National Service Training Program (NSTP)

RA 9163

General Module
 TABLE OF CONTENTS

INTRODUCTION TO NSTP

Chapter 1: The NSTP Law

- The National Service Training Program [RA9163]
- Flag Heraldic Code of the Philippines [RA8491]
- Volunteer Act of 2007 [RA9418]
- Higher Education Act of 1994 [RA7722]

DEFINING MAN

Chapter 2: The Human Person

- The Human Person: Overview
- The Human Person: Revisited
- Who am I?
- Core and Related Values
- The Essence of a Person
- Eight Stages of Development
- In A Nutshell

Chapter 3: Filipino Characteristics

- The Filipino Value System – What are Values?
- What are Filipino Values?
- Significance of Studying Filipino Values
- Understanding Filipino Values and Culture
- Filipino Characteristics
- Other Strengths of Filipino Character
- Other Weaknesses of Filipino Character

NATIONAL ISSUES AND CONCERNS

Chapter 4: Substance Abuse Education

- Substance Abuse Education
- Most Commonly Abused Drugs and Their Effects
- Common Signs of Drug Abuse
- Classification of Drug Abusers
- Substance Dependency and Keeping Drug-Free
- Unlawful Acts and Penalties of Comprehensive Dangerous Drug Act of 2002

Chapter 6: Disaster Awareness, Preparedness and Management

- Disaster Awareness, Preparedness and Management
- Definition of Terms
- The Disaster Equation and the Disaster Management Cycle
 - Introduction of Morse Code and Different Ways to Signal SOS
- First Aid
- Basic Life Support
- Rappelling

Chapter 7: Environmental Awareness

- Climate Change
- Causes of Climate Change
- Human Contribution to Climate Change
- What Impacts of Climate Change have already been Observed?
- How do People Adapt to Climate Change?
- Possible Solution to Climate Change

Chapter 8: National Security

- Human Security and National Security

- National Security and the NSTP Program
- Manpower Reservoir for National Security
- Threats to National Security

REFERENCES

APPENDICES
Republic Act 9163: The National Service Training Program Law
Introduction to NSTP
CHAPTER 1
THE NSTP LAW
THE NATIONAL SERVICE TRAINING PROGRAM [R.A. 9163]

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.

2. What are the components of the NSTP?

a. 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.

b. 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.

c. 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.

Who are covered by the NSTP Law?

A. All incoming freshmen students, male, female, starting school year (SY) 2002-2003,
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;
B. All higher and technical-vocational education institutions must at least offer one (1) of
the NSTP components.

C. State universities and colleges (SUC‟s), shall offer the ROTC component and at
least one (1) other NSTP component.

D. 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.

E. 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).
3. 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.

4. What fees shall be charged to students taking any of the NSTP components?

No other fees shall be collected except basic tuition fees, which should not be more
than 50% of the charges of the school per academic unit.

5. 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.

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

a. 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.
b. 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.

c. 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.
d. 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.

7. How are Clustering and Cross-Enrollment done?

a. 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.

b. 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).

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

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.

9. 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.
 REPUBLIC ACT 8491 – FLAG HERALDIC CODE OF THE PHILIPPINES

For the implementation of the Flag Heraldic Code of the Philippines, the NSTP should
be guided with the following provisions:

Sec.2 states that it is the policy of the state to prescribe the Code of the National Flag,
Anthem, Motto, Coat-of-Arms and other Heraldic Items and Devices of the Philippines,
ensure the promotion and implementation of its corresponding rules and regulations,
and adopt effective administrative, regulatory, coordinative and supervisory programs
and activities, where appropriate, in conformity with national government policies.

Sec. 4 the Flag Heraldic Code of the Philippines will promote or sustain reverence and
respect for the flag, the anthem and other national symbols, and those which
symbolizes the national ideals and traditions.

Definition of Terms

These are the terminologies used in these rules:

 Military – means all the branches of the Armed Forces of the Philippines
including the Philippine National Police, the Bureau of Jail Management and
Penology, and the Bureau of Fire Protection
 Festoon – to hang in a curved shape between two points as a decoration
 National Flag – is the National Flag and Ensign of the Philippines, use on land
and sea by public, private and the military and shall refer to the flag or any other
design that resembles it as likely to cause any person to believe that it is the flag
or design stated
 Fly – is the part of the flag outside the hoist or length
 Symbol – any conventional sign that shows man’s achievement and heroism,
identification, authority and a sign of dignity
 Half-mast – is the lowering of the flag to the middle of the pole
 Halyard – the long rope used for raising and lowering the flag
 Inclement Weather – when there is a typhoon signal raised in a locality
 National Anthem – the “Lupang Hinirang”, Philippine National Anthem
 Official Residences – is Malacanang and other government-owned structures
where the President lives, and other structures occupied by the Philippine
Consulate or Embassies abroad
 Places of Frivolity – places of hilarity marked by or providing boisterous
merriment or recreation
  Advertisement or Infomercial – these are any information material, printed or
through radio, television and electronic media which seeks to promote
individuals, products or services, political purposes or information campaigns
 Heraldic Items and Devices – are coat-of-arms, seals, logos, insignia, badges,
flashes, patches, orders and decorations, medals, stars, citations, lapel pins,
trophies, dry, wax or wet seals, and imprints on letterheads, envelops and cards
 Government Entities – all branches of government, its bureaus and attached
agencies, constitutional offices, government owned and/or controlled
corporations, government financial institutions, state universities and colleges,
Armed Forces of the Philippines and its basic units
 Vexillary Items – national, local house flags or administrative and corporate
organization’s banner

HALF-MAST

Sec. 27 The National Flag should be at half-mast as a sign of mourning on all the
buildings and places where it is displayed on the official day of announcement of the
death of the following officials:

a. The President or former President (10 days);

b. The Vice-President, the Chief Justice of the Supreme Court, the President of the
Senate and the Speaker of the House of Representatives (7 days);
c. Cabinet Secretaries, Associate Justice of the Supreme Court, Members of the
Senate and House of Representatives, the Chief of Staff of the Armed Forces of
the Philippines and the Director-General of the Philippine National Police (5
days);
d. Head of National Government Agencies, including Government Owned and
Control Corporations and Government Financial Institutions (3 days)
e. The Commanding Generals of the Philippine Air Force and the Philippine Army
and the Flag Officer in Command of the Philippine Navy (3 days)
f. Governors, Vice-Governors, city and municipal Mayor, city and municipal Vice-
Mayors (3 days)
 g. Members of the Sangguniang Panlalawigan, Sangguniang Panlungsod and
Sangguniang Bayan (on the day of interment)
h. Barangay Chairmen and Barangay Councilmen on the day of interment
i. Former National or Local Government Officials, appointive or elective
j. Regional Directors, Superintendents, Supervisors, Principals, Teachers and
other school officials
k. During calamities and disasters, National Flag shall also be flown at half-mast.
CASKET

Sec. 28 The National Flag may be used to cover the caskets of the dead honored men
(military, veterans of previous wars, National Artists and other civilians) who rendered
noble service to our nation. It should not touch the ground but must be folded solemnly
and handed it to the heirs of the deceased. No object must be placed on top of it except
for the religious objects that symbolizes “God above the country”.

PLEDGE TO THE NATIONAL FLAG

Sec. 29 The following shall be the Pledge of Allegiance to the National Flag:

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
Maka-Tao
Makakalikasan at
Makabansa.

This pledge should be recited right after singing the National Anthem with right palm
open and shoulder raised high.

PROHIBITED ACTS

Sec. 39 it is prohibited:

a. To mutilate, deface, defile, trample on, cast contempt, or commit any act or
omission casting dishonor or ridicule upon the National Flag or over its surface;

b. To dip the National Flag to any person or object by way of compliment or salute;

c. To use National Flag

i. As drapery, festoon, tablecloth;
 ii. As covering for ceilings, walls, statues or other objects;
iii. As a pennant in the hood, side, back and top of motor vehicles;
iv. As a staff or whip;
v. For unveiling monuments or statues; and
vi. As trademarks, or for industrial, commercial or agricultural labels or
designs.

d. To display the National Flag:

i. Under any painting or picture;
ii. Horizontally. It shall always be hoisted aloft and be allowed to fall freely;
iii. Below any platform; or
iv. In discotheques, cockpits, night and day clubs, casinos, gambling joints
and places of vice or where frivolity prevails.

e. To wear the National Flag in whole or in part as a costume or uniform;

f. To add any word, figure, mark, picture, design, drawings, advertisement, or

imprint of any nature on the National Flag;

g. To print, paint or attach representation of the National Flag on handkerchiefs,

napkins, cushions, and articles of merchandise;

h. To display in public any foreign flag, except in embassies and other diplomatic
establishments, and in offices of international organizations;

i. To use or display or be part of any advertisement or infomercial; and

j. To display the National Flag in front of buildings or offices occupied by aliens.

THE NATIONAL ANTHEM

Sec. 40 It is entitled Lupang Hinirang

Sec. 41 the lyrics of the National Anthem:
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 langit mong bughaw,
May dilag ang tula
 At awit sa paglayang minamahal.
Ang kislap ng watawat mo’y
Tagumpay na nagniningning
Ang bituin at araw niya,
Kailan pa may 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 iyo.
The National Anthem should be interpreted in accordance with the musical arrangement
and composition of Julian Felipe with its original lyrics and tempo.

THE NATIONAL MOTTO

Sec. 45 The Philippine National Motto is “MAKA-DIYOS, MAKA-TAO,

MAKAKALIKASAN AT MAKABANSA.”

NATIONAL COAT-OF-ARMS (SAGISAG NG PILIPINAS)

Sec. 46 The National Coat-of-Arms shall have:

Paleways of two (2) pieces, azure and gules; a chief argent
studded with three (3) mullets equidistant from each other; and, in
point of honor, ovoid argent over all the sun rayonnant with eight
minor and lesser rays. Beneath shall be the scroll with the words
“REPUBLIKA NG PILIPINAS,” inscribed thereon.

The eight-rayed sun symbolizes the eight provinces (Batangas,

Bulacan, Cavite, Manila, Laguna, Nueva Ecija, Pampanga and
Tarlac) which were placed under martial law by Governor-General Ramón Blanco
during the Philippine Revolution, and the three five-pointed stars representing the three
primary geographic regions of Luzon, Visayas, and Mindanao.

THE GREAT SEAL

The Great Seal should be in circular form with the same descriptions
with the National Coat-of-Arms but without the scroll and the
inscription “Republika ng Pilipinas”. It should be surrounded by a
double marginal circle which “Republika ng Pilipinas” should appear.
The Great Seal should also bear the National Motto.

Penalties

Failure or refusal to adhere to the provisions of this act, and/or any violations of these
Rules shall be penalized as stipulated in R.A. 8491.
 REPUBLIC ACT 9418 – VOLUNTEER ACT OF 2007

It should be the policy of the state to promote the participation of the different sectors of
the society, international and foreign volunteer organizations in public and civic affairs,
and adopt and strengthen the practice of volunteerism as an approach in order to reach
national development and international understanding. Every Filipino should be
educated of volunteerism to foster social justice, solidarity and sustainable
development.
Goals

To achieve attainment, here are the goals and objectives of the policy:

a. To provide the policy framework that shall underscore the fundamental principles
necessary to harmonize the broad and diverse efforts of the voluntary sector,
b. To provide a conducive and enabling environment for the mobilization and
nurturance of volunteers and volunteer organizations,
c. To strengthen the Philippine National Volunteer Service Coordinating Agency
(PNVSCA) as an effective institution to support volunteerism in the country.

Definition of Terms

Volunteerism
 act that involves different activities which includes traditional form of mutual aid
and interventions to provide an enabling and empowering both on the part of the
beneficiary and the volunteer,
 a powerful means for bringing more people into the fold. It strengthens civic
engagement, safeguards social inclusion, deepens solidarity and solidifies
ownership of development results. It simply is not possible to attain the SDGs
without a wide range of people engaged at all stages, at all levels, at all times.

Volunteer
 an individual or group who contribute time, service and resources whether on full-
time or part-time basis to a just and essential social development cause, mission
or endeavor in the belief that their activity is mutually meaningful and beneficial to
public interest as well as to themselves

Volunteer Service Organization

  a local or foreign group that recruits, trains, deploys and supports volunteer
workers to programs and projects implemented by them or by other organizations
or any group that provides services and resources, information, capability
building, advocacy and networking for the attainment of the common good

Voluntary Sector
 those sectors of Philippine society that organizes themselves into volunteers to
take advocacy and action primarily for local and national development as well as
international cooperation and understanding
Roles and Modalities of Volunteerism in Private Sector

a. Volunteerism in academe encourage academic institutions to continuously devise

ways to effectively teach and practice the value of volunteerism. Such integration
provides students with the volunteering arena by which they can channel their
idealism and vigor into something worthwhile.
b. In corporate sector, volunteerism serves as an expression of corporate social
responsibility and citizenship, which refers to the activities recognized by the
company, where give their time, skills and resources in the service of the
company’s internal and/or external communities

The Philippine National Volunteer Service Coordinating Agency (PNVSCA)

PNVSCA was created under the Executive Order No. 134 to review and provide policies
and guidelines regarding the national volunteer service program. It establishes and
maintains a national network of volunteer organizations and serves as liaison between
and among local.
Recognizing the important contributions of volunteerism in nation-building, the
Philippine National Volunteer Service Coordinating Agency (PNVSCA) leads the
promotion and coordination volunteer programs and services in the Philippines, to
maximize the benefits that may be derived from volunteer assistance and properly
gauge the contributions of volunteers to national development and international
cooperation.

MultiSectoral Advisory Body (MSAB)

It was created under the Executive Order No. 365 to assist the PNVSCA. It composed
of different government agencies (NEDA, DepED, DFA, DOJ, DILG, DSWD, CHED and
PMS) and representative from the corporate sector, private academe sector and from
the not-for-profit sector.
MSAB functions to provide advice in the formulation of policies and guidelines for the
national volunteer service program, provide consultative and technical advisory services
on volunteer matters, and serves as forum to enhance and strengthen linkages between
and among volunteer groups and communities.

REPUBLIC ACT 7722 – HIGHER EDUCATION ACT OF 1994

Republic Act 7722 is the act creating the Commission on Higher Education which
covers both the public and private institutions of higher education as well as degree-
granting programs in all post-secondary educational institutions, be it public or private.
One of the powers and functions of this act which is in line with the goal of National
Service Training Program [NSTP] is to identify, support and develop potential centers of
excellence in program areas needed for the development of world-class scholarship,
nation building and national development.

Activity No. 1
Directions: Answer the following questions.

1. What do you think is the significance of having NSTP in the tertiary level of
education?
 It builds a sense of patriotism to the individuals, especially for us students.
We also learn teamwork and loyalty. And NSTP addresses the need for
rational program of Youth development.

2. Why do you think you need to take up NSTP?

 This program is so beneficial for it is one way for us students to learn and
train to become well-disciplined and effective.

3. What NSTP program component did you choose? Why did you choose such
program?
 I choose Civil Welfare Training Service ( CWTS) because students or I,
can serve the community by means of actively participating in community
program that aims to provide good service and essential benefits to the
people within the community.

