Learning Module

in
National Service Training Program
Civic Welfare Training Service 1

Compiled by:
ROSELYN E. SANQUI
MINIHAHA H. HILARIO

The compiler does not own any of the contents of this learning module. Due
credits and acknowledgment are given to the authors, internet sources, and researchers
listed on the reference page. Such sources are reserved to further explain concepts and
cannot be credited to the compiler and the school. All diagrams, charts, and images are
used for educational purposes only. The sole objective of this instructional material is
to facilitate independent learning and not for monetary gains because this is NOT FOR
SALE.

2023 Edition

NSTP CWTS 1 Learning Module 1

CONTETABLE OF CONTENTS

Lesson 1: Introduction
Course Description and Grading System
Gender and Development
Lesson 2: NSTP Program
Legal Basis of National Service Training Program (NSTP)
Components of NSTP
Seven Dimensions of NSTP – CWTS Development

Lesson 3. Values Formation

Self-awareness
Leadership
Good Citizenship Values

Lesson 4. National Security Concern

Defining National Security
Nation Security Vision

Lesson 5. National Security Interests

Public Safety, Law and Order and Justice

Socio-Political Stability
Economic Solidarity and Sustainable Development
Territorial Integrity
Ecological Balance
Cultural Cohesiveness
Moral and Spiritual Consensus
International Peace and Cooperation

Lesson 6. National Security Challenges

Internal Environment
External Environment
Other Strategic Issues and Challenges

Lesson 7. Health Issues

Mental Health
Drug Education
Lesson 8. Environmental Issues
Climate Change
Solid Waste Management

NSTP CWTS 1 Learning Module 2

Lesson 9. Disasters Awareness and Management
Philippines Natural Hazards
Typhoons
Pagasa’s Color Coded Rainfall Advisories
Volcanoes
Earthquakes
Floods
Tsunamis
Landslides
Drought
Lesson 10. Basic Life Support
Basic First Aid for Medical Emergencies
Not Breathing
Bleeding
Shock
Heart Attack
Choke
Electrical Shock
Injury/Eye Injury
Burns
Exposure to Hazardous Materials
Broken Bones
Heat Stroke
Fainting
Epileptic Seizure
Lesson 11. Sports and Recreation
Laro ng Lahi
Recreation
Physical Fitness
Wellness

Lesson 12. Volunteering and Community Overview

Volunteerism
Community Overview

NSTP CWTS 1 Learning Module 3

 MODULE 1
LESSON 1. INTRODUCTION
TOPICS
1. Course Description and Grading System
2. Gender and Development

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. recognize the GAD implementation in the Philippines;
2. apply gender equality as a fundamental value that
should be reflected in development choices; and
3. identify the relative position of men and women in the
society.

TOPIC 1: COURSE DESCRIPTION AND GRADING SYSTEM

Subject Code : NSTP101

Description : Community Welfare Training Service 1 (CWTS 1)
No. of Hours : 54
No. of Units : Three (3)
Grading System :
COMPONENT PERCENTAGE
Attendance and 50%
Participation
Midterm Exam 40%
Project 10%
Total 100%

FINAL GRADE
Mid-term Grade 60%
Pre-final Grade 40%
Total 100%

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 TOPIC 2: GENDER AND DEVELOPMENT

Gender and Development (GAD) – refers to the development perspective and

process that is participatory and empowering, equitable, sustainable, free from violence,
respectful of human rights, supportive of self-determination and actualization of human
potentials. It seeks to achieve gender equality as a fundamental value that should be
reflected in development choices and contends that women are active agents of
development, not just passive recipients of development.
How Gender and Development Started?

Gender and Development was developed in the 1980’s as an alternative to the

Women in Development (WID) approach.

Unlike WID, the GAD approach is not concerned specifically with women, but with
the way in which a society assigns roles, responsibilities, and expectations to both men and
women.

GAD applies gender analysis to uncover the ways in which men and women work
together, presenting results in neutral terms of economics and competence.

GAD focus primarily on two major frameworks, Gender Roles and Social
Relations Analysis. Gender role focus on social construction of identities within the
household, it also reveals the expectations from ‘maleness and femaleness’ in their relative
access to resources. Social relations analysis exposes the social dimensions of hierarchical
power relations imbedded in social institutions; also, it’s determining influence on ‘the
relative position of men and women in society. In an attempt to create gender equality,
(denoting women having same opportunities as men, including ability to participate in the
public sphere) GAD policies aim to redefine traditional gender role expectations.

Gender and Development in the Philippines

Philippine Plan for Gender and Development, 1995-2025, is a National Plan that
addresses, provides and pursues full equality and development for men and women.
Approved and adopted by former President Fidel V. Ramos as Executive No. 273, on
September 8, 1995, it is the successor of the Philippine Development Plan for Women,
1989-1992 adopted by Executive No. 348 of February 17, 1989.

Three years after, DENR Administrative Order No. 98 – 15 dated May 27, 1998
came up as the Revised Guidelines on the Implementation of Gender and Development
(GAD) Activities in the Department of Environment and Natural Resources (DENR) in
order to strengthen the DENR GAD Focal Point System and accomplishing the GAD vision
“Partnership of Empowered Men and Women for Sustainable Development”.

Republic Act No. 9710, otherwise known as the Magna Carta of Women was
approved on August 14, 2009 which mandates non-discriminatory and pro-gender equality
and equity measures to enable women’s participation in the formulation, implementation
and evaluation of policies and plan for national, regional and local development.

A Memorandum Circular No. 2011 – 01 dated October 21, 2011 was released
addressing to all Government Departments including their attached agencies, offices,
bureaus, State Universalities and Colleges (SUCs), Government-Owned and Controlled
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Corporations (GOCCs) and all other government instrumentalities as their guidelines and
procedures for the establishment, strengthening and institutionalization of the GAD Focal
Point System (GFPS).

Gender Equality

Gender equality refers to the principle asserting the equality of men and women
and their right to enjoy equal conditions realizing their full human potentials to contribute
to and benefit from the results of development, and with the State recognizing that all
human beings are free and equal in dignity and rights.

Gender Equity

Gender equity refers to the policies, instruments, programs, services, and actions
that address the disadvantaged position of women in society by providing preferential
treatment and affirmative action. Such temporary special measures aimed at accelerating
de facto equality between men and women shall not be considered discriminatory but shall
in no way entail as a consequence the maintenance of unequal or separate standards. These
measures shall be discontinued when the objectives of equality of opportunity and
treatment have been achieved.

Gender Socialization

Gender socialization is the process by which we learn our culture's gender-related

rules, norms, and expectations. The most common agents of gender socialization—in other
words, the people who influence the process—are parents, teachers, schools, and the media.
Through gender socialization, children begin to develop their own beliefs about gender and
ultimately form their own gender identity.

Sex vs. Gender

The terms sex and gender are often used interchangeably. However, in a discussion
of gender socialization, it’s important to distinguish between the two.
Sex is biologically and physiologically determined based on an individual's
anatomy at birth. It is typically binary, meaning that one's sex is either male or female.

Gender is a social construct. An individual's gender is their social identity resulting

from their culture's conceptions of masculinity and femininity. Gender exists on a
continuum.

Individuals develop their own gender identity, influenced in part by the process of
gender socialization.

Task/Activity

Team exercises to explore gender equality issues.

1. Gender stereotypes
Show this video https://www.youtube.com/watch?v=pF1j22x-yU8
Have a discussion within your team. Ask people to share their reactions to the
video, bringing out issues of gender stereotypes.

NSTP CWTS 1 Learning Module 6

 You might want to talk about how:
• Gender affects the way society is structured and so affects how we work
with people.
• We are not born knowing whether we are a girl or boy, and often
understand this because of something someone does/says to us.

2. Sharing stories from our childhood

Think about the first memory you have of being a girl or a boy. Find someone to
share your story with and answer the following questions and then swap round:
• What was the situation?
• How did it happen?
• What could be the long-term effects i.e., how has/could this influence the
person you are today?

LESSON 2. NSTP PROGRAM

TOPICS
1. Legal Basis of National Service Training Program
(NSTP)
2. Components of NSTP
3. Seven Dimensions of NSTP – CWTS Development

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. have knowledge on the legal basis of the National
Service Training Program (NSTP);
2. be familiar on the components of NSTP;
3. be aware on the programs of NSTP; and
4. be familiar on the 7 Dimensions of NSTP-CWTS
Development.

TOPIC 1: LEGAL BASIS OF THE NSTP

What is the National Service Training Program Law?

The National Service Training Program (NSTP) Law or Republic Act 9163,
promulgated in 2001, 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 specially designed to
enhance the youth’s active to the general welfare.

TOPIC 2: COMPONENTS OF NSTP

NSTP CWTS 1 Learning Module 7

 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, especially designed to enhance the youth’s active contribution to the general
welfare;
b. “Reserve Office’ 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 tertiary level students in order to motivate, train, organize, and mobilize
them for national defense preparedness;
c. “Literary Training Services” (LTS) - refers to the program component
designed to train the students to teach literacy 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 the 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;
Programs of NSTP

Who shall take the NSTP?

All incoming freshmen students, male and female, 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.
How will the NSTP be taken up?
Each of the NSTP components shall be undertaken for an academic period of two
(2) semesters and credited for three (3) units per semester with 54 to 90 training hours per
semester.
What if the NSTP cannot be taken up during the regular semester?
A one (1) summer program in lieu of the two (2) semester program may be
designed, formulated and adopted by DND, CHED and TESDA subject to the capability
of the school and the AFP to handle the same.
What if the NSTP program components chosen by a student is not offered in
any school?
Schools that do not meet the required number of students in order to conduct a
Program component or do not offer the component chosen by their students shall allow
them to cross-enroll to other schools irrespective of whether that school is under CHED or
TESDA and for ROTC, whether they are managed by different AFP branches of Service.
Who is responsible for supervising the NSTP?
School Authorities shall exercise academic and administrative supervision over the
design, formulation, adoption and implementation of the different NSTP components in
their respective schools. In the case of ROTC, the School Authorities and DND shall
exercise joint supervision over its implementation.
What lead agencies will monitor the implementation of the NSTP?

