Week 1

Module 1
Basic Orientation on National Service Training Program

This module aims to orient the students on the framework, historical, legal,
underpinnings and imperatives of the National Service Training Program (NSTP) within
the Milieu of academic requirement. It also presents the WU-P NSTP course, syllabus,
methodologies, and class schedules.

I. Module Title: Basic Orientation on National Service Training Program

II. Objectives
A. To a client the students on the historical context, conceptual framework,
and legal underpinnings of the National Service Training Program
B. To present the NSTP course syllabus, methodologies ang class schedules
of NSTP
C. To discuss and analyze the noble goals and imperatives of the NSTP in
Nation Building

III. Content

A. Topics
Republic Act No. 1963 or national Training Program Act of 2011
Implementing Rules and Regulations (IIR) of NSTP Act of 2001
B. References
Republic Act No. 9163 or National Service Training Program Act of 2001
implementing Rules and regulations (IIR) of NSTP Act of 2001
NSTP Modules

Materials Needed
Transparencies Crayons
Over Head Projector (OHP) Pentel pens
Pictures/Editorial Cartoons Manila Papers/cartolina

IV. Procedures

A. Activity
The facilitator starts the session with an opening prayer to be led by
the students
The Facilitator shows a set of pictures or editorial cartoons depicting
the conditions of depressed communities or problems of public
schools. S/he will ask the following questions:

 What are shown in the pictures?

 What are the issue involved?
 As a students, how would you relate to the pictures above?

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B. Analysis
The facilitator provides a brief analysis of the students responses from
the picture analysis and relates them to the NSTP program.

C. Abstraction
The facilitator will divide the students into 5 groups. Each group shall
be assigned a topic to discuss based from the implementing rules and
regulations of NSTP.
 Group 1-Rule 1: Guiding Principles
Rule 2: Definition of Terms
 Group 2-Rule 3:Program Implementation
Section 4-6
 Group3-Rule 3:Program Implementation
Section 7-8
 Group 4-Rule 4: Free Incentives
 Group 5-Rule 5: organization of NSTP Graduates
Rule 6-Transitory Provisions

The Facilitator will make it sure that every group has its
assigned group facilitator and reporter. Representative and
Reporter of each group will present the topic will present the
topics to the bigger group.

D. Application
The Facilitator will ask the students to draw a picture of themselves as
NSTP student-volunteers doing civic welfare programs in various
communities or schools.
Below the picture or at the back of the picture, they will briefly explain
their drawings.

Facilitator will just ask few students to share their drawings online.

E. Evaluator
The Facilitator ask one two participants to express their feeling with the
NSTP program that they will about to undertake.

The Facilitator finally gives a synthesis of the entire session

highlighting the mnajor points of the discussion session.

As a final word, the F will flash a poem/quotation on the volunteerism.

V aluable is the work you do

O outstanding is how you always come true
L oyal,sincere and full of the good cheer
U ntiring in your efforts throughout the year
N otable are the contributions you make.
T rushworthy in every project you take
E ager to reach your every goal
E ffective on the way you fulfill your role

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 R eady with a smile like a shinning star
S pecial and wonderful that’s what you are.

-unknown

Readings:
“A candle loses nothing of it’s light when lighting another.”
-Khalil Gibran

1. What is the legal basis of the National Service Training Program (NSTP)?

The National Service Training Program (NSTP) Law or RA 9163 also known as
―An Act Establishing the National Service Training Program (NSTP) for tertiary
level students, amending for the purpose Republic Act No. 7077 and Presidential
Decree No. 1706, and for other purposes.‖ was enacted last January 2002 to
amend the Expanded ROTC. This program aimed to enhance civic consciousness
and defense preparedness in the youth by developing the ethics of service and
patriotism while undergoing training in any of its three (3) program components,
specifically designed to enhance the youth‘s active contribution to the general
welfare.

1. What are the components of the NSTP?

Reserve Officer’s Training Corps [ROTC] - refers to the program component,

institutionalized under Section 38 and 39 of Republic Act No. 7077,
designed to provide military training to motivate, train organize and mobilize
them for national defense preparedness.
Civic Welfare Training Service [CWTS] - refers to the program component or
activities contributory to the general welfare and the betterment of life for
the members of the community or the enhancement of its facilities,
especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and moral of the citizenry and other
social welfare services.
Literacy Training Service [LTS] - refers to the program component designed to
train the students to teach literacy and numeracy skills to school children,
out-of-school youth and other segments of society in need of their services.

2. Who are covered by the NSTP Law?

A. All incoming freshmen students, male, female, starting the school year,
enrolled in any baccalaureate and in at least two (2) year technical-
vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement;

All higher and technical-vocational education institutions must at least offer one
(1) of the NSTP components.
State universities and colleges (SUC‘s) and Higher Education Schools, shall
offer the ROTC component and at least one (1) other NSTP component.
The Philippine Military Academy (PMA), Philippine Merchant Marine Academy
(PMMA), Philippine National Police Academy (PNPA), and other SUC‘s
of similar nature, in view of the special character of these institutions,
are exempted from the NSTP.

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 Private higher education and technical-vocational education institutions with at
least 350 student cadets may offer the ROTC component and
consequently establish / maintain a Department Of Military Science and
Tactics (DMST), subject to the existing rules and regulations of the
Armed Forces of the Philippines (AFP).

2. What is the duration and equivalent course unit of each of the NSTP
Component?

Each of the NSTP components shall be undertaken for an academic period of two
(2) semesters for 54 to 90 training hours per semester. It shall be credited for
three (3) units per semester.

3. Who are covered by the suspension of the ROTC requirement?

The completion of ROTC training as a requisite for graduation is set aside for
students who have completed all their academic requirements for their respective
courses as certified by the school on or before the effectivity of the NSTP Act of
2001, which is March 23, 2002. The concerned students may apply for graduation
in their respective schools.

4. What happens to male students who are currently enrolled and have not
taken nor completed the ROTC requirements for graduation?

Male students who are not covered by Section 12 of this Rule and are currently
enrolled but have not taken any of the Military Service (MS), Civic Welfare Service
(CWS) or Law Enforcement Service (LES) shall be covered by the NSTP Law.
Male students who have completed two semesters of the Expanded ROTC (E-
ROTC) / National Service Program (NSP) are deemed to have complied with the
NSTP requirement.

Male students who are not covered by Section 12 of these Rules and have
taken only one (1) semester of Basic ROTC or E-ROTC/NSP shall take
any of the NSTP components to qualify for graduation.

Students who want to qualify for enlistment in the Reserve Force or attend the
advance ROTC program shall undertake a special program for this
purpose.

5. How are Clustering and Cross-Enrollment done?

Clustering of students from different education institutions during semestral or

summer periods may be done for any of the NSTP component, taking
into account logistics, branch of service and geographical locations. The
host school shall be responsible in managing the Program.
Schools that do not meet the required number of students to maintain the
optional ROTC and any of the NSTP components, or do not offer the
component chosen by the student shall allow their students to cross-
enroll in other schools irrespective of whether such school is under
CHED or TESDA; and in the case the students taking the ROTC
component irrespective of whether the two semesters shall be taken
from different schools whose ROTC is managed by different branches
of service of the Armed forces of the Philippines(AFP).

6. What is NSTP-One Summer Program (NSTP-OSP)?

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NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, especially Section
6 and jointly devised, formulated and adopted by DND, CHED and TESDA.

NSTP-OSP is established for the three (3) components: ROTC, CWTS and LTS.
This is intended for graduating students in baccalaureate or at least two-year
technical-vocational or associate courses, who have yet to comply with the NSTP
as a requirement for graduation, as well as for students, thus allow them to
concentrate on the academic subjects and other co-curricular concerns.

7. What is the National Service Reserve Corps (NSRC)?

NSRC is created under Section 11 of RA 9163 or the NSTP Act of 2001,

composed of graduates of the non-ROTC components: the CWTS and LTS.
Members of this Corps maybe tapped by the State for literacy and civic welfare
activities, through the joint efforts of DND, CHED, and TESDA.

R.A. 9163: NSTP LAW of 2001

Congress of the Philippines

Twelfth Congress

REPUBLIC ACT NO. 9163January 23, 2002

AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING

PROGRAM (NSTP) FOR TERTIARY LEVEL STUDENTS, AMENDING FOR THE

PURPOSE REPUBLIC ACT NO. 7077 AND PRESIDENTIAL DECREE NO. 1706,
AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the

Philippines in Congress assembled:

Section 1. Short Title - This Act shall be known as the "National Service Training
Program (NSTP) Act of 2001".

Section 2. Declaration of Policy - It is hereby affirmed the prime duty of the

government to serve and protect its citizens. In turn, it shall be the responsibility of
all citizens to defend the security of the State and in fulfilment thereof, the
government may require each citizen to render personal, military or civil service.

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Recognizing the youth's vital role in nation-building, the State shall promote civic
consciousness among the youth and shall develop their physical, moral, spiritual,
intellectual and social well-being. It shall inculcate in the youth patriotism,
nationalism, and advance their involvement in public and civic affairs.

In pursuit of these goals, the youth, the most valuable resource of the nation, shall
be motivated, trained, organized and mobilized in military training, literacy, civic
welfare and other similar endeavors in the service of the nation.

Section 3. Definition of Terms - For purposes of this Act, the following are hereby
defined as follows:

1. "National Service Training Program (NSTP)" is a program aimed at

enhancing civic consciousness and defense preparedness in the youth by
developing the ethics of service and patriotism while undergoing training in any of
its three (3) program components. Its various components are specially designed
to enhance the youth's active contribution to the general welfare.

2. "Reserve Officers' Training Corps (ROTC)" is a program institutionalized

under Sections 38 and 39 of Republic Act No. 7077 designed to provide military
training to tertiary level.

students in order to motivate, train, organize and mobilize them for national
defense preparedness.

2. "Literacy Training Service" is a program designed to train students to

become teachers of literacy and numeracy skills to school children, out of school
youth, and other segments of society in need of their service.

3. "Civic Welfare Training Service" refers to programs or activities contributory

to the general welfare and the betterment of life for the members of the community
or the enhancement of its facilities, especially those devoted to improving health,
education, environment, entrepreneurship, safety, recreation and morals of the
citizenry.

4. "Program component" shall refer to the service components of the NSTP as

enumerated in Section 4 of this Act.

Section 4. Establishment of the National Service Training Program.

There is hereby established a National Service Training Program, which shall form
part of the curricula of all baccalaureate degree courses and of at least two (2)-
year technical vocational courses and is a requisite for graduation, consisting of
the following service components:

4. The Reserve Officers' Training Corps (ROTC), which is hereby made option
and voluntary upon the effectivity of this Act;

5. The Literacy Training Service; and

6. The Civic Welfare Training Service

The ROTC under the NSTP shall instil patriotism, moral virtues, respect for rights
of civilians, and adherence to the Constitution, among others. Citizenship training
shall be given emphasis in all three (3) program components.

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The Commission on Higher Education (CHED) and Technical Education and Skills
Development Authority (TESDA), in consultation with the Department of National
Defense (DND), Philippine Association of State Universities and Colleges
(PASUC), Coordinating Council of Private Educational Associations of the
Philippines (COCOPEA) and other concerned government agencies, may design
and implement such other program components as may be necessary in
consonance with the provisions of this Act.

Section 5. Coverage - Students, male and female, of any baccalaureate degree

course or at least two (2)-year technical vocational courses in public and private
educational institutions shall be required to complete one (1) of the NSTP
components as requisite for graduation.

Section 6. Duration and Equivalent Course Unit - Each of the aforementioned

NSTP program components shall be undertaken for an academic period of two (2)
semesters.

In lieu of the two (2) semester program for any of the components of the NSTP, a
one (1)-summer program may be designed, formulated and adopted by the DND,
CHED, and TESDA.

Section 7. NSTP Offering in Higher and Technical-Vocational Educational

Institutions - All higher and technical-vocational institutions, public and private,
must offer at least one of the program components; Provided, that State
universities and colleges shall offer the ROTC component and at least one other
component as provided herein; Provided, further, that private higher and technical-
vocational education institutions may also offer the ROTC if they have at least
three hundred and fifty (350) cadet students.

In offering the NSTP whether during the semestral or summer periods, clustering
of affected students from different educational institutions may be done, taking into
account logistics,
branch of service and geographical considerations. Schools that do not meet the
required number of students to maintain the optional ROTC and any of the NSTP
components shall allow their students to cross-enrol to other schools irrespective
of whether or not the NSTP components in said schools are being administered by
the same or another branch of service in the Armed Forces of the Philippines
(AFP), CHED and TESDA to which schools are identified.

Section 8. Fees and Incentives - Higher and technical vocational institutions shall
not collect any fee for any of the NSTP components except basic tuition fees,
which shall not be more than fifty percent (50%) of what is currently charged by
schools per unit.

In the case of ROTC, the DND shall formulate and adopt a program of assistance
and/or incentive to those students who will take the said component.

The school authorities concerned, CHED and TESDA shall ensure that group
insurance for health and accident shall be provided for students enrolled in any of
the NSTP components.

Section 9. Scholarships - There is hereby created a Special Scholarship Program

for qualified students taking the NSTP which shall be administered by the CHED
and TESDA. Funds for this purpose shall be included in the annual regular
appropriations of the CHED and TESDA.

Section 10. Management of the NSTP Components - The school authorities shall
exercise academic and administrative supervision over the design, formulation,

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adoption and implementation of the different NSTP components in their respective
schools; Provided, That in case a CHED- or TESDA-accredited non government
organization (NGO) has been contracted to formulate and administer a training
module for any of the NSTP components, such academic and administrative
supervision shall be exercised jointly with that accredited NGO; Provided, further,
That such training module shall be accredited by the CHED and TESDA.

The CHED and TESDA regional offices shall oversee and monitor the
implementation of the NSTP under their jurisdiction to determine if the trainings
are being conducted in consonance with the objectives of this Act. Periodic reports
shall be submitted to the CHED, TESDA and DND in this regard.

Section 11. Creation of the National Service Reserve Corps - There is hereby
created a National Service Reserve Corps, to be composed of the graduates of
the non-ROTC components. Members of this Corps may be tapped by the State
for literacy and civic welfare activities through the joint effort of the DND, CHED
and TESDA.

Graduates of the ROTC shall form part of the Citizens' Armed Force, pursuant to
Republic Act No. 7077.

Section 12. Implementing Rules. - The DND, CHED and TESDA shall have the
joint responsibility for the adoption of the implementing rules of this Act within sixty
(60) days from the approval of this Act.

These three (3) agencies shall consult with other concerned government
agencies, the PASUC and COCOPEA, NGOs and recognized student
organizations in drafting the implementing rules.

The implementing rules shall include the guideline for the adoption of the
appropriate curriculum for each of the NSTP components as well as for the
accreditation of the same.

Section 13. Transitory Provisions - Students who have yet to complete the Basic ROTC,
except those falling under Section 14 of this Act, may either continue in the program
component they are currently enrolled or shift to any of the other program components
of their choice; Provided, that in case he shifts to another program component, the
Basic ROTC course he has completed shall be counted for the purpose of completing
the NSTP requirement; Provided, further, that once he has shifted to another program
component, he shall complete the NSTP in component.

Section 14. Suspension of ROTC Requirement - The completion of ROTC training

as a requisite for graduation is hereby set aside for those students who despite
completing all their academic units as of the effectivity of this Act have not been
allowed to graduate.

Section 15. Separability Clause - If any section or provision of this Act shall be
declared unconstitutional or invalid, the other sections or provisions not affected
thereby shall remain in full force and effect.

Section 16. Amendatory Clause - Section 35 of Commonwealth Act No. 1,

Executive Order No.207 of 1939, Sections 2 and 3 of Presidential Decree No.
1706, and Sections 38 and 39 or Republic Act No. 7077, as well as all laws,
decrees, orders, rules and regulations and other issuances inconsistent with the
provisions of this Act are hereby deemed amended and modified accordingly.

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Section 17. Effectivity - This Act shall take effect fifteen (15) days after its
publication in two (2) newspapers of national circulation, but the implementation of
this Act shall commence in the school year of 2002-2003.

Approved,

(Sgd) (Sgd)
FRANKLIN M. DRILON JOSE DE VENECIA, JR.
President of the Senate Speaker of the House of Representatives

This Act which is a consolidation of H.B. No. 3593 and S.B. No. 1824 was finally
passed by the House of Representatives and the Senate on December 19, 2001.

