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    FOREWORD

    The school youth are the hope of the nat ion towardsdevelopment and progress. Wi th the he lp o f theeducat ional inst i tut ions, we develop chi ldren to beleaders, hone thei r ta lents and be aware of thei rcapabi l i t ies and responsibi l i t ies. We teach them wi th thehighest values to be wel l - rounded ci t izens in school , athome, and in the communi ty, imbued wi th nat ional ism. I tis indeed the pr ide of every parent i f h is/her k id/s excel inschool , be act ive and part ic ipat ive in school programs and

    act iv i t ies.

    The fami ly is our best shie ld. However, we are alwaysexposed to dangers brought about by ca lami t ies, foreseenand unforeseen, especial ly f i res. One can always recounton the wise say ing, A l l the th ieves in the word cannottake al l your belongings, but one good f i re could razethem to the ground in f ive (5)-minute t ime.

    We see our fu ture in the young genre. There is aneed to educate and mould them to be leaders at the i ryoung age, who advocate and pract ice f i re safety andprevent ion at home, in school and in the communi ty. Thisis to prepare them to be ever v ig i lant not on lywi th f i re incidents and other emergencies butalso in prevent ing the occurrence ofdest ruct ive f i res.

    Thru the JUNIOR FIRE MARSHAL

    Project , the DILG-BFP wi l l be helping theeducat ional inst i tut ions develop schoolch i ldren dur ing the i r format ive s tage tobe role models in publ ic safety for boththe younger and older generat ions.

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    MESSAGE

    It has been said, time and again,

    that "an ounce of prevention is better

    than a pound of cure." It is this adage

    that guides the Department of the

    Interior and Local Government, through

    the Bureau of Fire Protection, as it seeks

    to ensure your daily safety, particularly

    from fire incidents. Hence, we partnered with the Department ofEducation to bring you this Junior Fire Marshal instructional

    material. Through the instructional material, you will find useful tips

    and information on how to prevent the occurrence of fire and

    what you should do in case of fire incidents.

    Knowledge, I am sure you agree, is power especially in the

    area of fire protection. We have seen how fire threatens,

    consumes and destroys. Now more than ever, we must make surethat all our communities, especially the most vulnerable, are not

    only aware but prepared.

    Your DILG relentlessly works towards providing our

    communities with basic services and programs that would ensure

    public safety, including education and information materials, such

    as this one. It is my hope that you will learn much from these

    materials and impart what you learn to everyone around you,

    especially the members of your family, relatives and friends. Letyour learnings serve as building blocks as we build a strong

    community under the rule of law.

    Secre ta ry , DILG

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    MESSAGE

    The Department of Education

    has always given much importance

    to fire prevention and safety tips.

    We highlight this through our

    partnership with the Junior Fire

    Marshal project of the Departmentof Interior and Local Government. This will certainly help

    develop the school children as role models for both their

    peers and family in public safety.

    When grade school pupils and high school students

    are oriented, trained and organized in public safety, they

    become our kiddie and junior fire marshals who will

    promote fire prevention programs within their schools, in

    their homes and within the community.

    I take pride in the effort of our writers and the

    enthusiasm of our friends at DILG-BFP to have come up

    with a validated instructional material intended to

    enhance our curriculum in fi re safety practices.

    May this endeavour with the DILG-BFP bear fruitful

    results and that this instructional material serves as a tool

    in constituting public safety awareness in every Filipinochild.

    USEC FE HIDALGOOIC, Department of Education

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    MESSAGE

    The Department of the

    Interior and Local Government

    (DILG) through the Bureau of Fire

    Protection (BFP) has been

    preoccupied with devising

    effective ways to instil a culture of

    consciousness and preparedness

    in our society, especially with

    regard to fire safety.

    And Rizal once again proved himself right when he

    said: "Ang kabataan ang pag-asa ng ating bayan."

    Working hand in hand with the Department of Education

    (Dep Ed) has shed light on how the youth can specifically

    contribute in creating a well-informed and responsible

    community that can rely on itself in meeting the dangersof fire even with the services of our firefighters being

    available. Hence, the launching of Junior/ Kiddie Fire

    Marshal Project and this information kit.

    With this instructional material, I hope you could help

    us make other people sensitive to their role in preventing

    destructive fires and impart the ability to cope in the

    event of such di sasters.