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 CHED Regional Offices, TESDA Provincial and District Offices and the DND-AFP
through the major Service Reserve Commands and their ROTC Units shall oversee whether
if the trainings conducted are in consonance with the Republic Act.
Is the NSTP available in all Schools and Universities?
All Higher and Technical-Vocational Educational Institutions shall be offering at
least one (1) of the NSTP components while State Universities and Colleges will offer the
ROTC component and at least one other NSTP component.
The NSTP-CARES for CHANGE Model
(Vidal’s Framework for the Implementation of the Non-Military Components of
NSTP)

The Philippine Constitution provides that the defense of the state is a prime duty of
the government and the people, and in fulfillment of this duty, all citizens may be required
by law to render personal military or civil service. It further states that it is the duty of the
citizen to contribute to our country’s development in the attainment and preservation of a
just and orderly society. The National Service Training Program (NSTP) Act of 2001
mandates all citizens, both male and female, to fulfill this civic duty. To respond to the
urgent needs of this developing country today and in the foreseeable future, it is equally
vital to develop and enhance civic consciousness among the young generation to ensure
national preparedness. NSTP therefore, enables the youth, as the most valuable resource of
the Filipino nation, to be motivated, developed and utilized in
regard to their responsibilities as citizens and in fulfillment of their civil obligation.
In the light of the foregoing rationale, the NSTP-CARES model (The Vidal’s Framework
for the Implementation of the Non-Military Program Components of NSTP) is hereby
postulated to serve as framework in the development of a relevant and responsive Program
with emphasis to the non-military program components of NSTP, the Civic Welfare
Training Service (CWTS) and Literacy Training Service (LTS).

TOPIC 3: 7 NSTP – CWTS DIMENSIONS OF DEVELOPMENT

1. Safety and Security - This area involves disaster preparedness during fire,
earthquake or other calamity that needs immediate response from any trained
civilians during emergency situations. Basic lifesaving seminar, fire drill and the
like are some of these examples.
2. Education - This area involves enhancement of institutional support materials and
facilities for the community and school such as providing materials containing basic
literacy skills for preschoolers, alternative learning system for out-of-school youths
and adults, mathematics and science tutorials and extended services of skilled
students.
3. Recreation - This area involves sports fest, parlor games for street children and
painting that enrich youth’s capacities to relate with one another in the community
4. Values Formation and Moral Recovery - This involves the development of youth
to be good leaders, responsible individuals imbued with good moral values and
active agent of development of the community.
5. Industry and Entrepreneurship - This area includes programs and activities that
are vital to economic growth. CWTS students demonstrate technical skills in
communities like meat processing, silkscreen making and how to establish small
business.
6. Care for Health - This area aims to give knowledge on medical-related fields and
extend health services needed in the community. It includes medical services like
NSTP CWTS 1 Learning Module 9
 first-aid operation, vaccination, info dissemination, basic lifesaving seminars, heath
/ nutrition technical assistance and training of youth to be first aid assistants.
7. Environment - This area inculcates environmental awareness and its contribution
to health and related fields. It involves management of waste, environmental
protection, dissemination and application of technologies supportive of the
community needs and livelihood activities related to environment and other related
fields supportive of the national thrust.

S-afety and Security

E-ducation
R-ecreation
V-alues Formation and Moral Recovery
I- ndustry and Entrepreneurship
C-are for Health
E-nvironment

Task/Activity

I. Identify if the statement is true or false. Write your answer in the

space provided.

___________1. The NSTP is part of the curriculum of all the colleges and
universities in the Philippines.
___________2. The student will need to take up NSTP and ROTC at the
same time.
___________3. The educational institution is given authority to design its
own curriculum.
___________4. The NSTP is divided into four major components.
___________5. The Commission on Higher Education has the right to
monitor the implementation of NSTP.
___________6. The Philippine Constitution recognizes the contribution of
the youth in nation building.
___________7. The government has asked the educational institution to
provide scholarship for the students who will take NSTP.
___________8. The Republic Act Number 7874 is known as Service
Training Program.
___________9. The government has the direct administration to ROTC and
NSTP.
___________10. The NSTP can be offered during the summer season.

II. Answer the following questions. Write your answer on the space
provided.

1. What are the components of NSTP? Explain each.

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 _________________________________________________________
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2. Why is youth important in nation building?

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LESSON 3. VALUES FORMATION

TOPICS
1. Leadership
2. Self-awareness
3. Good Citizenship Values

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. improve the level of self-awareness by having better
mental health and stability;
2. acquire deeper knowledge about leading, working
thru challenges and improve relationship and
operation; and
3. appraise the importance of faith and family in the face
of changing community.

TOPIC 1: LEADERSHIP BASICS

What is leadership?

NSTP CWTS 1 Learning Module 11

 Leadership is a process by which an
executive can direct, guide and influence
the behavior and work of others towards
accomplishment of specific goals in a given
situation. Leadership is the ability of a
manager to induce the subordinates to work
with confidence and zeal.

Leadership is the potential to

influence behaviour of others. It is also defined as the capacity to influence a group towards
the realization of a goal. Leaders are required to develop future visions, and to motivate
the organizational members to want to achieve the visions.

According to Keith Davis, “Leadership is the ability to persuade others to seek

defined objectives enthusiastically. It is the human factor which binds a group together and
motivates it towards goals.”

Characteristics of Leadership

1. It is an inter-personal process in which a manager is into influencing and guiding

workers towards attainment of goals.
2. It denotes a few qualities to be present in a person which includes intelligence,
maturity and personality.
3. It is a group process. It involves two or more people interacting with each other.
4. A leader is involved in shaping and moulding the behaviour of the group towards
accomplishment of organizational goals.
5. Leadership is situation bound. There is no best style of leadership. It all depends
upon tackling with the situations.

Importance of Leadership

Leadership is an important function of management which helps to maximize

efficiency and to achieve organizational goals. The following points justify the
importance of leadership in a concern.

1. Initiates action- Leader is a person who starts the work by communicating the
policies and plans to the subordinates from where the work actually starts.

2. Motivation- A leader proves to be playing an incentive role in the concern’s

working. He motivates the employees with economic and non-economic rewards
and thereby gets the work from the subordinates.

3. Providing guidance- A leader has to not only supervise but also play a guiding
role for the subordinates. Guidance here means instructing the subordinates the
way they have to perform their work effectively and efficiently.

4. Creating confidence- Confidence is an important factor which can be achieved

through expressing the work efforts to the subordinates, explaining them clearly
their role and giving them guidelines to achieve the goals effectively. It is also
important to hear the employees with regards to their complaints and problems.

5. Building morale- Morale denotes willing co-operation of the employees towards

their work and getting them into confidence and winning their trust. A leader can
be a morale booster by achieving full co-operation so that they perform with best
of their abilities as they work to achieve goals.

NSTP CWTS 1 Learning Module 12

 6. Builds work environment- Management is getting things done from people. An
efficient work environment helps in sound and stable growth. Therefore, human
relations should be kept into mind by a leader. He should have personal contacts
with employees and should listen to their problems and solve them. He should
treat employees on humanitarian terms.

7. Co-ordination- Co-ordination can be achieved through reconciling personal

interests with organizational goals. This synchronization can be achieved through
proper and effective co-ordination which should be primary motive of a leader.

Qualities of a Leader

A leader has multidimensional traits in him, which makes him appealing and
effective in behavior. The following are the requisites to be present in a good leader:

1. Physical appearance- A leader must have a pleasing appearance. Physique and

health are very important for a good leader.

2. Vision and foresight- A leader cannot maintain influence unless he exhibits that
he is forward looking. He has to visualize situations and thereby has to frame logical
programmes.

3. Intelligence- A leader should be intelligent enough to examine problems and

difficult situations. He should be analytical who weighs pros and cons and then
summarizes the situation. Therefore, a positive bent of mind and mature outlook is
very important.

4. Communicative skills- A leader must be able to communicate the policies and

procedures clearly, precisely and effectively. This can be helpful in persuasion and
stimulation.

5. Objective- A leader has to be having a fair outlook which is free from bias and
which does not reflect his willingness towards a particular individual. He should
develop his own opinion and should base his judgement on facts and logic.

6. Knowledge of work- A leader should be very precisely knowing the nature of work
of his subordinates because it is then he can win the trust and confidence of his
subordinates.

7. Sense of responsibility- Responsibility and accountability towards an individual’s

work is very important to bring a sense of influence. A leader must have a sense of
responsibility towards organizational goals because only then he can get maximum
of capabilities exploited in a real sense. For this, he has to motivate himself and
arouse and urge to give best of his abilities. Only then he can motivate the
subordinates to the best.
8. Self-confidence and will-power- Confidence in himself is important to earn the
confidence of the subordinates. He should be trustworthy and should handle the
situations with full will power. (You can read more about Self-Confidence.

9. Humanist-This trait to be present in a leader is essential because he deals with

human beings and is in personal contact with them. He has to handle the personal
problems of his subordinates with great care and attention. Therefore, treating the
human beings on humanitarian grounds is essential for building a congenial
environment.