4. What do our flag symbolizes?

 The sun represents liberty and its eight rays represent the first eight
provinces that revolted against spain. The three stars stand for the 3 big
islands the Luzon, Visayas and Mindanao. As for the colors used, White
represents hope for equality, blue stands for peace,truth and justice. And
red symbolises patriotism and valour. However, when two are
interchanged, this signals that the country is in state of war.

5. Why do you think you need to follow the policies and guidelines in the Flag
Heraldic Code of the Philippines?
 Flag is the country’s most cherished symbol. It is the nation’s emblem for
freedom. It symbolises patriotism, core of country and sense of
 nationhood and embodies the aspiration and sentiments of the people in
their increasing quest for independence. So there’s no reason for us not to
follow the policies and guidelines of the Flag Heraldic Code of the
Philippines.

6. How do you define the word SERVICE?


7. Why do you think you need to provide SERVICE to your community and to its
people?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
8. “With great power comes with great responsibility.” How do you interpret this
statement?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

DO THIS
Create an 8-line poem expressing your thoughts on why do you think you need to help
make our society a better place to live in:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Defining Man
CHAPTER 2
THE HUMAN PERSON
THE HUMAN PERSON: OVERVIEW

What is a human person? What is the nature of a human person? How does a person
attain his highest potential that can create a positive result towards society?

Even during ancient times, these questions had been consistently raised and evaluated.
Brilliant psychologists, philosophers, theologians, and even natural scientists had
written and made in- depth analyses on the topic of human nature using wide range of
theories and observations. It is essentially difficult to define man. This perspective aims
to revisit and challenge, in all humility, our perception of human nature; and the
possibility of achieving a productive society through the actualization of a person’s
highest potential.

THE HUMAN PERSON: REVISITED

When we talk about the human person, it is obviously everything that pertains to man -
physical, spiritual, emotional and intellectual attributes. There are several definitions of a
human person based on different perspectives:
 Aristotle and Boethius described man as a rational being. As rational being, a
person is able to know, reason out and apply what he knows.
 Theologians describe a human person as a substance of physical and spiritual.
Spiritual in nature because man has a soul and is created by a Superior Being
with a divine purpose. Physical in nature, because a person is created with body
and faculty that correspond to his relationship with society.
 Dictionaries define a human person as a living, self-conscious animal or a thing.

WHO AM I?
To fully understand the meaning of a person, let us re-evaluate and understand the
characteristics of a person:

Characteristics of a Person

Eddie Babor discussed in his book “The Human Person, Not Real But Existing”
that the human person have several characteristics, among which are the following:

1. Rational - Every person is a rational being. This is what distinguishes a person

from all other creatures in the world. As a rational being, a person is free to think
and has the capacity to reason. He can distinguish what is right and what is
wrong because he has intellect.
2. Free - All human beings are born free. A person has the freedom to do or not to
do a specific action. However, every person must be responsible for his own
action. In other words, a person can do whatever he pleases but not to the extent
of doing harm to his co-creatures.

3. Unique - Every person is unique. Every person has his own identity such that no
two persons are the same. Generally speaking, human beings have the same
characteristics and physical features and but no two persons are the same
because every person has its own perception, has different sets of values and
priorities in life.

4. Social being - Every person is intrinsically a social being. He cannot detach his
“being” from others and all other creatures in the universe. Human nature is
characterized by his togetherness and relationship towards other creatures; be it
a thing, object or his fellowman.

5. Sexual - All created living things are sexual in nature but the uniqueness of
expression of a person’s sexuality makes it all different. The expression of a
person’s emotions, attitudes, feelings, actions and thoughts in sexual activity best
exemplifies his uniqueness from animals.

Considering the characteristics, and their definitions, given above, it can be deduced
that a human person is the ultimate expression of the Supreme Being that has the
freedom, capacity and ability to reason, reflect and relate to his co-existence.
CORE AND RELATED VALUES
THE ESSENCE OF A PERSON

By understanding the character and the definition of a person, the next question would
be “how are we going to maximize these characteristics to be able to create a positive
result?”

There are several guiding principles in realizing a person’s competence and ability. The
totality of the person is best explored in the field of humanistic psychology. This study
theorized that a person’s behavior and relationship with others is shaped by his inner
feelings and self-image. One of the foundations of humanistic psychology is Abraham
Maslow and his theory on the hierarchy of needs as illustrated below:

The hierarchy of needs has five levels, namely:

1. Physiological Level - these are biological needs such as food, water and clothing.
They are the strongest needs because when a person is deprived of these, the
person will ultimately find ways to fulfill its satisfaction.

2. Safety - when physiological needs are met, the person transcends in finding
security and protection from physical and emotional harm.
 3. Social and Belongingness - when the needs for physiological and safety had
been satisfied, the desire for affection, belonging, friendship can become active.
Maslow states that people seek to overcome feeling of loneliness and alienation.

4. Esteem - there are two esteem needs: The self-esteem that include
achievement, mastery, confidence and the esteem the person gets from others.
These include recognition, respect, attention etc. When these needs are
satisfied, the person feels self-confident and valuable as a person in the world.
However, when these needs are not met, the person may feel inferior, weak,
helpless and worthless.

5. Self-Actualization - it is the highest form of motivation. Maslow describes this

need as reaching the person’s peak potential.
As discussed above, Maslow’s theory pointed out that a person must satisfy first the
other lower needs before he can actually realize his self-worth and potential.
Accordingly, when lower needs are unmet, the person cannot fully devote himself to
fulfilling his potentials (Boeree;1988). He theorized that self - actualization is the driving
force of human personality. Thus, a person cannot appreciate intellectual and aesthetic
learning when the person is hungry and his safety is difficult to obtain. “Artistic and
scientific endeavors do not flourish in a society where people must struggle for food,
shelter and safety. The highest motive - self-actualization - can only be fulfilled after all
other needs are fulfilled” (Intro to Psych 10th ed by Atkinson, Smith, Bem, p. 525).

Following Maslow’s theory, Carl Rogers (1902-1987) in his person- centered therapy
theory, believed that every person has within him an inherent desire towards a positive
transformation and development of his capacity. Furthermore, he came to believe that
man is basically good and inherently possesses a seed of goodness no matter how
imprudent his actions are.

The theory of person - centered therapy of Carl Rogers explained that persons are the
only ones able to change the direction of their lives and which path to take. The
therapist’s role is to act as a “sounding board” while the person himself explores and
analyzes his problem (Intro to Psych 10th ed by Atkinson, Smith, Bem, p 523).

In accordance with the view of Roger’s theory, the writer of this article personally
believes that the therapist being referred to should not be restricted to psychologists
only, but must also be identified with the person’s environment and the people
surrounding him. In other words, the role of our society should be a “sounding board” of
our reflections in life to be able for the individual to realize his problem and create his
own solutions for it. It is the individual who will eventually direct his own life and not the
people around him.
THE EIGHT STAGES OF DEVELOPMENT

ERIK H. ERIKSON STAGE CRISIS VIRTUE

Infancy Basic Trust VS. Mistrust Hope
(Birth)  Child is helpless  Emerges as an
dependent on adults. enduring belief in the
 Caring is the attainability of fervent
satisfying needs of wishes (trusting
the child. children are more
 If parents are future- oriented)
rejecting and the  Children lacking
satisfying needs of enough trust cannot
the child is hope because they
inconsistent, it must worry constantly
develops feelings of about whether their
mistrust needs will be satisfied
and therefore are tied
to the present.

Early Childhood Autonomy VS. Shame and Will

(Ages 1 – 3) Doubt  Defined as the
 Child develops rapidly unbroken
varied skills. determination to
 Learns how to hold on exercise free choice
and let go – feces and as well as self-
urine. restraint.
 Child can willfully
decide to do
something ort to do it.
 Effects of parental
discipline and control
over the development
of child’s own self-
control.
 From a sense of self-
control without loss of
self-esteem comes
lasting sense of good
will and pride
 From a sense of self-
control comes a
lasting propensity for
doubt and shame

Pre-School Age Initiative VS. Guilt Purpose

(Ages 4 – 5)  Initiative – the general  The courage to
ability to initiate ideas envisage (predict or
and actions and to visualize) and pursue
 plan future events. goals by defeat of
 The child begins to infantile fantasies, by
explore what kind of guilt and by foiling fear
person he can of punishment.
become limits are
tested to find out what
is permissible and
what is not.
 Guilt develops if
parents ridicule the
child’s self-initiated
behaviors and
fantasies.
School Age Industry VS. Inferiority Competence
(Ages 6 – 11)  Industry – the sense  It is the free exercise
of enjoyment from of dexterity and
work and from intelligence in the
sustained attention. completion of tasks,
 Child learns skills unimpaired by infantile
necessary for inferiority.
economic survival the
technological skills
that will allow him to
become productive
member of his culture.
 School is the place
where child is trained
for future employment.
 Inferiority causes the
child to lose
confidence in his
ability to become
contributing member
of society.

Teen Age Identity VS. Role Fidelity

(Ages 12 – 19) Confusion  self-confidence and
 Identity - means self- esteem
essentially how a necessary to freely
person sees associate with people
themselves in relation and ideas based on
to their world. It's a merit, loyalty, social
sense of self or and interpersonal
individuality in the integrity, discretion,
context of life and personal standards
what lies ahead. and dignity, pride and
  Role Confusion - the personal identity,
negative perspective - seeing useful personal
an absence of identity role(s) and purpose(s)
- meaning that the in life
person cannot see
clearly or at all who
they are and how they
can relate positively
with their environment.

Young Adulthood Intimacy VS. Isolation Love

(Ages 20 –35)  Intimacy – the ability  Defined as the
to merge one’s identity mutuality of devotion
with that of another forever subduing the
person. antagonism inherent
 Isolation – the inability in dividend functions
to share one’s identity  Development of a
with that of another greater sense of
person. intimacy.

Middle Adulthood (Ages 35 Generativity VS. Care

– 64) Stagnation  The widening concern
 Generativity – the for what has been
impulse to help generated by love,
members of the next necessity; it
generation. overcomes the
 Stagnation – ambivalence adhering
interpersonal to irresistible
impoverishment – the obligation.
lack of concern about
the next generation.

Old Age (Ages 65 – death) Ego Integrity VS. Despair Wisdom

 Ego Integrity – the  The person has more
satisfaction with life ego integrity than
and the lack of fear of despair
death.  Defined as detached
 Despair – the lack of concern with life.
satisfaction with life

The stages of development are patterned sequence encompassing appropriate

physical, emotional and cognitive tasks that the individual must muster in a struggle to
adjust to the demands of the social environment.
Each stage should be viewed as a psychosocial crisis or conflict – and whether the
conflict of a particular stage is successfully resolved or not, the individual is pushed by
both biological maturation and social demands into the next stage. The conflict in each
stage involves bipolar tasks such as trust vs. mistrust.

IN A NUTSHELL

The definition and characteristics of a person, the presumptions of Carl Rogers,

Abraham Maslow and Erik Erikson that had been analyzed are simply guiding principles
and motivations to better understand ourselves and examine our potentials. As JFT
Bugental pointed out, “man’s life has greater possibilities but not realized”. In other
words, there are many opportunities await each person and he is blind enough not to
notice those opportunities.

As discussed previously, the person himself is the best qualified in changing and
directing his life. He has always been given an alternative whether to do or not to do an
act but this action should be accompanied by responsibility.
Being human, our dealings may not always be positive but that does not negate our
value as a person. Self-actualized persons allow their innate positive values to
transform further and realize that by understanding his self-first is the best way that he
can effectively relate to others.

Furthermore, every person must be guided by the understanding that he exists in this
world achieving his temporary assignments. Each person should start now by utilizing
his gifts and talents in obtaining his goals to positively transform and help others realize
their worth as person themselves. He must make use of it and fulfill the greatest
challenge that the Supreme Being has bestowed upon him.
ACTIVITY NO. 2
Directions: Answer the following questions.

1. Why do you think we need to know the nature of a human being in relation to
providing service to our community?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What do you think is the significance of knowing Abraham Maslow’s Hierarchy of
Needs?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Why do you think SELF-ACTUALIZATION is the highest form of need of a human
person?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Why do you think you need to develop your CORES (physical, mental, ….)?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. What do you think is the significance of knowing Erik Erikson’s Psychosocial Theory
of Development?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

DO THIS.
Create an illustration depicting the significance of knowing man’s nature in relation to
making the society a better place.
Defining Man
CHAPTER 3
FILIPINO CHARACTERISTICS
THE FILIPINO VALUE SYSTEM

What are values?

Before delving into the discussion of values – Filipino values, in particular – it is worth
analyzing the word itself. The word “value” has its root in the Latin word “valere” which
means to be strong and vigorous. This proceeds from the premise that a human person
has to have strength or valor in every endeavor. It is the basis on which his strength in
facing the challenges of life should be directed.

Dr. Tomas Q. D. Andres (1986) would define values as “things, persons, ideas or goals
which are important to life; anything which enables life to be understood, evaluated, and
directed.”

On the other hand, Edgar Sheffield Brightman defines value as “whatever is liked,
prized, esteemed, desired approved, or enjoyed by anyone at any time. It is the actual
experience of enjoying a desired object or activity. Hence, value is an existing
realization of desire.”

Collectively, the values of a society would be the standards or principles for which an
act is judged to be what is right or wrong, correct or incorrect. As such, it is the goal set
for every member of the community to attain what is desirable. In other words, values in
a society give meaning and direction to every individual’s life and influence his human
behavior.

Based on these definitions, we can say that values are those which are considered by
the society as desirable and important and have attained the status as moral impetus
behind every action of each member geared towards the desired end or goal.
What are Filipino Values?

Significantly, Filipino values would be the standards or principles set forth by the Filipino
society as basis for what is right or wrong, the principles on which every member of the
Filipino society should persevere to attain in order to reach the ultimate realization of his
life, regarding his person and in relation to his family and society in general.

Significance of Studying Filipino Values

Several studies have been made on Filipino Values. They have always been interested
in examining Filipino values because it influences a Filipino’s behavior in particular, and
shaping the Philippine Society in general. How Filipinos feel and motivated to do a
specific task is directed and evaluated by his set of values. In order to understand the
Filipino culture and the development of the Filipino individual, one has to understand the
underlying values on which every Filipino act. Thus, a study on the Filipino values would
provide us a deeper understanding of the Filipino culture.

The shaping of the Philippine society into a successful and progressive nation would
depend on understanding and appreciating the positive side of Filipino values and how
they are applied to attain such goal. Thus, it is imperative that a full understanding and
appreciation of the positive side of our very own principles be made and used for our
personal and national success.

The purpose of this chapter, therefore, is to help us understand our Filipino values to
enable us to put the positive side of Filipino values in use and to disregard the negative
ones. Thus, in the end, through the development and use of positive Filipino values, we
may bring out the best in the Filipino society in general and the individual in particular.
Understanding Filipino Values and Culture

The Filipino society is composed of a mixture of different races and cultures, many of
which influenced the lifestyle and values being practiced in the Philippine community.
Among those who influenced the Filipino culture and values are our ancestors – the
Malays and Indons, our colonists – the Spaniards and the Americans, and nationals of
other countries who have dealt with the Philippine society through trade – the Chinese
and the Indians. The resulting blend of this mixture of influences, which are sometimes
conflicting, is uniquely Filipino in character.

