This document provides guidelines for hazard reduction measures in school buildings. It discusses fire prevention through using fire-resistant materials. It recommends designating open spaces as evacuation areas that are a safe distance from buildings. It also discusses adhering to building standards, providing water and sanitation facilities, road safety measures, proper chemical use in science labs, and ensuring lab safety through planning, training, supervision and emergency procedures.
Philippines: School Plant and Facilities
-School Buildings: designs from old to new + PAGCOR designed buildings
-Design of School Buildings
-Design Guidelines
-Design Requirements
-Building Risk Reduction Requirements
-Building Risk Reduction Requirements for Parts of a School Building and Amenities
The document discusses school facilities and their requirements. It covers furniture such as school seats and tables, as well as equipment, instructional devices, classrooms, libraries, sanitary facilities and more. Requirements include proper seating heights and furniture for left-handed students. Library facilities need shelves, racks and furniture. Classrooms require standard facilities. Sanitary facilities must have adequate toilets, hand washing areas and potable water supply.
Physical plant and facilities in educational managementCheryl Asia
The document discusses physical plant and facilities development for educational institutions. It covers topics such as the definition of educational facilities, components of physical plants, basic principles, school mapping and sites, school plant planning, maintenance, furniture and equipment, and facilities management. Standards for school sites, buildings, spaces, and maintenance are provided. The primary function of facilities is to provide an environment conducive to effective teaching and learning. Facilities should be developed and managed based on a comprehensive school plan involving stakeholders.
Physical Plant and Facilities in Educational Managementpops macalino
This is a sample presentation in the course,EDMA 505 Practicum in Educational Management during Academic Year 2014-2015 First Trimester at Tarlac State University Graduate School
This document provides guidelines for educational facilities in the Philippines. It defines educational facilities as the grounds, buildings, and facilities within a school. Proper educational facilities are important to effectively support teaching and learning. The document outlines principles for educational facilities and programs. It also describes the process of school mapping to plan for optimal school distribution and capacity. Additional sections cover school-community relations, ergonomics, and measures to reduce disaster risk and promote safety in educational facilities.
The document outlines several division programs and projects for the 2018-2019 school year (SY) aimed at improving curriculum implementation and student performance. Key programs include:
1. HI-TEACH - Focuses on instructional supervision, technical assistance for teachers, and capacity building for school heads to ensure full implementation of K-12 curriculum.
2. POWER IT UP - Implements intervention, reinforcement, and enhancement activities to improve student performance in all subject areas to at least 75% proficiency.
3. I-LIKHA - Contextualizes instructional materials to address 21st century learner needs and support teachers through localization of resources.
4. AGAP - Strengthens the assessment
This document discusses principles of school site development planning. It describes how a site development plan is used to layout buildings, structures, and zones within a school based on considerations like sun paths, wind, noise barriers, and open spaces. The purpose is to plan infrastructure and facilities to contribute to a conducive teaching and learning environment. Key areas or zones discussed include visual, physical, functional, agricultural, playgrounds, athletic fields, and evacuation areas.
Philippines: School Plant and Facilities
-School Buildings: designs from old to new + PAGCOR designed buildings
-Design of School Buildings
-Design Guidelines
-Design Requirements
-Building Risk Reduction Requirements
-Building Risk Reduction Requirements for Parts of a School Building and Amenities
The document discusses school facilities and their requirements. It covers furniture such as school seats and tables, as well as equipment, instructional devices, classrooms, libraries, sanitary facilities and more. Requirements include proper seating heights and furniture for left-handed students. Library facilities need shelves, racks and furniture. Classrooms require standard facilities. Sanitary facilities must have adequate toilets, hand washing areas and potable water supply.
Physical plant and facilities in educational managementCheryl Asia
The document discusses physical plant and facilities development for educational institutions. It covers topics such as the definition of educational facilities, components of physical plants, basic principles, school mapping and sites, school plant planning, maintenance, furniture and equipment, and facilities management. Standards for school sites, buildings, spaces, and maintenance are provided. The primary function of facilities is to provide an environment conducive to effective teaching and learning. Facilities should be developed and managed based on a comprehensive school plan involving stakeholders.
Physical Plant and Facilities in Educational Managementpops macalino
This is a sample presentation in the course,EDMA 505 Practicum in Educational Management during Academic Year 2014-2015 First Trimester at Tarlac State University Graduate School
This document provides guidelines for educational facilities in the Philippines. It defines educational facilities as the grounds, buildings, and facilities within a school. Proper educational facilities are important to effectively support teaching and learning. The document outlines principles for educational facilities and programs. It also describes the process of school mapping to plan for optimal school distribution and capacity. Additional sections cover school-community relations, ergonomics, and measures to reduce disaster risk and promote safety in educational facilities.
The document outlines several division programs and projects for the 2018-2019 school year (SY) aimed at improving curriculum implementation and student performance. Key programs include:
1. HI-TEACH - Focuses on instructional supervision, technical assistance for teachers, and capacity building for school heads to ensure full implementation of K-12 curriculum.
2. POWER IT UP - Implements intervention, reinforcement, and enhancement activities to improve student performance in all subject areas to at least 75% proficiency.
3. I-LIKHA - Contextualizes instructional materials to address 21st century learner needs and support teachers through localization of resources.