NSTP CWTS 1 Learning Module 13

 10. Empathy- It is an old adage “Stepping into the shoes of others”. This is very
important because fair judgement and objectivity comes only then. A leader should
understand the problems and complaints of employees and should also have a
complete view of the needs and aspirations of the employees. This helps in
improving human relations and personal contacts with the employees.

Leadership Style

1. Autocratic- This is part of the old style of leadership however it could still be
use and proven effective in the urgent situation or in instance that the team
needed a quick solution. In this kind of style, the leader is in the one in control
of everything, the members are not allowed to express their ideas nor give some
input. The leader usually uses the reward and punishment system to solicit
cooperation from the members.

This style of leadership is effective when:

a. The staff needed guidance and most of the members are new
b. The time to do a certain task is limited
c. The team needed to coordinate with other department
d. The other members wanted to challenge the power of the leader

2. Bureaucratic- This style of leadership style is managed by the book. The leader
only relies on the policies and base the decision on the written rules or manual.

This style of leadership is effective when:

a. The staff needs to do a repetitive task everyday
b. The transaction had something to do with money
c. The work is for safety and security

3. Democratic- This style of leadership is also known as participative leadership

since it encourages participation from the members and staff. The leader usually
solicits suggestions and ideas coming from his or her followers and he or she
also informs all the staff about the different outcomes of their decisions. In this
kind of style, the staff can have developed a high morale since the leader make
them feel that they are essential part of the team.

This style of leadership is effective when:

a. The staff are responsible and productive
b. The leader wants his or her staff to develop a high sense of commitment to their
job
c. The team is facing a large and complex problem which also needs a lot of inputs
from different people.
d. The leader wanted to encourage team building and participation

4. Laissez Faire- This style is also known as the hands-off style, since the leader
allows the staff and members to do their own, make their own solution and
execute the task according to their will. The leader had no instruction or
guidance to the staff and let them enjoy their total freedom.

This style of leadership is effective when:

a. The staffs or members are highly skilled, educated and had a lot of experience
about the task or operation.

NSTP CWTS 1 Learning Module 14

 b. The staff had commitment and willing to take the responsibilities in terms of
the outcome of their decisions.

5. Transformational- This style of encourages the members to developed their

own vision and mission as essential part of the team. The leader can influence
the staff and members to work beyond what is expected and to offer
commitment to the attainment of the goal.

This style of leadership is effective when:

a. The members and staff are willing to change for the attainment of the
goal.
b. The members are committed to work beyond what is expected
c. The members had high morale and responsible

How to be a Good Leader - What makes Leadership Effective?

Leadership is a significant aspect of management. In order to ensure organizational

success, co-operation from subordinates as well as greater efficiency, it is important for a
manager to be a great, effective and a true leader. An effective and true leader is one who
does not put himself before others. He is very humble, deferential and altruistic.

The required aspects of effective leadership are as follows:

• Motivation
• Commitment
• Self-sacrifice
• Honesty
• Determination
• Resourcefulness
• Daring
• Knowledge
• Good communication skills
• Passion
• Responsibility https://thehubforstartups.com/2015/03/03/guest-
• Judgement article-do-good-leaders-make-good-managers/

Leadership is boosting an individual’s performance to a greater benchmark, the

developing of an individual’s personality crossing its standard boundaries. It is a combo of
mind frames, traits, skills, and knowledge. Leadership means adhering to the following
principles:

• Respect your followers.

• Acknowledge the followers’ efforts if there is success, and do not blame
them for any failure.
• Encourage participation of all in decision-making.
• Make the goals clear to all.
• Support the followers in accomplishing the objectives and in reaching their
potential.
• Discover efficient and economical ways of performing the task.
• Ensure proper and effective communication with the followers. There
should be no place for misunderstanding and misinterpretations.
• Be a trainer and not an opponent/critic.
NSTP CWTS 1 Learning Module 15
 An effective leader is one who meets the job requirements, team requirements as well
as individual requirements. While concentrating on the job, a leader would synchronize the
departmental goals with the organizational goals. He would ensure that the employees have
the required skills and competencies for performing the job effectively and efficiently. He
would provide the employees the essential resources for performing the job such as time,
knowledge and equipment. He would ensure that employees have no difficulty in
performing the tasks assigned to them. And finally, an effective leader would review
progress and give the employees feedback of their performance.

When a leader is focusing on people, he must be compassionate and empathic. He

should listen to the employees with understanding. He must respect their views and ideas.
He must train and coach them and make an effort to eliminate unnecessary obstacles from
the employees’ work responsibilities.

Finally, when an effective leader focuses on team, he should coordinate team’s efforts.
He must celebrate team’s success. He should review and promote friendly and social
environment. He should develop a team spirit and achievement sense among the employees
as a team.

Task/Activity

Answer the following questions based on your own opinion.

1. Discuss briefly the important objectives of leadership.

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2. Considering the characteristics of a good leader of the Filipinos nowadays, what

do you think is the best leadership style to be adopted?
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NSTP CWTS 1 Learning Module 16
 TOPIC 2: SELF-AWARENESS

Self-awareness involves being aware

of different aspects of the self, including
traits, behaviors, and feelings. It is the first
components of the self-concept. It becomes
woven into the fabric of who you are and
emerges at different points depending on the
situation and your personality.

People are not born completely self-

aware however; research also found that
infants do have a rudimentary sense of
sense-awareness. Infants possess the
awareness that they are a separate being
from others, which is evidences by
behaviors such rooting reflex in which an infant search for a nipple when something
(Source:https://medium.com/fhsaplang/the-importance-of- brushes against his or her face.
self-awareness-fc6ed8d897bf)

Types of Self-Awareness

1. Public Self-Awareness

This type emerges when people are aware of how they appear to others.
Public self-awareness often emerges in situations when people are at the center of
attention, such as giving presentation or talking to a group of friends.

This type of self-awareness often compels people to adhere to social norms.

When we are that we are being watched and evaluated, we often try to behave in
ways that are socially acceptable and desirable.

Public self-awareness can also lead to anxiety in which people become

distresses, anxious, or worried how they are perceived by others.

2. Private Self-Awareness

This type happens when people become aware of some aspects of

themselves, but only in a private way.

NSTP CWTS 1 Learning Module 17

 For example, seeing your face in the mirror is a type of private self-
awareness. Feeling your stomach lurch when you realize you forgot to study for an
important test or feeling your heart flutter when you see someone you are attracted.

Self-concept vs Self-awareness

Self-concept is generally thought of our individual perceptions of our behavior,

abilities and unique characteristic. The question that we often heard “who am I?” while
self-awareness is our understanding of ourselves. Our strengths, weaknesses, ideas,
thoughts, beliefs, etc.
Importance of Self-awareness

Self-awareness plays a critical role in how we understand ourselves and how we

relate to others. It is our first step to overcome our weaknesses and practice introspection.
It will eventually lead to a meaningful and driven life.

“In our personal lives, if we do not develop our own self-awareness and become
responsible for first creations, we empower other people and circumstances to shape our
lives by default.”

STEPHEN COVEY

Task/Activity

Answer the following questions. Write your answer on the space provided.
Please take note that there is no right or wrong about your answer. It is only an exercise of
assessing yourself.

1. What am I good at?

__________________________________________________________________
__________________________________________________________________
____________
2. What am I so-so at?
__________________________________________________________________
__________________________________________________________________
____________
3. What am I bad at?
__________________________________________________________________
__________________________________________________________________
____________
4. What makes me tired?
__________________________________________________________________
__________________________________________________________________
____________
5. What is the most important thing in my life?
__________________________________________________________________
__________________________________________________________________
____________
6. Who are the most important people in my life?
__________________________________________________________________
__________________________________________________________________
____________

NSTP CWTS 1 Learning Module 18

 7. How much sleep do I need?
__________________________________________________________________
__________________________________________________________________
____________
8. What stresses me out?
__________________________________________________________________
__________________________________________________________________
__________

9. What relaxes me?

__________________________________________________________________
__________________________________________________________________
____________

10. What’s my definition of success?

__________________________________________________________________
__________________________________________________________________
____________
11. What type of worker am I?
__________________________________________________________________
__________________________________________________________________
____________
12. How do I want others to see me?
__________________________________________________________________
__________________________________________________________________
____________
13. What makes me sad?
__________________________________________________________________
__________________________________________________________________
____________
14. What makes me happy?
__________________________________________________________________
__________________________________________________________________
____________
15. What makes me angry?
__________________________________________________________________
__________________________________________________________________
____________
16. What type of person do I want to be?
__________________________________________________________________
__________________________________________________________________
____________

17. What type of friend do I want to be?

__________________________________________________________________
__________________________________________________________________
____________
18. What do I think about myself?
__________________________________________________________________
__________________________________________________________________
____________
19. What things do I value in life?
__________________________________________________________________
__________________________________________________________________
____________
20. What makes me afraid?

NSTP CWTS 1 Learning Module 19

 __________________________________________________________________
__________________________________________________________________

TOPIC 3: GOOD CITIZENSHIP VALUES

“We, the sovereign Filipino people, imploring the aid of almighty God, in
order to build a just and humane society and establish a government that shall
embody our ideas and aspirations, to promote the common good, conserve and
develop our patrimony, and secure to ourselves and our posterity the blessings of
independence and democracy, under the rule of law and a regime of truth, justice,
freedom, love equality and peace, do ordain and promulgate this constitution.”

PREAMBLE, CONSTITUTION
OF THE PHILIPPINES

Good Citizenship Values from the Preamble

A. Pro – God 1. Faith in Almighty God

2. Respect for Life
3. Order
4. Work
5. Concern for the family and future generation
B. Pro – Country 1. Unity
2. Equality
3. Respect for Law and Government
4. Patriotism
5. Promotion of common good
C. Pro – People 1. Love
2. Freedom
3. Peace
4. Truth
5. Justice
D. Pro – Environment1. Concern for the environment

Task/Activity

I. Identify if the person in the following situation is a Filipino or not. Write

your answer on the line before the number.

