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FOREWORD

T h e s c h o o l yo u t h a r e t h e h o p e o f t h e n a t i o n t o wa r d s d e ve l o p me n t a n d p r o g r e s s . With the help of the e d u c a t i o n a l i n s t i t u t i o n s , we d e ve l o p c h i l d r e n t o b e l e a d e r s , h o n e t h e i r t a l e n t s a n d b e a wa r e o f t h e i r c a p a b i l i t i e s a n d r e s p o n s i b i l i t i e s . W e t e a c h t h e m wi t h t h e h i g h e s t va l u e s t o b e we l l - r o u n d e d c i t i z e n s i n s c h o o l , a t h o m e , a n d i n t h e c o m m u n i t y, i m b u e d wi t h n a t i o n a l i s m. I t i s i n d e e d t h e p r i d e o f e ve r y p a r e n t i f h i s / h e r k i d / s e xc e l i n s c h o o l , b e a c t i ve a n d p a r t i c i p a t i ve i n s c h o o l p r o g r a ms a n d a c t i vi t i e s . T h e f a m i l y i s o u r b e s t s h i e l d . H o we ve r , we a r e a l wa ys e xp o s e d t o d a n g e r s b r o u g h t a b o u t b y c a l a m i t i e s , f o r e s e e n a n d u n f o r e s e e n , e s p e c i a l l y f i r e s . O n e c a n a l wa ys r e c o u n t o n t h e wi s e s a yi n g , A l l t h e t h i e v e s i n t h e w o r d c a n n o t t a k e a l l y o u r b e l o n g i n g s , b u t o n e g o o d f i r e c o u l d r a ze them to the ground in five (5)-minute time. W e s e e o u r f u t u r e i n t h e yo u n g g e n r e . Th e r e n e e d t o e d u c a t e a n d mo u l d t h e m t o b e l e a d e r s a t yo u n g a g e , wh o a d vo c a t e a n d p r a c t i c e f i r e s a f e t y p r e ve n t i o n a t h o me , i n s c h o o l a n d i n t h e c o mm u n i t y. i s t o p r e p a r e t h e m t o b e e ve r vi g i l a n t n o t o n l y wi t h f i r e i n c i d e n t s a n d o t h e r e me r g e n c i e s b u t also in p r e ve n t i n g the occurrence of d e s t r u c t i ve f i r e s . T h r u t h e J U NI O R FI R E MA R S HA L P r o j e c t , t h e DI L G - B FP wi l l b e h e l p i n g t h e e d u c a t i o n a l i n s t i t u t i o n s d e ve l o p s c h o o l c h i l d r e n d u r i n g t h e i r f o r ma t i ve s t a g e t o be role models in public safety for both t h e yo u n g e r a n d o l d e r g e n e r a t i o n s . is a their and This

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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 of Education 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 sure that 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. Let your learnings serve as building blocks as we build a strong community under the rule of law.

Secretary, 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 Department of 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 fire 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 Filipino child.

USEC FE HIDALGO
OIC, 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 dangers of 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 disasters.

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 maligaya kung may ari-ariang pinagsikapang ipundar sa maraming pagkakataon, marami ang hindi marunong magpahalaga sa buhay at ari-arian. Kaya nga masasayang ito at nawawalang parang 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. Kung ang LAHAT lang sana ay magkakaisa upang gawin ang mga karampatang hakbang upang hindi mabiktima ng APOY. A. PAANO GAGAMITIN ANG MODYUL?

