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Sample Documentation Report 03.11.09
 

Sample Documentation Report 03.11.09

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    Sample Documentation Report 03.11.09 Sample Documentation Report 03.11.09 Presentation Transcript

      • Oplan Waste Segregation
      • At GK Elizabeth Seton
      • 1N-Y
      • Submitted in Partial Fulfillment of the Requirements
      • For NSTP – Civic Welfare Training Service II
      • University of the East Ramon Magsaysay Memorial Medical Center
      • College of Nursing
      • March 14, 2009
      • Community Profile
      • GK Elizabeth Seton is located at ________. It has an estimated population of 40 families/households. Of these 40 households, 35 are GK members.The average size of the household is seven (7). There are ___ SIBOL, ___ SAGIP, and ___ SIGA. The GK Kapitbahayan is active and are currently implementing independent activities for livelihood. The residents are accommodating.There are more than 20 sari-sari stores in the site. There is also a SIBOL school, a GK office, and a clinic. The site is not that clean and there is not enough space for doing activities. Etc…
      • II. Background of the Action Plan
      • We learned from the community scanning conducted in January __, 2009, that water quality and sanitation was not that good. There were many open canals filled with trash. Water containers were not covered. There was also a water shortage, thus water was rationed at the site. In terms of food quality and sanitation, most sari-sari stores sold snacks that are high in salt (e.g., Chippy, cheese curls, and the like). There were several stores that sell more nutritious food such as turon , ginataang halu-halo, and fruits. Most of them handle the food well by wearing a clear plastic in place of gloves. Their hair were tied to prevent falling hair. The households we interviewed ate mostly vegetables and fish. Most of the households communicated their concern for the increasing prices of vegetables and fish thus they asked the section if we had suggestions. Etc…. With regard to the community’s waste management, there were many animal stools along the narrow streets of the site. Some households practiced segregation, but most of them did not. Several trash bins were not covered, etc…
      • Since there were several problems, the class met and shared what they learned from their physical assessment of the area as well as from the interview. The class decided to focus on solid waste management, particularly waste segregation because… etc.
      • Action Plan
      Evaluation indicator/s Time frame Resources Lead person/ People involved Activity/Strategy Objective/s Target
      • IV. Program of Activities
      • A. First Saturday
      • 8:45 AM - Arrival at the site
      • 8:45 – 9:00 AM - Setting up
      • 9:00 – 10:30 AM - Workshop on Waste segregation
      • 9:00 – 9:15 - Introduction
      • 9:15 – 9:30 - Getting to know you activities
      • 9:30 – 10:00 - Lecture-discussion
      • 10:00 – 10:30 - Workshop: participants sort the trash
      • (See mechanics in the appendix)
      • 9:00 – 10:30 AM - House-to-house education campaign
      • (See mechanics, script, and handout in the appendix)
      • 10:30 – 11:30 AM - Clean-up activity with GK SAGIP kids
      • 11:30 AM - Prepare for departure, feedback from C.I.
      • B. Second Saturday
      • (follow similar content as 1 st Saturday to report actual activities. Include the
      • corresponding mechanics in the appendices)
      • C. Third Saturday
      • follow similar content as 1 st Saturday to report actual activities. Include the
      • corresponding mechanics in the appendices)
      • D. Fourth Saturday (Assessment and other post-activities)
      • follow similar content as 1 st Saturday to report actual activities. Include the
      • corresponding mechanics in the appendices)
      • V. Delegation of Work
      • A. First Saturday
      • B. Second Saturday
      • C. Third Saturday
      • (follow same format)
      • D. Fourth Saturday
      • (follow same format)
      De Leon, Jennifer Asuncion, Mirasol Delgado, Henry Asis, Joshua Javier, Rowena Osmena, Arvin Tenorio, Melissa Mirasol, Allen Dela Cruz, Marlon Banez, Lester Marquez, Alejandro Santos, Jemelina Flor, Barbara Castro, Cassey Fernandez, Zenaida Zapanta, Dahlia Ramirez, Roseane Torres, Eileen Documentation Workshop with SIGA Youth Clean-up Drive with GK Sagip De Leon, Jennifer Asuncion, Mirasol Delgado, Henry Asis, Joshua Javier, Rowena Osmena, Arvin Tenorio, Melissa Mirasol, Allen Dela Cruz, Marlon Banez, Lester Marquez, Alejandro Santos, Jemelina Flor, Barbara Castro, Cassey Fernandez, Zenaida Zapanta, Dahlia Ramirez, Roseane Torres, Eileen Documentation Story-telling activities with GK Sagip House-to-House Campaign
      • VI. Resource Mobilization
      • The class employed the following strategies for resource mobilization: ___, ___. ___, etc.