(Sgd) (Sgd)
OSCAR G. YABES ROBERTO P. NAZARENO
Secretary of the Senate Secretary General, House of Representatives

Approved: January 23, 2002

(Sgd)
GLORIA MACAPAGAL-ARROYO
President of the Philippippines

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1. What is NSTP?
___________________________________________________________________________
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2. Give the 3 components of NSTP and explain each component.

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3. What is NSRC?

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4. RA 1963 means
___________________________________________________________________________
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5. Are you in favor in the approval of RA 1963?why?

________________________________________________________________
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Week 3, 4 &5

MODULE 2
GOOD CITIZENSHIP VALUES

Objectives

Discuss the good citizenship values.

Identify some basic Filipino values.
Cite situations which Filipino values are depicted.

Relevance to the Society/ Oneself

Below are pictures from different activities which both government and non-government
organizations are engaging for the welfare of the people.

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1. What do you observe in the photos above?

___________________________________________________________________
__________________________________________________________________
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2. How do you feel as you look at the photos? Why do you say so?
___________________________________________________________________
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3. How are the volunteers in the photos show citizenship?

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4. If you were in the position of the volunteers in the photos, would you do the same?
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5. After a very keen observation of the photos above, why do you think good citizenship
values must be taught to students?
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________

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Processing Feedback

The Preamble of the Philippine Constitution

We, the sovereign Filipino people,

imploring the aid of Almighty God,
in order to build a just and humane society
and establish a government
that shall embody our ideals and aspirations,
promote the common good, conserve and develop our patrimony, and secure to ourselves our
posterity the blessing of independence and democracy under the rule of law and a regime of
truth, justice, freedom, love, equality, and peace do ordain and promulgate this Constitution.

We are citizens of the Republic of the Philippines. Our values as Filipinos define our
identity as a people so we must strictly impose these values on ourselves – regardless of age,
status or religion. We must see to it, that we as Filipino people observe these values in all our
actions, at all times, in all circumstances. Embodying these values will not always be a piece of
cake but, will bring great rewards for us and our country in the near future.

Good citizenship engenders love of country making the seemingly gargantuan task of
building the nation easier. Through good citizenship, even the poor, the young and the old can
contribute to nation-building.

Good citizenship likewise strengthens unity. As Filipinos, we have our shared values
which can be a strong force to unite us as a people despite our differences.

Our nation is oftentimes in crisis. And at these times, people are suffering. By being
good citizens we will not be part of the problem; we will be part of the solution.

NSTP, as citizenship training, focuses on translating the good citizenship values as

reflected in the Preamble of the 1987 Philippine Constitution into concrete actions in building a
better Philippines.

This module shall put emphasis on (16) basic Filipino Values as embodied in the
aforementioned Preamble.

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The Maka-Diyos Cluster

1. Faith in the Almighty God – Agood

Filipino obeys God and lives
according to His teachings.

One of the identified

strengths of the Filipino is their faith in God. In one way or another, Filipinos have a
basic concept of a Supreme Being who to them always gives a beacon of hope no
matter how bleak the current situation may be. This makes them resilient, driven by
great hope stemming from their faith in Someone whom they believe has the power to
deliver them from even the most miserable situation.

This is quite evident in the Filipinos’ response during the onslaught of disasters.
From disasters brought about by natural phenomenon such as earthquakes and storms
to manmade ones like the tragic garbage landslide in Payatas, the Filipino always
bounces back as if the disasters and tragedies did not happen.

It is also this trait that brings conviction to a Filipino not to do anything bad, for
the same Supreme Being who watches over them will be the same eyes who shall judge
them should they engage in wrongdoing.

2. Respect for Life – A good Filipino recognizes the absolute value of human life and
thehuman dignity of every person including himself.

Being pro-life doesn’t just mean not engaging in abortion nor being in favor of it.
Being pro-life includes valuing other people – how they feel, what could harm their
physical, mental, moral and spiritual well-being. Among the practices that show respect
to others and their dignity as a person are not smoking in public, not throwing litter which
will cause accidents or put their health in peril, not saying words that hurt people and
scar them for life.

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Most importantly, being pro-life means valuing oneself and seeing oneself as a
person of great worth and value. When one respects his/her life he/she takes good care
of her hygiene, is mindful of the things that he/she says about himself/herself, is careful
not to do things that will harm her moral, spiritual, physical and social well-being, nor
does he/she allow other people to damage them as well.
.
3. Order – A good Filipino values orderliness.

Valuing order means respecting laws, procedures. By following these sets of

laws and/or procedure in the home, school and the community as a whole, he/she
respects the human rights of others and invites excellence in everything he /she does.

Setting things in order could range from maintaining cleanliness in the home, to
coming to school on time, to falling in line, to following traffic rules and regulations.

4. Work – A good Filipino values diligence and excellence in everything he/she does.
Heearns an honest living and does not engage in crime and corruption. He goes to
school on time, does his homework and participates in school activities. He does his
best in everything and is not contented with the mediocre.

As a worker, Filipinos are versatile, hardworking and creative.

In practically every nation of the world, Filipinos are fast becoming valued
business partners and treasured workers. This could be attributed to the Filipinos’
inherent diligence, coupled with authentic concern, and peppered with another good
Filipino trait – his sense of humor.

Filipinos don’t mind taking on any kind of work and are great salesmen and
negotiators. Not to be taken negatively, the Filipino could make great sales pitches. He’s
good in selling ideas. From the ordinary man on the street selling rags, to the
businessman in his Makati office trying to close a deal.

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The Filipinos are likewise very creative. He’s the only one who could sell
practically all parts of a chicken and name them creatively as well – a helmet for
chicken’s head; adidas for chicken feet, and betamax (after its shape) for chicken’s
blood to name a few.

He could almost always find something to laugh about even in the harshest work
conditions.

5. Concern for the Family and Future Generations – A good Filipino looks after
thewelfare of his/her family and the future generation. He/she helps in household chores,
has a loving relationship with all the members of his/her family, is kind and considerate
to them, and shows a good example to the younger members.

As the basic unit of society, the family is the child’s first glimpse of community, hence
it is important that children are shown good examples in their respective homes early in
life. Whatever is learned from the family has big implications in how he/she’s going to
treat other people in his/her community.

Among the good practices that a family could adopt is open communication. A child
raised in a family which has maintained open communication is most unlikely to turn to
harmful influences for solutions to problem or for affirmation.

The Maka-Tao Cluster

1. Love – A good Filipino looks after the good and welfare

ofhis/her fellow human beings.

Love should always be the driving force when we want to

achieve or do something. This does not refer to romantic love
alone. As a leader, family member or a member of the society, we
can exercise the value of love. A heart motivated by love will

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always look after other people’s welfare. He/she is kind and compassionate, forgives
offenses and is not vengeful. His/her heart is sacrificial and is always willing to extend
help to the less fortunate.

A person filled with love will always see the goodness in every person. This does
not mean however that he/she will allow other people to look down upon her/him or
trample on his/her rights like a doormat. Instead, speaking the truth in love, she/he
gently instructs the erring person on the things that he/she is doing wrong.

If the wrongdoing involves violation of the law, he/she does not tolerate or cover
up the wrongdoing but submits the matter to the proper authorities. He/she remains
supportive until the person has corrected his/her erroneous ways.

2. Freedom – A good Filipino asserts his/her right especially if it

means being able to dothe right thing.

He/she respects the freedom of others; doesn’t impose his/her will on others;
exercises his freedom responsibly so that he/she will do no harm to anyone; does not
use coercion or intimidation to make others do what he/she wants them to do or what
he/she wants them to be.

3. Peace – A good Filipino lives and works in harmony with

his/her fellow human beings.

He/she avoids violence as a way of settling disputes and looks for ways to
resolve conflict in a peaceful way. He/she maintains a harmonious relationship with
others, at home, at work, in the community; and helps clear out misunderstanding
among friends and family members.

A peace-loving Filipino stops conflict whenever and wherever he/she can. This
includes not passing gossip and unkind words around for the sake of socialization.
He/she understands that words and news blown out of proportion destroys friendships
and harmonious relationships and could ruin a person for life. When you are not part of
the problem nor part of the solution, even if the news is true – it is categorized as gossip.

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One’s upbringing or the shortcomings of the community one lives in shouldn’t be

the gauging mechanism why one would observe peace. A peaceful person does not rely
on the absence of chaos to exercise peace.

In the movie Magnifico, a supposedly simpleminded ordinary boy served as an

agent of peace. In the seemingly complicated world of adults looking after their own
interests or busy solving conflicts or fighting their own battles, Magnifico showed love,
compassion and selflessness. In the end, his example became a catalyst of peace and
love in his family and the community he lives in. He showed them that in a world where
everyone is practically shouting, all it takes is a gentle, selfless voice to get everyone to
listen.

4. Truth – A good Filipino stands up for the truth and avoids

intrigue and mudslinging andvalues integrity in his/her life,
family, work and country.

He/she observes proper pricing of goods and does not patronize nor is he/she a cohort
in fixing or bribing in business transactions. He/she admits his/her mistakes and does
something to correct his/her fault.

5. Justice – A good Filipino gives everyone their due even if it is

difficult. He does not oppress or take advantage of anyone.
He/she is fair in all his/her dealings especially with the poor and
powerless, not getting more than what is rightfully his/hers.

The Maka-Bayan Cluster

1. Unity – A good Filipino works with

andcooperates with others.

Unity doesn’t mean a group of people should

act the same nor should they sport the same
hairstyle and wear the same clothing. Just
imagine how chaotic it would be if everyone

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wants and does the same thing.

Unity means synergizing the different talents and skills for the success of an
endeavor.

A good team player does not promote intrigue, dissension and mistrust. He/she
helps others in the family, school, and community grow and is genuinely happy for the
achievements of the members of his team even if that means the spotlight is not on
him/her.

2. Equality – A good Filipino treats others as brothers and sisters being children of
oneGod and one nation.

He/she does not give preferential treatment to the rich and the powerful; treats
everyone with respect regardless of status or position; and does not take advantage of
anyone because they are poor, ignorant or powerless.

3. Respect for the Law and Government – A good Filipino obeys the laws of the land
andsupports government programs.

From simply no vandalism, to following traffic rules; to reporting lawbreakers, to

promoting stability of the nation, a good Filipino submits to the laws of his nation and will
not engage in anything that will threaten his/her Country.

4. Patriotism – A good Filipino places high regard for his/her country.

He considers what is good for the Country in his/her words and actions. This
includes patronage of native products and promotion of his/her country.

He/she is mindful not to do that would give his/her country a bad image. He/she
takes extra care not to say anything that would malign the reputation of his/her country.
Statements like “ganito talaga sa Pilipinas, hindi na magbabago” or “huwag kayong

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pupunta sa Pilipinas kung ayaw nyong manakawan” are sweeping derogatorystatements

that malign our country and us Filipinos as well.

Being patriotic includes choosing wisely whom to vote during elections. A good
Filipino does not sell his/her rights or dignity as a person but instead entrusts the
Country’s welfare to the hands of someone whom he/she knows has the capacity to
really govern well.

Knowing one’s national emblems like the Philippine National Anthem and the
Pledge of Allegiance to the Filipino Flag is also an act of patriotism. Below are the lyrics
of the Philippine National Anthem and the words of the Pledge of Allegiance to the
Filipino Flag.

Lupang Hinirang

Bayang magiliw, perlas ng silanganan

Alab ng puso, sa dibdib mo’y buhay
Lupang hinirang, duyan ka ng magiting
Sa manlulupig, di ka pasisiil
Sa dagat at bundok, sa simoy at sa lngit mong bughaw
May dilag ang tula at awit sa paglayang minamahal
Ang kislap ng watawat mo’y tagumpay na nagniningning
Ang bituin at araw nya, kalian pa ma’y di magdidilim
Lupa ng araw ng luwalhati’t pagsinta
Buhay ay langit sa piling mo
Aming ligaya, na pag may mang-aapi
Ang mamatay ng dahil sa yo

Panunumpa ng Katapatan sa Watawat ng Pilipinas

Ako ay Pilipino, buong katapatang

nanunumpa sa watawat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, katarungan at kalayaan
Na pinakikilos ng sambayanang maka-Diyos,
makakalikasan at maka-bansa

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5. Promotion of the Common Good – A good Filipino puts the welfare of the
greaternumber of people over his/her own.

A good Filipino is not greedy and selfish; instead, he/she considers the welfare of
others in everything he/she does. Good examples of this are businessmen who don’t
mind foregoing the potential of earning a sizable income from a development plan if it
means endangering nature and people’s health.

He/she helps the less fortunate and goes out of his/her way to engage in
activities that will benefit his/her fellow human beings especially in the area of poverty
alleviation.

The Maka-Kalikasan Cluster

Concern for the Environment –

Agood Filipino conserves natural
resources such as water, land and
air. He/she gets involved in efforts
contributory to the welfare of the environment such as planting trees and implementing
proper waste segregation. He/she keeps his/her surroundings clean, and does not throw
garbage in canals and waterways.

Let us process the information discussed by answering the following questions.

1. What do you observe in the lesson Good Citizenship Values? Why do you say so?
___________________________________________________________________
_________________________________________________________________

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2. Enumerate the four clusters of the basic Filipino values.

___________________________________________________________________
_________________________________________________________________

3. Enumerate the 16 basic Filipino values presented in this module.

___________________________________________________________________
_________________________________________________________________

4. How do you show your faith in the Almighty God? According to the discussion of
Maka-Diyos in this module, what is the first step that you should do to show faith in
the Almighty God?
___________________________________________________________________
__________________________________________________________________

5. Prophet Jeremiah said ‘This is what the Almighty says: “when seventy years are
completed for Babylon, I will come to you and fulfill my gracious promise to bring you
back to this place. For I know the plans I have for you,” declares the Almighty God,
“plans to prosper you and not to harm you, plans to give you hope and a future. Then
you will come upon me and come and pray to me, and I will listen to you.”’ Using the
prophecy of the Prophet Jeremiah, how do you find your present and future with the
AlmightyGod?
___________________________________________________________________
__________________________________________________________________

6. How can you show your respect for life?

___________________________________________________________________
_________________________________________________________________

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7. Read the parable of the Prodigal Son. How do you feel after having read this story?
Which instance/s in this story value/ respect for life depicted?

___________________________________________________________________
__________________________________________________________________

8. Have you ever been in love? Do you feel you are loved?
___________________________________________________________________
__________________________________________________________________

9. What is your standard of love?

___________________________________________________________________
__________________________________________________________________

10. The Golden Rule says [Do unto others what you want others do unto you.] What do
you think is the standard of love if we consider this rule?
___________________________________________________________________
__________________________________________________________________

11. What is the importance of the environment in the development of the society? Why
do you say so?
___________________________________________________________________
__________________________________________________________________

12. How do you show concern for the environment?

___________________________________________________________________
_________________________________________________________________

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Class Dynamics

I. Cut and Paste Activity

Directions: Look for a partner. Using the magazines at hand cut phrases or sentences
seems appealing to you from the pages of the magazines. Using your cut-outs,
compose a poem or a song that shows the value of Maka-Kalikasan.

II. Dance Interpretation

Directions: Be a part of a ten-member group. Interpret a dance or mount a play that will
illustrate any of the sixteen Filipino values.

Generalization

Can you restate the objectives we have set? Have we achieved our goals? Why do
you say so?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Rubric

ACTIVITIES 4 3 2 1
All Questions All and nearly all Nearly all questions Almost all questions
leading to the Questions leading to the leading to the
relevance to the leading to the relevance to the relevance to the
society or oneself relevance to the society or oneself society or oneself
were answered society or oneself were answered. were not answered.
Relevance to
clearly; all are were answered Acceptable
the Society or
justifiable. clearly; some grammatical and
Oneself Grammar and were justifiable. mechanical errors.
mechanics were Grammar and
observed properly. mechanics found
to have minimal
errors.
Processing All Questions All and nearly all Nearly all were Almost all questions
Feedback were answered were answered answered. were not answered.

