COMPETENCY BASED LEARNING MATERIAL

Sector: TOURISM SECTOR

Qualification: HOUSEKEEPING NC II

Unit of Competency: PRACTICE OCCUPATIONAL HEALTH AND SAFETY

PROCEDURE
MODULE TITLE: PRACTICING OCCUPATIONAL HEALTH AND SAFETY
PROCEDURE

PALAYAN CITY INSTITUTE OF TECHNOLOGY

 HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE

Welcome to the Module Practicing

Occupational Health and Safety Procedure. This
module contains training materials and activities for
you to complete.

The unit of competency Practice Occupational Health and Safety

Procedure is one of the Basic Competencies which contains the knowledge,
skills and attitudes required for all the programs offered by all TESDA-
Institutes in Region 02.

You are required to go through a series of

learning activities in order to complete each learning
outcome of the module. In each learning outcome
there are Information Sheets, Resource Sheets and
Reference Materials for further reading to help you
better understand the required activities. Follow
these activities on your own and answer the self-
check at the end of each learning outcome. Get the
answer key from your trainer and check your work
honestly. If you have questions, please don’t hesitate
to ask him/her for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the

knowledge and skills covered in this module because
you have:
 Been working in the same industry for some time.
 Already completed training in this area.

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 If you can demonstrate to your trainer that you
are competent in a particular skill or skills, talk to
him/her about having them formally recognized so
you won’t have to do the same training again. If you
have qualifications or Certificates of Competency
from previous trainings, show them to your trainer.
If the skills you acquired are still relevant to this
module, they may become part of the evidence you
can present for RPL.
A Trainee Record Book (TRB) is given to you to record important dates, jobs
undertaken and other workplace events that will assist you in providing
further details to your trainer/assessor. A Record of Achievement/Progress Chart is also
provided to your trainer to complete/accomplish once you have completed the
module. This will show your own progress.

DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required competency:
Practice Occupational Health and Safety Procedure. This will be the source
of information for you to acquire the knowledge and skills in this particular
module with minimum supervision or help from your trainer. With the aid of
this material, you will acquire the competency independently and at your own
pace.
Talk to your trainer and agree on how you will both organize the training
of this unit. Read through the module carefully. It is divided into sections
which covers all the skills and knowledge you need to successfully complete in
this module.

Work through all the information sheets and complete the activities in
each section. Do what is asked in the INSTRUCTIONAL SHEETS and complete
the SELF-CHECK. Suggested references are included to supplement the
materials provided in this module.
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 Most probably, your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things. Ask
for help.
Your trainer will tell you about the important things you need to consider
when you are completing activities and it is important that you listen and take
notes.
Talk to more experienced workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your own
progress.
When you are ready, ask your trainer to watch you perform the activities
outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this reason.
When you have successfully completed each element or learning outcome, ask
your trainer to mark on the reports that you are ready for assessment.
When you have completed this module and feel confident that you have
had sufficient practice, your trainer will schedule you for the institutional
assessment. The result of your assessment/evaluation will be recorded in your
COMPETENCY ACHIEVEMENT RECORD.

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 LISTS OF BASIC COMPETENCIES

Competency Unit of Competency Module Title Code

Number

1 Participate in Workplace Participating in 500311105

Communication workplace
communication

2 Work in Team Environment Working in team 500311106

environment

3 Practice Career Practicing Career 500311107

Professionalism Professionalism

4 Practice Occupational Practicing 500311108

Health and Safety occupational
Procedures health and safety
procedures

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 MODULE CONTENT

MODULES OF INSTRUCTION

UNIT OF COMPETENCY : Practice Occupational Health and Safety Procedure

MODULE TITLE : Practicing Occupational Health and Safety Procedure

INTRODUCTION : This unit covers the outcomes required to

comply with regulatory and organizational
requirements for occupational health and safety
NOMINAL DURATION : 18 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/students must be able to:

LO 1. Evaluate hazard and risks

LO 2 : Control hazards and risks
LO 3 Maintain occupational health and safety awareness
LO4 : Perform basic first-aid procedures