    Undersecretary for Peace and Order

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    MESSAGE

    Fire safety is everyone's concern and

    responsibility. Thus, aside from continuing

    to enhance the basic services that we

    bring to you, we feel it just as important to

    come up with programs and projects that

    will make room for your active

    involvement.

    And Junior/Kiddie Fire Marshal is just among the

    breakthrough projects that we launched this year as a product of

    collaboration with the Department of the Interior and Local

    Government (DILG) and the Department of Education (Dep Ed),

    which, as the title itself suggests, taps the youth sector as the seed

    of fire safety consciousness in our society. We have come up with

    this information kit to guide you on how to deal with fire situations,and, more importantly, how to make fire safety measures part of

    your daily routines.

    We, your partners in the government, are consistently

    working not only hard but also smartly to "help" build a secured

    and orderly community because we have always believed you

    deserve it and you are more than willing to work just as

    dedicatedly to enjoy such a community.

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    PAMBUNGAD

    Hindi mapapasubalian ang isang katotohanan. Mahalaga ang buhay at maligayakung may ari-ariang pinagsikapang ipundar sa maraming pagkakataon, marami ang hindimarunong magpahalaga sa buhay at ari-arian. Kaya nga masasayang ito at nawawalangparang bula. Isa sa dahilan nito ay ang SUNOG na tila halimaw na walang iginagalang,walang pinipiling oras, pook at panahon. Subalit isa ang tiyak, maaari itong IWASAN. Kungang LAHAT lang sana ay magkakaisa upang gawin ang mga karampatang hakbang upanghindi mabiktima ng APOY.

    A. PAANO GAGAMITIN ANG MODYUL?

    Ang modyul na ito ay PARA SA GURO. Naniniwala ang lahat na angpinakamabisang pangkat ng propesyunal na makapagbabahagi ng mga kaalaman,kasanayan at attitude sa mga kabataan ay kayong mga GURO. Sa inyong mga kamaynakasalalay ang katatagan ng buhay ng susunod na henerasyon. Kung ganon, ganito ninyogagamitin ang modyul na ito.

    Una: Batay ito sa 2002 BEC Learning Competencies. Ang mga aralin aymay karampatang point of entry. Pagdating sa akmang kasanayan,bibigyang diin ang tungkol sa araling nakatakda.

    Ikalawa: Susundin ang mga hakbang na iminumungkahi upang mabisang matalakayang paksa.

    Ikatlo: Ipinapaalala sa mga guro na hindi hihikayatin ang mga bata na makibahagi satuwirang pagsugpo ng apoy at pagliligtas ng buhay. Sa halip, linangin angmungkahing batayang kaisipan at mga paraang pangkaligtasan.

    Ikaapat: Magbigay ng karampatang takdang gawain upang MAISABUHAY ang mganatutuhan sa aralin.

    B. TUNGKOL SAAN ANG MODYUL NA ITO?

    Taon-taon, sa ating bansa ay may malaking pinsalang dulot sa buhay at ari-arian angSUNOG. Itinuturing itong isang KALAMIDAD. Sa loob ng anim (6) na taon, buhat noong1999 2004, may 1,548 tao ang namatay at 25 bilyong piso ang ari-ariang nawala.

    Dahil dito, dapat na magkaroon ng mataas na level ng awareness ang ating mgamag-aaral sa sekundarya, kaya nga ang modyul na ito ay tatalakay tungkol sa:

    a. Pangangalaga, pagpapahalaga sa buhay ng tao.b. Pangangalaga, pagpapahalaga sa ari-arian.

    c. Ang SUNOG bilang sanhi ng kapinsalaan sa buhay at ari-arian.

    C. ANO ANG AASAHAN SA MODYUL NA ITO?

    Pagkatapos ng mga aralin ang mga mag-aaral ay inaasahang:

    Makapagpapahalaga sa buhay at ari-arian

    Makapagmumungkahi kung paano mapapangalagaan at mapahahalagahanang buhay at ari-arian

    Makapapangako na makipagtutulungan upang maiwasan ang sunog

    Makapagbabahagi ng mga karanasang may kaugnayan sa sunog

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    ANG KULAY NG IYONG DAMDAMIN

    TERMINOLOHIYA ATKONSEPTO

    MATERYAL

    Support System Paggalang Damdamin Evoke

    Colored pencils o crayons Activity sheet 1: Ang Ibat ibang

    Damdamin ng Mga Biktima ng Sunog Activity Sheet 2: Color Wheel

    Ano ang Modyul na Ito?