Ang modyul na ito ay PARA SA GURO. Naniniwala ang lahat na ang pinakamabisang pangkat ng propesyunal na makapagbabahagi ng mga kaalaman, kasanayan at attitude sa mga kabataan ay kayong mga GURO. Sa inyong mga kamay nakasalalay ang katatagan ng buhay ng susunod na henerasyon. Kung ganon, ganito ninyo gagamitin ang modyul na ito. Una: Batay ito sa 2002 BEC Learning Competencies. Ang mga aralin ay may karampatang point of entry. Pagdating sa akmang kasanayan, bibigyang diin ang tungkol sa araling nakatakda. Ikalawa: Susundin ang mga hakbang na iminumungkahi upang mabisang matalakay ang paksa. Ikatlo: Ipinapaalala sa mga guro na hindi hihikayatin ang mga bata na makibahagi sa tuwirang pagsugpo ng apoy at pagliligtas ng buhay. Sa halip, linangin ang mungkahing batayang kaisipan at mga paraang pangkaligtasan. Ikaapat: Magbigay ng karampatang takdang gawain upang MAISABUHAY ang mga natutuhan sa aralin. TUNGKOL SAAN ANG MODYUL NA ITO?

B.

Taon-taon, sa ating bansa ay may malaking pinsalang dulot sa buhay at ari-arian ang SUNOG. Itinuturing itong isang KALAMIDAD. Sa loob ng anim (6) na taon, buhat noong 1999 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 mga mag-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 mapahahalagahan ang 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 AT KONSEPTO

Support System Paggalang Damdamin Evoke Ano ang Modyul na Ito? Ang modyul na ito ay makatutulong sa mga mag-aaral na maunawaan ang emosyon na karaniwang nararamdaman ng mga biktima ng sunog. Malilinang din dito ang ibat ibang paraan kung paano ipahahayag at mapagtatagumpayan ang mga 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 ng sunog. Makapagbigay ng isang matalinong payo o mungkahi sa mga biktima ng sunog. Panimulang Gawain Ipakita ang isang video clip o larawan tungkol sa sunog. Paglalahad 1. 2. Himukin ang mga mag-aaral na maghinuha tungkol sa ibat ibang damdamin ng mga nakaligtas sa sunog at ipalarawan ang mga ito. Sabihin sa mga mag-aaral na normal sa isang biktima ng sunog na magpamalas ng ibat ibang emosyon. Maaring matuwa ang isa dahil siya ay nakaligtas sa sakuna ngunit ang pagkawala ng mga ari-arian o mahal sa buhay ay maaring umudyok sa isa na makadama ng guilty feelings. Ipamahagi ang Activity Sheet 1: Ang Ibat ibang Damdamin ng mga Biktima ng Sunog na siyang tutulong sa mga mag-aaral na aktibong makilahok sa talakayan tungkol sa damdamin ng mga biktima ng sunog.

MATERYAL
Colored pencils o crayons Activity sheet 1: Ang Ibat ibang Damdamin ng Mga Biktima ng Sunog Activity Sheet 2: Color Wheel

3.

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Paalala sa Guro: ang reaksyon ng isang tao sa kulay ay maaaring maapektuhan ng nasyunalidad, karanasan, o personal na kagustuhan. Ngunit, batay sa mga pag-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 mangahulugan ito ng galit, lakas, walang pagpipigil sa sarili, pananakop, karahasan at paghihiganti. Dilaw ay pumupukaw sa kaisipan. (Iyan ang dahilan kung bakit popular ang yellow note pads). Nangahuhulugan din ito ng kasiyahan, kaayusan, at pagiging organisado. Ngunit nangangahulugan din ito ng pagaalinlangan, at katamaran. Asul, pumupukaw ng damdamin ng kapayapaan, pag-ibig, pagtanggap, pagtitiis, pagkamaunawain, at pakikiisa. Ngunit maaari din itong mangahulugan ng negatibong katangian katulad ng takot, walang malasakit, at kalungkutan. Orange, pumupukaw sa damdamin ng katapangan, pagtitiwala, pagkikipagkaibigan, at kasiyahan. Ngunit maaari din itong mangahulugan ng kamangmangan, kahinaan, kabagalan at pagiging mapagmataas. Berde, pumupukaw sa damdamin ng pag-asa, paglago, malusog na pangangatawan, kaaliwalasan, pagbibigayan, at madaliang pagtugon. Ang negatibo nitong kahulugan ay ang inggit, makasarili, pagkukulang, paninisi, pagseselos, at kawalan ng kaayusan.