      H Materials F Cash R R R R R
      • 3 bundles of newspaper
      • 2 paste
      • 2 pairs of scissors
      • 2 sets of poster color
      • Unsorted bio and non-bio trash
      Junkshop sale CC (Php 50/student for the 4 Saturdays = Php 50.00 x 35 = P 1,750.00) R – folder, scrap paper Depends on how much is sold from the participants’ recyclables collection Php 1.00/pc x 20 = 20.00 Php 1.00/pc x 60 = 60.00 Php 1.00/pc x 30 = 30.00 Php 1.00/pc x 50 = 50.00 Php 1,200.00 + 70.00 + 30.00 + 15.00 = 1,315.00
      • Cash prize
      • Photocopy of 10 sets of interview tools, 2 pages each set (2 nd Sat.)
      • Photocopy of 30 brochures for 30 households, 1 page back-to-back (1 st Sat.)
      • Photocopy of assessment tool (10 sets, 3 pages each – 4 th Sat.)
      • Photocopy of handouts for workshop participants, 1 page (50 copies)
      • Documentation report (ink, bond paper, 2 CD-R, folder, scrap paper for design)
      Free use c/o Brgy. Captain   Session hall for workshop From the class P 500 (for 2 hours) each x 3 = Php 1,500.00 Three workshop speakers External (outside the class) (S-Solicitation, D-Donation, etc.) Internal (w/in the class) (CC-class contribution, R-Reuse, GS-Garage sale, D-Drive, etc.) Source/s Monetary value Resource Used Type of Resource
      • VII. Summary of Expenses
      • (The summary of expenses should show only the cash expenses you’ve made. Paste the actual receipts in the succeeding pages after the table of expenses)
      Prepared by (Name of Class Secretary) Validated by (Name of Class Treasurer) Php 1,460.00 TOTAL 1,300.00 Php 1,200.00 70.00 30.00 1 cartridge 1 pack (100 pcs.) 2 pcs.
      • Documentation report – ink
      • - bond paper
      • - CD-R
      50.00 Php 1.00/page 50 pcs.
      • Photocopy of handouts for workshop participants, 1 page (50 copies)
      30.00 Php 1.00/page 30 pcs.
      • Photocopy of assessment tool (10 sets, 3 pages each – 4 th Sat.)
      60.00 Php 1.00/page 60 pcs.
      • Photocopy of 30 brochures for 30 households, 1 page back-to-back (1 st Sat.)
      Php 20.00 Php 1.00/page 20 pcs.
      • Photocopy of 10 sets of interview tools, 2 pages each set (2 nd Sat.)