NSTP CWTS 1 Learning Module 20

 ___________1. Evangeline Glory was born in the Philippines with
Filipino parents.
___________2. Lucky was born in New York with Filipino parents.
___________3. Jose pledged allegiance to the US during the war.
___________4. Pepe was born before January 17, 1973 of American
mother but, Filipino father.
___________5. Grace renounced her Filipino citizenship.
___________6. Ms. Gina married a Swedish national.
___________7. Mr. Ong underwent the process of naturalization.
___________8. Luis served in the armed forces of other country.
___________9. Geneva was expatriated.
___________10. The application of Sherlyn for repatriation was approved.

Task/Activity

Plot of the movie: Miracles from Heaven (2016)

Set in Burleson, Texas, between 2008 and 2012, the film centers on a 10-year-old
girl named Anna (Kylie Rogers), daughter of Christy Beam (Jennifer Garner). One day,
Anna starts to vomit, and when is examined by her doctor, he does not find anything
abnormal. On March 20, 2008, Anna wakes up her family at midnight because of an intense
stomach pain, severe enough that her parents decide to take her to the hospital. Doctors
find no signs of illness, except to say it could be either acid reflux, or lactose intolerance,
but Christy is not convinced by this.

The following morning, Christy finally finds a pediatrician in the hospital that is
able to diagnose Anna with an abdominal obstruction, and he tells them he must operate
immediately or she will die. After the emergency surgery is performed, the doctor explains
that Anna has been left with pseudo-obstruction motility disorder and she is unable to eat,
so feeding tubes are needed for her nutrition. The doctor then tells the Beams about
America's foremost pediatric gastroenterologist, Dr. Samuel Nurko (Eugenio Derbez), who
practices in Boston, but explains it could take months for them to be seen. In January 2009,
Christy and Anna travel to Boston despite not having an appointment with the doctor.

Dr. Nurko has a last minute opening, and when Anna is subsequently examined
at Boston Children's Hospital, the extent of her chronic illness is found. She then goes
through extensive treatment. During this ordeal, Anna and her mother befriend a local
Massachusetts resident named Angela Bradford (Queen Latifah), as well as Ben (Wayne
Peré) and his daughter, Haley (Hannah Alligood) who has cancer.

On December 29, 2011, Anna, along with her bigger sister Abbie (Brighton
Sharbino), climb up to a very high branch of an old cotton tree. While they are on that
branch, it begins to break. Anna goes to the trunk for safety, whereupon stepping on it, she
falls in a hole to the base of the tree. When Christy finds out what has happened, she
desperately calls her husband Kevin (Martin Henderson), as well as the fire department.
Anna is then rescued by the firefighters, who warn Christy to expect the worst by saying
that nobody could fall 30 feet without sustaining a serious injury; broken bones or paralysis.
Once out, Anna is airlifted to a hospital, where a battery of tests are run on her, and all of
the tests come back negative. Other than a minor concussion, Anna is uninjured.

Sometime after the fall, Anna seems to no longer be affected by her illness. When
Christy and Anna go to an appointment with Dr. Nurko, he tells Christy that Anna is
miraculously cured. Anna then recounts with her parents the experience she had during the
NSTP CWTS 1 Learning Module 21
fall. She describes how her soul left her body during the fall, and God promised that she
would be cured of her illness upon her return to Earth. At church, Christy shares the story
of how God miraculously healed her daughter with His love. As Christy finishes her
speech, one of the congregation protests, stating that he does not believe Christy. Ben, who
has traveled from Boston upon hearing the story about Anna, believes her and tells her that
Haley died peacefully because Anna gave her faith when in the hospital, making Anna cry
because Hayley was her best friend.

Identify the pro-God values that shows on the movie: Miracles from Heaven.
Write it on the space provided below.
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Make a short poem that emphasizes the values included on pro-country. Write
your answer on the space provided.

__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Based on the National Security Policy 2017-2022. Identify the pro-people and pro-
environment measures that the government had established. Write you answer on the space
provided.
NSTP CWTS 1 Learning Module 22
 __________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

MODULE 2
LESSON 4. NATIONAL SECURITY CONCERN
TOPICS
1. Defining National Security
2. Nation Security Vision

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify the major pillars of national security in the
country; and
2. deepen understanding about the country’s vision.

TOPIC 1: DEFINING NATIONAL SECURITY

“We all want peace in our land. You and your children want a good chance of a
better life, in a safer, more prosperous country.”

PRESIDENT FERDINAND R. MARCOS

JR.
Inaugural Speech
30 June 2022
The concept of national security has changed, evolved and expanded in immerse
ways over time. No longer does it exclusively refer to the traditional notions of internal
and external defense, but now also encompasses virtually every aspect of national life and
nation-building. In the new framework, economic development and security are
inextricably linked and mutually reinforcing concepts. Development, or economic and
social well-being, is a precondition for national, internal and external security – and vice
versa. Prosperity leads to a greater social peace and stability, and greater peace and stability
leads to more progress.
For the Philippines and the Filipino people, national security is defined as “a state
or condition wherein the people’s welfare, well-being, ways of life; government and its
NSTP CWTS 1 Learning Module 23
institutions; territorial integrity; sovereignty; and core values are enhanced and
protected.”
Three Major Pillars of National Security

1. Safeguarding the Philippines’ national unity, its democracy and its social
institutions.
2. Ensuring the security of the State and preserving and protecting its sovereignty,
territorial integrity, and institutions.
3. Protection of properties, infrastructures and keeping the people safe from all forms
of threats, both here and abroad, and to the extent possible, creating jobs in order
to bring back home overseas Filipino workers where their physical safety can be
fully guaranteed by our government.

TOPIC 2: NATIONAL SECURITY VISION

“In our hope to make our country peaceful, your hope is my hope. In your hope of
making our country successful, your hope is my hope. And in our hope for our brighter
future and the futures of our children, your hope is my hope.”

PRESIDENT FERDINAND R. MARCOS

JR.
Inaugural Speech
30 June 2022

The government faces a gamut of national development and security problems that
would require aggressive modernization strategies to achieve the national security vision.
This NSP aims to transform and change for the better the democratic institutions, society,
agriculture, infrastructure, industrial outputs, rural economies, and military and police
forces.

This is in line with Executive Order No. 5 (s. of 2016) regarding Filipinos’ Vision:

“In 2040, we will all enjoy a stable and comfortable lifestyle, secure in the
knowledge that we have enough for our daily needs and unexpected expenses, that we
can plan and prepare for our own and our children’s future. Our family lives together
in a place of our own, and we have the freedom to go where we desire, protected and
enables by a clean, efficient and fair government.”

This NSP establishes the Philippines’ national security goals and strategic
objectives with primary focus on the political, economic, socio-cultural, technological,
environmental, informational, diplomatic and military aspects, which are vital to nation-
building.

NSTP CWTS 1 Learning Module 24

 LESSON 5. NATIONAL SECURITY INTERESTS
TOPICS
1. Public Safety, Law and Order and Justice
2. Socio-Political Stability
3. Economic Solidarity and Sustainable Development
4. Territorial Integrity
5. Ecological Balance
6. Cultural Cohesiveness
7. Moral and Spiritual Consensus
8. International Peace and Cooperation

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify and understand the eight National Security
Interests.

“We, the sovereign Filipino people,

imploring the aid of almighty God, in
order to build a just and humane society
and establish a government that shall
embody our ideas and aspirations, to
promote the common good, conserve
and develop our patrimony, and secure
to ourselves and our posterity the
blessings of independence and
democracy, under the rule of law and a
regime of truth, justice, freedom, love
(Source: https://thedailyopium.wordpress.com/2016/12/19/a-
equality and peace, do ordain and
briefer-on-philippine-foreign-policy-promoting-national-security/ promulgate this constitution.”

PREAMBLE, CONSTITUTION
OF THE PHILIPPINES

TOPIC 1: PUBLIC SAFETY, LAW AND ORDER AND JUSTICE

The most fundamental duties of the State are to ensure public safety, maintain law
and order, and dispense social justice within the purview of the constitutionally enshrined
principles of democracy, rule of law and respect for human rights. The Governments seeks
to enhance its ability to execute the above mandate by strengthening the five pillars of the
criminal justice system – law enforcement, the courts, prosecution, penology and the
community. Central to this goal is the concept of participatory governance, in which all
sectors are fully engaged in a meaningful partnership with the Government for the task of
building a safer and more tranquil society. It speaks of collaborative relationship between
the Government and the people particularly with respect to public safety issues involving
the protection of human lives, private property, public assets and critical infrastructure.

NSTP CWTS 1 Learning Module 25

 TOPIC 2: SOCIO-POLITICAL STABILITY

This is a condition where peace prevails even in diversity and where cooperation
and support exist between government and the people under an atmosphere of mutual
respect and empathy, bound by a strong notion of nationhood and sense of duty to respect
the rule of law and serve the common good.

TOPIC 3: ECONOMIC SOLIDARITY AND SUSTAINABLE

DEVELOPMENT
Building an economy that is strong and capable of supporting and sustaining human
livelihood and national endeavors is the overarching thrust of the Philippines’
developmental plans and goals. Reducing poverty and income gaps, creating equal
economic opportunities for all, and distributing the fruits of development to the broadest
segments of society are key objectives of the desired economic growth and national
security outcomes. This component likewise emphasizes the development of a stakeholder
mind-set among the Filipinos, which can form the basis for collective economic initiatives
at the community level. It encourages community groups and grassroots organizations to
organize themselves around a framework of solidarity and self-reliance to confront their
problems and satisfy their needs.