    Ang modyul na ito ay makatutulong sa mga mag-aaral na maunawaan angemosyon na karaniwang nararamdaman ng mga biktima ng sunog. Malilinang dindito ang ibat ibang paraan kung paano ipahahayag at mapagtatagumpayan angmga damdaming ito.

    Ano ang Inaasahan sa Modyul na Ito?

    Pagkatapos ng aralin, ang mga mag-aaral ay inaasahang:

    Matuklasan ang ibat ibang damdamin kaugnay ng trahedyang dulot ngsunog.

    Makapagbigay ng isang matalinong payo o mungkahi sa mga biktima ngsunog.

    Panimulang Gawain

    Ipakita ang isang video clip o larawan tungkol sa sunog.

    Paglalahad

    1. Himukin ang mga mag-aaral na maghinuha tungkol sa ibat ibang damdaminng mga nakaligtas sa sunog at ipalarawan ang mga ito.

    2. Sabihin sa mga mag-aaral na normal sa isang biktima ng sunog namagpamalas ng ibat ibang emosyon. Maaring matuwa ang isa dahil siya aynakaligtas sa sakuna ngunit ang pagkawala ng mga ari-arian o mahal sabuhay ay maaring umudyok sa isa na makadama ng guilty feelings.

    3. Ipamahagi ang Activity Sheet 1: Ang Ibat ibang Damdamin ng mga Biktimang Sunog na siyang tutulong sa mga mag-aaral na aktibong makilahok satalakayan tungkol sa damdamin ng mga biktima ng sunog.

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    4. Ipaliwanag sa mga mag-aaral na ang kulay ay matagal ng pinaniniwalaan nanakaaapekto sa damdamin o mood ng isang tao. Ito ang dahilan kung bakitgumagamit ng kulay ang mga pintor, negosyante, arkitekto, at designer upangipahayag ang isang partikular na damdamin.

    5. Ipamahagi angActivity Sheet 2: Color Wheel.Bigyan ng sapat na panahonupang mahambing at masuri ang mga sagot.

    6. Matapos gawin angActivity Sheet 2, magbahaginan ng ideya. Gawing gabayang mga sumusunod na katanungan:

    May pagkakapareho ba ang damdamin sa kahulugang ipahiwatig ngkulay?Maari bang hatiin ang anim na kulay sa mga kulay na nakaka-relax atnakaka-excite? Paano pa maaring hatiin ang mga kulay?Paano magagamit ang kulay sa pagtulong sa mga biktima ng sunog?

    Paalala sa Guro:ang reaksyon ng isang tao sa kulay ay maaaring maapektuhanng nasyunalidad, karanasan, o personal na kagustuhan. Ngunit, batay sa mgapag-aaral, may kulay o kombinasyon ng mga kulay na nakaaapekto sa pagkilos

    o damdamin kahit na anong uri ng kultura o karanasan mayroon ang isang tao.Sa pangkalahatan ang-

    Pula ay pumupukaw ng marubdob at padalos-dalos na damdamin.Nakadaragdag din ito ng gana sa pagkain. Ngunit maaring mangahuluganito ng galit, lakas, walang pagpipigil sa sarili, pananakop, karahasan atpaghihiganti.

    Dilaw ay pumupukaw sa kaisipan. (Iyan ang dahilan kung bakit popularang yellow note pads). Nangahuhulugan din ito ng kasiyahan, kaayusan,at pagiging organisado. Ngunit nangangahulugan din ito ng pag-aalinlangan, at katamaran.

    Asul, pumupukaw ng damdamin ng kapayapaan, pag-ibig, pagtanggap,pagtitiis, pagkamaunawain, at pakikiisa. Ngunit maaari din itongmangahulugan ng negatibong katangian katulad ng takot, walangmalasakit, at kalungkutan.

    Orange, pumupukaw sa damdamin ng katapangan, pagtitiwala,pagkikipagkaibigan, at kasiyahan. Ngunit maaari din itong mangahuluganng kamangmangan, kahinaan, kabagalan at pagiging mapagmataas.