Most of the prominent Filipino values are the result of a blend of the rich Christian
values of Europe, the pragmatic and democratic values of America, and the spiritual
values of Asia.

The basic social unit in the Philippine society is the family. It is here where values and
principles are nurtured and imbibed in each and every member of the family. The
tradition of close family ties has long been practiced and considered as the foundation
of the Philippine society. So much is the effect of this tradition that the members of the
constitutional commission of the 1987 Philippine Constitution deemed it proper to
include it as a State Policy and a chapter of the fundamental law of the land. Thus,
Article XV, Section 1 of the said constitution provides that “The State recognizes the
Filipino family as the foundation of the nation.”

It is in the family that the Filipino individual is introduced to the concept of structure and
hierarchy of power. He is always reminded to submit to the authoritarian familial set-up,
where roles are prescribed especially for younger members of the family. The Filipino
family is structured in a way that autocratic leadership rests on the elder members,
where the young submit themselves to the decision of family elders. He is indoctrinated
of the tradition of primacy of the extended family over that of the individual and that the
only source of emotional, economic, and moral support is the family.

The Filipino individual identifies himself with his family. Right from childhood he is made
to believe that he belongs to the family. The Filipino individual is always encouraged to
get advice from his parents and submit to his parents‟ direction, counsel and advice. He
is admonished to be good because any disgrace that he commits is a disgrace to the
family. In times of misfortune, he is assured of his family’s support, sympathy and love.

Thus, Filipino society, in contrast with Western societies, prefers a rather "structured"
way of life, and not where he can be assertive of his own individuality.

However, modern era is catching up with the Filipino society. Changes must occur if the
Filipino society is to survive in a changing world. The Filipino society will have to keep
up with the changes brought about by modernization. The society must prepare itself for
a serious reevaluation of its values. In most instances, it will have to break away from its
past and adjust itself towards the future.

FILIPINO CHARACTERISTICS

The characteristic that makes a Filipino vary from different society is his uniquely
blended culture and values from different influences. Filipino values, for reason of
several influences that shaped its identity, are bipolar like a coin that has two sides.
They may either be positive or negative in polarity. Let us take for example the value of
utang na loob, or debt of gratitude. The value of utang na loob, the altruistic drawing of
interior goodness of a person by returning a debt of gratitude, is by itself positive.
However, when one is coerced to honor a debt of gratitude and return the favor, then it
becomes negative.
Due to this ambivalence of Filipino values, they have the potential of being used for
good or evil. They may either help or hinder personal and national development,
depending on how they are understood or practiced or lived.
In order to shape the Filipino society into a successful and progressive nation, there is a
need to reevaluate the different values that influence every Filipino individual’s action to
a set of circumstances. We need to identify the positive side of every Filipino value and
develop them in order to yield a more successful and developed society.
Let us then try to discuss some of the values in the Filipino society and re-evaluate
them to develop a more positive value for the Filipino individual.

Utang na Loob

There is no specific translation that can approximate the meaning of this Filipino value
of utang na loob. Debt of gratitude is a lean excuse of a translation because it does not
even approximate the fertile concept of the Filipino loob.

Utang na loob is a situation where an individual is required to return a favor or service

received. However, the return of such service or favor cannot be translated into
monetary equivalent, and may reciprocated in a month of service or even a lifetime.

For example, a congressman proudly gives a town a new chapel, a bridge, or a waiting
shed (no matter whether the money came from his pocket or from the government), this
makes the people indebted to him. And when elections come, he recites the litany of his
projects and people “ought” to repay these through their votes. Not to repay this form of
debt means that those who were benefited are walang utang na loob. After having been
elected, the people would approach this congressman for return of the favor by seeking
employment for them. Thus, this would end into a vicious cycle, where the person na
pinagkakautangan ng loob becomes the giver and the giver becomes the person na
may utang na loob.

However, utang na loob may be interpreted in a positive outlook. If it is used with the
concept of justice, truth and human dignity, it would reflect the beautiful aspect of the
Filipino character. Thus, this altruistic feeling must voluntarily come from within the
person himself, kusang loob; and should not be demanded by coercing the person who
has utang na loob, so as blind his sense of judgment.

Furthermore, this value should be used discriminately. The pagtatanaw ng utang na

loob should emerge from within the self of an individual with sense of justice so as to
repay the person for the favor or services rendered.

We should always remember that in demanding for the return of indebtedness, the
golden rule “Do unto other as you would want them to do unto you.” By demanding the
return of the favor, would you wish to become indebted in return? And when indebted,
would you want that person to act the same way when they are demanding the return of
the favor?

Bahala na

Filipinos, by nature, are a religious group of people. They firmly believe in the
supernatural and in all kinds of spirit dwelling in individual persons, places or things.
They believe in a Supreme Being who will take care of things for them. The Filipino is
very religious who has a saint to pray to each day of the week.
The term bahala na comes from the words Bathala na. It reflects the Filipino‟s
dependence on the supernatural being and on fate. This tends to move toward the
commonly conceived procrastination character of the Filipino .
OTHER STRENGTHS OF THE FILIPINO Results

CHARACTER Strengths of the Filipino

Character

1. Pakikipagkapwa–Tao Camaraderie and feeling of closeness to one

another; foundation for unity as well as sense of
social justice.

2. Family Oriented Feeling of belongingness and rootedness and a

basic sense of security.

3. Joy and Humor Emotional balance, optimism, a healthy

disrespect for power and office and the capacity
to survive.

4. Flexibility and Adaptability Productivity, innovation, entrepreneurship,

equanimity and survival.

5. Hardwork and Industry Productivity and entrepreneurship for some and

survival despite poverty for others.

6. Faith and Religiosity Courage, daring, optimism, inner peace, as well

as the capacity to genuinely accept tragedy and
death.

7. Ability to Survive Bravely live through the harshest economic and

social circumstances.

OTHER WEAKNESSES OF THE FILIPINO Results

CHARACTER Weaknesses of the Filipino

Character
1. Extreme Personalism Leads to graft and corruption.

2. Extreme Family Centeredness Lack of concern for the common good and acts
as the block to national consciousness.

3. Lack of Discipline Inefficient and wasteful work systems, violation of

rules leading to more serious transgressions and
a casual work ethics leading to carelessness and
lack of follow- through.
4. Passivity and Lack of Initiative

Easily resigned to one’s fate and thus easily oppressed and exploited.

5. Colonial Mentality Basic feeling of national inferiority

that makes it difficult for them to
relate as equal to Westerners.

6. Kanya-kanya Syndrome Dampening of cooperative and

community spirit and in the
trampling upon of the rights of
others.

7. Lack of Self- Analysis and Self – Emphasis on form more than

Reflection substance.

ACTIVITY NO. 3
Directions: Answer the following questions.

1. Why do you think we need to reassess and know our values as Filipinos?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. What Filipino value/s do you give significance into? Why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. What Filipino value/s do you disapproved of? Why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

DO THIS.
Create a poster expressing the ups and downs of Filipino Values.
National Issues and Concerns
CHAPTER 4
SUBSTANCE ABUSE EDUCATION
SUBSTANCE ABUSE EDUCATION

DRUGS
Drugs are chemicals that affect a person in such a way as to bring about physiological,
emotional, or behavioral change. ‘Dangerous drugs’ are those that have high tendency
for abuse and dependency, these substances may be organic or synthetic, and pose
harm to those who use them.

WHAT IS DRUG ABUSE?

Drug abuse is the continuous misuse of any substance, licit, illicit which results to
changes in an individual’s physical, mental or behavioral condition.

Drug abuse exists when a person continually uses a drug other than its intended
purpose. This continued use can lead to drug dependence, a state of physical and
psychological dependence or both on a dangerous drug.

WHY DO PEOPLE TURN TO DRUGS?

 Peer pressure
 Curiosity
 Adventure
 Feel good
 Escape from reality
 Easy access to drugs

WHAT IS DRUG DEPENDENCY?

This is the state of physical and psychological dependence, or both, on a dangerous
drug, or drugs, experienced by a person following the use of that substance on a
periodic or continuous basis. A person dependent on drugs will experience withdrawal
reactions (also known as “cold turkey”, symptoms that occur after long-term use of a
drug is reduced or stopped abruptly) after abstaining from drugs.

WHAT IS ADDICTION?
Drug addiction is a complex, and often chronic, brain disease. It is characterized by
excessive drug craving, seeking, and use. Addiction is caused by brain changes caused
by constant drug use.
Drug Abuse: By the Numbers
Estimated Drug Users in the Philippines: 1.3 Million
Mean Age: 20-29 years old
Ratio of Male is to Female Users: 10:1
Commonly Abused Substances:
(1) Methamphetamine Hydrochloride (Shabu)
(2) Cannabis (Marijuana)
(3) Inhalants (Contact Cement)
MOST COMMONLY ABUSED DRUGS AND THEIR EFFECTS

Methamphetamine Hydrochloride (Shabu)

Methamphetamine hydrochloride is found to have
harmful effects to the brain. It changes how the
brain functions. Studies have shown that
methamphetamine abusers have reduced motor
skills and impaired verbal learning as a result of
alterations in the activity of the dopamine, a
neurotransmitter involved in reward, motivation,
experience of pleasure and motor function.

Street names: shabs, ice, meth, crystal, kristal, basura, tawas

Other adverse effects of methamphetamine:

• Extreme weight loss
• Severe dental problems (“meth mouth”)
• Anxiety
• Confusion
• Insomnia
• Mood disturbances
• Violent behavior

Cannabis Sativa (Marijuana)

Marijuana use impairs a person's ability to form new memories and to
shift focus. Its active component, tetrahydrocannabinol (THC) also
disrupts coordination and balance, posture, and reaction time
(experience commonly referred to as “spacing out”). Thus, chronic
marijuana use significantly reduces a person’s capacity to learn, carry-
out complicated tasks, participate in sports, driving and operating other
machineries. Studies also show that marijuana use can lead to lung cancer and other
problems in the respiratory and immune systems.

Street names: weed, jutes, pot, grass, damo, chongke

Health problems that come with the use of marijuana include:

• Problems with memory and learning
• Distorted perception (sights, sounds, time, touch)
• Trouble with thinking and problem solving
• Loss of motor coordination
• Increased heart rate and palpitations

Inhalants
The effects of inhalants are similar to that of alcohol,
including slurred speech, lack of coordination, euphoria and
dizziness. Inhalant abusers may also experience
lightheadedness, hallucinations, and delusions.

Harmful irreversible effects of inhalants include:

• Hearing loss
• Limb spasms
• Central nervous system or brain damage
• Bone marrow damage
HOW CAN YOU TELL IF A PERSON IS ON DRUGS?

Changes in…
1. Appearance
2. Mood
3. Behavior
4. Interest

These are several effects of drugs:

A. MENTAL HEALTH/PSYCHOLOGICAL EFFECTS

a. Disturbance in Perception – auditory and visual hallucination
b. Disturbance in Orientation – paranoia, psychosis
c. Disturbance in Memory
d. Disturbance in Judgment – depression that may lead to suicide

B. PHYSICAL HEALTH/PHYSIOLOGICAL EFFECTS

a. Systemic
1. Cardiac (HEART) Pathology – irregularity of heart beat, elevated or lowered blood
pressure, chest pain, convulsions or death from cardiac arrest
2. Pulmonary (LUNG) Illnesses
3. Hepatic (LIVER) Problems
4. Renal (KIDNEY) Diseases

COMMON SIGNS OF DRUG ABUSE

The profile of a drug dependent or a substance abuser is as follows:
 Changes in attendance in school or work
 Changes in the normal capabilities in school/work
 Abrupt changes in overall attitude
 Generally lazy, irritable, discourteous, aggressive
 Usually untrustworthy and lacks self-confidence
 Manipulative
 Have a distorted view of reality
 Low frustration tolerance
 Con-game player
 Lacks interest in his studies/work (withdrawal from responsibilities)
 Blames everybody but himself (blame tosser) No respect for the rights of others
 Prefers to stay with peers (barkada)
 May frequently go to odd places (to take drugs)
 Poor physical appearance (unconcerned with grooming and hygiene)
 Wearing of sunglasses at inappropriate times
 Unusual effort to cover arms to hide needle marks (long- sleeved garments)
 Stealing items which can be readily sold
 Unusual borrowing of money from relatives and friends
 Association with known drug abusers

CLASSIFICATION OF DRUG ABUSERS

Substance abusers can be classified according to the frequency of their substance use.
1. Experimenters – people who abuse the drug(s) for experimental basis.
2. Occasional Users – abuse the drug occasionally/whenever there are special
occasions. They abuse the drug once every two (2) weeks to two (2) times a
week.
3. Regular Users – abuse the drug on a regular basis approximately three (3) to
four (4) times a week or every other day.
4. Drug Dependents – people who tend to abuse the drug(s) everyday (almost
every day) or about five (5) to seven (7) times a week.
5. Mentally Ill Chemical Abuser/Substance Induced Psychosis – drug abusers
who manifest signs and symptom of psychotic disorders caused by the effects of
drugs (hallucinations, disorientation, delusions, etc.)

SUBSTANCE DEPENDENCY AND KEEPING DRUG-FREE

WHAT ARE THE CRITERIA FOR DRUG DEPENDENCY?

 Withdrawal symptoms
 Need to take drugs to overcome withdrawal symptoms
 Compulsion
  Tolerance Relapse
 Reduced social/occupational act

HOW CAN YOU STAY AWAY FROM DRUGS?

 Devote yourself to your studies and other productive activities at home or in school
 Stay away from people, places and events that promote drug use
 Learn to manage feelings and cope with stress without using drugs
 Develop a strong moral and spiritual foundation
 Educate yourself about the effects of drug abuse
 Always say NO

WHAT ARE THE COUNTER-MEASURES FOR SUBSTANCE ABUSE?

UNLAWFUL ACTS AND PENALTIES OF COMPREHENSIVE DANGEROUS DRUG

ACT OF 2002

Importation of Dangerous Drugs and/or Controlled Precursors and Essential

Chemicals

 The penalty of life imprisonment to death and a fine ranging from Five hundred
thousand pesos (P500,000.00) to Ten million pesos (P10,000,000.00) shall be
imposed upon any person, who, unless authorized by law, shall import or bring
into the Philippines any dangerous drug, regardless of the quantity and purity
involved, including any and all species of opium poppy or any part thereof or
substances derived therefrom even for floral, decorative and culinary purposes.

 The penalty of imprisonment ranging from twelve (12) years and one (1) day to
twenty (20) years and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon any person, who, unless authorized by law, shall import any controlled
precursor and essential chemical.
  The maximum penalty provided for under this Section shall be imposed upon any
person, who, unless authorized under the Act, shall import or bring into the
Philippines any dangerous drug and/or controlled precursor and essential
chemical through the use of a diplomatic passport, diplomatic facilities or any
other means involving his/her official status intended to facilitate the unlawful
entry of the same. In addition, the diplomatic passport shall be confiscated and
canceled.

 The maximum penalty provided for under this Section shall be imposed upon any
person, who organizes, manages, or acts as a “financier” of any of the illegal
activities prescribed in this Section.

