Thursday, November 8, 2018

Two worlds of the rat - most loved and most dreaded

Dr Abe V Rotor 

Disney's fabled mickey mouse at Avilon Zoo, Rizal. The rat, Rattus rattus mindanensis (field rat) and Rattus rattus norvigicus (city rat) is the worst disease carrier, mainly Bubonic Plague that killed one-third of the population of Europe in the Dark Ages. 

It is also the most destructive pest of crops and scorn of housewives. 

Yet it is the most revered animal in the world of fantasy of Disney and in traditional India and other countries. 

It is also the most experimented animal, replacing the Guinea pig, in medicine, biology, and even in the social sciences. 

The story of the Pied Piper, the rat exterminator of Hamlin, Germany, is alive in classrooms and cinema. The rat belongs to a large group - rodents, to which the rabbit was once classified. 

Photo by Abe V Rotor, Canon EOS 350D 

SV Bot Garden Series 3: Wild food plants are also called “survival plants.”

SV Bot Garden Series 3:  Wild food plants are also called “survival plants.” 
Wild food plants
Dr Abe V Rotor
Survivors of war, plane crash, shipwreck have a lot to lessons to share, among them are edible plants that kept them alive.
bagbagkong  (Telosma cordata) flower buds
 
 Squash (Cucurbita maxima)  male flowers, and saluyot (Corchorus olitorius) paksiw  

Wild food plants, may be a relative term today.  Saluyot (Corchorus olitorius) and spinach (Amaranthus sp) which used to grow in the wild are now planted commercially. But the bulk of wild edible plants remains ethnic to remote communities and certain cultures.  For example, nami (Dioscorea hispida) is a poisonous root crop but natives in the hinder lands where this plant abundantly grows know how to remove the poison before eating the starch of the tuber.  During WW II people were forced to eat on such unlikely food such as the corm (enlarged base) of wild banana (butolan or balayang) and maguey (Agave cantala), earning the name famine food

Many of these wild edible plants are facing extinction, including the less popular varieties of common crops. It is because our attention has been on the propagation of economically important ones, and those our palate has been accustomed to. Until lately however, people are becoming more conscious of natural and nutritious food, evading many crops which are raised with chemicals, and lately, crops that have been genetically altered (Genetically Modified Organisms or GMO).     
 
Other wild food plants which are found in the market are portulaca (ngalog), dampalit, katuray, papait (Mollugo oppositifolia) (PHOTO), talinum, alugbati, rosel, spinach, gulasiman, wild ampalaya, himbaba-o (alukong), to name a few.  Old folks have also a way of making ordinary things edible such as the male flower of rimas (Arthocarpus communis) is made into sweets, the same way the thick rind of pomelo (Citrus maxima) is sweetened in boiling sugarcane juice. Sweets are also made from kamias (Averrhoa balimbi.

All these made a green revolution in some corner, so to speak.  It might as well usher a signal that not all times is food plentiful.
    A short list of wild food plants
·         Talisay (Terminalia catappa) bears nut like fruits that contain small seeds that taste like almond.
·         Tibig (Ficus nota.) The fruits are edible and have a good flavor.  They are soft and fleshy when mature.
·         Isis (Ficus odorata) or isis because its rough leaves are used as natural sandpaper for utensil and wood.  Its fruits like tibig are edible.  
·         Balleba (Vallisnera) is an aquatic plant growing in clear streams, ponds and lakes, whose leaves appear like ribbon, hence it is also called ribbon grass. The leaves are gathered and served fresh with tomato, onion and salt.
·         Apulid or water chestnut.  Our native apulid produces very small bulbs - only one-third the size of the Chinese or Vietnamese apulid.  It grows wild in places where water is present year round. It is boiled, peeled and served. 
·         Aratiles (Muntingia calabura) bears plenty of tiny berries which are red to violet when ripe. It is sweet and somewhat aromatic. 
·         Wild sinkamas (Pacchyrhizus erosus) has enlarged roots which may remain in the soil even after the plants has dried up in summer. It is gathered and eaten raw.
·         Urai (Amaranthus spinosus). The plant become spiny as it matures. It is the very young plant that is gathered as vegetable.
·         Mulberry (Morus alba). Its leaves are the chief food of silkworm.  The fruits when ripe are purple to black, and while very small are juicy and fairly sweet.
·         Wild Taro (Colocasia sp.). The Palawan gabi grows twice the height of man and produces a large corm.  There is a technique in preparing and cooking the corm. Or making starch out of it.  The key is thorough cleaning and cooking. 
·         Gulasiman (Portulaca oleracea) has succulent leaves and stems which are cooked as vegetables. 
·         Alugbati (Basella rubra) is a twining plant with reddish stems and leaves. The tops are gathered as vegetable which is mucilaginous when cooked.
·         Talinum ((Talinum triangulare). The succulent stems and leaves are gathered as vegetable