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clearly; all are clearly; some Acceptable

justifiable/ correct. were justifiable/ grammatical and
Grammar and correct. mechanical errors.
mechanics were Grammar and
observed properly. mechanics found
to have minimal
errors.
The cut and paste The cut and The cut and paste The cut and paste
output shows an paste output output shows an output and dance
explicit relevance shows an explicit implicit relevance to interpretation is
to the value Maka- relevance to the the value Maka- unacceptable.
kalikasan. It is value Maka- kalikasan. It is
organized and kalikasan. It is somehow organized
creative. somehow and creative.
Class
The dance organized and The dance
Dynamics Interpretation creative. interpretation
illustrates any of The dance illustrates any of the
the Filipino values, interpretation Filipino values and
observed the illustrates any of less creative.
specified time the Filipino
frame and values and
creative. creative.
All questions were All and nearly all Nearly all questions Almost all questions
answered clearly; questions were were answered. leading to the
all are justifiable. answered; some Acceptable relevance to the
Grammar and justifiable. grammatical and society or oneself
Generalization mechanics were Grammar and mechanical errors. were not answered.
observed properly. mechanics found
to have minimal
errors.
Overall Score

Adapted from Rosales, Ma. Junithesmer D. and Milagrina A. Gomez. Field Study 1 Manual: The Learner’s Development and
Environment. Philippines: Allen Adrian Books, 2011.

Works Cited
BOOKS

Labuguen, Florida C. et al. Understanding the National Service Training Program: A

Modular Worktext for NSTP 1. Malabon City: Mutya Publishing House, 2012

Rosales, Ma. Junithesmer D. and Milagrina A. Gomez. Field Study 1 Manual: The Learner’s Development and
Environment. Philippines: Allen Adrian Books, 2011.

The Holy Bible: New International Version. Grand Rapids: Zondervan, 1984

ELECTRONIC SOURCES

Good Citizenship. http://tetp.wordpress.com/2008/07/12good-citizenship-movement/

Magnifico. Dir. Maryo J. De los Reyes. Perf. Jiro Manio, Lorna Tolentino, Albert Martinez and Gloria Romero. Violet
Films, 2003.

Pilipino Children Praying. http://www.shilohandkimberly.com/wp-content/uploads/2012/12/Filipino-Children-Praying.jpg

Panatang Makabayan. http://1.bp.blogspot.com/-zPT0X3yUYHY/TpvnU9

0xwI/AAAAAAAAAws/4VP0TGgI0G8/s1600/panata%2Bmakabayan.JPG

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Week 6 &7
Module 3:
Basic Leadership Principles and Skills

Objectives :

1. Define Leadership
2. Differentiate 2 types of Leadership
3. Identify the 4 factors of leadership
4. Understand how NSTP youth leader conducts extends service to the
community, to their fellowmen and the country

1. Leadership
a. Definition
 Leadership is a process by which a person influences others to
accomplish an objective or task, or sway their decision and opinionsi;
 Leadership also means to direct the organization in a way that makes it
more cohesive and coherent; or to influence a group of individuals to
reach a common goal.ii

b. Two types of Leadership

 Process leadershipiii – these are leaders that acquires their leadership
skills and knowledge thru leadership training, workshop and seminars;
 Trait leadership – a common knowledge that leaders are born and not
made.

c. Four Factors of Leadershipiv

 Leader - You must have an honest understanding of who you are, what
you know, and what you can do as a leader to be able to lead effectively;
 Followers – they are the direct recipient of leadership
 Communication – there must be continuous and two-way communication
between leaders and followers and much of it is nonverbal in form;
 Situation – the circumstance when the leadership is exercised and
followed. No situations are the same. You must always use your judgment
to decide the best course of action and style needed for each situation.

d. Legitimacy of Leadershipv
 Assigned Leadership – the authority to lead is vested in a particular
position a leader occupies like a manager, supervisor, lead, etc;
 Emergent Leadership – the authority to lead comes directly from the
follower who thinks that the group’s goal could be best achieved under
your leadership.

2. Bass' Theory of Leadershipvi

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a. Bass' theory of leadership list down the three basic ways to explain how people
become leaders:
 Trait theory - some personality traits may lead people to be appointed or
led naturally into leadership roles;
 Great Events Theory – a crisis or important event may cause a person to
be appointed or assumed leadership role;
 Process Leadership theory – basically argues that people can learn
leadership skills.

3. Leadership Models
a. Leadership models help us to know what makes leaders act the way they do:
 Four Framework Approach:vii
1. Leaders display leadership behaviors in one of four types of
frameworks: Structural, Human Resource, Political, or Symbolic.
a. Structural Framework
i. The leader is a social architect whose leadership
style is to analyze and design course of action.
They focus on structure, strategy, environment,
implementation, experimentation, and adaptation.
b. Human Resource Framework
i. The leader is a catalyst and servant whose
leadership style is to support, advocator and
promotes empowerment.
c. Political Framework
i. The leadership style is based on coalition and
building alliances.
d. Symbolic Framework
i. The leader serves as a prophet, whose leadership
style is inspiration.

4. What makes a person want to follow a leader?

a. People want to be guided by those they respect and who have a clear sense of
direction.

5. The Two Most Important Keys to Effective Leadership

a. Trust and confidence
b. Effective communication

6. Principles of Good Leadershipviii

a. Know yourself and seek self-improvement
b. Be technically proficient
c. Seek responsibility and take responsibility for your actions
d. Make sound and timely decisions
e. Set the example
f. Know your people and look out for their well-being
g. Keep your workers informed

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h. Develop a sense of responsibility in your workers

i. Ensure that tasks are understood, supervised, and accomplished
j. Train as a team
k. Use the full capabilities of your organization

7. The Process of Great Leadershipix

a. Challenge the process
b. Inspire a shared vision
c. Enable others to act
d. Model the way
e. Encourage the heart

8. Virtue

The following virtues are considered the foundation of leadershipx:

a. Prudence – the habit which enable man to direct his actions to human life’s goal.
b. Justice - the habit of giving each one his due with constant and perpetual will.
c. Fortitude – the habit of overcoming the difficulties and pressures of life in the
pursuit of good.
d. Temperance – the habit of bringing the desires and natural inclination of man
under the control of reason.
e. Industry – the habit of working hard and working under pressure.
f. Loyalty – the habit of remaining true to your friends and to your principles (goals)
in times of troubles.
g. Responsibility – the habit of being accountable for one’s actions, duties and
obligations; readiness to answer the consequences of one’s actions.
h. Cheerfulness – the habit of being optimistic, positive and always seeing the bright
side of things.
i. Generosity – the habit of sharing the good that one has with other people;
thinking first of the people around him and looking for ways he can help and
serve them,
j. Magnanimity – the habit of having great ideas and ambitions of doing good; being
concerned with doing great deeds of service to others by devoting one’s life to
serve the country or to help people.
9. Decision Making
a. Authoritarian Leadership (Survival)
 A leader makes a decision and announces it.
 The member of the group is not asked for opinion or suggestions but all
major decision is from top to bottom
 The leader does not consult its member and take sole responsibility of the
organization.xi

b. Consultative Leadership (Security)

 A leader presents a tentative decision subject to change
 The members of the group received a pre-conceived plan and decisions
which are still subject for approval, reform and changes

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 The leader consult the member but in the end still take full responsibility of
decision making

c. Enabling Leadership (Participation)xii

 A leader defines limits, calls on members to make a decision.
 The members are given more power and privilege in defining the nature,
objective and the course of action of the organization
 Each member of the group has more opportunity to be trained to become
leaders in the future
 The leaders believe in shared aims and objectives and a sense of
commitment to the group
 To motivate the members to participate there must be acceptance of
group values and norms
 There is also feeling of mutual trust and dependency which leads to full
participation by all members and decision-making

10. Leadership skills and principles

a. Objective
 The National Service Training Program of the University is not just
intended to promote civic consciousness and social responsibility among
students but also to mold a Vincentian leader among them.

b. Four characteristics of Leadersxiii:

 Make no small plans
 People and process first
 Promote sustainable institutions
 A heart and concern for the poor

c. The Task of a Leaderxiv

 Strive for excellence by following through with a task until completed.
 Offer clear directions to achieve objectives.
 They must be pragmatic and effectively communicate ideas and plans,
base judgments on facts, and set clear and realistic goals.
 Take risks, pursuing innovation even if risky.
 View conflict as opportunities for growth.
 Openly receive criticism and challenges from others.

d. How does an NSTP youth leader conducts extends service to the community, to
their fellowmen and the countryxv
 Inspire others with examples of service.
 Practice leadership as a responsibility rather than a position.
 Serve others regardless of race, gender, religion, or position.
 Empower people by helping others to become better leaders.
 Create environments that promote learning.

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 Delegate appropriately; encourage others to work independently.

 Work for social justice by seeking to transform the causes of poverty and
challenge unjust practices.

Individual Work :
Go through each of the statements below carefully and circle
A ( agree ),D ( disagree ) and U ( undecided)

1. People are not born - leaders, they become so......A D U

2. Your power and influence as leaders comes solely

from your position as leader.....................................A D U

3. An effective leader will make all decisions for the

group by himself / herself..........................................A D U

4. An effective leader will not hesitate when it comes to

decision making..........................................................A D U

5. A good leader will try his / her best to prevent conflicts,

but if a conflict has arisen, he / she will face it
and solve it.............. ...................... .........A D U

6. An effective leader will solve all the problems of the

group members by himself / herself.............................A D U

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7. A good leader will never admit his / her mistakes least

his / her followers will despise him / her.......................A D U

8. It is not possible to achieve the goals of the group

quickly and effectively and at the same time maintain
a good relationship with the members..........................A D U

9. An effective leader will always “ play it safe ” and

avoid taking any risk.....................................................A D U

10. If you want to achieve goals and maintain high

standards, only autocratic style of leadership
will work.........................................................................A D U

11. A good leader will “ model ” good behaviour

than “ preach ” about it........................................................A D U

12. A good leader will be quick to blame and slow

to praise..............................................................................A D U

13. An effective leader will make great efforts to bring

in clarity of roles and goals..................................................A D U

14. An effective leader believes that by delegating

his / her power, he / she is not losing power but
rather multiplying it............................................................. A D U

15. An effective leader talks less and listens more...................A D U

16. “ Get the job done, keep your feelings at home ” is a

good motto, for a good leader to instill into his
subordinates.......................................................................A D U

17. An effective leader will try his / her best to be always

just and impartial................................................................A D U

18. An effective leader will do all the planning and

decision making by himself / herself because if
he / she involves subordinates in these things,
it would be an unnecessary waste of time..........................A D U

19. Reporting and having recourse to higher authority

for every problem will undermine your own
influence and “ authority ”................................................. A D U

20. A good leader is one who knows the way, shows the
way and goes the way.........................................................A D U

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Week 8, 9 & 10

MODULE 4

ENVIRONMENTAL PROTECTION

Objectives

1. Define environmental protection, climate change, and solid waste management.

2. Discuss the causes and impacts of climate change.
3. Identify the different medium of solid waste management.

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4. Develop and implement an action plan addressing environmental protection,

climate change, and solid waste management.

Relevance to the Society/ Oneself

Watch BBC: Planet Earth. This is a documentary film that advocates protecting the mother
earth. After watching this documentary, go to your respective groups and answer the following
questions:

1. What does the documentary promote?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. Enumerate specific details that justify your answer in item number one?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. Based on the documentary, how important are the water, air, and land to human
beings?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

4. What is your realization after having watched the documentary? Now, what is the
status of the earth’s ecology? Why do we need to preserve our environment?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Processing Feedback

Environment is part of us. It is a part of the legacy that each Filipino living today could
proudly leave to the future generation. Unfortunately, environmental degradation in the Philippines

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has ballooned into a major social concern. This is the Country’s deteriorating environmental
condition due to exploitation. Air and water are polluted. Forests are denuded by legal and illegal
logging activities causing so much soil erosion that eventually results in the silting of rivers and
oceans. Coral reefs are destroyed gravely affecting marine resources. And the worst case
scenario is the aggressive move towards development in many areas where natural resources still
abound.
Another sad reality is that majority of the Filipinos, including the youth, are still apathetic
about the growing environmental concern, with environment protection and management
remaining a misunderstood term. The government primarily gets the blame for the destruction and
mismanagement of our natural resources when it is every Filipino’s charge to take care of the
place we live in.

Philippines is one of the most vulnerable countries to climate-related disasters because of

its location, geographical circumstances, and socio-economic conditions. Therefore, great

imperative should be given to disseminate information and to educate the people about the
ramifications of environmental issues especially about biodiversity conservation and climate
change.

With this goal of disseminating information and educating people about environment
concerns, CHED issued Memorandum Order No. 33 Series of 2009 which mandates the
integration of Environmental Education in the Tertiary Education Curriculum particularly the Civic
Welfare Training Service component in the National Service Training Program.

The Philippine Government aims to increase people’s knowledge and awareness of the
environment and associated challenges, to develop the necessary skills and expertise to address
the challenges, and to foster attitudes, motivations and commitments to take responsible actions.

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Moreover, the Government is protecting its environment through its enabling laws. The
following are the environmental laws existing in the Philippines.

Republic Act No. 9152 - An act to promote environmental awareness through

environmental education and for other purposes. This Act is known as the “National
Environmental Awareness and Education Act of 2008.”

Sec. 2 Declaration of Policy -- Consistent with the policy of the State

to protect and advance the right of the people to a balanced and
healthful ecology in accord with the rhythm and harmony of nature,
and in recognition of the vital role of the youth in nation-building and
the role of education to foster patriotism and nationalism, accelerate
social progress, and promote total human liberation and
development, the state shall promote national awareness on the
role of natural resources in economic growth and the importance of
environmental conservation and ecological balance towards
sustained national development.

Republic Act 9003: January 26, 2001 -- This is an act providing for an ecological
solid waste management program, creating the necessary institutional mechanisms
and incentives, declaring certain acts prohibited and providing penalties,
appropriating funds thereof and for other purposes.

Republic Act No. 9275: March 22, 2004 – An act providing for a comprehensive
water quality management and for other purposes.

SECTION 2. Declaration of Policy – The State shall pursue a policy

of economic growth in a manner consistent with the protection,
preservation and revival of the quality of our fresh, brackish
and marine waters.

Republic Act 8749: June 23, 1999, “Philippines Clean Air Act of 1999” - An act
providing for a comprehensive air pollution control policy and for other purposes.

Republic Act No. 9147 – An act providing for the conservation and protection of
wildlife resources and their habitats, appropriating funds therefor and for other
purposes.

Republic Act No. 9175 – An act regulating the ownership, possession, sale,
importation and use of chainsaws, penalizing violations thereof and for other
purposes

This module will concentrate only on the two most pressing environmental concerns which
are solid waste managment and climate change.

Solid waste management is one of the various ecological challenges in the Philippines. It
is how the people control and solve challenges concerning solid wastes. There have been several
ordinances from different barangays, municipalities, cities, and provinces that aim to address this
matter. Efforts of the Local Government Units (LGUs) in the Philippines are overwhelming but it
must be a joint effort of the LGUs and its community that can actually make it work.

Studies made by the National Solid Waste Management Commission Secretariat estimated
that the per capita waste production daily is 0.5 kg. This means that every person living in the

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metropolis generates half a kilo of solid waste a day. With an estimated population of 10.5 million,
total waste generated in Metro Manila alone could run up to 5,250 metric tons per day or 162, 750
metric tons per month; or, 1.95 million metric tons per year. Definitely, a lot of waste to speak of.

Of the 5, 250 metric tons of waste generated daily, only about 73% is collected by dump
trucks hired by our respective local government units (this is with the premise that our LGUs are
faithful to their duties.) The remaining 27% of our daily waste or about 1, 417.5 metric tons end up
in canals, vacant spaces, street corners, market places, rivers, and places where, ironically,
there’s a sign that reads “bawal magtapon ng basura dito.”

We have an “out of sight, out of mind” attitude towards garbage disposal. The system of
garbage disposal can be described simply as: tapon (by the individual, household); hakot (by
government trucks and/or private contractors); tambak (in open dumpsites); kalat (due to improper
manner of disposal, retrieval, inadequate collection and over-congestion in dumpsites); sunog (to
burn the pile of uncollected garbage). The cycle is unending.

As part of the problem, we should break the cycle and take the initiative to be part of the
solution. The tragedy that has befallen the residents of Payatas dump site in Quezon City, when
its mountain of garbage toppled down burying many shanties as well as garbage-pickers, should
strengthen our desire to do something about our wasteful lifestyles.
Schools are cradles of values formation and students form the majority of is community.
When we educate students on the rationale, theories, and practice of solid waste management,
we form a strong alliance with future leaders who would largely affect the future stewardship of our
environment.

Paradigm Shift

Dump vs
Waste site
Raw Waste
Material
Use
Raw
Materi
als
Old Paradigm
New Paradigm

Source: Solid Waste Management Bureau Module for School. Quezon City: Miriam College-
Environmental Studies Institute and Environment Management Bureau-DENR, 2005.
Above are the diagrams that show the transition of paradigm from conventional perspective
to alternative or new perspective. Conventional perspective shows the solid management starts
from raw materials and ends with the dumpsite. On the other hand, alternative or new perspective
explains that raw materials may be recycled or re-used.