 The penalty of twelve (12) years and one (1) day to twenty (20) years of
imprisonment and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon any person, who acts as a “protector/coddler” of any violator of the
provisions under this Section.

Sale, Trading, Administration, Dispensation, Delivery, Distribution and

Transportation of Dangerous Drugs and/or Controlled Precursors and Essential
Chemicals

 The penalty of life imprisonment to death and a fine ranging from Five hundred
thousand pesos (P500,000.00) to Ten million pesos (P10,000,000.00) shall be
imposed upon any person, who, unless authorized by law, shall sell, trade,
administer, dispense, deliver, give away to another, distribute, dispatch in transit
or transport any dangerous drug, including any and all species of opium poppy
regardless of the quantity and purity involved, or shall act as a broker in any of
such transactions.

 The penalty of imprisonment ranging from twelve (12) years and one (1) day to
twenty (20) years and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon any person, who, unless authorized by law, shall sell, trade, administer,
dispense, deliver, give away to another, distribute, dispatch in transit or transport
any controlled precursor and essential chemical, or shall act as a broker in such
transactions.

 For drug pushers who use minors or mentally incapacitated individuals as

runners, couriers and messengers, or in any other capacity directly connected to
the dangerous drugs and/or controlled precursors and essential chemicals trade,
the maximum penalty shall be imposed in every case.

 If the victim of the offense is a minor or a mentally incapacitated individual, or

should a dangerous drug and/or a controlled precursor and essential chemical
involved in any offense herein provided be the proximate cause of death of a
 victim thereof, the maximum penalty provided for under this Section shall be
imposed.

 The penalty of twelve (12) years and one (1) day to twenty (20) years of
imprisonment and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon any person, who acts as a “protector/coddler” of any violator of the
provisions under this Section.

Maintenance of a Den, Dive or Resort

 The penalty of life imprisonment to death and a fine ranging from Five hundred
thousand pesos (P500,000.00) to Ten million pesos (P10,000,000.00) shall be
imposed upon any person or group of persons who shall maintain a den, dive or
resort where any dangerous drug is used or sold in any form.
 The penalty of imprisonment ranging from twelve (12) years and one (1) day to
twenty (20) years and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon any person or group of persons who shall maintain a den, dive, or resort
where any controlled precursor and essential chemical is used or sold in any
form.

 Should any dangerous drug be the proximate cause of the death of a person
using the same in such den, dive or resort, the penalty of death and a fine
ranging from One million (P1,000,000.00) to Fifteen million pesos
(P15,000,000.00) shall be imposed on the maintainer, owner and/or operator.

 If such den, dive or resort is owned by a third person, the same shall be
confiscated and escheated in favor of the government: Provided, that the criminal
complaint shall specifically allege that such place is intentionally used in the
furtherance of the crime; Provided, further, that the prosecution shall prove such
intent on the part of the owner to use the property for such purpose; Provided,
finally, that the owner shall be included as an accused in the criminal complaint.

 The maximum penalty provided for under this Section shall be imposed upon any
person who organizes, manages or acts as a “financier” of any of the illegal
activities prescribed in this Section.

 The penalty of twelve (12) years and one (1) day to twenty (20) years of
imprisonment and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon any person, who acts as a “protector/coddler” of any violator of the
provisions under this Section.

Employees and Visitors of a Den, Dive or Resort

  The penalty of imprisonment ranging from twelve (12) years and one (1) day to
twenty (20) years and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon:

a) Any employee of den, dive or resort, who is aware of the nature of the place as
such; and
b) Any person who, not being included in the provisions of the next preceding
paragraph, is aware of the nature of the place as such and shall knowingly visit
the same.

Manufacture of Dangerous Drugs and/or Controlled Precursors and Essential

Chemicals
 The penalty of life imprisonment to death and a fine ranging from Five hundred
thousand pesos (P500,000.00) to Ten million pesos (P10,000,000.00) shall be
imposed upon any person, who unless authorized by law, shall engage in the
manufacture of any dangerous drug.
 The penalty of imprisonment ranging from twelve (12) years and one (1) day to
twenty (20) years and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon any person, who unless authorized by law, shall manufacture any
controlled precursor and essential chemical.

 The presence of any controlled precursor and essential chemical or laboratory

equipment in the clandestine laboratory is a prima facie proof of manufacture of
any dangerous drug. It shall be considered an aggravating circumstance if the
clandestine laboratory is undertaken or established under the following
circumstances:

a) Any phase of the manufacturing process was conducted in the presence or with
the help of minor/s;
b) Any phase or manufacturing process was established or undertaken within one
hundred (100) meters of a residential, business, church or school premises;
c) Any clandestine laboratory was secured or protected with booby traps;
d) Any clandestine laboratory was concealed with legitimate business operations; or
e) Any employment of a practitioner, chemical engineer, public official or foreigner.

 The maximum penalty provided for under this Section shall be imposed upon any
person, who organizes, manages or acts as a “financier” of any of the illegal
activities prescribed in this Section.

 The penalty of twelve (12) years and one (1) day to twenty (20) years of
imprisonment and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon any person, who acts as a “protector/coddler” of any violator of the
provisions under this Section.
Illegal Chemical Diversion of Controlled Precursors and Essential Chemicals
 The penalty of imprisonment ranging from twelve (12) years and one (1) day to
twenty (20) years and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon any person, who unless authorized by law, shall illegally divert any
controlled precursor and essential chemical.

Manufacture or Delivery of Equipment, Instrument, Apparatus and Other

Paraphernalia for Dangerous Drugs and/or Controlled Precursors and Essential
Chemicals
 The penalty of imprisonment ranging from twelve (12) years and one (1) day to
twenty (20) years and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon any person who shall deliver, possess with intent to deliver, or manufacture
with intent to deliver equipment, instrument, apparatus and other paraphernalia
for dangerous drugs, knowing, or under circumstances where one reasonably
should know, that it will be used to plant, propagate, cultivate, grow, harvest,
manufacture, compound, convert, produce, process, prepare, test, analyze, pack,
repack, store, contain or conceal any dangerous drug and/or controlled precursor
and essential chemical in violation of the Act.

 The penalty of imprisonment ranging from six (6) months and one (1) day to four
(4) years and a fine ranging from Ten thousand pesos (P10,000.00) to Fifty
thousand pesos (P50,000.00) shall be imposed if it will be used to inject, ingest,
inhale or otherwise introduce into the human body a dangerous drug in violation
of the Act.

 The maximum penalty provided for under this Section shall be imposed upon any
person, who uses a minor or a mentally incapacitated individual to deliver such
equipment, instrument, apparatus and other paraphernalia for dangerous drugs.

Possession of Dangerous Drugs

 The penalty of life imprisonment to death and a fine ranging from Five hundred
thousand pesos (P500,000.00) to Ten million pesos (P10,000,000.00) shall be
imposed upon any person, who, unless authorized by law, shall possess any
dangerous drug in the following quantities, regardless of the degree of purity
thereof:

a) 10 grams or more of opium;

b) 10 grams or more of morphine;
c) 10 grams or more of heroin;
d) 10 grams or more of cocaine or cocaine hydrochloride;
e) 50 grams or more of methamphetamine hydrochloride or “shabu”;
f) 10 grams or more of marijuana resin or marijuana resin oil;
g) 500 grams or more of marijuana; and
 h) 10 grams or more of other dangerous drugs such as, but not limited to,
methylenedioxymethamphetamine (MDMA) or “ecstasy”,
paramethoxyamphetamine (PMA), trimethoxyamphetamine (TMA), lysergic acid
diethylamine (LSD), gamma hydroxybutyrate (GHB), and those similarly
designed or newly introduced drugs and their derivatives without having any
therapeutic value or if the quantity possessed is far beyond therapeutic
requirements, as determined and promulgated by the Board in accordance with
Section 93, Article XI of the Act.

Otherwise, if the quantity involved is less than the foregoing quantities, the penalties
shall be graduated as follows:

 Life imprisonment and a fine ranging from Four hundred thousand pesos
(P400,000.00) to Five hundred thousand pesos (P500,000.00), if the quantity of
methamphetamine hydrochloride or “shabu” is ten (10) grams or more but less
than fifty (50) grams;
 (2) Imprisonment of twenty (20) years and one (1) day to life imprisonment and a
fine ranging from Four hundred thousand pesos (P400,000.00) to Five hundred
thousand pesos (P500,000.00), if the quantities of dangerous drugs are five (5)
grams or more but less than ten (10) grams of opium, morphine, heroin, cocaine
or cocaine hydrochloride, marijuana resin or marijuana resin oil,
methamphetamine hydrochloride or “shabu”, or other dangerous drugs such as,
but not limited to, MDMA or “ecstasy”, PMA, TMA, LSD, GHB, and those similarly
designed or newly introduced drugs and their derivatives, without having any
therapeutic value or if the quantity possessed is far beyond therapeutic
requirements; or three hundred (300) grams or more but less than five hundred
(500) grams of marijuana; and

 (3) Imprisonment of twelve (12) years and one (1) day to twenty (20) years and a
fine ranging from Three hundred thousand pesos (P300,000.00) to Four hundred
thousand pesos (P400,000.00), if the quantities of dangerous drugs are less than
five (5) grams of opium, morphine, heroin, cocaine or cocaine hydrochloride,
marijuana resin or marijuana resin oil, methamphetamine hydrochloride or
“shabu”, or other dangerous drugs such as, but not limited to, MDMA or
“ecstasy”, PMA, TMA, LSD, GHB, and those similarly designed or newly
introduced drugs and their derivatives, without having any therapeutic value or if
the quantity possessed is far beyond therapeutic requirements; or less than three
hundred (300) grams of marijuana.

Possession of Equipment, Instrument, Apparatus and Other Paraphernalia for

Dangerous Drugs
 The penalty of imprisonment ranging from six (6) months and one (1) day to four
(4) years and a fine ranging from Ten thousand pesos (P10,000.00) to Fifty
thousand pesos (P50,000.00) shall be imposed upon any person, who, unless
authorized by law, shall possess or have under his/her control any equipment,
instrument, apparatus and other paraphernalia fit or intended for smoking,
 consuming, administering, injecting, ingesting, or introducing any dangerous drug
into the body: Provided, that in the case of medical practitioners and various
professionals who are required to carry such equipment, instrument, apparatus
and other paraphernalia in the practice of their profession, the Board shall
prescribe the necessary implementing guidelines thereof.

 The possession of such equipment, instrument, apparatus and other

paraphernalia fit or intended for any of the purposes enumerated in the preceding
paragraph shall be prima facie evidence that the possessor has smoked,
consumed, administered to himself/herself, injected, ingested or used a
dangerous drug and shall be presumed to have violated Section 15 of the Act.

Possession of Dangerous Drugs during Parties, Social Gatherings or Meetings

 Any person found possessing any dangerous drug during a party, or at a social
gathering or meeting, or in the proximate company of at least two (2) persons,
shall suffer the maximum penalties provided for in Section 11 of the Act,
regardless of the quantity and purity of such dangerous drugs.

 The phrase "company of at least two (2) persons" shall mean the accused or
suspect plus at least two (2) others, who may or may not be in possession of any
dangerous drug.

Possession of Equipment, Instrument, Apparatus and Other Paraphernalia for

Dangerous Drugs during Parties, Social Gatherings or Meetings
 The maximum penalty provided for in Section 12 of the Act shall be imposed
upon any person, who shall possess or have under his/her control any
equipment, instrument, apparatus and other paraphernalia fit or intended for
smoking, consuming, administering, injecting, ingesting, or introducing any
dangerous drug into the body, during parties, social gatherings or meetings, or in
the proximate company of at least two (2) persons.

 The phrase "company of at least two (2) persons" shall mean the accused or
suspect plus at least two (2) others, who may or may not be in possession of any
equipment, instrument, apparatus and other paraphernalia for dangerous drugs.

Use of Dangerous Drugs

 A person apprehended or arrested, who is found to be positive for use of any
dangerous drug, after a confirmatory test, shall be imposed a penalty of a
minimum of six (6) months rehabilitation in a government center for the first
offense, subject to the provision of Article VIII of the Act. If apprehended using
any dangerous drug for the second time, he/she shall suffer the penalty of
imprisonment ranging from six (6) years and one (1) day to twelve (12) years and
a fine ranging from Fifty thousand pesos (P50,000.00) to Two hundred thousand
pesos (P200,000.00): Provided, that this Section shall not be applicable where
the person tested is also found to have in his/her possession such quantity of any
 dangerous drug provided for under Section 11 of the Act, in which case the
provisions stated therein shall apply.

Cultivation or Culture of Plants Classified as Dangerous Drugs or are Sources

Thereof
 The penalty of life imprisonment to death and a fine ranging from Five hundred
thousand pesos (P500,000.00) to Ten million pesos (P10,000,000.00) shall be
imposed upon any person, who shall plant, cultivate or culture marijuana, opium
poppy or any other plant regardless of quantity, which is or may hereafter be
classified as a dangerous drug or as a source from which any dangerous drug
may be manufactured or derived: Provided, that in the case of medical
laboratories and medical research centers which cultivate or culture marijuana,
opium poppy and other plants, or materials of such dangerous drugs for medical
experiments and research purposes, or for the creation of new types of medicine,
the Board shall prescribe the necessary implementing guidelines for the proper
cultivation, culture, handling, experimentation and disposal of such plants and
materials.
 The land or portions thereof and/or greenhouses on which any of said plant is
cultivated or cultured shall be confiscated and escheated in favor of the State,
unless the owner thereof can prove lack of knowledge of such cultivation or
culture despite the exercise of due diligence on his/her part. If the land involved
is part of the public domain, the maximum penalty provided for under this Section
shall be imposed upon the offender.

 The maximum penalty provided for under this Section shall be imposed upon any
person, who organizes, manages or acts as a “financier” of any of the illegal
activities prescribed in this Section.

 The penalty of twelve (12) years and one (1) day to twenty (20) years of
imprisonment and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) shall be imposed
upon any person, who acts as a “protector/coddler” of any violator of the
provisions under this Section.

Maintenance and Keeping of Original Records of Transactions on Dangerous

Drugs and/or Controlled Precursors and Essential Chemicals
 The penalty of imprisonment ranging from one (1) year and one (1) day to six (6)
years and a fine ranging from Ten thousand pesos (P10,000.00) to Fifty
thousand pesos (P50,000.00) shall be imposed upon any practitioner,
manufacturer, wholesaler, importer, distributor, dealer or retailer who violates or
fails to comply with the maintenance and keeping of the original records of
transactions on any dangerous drug and/or controlled precursor and essential
chemical in accordance with Section 40 of the Act.
  An additional penalty shall be imposed through the revocation of the license to
practice his/her profession, in case of a practitioner, or of the business, in case of
a manufacturer, seller, importer, distributor, dealer or retailer.

Unnecessary Prescription of Dangerous Drugs

 The penalty of imprisonment ranging from twelve (12) years and one (1) day to
twenty (20) years and a fine ranging from One hundred thousand pesos
(P100,000.00) to Five hundred thousand pesos (P500,000.00) and the additional
penalty of the revocation of his/her license to practice shall be imposed upon the
practitioner, who shall prescribe any dangerous drug to any person whose
physical or physiological condition does not require its use or in the dosage
prescribed therein, as determined by the Board in consultation with recognized
competent experts who are authorized representatives of professional
organizations of practitioners, particularly those who are involved in the care of
persons with severe pain.