Wild food plants include corm of banana, core of maguey (Agave cantala), bamboo shoot, bignay (Antidesma binuis), kumpitis (Clitorea purpurea), kamkamote, rattan fruits, sabawil, alukong, lotus seed, wild papaya, botolan (seeded banana), wild mushrooms, and many others.

Flower vegetables are nutritious. They go well with many recipes - from salad to bulanglang.

Puso ng saging is high in tannin and it’s good for diabetic patients. It can be an extender of expensive meat burgers. No kari-kari is without banana blossom. Pesang dalag is best with puso ng saging cut in chunks. Ginatang puso ng saging, anyone? When I was a kid, I love to eat the inner heart raw. It tastes like artichoke.

Squash flowers are high in carotin. It improves eyesight and prevents blindness. It is excellent with saluyot when cooking bulanglang or diningding. Add fresh mushroom. The best sahug when you are in the countryside is freshwater shrimp. If you have no problem with cholesterol, why not use as sahug bagnet (lechon kawali) from Vigan.

Alokong is a staminate or male flower which is gathered from the male tree. The female tree does not produce edible flowers. Because the tree is very tall, gatherers take the short cut of cutting the branches and take immature flowers and buds as well. Try buridibud by mashing kamote to thicken the soup. A unique recipe of Ilocanos is to combine alokong and malunggay pods in juvenile or succulent stage, and add broiled hito or bangos as sahug.

Katuray flower is blanched and served with tomato and a dash of salt. It is good for people who have elevated blood pressure. It is cooked the way alokong is prepared with kamote and sahug of fried or broiled bangos, hito or tilapia.

Another flower vegetable comes from madre de cacao or kakawate which blooms in summer. The flowers are our local counterpart of cherry blossom. Open the pot when it comes to a boil to reduce the characteristic bean taste.

Sampalok or tamarind flowers are gathered for sinigang. Malunggay flowers which include newly formed pods are cooked the same way as any bulanglang.

Cauliflower and broccoli are perhaps the most popular commercial vegetable flowers. They belong to Family Cruciferae. They grow on semi temperate and temperate countries, although they are grown in the tropics during the cool months. One disadvantage of Crucifers is that they are the most sprayed of all vegetables, and are likely to carry chemical residues hazardous to health. Cauliflower and broccoli are also among the most expensive vegetables. They are prepared in restaurants as chopsuey, dressing, soup, pickle and the like.

Other flower vegetables come from the following plants:
Okra
Spinach
Kutchai
Onion
Garlic 
Cucumber
Lettuce
Gumamela
Anis
Flowers are not only for decoration and offering. Other than their aesthetic value, they are delicious, nutritious and unique.

Please eat the flowers. ~

Tuesday, November 6, 2018

Humanities holds the greatest treasure of mankind. The 10 Aims of Humanities

 Humanities holds the greatest treasure of mankind. The 10 Aims of Humanities

                                                       Dr Abe V Rotor

     
Textbook used in Humanities subject, and as reference for related subjects under the new curriculum (K to 12), by Dr AV Rotor and Dr KM Doria, published by C&E Publishing Co., Inc.

Humanities makes a beautiful tapestry of humanity. It presents the wholeness of the human being worthy of "perfection" the Creator conceived of man.

1. Humanities brings out the sense of awe and wonder. 
“Son, what do you remember as the happiest moment in your life?” asked a dying old man at his deathbed.
“When we went fishing, dad, and caught fireflies on our way back to camp.”
“Thank you.” And the old man smiled. It was a parting sealed by sweet memory of childhood.