The Passage of RA 9003 also known as the Solid Waste Management Act mandates
segregation of waste, segregated collection, use of Materials Recovery Facility (MRF), and
composting encourages patronage of environment-friendly products and packaging, penalizes
violation in all levels.

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How do you dispose wastes? Proper garbage disposal is significant in the environment to
help avoid environmental challenges and its effects. This would also address our problems on
waste management, particularly solid wastes.

The following are the steps on proper waste disposal. Complying with these steps,
individuals can help the government in enacting the enabling laws. This will largely aid the
resolution of ecological problems and contribute to environment-conservation.

I. Segregating

It is the process of separating biodegradable and non-biodegradable

garbage.

Below is table that shows classification of wastes present in the Country.

Generally, wastes can be classified as biodegradable and non-biodegradable.

Biodegradable is a type of waste which can be broken down in a reasonable

amount of time, into its base compounds by micro-organisms and other living things
regardless of what those compounds may be.

On the other hand, non-biodegradable refers to materials that do not break

down naturally or take an inordinate amount of time to do so. When thrown away,
these materials cannot be dissolved by the bacteria, fungi and living organisms in
the air, moisture climate in the soil.

Hence, biodegradable materials decompose naturally unlike non-

biodegradable. From these classifications, sub-groupings could be made
depending on the kind and bulk of waste an establishment produces. Classifying
our wastes will help us dispose garbage properly.

Non - Biodegradable
Biodegradable
Recyclable Residual Hazardous

food waste white paper (bond Styrofoam (styro busted lamps

yard waste paper, notebook cups, electronic batteries
wet tissue sheets) fillers) CDs
wet paper card board/ carton plastic spray canisters
(corrugated boxes, composite and paint cans
folders) wrappers (candy
newspaper/ and junk food

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magazines (tin wrappers,

cans, aluminum shrinking straws,
cans, aluminum paper plate with
foils, wires) foil)
glass (bottles, disposable
broken ceramics) utensils (single
PET bottles use plastic
(drinking water spoons, fork,
bottles) disposable cups)
rubber
others: clothes,
shoes, slippers,
yarn

II. Composting

It is the process where

biodegradable waste is
placed in a certain tank or a
hole for a certain time to let it
decompose with the help of
decomposers like yeasts,
worms, and molds. After the
decomposition, the
decomposed waste can now
be used as a fertilizer for
plants.

Here are the steps in

composting.

1. Chop biodegradable wastes into

finer portions. The smaller the
size of organic wastes, the faster
the compost will be ready for use.

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2. Mix up the biodegradable wastes and place them into the composters. Do not burn on top
of the piles or composters because the heat will kill the biological “decomposers”, thus,
delaying the composting process.

3. Sprinkle a small amount of water. Moisture is essential for microbial activity. Protect the
composters from accumulating too much liquid to avoid leaching (garbage juice).

4. Sprinkle or layer with soil so as not to invite flies and to control odors. Place the soil in
between the layers of the mixture.
5. Aerate the pile. Turn it once or twice a month to provide the necessary oxygen to hasten
the composting process.
6. When the interior of the pile is no longer hot and the material has broken down into a dark
and dry soil, the composting is finished.

Types of Small Scale Composters are:

1. Twin Pits

Dig into (1m x 1m x 1m) one-half meter

apart. Put small twigs at the bottom and
place a hollow tube for air inlet. Follow the
rules for composting, using the pits by turns.
For an average household, it might take a
month to fill each pit, thus allowing sufficient
time for the materials to decompose or
mature into soil conditioners.

2. Tower Tires

Make two piles of old car tires

directly on the ground and use
them as containers for
composting. To aerate, just
insert anything in between the
tires. If placed directly on
cemented ground, line the
bottom with soil.

3. Bottomless Composters

Old drums, cans, plastic water containers with the bottoms

off, even an old jute or rice sack with bottom seam ripped off
and supported by 3 pegs or cheap posts.

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4. Clay Flower Pots Compost

Have ten flower pots.

Use flower pots by turns. By
the time the tenth pot is full,
in about a month’s time,
empty contents of the first
pot and use as soil
conditioner for
plants/trees/lawn. Pots may
be stacked one on top of
another but keep contents
moist.

5. Plastic Bag Composters

Line plastic bags with

soil, place chopped
biodegradable top with
soil/leaves, moisten, then
stack them on top of one
another while awaiting
collection. In few weeks
time, these become clean,
safe,
odorless compost, very good for plants.

6. Compost Bins

These may be constructed from chicken wire or any durable “basket”

material for small-scale composting. They are designed to adequately
accommodate the necessary materials or ingredients and to allow access of air.

III. Recycling

It is the most useful and helpful way of waste management. Non-

biodegradable waste can be recycled by creating helpful and useful things out of it
like the plastic bottles can be made as house decorations while used magazines
can be made into beautiful pillows. Recycling can also be a source of income in the
community, can really reduce pollution, save natural resources, and conserve
energy in the households.

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Since you have learned proper waste disposal, you can now reap its benefits. Your simple
acts can make a big difference. You are not just helping your household but the nation in general.

Below is the list of benefits of proper waste disposal.

1. Sense of Peace. A litter-free surroundings contributes to emotional and physical sense of peace.

2. Protection of Human Health. By getting rid of the garbage that breeds flies, roaches, rodents and
harmful bacteria that can spread disease, we are protecting human health. The conventional way of
burning garbage is not encouraged because burning causes air pollution and is a threat to human
health. Chlorine-containing material like plastics can produce the toxic compounds dioxin and
furans. It has been found that even some garden wastes can produce these chemicals when
burned. This is the reason incinerators were banned in the Clean Air Act. Burning of carbon-based
materials produces carbon monoxide which is hazardous to human health and carbon dioxide
aggravates GHG resulting to global warming.

3. Alleviation of the dumpsite crisis in the highly urbanized areas and to prevent such in the provinces.

4. Slow down of depletion of the Earth’s resources. When we recycle glass, we lessen the pressure on
our beaches from which silica is coming from. Silica is the essential component in producing glass
of any kind. When we recycle metals like aluminum, tin and iron, we help lessen mining which brings
about a host of problems like deforestation, soil erosion, siltation, toxic chemicals etc. When we
recycle plastic, we conserve petroleum, which is the main component in producing supplies made of
plastic. When we recycle paper, we conserve trees. When we compost, organic matter and
minerals are returned to the soils and enrich it, minimizing the need for artificial fertilizer.

5. Additional income. Recycling and composting can be a good business having zero capital. But, it
takes a high level of perseverance and effort.

Another environmental concern is climate. It is defined as a change of climate which is attributed

directly or indirectly to human activity that alters the composition of the global atmosphere and which is in
addition to natural climate variability over comparable time periods.

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Source: http://www.ecy.wa.gov/climatechange/images/greenhouse_effect2.jpg
Below are the frequently asked questions and the corresponding answers about Climate Change.

1. What is the cause of Climate Change?

Climate change is primarily caused by the accumulation of greenhouse gases in the atmosphere,
trapping heat of the sun commonly known as the greenhouse effect.

The “Greenhouse Effect” is the warming that happens when certain gases in Earth’s atmosphere
trap heat. These gases heat from escaping, like the glass walls of a greenhouse that is why it is
called greenhouse effect.

First, sunlight shines onto the Earth’s surface, where it is absorbed and then radiates back into the
atmosphere as heat. In the atmosphere, “greenhouse” gases trap some of this heat and the rest
escapes into space. The more greenhouse gases are in the atmosphere, the more heat gets
trapped.

2. What are the impacts of Climate Change?

Climate Change has impacts to a diverse range of sectors such as the following:

 Agriculture -- Too much or too little rain can lead to decrease in crop yield that
can affect food supply.

 Health -- Increase in the number of cases of vector-borne diseases.

 Biodiversity -- Certain species might not survive in areas where temperature is

changing. This would lead to the change in the composition of
species of a certain ecosystem.

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 Coastal -- Sea level rise would affect communities and business situated in
coastal areas.

3. What are some strategies that may address the impacts of climate change?

Addressing climate change requires adaptation and mitigation strategies. Adaptation refers to
the adjustment in natural or human systems in response to actual or expected climatic stimuli or
their effects, which moderates harm or exploits beneficial opportunities. On the other hand,
mitigation in the context of climate change pertains to human intervention that address
anthropogenic or human-induced emissions by sources and removal of all greenhouse gases,
including ozone-depleting substances such as carbon dioxide and carbon monoxide.

4. What is the international community doing to solve climate change?

Responding to the call for action, the international community crafted and signed the United
Nations Framework Convention on Climate Change, which seeks to stabilize greenhouse gas
concentrations in the atmosphere at a level that would prevent dangerous anthropogenic
interference with the climate system. Such a level should be achieved within a time frame
sufficient to allow ecosystems to adapt naturally to climate change, to ensure that food production
is not threatened, and to enable economic development to proceed in a sustainable manner.

5. What is the Government doing to help solve climate change?

The Philippine government created the Climate Change Commission through Republic Act 9729
otherwise known as the Climate Change Act of 2009.

Climate Change Commission is the sole policy-making body of the government tasked to
coordinate, monitor, and evaluate action plans of the government related to climate change. The
Commission is also tasked to formulate the National Framework Strategy on Climate Change and
the National Climate Change Action Plan. The National Framework Strategy on Climate Change is
a technical document which is the basis to protect vulnerable communities from the adverse effects
of climate change.

In line with the Commission’s vision of having a climate risk-resilient and adaptive Philippines, the
Country’s roadmap also known as National Climate Change Action Plan was formulated after multi-sectoral
consultations and workshop. It identifies specific plan of actions to be implemented nationwide through
other national government agencies.

The Commission also established the Climate Finance Group to efficiently manage foreign funding
for for Climate Change programs.

However, this problem on climate change cannot be solved by a one man team. Thus, every Filipino
must contribute to decipher this great environmental challenge.

Filipinos, as responsible citizens or stewards, can help reduce Green House Gases (GHG)
emissions which greatly cause climate change. Here are some of the ways:

Lights. Change your incandescent light bulbs with compact fluorescent bulbs.
Turn off lights when not in use. Whenever possible, bring natural sunlight into
your home.

Vehicles. Those who have vehicles should have them regularly serviced for
efficient engine performance. For short distances, you can just walk or use
the bicycle.

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Refrigerators. Regularly clean your refrigerator. Don’t set the thermostat higher than what
is necessary.

Energy Guzzlers. Minimize or avoid the use of home appliances that eat up
too much energy. Some of these are water heaters, washing machines,
dryers, dishwashers, and industrial fans.

Use Renewable Energy Sources. If you have the means, have solar panels
installed in your home to provide some of your electricity needs. Use
electricity coming from renewable sources such as wind, geothermal or hydro,
if available in your place.

Patronize Recycled Products. Buy recycled products and

actively help create a market for them. Before you buy an item,
check if the product or its packaging is recyclable.

Reduce Consumption. Buy less, use less and re-use as much

as possible.

After the discussion, answer the following questions. Write your answers on the spaces below each
item.

1. What is solid waste management?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What is climate change?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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3. What are the legal bases in the Philippines concerning environmental protection?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What are the types of small scale composting?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. Illustrate and discuss the paradigm shift of solid waste management?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. As a member of your community, what could your contribution be in protecting and conserving
the environment?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Class Dynamics

Form a group with five members. Identify some environmental problems you have encountered or
observed in your community and make an action plan that will address the problems. Consider the things
you have learned in this module in developing your action plan. Below is template that will aid you in
developing an action plan.

General Objective

Specific Objective

Performance Measure
Problems Activities Strategies Key Player/s Time Frame and Expected
Outcpmes

Generalization

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Restate our objectives and discuss whether the goals are achieved.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Rubric

ACTIVITIES 4 3 2 1
All Questions All and nearly all Nearly all questions Almost all questions
leading to the Questions leading leading to the leading to the
relevance to the to the relevance to relevance to the relevance to the
society or oneself the society or society or oneself society or oneself
were answered oneself were were answered. were not answered.
Relevance to clearly; all are answered clearly; Acceptable
the Society or justifiable. some were grammatical and
Oneself Grammar and justifiable. mechanical errors.
mechanics were Grammar and
observed properly. mechanics found
to have minimal
errors.

All Questions were All and nearly all Nearly all were Almost all questions
answered clearly; were answered answered. were not answered.
all are justifiable/ clearly; some were Acceptable
correct. Grammar justifiable/ correct. grammatical and
Processing and mechanics Grammar and mechanical errors.
Feedback were observed mechanics found
properly. to have minimal
errors.

The action plan The action plan The action plan The action plan was
exemplified the exemplified the exemplified the filled out
authentic solutions authentic solutions authentic solutions inappropriately.
to the problems. to the problems. to the problems.
Each area was Majority of area Majority of area was
filled out was filled out filled out
Class appropriately. It is appropriately. It is appropriately.
Dynamics creative and creative and
innovative; innovative;
realistic and realistic and
specific. specific.

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 47

All questions were All and nearly all Nearly all questions Almost all questions
answered clearly; questions were were answered. leading to the
all are justifiable. answered; some Acceptable relevance to the
Grammar and justifiable. grammatical and society or oneself
Generalization mechanics were Grammar and mechanical errors. were not answered.
observed properly. mechanics found
to have minimal
errors.
Overall Score
Adapted from Rosales, Ma. Junithesmer D. and Milagrina A. Gomez. Field Study 1 Manual: The Learner’s
Development and Environment. Philippines: Allen Adrian Books, 2011.

Works Cited
BOOKS

Rosales, Ma. Junithesmer D. and Milagrina A. Gomez. Field Study 1 Manual: The Learner’s
Development and Environment. Philippines: Allen Adrian Books, 2011.

Solid Waste Management Bureau Module for School. Quezon City: Miriam College-Environmental Studies
Institute and Environment Management Bureau-DENR, 2005.

ELECTRONIC SOURCES

Palawan. http://4.bp.blogspot.com/99QiqrqXsG4/TXmmhx0p5CI/AAAAAAAAGNw/2AP4TlCbJ4g/s1600
/palawan.jpg

Greenhouse Effect. http://www.ecy.wa.gov/climatechange/images/greenhouse_effect2.jpg

OTHERS

Guzman, Ruth Sarra. “Mainstreaming Biodiversity Conservation and Climate Change in the NSTP-CWTS in
the Tertiary Education.”Rizal Technological University. Mandaluyong City.

Basics of Climate Change. Philippines

Week 11 & 12
MODULE 5

National Security Concerns and Peace Education

OBJECTIVES:

At the end of this module, the students are expected to:

1. articulate the concept of national security and peace in
the promotion of national development;
2. identify the values that must be developed and
strengthened among students in the furtherance of
national security and peace building; and

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3. manifest concrete actions in forging national security and peace in

the country
4. identify the importance of belonging to the National
Service Reserve Corps after completing the NSTP course

PRE-DISCUSSION ACTIVITY:

Part of a documentary about New People’s Army will be shown in class. After
watching the video, the following questions may be posed to the students:
1.) What must be the reasons why people are enticed to join the New People’s
Army, despite the glaring sacrifices that they have to make?
2.) Do you think that the New People’s Army possesses full right in fighting for its
principles?

CONTENTS

Part 1. Concepts of National Security

1. Introduction
2. National Security in the Philippines
3. Threats to National Security
4. Types of threats
5. Internal threats and external threats

Part 2. Understanding Values of Peace

6. Introduction
7. Definitions of Peace
8. Levels of Peace
9. Challenging the War System through Peace Education

Part 3. The National Service Reserve Corps: The Youth’s Response

to the Clamor for National Security and Peace

10. Introduction
11. Mission
12. Functions
13. Composition
14. Organization of NSTP Graduate
15. Inter-Agency Relationship of the NSRC Concerned Agencies
16. Duties and Responsibilities of NSRC Members

PART 1. CONCEPTS OF NATIONAL SECURITY

A. INTRODUCTION

We are entering a new era of human security where the concept of security will
change, and change dramatically. Security will be interpreted as:
- security of people, not just of territory;
- security of individuals, not just of nations; and

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- security through development, not through arms.

Security is a national concern that every Filipino must consider to ensure peaceful
existence of the state. It shall be the State’s primordial concern as well to secure its
constituents. It is a condition or state of being where the Filipino peoples’ values, way
of life, institutions, welfare and well-being, sovereignty and strategic locations are
protected and enhanced.