Unlawful Prescription of Dangerous Drugs

 The penalty of life imprisonment to death and a fine ranging from Five hundred
thousand pesos (P500,000.00) to Ten million pesos (P10,000,000.00) shall be
imposed upon any person, who, unless authorized by law, shall make or issue a
prescription or any other writing purporting to be a prescription for any dangerous
drug

ACTIVITY NO. 4
Direction: Answer the following questions.

1. Why do you think you need to be educated about drugs and drug addiction?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

DO THIS.
Create a caricature expressing drug addiction and its negative effects on the human
body.
National Issues and Concerns
CHAPTER 5
DISASTER AWARENESS,
PREPAREDNESS AND MANAGEMENT

DISASTER AWARENESS, PREPAREDNESS, AND MANAGEMENT

In implementation of Disaster Risk Reduction and Management, the NSTP shall be
guided with reference from:

Republic Act 9163

Section 11. The 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.

Republic Act 10121

Section 13. Accreditation, Mobilization and Protection of Disaster Volunteers and
National Service Reserve Corps, CSOs and the Private Sector. – The government
agencies, CSOs, private sector and LGUs may mobilize individuals or organized
volunteers to augment their respective personnel complement and logistical
requirements in the delivery of disaster risk reduction program and activities. The
agencies, CSOs, private sector and LGUs concerned shall take full responsibility for the
enhancement, welfare and protection of volunteers, and shall submit the lists of
volunteers to the OCD, through the LDRRMOs for accreditation and conclusion in the
database of community disaster volunteers.

A national roster of ACDVs, National Service Reserve Corps, CSOs and the private
sector shall be maintained by the OCD through the LDRRMOs. Accreditation shall be
done at the municipal level.

Mobilization of volunteers shall be in accordance with the guidelines to be formulated by

the NDRRMC consistent with the provisions of this Act. Any volunteer who incurs death
or injury while engaged in any of the activities defined under this Act shall be entitled to
compensatory benefits and individual personnel accident insurance as may be defined
under the guidelines.

Introduction to Disaster Awareness, Preparedness and Management

The Philippines is located in the circumpacific belt of fire and typhoon. This being so,
the country has always been subjected to natural disaster and calamities anytime of the
year, in whatever part of the country, we have been experiencing yearly natural
calamities – floods, typhoons, tornadoes, earthquakes, drought, tsunamis and volcanic
eruptions which have brought incessant miseries to our people, loss of lives properties.

In the mid-seventies and eighties, strong typhoons and torrential rains brought
devastation to Manila and large areas of central Luzon. The 1990 killer earthquake that
hit several Luzon provinces as well as Metro Manila and the effects of the 1991 Mt.
Pinatubo eruption had put the National Disaster Coordinating Council (NDCC) in the
forefront.

To enhance the people’s preparedness and ensure precision and spontaneity in

responding to emergencies or catastrophes, the NDCC, together with the concerned
agencies conduct regular mobilization exercises and drills at all levels with the
participation of the private agencies concerned and the non-government organization.
DEFINITION OF TERMS

Here are the terminologies often used in disaster response and rescue operations:

• CALAMITY – refers to a situation that is associated with catastrophic events where a

number of persons are plunged with hardship and suffering that are caused by
problems like shortage of food, clothing, medical care and other basic necessities.

• DISASTERS – are progressive or sudden events brought about by natural or human-

induced hazards that cause losses and sufferings to consequence of which results to
people and communities undertaking extra- ordinary measures to cope with their
impacts.
• DISASTER CONTROL – refers to the act of limiting the effect of disaster through the
introduction of measures designed to prepare the inhabitants before, during and after a
disaster.

• DISASTER MANAGEMENT – the efficient and effective utilization of resources and

the application of measure that will mitigate the impact of unfortunate events and
facilitate return to normalcy and redevelopment.

• FLOOD – a state or condition when water overflows from natural waterways caused
by heavy rainfall resulting in the water accumulation in low lying areas.

• HAZARDS – are natural or man-induced phenomena or activities, the presence of

which poses a threat to people’s lives, limbs, properties and socio-economic conditions.

• NATIOANAL DISASTER COORDINATING COUNCIL – the highest government body

responsible in advising the President of the country on the status of disaster
preparedness program and disaster relief and rehabilitation effort at the national level

• POLLUTION – refers to any discharge of liquid, solid substance or gases into land,
soil, waters, atmosphere, air or space which will create or render such environmental
elements and atmospheric air harmful or detrimental or injurious to human beings,
animals, plants and the nature’s environment and ecological balance.

• RADIO ACTIVE FALL-OUT – dust particles of Earth and debris, together with the
radioactive materials that cling to them and are drawn up into mushroom clouds
resulting from detonation of a nuclear weapon or devise and which are carried by the
wind and sent back to earth.

• REHABILITATION – refers to the restoration of a person’s economic dependency to a

stable living either physically, economically, socially or emotionally.

• RELIEF – refers to anything that is done to alleviate the condition of those who are
suffering from the effects of a calamity/disaster and who at that particular time are
completely helpless.

• RISKS – refers to the degree or chance and frequency that such hazards will affect or
impact people and communities.

• SPACE DEBRIS – these are remains of artificial satellites and other components as
well as their means of carriage aloft which fall back to earth.

• STATE OF CALAMITY – it is a condition that is declared by the President of the

country in the event of a widespread destruction to property and lives due to destructive
forces of nature and emergencies.
•VOLCANIC ERUPTION – an occurrence characterized by an ejection of volcanic
materials such as molten lava, rock fragments, ashes, lahar flow, steam and other
gases through the fissure brought about the tremendous pressure which forces open
the rock formation or steam reservoirs beneath the Earth’s crust.

• VULNERABILITY – the level of susceptibility or resiliency of the people and

communities against the impact of the prevailing hazards based on the state of physical,
social, and economic conditions in a given area.

THE DISASTER EQUATION AND THE DISASTER MANAGEMENT CYCLE

Disaster is characterized by several elements namely hazards, risk, people or

community and vulnerability. Hazards (H) or the physical impact of the disturbance,
either man-made or natural, is heightened by the amount of risk (R) to the people and
the community.

Moreover, the degree of the vulnerability (V) of all the involved further fuels the
magnitude of a disaster. This is presented in the Disaster Equations as shown below:

H x R + V = DISASTERS

The concept of disaster risk management accepts that some hazard events may occur
but tries to lessen the impact by improving the community’s ability to absorb the impact
with minimum damage or destruction. The Disaster Management Cycle is a traditional
approach to disaster management wherein disaster measure is regarded as a number
of phased sequences of action or a continuum. It aims to reduce the vulnerabilities in
the community. In addition, when sustained over long term, it reduces unacceptable risk
to acceptable levels and makes a community become disaster resistant or resilient. This
is represented as a cycle. This is illustrated below:

a. Pre-Disaster Risk Reduction Phase

 Preparedness
 Development
 Mitigation

b. Post-Disaster Recovery Phase

 Response
 Rehabilitation
 Recover

The comprehensive risk management process

has the potential to break the cycle of damage and reconstruction when a community is
subjected to repeated natural hazards. It refers to a range of policies, legislative
mandates, professional practices, social, structural and non- structural adjustments and
risk transfer mechanisms to prevent, reduce or minimize the effects of hazards on a
community. To be effective, a strategy must be in place and ready for immediate
implementation when necessary. This can only be done through advance preparation
and planning.
The following are risk management measures:
a. Engineering measures (keep hazard away from people).
b. Land use planning and management measures (Keep people away from hazard).
c. Control and protection work (modifying the hazard).
d. Early warning (predicting hazard)
e. Preparedness planning (prepare in anticipation of a hazard event).
f. Reconstruction planning after a disaster with the aim of reducing the vulnerability.
g. Mainstreaming risk management in development practice and institutionalization.

INTRODUCTION OF MORSE CODE AND DIFFERENT WAYS TO SIGNAL SOS

It is a method of transmitting information of a series of on-off tones, or clicks that can be
directly understood by a skilled listener or observer without special equipment. It is
named for Samuel F. B. Morse, an inventor of the telegraph. The International Morse
code encodes the ISO basic Latin alphabet, some extra Latin letters, the Arabic
numerals and a small set of punctuation and procedural signals (prosigns) as
standardized sequences of short and long signals called “dots” and “dashes”, or “dits”,
as in amateur radio practice. Because many non- English natural languages use more
than 26 Roman letters, extensions to the Morse alphabet exist for those languages.

Each Morse code symbol represents either a text character (letter or numeral) or a
prosign and is represent by a unique sequence of dots and dashes. The duration of a
dash is three times the duration of a dot. Each dot or dash is followed by as short
silence, equal to the dot duration. The letters of a word are separated by a space equal
to three dots (one dash), and the words are separated by a space equal to seven dots.
The dot duration is the basic unit of time measurement in code transmission. To
increase the speed of the communication, the code was designed so that the length of
each character in Morse varies approximately inversely to its frequency of occurrence in
English. Thus, the most common letter in English, the letter “E”, has the shortest code, a
single dot.

In an emergency, Morse code can be sent by improvised methods that can be easily
“keyed” on an off, making it one of the simplest and most useful methods of
telecommunication. The most distress signal is Save Our Soul (SOS) or three dots,
three dashes and three dots, internationally recognized by treaty.

DIFFERENT WAYS TO SIGNAL SOS

a. Fire – Build three first in a triangle or in a straight line, with about 100 feet
between them. Three fires are an internationally recognized distress signal.
b. Whistle – The International Whistle Code for helps is much easier. All you have
to do to signal SOS is to blow the whistle three times. Two blasts of the whistle is
a call-back signal which means “Come here”. One blast can mean “Where are
you?” or it can be a call-back signal if you hear anything that sound like a code.

c. Flashlight or Mobile Phone – If you have a target you are attempting to signal,
flash out SOS in Morse (three short flashes, three long flashes, three short
flashes) in its direction. If you don’t have a flashlight use your mobile phone. That
of course, assuming that you don’t have signal to make calls

d. Torch – Built a fire you can signal SOS at night using torch. Find something to
cover the light of the torch from the angle of the targeted plane, ship or
helicopter. Move the objects that covers the light to signal SOS

e. Parts of your body – Wave your arms and hands sideways and down to attract
attention. If the potential rescue vehicle is close, simply stand with your hands
and arms in the air
FIRST AID
In Encyclopedia Britannica states First Aid as “measures to be taken immediately after
accident not with an idea to cure but in order to prevent further harm being done”. It
uses the available human and material resources at the site of accident to provide initial
care to the victim of injury or sudden illness until more advance care is provided.
A simple way to remember the aims of first aid is to think of the “Three P’s” (Preserve,
Prevent, and Promote).

a. Preserve Life – your first aim is to preserve life by carrying out emergency first aid
procedures. For example, opening a casualty’s airway or performing cardiopulmonary
resuscitation (CPR).

Preserving life should always be the overall aim of all first aiders. Remember though,
this includes your own life. You should never put yourself or others in danger.

b. Prevent Deterioration – the second aim of first aid is to prevent the casualty’s
condition from deteriorating any further. For example, asking a casualty with a broken
limb to stay still and padding around the injury will prevent the fracture from moving and
causing further injury or pain.
In addition, this aim includes preventing further injuries. You should attempt to make the
area as safe as possible and removing any dangers.

If removing danger is not possible, you should attempt to remove the patients from the
patient from the danger or call for specialist for help.

c. Promote Recovery – finally, you can promote recovery by arranging prompt

emergency medical help. In addition, simple first aid can significantly affect the long-
term recovery of an injury. For example, quacking cooling a burn will reduce the risk of
long-term scarring and will encourage early healing.

CHARACTERISTICS OF A GOOD FIRST AIDER

 Gentle – should not cause pain.
 Resourceful – should make the best use of things at hand.
 Observant – should notice all signs.
 Tactful – should not alarm the victim.
 Emphatic – should be comforting.
 Respectable – should maintain a professional and caring attitude.

HINDRANCES IN GIVING FIRST AID

a. Unfavorable Surroundings
- Night Time
- Crowded city lights; churches; shopping malls
 - Busy Highways
- Cold and Rainy weather
- Lack of necessary materials or helps.

b. The Presence of Crowds

- Crowds curiously watch, sometimes heckle, and sometimes offer incorrect
advice.
- They may demand haste in transportation or attempt other improper procedures.
- A good examination if difficult while a crowd looks on.

c. Pressure from Victim or Relatives

- The victim usually welcomes help, but if he is drunk, he is often hard to examine
and handle, and is often misleading in his responses.
- The hysteria of relatives or the victim, the evidence of pain, blood and possible
early death, exert great pressure on the first aider.
- The first aider may fail to examine carefully and may be persuaded to do what he
would know in calm moments to be wrong.

HOW TO DEAL WITH INJURIES

Treatment of Wounds – a wound is usually treated by bandaging.

Locate wound position – wound in different locations demand different treatment,
therefore it is most important when a victim is still conscious not to move a lot and to
remain in a seating or standing position (position of head should be the highest).

Pay attention to the human body’s anatomical shape – during the treatment of a
wound, the body’s anatomy has to be noticed, because it will affect the bandaging
method.

Identify size of the wound (extent and intensity of blood outflow)

The size of a wound determines the treatment method, even though it follows the same
principles. Cover wound and stop the bleeding. There are four methods to stop
bleeding: applying pressure, bandaging, bandaging and applying pressure (tourniquet)
and total bandaging.

When trying to stop bleeding, do not bind too loose as blood will not stop but also do not
bind too tight, as this will stop blood from flowing to the wounded area. Therefore, it is
necessary to ask a victim, whether the bandage is too loose or too tight. When no
response can be obtained from the victim, the bandage tightness is done in such a way
that the pulse can still be felt beneath the bandage.

OBJECTIVE OF FIRST AID

Participants will be able to simulate the treatment and bandaging techniques of bleeding
wounds.
The principle of treating bleeding wounds is to as quickly as possible stop blood outflow,
because it can be fatal if blood outflow exceeds 20% of the total blood in the body.

The next principle is to as quickly as possible cover the wound, because open skin
presents an entrance for bacteria and other germs to the body. A sterile cloth should be
used when applying a bandage to prevent the wound from catching an infection, or one
should apply disinfectant to the wound if available.

Another important point is that the bandage applied to a wound should not too tight,
because this might obstruct other parts, or too loose, because otherwise the bleeding
will not stop. If the victim is conscious please ask him/her about the bandage tightness,
but if the victim is unconscious one should check for pulse signs around the wound
area.

Bleeding wound treatment on round body part

 Determine if the wound needs a pressing tool or not, if

considered necessary apply a pressing tool.
 Prepare an already folded bandage.
 Start binding starting from the wound

 Bind around the head in circles, upon arriving opposite of the wound area, cross
the bandage.

 After crossing, tie bandage in shape of a parcel (not in the direction of first
binding) until arriving at the position of the wound. When reaching the same
position as the wound, tie with a slipknot
  If a wound exists on the chin or upper forehead, a triangular cloth is needed to
prevent the bandage from coming loose.

 After the wound is pressed, tie a pair of strings from bottom to behind the head,
going above the ears. Then tie with a slipknot.