4. AGAP - Strengthens the assessment
This document discusses principles of school site development planning. It describes how a site development plan is used to layout buildings, structures, and zones within a school based on considerations like sun paths, wind, noise barriers, and open spaces. The purpose is to plan infrastructure and facilities to contribute to a conducive teaching and learning environment. Key areas or zones discussed include visual, physical, functional, agricultural, playgrounds, athletic fields, and evacuation areas.
The document discusses school site development planning and zoning. It defines school site development as the graphic representation of the current infrastructure and program on a school site. The principles of site development include orienting buildings along an east-west axis for cross-ventilation and solar orientation. Functional zones are created by grouping related buildings and activities. A site development plan shows existing structures, proposed additions, and circulation elements to anticipate future facility needs.
Pedagogy might sound like a complicated concept, but, put simply, it’s just the method and practice of teaching in general, especially in relation to academic subjects or theoretical concepts. Pedagogy can refer to all levels of teaching, from nursery and primary, all the way up to higher education.
When it comes to the fundamentals of Pedagogy, there are five different approaches to consider. Each of these approaches is usually placed on a spectrum from teacher-focused to learner-focused pedagogy. As the names suggest, teacher-focused pedagogy revolves around teachers, putting them at the centre of the learning process, while learner-focused pedagogy is centred around learners playing an active role in the learning process.
This document discusses guidelines for selecting and developing school sites. Key points include:
- A suitable site enhances educational programs, optimizes resource use, and meets location, accessibility, topography, soil, size and disaster requirements.
- Location, design/safety standards, accessibility, and topography are important factors. Sites should be free of health/safety hazards.
- A site development plan shows the current status and program. Principles include grouping structures by function and orienting buildings for ventilation and light.
- Zoning ensures proper use of spaces for visual, physical and functional areas like lawns, gardens and assembly spaces. Planning allows flexibility while maintaining basic development patterns.
The document discusses the organization and functions of the Department of Education and Culture in the Philippines. It outlines the various bureaus and boards under the department including Planning, Financial Management, Administration, and Information Services. It also describes the roles of the Secretary of Education and Culture as well as the different divisions within the Bureau of Elementary Education such as Curriculum Development, Staff Development, and Physical Facilities. Finally, it provides details on the duties and responsibilities of elementary school principals.
The document provides guidelines for creating a safe school building environment. It lists several considerations to ensure physical safety, including adequate lighting, limiting blind spots, installing alarm systems, restricting roof and grounds access, conducting background checks on employees, and removing graffiti promptly. School design standards are also outlined, such as using DepEd standard designs, prioritizing projects based on population and classroom needs, and ensuring DPWH follows specifications for complete building construction.
Department of Education (RA 9155), DepEd Set Up, Educational Delivery Program...Mark Anthony Soratos
The document summarizes the organizational structure and history of the Philippine education system. It discusses that the Department of Education (DepEd) was established by law in 2001 (RA 9155) to govern basic education. It outlines the educational programs from pre-school to secondary levels and the implementing rules and regulations that define the roles of different administrative offices within DepEd. It also notes recent developments like the K-12 program and efforts to improve library and alternative learning resources.
The document summarizes the major laws that establish the legal bases of the Philippine education system. It discusses several key pieces of legislation including the 1987 Constitution, Presidential Decree No. 6-A, Batas Pambansa Blg 232 (Education Act of 1982), and various acts related to teachers, higher education, technical education, governance of basic education, and kindergarten education. It provides an overview of the goals, objectives, rights and duties outlined in these major laws and decrees that shape the current Philippine educational system.
One of the essential topics for the course School Administration and Supervision, a required course leading the degree Master of Arts in Education- Educational Management
Presented at Bulacan Agricultural State College (1st semester for s.. 2018-2019)
This document outlines 7 modes of acquiring school sites:
1. Purchase directly from the land owner using Department of Education or local funds
2. Donation by executing a deed of donation, accepting the donation in writing, and registering the deed
3. Contract of usufruct granting perpetual right of use for education if the land cannot be donated
4. Expropriation by filing proceedings and paying just compensation as determined by a court
5. Barter or exchange of existing sites by securing approvals and registering the deed of exchange
6. Presidential proclamation reserving public lands for schools by obtaining certifications and approvals
7. Gratuitous conveyance of government land needed for schools through gift, sale
This document provides a manual on assessing school-based management practices in the Philippines. It introduces a framework for school-based management with dimensions on school leadership, stakeholder participation, and school improvement processes. It then provides a matrix that defines three levels (standard, progressive, and mature) of practice for each dimension. The standard level focuses on basic compliance, while progressive intensifies efforts and mature maximizes community involvement to achieve higher learning outcomes. The manual aims to help schools evaluate their management practices to identify strengths and areas for growth to continually improve education quality.
The document discusses school facilities management in the Philippines. It provides details on the DepEd budget, capital investments in education, types of school facilities, and the importance of adequate physical infrastructure for learning. It also outlines elements of an effective facilities management plan including preventative maintenance, routine maintenance, emergency repairs, and predictive maintenance.
This document provides an overview of San Nicolas III Senior High School in Bacoor City, Cavite for the years 2019-2022. It discusses the school context, enrollment trends which have increased year over year, academic performance levels across tracks, vaccination rates, and initiatives to improve facilities and the learning environment. The school aims to provide quality education for all while ensuring learner well-being and resilience through compliance with health and safety protocols.