Humanities brings out the sense of awe and wonder, specially to the young, of the things around , of life processes and cycles, the passing of seasons and ages. It makes one aware of even the minute existence of things, the transformation of the ordinary into something beautiful.


 Children Fishing in the field, painting by the author.

Wonder the summer night, camping by a 
lake, home outside of home,
no roof but the sky, no walls, no gate, stars and fireflies mingle as one;
Wonder the breeze blow and weave through the trees, comb the grass,
carry into the sky kites of many colors and make greeting the rainbow;

“The sense of wonder is indestructible, that it would last throughout life, an unfailing antidote against the boredom and disenchantment of later years.” Says Rachel Carson, author of an all-time favorite novel, Silent Spring. It is true, the sense of wonder prepares the young to face and conquer the world.

2. Humanities builds on the framework of truth and values 
Even with few words the mind is set to explore, giving way to imagination beyond mere reason. Brevity is the framework of the mind, the heart and spirit in the Lord’s Prayer and the Gettysburg Address of America’s most loved leader, Abraham Lincoln. It is also a path to humility in greatness, a union of the classical and the contemporary

The Gleaners by Jean Francois Millet 

If the story of the Creation can be told in 400 words, if the Ten Commandments contain 297 words, if Lincoln’s immortal Gettysburg Address was only 266 words, if an entire concept of freedom was set in the Declaration of Independence in about 1,300 words – it is up to some of us to use fewer words, and thus save the time energy, vitality, and nerves of those who must read or listen. (Jerome P Fleishman)

3. Humanities brings out the human spirit

Guernica, a plaza mural made by the greatest modern painter Pablo Picasso, ignited popular revolt against the Nazi regime. On the huge mural were embedded hidden images that conveyed principles of truth and freedom.

Similarly, in an earlier era, our own hero Juan Luna painted Spolarium, (centerpiece of the National Museum), a mural depicting the Filipinos under Spanish rule suffering like the gladiators during the Roman times, a visual message for the people to realize their plight. Later Rizal’s Noli Me Tangere, one of the greatest books ever written in the category of War and Peace by Tolstoy, and Les Miserables by Victor Hugo, extolled the coming of a new world order – post-colonialism and the birth of new nations.

4. Humanities brings tranquility in crisis

It may be strange to know that Winston Churchill, the great English hero of WWII, still found time to paint by the bank of the Thames. Arts bring tranquility in times of crisis, and elevate the senses on a higher vantage plane of vision. Putting down his brush and easel, he would then return to the battlefield with greater revolve to save Great Britain from the ravaging war. And to a greater surprise, what was it that Churchill painted? Peace.
Graffiti Art on Berlin Wall speaks of peace and unity.  The wall fell down after more than twenty long years.

It was the other way around five hundred years earlier when the great Michelangelo who single handedly painted the huge ceiling of the Sistine Chapel would descend from the scaffoldings, exchanged his paint brush with sword and fought side-by-side his benefactor the Pope, and when victory was apparent would climb back to finish his masterpiece. The result: the biggest composite mural that brought God, the angels and saints, down to earth., making the Sistine a microcosm of the Kingdom of Heaven.

5. Humanities is guardian of movements and schools


From the paintings of early man in the Lascaux caves in France, to the surrealism of Salvador Dali, humanities has kept faithful to the evolution of human creativity expressed in various aspects of human life, pouring out from palaces and cathedrals to the villages and streets. For arts no longer belong to selected societies and cultures. Impressionism took over Romanticism and translated Realism for the grassroots, subsequently bypassing standards of perception, and permeating into the unconscious seeking expression and catharsis. Expressionism founded by Vincent Van Gogh opened a wider door to abstractionism that subsequently spilled into post-modernism.

Old bridge across Banaoang Pass, realistic painting by the author

“What’s abstract? a young art enthusiast
once asked, dutifully I answered:
“When you look through the window of a car
running so fast that views are blurred.”

“What’s expressionism?” an elder one asked;
“When the car stops, or just about,
yet still running inside, seeking, searching
for the spring of life to pour out.”