    Berde, pumupukaw sa damdamin ng pag-asa, paglago, malusog napangangatawan, kaaliwalasan, pagbibigayan, at madaliang pagtugon.Ang negatibo nitong kahulugan ay ang inggit, makasarili, pagkukulang,paninisi, pagseselos, at kawalan ng kaayusan.

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    Pangwakas na Gawain

    Pagawin ng isang resolusyon ang bawat mag-aaral tungkol sa kanilanggagawin o sasabihin sa isang biktima ng sunog. Maaring punan ng mga mag-aaralang hinihinging impormasyon sa ibaba upang mabuo ang resolusyon. Gawinggabay sa pagbuo ng ideya ang mga sumusunod na tanong:

    1. Ano ang aking natutunan tungkol sa damdamin ng isang biktima ng sunog?

    2. Paano ko isasabuhay ang aking mga natutunan?

    3. Paano ako makatutulong sa mga biktima ng sunog?

    Paalaala sa Guro: Ang araling ito ay maaring gamitin sa mga sumusunod naaralin:

    ArtsMagsaliksik ang klase tungkol sa mga likhang-sining na gumamit ng kulay

    upang pukawin ang isang partikular na damdamin.Maglikom ng impormasyon tungkol sa pintor at kung bakit ginagamit nila angganitong istilo.

    MusicTulad ng kulay, ang musika ay ginagamit din upang pukawin ang isang

    damdamin. Anu-anong mga awitin ang nakapupukaw sa damdamin ng mga mag-aaral? Bakit? Magbahaginan batay sa pagkaiba-iba ng damdaming tungkol saisang musical review.

    Health

    Ipa-role play sa mga mag-aaral ang sitwasyon tungkol sa pakikiramay saisang kaibigan na biktima ng sunog. Hingan ng mga puna at mungkahi kung paanoma a asulon an akikitun o at a -unawa sa m a biktima n suno .

    Ang Aking Pananagutan

    (1) SAPAGKAT, natutunan kong _____________________________________________________________________________________________

    _________________________________________________________________;

    (2) SAPAGKAT, gagawin kong _________________________________________________________________________________________________________________________________________________________________;

    (3) Dahil ditoy ipinapasya kong ___________________________________________________________________________________________________________________________________________________________________________.

    Pinagtibay at nilagdaan ngayong _______________________________________

    ___________________________________________________________________________________________________________________________________.

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    ACTIVITY SHEET 1

    Ang Ibat Ibang Damdamin ng mga Biktima ng Sunog

    Pansamantalang nawawalan ng pag-asa ang isang biktima ng trahedya.

    Mahirap tanggapin na sa isang iglap lamang. lahat ng pinagpaguran tulad ng bahayat ari-arian ay basta-basta na lamang mauuwi sa wala dahil sa mapanirang apoy. Atmas masakit pa ang mawalan ng isang kaibigan o mahal sa buhay.

    Totoo ang kasabihang manakawan ka man ng ilang ulit, huwag langmasunugan ng minsan dahil ang sunog ay lubhang mapaminsala di lamang samaterial na ari-arian kundi maging sa pisikal at damdamin ng isang tao. Karaniwangnahihirapan ang isang biktima ng sunog na ipahayag ang kanilang damdamintungkol sa karanasan. Gayunman, maari mo silang maunawaan at matulungankung may sapat kang kaalaman tungkol sa sunog at sa mga epekto nito sadamdamin ng isang biktima. Dapat makiramay at suportahan ang mga biktima ng

    sunog.

    Panuto: Sagutin ang mga sumusunod na tanong:

    1. Paano nagkakaiba ang damdamin ng mga biktima ng sunog at mga biktimang sakunang dulot ng kalikasan tulad ng bagyo, lindol, baha, kidlat at ibapang katulad nito?__________________________________________________________________________________________________________________________________________________________________________________________

    ________________________________________________________________________________________________________________________________________________________________________________________________

    2. Paano naman nagkakahawig ang damdamin ng mga biktima ng sunog at ngmga sakunang dulot ng kalikasan?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    __________________________________________________________________________________________________________________________________

    3. Paano makatutulong ang karanasan ng mga nasunugan para maibsan angsakit na nararamdaman ng isang biktima ng sunog?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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    4. Ano ang iyong gagawin o sasabihin sa mga sumusunod na naging biktima ngsunog?

    a. nawalan ng bahay o ari-arian

    b. nagtamo ng pisikal na pinsalac. nawalan ng minamahal sa buhayd. nawalan ng hanapbuhay

    __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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    ACTIVITY SHEET 2

    Color Wheel

    Panuto: Kulayan ng pula, dilaw, at asul ang bawat isa sa tatlong hiwa (slice) nggulong. Kulayan naman ng orange, ube at berde ang natirang tatlong hiwa.Isulat sa tapat ng bawat kulay ang kahulugan nito.