This document discusses instructional strategies for today's learners using information and communication technologies (ICT). It outlines the needs of learners for ubiquitous, active, interactive learning and development of communication, collaboration, critical thinking and problem solving skills. Learning environments should be self-directed, student-centered and involve active participation. ICT-based instructional strategies discussed include interactive multimedia, web-based learning, mobile teaching, collaborative strategies like discussion groups and social media, and evaluation strategies like e-portfolios, concept maps and rubrics.
Physical plan and facilities development programRamil Gallardo
The document discusses the physical plant and facilities of an educational institution. It defines physical plant as comprising the lands, buildings, furniture, and other infrastructure and equipment that support institutional and program effectiveness. It outlines several basic principles for physical plant and facilities, including that the facilities should provide an environment conducive to effective teaching and learning, and be developed according to a comprehensive plan involving stakeholders. Components of the physical plant discussed include the location, campus, buildings, classrooms, offices, medical facilities, student center, and food services.
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
This document outlines an action plan for improving information and communication technology (ICT) at MIDTIMBANG CENTRAL ELEMENTARY SCHOOL in Talayan, Maguindanao del Sur for the 2023-2024 school year. The plan has five objectives: 1) Developing ICT skills among pupils in grades 4-6, 2) Upgrading ICT competency of teachers and staff, 3) Improving ICT integration in curriculum and lesson materials, 4) Monitoring and evaluating ICT programs and skills, and 5) Generating resources to further develop ICT. Strategies include organizing hands-on activities for pupils, providing ICT training for teachers, developing video lessons, conducting skills
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
This document outlines DepEd Order No. 40, s.2012, which establishes the Child Protection Policy to prevent abuse of children in schools. It defines key terms like child abuse, bullying and cyberbullying. The policy prohibits corporal punishment and other harmful acts. It also requires schools to set up Child Protection Committees to handle cases, conduct investigations, and refer victims to authorities. Statistics on reported bullying and abuse cases from 2012-2013 are provided. The duties of schools to ensure child safety and the procedures for addressing violations by teachers are described.
This document provides guidance on planning school construction projects. It outlines the key participants in the planning process, including district staff, principals, teachers, and community members. The planning process involves assessing needs, preliminary planning over 3-9 months, and final planning over 12-26 months. Other sections discuss selecting architects and consultants, assessing existing sites and facilities, projecting space needs, determining whether to renovate an existing school or build new, selecting a new school site, and contracting methods.
Fire fighting, types of fires, types of fire extinguishers, building management systems, sprinkler systems, heat and smoke sensors.
http://www.greenarchworld.com/
This document discusses fire safety. It provides information on materials and practices for preventing and minimizing fire risks, including proper building design and construction, fire detection and extinguishing systems, adequate fire services, and occupant training. It references a chapter from a health and safety construction textbook and includes links to useful fire safety videos. The document assigns review questions from NEBOSH practice questions for students to answer on short bond paper by hand.
The document discusses school site development planning and zoning. It defines school site development as the graphic representation of the current infrastructure and program on a school site. The principles of site development include orienting buildings along an east-west axis for cross-ventilation and solar orientation. Functional zones are created by grouping related buildings and activities. A site development plan shows existing structures, proposed additions, and circulation elements to anticipate future facility needs.
Pedagogy might sound like a complicated concept, but, put simply, it’s just the method and practice of teaching in general, especially in relation to academic subjects or theoretical concepts. Pedagogy can refer to all levels of teaching, from nursery and primary, all the way up to higher education.
When it comes to the fundamentals of Pedagogy, there are five different approaches to consider. Each of these approaches is usually placed on a spectrum from teacher-focused to learner-focused pedagogy. As the names suggest, teacher-focused pedagogy revolves around teachers, putting them at the centre of the learning process, while learner-focused pedagogy is centred around learners playing an active role in the learning process.
This document discusses guidelines for selecting and developing school sites. Key points include:
- A suitable site enhances educational programs, optimizes resource use, and meets location, accessibility, topography, soil, size and disaster requirements.
- Location, design/safety standards, accessibility, and topography are important factors. Sites should be free of health/safety hazards.
- A site development plan shows the current status and program. Principles include grouping structures by function and orienting buildings for ventilation and light.
- Zoning ensures proper use of spaces for visual, physical and functional areas like lawns, gardens and assembly spaces. Planning allows flexibility while maintaining basic development patterns.
The document discusses the organization and functions of the Department of Education and Culture in the Philippines. It outlines the various bureaus and boards under the department including Planning, Financial Management, Administration, and Information Services. It also describes the roles of the Secretary of Education and Culture as well as the different divisions within the Bureau of Elementary Education such as Curriculum Development, Staff Development, and Physical Facilities. Finally, it provides details on the duties and responsibilities of elementary school principals.
The document provides guidelines for creating a safe school building environment. It lists several considerations to ensure physical safety, including adequate lighting, limiting blind spots, installing alarm systems, restricting roof and grounds access, conducting background checks on employees, and removing graffiti promptly. School design standards are also outlined, such as using DepEd standard designs, prioritizing projects based on population and classroom needs, and ensuring DPWH follows specifications for complete building construction.
Department of Education (RA 9155), DepEd Set Up, Educational Delivery Program...Mark Anthony Soratos
The document summarizes the organizational structure and history of the Philippine education system. It discusses that the Department of Education (DepEd) was established by law in 2001 (RA 9155) to govern basic education. It outlines the educational programs from pre-school to secondary levels and the implementing rules and regulations that define the roles of different administrative offices within DepEd. It also notes recent developments like the K-12 program and efforts to improve library and alternative learning resources.