B. NATIONAL SECURITY IN THE PHILIPPINES

Commonwealth Act No. 1, also known as the National Defense Act, is the original
policy basis of the national security program of the Republic of the Philippines.

The 1987 Constitution mandates civilian control of the military and establishes the
President as commander-in-chief of the Armed Forces. The President also heads the
National Security Council, the policy-making and advisory body for matters connected
with national defense. The council itself is composed of the President and at least nine
others:
3. Vice President
4. AFP chief of staff
5. National Security Council director
6. Executive Secretary
7. Secretary of Foreign Affairs
8. Secretary of National Defense
9. Secretary of Interior and Local Government
10. Secretary of Justice
11. Secretary of Labor and Employment

Responsibility for national security was vested in the Department of National

Defense. The principal functions of the department in 1991 were to defend the State
against internal and external threats and, through the Philippine National Police, to
maintain law and order. The Secretary of National Defense, by law a civilian, was charged
with advising the President on defense matters and developing defense policy.

In 2002, then President Gloria Macapagal-Arroyo won crucial backing from her
cabinet and the Congress for the deployment of US soldiers in the country as part of the
war on terrorism.

There are seven fundamental elements that lie at the core of, and therefore further
amplify our definition of national security. At the same time, they constitute the most important
challenges we face as a nation and people.

1. Socio-Political Stability - the government and the

people must engage in nation-buildingunder the rule of
law, Constitutional democracy and the full respect for
human rights.

2. Territorial Integrity - we must ensure the permanent

inviolability of our national territory and itseffective control by
the Government and the State. This includes the preservation
of our country’s Exclusive Economic Zone (EEZ) and its
protection from illegal incursions and resource exploitation.

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3. Economic Solidarity and Strength - we must vigorously

pursue a free-market economythrough responsible
entrepreneurship based on social conscience, respect for the
dignity of labor and concern for the public interest.
4. Ecological Balance - national survival rests upon the
effective conservation of our naturalenvironment in the face of
industrial and agricultural expansion and population growth.
5. Cultural Cohesiveness - our lives as a people must be ruled
by a common set of values andbeliefs grounded on high
moral and ethical standards, drawn from our heritage and
embodying a Filipino standard, drawn from our heritage and
embodying a Filipino identity transcending religious, ethnic
and linguistic differences.
6. Moral-Spiritual Consensus - we must be propelled by a
national vision inspired, andmanifested in our words and
deeds, by patriotism, national pride and the advancement of
national goals and objectives.
7. External Peace - we must pursue constructive and cordial
relations with all nations andpeoples, even as our nation itself
must chart an independent course, free from external control,
interference or threat of aggression.

C. THREATS TO NATIONAL SECURITY

Many security threats to the Philippines are non-military in nature. Pressing

security concerns like terrorism, poverty, and environmental degradation, needs to be
addressed in an informed and intelligent manner.

In its internal aspect, national security relates to the defense of the nation’s
government against hostile local elements seeking its replacement with their own
government. In this sense, national security refers to the measures aimed at countering
domestic or internal challenges to the existing political and socio-economic order.

In its external aspects, national security is concerned with safeguarding the state
against outside or foreign forces, pressures, or influence designed to conquer it or
undermine its sovereignty, or placing under the domination or control of some foreign
state or states. In this sense, national security embraces the defense arrangements
directed at insuring the safety of the state against foreign intervention or domination.

D. TYPES OF THREATS

There are six common types of threats that undermine security:

Rebellion or Insurrection a refusal of obedience or order. It may, therefore, be seen

asencompassing a range of behaviors from civil disobedience and mass nonviolent
resistance, to violent and organized attempts to destroy an established authority such as
the government.

Terrorism the systematic use of terror especially as a means of coercion.

Commondefinitions of terrorism refer only to those violent acts which are intended to
create fear (terror), are perpetrated for an ideological goal, and deliberately target or
disregard the safety of non-combatants (civilians).

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Murder as defined in most countries, is the unlawful killing of another human being
withintent (or malice afterthought), and generally this state of mind distinguishes murder
from other forms of homicide.

Kidnapping and Serious Illegal Detention the taking away or transportation of a

personagainst the person’s will, usually to hold the person in false imprisonment, a
confinement without legal authority. This may be done for ransom or in furtherance of
another crime, or in connection with a child custody dispute.

Hijacking/Highway Robbery the crime of taking or attempting to take something of

valueby force or threat of force and or by putting the victim in fear. In common law,
robbery
is defined as taking the property of another, with the intent to permanently deprive the
person of that property, by means of force or fear.

Crimes involving destruction It may apply either as a measurable degree of damage
up toand including a state beyond use or repair, or it may indicate a state wherein such
damage is occurring and continuing. Ex. self-destructive behaviors, suicide, demolition

E. INTERNAL THREATS AND EXTERNAL THREATS

INTERNAL THREATS

Our national security is infused with four important dimensions. Internal threats to
our national security make up the first dimension.

Moro Islamic Liberation Front (MILF) and Abu Sayyaf Group (ASG)

The main internal threat arises from the Moro Islamic Liberation Front (MILF)
which, in open rebellion against the government, has the avowed objective of establishing
an independent Islamic state in southern Philippines. Hand-in-hand with this security
problem is the threat from the Abu Sayyaf Group (ASG), a small band of highly mobile
terrorists with suspected links to international networks.

Communist Party of the Philippines / New People’s Army / National Democratic

Front (CPP / NPA / NDF)

These three continue to pose a serious threat to national security, although

presently weakened in comparison with their peak strength in the 1985-87 period. During
the past two years, there has been an incipient increase of underground activities in the
urban areas and a slight upward trend in isolated terrorist acts in the countryside.

Organized Crime

The challenge of illegal drugs, in particular, has grown into a major threat to the
national community. Of the 42,979 barangays nationwide, about 12 per cent are affected
in varying degrees. The anti-drug campaign is a major cornerstone of the government’s
law and order drive, involving the police, the Local Government Units and the private
sector, and focusing on a tripartite strategy of reducing drug supply and demand as well
domestic and international cooperation.

Grave Incidence of Poverty

This is also a serious threat to national security, especially to the extent that it
breeds and abets rebellion, crime and dissidence. Poverty incidence affects about one-

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third of Filipino families nationwide. Consequently, the distribution of wealth has been
skewed in favor of a wealthy minority.

Economic Sabotage

Under this category are underground activities such as counterfeiting, money

laundering, large-scale smuggling, inter-oceanic poaching and commercial dumping.

Graft and Corruption

It has become another threat to our national security by virtue of the huge scale by
which it saps public resources, undermines the morale of the civil service and affects the
delivery of quality basic services. It has also become a disincentive to investment.

Severe Calamities

They cause serious food shortages, abet hoarding and profiteering and cause
hunger, disease and deprivation. Over the past ten years, the disaster toll stands at more
than 13,000 lives lost and P179 Billion worth of property destroyed. The National Disaster
Coordinating Center (NDCC) ensures the focused, coordinated and systematic application
of government and private manpower and resources to the tasks of disaster mitigation,
and community rehabilitation and reconstruction.

Persistent Environment Degradation

This poses a long-term security threat. The attrition of forests and watersheds, air-
land-water pollution and the proliferation of toxic substances are a cause of sickness,
death and the diminution of national productivity and well-being.

EXTERNAL THREATS

The growing uncertainties that lie in the regional and global milieu make up the
second dimension of our national security concerns even as threat of external aggression
against our country remains in the remote horizon.

Multilateral dispute over the Spratlys Islands

This is a source of intermittent tensions, owing to the build up of structures, believed to

be military-oriented, by some claimant countries in the area.

Smuggling of firearms and contraband, illegal migration and the occasional movement
of foreign terrorists through the porous borders of our southwestern frontier

Philippine law enforcement agencies work closely with international police

organizations, bilaterally and multilaterally, to check these activities.

Lingering effects of the currency crisis affecting the countries within the Association of
Southeast Asian Nations (ASEAN)

These are causes of regional anxieties, which tend to aggravate political instabilities
and socio-economic dislocations involving the poorest people.

Serious economic disparity between rich and poor nations

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This keeps the world in a state of instability and virtually on the brink of war in many
places. Local or regional shortages of fresh water, arable land, food, fisheries, and energy are
already causing tensions.

Ethnic, religious and cultural conflict

This pervades many regions and nations, including our own. It is constantly
exacerbated by mass poverty, limited access to resources, denial of human rights, lack of
national integration and international issues.

Proliferation of weapons of mass destruction (WMD)

This is a threat to global security. Nuclear materials and technologies are more
accessible now than at any other time in history. The relative ease of production of both
chemical and biological weapons has made these attractive to terrorists.

Transnational organized crime

This has proliferated in the era of globalization. The International Monetary Fund
estimates that global drug trafficking now accounts for two percent of the world economy,
excluding illicit capital flight and money-laundering activity. There are links among drug
trafficking, terrorism, smuggling of illegal aliens, massive financial and bank fraud, arms
smuggling and political corruption.

Natural disasters and environmental issues

They will continue to pervade the global security agenda. Mankind’s global activities –
particularly population growth, resource consumption, pollution, urbanization, industrialization,
desertification and deforestation – will increasingly impact on climate and weather patterns,
strain fragile ecosystems, and put more pressure on health and social support systems.

Cybernetic crime

This is a growing global threat, as experienced with computer viruses such as Melissa and
Chernobyl, which have attacked isolated or networked information systems through the
internet orthrough software carriers and devices. Many vital decision-making processes of our
Government are now electronically-based and therefore vulnerable to this threat.

PART 2. UNDERSTANDING VALUES OF PEACE

A. INTRODUCTION

“Since wars begin in the minds of men (and women), it is in the minds of men (and
women) that the defenses of peace shall be constructed”

Humankind needs to take lessons from its past in order to build a new and better
tomorrow. One lesson learned is that, to prevent our violence-ridden history repeating itself,
the values of peace, non-violence, tolerance, human rights and democracy will have to be
inculcated in every woman and man- young and old, children and adult alike.
The most significant way of promoting a culture of peace is through peace education.
Peace education needs to be accepted in all parts of the world, in all societies and countries
as anessential element in creating culture of peace. To meet effectively the challenges posed

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by the present complexity of our time, the young of today deserves a radically different
education- “one that does not glorify war but educates for peace nonviolence and international
cooperation.” They need the skills and knowledge to create and nurture peace for their
individual selves as well as for the world they belong to.

B. PEACE DEFINED

The concept of peace varies according to the people who give meaning to it, based on
the work they do and the cultural context they come from. Some of these concepts are;

2. “Peace is not just the absence of war. It is the wholeness of life where every person can
live with dignity .” (Mindanao Church Peace Congress, 1996)
3. “The new name of peace is development.” ( Pope Paul VI, Populorum Progressio)

Peace is not just the absence of war or violence. It is more than just the absence of war
because its absence does not always mean peace. Peace, as positively defined, means the
presence of harmony, understanding, tranquility, social justice, respect, and tolerance-
meaning the enhancement of life. In other words, it is the general well-being of the individual.

Toward a Holistic Concept of Peace and Violence

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Johan Galtung explains that peace is the absence of violence, not only personal or direct
but also structural or indirect. The manifestations of structural violence are the highly uneven
distribution of wealth and resources as well as the uneven distribution of power to decide over
the

distribution of the said resources. Hence, he says that peace is both the absence of personal /
direct violence and the presence of social justice.

C. LEVELS OF PEACE

Peace should be viewed at different levels:

3. Personal Peace refers to the development of inner harmony or integration

characterized bysuch qualities as self-respect, self-confidence, ability to cope with
negative feelings (fear, anger, insecurity, and shame), and developing positive attitudes
such as cheerfulness and optimism.

4. Interpersonal Peace is manifested by the relationship of an individual with one

another.The interpersonal level peace can be shown in terms of:

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Assertiveness. The capacity of an individual to express one’s views or

exercisesone’s rights without being aggressive (injuring or violating the rights of
others) or submissive (denying one’s own views or rights).
Respect. To recognize the worth of others regardless of differences in
socialposition, culture, origin, ethnic grouping or gender.
Concern for others. An awareness and understanding of their needs, feelings,
andcondition and extending appropriate consideration for such.
Cooperation. The capacity and willingness to work with others to achieve
acommon goal.
Open-Mindedness. The willingness to approach difficult sources of
information,people, and events with a critical but open mind.
Humility. The virtue to accept and recognize that others may have the ability
similaror maybe more than you have and that recognition enables you to
accept your own limitations.

6. Intergroup / Social Peace is a addressing issues that affect society and it’s
social,political, and economic components. For example, addressing the issue of social
injustice such as land grabbing, forest degradation, water pollution, and others that have a
societal impact.

Social Responsibility. An awareness of one’s responsibility for the

commonwelfare and the willingness as well as the readiness to work for it.
Interdependence. An awareness of the impact of the decisions and actions
ofindividuals and groups on one another.
Social justice. Requires an awareness and recognition of the civil,
political,economic, social, and cultural rights, especially of the more
marginalized sectors of society and the willingness to promote and defend
them.

7. Global Peace is similar to the social and national level peace is concerned with
attainingrelated issues that have global impact or racial discrimination, terrorism,
militarization, environmental degradation, xenophobia, and others.

Respect for the environment. The value of recognizing the importance of

theresources in the environment as indicated by the act of preserving and
conserving them. Also, the efforts initiated to protect the resources of the
environment.
Unity in the oneness of Humankind. The value of recognizing the importance
ofbeing one with other humans as the semblance of God’s power and love. It is
recognition that everyone is as important as the other.
Religious Appreciation. The ability to respect and appreciate the presence
ofpeople with the religious beliefs other than his own. This recognition brings us
into realization that we have different ways of expressing our faith but we have
common aspiration to be pleasing to the Creator.
Cultural Appreciation. A recognition of the presence of different cultures and
suchdifferences give us the opportunity to learn from one another.

Peace between Humans and the Earth and Beyond refers to a higher level of peacethat is
characterized by the harmony of man with nature and to a Supreme Being.

PART 3. THE NATIONAL SERVICE RESERVE CORPS: THE YOUTH’S

RESPONSE TO THE CLAMOR FOR NATIONAL SECURITY AND PEACE

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A. INTRODUCTION

Every student who has completed the National Service Training Program which is a
requisite for graduation as stipulated for graduation as stipulated under republic Act
no9163 known as the “National training Service Program (NSTP) Act of 2001,”
expectedly known the provision which states as:

Sec. 11. Creation of the National Service Reserve Corps- There is

herebycreated a National Service Reserve Corps, to be composed of the graduates of
the non-ROTC components. Members of this Corps may be tapped by the State for
literacy and civic welfare activities through the joint effort of the DND, CHED and
TESDA.
As one becomes a part of the NSCR, the responsibility to keep abreast of
significant trends, events, issues and information that effect his duty as reservist
becomes more urgent.
Related to the earlier provision, the member knows that the Commission on
Higher Education (CHED)- the Supervisory lead agency in the implementation of the
Act; the Department of National Defense (DND); and technical Education and Skills
Development Authority(TESDA), have formulated the Guidelines for the Establishment
of the National Service Reserve Corps that took effect on the Summer of 2003.
Consequently, the pioneering members of the Corps are those who complied with the
requirement of the Act during the school-year 2002-2003 and are enlisted in the Corps
on the Summer of 2003.

B. MISSION

“To provide a trained and motivated manpower pool that can be tapped by the
State for civic welfare, literacy and other similar endeavors in the service of the
nation.”

C. FUNCTIONS
7. to assist in the disaster preparedness, mitigation, response and rehabilitation programs
8. to serve as an auxiliary to the Disaster Coordinating Council (DCC) response units;
9. to assist in the promotion of civic welfare activities;
10. to assist in the implementation of literacy program
11. to assist in socio-economic development;
12. to assist in environmental protection; and
13. to perform other similar endeavors.

D. COMPOSITION

The NSRC shall be composed of the graduates of the CWTS and LTS components of
NSTP.In accordance with the Memorandum From the Chairperson, Commission on Higher
education being issued on March 18,2003,the NSRC has been established effective
Summerof 2003.Graduates of the CWTS and LTS for SY 2002-2003 are the pioneering
members of the NSRC.

To sum up, students who will be completing the NSTP requirements during the school
year 2007-2008, shall belong to the 6th batch of graduates since the implementation of
republic

Act No. 9163 known as the “National Service Training Program (NSTP) Act 2001” in the
academic year 2002-2003.