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    ACTIVITY SHEET 3

    NAKANGITI MALUNGKOT TAKOT UMIIYAK

    HUMAHALAKHAK GIGIL TAKA

    SUMISIGAW TULALA TUMATAWA

    INIS NAGHIKABGALIT

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    JUNIOR FIRE MARSHAL MARCH

    I Kamiy kabataang marangal;

    Tawag sa miy Jr. Fire Marshal;Hangad naming ay kaligtasan,Kaunlaran ng bansang minamahal.

    II Bata pa man kami kung ituring;Paglilingkod naman ay pangunahin,Sa bayan at sa Diyos ihahain

    Kaalamanang pangkaligtasan ay gagawin.

    III Halina kabataang may lakas,May talino, sigasig at sipag;Kaligtasan sa sunog nasa ting palad;Walang hadlang bayang itoy uunlad.

    Chorus:IV Handa kami, handa kami..

    Para sa kabutihan ng marami;Kaayusan at lahat ng ikabubuti;Ng pamayanang ating kinakandili.

    V Hurray! Hurray! Jr. Fire Marshal,Sa gabay ng DILG-BFP tayoy magsanay;

    Magandang buhay sa tiy naghihintay,Kung ligtas sa sunog ang buhay atari-arian.

    (Repeat Chorus)

    Titik ni: Ka Azon L. EchanoBSE-DepEd 8/13/04

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    BFP VISION

    A modern, efficient and responsive national fire protection agency

    working towards a public safety conscious society.

    BFP MISSION

    To protect lives and properties through the prevention and suppressionof destructive fires; investigation of their causes; and the provision ofemergency medical and rescue services with the active support of thepublic.

    LEGAL MANDATE

    The Bureau of Fire Protection was created by virtue of RA 6975 primarilyto perform the following functions:

    1. Be responsible for the prevention and suppression of all destructivefires on:

    Buildings, houses and other structures;Forest;

    Land transportation vehicles and equipment;Ships or vessels docked at piers or wharves anchored in major seaports;Petroleum industry installations;Plane crashes; andothers similar incidents.

    2. Be responsible for the enforcement of the Fire Code of thePhilippines (P. D. 1185) and other related laws;

    3. Shall have the power to investigate all causes of fires and ifnecessary, file the proper complaint with the city or provincial prosecutorwho has jurisdiction over the case;

    4. In time of national emergency, all elements of the BFP shall upondirection of the President, assist the AFP in meeting the nationalemergency; and

    5. Shall establish at least one (1) fire station with adequatepersonnel, fire fighting facilities and equipment in every provincial

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    capital, city and municipality subject to standard rules and regulations asmay be promulgated by the DILG .

    REPUBLIC ACT NR 8551

    Philippine National Police Reform and Reorganization Act of 1998

    In times of national emergency, the Bureau of Fire Protection(BFP) and the Bureau of Jail Management and Penology (BJMP) alongwith the Philippine National Police (PNP) shall, upon the direction of thePresident, assist the Armed Forces of the Philippines (AFP) in meetingthe national emergency, in addition to the performance of their inherentfunctions as mandated by law.

    REPUBLIC ACT NR 6975

    Department of the Interior and Local Government (DILG) Act of 1990

    The tasks of fire protection and jail management and penologyshall be the responsibility of the Bureau of Fire Protection (BFP) and theBureau of Jail Management and Penology (BJMP), respectively.

    REPUBLIC ACT NR 9263

    Rules and Regulations Implementing the Bureau of Fire Protection(BFP) and Bureau of Jail Management and Penology (BJMP)Professionalization Act of 2004

    As members of the uniformed service of the government underthe Department of the Interior and Local Government (DILG), the Bureauof Fire Protection (BFP) and the Bureau of Jail Management andPenology (BJMP) as line bureaus are required the same amount of

    service and dedication as that of their counterparts in the AFP and PNPto carry out their respective duties to the extent of risking their lives andlimbs in meeting national emergencies, in addition to the performance oftheir inherent functions as mandated by law.