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 ASSESSMENT CRITERIA:
y regulations and workplace safety and hazard control practices and procedures are
clarified and explained based on organization procedures
2. Hazards/risks in the workplace and their corresponding indicators
are identified to minimize or eliminate risk to co-workers, workplace
and environment in accordance with organization procedures
3. Contingency measures during workplace accidents, fire and other
emergencies are recognized and established in accordance with
organization procedures

PREREQUISITE: None

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 LEARNING OUTCOME #1

Evaluate hazard and risks

CONTENTS :
Identify hazards and risks
. Organizational Safety and health protocols
. Control hazards and risks

ASSESSMENT CRITERIA :
Safety regulations and workplace safety and hazard control practices and
procedures are clarified and explained based on organization procedures
2. Hazards/risks in the workplace and their corresponding indicators
are identified to minimize or eliminate risk to co-workers, workplace
and environment in accordance with organization procedures
3. Contingency measures during workplace accidents, fire and other
emergencies are recognized and established in accordance with
organization procedures

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CONDITIONS

The students/ trainees must be provided with the following:

Hand out safety regulation

Clean air act
Electrical and Fire Safety code
Waste Management
Disaster Preparedness and Management
Contingency Measure

ASSESSMENT METHODS
Written Examination
Role Playing

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 LEARNING EXPERIENCES

4.1 LEARNING OUTCOME # 1 Evaluate hazard and risks

Learning Activities Special Instructions

1. Read information sheet 4.1-1 If you have some problem on the
ify Hazard and Risk content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now
answer self check provided in the
module
2. Answer self-check 4.1-1 Refer your answer to answer key 3.1-
1

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 If you have some problem on the
3. Read information sheet 3.1-2
content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now
answer self check provided in the
module.
4. Answer self-check 4.1-2 Refer your answer to answer key 3.1-
2

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 If you have some problem on the
4. Read information sheet 3.1-3
content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now
answer self check provided in the
module.

Refer your answer to answer key 3.1-

wer self-check 3.1-3
3

If you have some problem on the

information sheet 3.1-4 on Code of Ethics
content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of the
information sheet, you can now
answer self check provided in the
module.

Refer your answer to answer key 3.1-

wer self-check 3.1-4
4

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 INFORMATION SHEET 4.1-1

IDENTIFY HAZARD AND RISK IN WORKPLACE

Learning Objectives: After reading this INFORMATION SHEET, you MUST

be able to:

1. identify the Hazard and Risk in workplace

2. Prevent hazard
3. Control hazard and risk

What is Hazard?

The meaning of the word hazard can be confusing. Often dictionaries do not give
specific definitions or combine it with the term "risk". For example, one dictionary
defines hazard as "a danger or risk" which helps explain why many people use the
terms interchangeably.
There are many definitions for hazard but the most common definition when talking
about workplace health and safety is:
A hazard is any source of potential damage, harm or adverse health effects on
something or someone.
Basically, a hazard is the potential for harm or an adverse effect (for example, to people
as health effects, to organizations as property or equipment losses, or to the
environment).
Sometimes the resulting harm is referred to as the hazard instead of the actual source
of the hazard. For example, the disease tuberculosis (TB) might be called a "hazard" by
some but, in general, the TB-causing bacteria (Mycobacterium tuberculosis) would be
considered the "hazard" or "hazardous biological agent".

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What are examples of a hazard?
Workplace hazards can come from a wide range of sources. General examples include
any substance, material, process, practice, etc. that has the ability to cause harm or
adverse health effect to a person or property. See Table 1.

Table 1
Examples of Hazards and Their Effects

Workplace HazardExample of Hazard Example of Harm Caused

Thing Knife Cut

Substance Benzene Leukemia

Material Mycobacterium tuberculosisTuberculosis

Source of Energy Electricity Shock, electrocution

Condition Wet floor Slips, falls

Process Welding Metal fume fever

Practice Hard rock mining Silicosis

Behaviour Bullying Anxiety, fear, depression

Workplace hazards also include practices or conditions that release uncontrolled energy
like:

 an object that could fall from a height (potential or gravitational energy),

 a run-away chemical reaction (chemical energy),
 the release of compressed gas or steam (pressure; high temperature),
 entanglement of hair or clothing in rotating equipment (kinetic energy), or
 contact with electrodes of a battery or capacitor (electrical energy).