TOPIC 4: TERRITORIAL INTEGRITY

This condition ensures that the territory of the country is intact and inviolable, and
under the effective control and jurisdiction of the Philippine Government. Within the
bounds of pertinent international laws, this involves the exercise of sovereign rights over
land, aerial domain and maritime territories within the Philippines’ exclusive economic
zone (EEZ) and continental shelf. This includes the right of the Philippines government to
protect and defend all land, marine and sub-marine features and resources within its
territory from invasion and illegal incursions and resource exploitation.

TOPIC 5: ECOLOGICAL BALANCE

Rapid economic growth and industrialization are transforming society and

improving the lives of many Filipinos, but it comes at a great cost to the environment. The
impact of global warming and climate change, blamed largely on harmful patterns of
industrial and human practices, could be more severe for the Philippines – one of the most
disaster-prone countries in the world. This real and present danger makes it imperative for
the country to pursue a developmental path that is sustainable, and beneficial to both
present and future generations. The Philippines must be able to maximize the rewards of
its rich natural resources while at the same time conserving and protecting these finite
resources for the sake of the future generation.

TOPIC 6: CULTURAL COHESIVENESS

National unity is an essential cornerstone of nationhood and national survival.

Without it, there is no future for the country. Filipinos must continue to embrace the values
and belief systems, the moral and ethical standards, the traditions and cultural heritage
which have made them truly distinct and earned a respected place in the community of
NSTP CWTS 1 Learning Module 26
nations. Amid, diversity such qualities have served as the invisible but potent force that
teaches the Filipino to care and work for the common good and to help their fellow
Filipinos especially during times of tragedies and disasters. The Government must continue
to fully harness these attributes and value systems in order to strengthen the Filipino family,
promote national harmony and keep the spirit of patriotism and national pride – the most
fundamental pillars of national unity – alive in the hearts and minds of every Filipino.

TOPIC 7: MORAL AND SPIRITUAL CONSENSUS

This component speaks of a moral and spiritual consensus among Filipinos on the
wisdom and righteousness of the national vision, as enunciated by the country’s national
leadership. It presupposes the people’s trust and confidence in the Government’s
commitment and capability to lead the nation toward this desired national vision. Such trust
and confidence inspire and motivates the citizens to get involves and to participate
vigorously in the implementation of governmental programs that promote peace and
development.

TOPIC 8: INTERNATIONAL PEACE AND COOPERATION

The Philippines as a democratic country is committed to the promotion of global

peace, development and humanitarianism. Within this framework, the security of the state
is best enhancing through the pursuit of amity and cooperation with all nations and
partnership with like-minded countries and strategic partners. The country must pursue
constructive and cordial relations with all peoples, but remain free from any control,
interference of aggression from any of them.

NSTP CWTS 1 Learning Module 27

 LESSON 6. NATIONAL SECURITY CHALLENGES
TOPICS
1. Internal Environment
2. External Environment
3. Other Strategic Issues and Challenges

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. develop a high sense of understanding that confronting
the society.

TOPIC 1: INTERNAL ENVIRONMENT

a. Law and Order and Administration of Justice

The Philippines has grappled for years with a serious peace and order problem. The
national crime rate, considered as one of the highest in Southeast and East Asia. Has posed
a significant deterrent to investments as well as constrained the country’s overall
development potential. While the number of reported crimes has been rising, the ability of
the police to solve crime has decreased. The twin scourge of corruption and patronage
politics plaguing law enforcement institutions and Government sector as a whole has made
it extremely hard, if not impossible, to bring the crime rate down.

Clearly, ensuring public security and enforcing the rule of law is one of the key
governance challenges confronting the Philippine Government. This has amplified the need
to undertake crucial reforms aimed at cleansing and strengthening the five pillars of
criminal justice system, namely: law enforcement, the courts, prosecution, correctional
institutions, and the community.
b. Internal Armed Conflicts

The communist rebellion being waged by the Communist Party of the

Philippines and its armed wing, the New People’s Army (NPA), continues to pose serious
peace and order problems in the country. The insurgency is one of Asia’s longest running
conflicts and has claimed an estimated 30,000 lives since the 1960s. While the NPA is
believed to have fewer than 4,000 soldiers now, down peak of 26,000 in the 1980s, it retains
support among the extremely poor in the rural Philippines. There are persistent challenges
to the tree-decade old peace negotiations with the communists, but the Government will
keep forging on until both parties agree to end the fighting.

The Muslim separatist struggle being waged by non-state armed groups and
extremist movements remains a major source of instability in resource-rich but
impoverished parts of the southern Philippines (Mindanao). The on-and-off peace process
with the Moro Islamic Liberation Front (MILF) – the largest and most organized of the
myriad radical groups operating in Mindanao – made a promising breakthrough when
finally, a peace deal was signed in March 20214. A draft Bangsamoro Basic Law (BBL),
which forms the backbone of the 2014 peace accord, is pending approval by Philippine
Congress.

NSTP CWTS 1 Learning Module 28

 c. Terrorism and Transnational Crimes

International terrorism and transnational crime pose a direct threat to the security
of individual countries and to international peace and prosperity. These twin problems are
a persistent global threat that know no borders, nationality or religion, and operate outside
the rule of law. Transnational terrorists and crime syndicates are usually well-organized
international and domestically. They are well-resourced, have access to the latest
technologies and skills, and will use unlimited or any form of violence to achieve their
goals and objectives.

The Philippines faces continuing threats from terrorism, both foreign and domestic
origin. The Abu Sayyaf Group (ASG) remains as the foremost terror group actively
inflicting severe socio-political and economic disruptions. The ASG is an extremist
organization known for its bandit-like tactics and notorious for beheadings and kidnap-for-
ransom activities in Mindanao.

The problem of transnational crimes has become more pressing. Given its
archipelagic attributes, the Philippines’ borders are porous and vulnerable to the activities
of international crime syndicates. These illegal transborder activities include: drug
trafficking; human trafficking of children, women, illegal migrants and labor; illegal
fishing/poaching; arms smuggling; and money laundering.

d. Economic and Social Threats

Poverty remains pervasive and is not expected to change significantly in the near
future. As the population continues to grow, more Filipinos are expected to join the ranks
of the poor so long as the poverty rate remains largely unchanged.

Income inequality between the rich and the poor and between urban and rural areas
has remains high and will likely persist into the future. The poorest 20% of Filipinos own
less than 5% of the country’s total income and the richest 10% of the population accumulate
income 2.7 times more than that of the poorest 40%. Moreover, average yearly
unemployment and underemployment rates for the past five years remains steady at around
6% and 18%, respectively. In absolute terms, about 2.8 million Filipinos were unemployed
and 6.4 million Filipinos were underemployed (PSA January 2017).

Demographic migrations, in addition to social problems and the growth of crime,

can lead to increased instability and insecurity. Infectious diseases are also on the rise
particularly human immunodeficiency virus (HIV) and acquired immune deficiency
syndrome (AIDS). Many of the HIV/AIDS cases were reported among overseas Filipino
workers (OFWs) and among workers engaged in business process outsourcing.

TOPIC 2: EXTERNAL ENVIRONMENT

a. Overlapping Territorial Claims and Maritime Domain Issues

The country needs to address the disputes concerning maritime boundaries as they
affect a complex range of national security concerns as well as threaten regional peace and
stability. The Philippines must ensure good order within its sea boundaries and develop
appropriate maritime domain awareness and response force capability to address the
presence of hostile forces at sea, pirates, terrorists, traffickers, illegal fishers, and other
environmental transgressors.

NSTP CWTS 1 Learning Module 29

 b. Global and Regional Geopolitical Issues

There are other inter- and intra-states flashpoints of immediate to the Philippines.
These includes the intensifying conflicts in the Middle East and Africa (MENA region),
persisting tension in the Korean Peninsula, unresolved territorial disputes in Northeast and
Southeast Asia, unsettled Sabah issue, China-Taiwan conflict, and other power rivalries
where the hegemony of the United States is contested and threatened.

c. Global Uncertainties and Proliferation of Weapons of Mass Destruction

1. Increased Global Economic Uncertainties

The slowdown in major economies of the world such as US, China and the
European Union will have an impact on virtually every country in the world
including the Philippines. Economic downturns abroad could temper demand
for Philippines exports, slow down foreign investments and hurt the overall
business climate in the country.

2. Global Security Issues and the Welfare of OFWs

Conflicts abroad and other emerging global security threats pose a direct
danger to overseas Filipinos workers (OFWs), who contribute significantly to
the national economy, accounting for most of the country’s net factor income
from abroad (NFIA) through their remittances.

3. Proliferation of Weapons of Mass Destruction (WMDs)

Rapid technological advancement and greater access to scientific

knowledge are changing the face of the world in unimagined ways. Scientific
and technological breakthrough are creating wealth and progress everywhere,
but are also spawning new and increasingly dangerous triggers for global
insecurity.