      Subtotal Unit Cost Quantity Expense
    • VIII. Project Results (add more pages if necessary)
      • 15 SIGA youth attended
      • During the contest, the winning group answered all the questions correctly (about segregation, 3R’s), while the other group had 1 mistake
      • 16 of the 30 households (including the original 5 from the baseline) segregate their household waste using the containers provided by the section
      3 rd Saturday
      • 15 SIGA youth attended
      • Of the original 15 from the 1 st Saturday, 12 were present every Saturday
      • Individual interview of the 15 participants = 13 out of 15 gave correct responses about segregation, its’ importance, and how it can be reused to earn money and more
      • 15 SIGA youth attended
      • During the open forum where the speaker asked questions to the participants, the participants answered most of the questions correctly (about segregation, 3R’s)
      • 15 SIGA youth attended the 1 st workshop
      • During the assessment/game, 1 of the 2 groups correctly segregated the trash into bio and non-bio
      • 70% of total SIGA youth (total=20) attended the workshop every Saturday
      • Actual attendees consistently attend every Saturday
      • Attendees acquired correct knowledge of classifying bio from non-bio based on workshop activities
      e.g., At least 70% of SIGA youth acquired knowledge of reusing non-biodegradable waste
      • 18 of the 30 households correctly segregate their household waste using the containers provided by the section
      • 10 households do not practice segregation
      • 2 households not inspected
      • 15 of the 30 households (including the original 5 from the baseline) segregate their household waste using the containers provided by the section
      • 5 households practice segregation;
      • 25 households do not practice segregation
      70% of total households (total households=30) correctly separates their waste into bio and non-biodegradable based on actual physical inspection of the waste containers provided by the section and through interviews e.g., for SWM at least 70% of the households practice correct segregation of waste 4 th Saturday (on-site assessment) 2 nd Saturday Baseline (scanning/1 st Saturday) Evaluation Indicator Objective By the end of 3 weeks/1 month:
      • IX. Evaluation of Results
      • Our implementation was only partially successful since we only achieved 1 of our 3 objectives namely: _________________________. There are several things contributing to this: _____, _____, ______. This is further supported by the results of the (household interviews, anecdotal responses of participants during the workshop/seminar, physical observation of the place, etc.; refer to appendix __/ results in part VIII).
      • We recommend that the project be continued but with major changes focusing on … so that all the objectives would be attained.
      • Recommendations
      • Since we believe that the activities we started be continued, we recommend that for the next batch of NSTP students focus on the following: ___, ___, ___. Moreover, to encourage more participation and bonding with the community, students should … To ensure that all the members of the class are maximized, they should …. Etc.
      • For the GK site, should they decide to adapt/adopt this activity as their own, we recommend that they …. Etc. Moreover, to promote the sustainability of the project, we suggest that they …
      • With regard to resources needed, the following could be done: …. Etc.
      • Individual Assessment
      • (insert here the individual assessment made by each student regarding their personal contribution to the success/failure of your action plan implementation)
      • Mirasol, Allen
      • I think I could have done better ….. But what is important is that I realized … (Etc., maximum of 300 words).
      • Dela Cruz, Marlon
      • If I were to do it again, I would…. Because I think I did not cooperate as much as I should. I was always late during the deployment… etc. As a result of doing this activity, I realized that… (max. of 300 words)
      • APPENDICES
      • Community Scanning Tools
      • Research/Content Material
      • Scripts
      • Visual aids
      • Photo-documentation
      • Others
        • Synopsis of storytelling book
        • Mechanics of contest
        • Action song taught to GK Sagip
        • Workshop mechanics
        • Class-made evaluation tools
      • Community Scanning Tools
      • (Insert all the filled-up tools for all the three aspects: SWM, water, and food)
      • B. Research/Content Material
      • (include all sources including newspaper books, brochure, or magazine articles and cite them using APA format)
      • Disposal of Biodegradable Wastes
      • Various types of waste include:
      • Household Garbage
      • Paper
      • Leaves in ponds and reflection pools
      • Oils and petroleum products
      • Insecticides
      • Herbicides
      • Detergents
        • Anionic (most common soaps and detergents)
        • Cationic (many shampoos)
        • Non-ionic (photographic rinses)
      • .....In each of the above categories are both biodegradable and non-biodegradable substances. ..The following piece of equipment was exhibited at the 1999 annual meeting in Chicago of the American Society for Microbiology and appeared to be an outstandingly elegant device for visualizing the biodegradation of solids such as newspaper.
      • A BASIC ITEM OF EQUIPMENT
      • ..... In science supply stores, a very thin and deep terrarium for ants and worms can often be found. ..Or one can be made at home out of two parallel 40 cm high by 15 cm wide sheets of clear plastic or glass, which are kept in a frame that holds them separated by about 1 or 2 cm. ..Make sure that there are several drainage holes at the bottom for excess water to escape.