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Please see the OSH Answers on Hazard Identification for more information.

What is risk?
Risk is the chance or probability that a person will be harmed or experience an adverse
health effect if exposed to a hazard. It may also apply to situations with property or
equipment loss, or harmful effects on the environment.
For example: the risk of developing cancer from smoking cigarettes could be expressed
as:

 "cigarette smokers are 12 times (for example) more likely to die of lung cancer
than non-smokers", or
 "the number per 100,000 smokers who will develop lung cancer" (actual number
depends on factors such as their age and how many years they have been
smoking).

These risks are expressed as a probability or likelihood of developing a disease or

getting injured, whereas hazard refers to the agent responsible (i.e. smoking).
Factors that influence the degree or likelihood of risk are:

 the nature of the exposure: how much a person is exposed to a hazardous thing
or condition (e.g., several times a day or once a year),
 how the person is exposed (e.g., breathing in a vapour, skin contact), and
 the severity of the effect. For example, one substance may cause skin cancer,
while another may cause skin irritation. Cancer is a much more serious effect
than irritation.

What is a risk assessment?

Risk assessment is the process where you:

 Identify hazards and risk factors that have the potential to cause harm (hazard
identification).
 Analyze and evaluate the risk associated with that hazard (risk analysis, and risk
evaluation).

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  Determine appropriate ways to eliminate the hazard, or control the risk when the
hazard cannot be eliminated (risk control).

The OSH Answers document on Risk Assessment has details on how to conduct an

assessment and establish priorities.

Are there other terms used to describe these processes?

It is common to see the process of identifying hazards and assessing the corresponding
risk to be described in various ways, including “hazard assessment”, “hazard and risk
assessment”, “all hazards risk assessment”, etc.
Regardless of the terminology used, the critical steps are to make sure the workplace
has taken a systematic approach that looks for any hazards (existing or potential), has
take appropriate steps to determine the level of risk of these hazards, and then taken
measures to control the risk or eliminate the hazard.

Documentation from CCOHS will use the terms “hazard identification ” and “risk
assessment ” to describe the process of first looking for hazards, then determining the
level of risk from that hazard. Hazard control describes the steps that can be taken to
protect workers and the workplace.

What is an adverse health effect?

A general definition of adverse health effect is "any change in body function or the
structures of cells that can lead to disease or health problems".
Adverse health effects include:

 bodily injury,
 disease,
 change in the way the body functions, grows, or develops,
 effects on a developing fetus (teratogenic effects, fetotoxic effects),
 effects on children, grandchildren, etc. (inheritable genetic effects)
 decrease in life span,
 change in mental condition resulting from stress, traumatic experiences,
exposure to solvents, and so on, and
 effects on the ability to accommodate additional stress.

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Will exposure to hazards in the workplace always cause
injury, illness or other adverse health effects?
Not necessarily. To answer this question, you need to know:

 what hazards are present,

 how a person is exposed (route of exposure, as well as how often and how much
exposure occurred),
 what kind of effect could result from the specific exposure a person experienced,
 the risk (or likelihood) that exposure to a hazardous thing or condition would
cause an injury, or disease or some incidence causing damage, and
 how severe would the damage, injury or harm (adverse health effect) be from the
exposure.

The effects can be acute, meaning that the injury or harm can occur or be felt as soon
as a person comes in contact with the hazardous agent (e.g., a splash of acid in a
person's eyes). Some responses may be chronic (delayed). For example, exposure to
poison ivy may cause red swelling on the skin two to six hours after contact with the
plant. On the other hand, longer delays are possible: mesothelioma, a kind of cancer in
the lining of the lung cavity, can develop 20 years or more after exposure to asbestos.
Once the hazard is removed or eliminated, the effects may be reversible or irreversible
(permanent). For example, a hazard may cause an injury that can heal completely
(reversible) or result in an untreatable disease (irreversible).

What types of hazards are there?