Tie another pair of strings to the direction of behind the head via below the ears. Make
sure binding is not too loose and not too tight.

Broken Bone refers to a wound which occurs on a bone, in the form of cracking,
breaking or sticking out of the body. Broken bones are injuries most common during
earthquakes.

The cause of a broken bone is for instance being struck by building debris, trampled on,
getting squeezed.

3 TYPES OF BROKEN BONE WOUNDS

1. Fractured bone: a bone experiences trauma/impact it may cause the bone to

crack, but not break apart.
2. Closed broken bone: a bone breaks, but is still inside the body.
 3. Open broken bone: a bone breaks and sticks out through the skin.

Symptoms of broken bone wounds

Several symptoms easily recognizable are among others:

 Black and blue
 Swollen
 Very painful when touched or moved
 Change in form
 Broken neck bone can be noticed when there are wounds on both head and neck
 Broken backbone can be noticed when there is a difference in the length of the
legs
 Broken rib-bone is followed by breathing difficulties

The first aid principles to address a broken bone wound is through fixation to
rest/minimize activity of the two joints that flank the broken bone. This is necessary to
prevent friction of the broken bone. Friction of a broken bone can aggravate the wound.

Treatment of Broken wounds

Treatment of a broken bone wound (fixation) is known as splint bandaging. Fixation is

done by applying two splints comprising of wood lined with thin cloth/sponge. The
splints, each two centimeter in length are meant to flank the fracture location, which are
then bound with a rope, and tightened to support the broken body part and prevent it
from suspending.
Treating a broken neck is by propping up the neck to prevent any movement, whether
left and right, to and fro, as well as turning around.
A broken back does not need first aid, but needs special aid from competent persons.
What should be exercised is to make victim remain in a lying down position, and to
make use of a flat and hard palanquin when transferring the victim to a different
location.
When treating a victim with a broken collarbone, no splints are needed, only a shoulder
binder to retain its position and prevent the victim from stooping.

In the case of an open broken bone, first step is to cover the wound, and thereafter
conduct a fixation against the broken bone.

Keep in mind:
In treating broken bone wounds, do not try to restore the bone to its original position, by
pressing, pulling or reinserting the stuck-out bone.

If no splints are available, part of the victim’s body can be utilized as a splint. For
instance, in the case of a broken lower arm, fixation can be done by binding the broken
arm to the victim’s body.
 Treatment of a victim with a broken arm

BASIC LIFE SUPPORT (BLS)

Basic life support (BLS) is a level of medical care which is used to victims of life-
threatening illnesses or injuries until they can be given full medical care at a hospital. It
can be provided by trained medical personnel, including emergency medical
technicians, paramedics, and by qualified bystanders.

BACKGROUND
 Approximately 700,000 cardiac arrests per year in Europe.
 Survival to hospital discharge presently approximately 5-10%.
 Bystander CPR vital intervention before arrival of emergency services – double
or triple survival from SCA (sudden cardiac arrest).
 Early resuscitation and prompt defibrillation (within 1-2 minutes) can be result in
>60% survival.

(CAB)
Airway
Breathing
Circulation
CHAIN OF SURVIVAL

SEQUENCES OF PROCEDURES PERFORMED TO RESTORE THE CIRCULATION

OF OXYGENATED BLOOD AFTER A SUDDEN PULMONARY AND/OR CARDIAC
ARREST.

CHEST COMPRESSIONS AND PULMONARY VENTILATION PERFORMED BY

ANYONE WHO KNOWS HOW TO DO IT, ANYWHERE, IMMEDIATELY, WITHOUT
ANY OTHER EQUIPMENT.

PROTECTIVE DEVICES
 APPROACH SAFELY
  CHECK RESPONSE
 SHOUT FOR HELP
 OPEN AIRWAY
 CHECK BREATHING
 CALL 9-1-1

a. APPROACH SAFELY
- Scene
- Rescuer
- Victim
- Bystanders

b. CHECK RESPONSE
- Shake shoulders gently ask “Are you all right?”
- If he responds
Leave as you find him.
Find out what is wrong.
Reassess regularly

c. SHOUT FOR HELP

d. OPEN AIRWAY
- Head tilt and chin lift
- Lay rescuers.
- Non-healthcare rescuers.
- No need for finger sweep
- Unless solid material can be seen in the airway.

Head tilt, chin lift + jaw thrust

 e. CHECK BREATHING
- Look, listen and feel for NORMAL breathing.
- Do not confuse agonal breathing with NORMAL breathing

AGONAL BREATHING
 Occurs shortly after the heart stops in up to 40% of cardiac arrests.
 Described as barely, heavy, noisy or gasping breathing.
 Recognize as a sign of cardiac arrest (Erroneous information can result in
withholding CPR from cardiac arrest victim)

POTENTIALLY REVERSIBLE CAUSES

(5 H’s& 5 T’s)
Hypoxia Tension pneumothorax
Hypovolemia Tamponade
Hypothermia Toxic/therap disturbances
Hyper/hypoK +and metabolic disorders Thrombosis coronary
H+ ions (acidosis) Thrombosis pulmonary

f. CALL 9-1-1

g. CHEST COMPRESSIONS
• Place the heel of one hand in the center of the chest.
• Place other hand on top.
• Interlock fingers.
• Compress the chest.
 Rate 100 min-1
Depth 4-5 cm
Equal compression: relaxation
• When possible change CPR operator every 2 min.

RESCUE BREATHS
- Pinch the nose.
- Take a normal breath.
- Place lips over mouth.
- Blow until the chest rises.
- Take about 1 second.
- Allow chest to fall.
- Repeat.

Breathing: Mouth to Nose (When to use)

- Can’t open mouth.
- Can’t make a good seal.

When can I stop CPR?

- Victim revives
- Trained help arrives
- Too exhausted to continue
- Unsafe scene
- Physician directed (do not resuscitate orders)
- Cardiac arrest of longer than 30 minutes)

Why CPR may fail

- Delay in starting.
- Improper procedures (ex. Forget to pinch nose)
- No ACLS follow-up and delay in defibrillation
Only 15% who receive CPR live to go home.
- Improper techniques.
- Terminal disease or unmanageable disease (massive heart attack).

Injuries related to CPR

- Rib fractures
- Laceration related to the tip of the sternum
 Liver
 Lung
 Spleen

Complicated of CPR
- Vomiting
 - Aspiration
- Place victim on left side
- Wipe vomit from mouth with fingers wrapped in a cloth.
- Reposition and resume CPR.

BANDAGING

It is used to hold a dressing in place over a wound, to create pressure over a bleeding
wound for control of hemorrhage, to secure a splint to an injured part of the body, and to
provide support to an injured part.

Definition
Any clean cloth or material used to hold the dressing in place.
- To control bleeding.
- It secures a split.
- To immobilize and support body parts.

Four (4) Methods of Triangular Bandage

• Open Phase
• Broad Cravat Phase
• Semi-Broad Cravat Phase
• Narrow Cravat Phase

PARTS OF TRIANGULAR BANDAGE

Application
- Must be proper, neat, and correct.
- Apply neatly not too loose, not too tight.
- Always check for tightness may cause later swelling.
- Tie ends with a square knot.

Two (2) Types of Square Knot

How to tie a Square Knot

Rules in tying square knot: left end over right end then right end over left end and (vice
versa).
a. Pass the left end (dark) over and under the right.
b. Bring both ends up again.
c. Pass the right end (dark) over and under the left.
d. Pull the ends firmly to tighten; tuck ends.

How to untie a Square Knot

a. Pull one end and one piece of bandage apart.
b. Hold the knot; pull the end through it and out.

FIVE (5) DIFFERENT TECHNIQUES ON BANDAGING

1. Triangle of Forehead or Scalp

The triangle of forehead or scalp (fronto - occipital) is used to hold dressing on the
forehead or scalp.

a. Place middle of base of triangle so that edge is just above the eyebrows and bring
apex back, allowing it to drop over back of head (occiput). Bring ends of triangle
backward above ears.
b. Cross ends over apex at occiput, carry ends around forehead, and tie them in a
square knot.
c. Turn up apex of bandage toward top of head. Pin with safety pin or tuck in behind
crossed part of bandage.

2. Triangular Arm Sling

A triangular arm sling (brachio-cervical triangle) is used for the support of fractures or
injuries of hand, wrist, and forearm.

Two version of this sling are discussed below:

a. In this method of applying the sling, the forearm is supported from both shoulders by
the sling.
- Bent arm at elbow so that little finger is about a hand-breadth above level of
elbow.
- Place one end of triangle over shoulder on injured side and let bandage hang
down over chest with based forward hand and apex toward below elbow.
- Slip bandage between body and arm.
- Carry low end up over shoulder on uninjured side.
- Tie and two ends, by square knot, at the neck, not in the middle where it could
cause discomfort when patients is lying on back.
- Draw apex of bandage toward elbow until snug, bring it around to front, and
fasten with safety pin or adhesive tape.
-
b. If it is desirable to support the forearm without pressure on the collarbone or should of
the injured side, the following steps are taken.
- Bend arm at elbow so that the little finger is about a hand- breadth above level of
elbow.
- Drape upper end of triangle over uninjured shoulder
- Slip bandage between body and arm.
- Carry lower and up over flexed forearm (ends of fingers should extend slightly
beyond base of triangle)
- Slide lower end of bandage under injured shoulder between arm and body and
secure the two ends with square knot.
- Draw apex toward elbow until snug, and secure with safety pin or adhesive tape.
3. Triangle of Chest or Back
This bandage is used to hold dressing on burns or wounds of chest or back.

a. Drop apex of triangle over shoulder on injured side. Bring bandage down over chest
(or back) to cover dressing, so that middle of base of bandage is directly below injury.
Turn up a cuff a base.
b. Carry ends around and tie in a square knot, leaving one end longer than the other.
c. Bring apex down and tie to long end of first knot.

4. Cravat of Head or Ear - The purpose of this bandage is to apply pressure to control
hemorrhage from wounds of scalp, or to hold dressings on wounds of ear or lower
scalp.

a. Place middle cravat over dressing

b. Pass each end completely around head.
c. Tie in square knot.

5. Cravat to Jaw - The Cravat of Jaw (mento-vertico-occipital cravat) is used to

dressings on the chin, cheeks, and scalp ends upward with one end longer than the
other.

a. After making a triangular bandage into a cravat of proper width, place it under the
chin carry ends upward with one end longer than the other.
b. Bring longer end over top of head. Cross both ends on side of head. (Ends should
now be of equal length).
c. Pass ends around head in opposite directions and tie with square knot on other side
of head on primary turn of cravat.
RAPPELLING

Rappelling, also referred to as rapping or the European “abseiling” (from the German
word abseilen, meaning “to rope down”), is the controlled descent down a steep terrain
using a fixed rope. The original body rappel, known as the “Dulfersitz”, ran the rope
around the rappeller’s body for friction. Modern rappelling techniques employ some type
of descender or friction device. This permits a rescuer to quickly access an injured or
stranded subject in technical terrain.

It is important to understand that rappelling is dangerous. Rappelling accidents resulting

in injury or death are frighteningly common.

The following are important safety considerations relating to rappelling;

 Verify the rope reaches the target.
 Double check your harness, carabiners, and all rigging prior to going over the
edge.
 Check the carabiners are locked and not cross loaded.
 Use a buddy check system to have your rigging inspected by other rescuers.
 Employ a secondary conditional self- belay (autoblock, VT Prusik, etc.) as a
backup
 Keep the brake hand below the descending device – NEVER LET GO!
 Keep hair and clothing away from the descending device.
 Carry a cutting tool and a backup Prusik for emergencies.
 Remember that a rope under tension cuts extremely easily.
 Avoid dislodging rocks with the rope.
 Do not bounce during a rappel- dangerously shocks the rappel anchor
 Descend slowly and avoid excessive heat buildup
 Use well-fitting gloves when rappelling – otherwise they become a safety hazard.

Prior to rappelling, you should check every aspect of your system. The rappelling safety
acronyms B.R.A.K.E.S., developed by Cyril Shokoples 10 years ago and now widely
used by climbing schools, can easily be employed as a pre-rappel checklist. It’s a good
idea to go through this list out loud by stating each letter and touching the part of the
system you’re checking. Confirm with your partner when possible that each component
of the system has been set up appropriately and is going to be applied correctly.
B – Buckles: Check the buckles on your harness. Make sure they are snug and that all
appropriate straps are doubled-back.

R – Rappel Device/Ropes: Check that the carabineer at attached to your device is

locked, both strands of the rope have been loaded correctly in the device, and the rope
is properly threaded through the rappel anchor.

A – Anchor: Confirm that the anchor is strong. If it’s a tree, make sure it’s alive, large
enough to hold your weight, and that is has a good root base. If it’s a boulder, ensure
that it is not going to move. If rappelling off bolts or gear, confirm that they are suitably
strong enough. Double- check that any webbing or cord isn’t damaged or too faded.

K – Knots: Check all the knots in the system. Make sure that knots adjoining two ropes
in a double-rope rappel are correctly tied with enough tail.

E – Ends: Confirm that the ends of your ropes are on the ground or that they reach the
next anchor. Confirm that your system is closed with knots at the end of your rappel
lines.

S – Safety Backup/Sharp Edges: Use an auto block back-up and check to make sure
that you aren’t going to rappel over any sharp edges.
Note: All the students of NSTP, CWTS, and ROTC including the Facilitators shall be
invited for the Rappelling Activity

ACTIVITY NO.5
Answer the following.

1. Define
EMERGENCY –
DISASTER –
ACCIDENT –

2. Why do you think you need to possess knowledge on disaster preparedness and
management?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. In times of need, do you think you will be able to address or provide your assistance?
Why? Why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

DO THIS.
Create a schematic diagram conveying Disaster Preparedness and Management
National Issues and Concerns
CHAPTER 6
ENVIRONMENTAL AWARENESS
CLIMATE CHANGE

CLIMATE CHANGE?
Climate change is a change in the statistical distribution of weather over periods of time
that range from decades to millions of years. It can be a change in the average weather
or a change in the distribution of weather events around an average (for example,
greater or fewer extreme weather events). Climate change may be limited to a specific
region, or may occur across the whole Earth.

WHAT MAKES THE CLIMATE CHANGE?

The Earth‘s climate is influenced by many factors, mainly by the amount of energy
coming from the sun, but also by factors such as the amount of greenhouse gases and
aerosols in the atmosphere, and the properties of the Earth‘s surface, which determine
how much of this solar energy is retained or reflected back to space.

CAUSES OF CLIMATE CHANGE

A. Natural causes

1. Continental drift - The continents that we are familiar with today were formed when
the landmass began gradually drifting apart, millions of years back. This drift also had
an impact on the climate because it changed the physical features of the landmass,
their position and the position of water bodies. The separation of the landmasses
changed the flow of ocean currents and winds, which affected the climate.