“And what is impressionism?” a third asked,
and I said: It’s sitting on a fence -
On one side Amorsolo, the other Ocampo,
It’s the spirit of art past and hence. ~

6. Humanities aims at goodness and peace

Propagandism and license are perhaps the greatest enemy of Humanities. The world plunged into two global wars, followed by half a century of cold war - the polarization into opposite ideologies that froze mankind at the brink of Armageddon, awakening Humanities to a new dimension - the search for peace.


And as in the Renaissance, Humanities centered on rebirth and renewal of man’s faith in his destiny. Peace reigned the longest in contemporary times in spite of local conflicts. And for a century or so Humanities blossomed into wide popularity and acclaim, and rich diversity today, dominating media, commerce, industry and in practically all aspects of life, which often venture on the boundaries of humanities itself, among them pornography, religious extremism, acculturation, among others.

7. Humanities is keeper and pioneer of the arts

Humanities gave the world the finest of human achievements and continues to do so - timeless classics from novel to cinema, painting to photography, colonial design to high rise structures, stage play to TV and Internet show. Man’s glory is akin to humanities - Venus de Milo, Taj Mahal, Borobudur, Eiffel Tower, Hallelujah, Romeo and Juliet, West Side Story, The Little Prince. to name a few.

Humanities discovered superstars like Elvis Priestley and Michael Jackson, and our own local sensation Leah Salonga.

8. Humanities faces challenge of the cyber age
But arts has also plunged into a deep and unknown global pool bringing across the world cultures heretofore unknown and appreciated, and riding on postmodernism into the chartless world of cyberspace. Which leads us to a puzzle, Quo vadis, Humanus?

9. Humanities elevates reverence for life and Nature 

Flowers - universal symbol of love, devotion and peace.  On the occasion of Cecille's birthday.

And yet humanities is anchored on a strong foundation, none other than the place of his birth and his ascension into Homo sapiens - Nature. 
Reverence to Nature is reverence for life, the highest expression of man through humanities. From this relationship he finds inspiration in his arts and technology, in seeking knowledge and wisdom, and in enhancing the unity and harmony of creation, and among mankind into a living network.

10. Humanities is the custodian of the network of humanity

We are the World – the song that united the world by the compassion it created for the dying is perhaps the greatest humanitarian movement in recent times, originally USA to Africa in the eighties, and was repeated during the Haiti disaster twenty years later. Translated by different races, beliefs, ideologies into a common call, it brought consciousness to the whole world, that humanity is a network, a closely knit fabric beautifully expressed in the lyrics of the song -

There comes a time
When we heed a certain call,
When the world must come together as one.
There are people dying
And it’s time to lend a hand to life,
The greatest gift of all

[Chorus]

We are the world
We are the children
We are the ones who make a brighter day
So let’s start giving
There’s a choice we’re making
We’re saving our own lives
It’s true we’ll make a better day
Just you and me.

It is a most fitting tribute to mankind through this song, that no man is an island, that when somebody dies, a part inside each of us also dies, and for every man’s victory, we too, feel triumphant. Humanity is a beautiful tapestry, and Humanities is Arachne on the loom.

Humanities makes a beautiful tapestry of humanity. It presents the wholeness of the human being worthy of "perfection" the Creator conceived of man.

In summary, Humanities

- is a beautiful tapetry of humanity
- brings out the sense of awe and wonder
- builds on the framework of truth and values
- brings out the human spirit
- brings tranquility in crisis
- is guardian of movements and schools
- aims at goodness and peace
- is keeper and pioneer of the arts
- faces challenge of the cyber age
- elevates reverence for life and Nature - is the custodian of the network of humanity.~


Sunday, November 4, 2018

Stem Cell Burger, anyone?

Stem Cell Burger, anyone?
Dr Abe V Rotor


"Food can be grown in test tube, from stem cells of endless source: animal, plant, monera, protist – and human -  stem cell burger, anyone?"  -avr 



Burger made from stem cells in the laboratory,
it could be beef, pork, chicken, fish, 
and in many different combinations no single
recipe can define, menus in array.