A common way to classify hazards is by category:

 biological - bacteria, viruses, insects, plants, birds, animals, and humans, etc.,
 chemical - depends on the physical, chemical and toxic properties of the
chemical,
 ergonomic - repetitive movements, improper set up of workstation, etc.,
 physical - radiation, magnetic fields, pressure extremes (high pressure or
vacuum), noise, etc.,

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  psychosocial - stress, violence, etc.,
 safety - slipping/tripping hazards, inappropriate machine guarding, equipment
malfunctions or breakdown

SELF-CHECK 3.1-1

Multiple Choice: Choose the letter of the correct answer from the given choices.

1. bacteria, viruses, insects, plants, birds, animals, and humans, etc. is the type of this
hazard
a. biological
b. chemical
c. ergonomic
d. physical
2. . Radiation, magnetic fields, pressure extremes (high pressure or vacuum), noise,
are classified as what type of hazard/
a. physical
b. chemical
c. safety
d. ergonomic
3. _____ is the chance or probability that a person will be harmed or experience an
adverse health effect if exposed to a hazard. It may also apply to situations with
property or equipment loss, or harmful effects on the environment.
a. hazard
b. risk
c. experience
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 d. effect

4. ____________ is any source of potential damage, harm or adverse health effects

on something or someone.
a. risk
b. hazard
c.safety
d. environment

5. This also include practices or conditions that release uncontrolled energy like:
a.Workplace Hazard
b. personality
c. summary
d.morality

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 ANSWER KEY # 3.1-1

1A
2. A
3. b
4. b
5. A

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 INFORMATION SHEET #4 1-2

Evaluate hazards and risks

Learning Objectives: After reading this information sheet, the student/
trainee should be able to;
1. to know the threshold limit value
2. effects of hazards
3. OHS procedures

Evaluate and Control the Hazards

After identifying the hazards in your lab, the next steps are to properly
evaluate and control the hazards. These steps may be very specific to
your lab, so be sure to take your time and ask for help when needed.
Also, be sure to check if your lab building has specific emergency safety
features. 

Evaluate
Evaluating risks is a key step in working with hazardous materials,
instrumentation, and equipment. A risk assessment will in part examine the
probability that an adverse event will occur and the consequence of that event
when working with hazardous materials. Ultimately, this can help to determine
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the proper controls that will be needed to avoid the adverse event. A risk
assessment can reduce the likelihood that faculty, staff, or students may be
unnecessarily exposed to a laboratory hazard.

. RISK ASSESSMENT

Supervisors are responsible for properly assessing the hazards in their individual
lab areas. Safety staff are available to assist with conducting these assessments.

An exposure assessment is one portion of a risk assessment. This portion

examines the exposure limits of hazardous chemicals in order to help determine
appropriate controls. There are a variety of exposure limits that different
regulatory agencies use that may be useful. Every worker should be exposed to
levels below these limits when working with chemicals. 

 PEL, Permissible Exposure Limit - OSHA

 TLV, Threshold Limit Value - ACGIH

 REL, Recommended Exposure Limit - NIOSH

Exposure assessments can be performed in two ways: monitoring and

professional opinion. 

A proper risk assessment includes the following:

 Perform a comprehensive review of a specific hazard (including an exposure

assessment), e.g. chemical or biological material to be used or hazardous
activity or procedure to be performed,

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 Document the review (see below),

 Submit specific protocols to appropriate UVM review boards as needed (IBC,

IRB, IACUC, etc.), and

 Re-evaluate lab tasks when changes are made to current procedures. 

Contact Safety staff if you would like us to help conduct a comprehensive review
of your lab materials or activities. Always be sure to have proper controls in place
before performing a lab experiment or procedure.

Control
After lab hazards have been identified and evalutated, all must be controlled to
avoid exposure. Traditionally, a hierarchy of controls is used to determine how to
implement feasible and effective controls for any hazard. Control methods at the
top of the hierarchy are potentially more effective and protective than those at the
bottom. This is why it is important to always follow the order when considering
how to control any and all laboratory hazards. Following the hierarchy can lead to
the implementation of inherently safer systems, where the risk of illness or injury
can be substantially reduced. The sections below describe the individual portions
of the hierarchy in order: elimination, substitution, engineering controls, work
practices, and personal protective equipment.