The document summarizes the major laws that establish the legal bases of the Philippine education system. It discusses several key pieces of legislation including the 1987 Constitution, Presidential Decree No. 6-A, Batas Pambansa Blg 232 (Education Act of 1982), and various acts related to teachers, higher education, technical education, governance of basic education, and kindergarten education. It provides an overview of the goals, objectives, rights and duties outlined in these major laws and decrees that shape the current Philippine educational system.
One of the essential topics for the course School Administration and Supervision, a required course leading the degree Master of Arts in Education- Educational Management
Presented at Bulacan Agricultural State College (1st semester for s.. 2018-2019)
This document outlines 7 modes of acquiring school sites:
1. Purchase directly from the land owner using Department of Education or local funds
2. Donation by executing a deed of donation, accepting the donation in writing, and registering the deed
3. Contract of usufruct granting perpetual right of use for education if the land cannot be donated
4. Expropriation by filing proceedings and paying just compensation as determined by a court
5. Barter or exchange of existing sites by securing approvals and registering the deed of exchange
6. Presidential proclamation reserving public lands for schools by obtaining certifications and approvals
7. Gratuitous conveyance of government land needed for schools through gift, sale
This document provides a manual on assessing school-based management practices in the Philippines. It introduces a framework for school-based management with dimensions on school leadership, stakeholder participation, and school improvement processes. It then provides a matrix that defines three levels (standard, progressive, and mature) of practice for each dimension. The standard level focuses on basic compliance, while progressive intensifies efforts and mature maximizes community involvement to achieve higher learning outcomes. The manual aims to help schools evaluate their management practices to identify strengths and areas for growth to continually improve education quality.
The document discusses school facilities management in the Philippines. It provides details on the DepEd budget, capital investments in education, types of school facilities, and the importance of adequate physical infrastructure for learning. It also outlines elements of an effective facilities management plan including preventative maintenance, routine maintenance, emergency repairs, and predictive maintenance.
This document provides an overview of San Nicolas III Senior High School in Bacoor City, Cavite for the years 2019-2022. It discusses the school context, enrollment trends which have increased year over year, academic performance levels across tracks, vaccination rates, and initiatives to improve facilities and the learning environment. The school aims to provide quality education for all while ensuring learner well-being and resilience through compliance with health and safety protocols.
This document discusses instructional strategies for today's learners using information and communication technologies (ICT). It outlines the needs of learners for ubiquitous, active, interactive learning and development of communication, collaboration, critical thinking and problem solving skills. Learning environments should be self-directed, student-centered and involve active participation. ICT-based instructional strategies discussed include interactive multimedia, web-based learning, mobile teaching, collaborative strategies like discussion groups and social media, and evaluation strategies like e-portfolios, concept maps and rubrics.
Physical plan and facilities development programRamil Gallardo
The document discusses the physical plant and facilities of an educational institution. It defines physical plant as comprising the lands, buildings, furniture, and other infrastructure and equipment that support institutional and program effectiveness. It outlines several basic principles for physical plant and facilities, including that the facilities should provide an environment conducive to effective teaching and learning, and be developed according to a comprehensive plan involving stakeholders. Components of the physical plant discussed include the location, campus, buildings, classrooms, offices, medical facilities, student center, and food services.
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
This document outlines an action plan for improving information and communication technology (ICT) at MIDTIMBANG CENTRAL ELEMENTARY SCHOOL in Talayan, Maguindanao del Sur for the 2023-2024 school year. The plan has five objectives: 1) Developing ICT skills among pupils in grades 4-6, 2) Upgrading ICT competency of teachers and staff, 3) Improving ICT integration in curriculum and lesson materials, 4) Monitoring and evaluating ICT programs and skills, and 5) Generating resources to further develop ICT. Strategies include organizing hands-on activities for pupils, providing ICT training for teachers, developing video lessons, conducting skills
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
This document outlines DepEd Order No. 40, s.2012, which establishes the Child Protection Policy to prevent abuse of children in schools. It defines key terms like child abuse, bullying and cyberbullying. The policy prohibits corporal punishment and other harmful acts. It also requires schools to set up Child Protection Committees to handle cases, conduct investigations, and refer victims to authorities. Statistics on reported bullying and abuse cases from 2012-2013 are provided. The duties of schools to ensure child safety and the procedures for addressing violations by teachers are described.
This document provides guidance on planning school construction projects. It outlines the key participants in the planning process, including district staff, principals, teachers, and community members. The planning process involves assessing needs, preliminary planning over 3-9 months, and final planning over 12-26 months. Other sections discuss selecting architects and consultants, assessing existing sites and facilities, projecting space needs, determining whether to renovate an existing school or build new, selecting a new school site, and contracting methods.
Fire fighting, types of fires, types of fire extinguishers, building management systems, sprinkler systems, heat and smoke sensors.
http://www.greenarchworld.com/
This document discusses fire safety. It provides information on materials and practices for preventing and minimizing fire risks, including proper building design and construction, fire detection and extinguishing systems, adequate fire services, and occupant training. It references a chapter from a health and safety construction textbook and includes links to useful fire safety videos. The document assigns review questions from NEBOSH practice questions for students to answer on short bond paper by hand.