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E. ORGANIZATION

The NSRC is organized under the umbrella of the National Disaster Coordinating
Council (NDCC).It shall have a national, regional, provincial and city/municipal level of
organization parallel
to the DCC structures at all levels. National Center  based at NDCC Disaster Preparedness
Center, Camp General Emilio Aguinaldo, Quezon City. Secretariat shall be organized and
composed of representatives from CHED and TESDA

RULE V. SECTION 11.Organization of NSTP Graduates

Paragraph a. “Graduates of the non-ROTC components of the NSTP shall belong to

theNSRC and could be tapped by the State for literacy and civic welfare activities, through the
joint efforts of DND, CHED and TESDA, in coordination with DILG, DSWD, and other
concerned agencies/association.”

As quoted above, it is clear that members of the NSRC could be tapped to render
services to communities in need of assistance and support during disasters and calamities, or
other activities and programs that are contributory to general welfare, through DND, CHED,
and TESDA, in coordination with the DILG which has jurisdiction to all localities; the DSWD
which has the function in looking into the welfare and development of social needs; and other
concerned agencies or associations, in order to facilitate the extending of immediate needs
and services.

F. INTER-AGENCY RELATIONSHIP OF THE NSRC CONCERNED AGENCIES

RDCC – Regional Disaster

Coordinating Council
PDCC – Provincial Disaster
Coordinating Council
CDCC – City Disaster Coordinating
Council
MDCC – Municipal Disaster
Coordinating Council
BDCC – Barangay Disaster
Coordinating Council
CHEDRO – CHED Regional Office
TESDA RO – TESDA Regional
Office
TESDA PO – TESDA Provincial
Office
HEI –Higher Education Institution

13. DUTIES AND RESPONSIBILITIES OF NSRC MEMBERS

Report to the call of NSRC for training and respond immediately for utilization in
cases of disasters/calamities and other relevant socio-economic service concerns as

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the needs arise, through its centers (RDCC/PDCC/CDCC/MDCC/BDCC) nearest the

member’s residence and/or workplace at the time of the call

Register at the said Center and get instructions/briefing for specific duties and
responsibilities.

The members of the NSRC have the duty and responsibility to report and
respond immediately for utilization in cases of disasters/ calamities and other relevant
socio-economic service concerns as the needs arise, through it’s Centers nearest the
member’s residence and/or workplace at the time of the call of the NSRC.

POST-DISCUSSION ACTIVITY

GROUP ACTIVITY:
Creative Photo on Peace

1.) Each NSTPone class will be divided into five groups. Each group will be required to
produce a creative photo depicting peace.
2.) The theme of the photo is “Partnerships for Peace – Dignity for all”
3.) The photo can be shot anywhere and anyhow, provided that the required element,
PINWHEEL, is included in the photo
4.) Photos should be developed raw or unaltered. By this it means that the photo should have
not been edited using Adobe Photoshop or other related computer programs
5.) Each group will be required to submit three pictures attached on a short bond paper: (1)
final photo and (2) “behind-the-scenes” photos. Photos must be developed on a 4R size.
6.) Final outputs will be submitted a week after. Besides the hard copies of the picture, the
five groups will be required to submit a soft copy of the final photo (JPEG format with file
size range from 1MB-5MB) to their respective NSTP teacher.
7.) All NSTP teachers will then be selecting the best photo per NSTP class which will advance
as finalist to the NSTP Photography Contest entitled “Say Peace.”

Reference:

Labuguen, et al (2012). Understanding the National Service Training Program.

Malabon City: Mutya Publishing House, Inc.

Navarro-Castro, L., & Nario-Galace, J (2010). Peace Education: A pathway to a culture

of peace. Quezon City: Miriam College.

Labuguen, et al (2008). Towards a Responsive Community Action. Malabon City:

Mutya Publishing House, Inc.

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Week 13&14
MODULE 6
Disaster Risk Reduction Management (DRRM) in the Philippines

In the previous chapter, you have learned much about the different issues and problems that
concern us, citizens and our country as a whole. You are now aware of the Millennium
Development Goals (MDG) as it calls us to do our part whether big or small action to respond to the
world’s main development challenges.

In this chapter, you will be re-introduced to the current Philippine disaster situation, how our
government, local sectors and private institutions work together for a cohesive Disaster Risk
Reduction Management Program. Also prepare to be trained in basic first aid and immobilization
procedure, a necessary preparation in disaster prone country like the Philippines.

LESSON 1: ASSESSMENT AND APPROACH

At the end of this lesson, the students will be able to:

1. Analyze the current disaster situation in the Philippines;

2. Identify the recent disaster risk reduction management program in the Philippines and how it
adapts to the changing disaster situation of the country.
3. Gain knowledge and skills in assessing capacity and vulnerability of a disaster prone
community.
4. Integrate the knowledge and skills learned in this module in the community fieldwork

Let us see how much you know about the current situation of our country
specifically to Metro Manila. If your familiar with the facts that will be detailed
below, that’s a good job. For those who encounter these for the first time,
this is a moment for you to reflect on the things that might happen to us if a
disaster will happen in the country. The important question that we need to
answer is…

Why is the Philippines VULNERABLE to disaster??

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I. Geographical and physical features

According to the Office of Civil Defense, the Philippines because

of its geographical location, is considered one ofthe most
disaster- prone countries in the world. It liesalong the western
segment of the Pacific Ring of Fire, a most active part of the
Earth characterized by an ocean encircling belt of active
volcanoes and earthquake generators. The Philippines has
approximately 400
volcanoes, (Source:http://www
of which
. phivolcs .dost
23are.gov.ph/)known to be currently active.
A. Philippines: Facts and Figures

c. The Philippines is situated at the junction of two

large converging tectonic plates - the
Pacificplate and the Eurasian plate.

d. It has experienced the most destructive

earthquake in July 1990 with a death toll
ofapproximately 1,666 and 12.2 billion pesos
in
damages.
Geological Disasters in the Philippines:
The July 1990 Earthquake and the June 1991 Eruption of Mount Pinatubo

2. It lies in the path of turbulent typhoons, with an average of 20 typhoons crossing the Philippine
area of responsibility. The archipelagic nature of the Philippine coastal areas increases
susceptibility to storm surges, tsunamis and sea level changes.

3. The country experiences floods and landslides which are common due to rains brought by
typhoons and monsoon. Located in the western part of the Pacific Ocean, the country is also
vulnerable to the El Niño Southern Oscillation (ENSO). The El Niño of 1997-98 induced drought
and delayed the onset of monsoon, which resulted to a scarcity in drinking water in urban areas
and shortfalls in hydro-electricity generation because of reduced water levels in major dams.

B. Metro Manila: At a glance

e. is composed of 16 cities and 1 municipality by its administrative boundaries, is thepolitical,

economic, and cultural center of the Philippines.

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f. has approximately 11.5 million and it is now

oneof the most densely populated areas in
Southeast Asia.
(2007 Census of Population,
http://www.census.gov.ph/data/census2007/index.ht
ml)

g. has resulted in unsatisfactory infrastructure construction, poor housing

condition,highly dense areas, and areas characterized by mixed land use and other
inappropriate conditions because of its rapid urbanization.

a. is located in and around numerousearthquake generators, such as

theValleyFault System (VFS), Philippine Fault, LubangFault, Manila Trench, and
Casiguran Fault. Among these faults, the Valley Fault System is considered to
potentially cause the largest impact to the Metropolitan Manila area should it
generate a large earthquake.

Distribution of Faults and Trenches around

Metropolitan Manila

h. is topographically composed of coastal lowlands, a central plateau where the central

district including Makati is located, as well as alluvial lowlands along the Marikina River and
the Laguna Lake. In case of an earthquake, liquefaction in these lowland areas may
cause damage to buildings and infrastructure. In addition, tsunami can alsooccur along
the Manila Bay.

Thus, the potential for natural disaster in Metro Manila is high and the reduction of its vulnerability is
a pressing issue for the safety of residents.

Now you see how much our country is prone to a lot of disasters! In an effort to
prepare for such disasters, the Philippines and Japan government worked
together to come up with a comprehensive study called Metropolitan Manila
Earthquake Impact Reduction Study (MMEIRS). Isn’t this exciting! Let us see
how the study went.

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The Metropolitan Manila Earthquake Impact Reduction Study (MMEIRS)

In August 2002 to March 2004, the Government of

Japan through the Japan International Cooperation
Agency (JICA) granted an aid to the Philippines to
study for Metropolitan Manila
Reduction Study on
Earthquake Impact how to manage
(MMEIRS). It focuses
potential earthquakes in Metro Manila.

The objectives of this study

are: (1) to formulate a
master plan for earthquake impact reduction in Metro
Manila; and, (2) to carry out technology transfer to
Metro Manila Development Authority (MMDA) and
Philippine Institute of Volcanology and Seismology
(PHIVOCS) in the course of the study.

Major contents of the study which are notable to the current Philippine
situation is the preparation of disaster managementplan for
Metropolitan Manila, and community based disaster management
activities.

MMEIRS results

As a result of the study, there were 105 recommended

action plans which the Metropolitan Manila Disaster
Coordinating Council (MMDCC) members should
implement within 3 to 6 years. Also, based on the damage
estimation by MMEIRS Study:

8. There is a potential rupture of

West Valley Fault,
approximately 40% of the total
number of residential
buildings within Metropolitan
Manila will collapse or be
affected.

9. This building collapse directly affects large numbers of people,

since it is estimated to cause 34,000 deaths and 1,144,000
injuries.

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i. Moreover, additional 18,000 deaths are anticipated

by the fire spreading after the earthquake event. This
human loss, together with properties and economy
losses of Metropolitan Manila will be a national crisis.

To know more about this study, follow this link

http://www.phivolcs.dost.gov.ph/index.php?
option=com_content&view=article&id=419%3Ammeirs&catid=66&Itemid=300083.

Now that you are updated with the current disaster situation of our country,
it is time to ask ourselves, how prepared are we? How does our country
respond and manage these threats?

Take note and study the DOMINANT DISASTER MANAGEMENT POLICIES IN THECOUNTRY.
Reflect on it and verify with your own experience how true and relevant this is. Try to analyze its
effectiveness in managing impending disaster. Do you find it useful and effective?

All attention of disaster response is focused on the hazard and the disaster event
itself
Reactive, response-oriented
Disaster preparedness is inadequately integrated into the overall
development planning process
Non-participatory
It follows a top-down, control of policies

It is also interesting to note how an ordinary Filipino views disaster. These prevailing views and
attitude is a relevant principle in our assessment of our vulnerability and our capacity to cope and
respond.

Disasters are unforeseen events

People affected are helpless victims and passive recipients
Donors decide what victims need
Responses are on individual families and on restoring infrastructure
Key players are government, aid agencies, scientist, experts
and disaster managers
Top-down approach

What are your thoughts about this? Too passive?

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Is this also how your family or community views disaster?

These common notions about how we view disaster are not flattering at all. In fact one expert in
disaster management cited that “disasters in developing countries werecaused by people’s
lack of knowledge of natural hazards, absence of monitoring system, failure of warning
system, weakness of emergency preparedness, the disorganization of post –disaster
management and lack of security measures” (Berbilidin:1990)

Now, given these concepts how do you think an individual can prepare for a potential
disaster? Yes, that is right! We can actually do something to prepare so that the impact of
the disaster will be lessened. Now, continue reading to find out how to mitigate a disaster.

http://www.rivertoncity.com/community.emergency.html

Prevention and preparedness need to be the cornerstone of any emergency plan.Anticipating the
level of damage supported by geographical information systems, early warning devices etc. are
also critical elements of a good disaster preparedness and mitigation plan. This has to be integrated
with a post-disaster assessment, which can be used to draw lessons for preparedness and
mitigation.

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Now, let us define some important terms:

Before we get our gears ready, let us first

define some important terms and
concepts:

Hazards
j. any phenomenon, substance or situation, which
has the potential to
cause disruption or damage to infrastructure and services, people, their property
and their environment.

Can be:
4. NATURAL (i.e. earthquakes, droughts);
5. HUMAN INDUCED ( i.e. industrial accidents,
6. armed conflicts) ;
7. ENVIRONMENTAL (i.e. loss of biodiversity, ozone depletion, deforestation)
http://www.onsafelines.com/new-international-coshh-symbols.html

Risk
5. The probability that negative consequences may arise when hazards interact
with vulnerable areas, people, property and environment
6. The probability of harmful consequence or expected losses resulting from the
interactions between hazards and vulnerable conditions

To understand better, check out this diagram:

RISK =HAZARD X Vulnerability
CAPACITY

Vulnerability (weaknesses)
4. A concept which describes factors or constraints of an economic, social, physical
or geographic nature, which reduce the ability of a community toprepare for and
cope with the impact of hazards

Capacities (strengths)
8. The resources and skills people possess, can develop, mobilize and access which
allow them to have more control over shaping their own future and coping with
disaster risks

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2. The existing strengths in individuals and social groups – related to people’s

material and physical resources, their skills, their social resources and their beliefs
and attitudes(e.g. ownership of land and safe location ofhomes, adequate
income, adequate food resources, savings etc.)

“Disaster is primarily a question of vulnerability. A disaster

occurs as the result of a hazard that strikes a vulnerable
community or group whose inherent capacity is not enough to
withstand or cope with is adverse effects and impacts. “

The diagram below will clearly state my meaning:

(Anderson:1989)

Disaster
14. The serious disruption of the functioning of society, causing widespread human,
material or environmental losses, which exceed the ability of the affected
communities to cope using their own resources. Disasters occurwhen the
negative effects of the hazards are not well managed.

Risk Reduction Measures

5. These are various activities, projects and programs that the communities may identify after
assessing and analyzing the risks that they face. These measures are specifically intended
to reduce the current and prevent future risks in the community.

PRE- DISAS RESTORA LONG-TERM RECOVERY

DISASTER TER TION

RESILIENT COMMUNITY NON RESILIENT COMMUNITY

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TAKE NOTE: A disaster resilient community (individual) has the capacity or ability toanticipate,
prepare for, respond to and recover quickly from the impacts of disaster.

Now let us move on to the natural disasters that commonly hit the Philippines.
As the cliché goes information is knowledge, so let us be guided by the following
disaster guidelines and be familiar with it. It would be helpful if you don’t keep
these information to yourself, share it with your friends, families and neighbors. It
is better to be prepared than sorry!

A. Earthquake

An EARTHQUAKE is feeble shaking to violent trembling of the ground produced by

the sudden displacement of rocks or rock materials below the earth’s surface. Sudden
displacements along fault fissures in the solid and rigid layer of the earth generate
TECTONIC EARTHQUAKES. Those induced by rising lava or magma beneath active
volcanoes generates VOLCANIC EARTHQUAKES.

(http://www.ompongplaza.org.ph/MMEIRS/08_BOOKLET/
05_MITIGATION_HANDBOOK.PDF)

The destructive effects of earthquakes are due mainly to intense ground shaking or
vibration. Because of severe ground shaking, low and tall buildings may tilt, split, topple or
collapse, foundation of roads, railroad tracks and even bridges may break, electric posts
may tilt or topple, water pipes and other utility installations may get dislocated, dams and
similar structures may break and cause flooding, landslides and other forms of mass
movement may occur in hilly and mountainous areas and tsunamis may be generated.
These destructive effects of earthquake may cause many casualties and short to long term
socio-economic disruptions. The following figures show the historical distribution of
earthquakes recorded in some parts of the country for the past decades.

Distribution of Historical earthquakes Distribution of Instrumentally

from 1608 to 1895 recorded
Earthquakes from 1907 to 2002

(http://www.ompongplaza.org.ph/MMEIRS/02_VOL2_MAIN1/
MAIN1_02.PDF)

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What to do during earthquakes?

Duck, Cover and Hold

1. DUCK or DROP down to the floor.

2. Take COVER under a sturdy desk, table or other

furniture. If that is not possible, seek cover
against an interior wall and protect your head
and neck with your arms. Avoid danger spots
near windows, hanging objects, mirrors or tall
furniture.

J. If you take cover under a sturdy piece of furniture,

HOLD on to it and be prepared to move with it.
Hold the position until the ground stops shaking
and it is safe to move.

Sources:
JJ. California Governor’s Office of Emergency Services.(2003). Earthquake Preparedness
Tips. Retrieved from: www.oes.ca.gov/CEPM2003.nsf/htmlmedia/dch.../dch_drill.pdf
KK.Earthquake and Tsunami.(1990). Department of Science and Technology- Philippine
Institute of Volcanology and Seismology. Quezon City: DOST-PHILVOLCS.
LL. National Disaster Risk Reduction and Management Council. (2005). Philippine
Disaster Management Framework. Retrieved from: http://www.ndcc.gov.ph/
MM. Singapore Civil Defence Force. (2005). Emergency Handbook.Singapore: Singapore
Government.