Three Classification of WMDs

→ Nuclear weapons
→ Chemical warfare agents
→ Biological warfare agents

TOPIC 3: OTHER STRATEGIC ISSUES AND CHALLENGES

a. Rising Threat of Cybercrime – credit card fraud, ATM theft, call center scams,
and other computer or web-based forms of deception schemes and identity theft.

b. Climate Change – There are five channels through which climate change could
affect security:
i. threat to the well-being of the most vulnerable communities,
ii. impact to economic development --- halting or significantly slowing-down
growth thereby worsening poverty and increasing desperation,

NSTP CWTS 1 Learning Module 30

 iii. second-order effect of unsuccessful adaptation in the form of uncoordinated
coping or survival strategies of local population,
iv. threat posed by climate change to the viability and even survival of a
number of sovereign states,
v. availability or access to natural resource and the resultant competition and
possible territorial disputes between countries.

c. Institutional Concerns – reforms in the security and judicial sectors with emphasis
on the following:
i. Modernizing and professionalizing the armed services;
ii. Strengthening the judicial system;
iii. Strengthening legislative oversight on security agencies;
iv. Improving the national security and intelligence community.

Renewed focus should be given to the following key governance issues:

i. Stamping out corruption and professionalizing the bureaucracy;
ii. Removing institutional obstacles to academic and scientific research and
development;
iii. Improving the government’s auditing rules and regulations; and
iv. Enhancing the Government’s ability to deliver basic services.

Task/Activity

I. Explain the following concepts. Write your answer in the blank.

1. ASEAN
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________
2. Transnational Crimes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________
3. Economic prosperity
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________
4. Cybercrime
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________

NSTP CWTS 1 Learning Module 31

 5. Climate Change
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________

II. As a citizen of this country, what can you contribute to help the
Government attain its vision? Write your answer on the space provided.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________

NSTP CWTS 1 Learning Module 32

 MODULE 3
LESSON 7. HEALTH ISSUES
TOPICS
1. Mental Health
2. Drug Education

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. demonstrate deep understanding about the issue of
mental health; and
2. perceive that there is no good in drugs.

TOPIC 1: MENTAL HEALTH

“Mental health is not a destination but a process. It’s about how you drive,
not where you’re going.”
NOAM SHPANCER, PhD.

What is Mental Health?

Mental health includes our emotional, psychological, and social well-being. It

affects how we think, feel, and act. It also helps determine how we handle stress to others,
and make choices. Mental health is important at every stage of life, from childhood and
adolescence through adulthood.

Factors Contribute to Mental Health

1. Biological factors –genes or brain chemistry

2. Life experiences – trauma or abuse
3. Family history of mental health problems

Early Warning Signs

Experiencing one or more of the following feelings or behaviors can be an early

warning sign of a problem:
• Eating or sleeping too much or too little
• Pulling away from people and usual activities
• Having low or no energy
• Felling numb or like nothing matters
• Having unexplained aches and pains

NSTP CWTS 1 Learning Module 33

 • Feeling helpless or hopeless
• Smoking, drinking, or using drugs more than usual
• Feeling usually confused, forgetful, on edge, angry, upset, worried, or scared
• Yelling or fighting with family and friends
• Experiencing severe mood swings that cause problems in relationship
• Having persistent thoughts and memories you can’t get out of your head
• Hearing voices or believing things that are not true
• Thinking of harming yourself or others
• Inability to perform daily tasks like taking care of your kids or getting to work or
school

Positive mental health allows people to:

• Realize their full potential

• Cope with the stresses of life
• Work productively
• Make meaningful contributions to their communities

Ways to maintain positive mental health:

• Getting professional help others

• Connecting with others
• Staying positive
• Getting physically active
• Getting enough sleep
• Developing coping skills

Task/Activity

I. True or False. Read the statement below carefully. Place a T on the line if you
think the statement is True and F if you think the statement is False.
________1. Children do not experience mental health problems.
________2. People with mental health problems are violent and unpredictable.
________3. Personality weakness or character flaws are the causes of mental health
problems.
________4. There is hope for people with mental health problems.
________5. Therapy and self-help cannot help treating mental health.
________6. It is impossible to prevent mental illnesses.
________7. Mental illnesses is a form of intellectual disability or brain damage.
________8. Mental health problems cannot affect me.

NSTP CWTS 1 Learning Module 34

 TOPIC 2: DRUG EDUCATION

What is drug?
It is a chemical substance that is intended to be taken or administered for the
purpose of altering, sustaining or controlling the recipients’ physical, mental, or emotional
state (PDEA, 2010).
As Dictionary.com defines it, drug is a habit-forming medicinal or illicit substance,
especially a narcotic.
What is drug abuse?
Drug abuse, as defined by PDEA (2010), is the use of any chemical substance, licit
or illicit, resulting to individual’s physical, mental, or social impairment.
Drug abuse may refer to any of the following practices (PDEA, 2010):
Using, useful drugs, which have the capacity to alter the mood or behavior without
benefit or prescription.
Using drugs and substances for a purpose different from the one from which the
drug has been prescribed.
What is drug addiction?
According to WebMD (2018), addiction is a disease that affects the brain and
behavior. When one is addicted to drugs, he or she can’t resist the desire to use them, no
matter how much harm the drugs may cause. At first, one may choose to take a drug
because of the way it makes him or her feel. One might think it’s controllable to use that
specific drug for but over time, it will bring change on how the brain works and later on, it
will make one lose self-control which can lead to negative or unlikeable behaviours.
Addiction vs. Abuse
How does drug addiction and drug abuse differ? Drug abuse is when someone use
illegal or even legal substances in ways he or she should not. Usually, one can still be able
to change this unhealthy habit or stop using altogether. On the contrary, addiction is when
someone can’t stop, not even when it puts his or her health in danger or even when it causes
emotional, financial and relational problems WebMD (2018).
Take note:
Human brain is wired to make people want to repeat experiences that make them
feel good. That motivates them to do these again since the drugs taken that may be addictive
target the brain’s reward system. This is because of the chemical called dopamine which
will be released and trigger a feeling of intense pleasure. So one has the tendency to keep
taking the drug to chase that high (WebMD, 2018).
Classification of drugs
A. Origin
1. Natural- anything that comes from nature
2. Synthetic- anything that is produced artificially or processed in the laboratory

NSTP CWTS 1 Learning Module 35

 B. Pharmacological
1. Stimulants
2. Depressants
3. Hallucinogens

1. Stimulants

Any of a group of drugs that excite the central nervous system and are also known
as “uppers”. It increase alertness, alleviate fatigue, reduce hunger and provide a
feeling of satisfaction and well-being. Its examples are cocaine, methamphetamine
(shabu).
2. Depressants
Any drug or chemicals that decrease the activity of any bodily function and are also
called as the downers or barbs. The term is most often used to refer to drugs that
reduce the activity of the central nervous system. Examples are sedatives, sleeping
pills, tranquilizers, alcohol.
3. Hallucinogens

Any natural or synthetic psychoactive drug that produce marked distortion of the
senses and the changes in perception. This was also called as “psychedelics”. This
type of drug was originally developed as an appetite suppressant. Examples are MJ,
LSD, ecstasy and ketamine.
C. Illegal and Legal

1. Legal- for examples are tobacco, caffeine, and alcohol. These may be subject to
restrictions based on age, location of use, and driving regulations.
2. Illegal- for examples are cocaine and heroin. These are not subject to quality or
price controls and the amount of active ingredient varies.
Commonly Abused Drugs
1. Methamphetamine Hydrochloride or Shabu
Shabu is another name for methamphetamine
hydrochloride, also known as crystal meth or simply
meth and ice. It is a highly addictive stimulant that
causes its user irreversible harm, physically and
mentally. Shabu can be snorted, smoked, injected and
dissolved in water.
Contents:
(Source:https://www.thecabinchiangmai.com/blog/shabu
• Ephedrine- (classified as dangerous -use-in-the-philippines/
drugs) its main ingredient which can
cause brain damage
• Toluene- chemical used for paints, adhesives, etc.
• Acetone- nail cleaner
• Lithium batteries- cancer-causing components
• Battery acid- corrosive chemical
• Drain cleaner- liquid soap
• Hydrochloric acid- muriatic acid
• Chloroform-cancer-causing solvent

NSTP CWTS 1 Learning Module 36

Immediate effects:
• Produces anxiety, tension, irritability, irrational behavior, talkativeness, euphoria
and elation
• Results in loss of appetite and self-control and inability to sleep and loss
• Can lead to acute psychotic reactions, violent and destructive behavior and
recklessness that may result in accidents
• Includes chest pain, irregularity of heart beat, elevated or lowered blood pressure
Long term effects

• Prolonged use or even a single exposure, especially if administrated intravenously,

can lead to manifestations of full blown “psychosis” which is similar to the
symptoms of schizophrenia characterized by the presence of paranoid delusions,
auditory and visual hallucinations. This paranoia may also lead to violent and
aggressive behavior.

2. Marijuana or Cannabis Sativa

Cannabis plant was also known as weed,
pot, dope, grass. When marijuana was smoked,
vaped, drank, or ate, Tetrahydrocannabinol
(THC) and other chemicals in the plant pass
from the lungs into the bloodstream, which
rapidly carries them throughout the body to the
brain.
Immediate effects:

• Illusions or hallucinations
(Source: https://www.ddb.gov.ph/newsroom/46-
sidebar/58-facts-on-drugs)
• Irregular or fast heart beat and pulse rate
• Bloodshot eye, blurred vision and rapid eye
movement
• Dry mouth and throat
• Forgetfulness and inability to think
• Altered sense of time or disorientation
• Impaired reflexes coordination and concentration
• Acute panic anxiety & sleepiness
3. Inhalants
These are volatile chemical substances that contain psycho-active vapors producing
a state of intoxication. Examples are glue and adhesive cement, rugby, super glue and
thinner.