Stem cells are universal to all living things,
plants the simplest, animals complex,
human ultimate, ethico-moral notwithstanding,
but who can stop science, progress? 

Simple as seed germinating into stem and root,
as zygote differentiating into tissues,
to organs, to systems, on to a complete being;
from organelles to uni-celled protists.     

Analogy from simple to complex shows Nature
at work, transferring life in patterns,
key to evolution's continuity and diversity -
needless of human intervention. 

Disobedience from the tree of knowledge persists,
discovery by invention or serendipity;
man saw how a seed grows, an embryo forms,
in vivo, in vitro, Eureka! 

If in test tube life grows, and tissue culture 
replicates the mother, henceforth grow
stem cells harvested from the bone marrow,
adipose, amniotic, umbilical - 

Would a mold make a bone, a heart, an eye,
kidney? Or simpler, in situ - pronto!
it's bio-automation, two centuries after Ford;
burgers in millions, nay in billions.  

Who cares about laboratory grown burgers
to a hungry world, to teeming cities,
to slum dwellers,  to affluence and fancy?
to defect from the bandwagon?

Pavlov after all makes no exception, more so
in consumerism, and Darwin’s
survival in fitness, and on the expense of others -
true from ancient to postmodern.

For why should man eat the bacteria in BT corn?
the arctic flounder in tomato?
daffodil in rice, human hormone in cow’s milk?
bio-pharmed plants, Frankenfood?

Because he has accepted coffeeless coffee,
sugarless sugar, fatless fat;
sulfite, chromate, monosodium glutamate,
irradiation, moieties and clones. 

And now stem cell burgers, and other products
from lab meat - today’s Green Revolution –
so why farm the land, raise cattle on the ranch,
hunt down the endangered species?

When  food can be grown in test tube,
from stem cells of endless source:
animal, plant, moneran, protist – and human -      
stem cell burger, anyone? 

Laboratory grown hamburger Internet

 

Friday, November 2, 2018

Zero Waste Management on the Campus - A Program Package

Zero Waste Management on the Campus 
- A Program Package

If we can implement proper waste management on school campuses, why can't we do the same on the street, at home and recently, in cemeteries (referring to All Saints Day or Undas 2018)? 

Dr Abe V Rotor
Lesson Update from defunct Paaralang Bayan sa Himpapawid (2008-2015 Phase 2 )with Ms Melly C Tenorio 738 DZRB AM, 8 to 9 evening class Mon to Fri

Program Framework

OBSERVATIONS
1. Littering in classrooms, along corridors and on campus grounds.
San Vicente Integrated School, Ilocos Sur
2. Occasional presence of vermin such as flies, cockroaches and rodents.
3. Untidy waste cans, blackboards, walls, floor and the like.
4. Non-compliance of waste segregation scheme, evidenced by mixed wastes in collecting bins.
5. Prohibition of eating inside classrooms not strictly complied with.
6. Canteen rules not strictly followed. Renovation of leftover receptacles needed.

OBJECTIVES
1. To maintain a clean, healthy and environment friendly campus.
2. To reduce incidence of pest and diseases on the campus.
3. To instill discipline among members of the community on waste management.
4. To re-echo discipline on waste management to the family and immediate community.
5. To minimize the cost of waste disposal and generate income from recycled materials

STRATEGIES
1. To include in classroom instruction modules pertaining to waste management.
2. To strengthen information campaign on anti-littering and proper waste disposal.3. To adopt an effective segregation scheme and promote orderliness through an “ID confiscation and seminar scheme.”
4. To coordinate with local government units and non-governmental and community organizations (NGOs and COOs) on matters pertaining to waste management.
5. To involve all members of the community to cooperate and strongly support in the effective implementation of the program. Student organizations will have to police their ranks, so to speak, while faculty and staff members shall directly supervise the strict implementation of the program.  
Module 1
Information Campaign
OBJECTIVE: To increase the level of awareness in the community on the importance of keeping the campus clean, healthy, orderly and environment friendly.

UST, Manila


RATIONALE: Following the lecture-demonstration on Zero Waste Management, there is need to have a follow up on the topic through actual implementation. Garbage is a concern of all - at home, in school, on the street, at the park and in the neighborhood and immediate community. Hence, our concern permeates through our own campus into our own homes and surroundings. It is important therefore to elevate awareness to a point of discipline that cleanliness is part of our daily lives and culture.

