Perception of the Selected Students of St. Anne College Lucena Incorporated on Comprehensive Dangerous Drug Act of 2002 (R.A. 9165)

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CHAPTER 1
The problem and its background
Introduction
Understanding how drugs act upon the human, mind and body is a critical component to the resolution of issues concerning drugs abuse and understanding of basic pharmacology is requisite for informed discussion on practically of every drug related issue and controversy one does not have to look far to find misinformed debate, much of which surrounds the basic lack of knowledge of how drug works.

With the assistance of board, the secretary of the department of education (DEPED), the chairman of the commission on higher education (CHED) and the director-General of the technical education and skills development authority (TESDA) shall cause the development , publication and distribution of information and support educational materials on dangerous drugs to the students, faculty, parents and the community. (Art. IV, Sec.45 of R.A 9165). The objective of this study is to acknowledge and enlighten the student on the drug preventive programs materials and publications as they perceived on the school of St. Anne College Lucena Incorporated as written in the Comprehensive Dangerous Drug Act of 2002 (R.A. 9165) St. Anne College Lucena, Inc. (SACLI), formerly St. Anne School of Medical Science’s non-stock, non-profit and non-sectarian educational institution founded in March 1986. The school, then headed by Dr. Elvira A. Andaman, was first housed at the third floor of St. Anne General Hospital (formerly Andaman General Hospital) and initially offered the graduate degree in midwifery. Realizing the need for a bigger and more conducive venue for students, the school transferred to its present site, located at Diversion Road in Barangay Gulang-Gulang, Lucena City. While the course Bachelor of Science in nursing was first offered in June 1990. On September 6, 1993 the administration decided to change the name of the school to St. Anne College, Inc. Eventually, SACLI began to offer non-paramedical courses which include bachelor of science in hotel and restaurant management (HRM), bachelor of science in physical therapy, and bachelor of arts psychology. Non-degree programs accredited by the Technical Education and Skills Development Authority (TESDA) such as food technology, and nursing aide were also offered. In year 2000, the Bachelor of Science in business administration, bachelor in secondary education and bachelor in elementary education courses were offered. It was in 2002 when SACLI opened in “Kiddie Course” (Kindergarten) for pre-school children. The following year, SACLI opened its elementary and high school programs, while a program in Caregiving was introduced in the College level. From 2005 onwards, SACLI offered degree programs in Criminology, Tourism Management, Culinary Arts, Information Technology, Accountancy, Entrepreneurship, and Communication. It also offered course in Bio-medical equipment technology and medical transcription. Next to the home, the school is the child’s next impressive world. Here, the child moves about in a bigger social environment predominantly made up of his peers and teachers. As part of the boarder social process for behavior influence, it is said that the school is an extension of the home having the strategic position to control crime and delinquency. It exercises authority over every child is a consistent. The teachers are considered second parents having the responsibility to mold the child to become productive member of the community by devoting energies to study the child behavior using all available scientific means and devices in an attempt to provide each child the kind amount of education they need. The school takes the responsibility of preventing the feeling of insecurity and rejection of the child which can contribute directly to maladjustment and to criminality by setting up objectives of developing the child into a well-integrated and useful, law abiding citizens. The school has also the role of working closely with the...
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