NSTP CWTS 1 Learning Module 37

Immediate effects:
• Prone to bleeding and bruises
• Loss of memory
• Difficulty in learning and seeing things
clearly
• Loss of bodily control
• Cramps, pains and bad cough
Long term effects:
• Anxiety, depression, and irritability
• Aggressive behavior (Source: http://www.timpotter-
• Permanent damage to brain, liver and kidneys philippines.com/2013/02/philippine-drug-
issue.html)
• Withdrawal symptoms
• Dizziness, shaking and nausea
• Insomnia

4. Methylenedioxymethamphetamine or Ecstacy
It is a synthetic (man-made) drug made in laboratory
which comes in different colors and are sometimes
marked with cartoon-like images. Ecstasy is often
called as “the love pill” because it heightens
perceptions of sound and color and amplifies
sensations especially when one touches or caresses
another. This often contains hallucinogens, which are
(Source: drugs that act on the mind and cause people to see or
https://www.drugabuse.gov/publications/drug
facts/mdma-ecstasymolly) feel things that are not really there. Mixing it with
alcohol is extremely dangerous and are oftentimes
lethal.
Immediate effects:
• Faintness, chills or sweating
• muscle tension and involuntary teeth clenching
• impaired judgment and false sense of affection
• depression and severe anxiety
• blurred vision and confusion
• sleep problems and nausea
Long term effects:
• long-lasting and perhaps permanent damage to the brain affecting the person’s
judgment and thinking ability.
Common reasons why people turn to drugs
1. Family problems
2. Peer pressure
3. Weak personality, desire to escape from reality
Common signs of drug abuse

• Stealing items which can be sold

• Changes in mood, depending on the drug taken.
• Poor physical appearance including inattention to dress and personal hygiene
NSTP CWTS 1 Learning Module 38
 • Association with known drug abusers
• Change from normal capabilities (work habits, inefficiency)
• Change in attendance at work or school.
• Wearing sunglasses constantly at inappropriate times or only to hide
dilated or constricted pupils but also to compensate for the eyes’
inability to adjust to sunlight.
Drug Problem in the Philippines
• When Philippine President Rodrigo R. Duterte assumed office in 2016, his
administration launched a campaign against illegal drugs since the drug problem in
the country has primarily been viewed as an issue of criminality and law
enforcement. As part of his campaign against illegal drugs, Duterte assigned the
Philippine Drug Enforcement Agency to be the sole anti-drug enforcement agency
in the Philippines.
• As part of this campaign was the R.A. 9165 also known as the Comprehensive
Dangerous Drugs Act of 2002 which was signed on June 7, 2002. It was published
on June 19, 2020 but took effect on July 4, 2002. It is the policy of the state which
highlights the protection of the citizens, especially the youth, from the harmful
effects of dangerous drugs on their physical and mental well-being. This law also
stated the re-organization of the Philippine Drug Enforcement System. It includes
the new Dangerous Drugs Board (DDB) as the policy and strategy formulating
body and the creation of the Philippine Drug Enforcement Agency (PDEA). PDEA
is a regular law enforcement agency which is an implementing arm of DDB. It was
responsible for efficient and effective law enforcement of all provisions on any
dangerous drug and/or controlled precursor and essential chemicals.
• Global Health Program of the Association of Pacific Rim Universities (APRU), a
non-profit network of 50 universities in the Pacific Rim called on to the government
to address the root causes of the illegal drug problem in the Philippines. They
wanted to relay to the leaders, policymakers, healthcare professionals, and human
rights advocates in the region to work together to protect and promote health and
well-being of all populations in the region (Simbulan, Estacio, Maligaso, Herbosa,
& Withers, 2019).
Drug Education in the Philippines
According to the Drug Free World (2020), the best solution is to reach young people
with effective, fact-based drug education—before they start experimenting with drugs. The
main focus of substance abuse education is teaching individuals about drug and alcohol
abuse and how to avoid, stop or get help for substance use disorders. Teens and young
adults who know the facts about drugs are much less likely to start using them and before
they destroy their health and as well as their lives.
Importance of Drug Education
• Knowledge is power, and with accurate information about the topic, a person will
be more likely to make a factual information that will lead to informed decision.
• People would be aware of the damage that all drugs and other substance have which
can potentially harm the body, mind, and relationship with other people.
• The information and insights that the student will learn can also be shared to other
people.
• Many misconceptions will be avoided about commonly used legal and illegal
substances, such as alcohol and marijuana. Ensuring that students are educated
about drugs can help prevent them from using these, especially the ones that are

NSTP CWTS 1 Learning Module 39

 made to sound harmless, but in reality are very addictive or dangerous to the
body.
• It will shape the future of the next generation of Filipinos and will dramatically
transform the landscape of Philippine security.
Effective drug education is important because young people are faced with many
influences and pressure to use both legal and illegal drugs. llicit drug production,
trafficking, and use remain a matter of shared concern among citizens since they hinder
development and pose a threat to security among countries. Health, a crucial qualification
for development of a person and a nation, is undesirably affected as drug use causes many
health problems or worse, death. It has also been shown to be associated with other risky
behaviors such as drunk-driving, unprotected sex, rape and needle-sharing, which can lead
to hepatitis and HIV-AIDS (Dangerous Drugs Board, 2018).
Thus, investing in efforts that would deter people, especially the youth, from using
dangerous drugs would greatly benefit the society. Drug abstinence can lead to better
learning outcomes, healthier families, more productive workforce, safer communities, and
longer life expectancy according to Dangerous Drugs Board (2018).
Important things to remember about drugs
Drug addiction is a chronic disease characterized by seeking of drugs and it
becomes uncontrollable or compulsive despite its harmful consequences.
Drug addiction is also a deteriorating disease since the brain changes which occur
over time because of the abuse of drugs challenge the self-control of the addicted person
and interfere with his or her ability to resist intense urges to take drugs.
Relapse is the return of a person to using drug after initially attempting to stop.
Relapse also indicates that there is a need for more or different treatment.
Most drugs affect the brain's reward circuit by flooding it with the chemical
messenger dopamine. Surges of dopamine in the reward circuit cause the reinforcement of
pleasurable but unhealthy activities, leading people to repeat the behavior again and again.
Over time, the brain adjusts to the excess dopamine, which reduces the high that
the person feels compared to the high they felt after taking a drug for the first time. This is
an effect known as tolerance. And because of this, they might take more of the drug, trying
to achieve the same dopamine high.
No single factor can predict whether a person will become addicted to drugs. A
combination of genetic, environmental, and developmental factors influences are
considered risk of a person’s addiction. The more risk factors a person has, the greater his
or her chance of taking drugs which can lead to addiction.
Drug addiction is treatable and can be successfully managed.
More good news is that drug use and addiction are preventable. Teachers, parents,
and health care providers have crucial roles in educating young people to prevent them
from drug use and addiction.

Task/Activity

1. In your own way, how can you avoid using illegal drugs? Explain your answer.

NSTP CWTS 1 Learning Module 40

 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________

2. Prepare a slogan promoting drug education or drug awareness. It should be

written in bond paper (A4) and landscape layout.

LESSON 8. ENVIRONMENTAL ISSUES

TOPICS
1. Climate Change
2. Solid Waste Management

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. heighten awareness on the issues of climate change;
and
2. demonstrate environmental awareness by being part of
the solution.
3.

TOPIC 1: CLIMATE CHANGE

Climate change refers to

significant, long-term changes in
the global climate.
The global climate is the
connected system of sun, earth
and oceans, wind, rain and snow,
forests, deserts and savannas, and
everything people do, too. The
climate of a place, say New York,
can be described as its rainfall,
changing temperatures during the
(Source: https://www.iberdrola.com/environment/climate-change- year and so on.
mitigation-and-adaptation

Causes of Climate Change

The earth's climate is dynamic and always changing through a natural cycle. What
the world is more worried about is that the changes that are occurring today have been
speeded up because of man's activities. These changes are being studied by scientists all
over the world who are finding evidence from tree rings, pollen samples, ice cores, and sea
sediments. The causes of climate change can be divided into two categories - those that are
due to natural causes and those that are created by man.

NSTP CWTS 1 Learning Module 41

 Natural Causes

1. Continental drift - You may have noticed something peculiar about South America
and Africa on a map of the world - don't they seem to fit into each other like pieces
in a jigsaw puzzle?
About 200 million years ago they were joined
together! Scientists believe that back then, the earth
was not as we see it today, but the continents were all
part of one large landmass. Proof of this comes from
the similarity between plant and animal fossils and
broad belts of rocks found on the eastern coastline of
South America and western coastline of Africa, which
are now widely separated by the Atlantic Ocean. The
discovery of fossils of tropical plants (in the form of
coal deposits) in Antarctica has led to the conclusion
that this frozen land at some time in the past, must
have been situated closer to the equator, where the (Source: https://www.ck12.org/book/ck-12-
earth-science-concepts-for-high-
climate was tropical, with swamps and plenty of lush school/section/6.1/
vegetation.
2. 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. This drift of the
continents continues even today; the Himalayan range is rising by about 1 mm
(millimeter) every year because the Indian land mass is moving towards the Asian
land mass, slowly but steadily.

3. Volcanoes- When a volcano erupts it

throws out large volumes of sulphur
dioxide (SO2), water vapour, 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 sulphur dioxide
gas can reach the upper levels of the
atmosphere (called the stratosphere) from
a major eruption. The gases and dust
(Source:https://www.scientificamerican.com/article/g particles partially block the incoming
et-ready-for-more-volcanic-eruptions-as-the-planet-
warms/)
rays of the sun, leading to cooling.
Sulphur dioxide combines with water to
form tiny droplets of sulphuric 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. This should give
you some idea of the ways by which cooling can be brought about for a few years
after a major volcanic eruption.