4.

Ipaliwanag sa mga mag-aaral na ang kulay ay matagal ng pinaniniwalaan na nakaaapekto sa damdamin o mood ng isang tao. Ito ang dahilan kung bakit gumagamit ng kulay ang mga pintor, negosyante, arkitekto, at designer upang ipahayag ang isang partikular na damdamin. Ipamahagi ang Activity Sheet 2: Color Wheel. Bigyan ng sapat na panahon upang mahambing at masuri ang mga sagot. Matapos gawin ang Activity Sheet 2, magbahaginan ng ideya. Gawing gabay ang mga sumusunod na katanungan: May pagkakapareho ba ang damdamin sa kahulugang ipahiwatig ng kulay? Maari bang hatiin ang anim na kulay sa mga kulay na nakaka-relax at nakaka-excite? Paano pa maaring hatiin ang mga kulay? Paano magagamit ang kulay sa pagtulong sa mga biktima ng sunog?

5. 6.

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Paalaala sa Guro: Ang araling ito ay maaring gamitin sa mga sumusunod na aralin: Arts Magsaliksik 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 ang ganitong istilo. Music Tulad ng kulay, ang musika ay ginagamit din upang pukawin ang isang damdamin. Anu-anong mga awitin ang nakapupukaw sa damdamin ng mga magaaral? Bakit? Magbahaginan batay sa pagkaiba-iba ng damdaming tungkol sa isang musical review. Health Ipa-role play sa mga mag-aaral ang sitwasyon tungkol sa pakikiramay sa isang kaibigan na biktima ng sunog. Hingan ng mga puna at mungkahi kung paano mapapasulong ang pakikitungo at pag-unawa sa mga biktima ng sunog. Pangwakas na Gawain Pagawin ng isang resolusyon ang bawat mag-aaral tungkol sa kanilang gagawin o sasabihin sa isang biktima ng sunog. Maaring punan ng mga mag-aaral ang hinihinging impormasyon sa ibaba upang mabuo ang resolusyon. Gawing gabay 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? 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 bahay at ari-arian ay basta-basta na lamang mauuwi sa wala dahil sa mapanirang apoy. At mas masakit pa ang mawalan ng isang kaibigan o mahal sa buhay. Totoo ang kasabihang manakawan ka man ng ilang ulit, huwag lang masunugan ng minsan dahil ang sunog ay lubhang mapaminsala di lamang sa material na ari-arian kundi maging sa pisikal at damdamin ng isang tao. Karaniwang nahihirapan ang isang biktima ng sunog na ipahayag ang kanilang damdamin tungkol sa karanasan. Gayunman, maari mo silang maunawaan at matulungan kung may sapat kang kaalaman tungkol sa sunog at sa mga epekto nito sa damdamin 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 biktima ng sakunang dulot ng kalikasan tulad ng bagyo, lindol, baha, kidlat at iba pang katulad nito? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______ 2. Paano naman nagkakahawig ang damdamin ng mga biktima ng sunog at ng mga sakunang dulot ng kalikasan? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______ 3. Paano makatutulong ang karanasan ng mga nasunugan para maibsan ang sakit na nararamdaman ng isang biktima ng sunog? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______
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4. Ano ang iyong gagawin o sasabihin sa mga sumusunod na naging biktima ng sunog? a. b. c. d. nawalan ng bahay o ari-arian nagtamo ng pisikal na pinsala nawalan ng minamahal sa buhay 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) ng gulong. 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