ELIMINATION

Can you eliminate the hazard? Eliminating the hazard means physically
removing the hazard from the procedure or the work area. Eliminating the hazard
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is the most effective method of minimizing an exposure to any hazard.  However,
elimination is not often a viable option.

Examples:

 Dispose of an old hazardous chemical

 Remove an extension cord from laying across a traveled path

 Lock and Tag a dangerous machine out of service

SUBSTITUTION

Substitution replaces a hazard with an action or material that is less hazardous.

Examples: Replace ethidium bromide, a mutagen, with GelRed, SafeRed, or

SYBR Safe.

However, be wary of marketing terms such as "natural", "green", etc.  Carefully

review the Safety Data Sheet of any replacement product. Contact Safety staff if
you are unsure if the replacement is actually a better choice.

Note: Though the substitution may be less hazardous, do NOT dispose of these less hazardous
ethidium bromide replacements in the UVM trash. Label and collect them for proper lab waste
disposal.

WORK PRACTICES

Work practices, or "administrative controls," include altering the way in which a

procedure is done, monitored, and/or restricted.

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Examples:

 Using proper labeling and signage to communicate the hazard to others

 Conducting monthly lab self-inspections to regularly eliminate any noticeable

hazards

 Instituting a "buddy system" when hazardous work is being performed

 Having an emergency plan: considering the "What if...." then train lab users
before an emergency happens

 Relocating a piece of equipment so the flow of work can be done safely and
more efficiently

 Restricting the length of time that a person is exposed to noise, a particular

substance, or a specific activity

 Enforcing rules about daily housekeeping

 Performing regular equipment maintenance

 Following the Working Alone Procedures (PDF)

 Following Unattended Operations Procedures (PDF)

 Creating a written Standard Operating Procedure (SOP)

For more information on writing an SOP for your lab and to view some guidelines
for specific chemical hazards, visit the Specific Hazard webpage.

As you can see, administrative controls are a crucial part of controlling any
hazard

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PERSONAL PROTECTIVE EQUIPMENT

Personal protective equipment (PPE) is often referred to as the last line of

defense.  As a control method, PPE has  proven to be less effective than other
control measures, which is why it is generally used with some form of
engineering and/or administrative control.

Proper PPE must be made available for an emergency response or cleanup

procedure as well. Proper PPE increases the level of safety protection from a
chemical, biological, or physical hazard during an unexpected event.

More information about personal protective equipment is available.

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 Self Check 4.1-2

Test 1. Multiple Choice: Choose the letter of the correct answer from the
given choices.

1. This include altering the way in which a procedure is done, monitored,

and/or restricted.
a. Work Practices
b. Control
c. Organizing
d. Planning
2. This refers to replacement a hazard with an action or material that is less
hazardous.
a. Controlling
b. Implementing
c. Organizing
d. Substitution
3. This means physically removing the hazard from the procedure or the
work area. Eliminating the hazard is the most effective method of minimizing
an exposure to any hazard.  However, elimination is not often a viable option.
a. Controlling
b. Implementing
c. Elimination

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 d. Planning
4. This is used to determine how to implement feasible and effective controls
for any hazar
a. Control
-management
c. Organizational goals
d. Personal goal
5.. _________is a key step in working with hazardous materials,
instrumentation, and equipment.
A Risk Management
-management
c. Evaluating risk
d. Personal goal

The trainee’s underpinning knowledge was

Satisfactory Not Satisfactory

Feedback to trainee:

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 SELF CHECK ANSWER KEY 4.1-2

1. A
2. D
3. C
4. A
5. C

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 INFORMATION SHEET 4.1-3
. Maintain OHS Awareness

Operational Health and Safety procedure, practices and regulations in the Philippines.
The Occupational Safety and Health Standards was formulated in 1978 in compliance
with the constitutional mandate to safeguard the worker’s social and economic well-
being as well as his physical safety and health. Adopted through the tested democratic
machinery of tripartism, the 1978 Standards is considered as a landmark in Philippine
labor and social legislation.

The advent of industrialization and the continuing introduction of technological

innovations in our country today have, however, correspondingly increased the number
and types of occupational hazards that our workers are exposed to. Viewed against this
backdrop, it became imperative that the Standards be revised to make it truly
responsive to the workers’ needs.

