Hernandez, Czarrina Dianne L.2014123411 Activity for Chapter 3: Safety and SecurityTheinstitutefollowsanevacuationproceduresaswell asanoranizationchart for it. !ew of the safet" #easures that are practiced durin earth$ua%e drillsare as follows& a' ta%e cover under des%s or ta(les, (' face awa" fro# windows, c'assu#in that there is a crash, position on %nees, head downs, hands clasped on(ac%of nec%or headcoveredwith(oo%or )ac%et, andd' count aloudtosi*t"(ecauseearth$ua%esusuall"lastfora#inuteandcountiniscal#in. !or+re,di,erent precautionar"#easuresarefollowed, suchasanevacuationwiththea,ected area is hihl" i#ple#ented when +re occurs and students are athered inthe $uadranle or in a safe place awa" fro# the +re.The evacuation procedure of the institute is ood, "et is not widel" %nown. -s. wasdointhisactivit", . hardl"sawrelevant infor#ationthat actuall"tac%lesa(out the evacuation procedures to (e i#ple#ented durin such cases/ how #uch#oreto thosewhohas noti#einreadinsuch#odules0 Thereareseveralpro(le#sthatcanoccurdurinsuchcala#itiesortraedies. 1neisthatwithanarrow hallwa" that is not enouh for all the students to pass thru, . stronl" thin%that it would cause sta#pedes, or worse, so#e #iht (e left in the a,ected area forthereasonthat therewouldnot (eenouhspacefor ever"onetopass thru/especiall" to those who does not have enouh %nowlede on what is not and what isto do when such ti#es co#e. 2hich leads to #" second point, . thin%, one of thepro(le#s that #a" also occur is the lac% of %nowlede in how to act durin suchti#es will cause lives and #ore people to (e har#ed. 1r, let us sa" that there areenouh drills perfor#ed, (ut no one %nows if these will still (e present in the ti#e ofpanics and ever"thin. .n #" o(servation, +re e*its of the school are also to narrowfor a #assive of people to pass thru. -nother pro(le# which #iht also occur is thestructures of each (uildin that #ust (e addressed soon. . suest that the institute hold #ore drills for the students/ for the# to (e#ore aware of what are the thins needed to (e done durin such ti#es, and aswell as to nurture the students a(out the evacuation procedure. There should also(e #an3power fro# the institute that can handle the lare population of the school/those who can #a%e ever"one follow. - ood thin to do also is to put evacuationsplans and procedures in so#e areas around within each (uildin. Activity for Chapter 4:Education4ased on the stor" presented in chapter four, Deolito5s #ain concern is theeducation that was not iven to hi# (" his parents in his earl" ae. This ives hi# ahard ti#e +ndin a )o( that earns enouh to provide for his fa#il". -t the latter endof the stor", Deolito5s concern was shifted a(out the e*a#s he had to ta%e to etthe pro#otion o,ered to hi#. 6iven that he can5t read nor write, he then as%s .f hecan (rin his literate wife with hi# to read the $uestions for hi#, and to write theanswers for hi#. 4ut the answer re#ains a $uestion and was left unanswered as thestor" ended. 7an Deolito5s case is ver" si#ilar to those who are (e"ond or in the povert"line. The" are the ones who are not sent to school durin their earl" aes and areforced to do la(our in such "oun ae. His situation is ali%e to those were not iventhe choice (ut to wor% due to life5s circu#stances. There are #an" factors that hinder individuals to attend school. The #ost andfore#ost factor of it is their life level/ in which #ost are in the povert" line, andworse, (elow it. -t "oun aes, the" are forced to earn for a livin, provide for theirfa#il" and si#pl" la(our in order to continue livin. 2hen the" have reached the#aturit" level, in #" own opinion, their interest reardin the value of education(eco#es lesser. 2h"0 .t5s (ecause the" have alread" seen the practicalit" of life,and #a)orit" would )ust choose to continue livin with it than pursuin their studies.-e reason can also (e a factor. 2hen the" have alread" done their part in wor%infor their fa#il", an individual #a" (e old enouh, or his ae won5t (e appropriatefor the rade level he would (e enterin/ #a%in hi# feel asha#ed and the fear of(ein (ullied #a" also persist. The pro(le# with reards to 8hilippine illiterac" can (e addressed in variouswa"s. 1ne is for the overn#ent to ive #ore attention to the less fortunate onesand i#prove pu(lic schools which the" can enter in. 8u(lic schools should (e (ier,providinenouhplacesforeachstudenttolearn. 8rora#sli%ethe-lternativeLearnin9"ste#isahuehelp, (ecauseitletsoneindividual tolearnwithoutunderoin "ears in a school, not to #ention it5s free..t can also (e addressed ("s#all roupsorsi#pl"("anor#al citizenli%eus/ wecanhelpthe#("doinco##unit" services that includes teachinchildrenthe(asics of readinandwritin, providinthe#withenouh%nowledeall throuhout theservice. Theilliterac" pro(le# can (e addressed e,ectivel", if and onl" if, those who are helpinare doin it with ut#ost sincerit" and willinness.Activity for Chapter 5: Recreation4arana" 7aliali5s concerns are reardin their "outh in the co##unit". 1nhow the" are a,ectin the dail" route of the people, the trou(les the" are causin,and as well as the activities the" are doin that is shouldn5t (e done. !ew of theconcerns were the roup of teenaers (een seen sni:n solvents, ru(", s#o%inciarettes and drin%in alcohol in a pu(lic place which is the #ar%et. -nother roupof teenaers were reportedl" caused trou(le and were into a +ht aainst anotherroup of teenaers fro# the other (arana". Their concern is how the" can lessenthese%indsof activitiesandhowthe"cancontrol such"ounadultsandteachthe# on what is and what is not to do/ or si#pl" how can the" help and educatethese %inds of teenaers02ith reards tothe concerns 4arana" 7alialiisfacin,thereareso#esuestion. could iveon howthe" can solvethese %inds of pro(le#s andconcerns. Thenu#(er onewould(erecreation. ;ecreationprovides individualthins tofocus on. .t ena(les oneself to(eproductiverather thandoinnonsensi(lethinssuchus(eininto+htsanddoinilleal thins. !or #en, ane,ective recreation would (e sports, speci+call" (as%et(all. The head of the(arana" can set up a #ini (as%et(all leaue wherein teenae (o"s can participate.-nother would (e construction/ the" can (e hired or as%ed to do wor% reardincarpentr". !or wo#en, sportscanalso(eaoodrecreation, suchasvolle"(all.-nother would (e a wor% that involves sewin or also coo%in. The" can also holdse#inars for the teenaers that tac%le a(out their role in the societ". -n"thin thatcanivethe#anactivit"todowill (e(ihelpforachane. .tcanlessenthepro(le#swiththe"ouththeco##unit". 2ho%nows, the"canchanewiththerecreational activities the" will (e doin. -nd (e enaed #ore to it and co#pletel"foret the (ad side of their life the" once had. - $uote perfectl" suits this would (eanidlemindiswherethedevilsplayaround.2ithrecreational activitiesthatwould consu#e #ost of their attention and ti#e, the" would no loner have thewant and the thin%in of doin such thins and will later on help the# realize thatthere are #ore sensi(le thins that the" can do that would actuall" help the# (e(etter/ than waste their lives for nothin.