School Safety Dr W G Prasanna Kumar Professor Climate and Disaster Management...W G Kumar
School Safety has been a concern in India. There is a need to make the administrators, teachers and students in Indian Schools safety conscious and disaster prepared in order to reduce the disaster risks including the climate related disasters
This document provides an overview of basic electrical safety. It covers fundamentals like how electricity flows through conductors and the human body. Hazards of electricity include electrocution, shocks, burns and death. It recommends keeping a minimum distance of 10 feet from overhead power lines and inspecting electrical tools for issues like frayed wires. The document also discusses electrical protection devices like circuit breakers and GFCIs, as well as grounding, terminology, and dos and don'ts of electrical safety.
Diploma i ecls_u_4.1_good manners & habitsRai University
This document discusses good habits and manners. It begins by defining habits as routine behaviors done regularly, and notes that habits can be good or bad. Good habits include things like maintaining a schedule, eating healthy, exercising, practicing gratitude, studying effectively, persevering, managing money wisely, striving for excellence, practicing good hygiene, telling the truth, reading regularly, being punctual, and respecting authority. It provides tips for developing good habits through repetition, preparing to-do lists, building habits into a routine, developing self-discipline, starting simple, and removing temptation. The document emphasizes the importance of good habits for character development and success.
This document discusses the importance of installing fire safety signage in buildings to clearly indicate the location of fire exits, alarms, and firefighting equipment. It states that fire safety signs are standardized with white text on a red background and are commonly seen in workplaces, public spaces, and industrial areas. The document then provides descriptions and images of 14 different types of firefighting signs that indicate the locations of specific fire equipment like extinguishers, hoses, hydrants, alarms, sprinkler valves, telephones, pumps, blankets, and more.
Presentation on Safety Measures to be adopted at home, school and around us to prevent burn injuries. Special mention of handling fireworks. Also First Aid, Medical treatment and Skin Donation.
The document discusses the internet and its uses and misuses. It defines the internet as a worldwide network of interconnected computer networks that transmit data using the Internet Protocol. It notes that the internet allows people to communicate and share data anywhere in the world if they have access. Some key uses mentioned include communication with friends, online shopping, watching videos, and performing research. However, the document also lists several misuses, such as identity theft, piracy, cyberbullying, fake advertisements, pornography, hacking, time wastage, and negative impacts on family communication.
6) safety fire safety & electrical safety(engr. ding)Mark Terry Miraña
Fire requires fuel, heat, and an oxidizing agent like oxygen. The fire tetrahedron shows these components of fire and how they interact in a chemical chain reaction. Proper fire safety and prevention in schools involves identifying hazards, maintaining cleanliness, familiarizing oneself with emergency equipment, enforcing smoking bans, and following electrical safety procedures like checking for defects and using the proper wire sizes.
Social networking sites (SNSs) such as Facebook, Twitter and Google+ have attracted millions of users, many of whom have integrated those sites into their daily practices. As of this writing, there are hundreds of SNSs, with various technological affordances, supporting a wide range of interests and practices
This document contains notes from a presentation on social media and technology. It discusses the history and growth of digital technology and social media, moving from limited participation and distribution monopolies to today's era of user-generated content and business models based on social media. It also examines the shift to more open and participatory media, debates around the impacts of these changes, and implications for business and policy. Throughout it references experts like Marshall McLuhan and perspectives from both optimists and pessimists about social media's effects.
Zero Waste Management for Schools: A module prepared by Prof. Liwayway Memije...Liwayway Memije-Cruz
RATIONALE: ZERO WASTE MANAGEMENT PROJECT
One of the more serious problems that our country and our university in particular encounter nowadays is pollution which is due to improper handling and disposal of solid wastes. This problem occurs not only in urban areas where population density is high and human activities are continuous and intense but is also felt in the regional and rural areas.
In Metro Manila, the population density is 14,440 persons per square kilometer, 63 times more than the national average. Per capita waste production daily is estimated at 0.66 kg. More than half a kilo of trash per person per day is a lot. The volume of daily wastes weights in a little over 6,000 tons. Only 85% of these wastes are collected. Uncollected wastes pile up and fester in street corners and marketplaces, vacant lots and other open (often unauthorized) dumpsites. Ubiquitous scavengers light into these waste piles to pick whatever they can salvage from the junk. These waste materials are the breeding ground of flies, mosquitoes, rats, and other manner of pests and disease-carrying organisms.
An irreducible amount of waste also finds its way into bodies of water, into ditches, storm drains, and sewer mains. This does not only contaminate and pollute our waters; come the rainy season, garbage plugs up the city’ sewerage and flood waters rise-causing untold damages to life and property. Common sense tells us that the most cost-effective way of managing waste is to do something at the source generation, that is, at home, at the office or at the institutional level.
Manners are important around the world and vary between cultures. It is best to be courteous, respect differences, and remember you are a guest in other countries. While some say certain nationalities have better or worse manners, in reality every country has a mix. Manners show consideration for others and help people feel respected.
This document provides information and instructions for a school project on first aid. It includes an acknowledgement, introduction, contents of a first aid kit, types of first aid for different injuries (fractures, poisoning, cuts, heat/cold waves, fainting), and instructions. The instructions discuss the need for first aid, introducing first aid concepts with a local doctor, demonstrating first aid methods, and having students prepare first aid kits. The project aims to educate students on first aid techniques that could save lives in emergency situations.
This presentation provided information on internet addictions, including how to identify them, prevent them, and help students who are addicted. It defined internet addiction as compulsive online behavior that interferes with daily life. Warning signs included loss of control over internet use and feeling anxious or depressed when unable to use it. The presentation offered resources for teachers and parents on addressing internet addiction with students, including monitoring use, setting limits, and identifying underlying issues. It suggested implementing a school-wide action plan to educate students, parents, and teachers on internet addiction.