      • ..... Into the space between the plastic or glass panes is packed your experimental material - usually garden soil plus some degradable additive you want to watch degrade and disappear. ..Using Side A as the "control" side, on Side "B" you might also add something that you think might accelerate the degradation process. ..Fertilizers are a good choice; especially those that contain a mineral that is in very low concentration in the material you wish to degrade. ..Let's look at a major component in sanitary landfills. ..Newspaper often cannot be recycled but it amounts to a major fraction of the volume of a landfill. ..It has been shown that newspaper degrades so slowly in many city landfills that wording on it can still be read years later. ..Let's now look at what can be done to speed up the process. ..(Of course, it is best to send the used paper to a recycling center.)
      • Degradation of Paper by Soil Bacteria
      • ..... Paper is mostly cellulose. ..(Glossy paper has a finish of finely ground clay.) Where does this cellulose come from, what is it made of, and why doesn't it break down rapidly? ..Most paper is made from cellulose pulp from tree logs. ..Cellulose is chemically very much like starch, but has only one difference, which is that the sugar molecules are coupled together in slightly different fashion (starch has "alpha" linkages between the glucoses, while cellulose has "beta" linkages - see your local biochemistry textbook about the meanings of these words and then make some tooth-pick and gum ball models). ..Anyway, since cellulose is made up of zillions of glucose sugar molecules, one expects the cellulose should degrade rapidly. ..But there is one problem, cellulose is not soluble in water and so most enzymes cannot get close enough to "chew" on it.
      • ..... Furthermore, those few organisms that can attack cellulose find it such a great energy source that they soon overeat. ..Shredded paper is not a balanced diet as it lacks all the minerals and some other vitamins. ..Thus the paper cannot be degraded until such other growth factors slowly trickle into the paper.
      • ..... Fill your very thin terrarium about a third full with slightly moist garden soil. ..Then make a mix of garden soil and shredded paper, and push that down into your terrarium until you have maybe 5 cm of soil and paper. ..Atop that layer and only off to one side, add a little lawn fertilizer. ..Finally fill the terrarium with more slightly moist earth. ..In this "static" exhibit you should be able to see which type of paper disappears fastest. ..A parallel study can be made to see if access to air helps speed the decay: once you have added the shredded paper stand several straws vertically upon (or slightly into) the paper layer and then fill the terrarium the rest of the way full.
      • Degradation of LIQUIDS by Soil Bacteria
      • .....You must have two set-ups that are identical in all respects but one: ..one has the experimental liquid added, and the other - the "Control" - does not. ..Each set-up must be air-tight and "loaded" in much the same way as with the newspaper, above. .. THEN both must be capped with air-tight lids through which a small rigid tube protrudes. ..To that tube a flexible one is attached that runs over to any type of gas monitoring equipment. .. A simple one that you can contruct for each set-up is an inverted graduated cylinder that is full of water and is sitting vertically in a beaker of water. ..The far end of the flexible tube is led under the immersed opening of the graduated cylinder. .. As gas is produced by the decay in the sealed terrarium, it is trapped in the graduated cylinder and easily measured as the hours and days go by. ..I will not tell you the secret for getting the upside-down cylinder full of water and standing in the beaker. ..Any young scientist worthy of this experiment ought to be able to figure that out!
      • Source:
      • Science-projects.com. (n.d.). Disposal of biodegradable wastes. Retrieved February 5, 2009 from http://www.science-projects.com/biodegradation.htm .
    • Source: Gastrikeatervinnare.se. (n.d.). How to sort household waste. Re trieved February 10, 2009 from http:// t www.gastrikeatervinnare.se/upload/Övrigt%20pdf/Andra%20språk/sop sort ering/ Sort era%20engelska%20nytt.pdf
      • C. Scripts (includes discussion guide/s used in house-to-house education campaigns, script for skits, and the like)