GALIT

NAGHIKAB

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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. Bata pa man kami kung ituring; Paglilingkod naman ay pangunahin, Sa bayan at sa Diyos ihahain Kaalamanang pangkaligtasan ay gagawin. Halina kabataang may lakas, May talino, sigasig at sipag; Kaligtasan sa sunog nasa ting palad; Walang hadlang bayang itoy uunlad. Chorus: Handa kami, handa kami.. Para sa kabutihan ng marami; Kaayusan at lahat ng ikabubuti; Ng pamayanang ating kinakandili. Hurray! Hurray! Jr. Fire Marshal, Sa gabay ng DILG-BFP tayoy magsanay; Magandang buhay sa tiy naghihintay, Kung ligtas sa sunog ang buhay at ari-arian. (Repeat Chorus)
Titik ni: Ka Azon L. Echano BSE-DepEd 8/13/04

II

III

IV

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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 suppression of destructive fires; investigation of their causes; and the provision of emergency medical and rescue services with the active support of the public. LEGAL MANDATE The Bureau of Fire Protection was created by virtue of RA 6975 primarily to perform the following functions: 1. Be responsible for the prevention and suppression of all destructive fires on: Buildings, houses and other structures; Forest; Land transportation vehicles and equipment; Ships or vessels docked at piers or wharves anchored in major sea ports; Petroleum industry installations; Plane crashes; and others similar incidents. 2. Be responsible for the enforcement of the Fire Code of the Philippines (P. D. 1185) and other related laws; 3. Shall have the power to investigate all causes of fires and if necessary, file the proper complaint with the city or provincial prosecutor who has jurisdiction over the case; 4. In time of national emergency, all elements of the BFP shall upon direction of the President, assist the AFP in meeting the national emergency; and 5. Shall establish at least one (1) fire station with adequate personnel, fire fighting facilities and equipment in every provincial
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capital, city and municipality subject to standard rules and regulations as may 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) along with the Philippine National Police (PNP) shall, upon the direction of the President, assist the Armed Forces of the Philippines (AFP) in meeting the national emergency, in addition to the performance of their inherent functions 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 penology shall be the responsibility of the Bureau of Fire Protection (BFP) and the Bureau 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 under the Department of the Interior and Local Government (DILG), the Bureau of Fire Protection (BFP) and the Bureau of Jail Management and Penology (BJMP) as line bureaus are required the same amount of service and dedication as that of their counterparts in the AFP and PNP to carry out their respective duties to the extent of risking their lives and limbs in meeting national emergencies, in addition to the performance of their inherent functions as mandated by law. The BFP and BJMP personnel shall be professionalized and restructured by upgrading their level of qualifications and standardizing the 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 daily inspection of the Junior Fire Marshal of the Day. This should not be regarded as exhaustive because a fire safety auditor or a firefighter from the local fire station/department will assist the Junior 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 JFM may add reference to any particular hazards which are presented by specific school activities. ITEMS TO BE CHECKED 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 the school? YES NO N/A

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2. Are these notices legible? 3. Has the junior fire marshal identified a meeting place outside the classroom where the 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 system unobstructed? 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 the school 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 fire bureau/service?

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Once the inspection is completed, those items which have attracted a No response, will normally require remedial attention. Deficiencies identified in this way should be notified to the appropriate office, e.g. Local Fire Station, School Administrator or Principal, for appropriate action. Copies of the inspection form and requests for request for remedial action should be retained on file. Reported by: ___________________________ (JFM of the Day) Fire Safety Inspection Officer, BFP _____________________________ Remarks: Noted by: ________________________________ (Teacher/Adviser)

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21

K/JFM PPROJECT COMMITTEE MEMBERS

Chairman USEC MARIUS P CORPUS Co-Chairman F/DIR ROGELIO F ASIGNADO OPR SSUPT ENRIQUE C LINSANGAN Members SSUPT JACINTO C DICQUIATCO SUPT HERBERT B CEZAR SUPT ALOVEEL B FERRER SUPT BOBBY B BARUELO CINSP OSCAR P VILLEGAS SINSP VICTORIA A DOMINGO Technical Staff/Support Group INSP JEANNETTE SANTOS FO3 Neil Adam Mongcal FO1 Estrella Luz M Lantion FO1 Ryan D Asuncion FO1 Joan Sj Magbuhos FO1 Violeta F Ramirez

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