Emergency Related drills and training in the Philippines

The Philippine disaster management program has a broad scope covering disaster
preparedness, organization and training, construction of disaster reduction facilities,
disaster response and rehabilitation, public information, and research and development.

Disaster preparedness is an essential element of the disaster management program.

Disaster management plans of key agencies and organizations have been prepared,
review and updated. These plans are properly documented and are regularly tested for
continuing relevance.

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Organizations and training are continuing disaster preparedness tasks which are
preformed by various disaster coordinating councils. Over the past few years, various
emergencies services necessary during disaster have been developed in all the region
and provinces. Designated organizations have been oriented in their various roles in the
disaster management Local chief executives, particularly those elected to their posts for
the first time, have been provided training on disaster management to equip them
effectively lead their local disaster coordinating councils. Specialized skills in search and
rescue, evacuation, disaster medicine, vulnerability analysis, damage assessment and
first-aid have been widely undertaken. In 1995 alone, 159 training sessions on various
aspects of disaster management have been conducted all over the country.

The Philippines conducted 103 drills were conducted in 1998 alone. Other disaster
preparedness measures have also been undertaken such as disaster drills and
exercises, and establishment of disaster management operations centers. Disaster
management operations centers have been established with capabilities of a wide
range of emergency services which include rescue, evacuation, emergency housing
and relief services.

The Philippines has also devoted considerable resource to the construction and
provision of disaster reduction facilities such as river dikes and sea walls, as well as
non-structural measures like warning systems for typhoons, floods, tsunamis, volcanic
eruption and lahar flows. Flood control projects and watershed management projects, in
additions to the broader reforestation effort, are all geared to mitigate the worst effects
to natural disasters.

In the event of disasters, plans and capabilities prepared beforehand are activated. The
improved quality of planning, coordination and high state of preparedness have been
responsible for a more and rapid and comprehensive disaster response capabilities in
various areas of the country. Volunteer workers with proper training , and reaction
teams with proper equipment and skills have been invaluable in the various military and
civil agencies of government as well as those in the private sector. In addition, the
communications and warning capabilities of the government have also been augmented
by the media organizations and the corporate communication capabilities of large
Philippine enterprise. Together these resources have provided which are the essential
safety margins during disaster of uncertain and unexpected destructive force.

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 Public information before, during and after disaster is an important aspect of disaster
management in the Philippines. Both through training and public education campaigns
the disaster coordinating councils maintain and enhance public awareness of disaster
reduction. Manuals and bulletins provided to media professionals help keep disaster
preparedness in the public agenda. Special events like civil defense day, fire prevention
month, disaster consciousness week, and the day for the international decade for
natural disaster reduction help to mobilize civic consciousness.

Since the knowledge base of disaster management remains inadequate, the Philippines
has also included research and development in disaster reduction techniques as part of
its national disaster management program. Current priorities in this area include
meteorological and hydrological disaster researches being conducted by the Philippine
weather bureau(PAGASA) such as the tropical cyclone research on typhoon movement
prediction, typhoon surface structure research, typhoon formations and intensification
research and meteorological and hydrological hazards assessment. The Philippine
Institute of Volcanology and Seismology(PHIVOLCS) is also conducting studies on the
seismicity of Luzon and Visayas island as well as the volcanic hazards of Mindanao
island.

Hereunder are some of the programs/projects/activities which PAGASA and PHIVOLCS

undertake related to National Disaster Reduction;

PAGASA

1. Special Tropical Cyclone Reconnaissance Information Dissemination and Damage Evaluation

(STRIFE) a quick response team (QRT) to conduct in the spot investigation in areas affected by
landfilling TC’s, tornadoes, storm surges etc.
2. Provision of Farm-Weather Forecast and Warning Services-Provides Weather Information
related to plant growth/development and farming operations including livestock and crop
production.
3. Information and Education Campaign(IEC) Program for natural Disaster Reduction. Include the
level of awareness/preparedness of the people on natural hazards and disasters through the
development of hi-tech audio-visual and multi-media technology, conducts seminars/workshops,
lectures and training’s throughout the country.
PHIVOLCS
1. Volcanic Hazards Identification and Mapping-identify, catalogue and characterize activities and
potentially active volcanoes.