This document provides a summary of basic first aid procedures. It outlines the qualities of a first aider, including being calm, confident, willing to help, and patient. It describes how to preserve life by controlling bleeding, treating shock, and performing CPR if needed. It also explains how to prevent a condition from worsening by dressing wounds, providing comfort, and positioning the casualty. Finally, it discusses promoting recovery by relieving anxiety, encouraging trust, and handling the casualty gently.
The document discusses the key elements and process of communication. It defines communication as the exchange of information between individuals through common symbols. The main elements of the communication process are the sender, message, channel, receiver, feedback, and environment. Communication can take different forms such as verbal, nonverbal, formal, informal, and therapeutic. There are also various levels of communication including intrapersonal, interpersonal, group, public, and organizational. Barriers to effective communication include physiological, environmental, psychological, social, cultural, and organizational factors. Overcoming these barriers requires consideration of sensory abilities, comfort levels, cultural differences, clear messaging, and feedback.
This document discusses the positive and negative influences of the internet. Positively, it provides access to vast information, facilitates communication, and supports online education. However, it can also expose users to unethical content and be misused if not properly supervised. While the internet has benefits, parents and teachers must guide students on appropriate usage to minimize risks. Overall, the internet's positive impacts outweigh its negatives when used cautiously.
Laboratory safety manual pi orientation & laboratory setup 120622nvhtri
This document provides a checklist for laboratories moving into a new space or renovating their existing space to ensure proper safety protocols are followed. It outlines requirements for emergency equipment, signs, storage of chemicals and waste, and training. Laboratories are expected to maintain standards for safety, and the checklist provides steps to address requirements from the university's chemical hygiene plan, biosafety program, and other safety policies. Contact information is provided for the laboratory safety officer and other experts who can assist with the safety setup and compliance.
To study plant tissue culture laboratory design and set upHORTIPEDIA INDIA
This document provides guidelines for setting up a plant tissue culture laboratory, including necessary equipment and design considerations. It discusses key areas of the lab such as the culture room, media preparation area, and glassware washing area. Maintaining aseptic conditions is a primary focus of the design. Proper airflow, traffic flow, and separation of clean and dirty areas are emphasized. Necessary equipment includes a laminar hood, autoclave, incubator shaker, and supplies for tissue culture work. Adherence to safety protocols is also covered.
This document is a laboratory safety manual that outlines responsibilities and procedures to ensure safety in university laboratories. It provides an emergency contact list and describes response procedures for accidental exposures, fires, spills, and environmental releases. The manual discusses principles of laboratory safety including risk assessment, inspections, training, personal protective equipment, chemical storage and handling, hazardous waste disposal, and safety equipment. It identifies responsibilities for laboratory personnel, administrators, the police department, environmental health and safety staff, and facilities management to maintain a safe laboratory environment.
To develop a project for establishment of commercial tissue culture laboratoryHORTIPEDIA INDIA
The document provides guidelines for establishing a commercial tissue culture laboratory, including:
- The laboratory should have separate rooms for media preparation, glassware washing, sterilization, aseptic transfer, and primary culture growth to maintain cleanliness and prevent contamination.
- Facilities are needed for washing and sterilizing glassware, preparing and storing media, conducting aseptic procedures, and maintaining cultures under controlled conditions.
- Proper location, ventilation, lighting, temperature and humidity control are important considerations for laboratory design.
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This document outlines the key components of a university's chemical hygiene plan, including standard operating procedures, engineering controls, training requirements, medical consultation processes, and special provisions for hazardous chemicals. It discusses responsibilities of various stakeholders like administrators, laboratory supervisors, and laboratory workers to ensure a safe working environment. The chemical hygiene plan is part of the university's compliance with OSHA regulations to protect employees working with chemicals in laboratories.
1. The document provides guidance on various health and safety topics such as PPE, excavation safety, electrical safety, emergency planning, fire prevention, ladder safety, scaffolding safety, and lockout/tagout procedures.
2. It emphasizes establishing a safety culture and safe work practices to prevent injuries and ensure compliance with all relevant safety policies and regulations.
3. Specific procedures are outlined for conducting hazard analyses, using permits, inspecting equipment, and recording and reporting incidents.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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2. 1. Fire Prevention and Safety Measures
Section 601-604 of the National Building Code of the
Philippines (2005 Edition) – Resistive Rating of material
to be used in constructing school buildings shall be
classified according to fire resistive standards.
All materials of construction, and
assemblies or combinations thereof shall
be classified to their fire-retardant or
flame-spread ratings as determined by
general accepted testing methods.
3. The design and construction of school
buildings basically conform to the
standards of safe construction where:
OFF
LIMITS
INSPECTED
SIGN
RESTRICTED
USED
4. In case of emergencies that will require students to
immediately evacuate from their classrooms (such as
in case of fire or earthquake), there should be a
provision for an open space within in the school
compound which will be designated as temporary
evacuation area.
It must be SAFE DISTANCE from buildings, electric
poles, and hanging objects that might fall and
injure people.
It should be BIG ENOUGH to hold the total
population of the school.
2. Provision for Open Spaces as Temporary Evacuation
Sites for Earthquake, Fire and other Emergencies.