2. Volcanoes - When a volcano erupts, it throws out large volumes of sulfur dioxide,
water vapor, dust, and ash into the atmosphere. Although the volcanic activity may last
only a few days, yet the large volumes of gases and ash can influence climatic patterns
for years. Millions of tons of sulfur dioxide gas can reach the upper levels of the
atmosphere (called the stratosphere) from a major eruption. The gases and dust
particles partially block the incoming rays of the sun, leading to cooling. Sulphur dioxide
combines with water to form tiny droplets of sulfuric acid. These droplets are so small
that many of them can stay aloft for several years. They are efficient reflectors of
sunlight, and screen the ground from some of the energy that it would ordinarily receive
from the sun. Winds in the upper levels of the atmosphere, called the stratosphere,
carry the aerosols rapidly around the globe in either an easterly or westerly direction.
Movement of aerosols north and south is always much slower.

3. The earth's tilt - Changes in the tilt of the earth can affect the severity of the seasons
- more tilt means warmer summers and colder winters; less tilt means cooler summers
and milder winters.

4. Ocean currents - The oceans are a major component of the climate system. They
cover about 71% of the Earth and absorb about twice as much of the sun's radiation as
the atmosphere or the land surface. Ocean currents move vast amounts of heat across
the planet - roughly the same amount as the atmosphere does. But the oceans are
surrounded by land masses, so heat transport through the water is through channels.
Winds push horizontally against the sea surface and drive ocean current patterns.
Certain parts of the world are influenced by ocean currents more than others. Ocean
currents have been known to change direction or slow down. Much of the heat that
escapes from the oceans is in the form of water vapour, the most abundant greenhouse
gas on Earth. Yet, water vapor also contributes to the formation of clouds, which shade
the surface and have a net cooling effect.

B. Human causes

Greenhouse gases and their sources

a. Carbon dioxide - the most important greenhouse gas in the atmosphere. Changes in
land use pattern, deforestation, land clearing, agriculture, and other activities have all
led to a rise in the emission of carbon dioxide.

b. Methane - about ¼ of all methane emissions are said to come from domesticated
animals such as dairy cows, goats, pigs, and horses. These animals produce methane
during the cud-chewing process. Methane is also released from rice or paddy fields that
are flooded during the sowing and maturing periods. When soil is covered with water it
becomes anaerobic or lacking in oxygen. Under such conditions, methane-producing
bacteria and other organisms decompose organic matter in the soil to form methane.
Methane is also emitted from landfills and other waste dumps. If the waste is put into an
incinerator or burnt in the open, carbon dioxide is emitted. Methane is also emitted
during the process of oil drilling, coal mining and also from leaking gas pipelines (due to
accidents and poor maintenance of sites).

c. Nitrous oxide - a large amount of nitrous oxide emission has been attributed to
fertilizer application. This in turn depends on the type of fertilizer that is used, how and
when it is used and the methods of tilling that are followed.

d. Nitrogen - contributions are also made by leguminous plants, such as beans and
pulses that add nitrogen to the soil.

HUMAN CONTRIBUTION TO CLIMATE CHANGE

All of us in our daily lives contribute our bit to this change in the climate. Give these
points a good, serious thought:
 Electricity is the main source of power in urban areas. All our gadgets run on
electricity generated mainly from thermal power plants. These thermal power
plants are run on fossil fuels (mostly coal) and are responsible for the emission of
huge amounts of greenhouse gases and other pollutants.
 Cars, buses, and trucks are the principal ways by which goods and people are
transported in most of our cities. These are run mainly on petrol or diesel, both
fossil fuels.
 We generate large quantities of waste in the form of plastics that remain in the
environment for many years and cause damage.
 We use a huge quantity of paper in our work at schools and in offices.
 Timber is used in large quantities for construction of houses, which means that
large areas of forest have to be cut down.

A growing population has meant more and more mouths to feed. Because the land area
available for agriculture is limited (and in fact, is actually shrinking as a result of
ecological degradation!), high-yielding varieties of crop are being grown to increase the
agricultural output from a given area of land. However, such high-yielding varieties of
crops require large quantities of fertilizers; and more fertilizer means more emissions of
nitrous oxide, both from the field into which it is put and the fertilizer industry that makes
it. Pollution also results from the run-off of fertilizer into water bodies.
WHAT IMPACTS OF CLIMATE CHANGE HAVE ALREADY BEEN OBSERVED?
Regional climate change is already affecting many natural systems. For instance, it is
increasingly being observed that snow and ice are melting and frozen ground is
thawing, hydrological and biological systems are changing and in some cases being
disrupted, migrations are starting earlier, and species' geographic ranges are shifting
towards the poles.

Despite remaining gaps in knowledge, it is likely that these effects are linked to human
influence on climate. At the regional level, however, responses to natural variability are
difficult to separate from the effects of climate change.
Some previously unanticipated impacts of regional climate change are just starting to
become apparent. For instance, melting glaciers can threaten mountain settlements and
water resources, and damage associated with coastal flooding are increasing.

HOW DO PEOPLE ADAPT TO CLIMATE CHANGE?

• Humans need to adapt to the impacts of climate change, for instance through
technological solutions such as coastal defenses and changes in consumption habits.

• Vulnerability of human populations to climate change and its consequences can be

affected by other factors, such as pollution, conflicts, or epidemics such as AIDS. An
emphasis on sustainable development can help human societies reduce their
vulnerability to climate change.

• Mitigation measures that aim to reduce greenhouse gases emissions can help avoid,
reduce or delay impacts, and should be implemented in order to ensure that adaptation
capacity is not exceeded.

POSSIBLE SOLUTIONS TO CLIMATE CHANGE

A. House & Garden

1. Grow your own food. Planting things like garden vegetables and herbs will help you
eat locally and organic.

2. Redecorate with Eco-products. If you need to repaint your house, use latex paint
rather than oil-based. Latex paint releases significantly fewer harmful fumes while
drying and smells a lot better - it's healthier for you, too.

3. Buy energy-efficient appliances. These will require less energy to do their job,
meaning lower bills and less fossil fuels being burned.

If you can't do this, use your existing appliances efficiently; make sure the dishwasher
and washing machine are full before running them to save energy and money.
Hang-dry your laundry rather than putting it in the dryer and put them outside on a
clothesline on dry days. Hang-drying will also make your clothes last much longer.
4. Reduce your electricity use.
Unplug your cell phone charger, TV and other electronics from the wall when you are
not using them, because they use energy when plugged in and on standby. The
process can be made easier if you have everything plugged into a surge protector with
its own switch.
Turn off lights and other energy-sucking devices when they aren‘t being used.
Replace older light bulbs with energy-saving fluorescent bulbs. Fluorescent light bulbs
are a little more expensive, but much more efficient - they use about a seventh of the
power and last about 12 times longer.

Replace fluorescent light bulbs with Ultra Compact LEDs (UCLEDs). These use less
energy and last longer than fluorescent light bulbs. Additionally, UCLEDs do not contain
any dangerous mercury. Even though LED light bulbs are currently more expensive,
remember that your money is spent for a good cause: it will pay for the development of
cheaper and more effective generation of LEDs.

If you're leaving your computer for a while, put it on stand-by. You'll be able to restart it
quickly, and it'll take less energy than shutting it down and then restarting it.
5. Reduce the usage of refrigerants and air-conditioners.

6. Pack your refrigerator more tightly to reduce cooled air.

B. Water Conservation
1. Take short showers and share bathwater. Showers use much less water. The other
choice is to fill a bucket with water and take a can or a jug, and keep filling it with water
from the bucket and pouring it over your head - if you have some extra water save it for
some other person to use. You can lather yourself up with the water turned off in the
middle of the shower.

2. Pollute less. When washing dishes, wash greasy pans last to keep the water clean.

3. Turn off taps properly. Especially when brushing your teeth - every little bit helps.

4. Fix dripping taps. The constant drip wastes water, energy and money, so repair them
as soon as possible. You can also save by installing an inexpensive "flow control"
device in shower heads and faucets.

5. Use appliances efficiently. Running the clothes washer with a full load and using cold
water (30 degrees Celsius) whenever possible can lead to big energy savings. Use
detergents that clean clothes effectively in colder water.

C. Transportation
1. Use a bike. With gas prices so high, it will pay for itself. Ride it to work or school, for
short distances, to run errands, or to have fun. Everyone benefits when you ride a bike.
You help conserve our limited oil resources, you are not polluting, and you are
exercising.
2. Walk short distances rather than drive. It may be convenient to drive, but let's face it,
it probably takes longer than walking would, and emits pollutants to boot.

3. Use public transportation or carpool for long trips. These options may take a little
longer, but you can read, listen to headphones, or talk to people instead of having to
stare straight ahead for the length of your commute.

4. Consolidate your trips. If you must drive to do grocery, shopping, etc., plan to do all
weekly errands on one day. You can get everything you need in one trip, saving you
money and time. It's also more fuel efficient to start a car if it's already warmed up.

5. Research biodiesel. This is a diesel made from a percentage of plant and animal fat
(in some cases reused fat). This is not suitable for all diesel engines.

6. Research energy efficient, electric, hybrid and diesel engines when buying a new car,
motorbike or scooter.

D. Shopping
1. Buy only post-consumer recycled paper products, including toilet paper and tissues.
The paper industry is the third greatest contributor to global warming emissions. Buying
recycled is as important as recycling - it’s called “closed loop" recycling.

2. Avoid using plastic bags from grocery stores. Bring canvas bags to carry your grocery
items. Use re-useable bags and boxes. If you need a plastic one, make sure you use it
again and again!

E. Community
1. Knowledge is power. Learn everything you can about global warming. What is it?
How does global warming work? Why is it happening? What are the causes? What are
the critics saying?

2. E-mail relevant articles to your friends and family to get them up to speed about
global warming.

3. Write to your local council to ask for environmentally minded services such as
recycling collection.

4. Educate yourself, you family, your friends, and everyone you meet. Our culture is just
waking up to issues that have existed for years. The more people are aware of the
issues the more likely they are to make decisions that will be constructive!
ACTIVITY NO. 6
Answer the following.

1. Why do you think you need to be aware of climate change and its effects on the world
as a NSTP student?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. As an individual living on a community, list down below 5 solutions that you can
manage to do in order to help your community cope up with the effects of climate
change:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

DO THIS.
Create a diagram that conveys what a simple individual can do to help the community
cope up with the effects of climate change.

National Issues and Concerns

CHAPTER 7
NATIONAL SECURITY
HUMAN SECURITY AND NATIONAL SECURITY
Since time immemorial, man has an awareness and knowledge about security. In
ancient era, man has devised means to protect himself from ferocious animals and
harsh conditions. As the society advanced, they learned to create tools and weapons to
safeguard their lives and their properties. In our country, heroes were born because
they strive to save our people from conquerors. Currently, every country has its own
way of defending and maintaining its human and national security.

In the 1994 United Nations Development Programme (UNDP) Report, human security
was referred to as having two aspects:
“…first safety from such chronic threats as hunger, disease and repression…second, it
means protection from sudden and hurtful disruptions in the patterns of daily life –
whether in homes, in jobs, or in communities. Such threats can exist at all levels of
national income and development.”

This was supplemented by an explanation from the former UN Secretary-General Kofi

Annan which states that:

“Human security, in its broadest sense, embraces far more than the absence of violent
conflict. It encompasses human rights, good governance, access to education and
health care and ensuring that each individual has opportunities and choices to fulfill his
or her potential… Every step in this direction is also a step towards reducing poverty,
achieving economic growth and preventing conflict. Freedom from want, freedom from
fear, and the freedom of future generations to inherit a healthy natural environment –
these are the interrelated building blocks of human – and therefore national – security.”

Thus, according to the United Nations (UN) Commission, Human Security:

- seeks to “protect the vital core of all human lives in ways that enhance human
freedoms and human fulfillment”
- requires “protecting people from critical and pervasive threats” and "empowering
them to take charge of their own lives"
- “protection and empowerment are mutually reinforcing and cannot succeed in
isolation”

Commission puts emphasis on the “need for comprehensive, integrated and people-
centered solutions that together can help people develop the building blocks of survival,
livelihood and dignity”

National Security is defined as the state or condition wherein the values which a nation
treasures such as territorial integrity, sovereignty, people’s way of life and well-being are
protected and enhanced. It is the requirement to maintain the survival of the nation-state
through the use of economic military and political power and the exercise of diplomacy.

The measures taken to ensure national security include:

- Using diplomacy to rally allies and isolate threats;
- Maintaining effective armed forces;
- Implementing civil defense and emergency preparedness measures (including
anti-terrorism legislation);
- Ensuring the resilience and security of critical infrastructure; and
- Using intelligence services to detect and defeat or avoid threats and espionage,
and to protect classified information.

In the Philippine context as indicated by the NSC Permanent Secretariat, National

Security is described as a condition or state of being where the Filipino people’s values,
way of life, institutions, welfare, and well-being, sovereignty and strategic relations are
protected and enhanced.
The elements of National Security are the following:
 Moral-spiritual consensus Cultural cohesiveness
 Economic solidarity
 Socio-political stability
 Ecological balance
 Territorial integrity
 International harmony

NATIONAL SECURITY AND THE NSTP PROGRAM

The 1987 Philippine Constitution enshrined in its Declaration of Principles that the
Filipinos are duty-bound to protect the country and, as such, they may be subjected to
undergo service training programs (Art. II, Sec. 14, The Philippine Constitution).
The Government may call upon the people to defend the state, and in fulfillment thereof,
all citizens may be required, under conditions provided by law, to render personal,
military or civil service.

The 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, specifically designed to
enhance the youth's active contribution to the general welfare.

MANPOWER RESERVOIR FOR NATIONAL SECURITY

1. Graduates of CWTS and LTS shall belong to the National Service Reserve Corps
(NSRC) which could be tapped by the State for literacy and civic welfare activities such
assisting in disaster preparedness, mitigation, response and rehabilitation programs.
2. Graduates of the ROTC component shall form part of the AFP Citizen Armed Forces
and AFP Reserve Force, subject to DND requirements.

THREATS TO NATIONAL SECURITY

A. Man Made Threats

a. Terrorism
b. Explosion/Bomb Threats
c. Campus Violence/Frat and Gang War
d. Kidnapping/Hostage Taking
e. Drug Addiction
f. Armed Robberies/Hold Ups
g. Snatching
h. Sabotage
i. Fire
j. Technological Threats such as gambling through number games, internet hold ups
and cyber-crimes (computer hacking, computer pilferage, ATM stealing and cyber
prostitution)

B. Natural Threats
a. Earthquakes
b. Typhoons
c. Floods
d. Volcanic Eruptions
e. Tsunamis

ACTIVITY NO. 7
Answer the following.

1. As an individual enrolled in NSTP, how can you promote peace and security towards
your community? Why do you do so?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Why do you think we need PEACE? Elaborate thoroughly.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

DO THIS
Listen to the song Tatsulok by Bamboo. Write down below your perception on what do
you think is the message that the song conveys.
REFERENCES
Atkinson, Atkinson, Smith and Bem. Introduction to Psychology 10th edition :Harcourt
Brace Jovanavich Publishers, 1990.

Babor, Eddie R. The Human Person: Not Real but Existing: C & E Publishing
Incorporated, 2001.

Boeree, George C. Personality Theories: 1988.

Warren, Rick. The Purpose Driven Life : OMF Literature Inc, 2002.

Simons,Janet A. Irwin,Donald B.; Drinnien, Beverly A.: The Search for Understanding:
NewYork, West Publishing Company, 1987.
Andres, Tomas Quintin and Pilar Corazon Ilada-Andres.: Making Filipino Values Work
for You. Makati, Philippines: St. Paul Publications, 1986.