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B. Tsunami

Tsunamis are giant sea waves generated

by the under-the-sea earthquakes and volcanic
eruptions. Not all underwater earthquakes and
volcanic eruptions, however, can cause the
occurrence of tsunamis. Tsunamis can only occur
when the earthquake is shallow-seated and strong
enough to displace parts of the seabed and disturb
the mass of water over it. Although tsunamis may
be triggered in various ways, their effects on
coastal areas are similar.

Japan Tsunami[Image](n.d.). Retrieved

from:
http://www.cartoonaday.com/tag/japan-
tsunami-

Some Natural Signs of an approaching Local Tsunami:

1. A felt earthquake

2. Unusual sea level change:

sudden sea water retreat or
rise

3. Rumbling sound of
approaching waves

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What to do during tsunamis?

1. Know your local community's suggested evacuation routes

to safe areas.
2. If you are at the beach or near the ocean and feel the
earth shakes, run immediately to higher ground.
3. Beware of the tidal conditions around your area. The most
notable and very distinguishing factor for a tsunami is the
occurrence of highly unusual tidal levels before the large
waves arrive. The sudden
draw down of sea level resulting in a receding shoreline, sometimes by a kilometer or more,
is a sign of a preceding or in-between crest of tsunami waves.
4. Do not approach the beach to investigate.

5. Homes and buildings located in low lying coastal areas are not safe. The upper floors of a
high multi-storey, reinforced concrete building can provide refuge if there is no time to move
inland or to higher grounds.
6. A tsunami is not a single wave but a series of waves that can vary in size. Whenever a
tsunami strikes, stay out of the danger area until absolutely sure that the last wave had
passed.

Sources:

 Earthquake and Tsunami.(1990). Department of Science and Technology-

Philippine Institute of Volcanology and Seismology. Quezon City: DOST-
PHILVOLCS.
 PAGASA
 Singapore Civil Defence Force. (2005). Emergency Handbook.Singapore: Singapore
Government.

C. Fire

According to the Fire Code of the Philippines, fire is the active principle of burning,
characterized by the heat and light of combustion. Fire can cause major disasters and loss of
lives in buildings such offices, hotels, hospitals, schools and homes. Such disasters can be
avoided if proper fire safety practices are observed.

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What to do to during fire:

1. When you’re in a building (such as offices, malls etc.), make sure to know where the “FIRE
EXIT” is located.
2. Use a fire extinguisher to put out small fires. You can also use water if the fire is not
electrical or chemical. Do NOT try to put out
a fire that you can’t control.
3. If there’s a fire that is too big to put out, leave the
place immediately.
4. If you can see smoke in the house, stay low to
the ground as you make your way to the exit.
5. Do not run, if your clothes catches fire but
“Stop Drop and Roll” instead.
6. When you’re trap in a room, do the following:
a) Check to see if there’s heat or smoke
coming in the cracks around the door.
b) Don’t open the door when you the smoke coming under the door.
c) Touch the door if you don’t see the smoke. If it’s hot or very warm then don’t
open it.
d) If you don’t see smoke and the door isn’t hot, then slightly use your fingers to
lightly touch the doorknob. If it’s hot, don’t open it.
e) If the doorknob feels cool and you don’t see any smoke around, only then you
can open the door slowly and carefully.
f) When you open the door and you feel a burst of heat or see smoke pours into the
room, quickly close the door and make sure it is really closed.
g) If there’s no smoke or heat when you open the door, quickly make your way out.
h) Yell for help.

Sources:

 Bureau of Fire Protection. (2009). Fire code of the Philippines.

Retrieved from: http://www.bfpresponse.gov.ph/RA9514%20IRR
%20Signed%20by%20SILG.pdf
 Bureau of Fire Protection. (n.d.) Fire Safety Tips.
Retrieved from:
http://www.bfpresponse.gov.ph/downloads.html
 Singapore Civil Defence Force. (2005). Emergency Handbook.Singapore: Singapore
Government.

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D. Landslide

Landslides are rock, earth, or debris that flow

on slopes due to gravity. They can occur on any
terrain given the right conditions of soil, moisture, and
the angle of slope. Integral to the natural process of
the earth's surface geology, landslides serve to
redistribute soil and sediments in a process that can
be in abrupt collapses or in slow gradual slides. Such
is the nature of the earth's surface dynamics.
Source: Landslide [Image](2008).
Retrieved from:
http://www.uwec.edu/jolhm/EH3/Gro
up3/New% 20website/Home.htm

What to do to during landslide:

1. If there has been a period of heavy rainfall and you are in a landslide prone area, you may
be at risk of a landslide.
2. If you remain or are caught suddenly at home, move to a second story if possible. Staying
out of the path of a landslide or debris flow saves lives.
3. Listen for any unusual sounds that might indicate moving debris, such as trees cracking or
boulders knocking together. A trickle of flowing or falling mud or debris may precede larger
landslides. Moving debris can flow quickly and sometimes without warning.
4. If you are near a stream or channel, be alert for any sudden increase or decrease in water
flow and for a change from clear to muddy water. Such changes may indicate landslide
activity upstream, so be prepared to move quickly. Don't delay! Save yourself, not your
belongings.
5. Be especially alert if you are driving. Embankments along roadsides are particularly
susceptible to landslides. Watch the road for collapsed pavement, mud, fallen rocks, and
other indications of possible debris flows.
6. Whenever you are in the path of a landslide or debris flow, move away as quickly as
possible. If escape is not possible, curl into a tight ball and protect your head with your
hands or a helmet.
7. Landslides are extremely dangerous, so it is far better to evacuate immediately if you
suspect imminent danger than to ponder the potential.
Sources:

 Federal Emergency Management Agency. (2010).

Landslide. Retrieved from
http://www.fema.gov/hazard/landslide/ls_before.shtm
 Singapore Civil Defence Force. (2005). Emergency Handbook.Singapore:
Singapore Government.
 United States Search and Rescue Task Force. (n.d.)What are
Landslides?. Retrieved from:
http://www.ussartf.org/landslides.htm

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E. Volcanic Eruption

A volcano can be simply defined as a

rupture or an opening on the crust of a planet
like earth. This opening allows hot ash,
molten rock and gases to blow off from the
underground spaces. Volcanoes generally
acquire shape of a mountain. Volcanoes are
usually found at places where tectonic plates
get converged or diverged. The common
features of volcanic eruptions are lava and
release of poisonous gases from the
crater situated at the summit of the volcanoes. If
a volcano erupts where you live follow the
Source: Pyroclastic flows at Mayon Volcano evacuation order issued by the volcano area to
[Image](n.d.). avoid flying debris, hot
Retrieved from: http://es.wikipedia.org/
wiki/
Archivo:Pyroclastic_flows_at_Mayon_Volcano.
jpg

authorities and evacuate immediately from

gases, lateral blast, and lava flow.

What to do to during volcanic eruptions:

1. Avoid the declared permanent danger zones in your locality. Also, rivers where
hazardous volcanic substances can flow should be avoided.
2. Leave the area immediately. If you are warned to evacuate because an eruption is
imminent, evacuate.
3. Be aware of mudflows. The danger from a mudflow increases near stream channels
and with prolonged heavy rains. Mudflows can move faster than you can walk or run.
Look upstream before crossing a bridge, and do not cross the bridge if a mudflow is
approaching.
4. Avoid river valleys and low-lying areas.
5. If you are along the path of potential lahar flows, move to higher ground or to a
designated evacuation site.
6. Remember to help your neighbors who may require special assistance – infants, elderly
people, and people with disabilities.
7. If you have a respiratory ailment, avoid contact with any amount of ash.
8. Food should always be covered to prevent contamination.
9. Wear long-sleeved shirts and long pants.
10. Use goggles and wear eyeglasses instead of contact lenses.
11. Use a dust mask or hold a damp cloth over your face to help with breathing.
12. Stay indoors until the ash has settled unless there is a danger of the roof collapsing.
13. Close doors, windows, and all ventilation in the house (air conditioners, fans, and other
vents.)
14. Always clean your roof when heavy ash fall occurs to prevent collapse.

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15. Avoid running car or truck engines. Driving can stir up volcanic ash that can clog
engines, damage moving parts, and stall vehicles.

Sources for the Guidelines on Volcanic Eruptions:

 Centers for Disease Control and Prevention. (n.d.). Key Facts About Protecting Yourself
During a Volcanic Eruption. Retrieved from:
http://www.bt.cdc.gov/disasters/volcanoes/during.asp
 Ezine Articles. (n.d.). Volcano Eruption - 15 Important Factors To Prepare. Retrieved from:
http://EzineArticles.com/1662110
 Philippine Institute of Volcanology and Seismology. (2008). Active Volcanoes. Retrieved from:
http://www.phivolcs. dost.gov.ph/index.php?option=com_content&view=article&id=57:active-
volcanoes&catid=55&Itemid=114___________. (n.d.). Safety During Volcanic Eruptions.
Retrieved from: http://www.healthypinoy.com/health/articles/disaster-preparedness-volcanic-
eruption.html

G. Typhoon

The Philippines’ geographical location and physical environment make it vulnerable to

natural hazards such as tropical cyclones, floods, extreme rainfall, thunderstorm (TSTM),
storm surges, strong winds, tornado and others. Every year, these hazards bring havoc to
life and
property, seriously disrupt our agriculture-
based economy and disturb the lives of
millions of Filipino families. In 2009, a series
of typhoons hit the country over a five-week
period. Typhoons Ondoy, Pepeng, Ramil
and Santi brought extensive flooding,
destroyed properties and caused a number
of casualties in different regions of the
country as many were caught unaware of
the intensity of these
typhoonsSource:Typhoon. [Image](n.d). Retrieved from:
http://ecohope.blogspot.com/2009/09/typhoon-ondoy-in-manila-philippines.html

A typhoon is a type of tropical cyclone, which is a general term for a circulating weather
system over tropical waters. The eye of the typhoon is the center and is very calm. The most
dangerous area is the eye-wall. At 50,000 feet the air is moved outward and that increases the
upward motion. Typhoon force winds can topple poorly constructed buildings and mobile
homes. Debris becomes flying missiles and wind gusts can down trees and power lines causing
disruption in the basic utilities. Rains moving inland can produce 10 inches or more and cause
deadly flooding.

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Philippine Storm Warning Signals:

Signal Wind Speed Time of

Number Occurence
1 30-60 Kph At least 36 hours
2 60 -100 Kph At least 24 hours
3 100-185 Kph At least 18 hours
4 >185 Kph At least 12 hours

Source: Philippine Institute of Volcanology and Seismology (PHILVOLCS). (n.d.). The

Philippine Storm Warning
Signals. Retrieved from: http://kidlat.pagasa.dost.gov.ph/genmet/psws.html

What to do to during typhoons:

1. Listen to the radio or local news for updates on the direction and strength of the
typhoon.
2. Secure or move inside outdoor items such as toys, grills, bicycles, furniture, plants
and anything moveable on the balcony. Move potted plants and other heavy objects
away from windows inside as well.
3. If you live in a two-storey home, stay on the first floor in an interior room. If you live in
a multiple-story building and are away from storm surges, take refuge on the first or
second floors in the hallways.
4. Turn the refrigerator and freezer up to the highest setting. In the event that electricity
is cut off your refrigerator and freezer will stay colder longer.
5. Fill your bathtubs, sinks, and other containers with potable water for using if water
service is disrupted and contaminated by flooding.
6. Keep flashlights, candles and battery-powered radios within easy reach.
7. Prepare foods that need not be cooked.
8. Should you need to evacuate, evacuate calmly. Close the windows and turn off the
main power switch; put important appliances and belongings in a high ground; and
avoid the way leading to the river. Bring clothes, first aid kit, candles/flashlight,
battery-powered radio and food.
9. After the typhoon, if your house was destroyed, make sure that it is already safe and
stable when you enter.
10. Watch out for live wires or outlet immersed in water; report damaged electrical
cables and fallen electric posts to the authorities.
11. Do not let water accumulate in tires, cans or pots to avoid creating a favorable
condition for mosquito breeding.

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COVID-19 HEALTH EDUCATION LECTURE

What is Corona Virus?

Coronaviruses are a large family of viruses causing a range of illnesses, from the common cold
to more serious infections such as those caused by Middle East Respiratory Syndrome-related
Coronavirus (MERS-CoV) and Severe Acute Respiratory Syndrome-related Coronavirus (SARS-
CoV). Coronavirus can also cause a variety of diseases in farm animals and domesticated pets.
What is Novel Corona virus

The novel coronavirus is a new strain of coronavirus that has not been previously
identified in humans. The novel coronavirus has caused severe pneumonia in several
cases in China and has been exported to a range of countries and cities.

Last February 12, 2020, the World Health Organization (WHO) announced that the
novel disease is officially called Coronavirus Disease 19 or COVID-19, and the virus
infecting it is referred to as COVID-19 virus.

Where did the Covid-19 originate?

Last 31 December 2019, a clustering of pneumonia cases of unknown etiology  in

Wuhan, China was reported to the WHO Country Office. The outbreak was later
determined to be caused by a new coronavirus strain that has not been previously
identified in humans.

Signs Symptoms and Transmission

Source of Covid-19 transmission
Animals are the most likely source of the COVID-19. It is possible that the COVID-19 virus
originated from animals before it infected humans. However, the specific source of COVID-19
virus is yet to be confirmed.

Coronaviruses are a large family of viruses that are common in animals. At times, humans get
infected with these viruses. For example, SARS-CoV was associated with civet cats and MERS-
CoV, with dromedary camels.

To protect yourself: avoid direct contact with animals and surfaces in contact with animals;
practice food safety measures at all times; handle raw meat, milk or animal organs with care to
avoid contamination of uncooked foods; avoid consuming raw or undercooked animal
products.

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How long is the incubation of Covid-19?

Incubation period is the period between exposure to an infection and the

appearance of the first symptoms.

According to the WHO, the current incubation period of COVID-19 ranges from 1-
12.5 days. These estimates can change as new information is being shared with the
Department of Health (DOH). Based on what we know about other coronavirus
diseases, such as MERS and SARS, their incubation period reaches up to 14 days.
With COVID-19, WHO recommends to monitor contacts of confirmed cases for 14
days.

How Does Covid-19 Spread?

COVID-19 is transmitted from person to person via droplets, contact, and fomites. It is
transmitted when one individual talks, sneezes, or coughs producing ‘droplets’ of saliva
containing the COVID-19 virus. These droplets are then inhaled by another person. COVID-19
transmission usually occurs among close contacts -- including family members and healthcare
workers. It is therefore important to maintain a distance of more than 1 meter away from any
person who has respiratory symptoms.
Signs and Symptoms
According to WHO, the most common symptoms of COVID-19 are fever, tiredness and dry
cough. Few patients experience aches and pains, nasal congestion, runny nose, sore throat or
diarrhea. Patients usually have mild symptoms that start gradually. Most patients recover
without needing any special treatment. Only around 1 of 6 patients manifest with difficulty
breathing and become seriously ill.
What can I do to prevent the spread of Covid-19?

DOH advises the public to practice protective measures. It is still the best way to
protect oneself against COVID-19.

a. Practice frequent and proper handwashing - wash hands often with soap and
water for at least 20 seconds. Use an alcohol-based hand sanitizer if soap and water
are not available.

b. Practice proper cough etiquette.

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i. Cover mouth and nose using tissue or sleeves/bend of the elbow when coughing
or sneezing.
ii. Move away from people when coughing.
iii. Do not spit.
iv. Throw away used tissues properly.
v. Always wash your hands after sneezing or coughing.
vi. Use alcohol/sanitizer.

c. Maintain distance of at least one meter away from individual/s experiencing

respiratory symptoms.
d. Avoid unprotected contact with farm or wild animals (alive or dead), animal
markets, and products that come from animals (such as uncooked meat).
e. Ensure that food is well-cooked.

What DOH and other agencies doing to contain the situation?

DOH is closely monitoring individuals who manifested signs of respiratory infection

and had a history of travel to China or other countries with confirmed COVID-19
cases, and is coordinating with WHO and China Center for Disease Control for
updates.  The Department is also strictly monitoring our repatriates from Wuhan,
China and the M/V Diamond Princess in Japan, and continues to conduct contact
tracing of our positive cases to ascertain that the spread of the virus locally is put to
a halt.

Moreover, DOH has instituted the Interagency Task Force for the Management of
Emerging Infectious Diseases (IATF-EID), the agency in-charge for the overall
management of COVID-19 preparedness and response. It has likewise created the
DOH Emergency Operation Center (DOH EOC) for COVID-19, a command center in-
charge of consolidating updates and information as the COVID-19 health event
evolves.