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2. Hazardous Volcanic Products and Process: to map extent of emplacement, thickness of
deposition, stratigraphy and source vents to these hazardous volcanic products which may give
an overview of the anticipated hazards and risks from future eruptive episodes.
3. National Lahar Mapping Program: this involves mapping out the possible extent of emplacement
and distribution of lahar deposits from past explosives eruption. The ultimate aim of this
program is to generate lahar hazard maps for selected active volcanoes which shall identify
possible routes and areas that can be affective during a particular lahar flow incidents.
Disaster response in the Philippines is truly a multi-sectoral and mass-based endeavor.
A major contingent to the disaster management structure is composed of civic
organization, non-government organization, people’s organizations, and all forms of
religious and social voluntary groupings. Partly because of their democratic political
experience, the high public awareness of the destructiveness of disaster, and partly
because the institutional framework for disaster management has encouraged it,
popular participation of the Filipino people in disaster response is very broad, sustained,
enthusiastic, organized and ultimately decisive

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 Self Check # 4.1-3
Learn your mastery in Information Sheet 1 by solving the problems below.

Test 1. Write TRUE if the statement is correct and write FALSE if the
statement is incorrect.

________1PHILVOCS is a Philippine national institution dedicated to provide information on

the activities of volcanoes, earthquakes, and tsunamis, as well as other specialized 

________2. The Occupational Safety and Health Standards was formulated in 1978
in compliance with the constitutional mandate to safeguard the worker’s social and
economic well-being as well as his physical safety and health
________3. Disaster preparedness is not essential element of the disaster
management program. Disaster management plans of key agencies and
organizations have been prepared, review and updated. These plans are properly
documented and are regularly tested for continuing relevance.

________4. Occupational health and safety (OHS) is a concept that affects every

organisation, but you need to understand the basics in order to inform your safety
management strategy effectively
________5. PAGASA is the Philippine national institution dedicated to provide flood
and typhoon warnings, public weather forecasts and advisories, meteorological,
astronomical, climatological, and other specialized information and services

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primarily for the protection of life and property and in support of economic,
productivity .

The trainee’s underpinning knowledge was

Satisfactory Not Satisfactory

Feedback to trainee:

Trainee Signature : Date:

Trainer Signature : Date:

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 Self Check Answer key # 4.1-3

1.TRUE

2.TRUE

3.FALSE

4.TRUE

5.TRUE

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 INFORMATION SHEET # 4.1-4
Perform basic first-aid procedures

Learning Objectives: After reading this information sheet, the student/

trainee should be able to;
1. Recognize an emergency and evaluate a scene for safety.
2. Know when and how to activate EMS and interact with EMS.
3. Explain the legal issues related to providing first aid.

FIRST AID BASICS

The first step in any emergency is the recognition of the problem and providing help.
When in doubt or when someone is seriously injured or ill, you should always activate
the emergency response system by calling 911. If you’re not sure how serious the
situation is, the 911 operator will ask you a series of questions to determine the
seriousness of it.

Remain on the line until additional help arrives, or until the 911 operator tells you to
hang up. Emergency system dispatchers can guide you through the steps of performing
cardiopulmonary resuscitation (CPR), using an automatic external defibrillator (AED), or
delivering basic care until additional help arrives.

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Whether you are at home, work, or school, know where the first aid kit and the AED are
kept and be familiar with their contents. Know how to activate the emergency response
system (by calling 911 if in the United States). Be aware of any policies in the workplace
regarding medical emergencies.

After determining the problem, the next step in providing help is to determine the
unresponsiveness of the injured or ill person. The best way to determine this is to tap
the person and talk loudly to them: “Are you okay?” After determining
unresponsiveness, yell for help. Look for any medical identifications, such as a necklace
or a bracelet. This may provide a valuable clue to the cause of the situation. One set of
goals to keep in mind for first aid would be what we like to call the “Three P’s.”