5. School Buildings and other structures
must strictly follow standard engineering
technical specifications (e.i. Building Code
of the Philippines, 2005, National
Structural Code of the Philippines, 2001).
The National Code of the Philippines,
2001 has specific sections for wind load/
wind effects and earthquake design.
3. Adherence to Building Design
Standards and Structural Soundness.
6. 4. Provision of Water, Sanitation
and Hygiene Facilities
Every school shall have a standard water
system and its regular inspection and
maintenance important and necessary.
Regular and continuous checking
of the water system for possible
wear and tear will ensure the
optimum and continued services of
the water system.
7. Section 901 states that all buildings shall
be provided with adequate and potable water
supply, plumbing installation and suitable
wastewater treatment or disposal system,
storm water drainage, pest and vermin
control, noise abatement device, and such
other measures for the protection and
promotion of health of persons occupying the
premises.
A. Water System and Wastewater
Disposal system
Schools shall be provided with RESERVE WATER in
water tank reserve to be used in case of fire.
8. B. Ideal Water Supply System
Section 902 of the Code prescribes an ideal water
supply system with the following guidelines:
The potable water requirements for school
buildings shall be supplied from existing
municipal or city waterworks system.
The quality of drinking water from meteoric,
surface or underground sources shall conform to
the criteria set in the latest approved National
Standard for Drinking Water Standards.
The design, construction and operation of
deep wells for the abstraction of groundwater
shall be subject to the provisions of the
Water Code of the Philippines (PD 1067)
9. The water piping installations for water supply and
distribution to each fixture including the wastewater
drainage with proper venting inside school buildings and
premises, shall conform to the provision of the Revised
National Plumbing Code of the Philippines.
Sanitary sewage from buildings shall be discharged
directly into the nearest street sanitary sewer main of
existing municipal or city sanitary sewerage system in
accordance with the criteria set by the Code on
Sanitation of the Philippines and the Department of
Environment and Natural Resources (DENR).
All school buildings located in areas where there
is no available sanitary sewerage system shall
dispose their sewage to septic tank and
subsurface absorption field or to a suitable
disposal system in accordance with the Code of
Sanitation of the Philippines and the Revised
National Plumbing Code of the Philippines.
10. 5. Road Safety
Segregate
vehicular
routes from
pedestrian
routes.
Traffic
aide/enforcer
shall assist the
children in
crossing the
streets to avoid
accidents.
Pedestrian
crossing for
safety of
schoolchildren
shall be
established in
front of school
gates.
Make routes
as direct as
possible and
use clear,
obvious
signs.
Multilingual
signs may be
an advantage
in some
schools.
11. Chapter IV, Article I of R.A. No.
4136 (An Act To Complete the Laws
Relative To Land Transportation and
Traffic Rules to Create a Land
Transportation Commission and For
Other Purposes)
No person shall drive any motor
vehicle upon a school zone at
such a speed as to endanger the
life, limb of any person, nor
at a speed greater than will
permit him to bring to a stop
within the assured clear
distance ahead.
12. 6. Proper Use of Chemicals and Gases in
the Science Laboratories. (DepED Order
No. 48, s. 2006)
Science laboratories
are facilities used by
students where
activities require the
use of gases and
chemicals.
Combustible or inflammable
materials stored in the
laboratory or in its immediate
vicinity shall be used during
experiment in science with
close supervision of the
teacher.
It shall be
provided with
sufficient hood or
devices for the
irritating or
poisonous gases
and chemicals.
Dangerous chemicals shall be
labeled appropriately and
shall always be visible for
students/pupils to ensure
proper use and storage.
Warning signs shall be
legible and written in
bold/big letters.
13. Suggested design guidelines and safety
considerations for science laboratory are:
A. Designing/Constructing a Science
Laboratory
The science laboratory should be designated as a wide
space(7 x 18m) to allow mobility inside the room.
There should be at least two (2) entry/exit doors for
easy access and egress. The doors should be swing out to
facilitate exit of students in case of emergency.
The science laboratory should have provisions
for laboratory counter, control room and storage
room.
Chemical solutions should be located or kept on
the base cabinets of the storage/stockroom. The
storage and control room should be equipped with
built-in cabinets not higher than 1.90m.
14. Science laboratory buildings should provide with
neutralization tank/drain pit for proper disposal of
chemical’s waste.
Stock/storage room should be provided with security
grills on the windows to ensure the safekeeping of
chemicals and other apparatus of the science laboratory.
The working tables inside the science lab
should be fixed on the floor. It should be
made of reinforced concrete with mosaic
tiles topping and should be acid resistant.
Each working table should be provided with
a lab sink and faucet.
Waste pipes should be also acid resistant.
15. Every Science Laboratory room should have a
notice/reminder posted on conspicuous side of the
room for student’s awareness and shall be provided
with a First Aid Kit.
Single storey, science laboratory building
should be located far from academic
classrooms.
In case of multi-storey building, the science
laboratory should be located on the highest
floor possible for proper ventilation.
The Science Laboratory should have a 24-hour
clean water supply.
Laboratory working areas should be well lighted
and have a bilateral fenestration for
ventilation and fume extraction.
16. B. Guides/Steps to ensure that learning in the
laboratory will always be safe.
Plan your work.
Familiarize students with
the rules and regulations
when using the laboratory.
Orient the students with the properties of the
chemicals to be used, particularly their
hazards.
In using chemicals for experiments, only
authorized person should have the access
in getting the chemicals/apparatus in
the stock/storage room.