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In terms of communicating developments to the public, the Department holds press

briefings thrice a week to ensure the government’s transparency and accountability.

DOH also enhanced its coronavirus laboratory testing capacity, hospital

preparedness, rapid response, and its risk communication and information
dissemination. Personal Protective Equipment is made available at the Bureau of
Quarantine, Centers for Health Development, and DOH Hospitals.

Finally, the Bureau of Quarantine is working with airlines and airport authorities to
strengthen border surveillance, while the Epidemiology Bureau is heightening its
community surveillance.

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Week 15
MODULE 7
DRUG EDUCATION

Objectives

1. Define a drug.
2. Enumerate the different prohibited or commonly abused drug.
3. Describe the characteristics of a drug addict.
4. Determine a holistic understanding of one’s true identity and worth.

Relevance to the Society/ Oneself

Watch the movie Anakand answer the following questions.

1. How do you feel as you watch the film? Why do you say so?
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
__________________________________________________________________

2. What did you observe with the character who was addicted to drugs? Describe her
character.
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
__________________________________________________________________

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3. How do drugs affect one?

___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
__________________________________________________________________

4. Why do you think youth must be educated on the matter of prohibited drugs?
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
__________________________________________________________________

Processing Feedback

Understanding drug use, drug abuse, and addiction

People experiment with drugs for many

different reasons. Many first try drugs out of
curiosity, to have a good time, because friends are
doing it, or in an effort to improve athletic
performance or ease another problem, such as
stress, anxiety, or depression. Use doesn’t
automatically lead to abuse, and there is no specific
level at which drug use moves from casual to problematic.
It varies by individual. Drug abuse and addiction is less about
the amount of substance consumed or the frequency, and more to do with the
consequences of drug use. No matter how often or how little you’re consuming, if
your drug use is causing problems in your life—at work, school, home, or in your relationships—
you likely have a drug abuse or addiction problem.

If you are worried about your own or a friend or family member’s drug use, it is important
to know that help is available. Learning about the nature of drug abuse and addiction—how it

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develops, what it looks like, and why it can have such a powerful hold—will give you a better
understanding of the problem and how to deal with it.

A drug is a chemical substance that brings about physical, emotional or

behavioral change in a person taking it. They are taken through the following –
ingestion, inhalation, injection, as suppository or applied topically.

Moreover, drug abuse is the use of chemical substance, licit or illicit, which
results in an individual’s physical, mental, or social impairment. It may refer to
any of the following process:

 Using, without benefit or prescription, useful drugs which have the

capacity to alter mood or behavior;
 Using drugs and substances for a purpose different from the one for
which the drug has been prescribed; and
 Using drugs and substances having no legitimate medical application for
purposes other than research.

Any drug may be harmful when taken in excess. Some drugs can also be harmful if
taken in dangerous combinations or by hypersensitive (allergic) person in ordinary or even small
amounts.

Substances like glue, paint thinners, gasoline and other volatile (breathable) solvents
contain a variety of dangerous chemicals. They should be sold and used with caution.

Some people are able to use recreational or prescription drugs without ever
experiencing negative consequences or addiction. For many others, substance can cause
problems at work, home, school, and in relationships, leaving you feeling isolated, helpless, or
ashamed.

There are various reasons why people turn to drugs – ranging from the reasons that
“medicines” can solve problems, to widespread access to various drugs, to “peer pressure”, to
the notion that drugs give enjoyment to users in the context that it is used as an alcoholic
substitute.

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Risk factors that increase your vulnerability include:

o Family history if addiction

o Abuse, neglect, or other traumatic experiences in childhood
o Mental disorders such as depression and anxiety
o Early use of drugs
o Method of administration—smoking or injecting a drug may increase its addictive
potential

Warning Signs of Drug Addiction

Anyone can be a drug abuser. Drug abuse is no respecter of age, sex, and social
status. It is very difficult to come up with an accurate profile of a drug abuser that can be
applied to all because people are different in many ways.

We can tell if someone is into drug abuse by observing a lot of changes – in behavior, in
appearance and in mood. Sudden changes occur in the person’s disposition from pleasant to
unpleasant.

Physical Warning Signs of Drug Abuse

o Loss of short term memory

o Trouble stringing together simple sentences and slurred speech
o Decrease in appetite and severe mood swings
o Poor personal hygiene
o Active one minute and subdued the next
o Inability to concentrate for even short period of time
o Dilated pupils
o Serious changes in facial coloring

Emotional Signs of Drug Abuse

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o Highs and lows, a negative outlook on life

o Loss of interest in all social activities even with close friends
o Withdrawn, depressed, serious self esteem issues
o Happy one minute and angry the next
o Fighting with family members and friends for no reason
o Sleeps in all day after a night out with friends
o Refusal to participate in school and family activities
o Denies there is a substance abuse problem even after they’ve been caught with
drugs and other possession
o Promises to get help but then doesn’t follow through with those promises

Academic Problems

o Poor marks in school when grades used to be better

o Cutting class, ditching school all together and having a general bad attitude
about attendance
o Being argumentative with their superiors
o A total loss of interest in their studies and anything school related

Problems with Family, Friends, and Relationships

o Is absent for family functions

o Doesn’t make eye contact or engage at all with siblings
o Spends most of his or her time in the room
o Is at home less and less
o Has a whole new set of friends and doesn’t talk to their old friends at all
o Flakes out on plans all the time

Problems with the Law

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o Never had a problem with the law before but now is constanty in trouble
o The police have visited the home on more than one occasion
o Lies about where he/she has been
o Hangs out with known trouble makers
o Has been accused of shoplifting and petty theft crimes

Drug Problems in the Philippines (insert figure with a source)

Reports of drug related crime are common in the Philippines media. The main concern
tends to be towards metamphetamine or shabu which gets the most media attention. It does
seem that need to educate young people as to the dangers of drug use, and there is no legal
drug use is on the rise, and this has worrying implications for the future. There is an urgent
need to help those who are already addicted to escape their misery. Failure to do this could
mean there will be further deterioration within many Filipino communities.

Statistics for Drug Problems in the Philippines (insert figure a source)

Drug substance abuse has taken an alarming proportion of the Country’s problems at
the turn of the 21st century. One point five million (1.5 million) Filipinos are users, with the youth
taking the hardest hit. They are the greatest number of drug users. Among them are more than
350, 000 identified high school students in the Country. A survey by the University of the
Philippines Population Institute showed that the initial age of use of nicotine, alcohol and drugs
is 16-17. Forty percent (40%) of the males surveyed were smoking and thirty-seven percent
(37%) of the youth regularly used alcohol.

A US government report in 2009 concluded that illegal drug use was a significant
problem in the Philippines due to corruption and poor law enforcement. There was particular
concern expressed about the amount of metamphetamine (shabu) and cannabis production in
the area. Drug addiction appears to be on the rise in the Philippines. There are believed to be
as many as 6.7% million drug abusers according to figures from 2004—this is a dramatic
increase from 1972 when there was only believed to have been around 20,000 drug users in the
Philippines. The drug that is most abused in the Philippines continues to be alcohol—they are
the second highest consumers of alcohol drinks in South East Asia.

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The State recognizes this dilemma hence, the legislation for illicit drugs control:

1. 1972. The Dangerous Drugs Act was established.

2. 2002. The Comprehensive Dangerous Drugs Act was implemented.
3. 2002. The Philippine Drug Enforcement Agency (PDEA) was established.
4. 2002. An Integrated Drug Abuse Data Information Network (IDADIN) was created to
monitor drug use/abuse.

Drug education and campaigns including Philippine Drug Enforcement Agency’s

“Barkada Laban sa Droga” was encouraged especially in educational institutions. Drug
education program for the youth is a significant undertaking in order to keep them away from the
dangers of substance abuse.

Commonly Abused Drugs

Drugs that are commonly abused, depending on the pharmacological effects, may be
classified into:

1. Sedatives—most commonly alcohol but also

GHB, flunitrazepam (Rohypnol), and to a
lesser extent, temazepam (Restoril), and
midazolam (Versed) are well known for their
use as date rape drugs (also called Mickey)
and being administered to unsuspecting
patrons in bars or guests at parties to reduce
the intended victim’s defenses.

2. Stimulants
a. Amphetamines—prescribed as either racemic
amphetamine or dextroamphetamine) increase the
heart and respiration rates, increase blood
pressure and in some users, dilate the pupils of
the eyes and decrease appetite.

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b. Methylenedioxymethaphetamine (MDMA) is a drug that comes either in tablet or

capsule form (known as ecstasy, zoom, scrap), as powder or crystal.
c. Norepinephrine—dopamine reuptake inhibitor
d. Cocaine is made from the leaves of the coca shrub. It is a stimulant not normally
prescribed therapeutically for its stimulant properties, although it sees clinical use as
a local anesthetic, particularly in ophthalmology.

e. Caffeine is a drug that is found

naturally in coffee, tea, and to a
small extent cocoa. It is also found
in many softdrinks particularly
energy drinks. Caffeine stimulates
the body, increasing heart rate and
blood pressure, and alertness,
making some people feel better and
able to concentrate.

f. Nicotine is an alkaloid found in the nightshade family of

plants (Solanaceae), predominantly in tobacco, and in
lower quantities in tomato, potato, eggplant
(aubergine), and green pepper.

g. Ampakines, or eugeroics, (good arousal). These

stimulants tend to increase alertness without the
peripheral (body) effects or addiction/tolerance/abuse
potential of the traditional stimulants.

3. Hallucinogens are among the oldest

drugs, substances naturally occur in
mushrooms, cacti and a variety of other
plants.

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4. Narcotics—an example is referring to

cannabi, because the term is often used
broadly, inaccurately or pejoratively
outside the medical contexts, most
medical professionals prefer the more
precise term opioid, which refer to
natural, semi-synthetic, and synthetic
substances that behave
pharmacologically like morphine, the
primary active constituent of natural
opium poppy.

According to General Edgar C. Galvante, former Executive Director of the Dangerous

Drugs Board, most drug users start their habit early – usually during their teenage years. These
years are identified as periods of exploration, curiosity and search for identity. It is likewise
believed that young people with problematic backgrounds are more susceptible to drug
addiction. These young people in difficult circumstances are associated with poverty, family
disintegration, relocation, discrimination and lack of suitable alternative activities.

Thus, positive behavior, including the constructive handling of feelings and

responsibilities should be encouraged in families even in the early stages of a person’s life and
these should be nurtured by a caring and understanding community.

Yet, the sad reality is, a lot of parents who are supposed to guide the youth fall on any of
these categories: 1) too busy; 2) have not finished schooling and are equally innocent of the ill-
effects of drugs; or 3) disciplinarians who use violence in enforcing discipline, thus driving the
child away from home.

Adolescence is likewise the stage where an individual has a continuing search for
identity and niche in the society. In this period, peer influence is strongest. A person will try to
use drugs if a friend insists, for the sake of friendship.

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The drug addict is generally an emotionally unstable individual before he or she acquires
the habit. The person cannot face painful situations without help. He has little or no self-
control.

Hence, a strong grasp of one’s identity and a strong foundation of values are necessary
to help a person decide whether an influence could do him/her good or harm.

Let us process the discussion through answering the following questions.

1. What is a drug?
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
__________________________________________________________________

2. What are the commonly abused drugs?

___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
__________________________________________________________________

3. What are the prohibited drugs?

___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
__________________________________________________________________

4. What are the characteristics of a drug addict?

___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
__________________________________________________________________

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Class Dynamics

A. Using the following activities, make your own journal-portfolio. This will be submitted
a week before we start module six.

1. Form a group of five members and identify and discuss which pitfall of not
knowing one’s identity you can relate with.
2. Write about your experiences in life and how you think they have influenced who
you are today.
3. Form a group of five members and discuss this question:
“What experiences did you have that affirmed your identity or caused insecurity
about your identity?”

B. Think of the person in the case as real live patients. Put on yourself as a counselor
therapist and provide the most appropriate answers to the questions relative to the
case studies.

C. Conduct a case study on drug rehabilitated patient and a doctor. Below is a case
study sample.

Generalization

Please reiterate the objectives we have set and justify if we have achieved the
objectives.
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
__________________________________________________________________

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___________________________________________________________________
__________________________________________________________________
___________________________________________________________________
__________________________________________________________________

Rubric

ACTIVITIES 4 3 2 1
All Questions All and nearly Nearly all questions Almost all
leading to the all Questions leading to the questions leading
relevance to the leading to the relevance to the to the relevance to
society or relevance to the society or oneself the society or
oneself were society or were answered. oneself were not
Relevance to answered oneself were Acceptable answered.
the Society or clearly; all are answered grammatical and
Oneself justifiable. clearly; some mechanical errors.
Grammar and were justifiable.
mechanics were Grammar and
observed mechanics
properly. found to have
minimal errors.
All desired All or nearly all Nearly all desired Almost all desired
objectives were desired objectives were objectives were
formulated objectives were formulated through not formulated
through formulated answering guide through answering
answering guide through questions. guide questions.
Formulation of questions. answering Acceptable
Objectives Grammar and guide grammatical and
mechanics were questions. mechanical errors.
observed Grammar and
properly. mechanics
found to have
minimal errors.
All Questions All and nearly Nearly all were Almost all
were answered all were answered. questions were not
clearly; all are answered Acceptable answered.
justifiable/ clearly; some grammatical and
Processing correct. were justifiable/ mechanical errors.
Feedback Grammar and correct.
mechanics were Grammar and
observed mechanics
properly. found to have
minimal errors.
Class The journal The journal The journal portfolio The journal
Dynamics portfolio is portfolio is is complete. portfolio is
logical, complete. Photographs are incomplete.
systematic and Photographs labeled and

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supported with were Grammar captions are

necessary and mechanics present. Acceptable
information. found to have grammatical and
Photographs minimal errors. mechanical errors
were labeled Creativity is
and captions are evident.
present.
Grammar and
mechanics were
observed
properly.
Creativity is
evident.
All questions All and nearly Nearly all questions Almost all
were answered all questions were answered. questions leading
clearly; all are were answered; Acceptable to the relevance to
Generalizatio justifiable. some justifiable. grammatical and the society or
n Grammar and Grammar and mechanical errors. oneself were not
mechanics were mechanics answered.
observed found to have
properly. minimal errors.
Overall Score
Adapted from Rosales, Ma. Junithesmer D. and Milagrina A. Gomez. Field Study 1 Manual: The
Learner’s Development and Environment. Philippines: Allen Adrian Books, 2011.

Works Cited

BOOKS

Labuguen, Florida C. et al. Understanding the National Service Training Program: A

Modular Worktext for NSTP 1. Malabon City: Mutya Publishing House, 2012

Rosales, Ma. Junithesmer D. and Milagrina A. Gomez. Field Study 1 Manual: The Learner’s
Development and Environment. Philippines: Allen Adrian Books, 2011.

The Holy Bible: New International Version. Grand Rapids: Zondervan, 1984

ELECTRONIC SOURCES

Seven case Studies of People with Substance Abuse Problems.

http://www.cnsproductions.com/pdf/casestudies.pdf

Case Study 3. http://www.interventionsolutions.com/Case_Studies_3.asp

http://www.kln.ac.lk/uokr/ARS2007/2.12.pdf
http://pdea.gov.ph/our-accomplishments.html

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OTHERS

Anak. Dir. Rory Quintos. Perf. Vilma Santos, Claudine Barretto, Baron Geisler, and Joel Torre,
Star Cinema, 2000.

Red Ribbon.http://wolves.dsc.k12.ar.us/administration/personnel/img/redribbon4.gif

Sedatives.http://alterilinfo.com/wp-content/uploads/2011/01/sedatives.jpeg
http://store.bbcomcdn.com/store/deploy/images/category/sub_and_featured/
caffeine_stimulant_products/caffeine_stimulants_featured.jpg
Cigarette.http://www.thegooddrugsguide.com/files/images/s_0.jpg

Stimulant Abuse. http://stimulantabuse.com/wp-content/uploads/2012/10/Stimulant-Abuse.png

Harvested Poppy
Capsules.http://static1.businessinsider.com/image/5092573c69bedd5271000036-1024-
768/harvested-poppy-capsules.jpg?maxX=400

Hallucinogens.http://go.sky.com/SVOD/SKYDOCUMENTARIES/IMAGES/National
%20Geographic%20Channel/D/Drugs%20Inc%202/L_DrugsInc2_Hallucinogens.JPG

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