THE THREE P’S

 Preserve life – your main goal should be to keep the person alive.
 Prevent further injury – keep the injured person safe and from becoming injured any
more. It is always recommended that you do not move them until help arrives.
 Promote recovery – try to help fix their injuries as best as you can.
SCENE SAFETY
Assessing the safety of the surroundings is critical when approaching any scene. You
do not want to become another person who is injured or ill, so look for any potential
dangers. Remove the person from any dangers, such as the presence of water at the
scene. Be especially alert to avoid danger from automobile traffic.
HANDWASHING AND PERSONAL PROTECTIVE GEAR

Handwashing is essential in the prevention of disease and illness. Wash your hands
after each episode of care and after taking off the gloves. Also, be sure to wash the
injured/ill person’s hands at the first opportunity. When a sink is not available, use hand
sanitizers. (Most hand sanitizers are alcohol-based and are a substitute for
handwashing when needed.)

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Proper handwashing technique is fairly simple:

 Completely wet your hands and generously apply soap.

 Rub vigorously for at least 20 seconds (Figure 2b).
 Rinse your hands with plenty of running water.
 Dry your hands with a towel or air dryer.

Using personal protective gear is an important strategy to minimize the risk of blood and
bodily fluid exposure. If the person is bleeding, always wear gloves and protective
eyewear when giving first aid care. The universal precaution is to use personal
protective equipment whenever there is possible exposure to blood or bodily fluids; it
reduces the risk for both the rescuer and the injured/ill person to be exposed to a blood
borne disease. Gloves protect your hands from exposure to blood and other bodily
fluids, while eye protection prevents accidental exposure from splashing fluids.

Consider a pocket mask as part of your personal protective gear as it provides safety
during rescue breathing. Be sure to dispose of all equipment that has touched bodily
fluids in a biohazard bag when available.

Figure 2a

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 Figure 2b

Figure 2c
When taking off the gloves, avoid touching the outer contaminated surface. Slowly pull
one glove off while turning it inside out (Figure 2a). Place the glove in the palm of the
other gloved hand. Place the glove in the palm of the other gloved hand (Figure 2b),
and then remove the second glove while turning it inside out (Figure 2c).

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FIRST AID KIT

Figure 3

Consider purchasing a commercially available first aid kit or making your own. Having a
kit in your home, your car, and at your place of work is essential to stay prepared.

Common items found in a first aid kit are:

 Bandages, roller bandages and tape

 Sterile gauze
 Antiseptic wipes and swabs
 Absorbent compresses
 Antibiotic cream
 Burn ointment
 Mask for breathing (rescue breathing/CPR)
 Chemical cold pack
 Eyeshield and eyewash
 First aid reference guide that includes local phone numbers

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 Self Check # 4.1-4
Learn your mastery in Information Sheet 1 by solving the problems below.

Test 1. Multiple Choice: Choose the letter of the correct answer from the
given choices.
1. _______ is the first and immediate assistance given to any person suffering from either
a minor or serious illness or injury, with care provided to preserve life, prevent the
condition from worsening, or to promote recovery.

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 a. First Aid
b. Disaster Management
c. Nationalism and Patriotism
d. Political Neutrality
2. . The main goal of first aid is to keep the person alive.
a. Prevent injury
b. Safety
c. Promote recover
d. Preserve Life
3. Aims to help fix their injuries as best as you can.
a. Promote recovery
b. Justness and Sincerity
c. Nationalism and Patriotism
d. Political Neutrality
4. Assessing the safety of the surroundings is critical when approaching any
scene. You do not want to become another person who is injured or ill, so
look for any potential dangers
a. Scene saftey
b. Protective Equipment
c. Self reliance
d. Responsibility
5. ____________ is essential in the prevention of disease and illness.
a. Sanitation
b. Hand washing
c. Self reliance
d. Responsibility

The trainee’s underpinning knowledge was

Satisfactory Not Satisfactory

Feedback to trainee:

Trainee Signature : Date:

Trainer Signature : Date:

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SELF CHECK ANSWER KEY 3.1-4

1. A
2. D
3. A

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 4. A
5. B

https://gselodelmsapp.wordpress.com/online-courses-page/occupational-
health-and-safety-procedures

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https://nhcps.com/lesson/cpr-first-aid-first-aid-basics/

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