ACTIVITIES: Increased awareness can be attained, other than classroom instruction, by means of posters, memos, demonstrations or by direct reminders to offenders.
1. Classroom lecture and demonstration
2. Formal notices and memoranda
3. Continuing seminars on the subject
4. Special seminar on waste management for violators

EXPECTED OUTPUT: Increased level of awareness on CHOFE (clean, healthy, orderly and friendly environment) on the campus. Such level is sustained and re-echoed at home and in the community of each and every faculty, staff member and student.

TIMETABLE: Implementation: ASAP. Monitoring is continuous. Continuing seminars on waste management at least once a quarter by groups/area.

Module 2
Waste Segregation Scheme

OBJECTIVE: Promotion of strict waste segregation
RATIONALE: It has been observed that wastes are not being strictly separated in spite of the presence of collecting bins. In accordance with the classification prescribed by MMDA the scheme provides for specific bins for degradable (nabubulok), non-biodegradable (hindi nabubulok), recyclable such as bottles, cans and plastic cups, and a special bin for toxic materials such as laboratory effluent.

ACTIVITIES: First of all a review of waste classification is important. The following are recommended activities under this module.

1. Listing of different wastes generated by typical households and those often found in the school and classifying them accordingly.
2. Demonstration on segregation. If it is a laboratory class, test on the degradability of the material can be demonstrated in class. One method is accelerated composting and segregating those that did not go into decomposition.
3. For the degradable materials, stages of degradation should be explained, based on local and foreign models.
4. Likewise, for materials that are non-biodegradable, the explanation of their resistance to bio-chemical degradation should be explained. This is accompanied by alternative solutions which lead us to another module, that of recycling.
5. On-site hands-on experience is important, with the class participating in a “collection-segregation” exercise.

EXPECTED OUTCOME:

Wastes properly segregated accordingly and disposed into bins designated for the purpose. Such attitude is sustained to the level of discipline and as part of school campus culture.

Benito Soliven Institute, Sto. Domingo, Ilocos Sur

TIMETABLE: Immediate implementation and must be sustained.

Module 3
Waste Recycling

OBJECTIVE: To convert and/or recycle wastes and discarded materials into various uses and to generate income from the end products.

RATIONALE: There is a saying, “Waste is something we do not yet know of its use.” The challenge to us then is, “How do we use waste?” Or is it because of our wasteful living that generates a lot of waste? Definitely then, there must be a way to put back waste to something of value,

ACTIVITIES: Here the approach is more than the attendant information campaign on proper collection, segregation and disposal. It is utilizing the waste itself – but only through an appropriate process. This process may be in the form of

1. Composting, i.e. the conversion of organic compounds into elemental forms through bio-chemical process.
2. Re-use, which means that the material is not at all altered, but must undergo thorough cleaning before it is used again. Examples are bottles.
3. Re-cycling refers to a process of recovering, re-melting and re-molding of materials such as metals, fiber, paper, glass, rubber and plastics.
4. Repair, re-furnish and the like refer to putting back old things to look like new or to become functional, such as discarded table, chairs, playthings. It also includes creative conversion of materials into articles of art.
5. Extraction refers to deriving useful materials from wastes such as biogas, ores such as carbon, silica, and gold.

EXPECTED OUTCOME: generation of useful products from wastes: garden compost, segregated and packed paper (whole or shredded), reusable carton, bottles, wood etc.

TIMETABLE: Immediate implementation, continuing project, and by assignment with point person/group.

Module 4
Socio-Ethical and Aesthetic Aspects of Proper Waste Management

OBJECTIVE: To inculcate the social, ethical and aesthetic aspects of cleanliness and orderliness.