17. Know emergency
procedures and the
location of the first
kit, wash area, and
exit points.
Notify immediately
the proper authority
to deal with such
incidence.
Always make sure of the
presence of a science
teacher before and
during experiments.
Wash immediately
with clean water to
lessen the intensity
of solutions.
Good housekeeping is important when it
comes to laboratory safety. Make sure that
science laboratory rooms and tables after
experimental activities are cleaned to
reduce accidents.
18. The following considerations will
help to eliminate accident in the
laboratory.
Ensure that class sizes in
science laboratories do not
exceed the allowance safe
maximums for space and
facilities.
Design and implement a contingency plan
for laboratory emergency situations.
Inform all pupils/students where to get help
in case of accidents or injury.
Ensure that safety
equipment is present and
functioning properly.
19. Ensure that master shut-offs
are present in every laboratory
for gas, electricity, or any
other service that might
involve danger should an
accident occur.
Ensure that adequate
lighting for experimentation
is available. Impaired
vision is an invitation to
accidents.
Make sure that there is adequate ventilation to the
outside for each laboratory in which noxious fumes
might be generated.
Make sure that each science lab is equipped with a
safety shower and eyewash that are periodically
checked for proper operation.
Ensure that all electrical
outlets are grounded and
facilities are available
for grounding all
electrical apparatus.
Make sure fire extinguisher
are available in each science
class. It should be checked at
least twice a year to insure
proper functioning.
20. The following steps shall be taken by
the teacher to fulfill safety
objectives
Make the safety program a major emphasis in the
science curriculum.
Provide a list of safety rules which must be read and
signed by the student and parent or guardian.
Show the students where the safety equipment is
located, and how it works. Explain under what condition
it is to be used.
Explain the consequences for violating safety
regulations in detail.
Instruct students on how to evacuate the lab
in the proper, fasting in case of emergency.
21. Explain possible hazards in handling and
disposing of chemicals used in an experiment.
Point out specific safety considerations in a
particular experiment.
Never leave students alone and/or unsupervised
in the lab.
Frequently remind the students often that they are not
allowed in chemical storerooms or lab preparation areas
Prohibit students from bringing any food or
drink into the lab.
Instruct students to never put any chemicals in
their lab drawers unless told specifically to
do so.
22. Discuss the lab with students the day before the
experiment is to be done so that safety
situations and possible hazards can be clarified.
Notify the administration, in writing, of any
possible safety hazard that exists in the
laboratory, especially the overcrowding of the
science lab room.
Provide only immediate care in case of an
accident to prevent additional complications
from arising.
Science fair projects should be
scrutinized for safety hazards and
corrected before teacher approval is
given.
23. 7. Proper Use of Computer/Laboratory Room
Computer/Laboratory rooms are special instructional
spaces designed to meet the current and future demand
of modern technology.
a. Recommended Security and safety
Measures
Fastening of each
PC unit to the
computer table
(optional)
Hiring of security
guard
Installing fire
alarms/fire
extinguishers.
Engaging the
assistance of
barangay tanods.
24. To sustain the package and services of the
PCs public-private assistance is encouraged,
such as:
b. Public-Private Assistance
Local Adopt-A-School
Program through the
Local School Board,
PTCA Alumni Association
Internet Café inside the School,
etc.
Community e-center
Teachers Coop
Store/School
Canteen
25. Following are recommended best practices to help
maintain and protect computers used at work.
Install all updates required by the
ICT Office.
Install only licensed programs.
Do not install different versions of
software.
Let ICT know when hardware is not
working.
26. Do not download programs from
internet sites you do not trust.
Let ICT know when you need
something.
Use online support resources.
Be aware of suspicious e-mails.
27. 8. School Canteen
Only nutritious
foods/drinks of known
origin shall be sold in
the school canteen.
Junk foods intoxicating
beverage are strictly
prohibited.
28. 9. Proper Garbage Disposal
Waste segregation policy
stipulated in R.A. No. 9003
(Clean Air Act) shall be followed
by providing separate garbage
cans for dry waste, wet waste,
and hazardous, toxic wastes.
Burning of garbage shall be
discouraged in compliance to the
provisions of said Act.
29. 10. Pergolas shall be constructed in such
a way that these shall allow the passage of big
vehicles like fire trucks, dumb trucks and
ambulance.
12. Waiting sheds shall be
constructed to protect school
children from heavy rains and the heat
of the sun while waiting for their
parents and vehicles in going home.
11. Compulsory use of Identification
Cards must be imposed within the school
premises.
30. 13. Organizing a School Disaster/Risk
Disaster Management Program
The organization of a
school safety program
shall be established in
an environment where the
tools and machines are
safe and manned by
safety-conscious
individual who will
perform safe operations
and processes.
31. The school administration in
coordination with the Local Disaster
Coordinating Council shall:
Initiate/formulate sound policies and
procedures;
Assign safety conscious staff members to
implement said policies effectively;
Conduct effective-in-service
training activities for teachers and
community assemblies for parents;
Provide safety training/drill
exercises for staff and
pupils/students;
32. Involve parents and adult volunteers in
safety campaign
Keep a record of pupil/student accidents,
dates, causes and preventive measures;
Organize safety committee/team in
different levels such as
Calamity/Disaster and Fire Control
Group, Safety Committee, Junior
Police, MKB Tanod, Kiddie/Junior Fire
Marshall, etc.
Provide responsible security guards
through the Local Government (if
possible)