Effective Discipline through Filipino Values. Manila, Philippines: Rex Book Store, Inc.,
1996.

Andres, Tomas Quintin.: “And the Pinoy Manager said… „Bahala na!‟” Philippine Values
Digest. Manila, Philippines: Values and Technologies Management Centre, 1986.

Kartagi, Grietje.: “Introduction to Values.” Reflections on Values. Manila, Philippines:

Rex Book Store, Inc., 2000.

Panopio, Isabel S.: Sociology: Focus on the Philippines. Quezon City, Philippines: KEN
Incorporated, 1994.
Covey, S.: Seven Habits of Highly Effective People. Maxwell, John C.: 21 Indispensable
Qualities of a Leader.

Espiritu, Socorro C. et.al.: Sociology in the Philippine Setting Fifth Edition. Quezon City:
SIBS Publishing House, Inc. 1998.

Gonzales, Vivian A.: Values Integration and Promotion: A Civic Welfare Service. Los
Baños, Laguna: Society Towards Reinforcing Inherent Viability for Enrichment
(SIKAP/STRIVE), Inc. 1997

Maria, Andrew.: “The House of Life”: Modules on Good Citizenship Values. Manila,
Philippines: The Institution Building Team, 2004.

San Luis, Bel.: “Father‟s Mistake- No Time”: Modules on Good Citizenship Values.
Manila, Philippines: The Institution Building Team, 2004.

Almonte, Andrew Maria: “Skulls”: Modules on Good Citizenship Values. Manila,

Philippines: The Institution Building Team. 2004.

Beltran, Benigno P.: “A Chinese Legend”: Modules on Good Citizenship Values. Manila,
Philippines: The Institution Building Team, 2004.

Social Psychology Handout Miriam College Foundation Inc.

BS Social Work Community Organization Handouts Miriam College Foundation Inc.

SW Board Exam Review Class Handouts. Philippine School of Social Work Philippine
Women‟s University
MAPUA-NSTP
National Capability Enhancement Training in the Successful Program Implementation of
NSTP in the HEIs Presentation Philippine Society of NSTP Educators and
Implementers, Inc. (PSNEI)

United Nations Development Programme (UNDP). Human Development Report 1994.

New York: Oxford University Press, 23. http://www.undp.org/hrdo/1994/94.htm

: “The TRUTH About Lies”: Modules on Good Citizenship Values. Manila, Philippines:
The Institution Building Team, 2004.

Institute for Development Education Center for Research and Communication: “To

Every Man His Due”: Modules on Good Citizenship Values. Manila, Philippines: The
Institution Building Team, 2004.

Websites:

http://www.dictionary.com
http://www.facultyweb.cortland.edu.andersmd/HUMAN/WHAT/html
http://www.humanpsch.edu/humanistic_psychology/html
http://www.candleinthedark.com http://www.ship.edu/maslow/html
http://www.cls.binghamton.edu/BassSteid.html http://www.shef.ac.uk/~iwp/publications
http://www.opsltd.com http://www.comultiversity.org.ph http://www.content.calgary.ca
http://www.comultiversity.org.ph http://www.ehow.com/how_2485_play-charades.html
http://www.eslarp.uiuc.edu/courses/UP260fall04/SWOT.pdf
http://ctb.ku.edu/tools/sub_section_main_1049.htm
http://www.ciatrans.net/CIA_Quick_Reference/Chapter3.html
http://vels.vcaa.vic.edu.au/support/teaching http://ndcc.gov.ph/home/index.php?
option=com_content&task=view&id=12&Itemid= 26
https://www.ddb.gov.ph/major-programs-and-projects
https://fas.org/irp/doddir/milmed/ban dage.pdf
http://mra.org/wp- content/uploads/2016/05/nps- technical-rescue-handbook-2014.pdf
https://fas.org/irp/doddir/milmed/ban dage.pdf
https://en.wikipedia.org/wiki/Morse_c ode
https://www.slideshare.net/harshkhatri 9083/first-aid-ppt
http://www.firstaidforfree.com/the- aims-of-first-aid-three-ps/
http://r_mujer_gsj.tripod.com/Basic%2 0Life%20Support.pdf
http://www.preventionweb.net/files/8 082_DSEQIKitFirstAidManual.pdf
https://www.climbing.com/skills/5- steps-for-safer-rappelling /
APPENDICES
REVISED IMPLEMENTING RULES AND REGULATIONS OF THE
NATIONAL SERVICE TRAINING PROGRAM (NSTP)
Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training Program
(NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical Education and Skills Development
Authority (TESDA), and Department of National Defense (DND), in consultation with concerned government
agencies, the Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of Private
Educational Associations of the Philippines (COCOPEA), Non-Government Organizations (NGOs) and recognized
student organizations, hereby jointly issue, adapt and promulgate the following implementing rules and
regulations in implement the provisions of the Act.

Rule I GUIDING PRINCIPLES

Section 1. Guiding Principle. While it is 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 and promote the general welfare of the
State, and in fulfillment thereof, the government may require each citizen to render personal military or civil
service.

Section 2. Role of the Youth

a. In recognition of the vital role of the youth in nation building, the State shall promote civic consciousness
among them and shall develop their physical, moral, spiritual, intellectual and social well-being. It shall
inculcate the ideals of patriotism, nationalism, and advance their involvement in public and civic affairs.
b. As the most valuable resource of the nation, they shall be motivated, trained, organized and involved in
military, literacy, civic welfare programs and other similar endeavors in the service of the nation.

Rule II DEFINITION OF TERMS

Section 3. As used in this Implementing Rules and Regulations (IRR), the following terms shall mean:

a. “National Service Training Program” (NSTP) – refers to the 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 the three (3) Program components, specifically designed to enhance the youth’s
active contribution to the general welfare;

b. “Reserve Officers’ Training Corps” (ROTC) – refers to the Program component, 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;

c. “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 youths and other segments of society in
need of their services;

d. “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;

e. “Program Component” – refers to the service components of NSTP as defined herein;

f. “Clustering” – refers to the grouping of students enrolled to different schools and taking up the same NSTP
component into one (1) group under the management and supervision of a designated school;

g. “Cross Enrollment” – refers to a system of enrollment were a student is officially enrolled in an academic
program of an origin school but is allowed to enroll in the NSTP component of another accepting school; and

h. “Non-Government Organization” (NGO) – refers to any private organization duly accredited by CHED
or recognized by TESDA.

Rule III PROGRAM IMPLEMENTATION

Section 4. Coverage
a. All incoming first year students, male and female, starting School Year (SY) 2002-2003, 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.

The above provision, however, does not cover the following:

a.1 Students who finished or graduated from a baccalaureate degree or two year technical-vocational or
associate course and pursuing or enrolled in another or additional baccalaureate degree or two-year technical-
vocational or associate course in SY 2003-2004, and;

a.2 Students who completed any of the three NSTP components but considered freshmen to the course where
they transferred or shifted.
a.3 Foreign students or aliens

b. All higher and technical-vocational education institutions must offer at least one (1) of the NSTP
components.

c. State Universities and Colleges (SUCs), shall offer the ROTC component and at least one (1) other NSTP
component.

d. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), and Philippine
National Police Academy (PNPA) are exempted from the NSTP in view of the special character of these
institutions. Other State Universities and Colleges of similar nature will be exempted subject to approval of the
Department of National Defense.

e. Private higher 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).

Section 5.Program Components

a. The NSTP shall have the following components which the students can choose from as defined in Rule II,
Section 3 hereof: The Reserve Officers Training Corps, Literacy Training Service (LTS), and Civic Welfare
Training Service (CWTS).

b. All program components, the ROTC in particular, shall give emphasis on citizenship training and shall instill
patriotism, moral virtues, respect for the rights of civilians and adherence to the Constitution.

c. The CHED, TESDA in consultation with the DND, and PASUC, COCOPEA and other concerned government
agencies, may design and implement such other non-military training components as may be necessary in
consonance with the provisions of R.A. 9163.

d. Within thirty (30) days from the approval of this revised IRR, the CHED, TESDA, and the DND shall jointly
issue the minimum standards for the three (3) NSTP components which shall form part of these guidelines.

Section 6. Duration and Equivalent Course Unit

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

b. A One (1) Summer Program (OSP) in lieu of the two (2) semester program may be designed, formulated
and adopted by the DND, CHED and TESDA, subject to the capability of the school and the AFP to handle the
same.

c. Earned NSTP units shall not be included in the computation of Grade Point Average (GPA) grades of college
graduating students.

Section 7. Clustering and Cross-Enrolment

a. 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.

b. 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 students, shall allow their students to cross-
enroll to other schools, irrespective or whether such school is under CHED or TESDA; and in the case of
students taking the ROTC component, irrespective of whether the two semesters shall be taken from different
schools whose ROTC are administered/managed by different branches of service of the AFP.
c. Students intending to cross-enroll shall be subject to the existing rules and regulations of the school of origin
and the accepting school.

Section 8. Monitoring and Evaluation

A. Management
1. The school authorities shall exercise academic and administrative supervision over the design, formulation,
adoption and implementation of the different NSTP components in their respective schools.

2. There should be an NSTP Office in each school or college/university headed by an NSTP Director or its
equivalent position responsible for the implementation of the Program. Each of the NSTP components is
considered a distinct and/or separate unit under the NSTP office, and the head of the unit shall report directly
to the NSTP Director or its equivalent position.

3. A functional chart of the NSTP Office shall be structured based on the capability of the institution to sustain
the component program being offered based on the number of enrollees.

4. In the case of ROTC, the school authorities and DND, subject to the policies, regulations and programs of
DND on the military component of the training, shall exercise joint supervision over its implementation.

5. Schools which have contracted CHED-accredited or TESDA- recognized NGOs to formulate and administer
training modules for any of the NSTP components shall jointly exercise such academic and administrative
supervision with those NGOs. Within forty-five (45) days from approval and issuance of this IRR, the CHED,
TESDA and DND shall issue the necessary guidelines for the accreditation of non-government organizations
(NGOs) and training modules to be utilized by these NGOs.

B. Monitoring
1. CHED Regional Offices, TESDA Provincial/District Offices and DNDAFP (through the Major Service Reserve
Commands), shall oversee and monitor the implementation of the NSTP under their respective jurisdiction, to
determine if the trainings conducted are in consonance with the Act. These Sub Offices shall submit periodic
reports to the Central Offices of CHED, TESDA and DND.

2. CHED deputized officials shall coordinate and conduct spot visits to actual NSTP activities.

3. At the end of every school year the Higher Education Institution shall submit an Annual Report to the CHED
Regional Office copy furnished the Office of Student Services in electronic template, indicating the following:

3.1 names who finished under each NSTP component,

3.2 the programs, projects and activities undertaken with pictorials and documentation as much as possible,
and

3.3 financial statements on the funds collected, allocated and utilized.

The annual report on NSTP by the university or college shall be made available to faculty, students and the
general public in the NSTP Office.

In regions with universities and colleges having two or more campuses, the university concerned shall
consolidate the report before submission to CHED Regional Offices.

4. In cases of violations of guidelines, warnings and/or sanctions may be imposed to schools and accredited
NGOs that disregarded or grossly violated the provisions of this implementing rules and regulations.

Rule IV

FEES AND INCENTIVES

Section 9. Fees.
a. No fees shall be collected for any of the NSTP components except basic tuition which should not be more
than fifty (50%) percent of the charges of the school per academic unit. NSTP tuition collected shall constitute
a Trust Fund, which shall be exclusively used for the operation of the Program.

b. NSTP funds derived from NSTP-related operations shall serve as augmentation to sustain un-programmed
activities of NSTP.

c. The unexpended fund balance shall be carried over to the next semester; provided, however, NSTP funds
shall not be converted into savings at the expense of the proper implementation of the program

d. Subsidies from the government, any legal agency or institution appropriated for NSTP shall be included in
the preparation of the program of expenditure and report on the utilization of funds.

e. Expenditures/disbursements shall be subjected to periodic audits by the proper school authorities and
concerned NSTP officers;

f. The NSTP Director or its equivalent shall submit a comprehensive report on the utilization of the NSTP Funds
by program component to the school head, two weeks after the end of every semester.

g. Rental space of school and other similar expenses shall not be charged to NSTP.

Section 10. Incentive, Insurance and Protection

A. Incentives
1. A program of assistance/incentives for ROTC students shall be provided and administered by DND, in
accordance with existing laws and regulations and subject to the availability of funds.

2. A Special Scholarship Program and other forms of assistance and incentives for qualified NSTP students shall
be administered by CHED and TESDA, with funds for the purpose to be included in the annual regular
appropriations of the two agencies, subject to the availability of funds.

3. The college or university may provide scholarship and other forms of assistance and incentives to qualified
and deserving NSTP students, the funding of which shall come from available NSTP funds of the school.

4. Personnel involved in the NSTP shall be provided honorarium and other incentives based on the standard
policy set forth by the HEIs.

B. Insurance and Protection

1. School authorities concerned, CHED and TESDA shall ensure that health and accident group insurances are
provided for students enrolled in any of the NSTP components.

2. Schools that already provide health and accident group insurance and collect the necessary fees for the
purpose from their students as of the effectivity of this Rules, are deemed to have complied with this
requirement.

Rule V ORGANIZATION OF NSTP GRADUATES

Section 11. Organization of NSTP Graduates

a. Graduates of the non-ROTC components of the NSTP shall belong to the National Service Reserve Corps
(NSPC) and could be tapped by the State for literacy and civic welfare activities, especially in times of
calamities through the joint efforts of DND, CHED and TESDA, in coordination with DILG, DSWD and other
concerned agencies/associations.

b. The CHED, TESDA and DND, in consultation with other concerned government and non-government
agencies, shall issue the necessary guidelines for the establishment, organization, maintenance and utilization
of the National Service Reserve Corps.

c. Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant to RA 7077, subject to
the requirements of DND.

Rule VI MISCELLANEOUS PROVISIONS

Section 12. Certificate of Completion. Certificate of Completion with corresponding serial number issued by
CHED, TESDA or DND, shall be awarded to students who have successfully complied with the program
requirements.

Section 13. Information Dissemination. The CHED, TESDA and DND shall provide information on these Act
and IRR to all concerned publics through different modes of disseminating information.

Section 14. Amendatory Clause

a. Section 35 of Commonwealth act No.1, Executive Order No. 207 of 1939, Section 2 and 3 of presidential
Decree No. 1706, and Sections 38 and 39 of Republic Act No. 7077, as well as all laws,decrees, orders, rules
and regulations and other issuances inconsistent with the provisions of the Act are hereby deemed amended
and modified accordingly.

b. This Rules may be amended, modified, or replaced jointly by CHED, TESDA and DND, in consultation with
PASUC, COCOPEA, NGOs and recognized student organizations.

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

Section 16. Effectivity. This rules shall take effect 15 days after publication in a newspaper of general
circulation and shall remain in force and effect until revoked or amended.

Adopted and Issued on day of 2006.

AVELINO CRUZ, JR. CARLITO S. PUNO, DPA Sec.AGUSTO “BOBOY”SYJUCO

Secretary, DND Chairman, CHED Director General, TESDA