RATIONALE: As a gauge of personality, cleanliness and orderliness are basic to every individual. Sayings such as, “Cleanliness is next to godliness,” and “A starving dog at its master’s gate predicts the ruin of the state,” remind us of this fundamental tenet. Three aspects are the focus of this module, namely:

1. Keeping our relationship with others pleasant and lovable
2. Compliance with the norms of society and the dictate of our conscience as Christians
3. Pursuit of aesthetic beauty that emanates from a beautiful surrounding

ACTIVITIES: Three areas will be tapped in this module, namely:
1. Sociology, theology and other related social sciences
2. Humanities (Applied Aesthetic/Introduction to Arts)
3. Euthenics and Health care

Teachings: Human relations, ecological paradigm of salvation (an exploration on the nature of sin and salvation in relation with man’s assault on Nature), health care, personality development ion relation to current issues on waste management, pest and disease control, etc. On-campus projects, projects visitation, summer camp, institutional rural/marginal community service (part of CEP), are suggested activities in this module.

EXPECTED OUTCOME: Highly enlightened students socially, spiritually and aesthetically.

TIMETABLE: Classroom instruction and campus activities ASAP. Institutional community service on pilot basis.

SUPPORTING ACTIVITIES
1. Confiscation of ID of violators. Violator attends refresher seminar of waste management. (See attached Procedure)
2. Research on the new implementation of the zero waste management schemes shall be accredited as research output of the faculty member/s and/or students concerned.
3. Composting on campus is limited only to plant residues, and does not include food waste and the like, in order to prevent the spread of pest and diseases, obnoxious gas notwithstanding.
4. A review of the present composting method is important to determine its effectiveness. Low tech in composting shall be maintained as long as it is efficient.
5. Every teacher must see to it that at the start and end of his/her class the classroom is clean and in proper order.
6. There are occasions the presence of “authority” is needed, such as lunchtime, sundo time at the bus stop, and during special activities such as sports fest and fairs. Your presence is important.
7. Publication of articles and special issue on waste management in the school newspaper and other publications.
8. Participation in special occasions about the environment such as Earth Day, Environment Week, Health Week.
9. Reward system as applied to deserving students, organizations, staff and faculty for implementing the program.
10. Exchange program with the consortium and with members in the St. Paul school system.
------------------------
Date: 
MEMORANDUM
TO:       To All Concerned
     ·       Faculty Members, College and High School
·            Academic and Support Staff
FROM: The College Dean
             The High School Principal
             The Head, General Services
SUBJECT: Strict Implementation of Zero Waste Management on the Campus

Effective immediately everybody is enjoyed to strictly implement the rules and regulations in maintaining our campus clean, orderly and safe. Please read the attached Reference.

A. For faculty members, kindly indicate opposite your name the module/s you will include in your subject/s. (Please indicate the subject/s.) Please take note of Nos. 1 and 5 in the Supporting Activities.
B. For the members of the academic and support staff, please take note of the supporting activities (last page), particularly Nos. 1 and 6:

For strict compliance.
DEAN:
PRINCIPAL: 
HEAD, GENERAL  SERVICES
------------
ANNEX
Procedure in ID Confiscation of Violators of Zero Waste Management at SPCQ
What are the grounds of violation?
Students in college and high school who commit any of the following offenses while they are inside the campus:

1. Littering
2. Eating inside classrooms, library, AVR, and the like
3. Non-compliance on waste segregation in collecting bins
4. Violation of “self-service and clean-up” rules of the canteen
5. Other forms of violation under Republic Act 9003. “An act providing for an ecological solid waste management program, creating the necessary institutional mechanisms and incentives, declaring certain acts prohibited and providing penalties…”

Who can confiscate the ID of students?
Any faculty member, academic and administrative staff member, security personnel. The confiscating officer shall report the matter to the dean or principal, as may be the case, and surrender the ID of the violator.

What is the penalty of the violator?
The violator shall be summoned and given a refresher lecture on proper waste management. The confiscated ID shall be returned on the same day with the condition that the offender shall attend the lecture on a scheduled time. On second or subsequent violation, the parent of the student concerned shall be informed of the matter.

Who will conduct the refresher lecture?
Any designated member of the committee on waste management shall conduct the lecture for violators either individually or as a group.

Who will monitor and coordinate this activity?
The Office of the college dean and the high school principal in cooperation with the head of General Services..~

* Patterned after Zero Waste Management  at St Paul University QC with author's participation.