    The BFP and BJMP personnel shall be professionalized andrestructured by upgrading their level of qualifications and standardizingthe base pay, retirement and other benefits of uniformed personnel,making them at par with those of the PNP and the AFP.

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    SCHOOL FIRE SAFETY CHECKLIST

    JUNIOR FIRE MARSHAL II FIRE SAFETY CHECKLIST

    This checklist is provided by the Bureau of Fire Protection as a template which provides a basic framework for the daof the Day. This should not be regarded as exhaustive because a fire safety auditor or a firefighter from the local fire s

    Fire Marshal in conducting the safety inspection. The JFM shall act as fire safety steward.

    The following model of points to be looked at has been formulated, which covers most fire safety items. The JFMhazards which are presented by specific school activities.

    ITEMS TO BE CHECKED YES

    A. FIRE EXTINGUISHERS

    1. Are all fire extinguishers in position?

    2. Are pins and seals provided?

    3. Are all fire extinguishers ready for use?

    4. Are clear procedures in place for the use of these extinguishers?

    5. Is there a fire extinguisher in each building/room?

    6. Has the fire service/bureau visited your school to check/test the fire extinguishers?

    B. MEANS OF EGRESS

    1. Are all means of escape (primary and secondary) unobstructed?

    2. Are all means of escape clearly marked and indicated?

    3. Do the door devices on all means of escape operate properly?

    4. Are all external routes clear and accessible?

    5. Has the fire department visited your school to check the means of egress?

    C. FIRE ACTION NOTICES

    1. Are sufficient up-to-date fire action notices prominently displayed throughout theschool?

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    2. Are these notices legible?

    3. Has the junior fire marshal identified a meeting place outside the classroom wherethe students can assemble in the event of an emergency in the school?

    D. FIRE WARNING SYSTEM

    1. Are all operating points (i.e break glass units) of the fire warning systemunobstructed?

    2. Are all operating points ready for use?

    E. ELECTRICAL

    1. Are all electrical supply points operating within safe limits (i.e. none are overloaded)?

    2. Are all cables protected?

    3. Are all cables, plugs, etc, damage free?

    F. EMERGENCY HOTLINES

    1. Has the number of the local fire station been clearly posted on or near the phone?

    2. Has the national emergency hotline 117 been conspicuously posted around theschool premises?

    3. Does your classmates know when and how to report an emergency?

    G. HAZARD CONTROL

    1. Are appropriate No-Smoking signs available as required?

    2. Are correct/suitable process control in place?

    3. Are flammables being correctly used and stored within the school?

    4. Are ignition sources being correctly used within the school?

    5. Are trash dumpsters stored more than five feet away from combustible walls,openings or materials?

    H. CONDUCT OF ORIENTATION ON FIRE SAFETY PRACTICES

    1. Has orientation/seminars on fire safety practices been regularly conducted by the firebureau/service?

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    Ryan // [email protected]

    Once the inspection is completed, those items which have attracted a No response, will normally require remedial away should be notified to the appropriate office, e.g. Local Fire Station, School Administrator or Principal, for appropria

    Copies of the inspection form and requests for request for remedial action should be retained on file.

    Reported by: Noted by:

    ___________________________ ________________________________(JFM of the Day) (Teacher/Adviser)

    Fire Safety Inspection Officer, BFP

    _____________________________

    Remarks:

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    K/JFM PPROJECT COMMITTEE MEMBERS

    ChairmanUSEC MARIUS P CORPUS

    Co-ChairmanF/DIR ROGELIO F ASIGNADO

    OPRSSUPT ENRIQUE C LINSANGAN

    MembersSSUPT JACINTO C DICQUIATCO

    SUPT HERBERT B CEZARSUPT ALOVEEL B FERRERSUPT BOBBY B BARUELO

    CINSP OSCAR P VILLEGASSINSP VICTORIA A DOMINGO

    Technical Staff/Support GroupINSP JEANNETTE SANTOS

    FO3 Neil Adam MongcalFO1 Estrella Luz M Lantion

    FO1 Ryan D AsuncionFO1 Joan Sj MagbuhosFO1 Violeta F Ramirez