus security components? Give concrete examples of your
contribution to campus security.
As a CWTS, I should help in the implementation of the institutes campus
security measures because it is executed for our own protection. How? In my
own simple way, following the security rules implemented may be a big help in
the campus security system.
For example, I must wear my ID card every time I will enter the premises
of the institute until the time I will go out from it. With these, it may avoid people
not from the school to enter the campus for they will be subjected to go to the
security office first to verify their identity as a Mapuan.

ANGELES, EMERIE R.
EE-1
Week 3

4. What is the role of the following organizations in executing emergency plans?

a. Chairman
He is responsible for coordinating the efforts of all the teams under
the Calamity-Disaster Control Group. He directs the conduct of drills and
provides leadership during actual disasters to effect the proper
synchronization of all the teams.
b. Vice-Chairman
He serves as the Action Man of the Calamity-Disaster Control Group.
He takes charge of directing the concerted efforts of all the committees in
the absence of the Chairman.
c. Plans and Operations Committee
The members of the committee are responsible for the preparation
and updating of Campus Emergency Plans. It prepares plans for the
conduct of drills and serves as the Communication Center to signal the
start of evacuation or to signal whether it is already safe to return to the
buildings.
d. Disaster Assessment Response Team
They are the first responders to the scene of the disaster to see if
there are casualties and assess the damages incurred in residential
buildings and other facilities. They relay their assessment immediately to
the Chairman of the Emergency Management Group for dispatching of
rescuers if there are casualties. It is responsible for inspecting the
different rooms/buildings after every Evacuation Drill to find out if there
are still persons left inside the building and conducts initial investigation
on the cause of the disaster and extent of damage on the
buildings/facilities.

Chapter 4: Education

ANGELES, EMERIE R.
EE-1
Week 3

1. What is functional literacy?

Functional literacy describes those approaches to literacy which stresses
the acquisition of appropriate verbal, cognitive, and computational skills to
accomplish practical ends in culturally specific settings. It is more important than
some people may think, and it is the cornerstone to a students academic and,
potentially, professional success. A functionally literate person is one who can
read, write and compute or one who can read, write, compute and comprehend.
Persons who completed high school or a higher level of education are also
considered functionally literate.

2. What does the article state about literacy in the Philippines?

The article states that ALMOST NINE OUT OF TEN FILIPINOS ARE
FUNCTIONALLY LITERATE. This is according to the results of the 2008 Functional
Literacy, Education and Mass Media Survey (FLEMMS). In particular, fifty-eight
million from the estimated sixty-seven million Filipinos of age 10 to 64 years old
are functionally literate.
The 2008 FLEMMS revealed a functional literacy rate of 86.4 percent; in
the 2003 FLEMMS the estimate was 84.1 percent. Among the regions, NCR has
the highest functional literacy rate at 94.0 percent, followed by CALABARZON
(93.5 percent) and Central Luzon (92.1 percent). ARMM has the lowest functional
literacy rate (71.6 percent). The functional literacy rate among females is higher
than among males (88.7 percent vs. 84.2 percent).

3. How can CWTS students help improve the literacy rate of the Philippines?
Give concrete examples of your contribution to Philippine education.
As students, we can help to improve the literacy rate of our country by
sharing our knowledge to other people who needs education. Just like what we
did for our community service in our Chief Girl Scout Medal Scheme, we teach
the children, out of school youth, together with the uneducated adults,
fundamental education.
Chapter 5: Recreation

ANGELES, EMERIE R.
EE-1
Week 3
1. Differentiate demonstration to workshop. Explain your answers.
Workshop is a method by which a group of people with a common interest
or problem, be it professional or sectarian, work together to improve their
individual efficiency, ability or understanding either by study or by discussion.
Members discuss among themselves an idea or a problem, and think, work and
cooperate in arriving at decisions, suggestions and recommendations, with the
help of a chosen leader or facilitator.
On the other hand, demonstration is a method of explaining ideas,
concepts, skills, processes or techniques by showing and demonstrating these to
the participants. Like a lecture, it also involves telling; participants observe
rather than participate though they are sometimes able to practice the skills
demonstrated and receive immediate feedback. It emphasizes visual more than
verbal qualities.

2. What values can CWTS students get in performing the following recreation
methodologies?
In performing such recreational methodologies, students will be able to
improve the values of acquaintance, respect of differences, moral support,
synergy, cooperation, responsibility, efficiency and task dependability. We will be
able to understand the essence of the work in a deeper sence.

3. How can CWTS students help promote recreational activities in the

community? Explain your answers.
Probably the first thing we, students, can do is to introduce different
recreational activities to our community. For me, the best examples are the
physical and mental games such as sports and board games. Next step
maybe is to explain and show them the benefits they will get in doing such
activities. Recreation is important in promoting inclusion and quality of life. It
increases self-esteem and confidence. It gives people the opportunity to
make their own choices and provides satisfaction, enjoyment and pleasure. It
will be a big help in provides the opportunity to gain and develop new
contacts and friends.