NSTP CWTS 1 Learning Module 42

 4. The earth tilt’s - The earth makes one full
orbit around the sun each year. It is tilted at an
angle of 23.5° to the perpendicular plane of its
orbital path. For one half of the year when it is
summer, the northern hemisphere tilts towards
the sun. In the other half when it is winter, the
earth is tilted away from the sun. If there was
no tilt we would not have experienced seasons.
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.
(Source: https://www.visionlearning.com/en/library/Earth-
Science/6/Factors-that-Control-Regional-Climate/255)

5. 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
(Source: through channels.
https://www.sciencenewsforstudents.org/article/climate-
change-could-stall-atlantic-ocean-current
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. The
coast of Peru and other adjoining regions are directly influenced by the Humboldt
current that flows along the coastline of Peru. The El Niño event in the Pacific
Ocean can affect climatic conditions all over the world.

Human Causes

1. Greenhouse gas emission – Gases accumulate in the atmosphere, blocking heat

from escaping, and they don’t respond to the temperature changes (the greenhouse
effect). When they remain for an extended period in the atmosphere, they are likely
to cause climate change.

Greenhouse gas emission is a major human cause of climate change, and their
sources include transportation, electricity, production, burning fossil fuel in
industries, commercial and residential application, agriculture and land use. These
gases include:
• Carbon dioxide or Carbon IV Oxide – from burning of fossil fuels like coal, oil
and gas
• Methane – from digestive systems of grazing animals, manure management and
rice cultivation
• Nitrous oxide – use of organic fertilizer, nitric acid production, fossil fuel
combustion and burning of biomass
• Chlorofluorocarbons – used in home appliances like refrigerator, air conditioner
• Sulphur hexachloride – used in dielectric materials like dielectric liquids and
for special medical procedure

NSTP CWTS 1 Learning Module 43

 2. Deforestation - trees capture greenhouse gases such as CO2, preventing them from
accumulating on the atmosphere, which could result in warming our planet. Most
forests are getting cleared to create space for agriculture, buildings, and other
human activities.

Trees take in carbon dioxide and release oxygen to the atmosphere during
photosynthesis; hence, surplus carbon iv oxide is stored in the plants to help in
growth and development. When we cut trees, their stored CO2 gets emitted to the
atmosphere, which contributes to global warming.

Trees also help in regulating regional rainfall which prevents floods and drought in
the area, cutting down trees influences the rainfall patterns globally. Deforestation
also leads to changes in the landscape and the earth's surface's reflectivity, which
leads to increased absorption of energy from the sun that results in global warming
leading to changes in climate patterns.

3. Agriculture - one of the most common human causes of climate change through
emissions of gases and the conversion of forests to agricultural land.

The modern agriculture practices and food production method using synthetic
fertilizers are great contributors to greenhouse gas emissions, global warming, and
climate change. The introduction of large-scale farming has led to deforestation and
machine intensive farming, which contributes to carbon emissions.

In livestock farming, ruminant animals digest their food through enteric

fermentation that results in methane production; there are also substantial methane
emissions from irrigated rice fields. Generally, agriculture contributes to climate
change through deforestation, biodiversity loss, acidification of the oceans through
agricultural chemical wastes, and accelerated soil erosion.

4. Industrialization - Although the industrial revolution, and industrialization, has

led to improved living conditions in various aspects, it is associated with adverse
environmental effects that cause climatic changes. With recent innovations, human
labour has been replaced with machinery that uses new sources of energy in the
industries.

Manufacturing involves the use of large amounts of power and the alteration of
natural systems; it is directly responsible for domestic emissions and indirect
emissions through electricity and fuel use. The manufacturing operations are linked
to direct greenhouse gas emissions, for instance, in the production of chemicals,
iron, or steel, which are highly energy-intensive.

People are moving to urban areas in search of employment; urbanization is another

great contributor to climate change. It results in overcrowding, pollution, and poor
sanitation; massive urbanization can also lead to deforestation, emission of more
greenhouse gases.

Increased commercialization and industrialization increase the use of fossil fuels

leading to global warming and climate change.

“We have forgotten how to be good guests, how to walk lightly on the earth as its
other creatures do.”

BARBARA WARD

NSTP CWTS 1 Learning Module 44

 Task/Activity

Give at least five (5) things that you can do to reduce the emission of GHG,
which is the biggest human causes of climate change. Write your answer on the space
provided.

1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________

TOPIC 2: SOLID WASTE MANAGEMENT

The collecting, treating, and disposing of solid material that is discarded because it
has served its purpose or is no longer useful. Improper disposal of municipal solid
waste can create unsanitary conditions, and these conditions in turn can lead to pollution of
the environment and to outbreaks of vector-borne disease—that is, diseases spread
by rodents and insects. The tasks of solid-waste management present complex technical
challenges. They also pose a wide variety of administrative, economic, and social problems
that must be managed and solved.

(Source:
https://www.facebook.com/zerowastephilippinesinc/)

NSTP CWTS 1 Learning Module 45

 Solid Waste Characteristic

1. Composition and properties

The sources of solid waste include residential, commercial, institutional, and

industrial activities. Certain types of wastes that cause immediate danger to exposed
individuals or environments are classified as hazardous; these are discussed in the
article hazardous-waste management. All nonhazardous solid waste from
a community that requires collection and transport to a processing or disposal site is
called refuse or municipal solid waste (MSW). Refuse includes garbage and rubbish.
Garbage is mostly decomposable food waste; rubbish is mostly dry material such as glass,
paper, cloth, or wood. Garbage is highly putrescible or decomposable, whereas rubbish is
not. Trash is rubbish that includes bulky items such as old refrigerators, couches, or large
tree stumps. Trash requires special collection and handling.

Construction and demolition (C&D) waste (or debris) is a significant component of

total solid waste quantities (about 20 percent in the United States), although it is not
considered to be part of the MSW stream. However, because C&D waste is inert and
nonhazardous, it is usually disposed of in municipal sanitary landfills.

Another type of solid waste, perhaps the fastest-growing component in many

developed countries, is electronic waste, or e-waste, which includes
discarded computer equipment, televisions, telephones, and a variety of other electronic
devices. Concern over this type of waste is escalating. Lead, mercury, and cadmium are
among the materials of concern in electronic devices, and governmental policies may be
required to regulate their recycling and disposal.

Solid-waste characteristics vary considerably among communities and nations.

American refuse is usually lighter, for example, than European or Japanese refuse. In the
United States paper and paperboard products make up close to 40 percent of the total
weight of MSW; food waste accounts for less than 10 percent. The rest is a mixture of yard
trimmings, wood, glass, metal, plastic, leather, cloth, and other miscellaneous materials. In
a loose or uncompacted state, MSW of this type weighs approximately 120 kg per cubic
metre (200 pounds per cubic yard). These figures vary with geographic location, economic
conditions, season of the year, and many other factors. Waste characteristics from each
community must be studied carefully before any treatment or disposal facility is designed
and built.

2. Generation and storage

Rates of solid-waste generation vary widely. In the United States, for example,
municipal refuse is generated at an average rate of approximately 2 kg (4.5 pounds) per
person per day. Japan generates roughly half this amount, yet in Canada the rate is 2.7 kg
(almost 6 pounds) per person per day. In some developing countries the average rate can
be lower than 0.5 kg (1 pound) per person per day. These data include refuse from
commercial, institutional, and industrial as well as residential sources. The actual rates of
refuse generation must be carefully determined when a community plans a solid-waste
management project.
Most communities require household refuse to be stored in durable, easily cleaned
containers with tight-fitting covers in order to minimize rodent or insect infestation and
offensive odours. Galvanized metal or plastic containers of about 115-litre (30-gallon)
capacity are commonly used, although some communities employ larger containers that
can be mechanically lifted and emptied into collection trucks. Plastic bags are frequently
used as liners or as disposable containers for curbside collection. Where large quantities of

NSTP CWTS 1 Learning Module 46

refuse are generated—such as at shopping centres, hotels, or apartment buildings—
dumpsters may be used for temporary storage until the waste is collected. Some office and
commercial buildings use on-site compactors to reduce the waste volume.
Solid Waste Collection
1. Collecting and transporting

Proper solid-waste collection is important for the protection of public health, safety,
and environmental quality. It is a labour-intensive activity, accounting for approximately
three-quarters of the total cost of solid-waste management. Public employees are often
assigned to the task, but sometimes it is more economical for private companies to do the
work under contract to the municipality or for private collectors to be paid by individual
home owners. A driver and one or two loaders serve each collection vehicle. These are
typically trucks of the enclosed, compacting type, with capacities up to 30 cubic metres (40
cubic yards). Loading can be done from the front, rear, or side. Compaction reduces the
volume of refuse in the truck to less than half of its loose volume.

The task of selecting an optimal collection route is a complex problem, especially

for large and densely populated cities. An optimal route is one that results in the most
efficient use of labour and equipment, and selecting such a route requires the application
of computer analyses that account for all the many design variables in a large and complex
network. Variables include frequency of collection, haulage distance, type of service, and
climate. Collection of refuse in rural areas can present a special problem, since the
population densities are low, leading to high unit costs.

Refuse collection usually occurs at least once per week because of the rapid
decomposition of food waste. The amount of garbage in the refuse of an individual home
can be reduced by garbage grinders, or garbage disposals. Ground garbage puts an extra
load on sewerage systems, but this can usually be accommodated. Many communities now
conduct source separation and recycling programs, in which homeowners and businesses
separate recyclable materials from garbage and place them in separate containers for
collection. In addition, some communities have drop-off centres where residents can bring
recyclables.

2. Transfer stations

If the final destination of the refuse is not near the community in which it is
generated, one or more transfer stations may be necessary. A transfer station is a central
facility where refuse from many collection vehicles is combined into a larger vehicle, such
as a tractor-trailer unit. Open-top trailers are designed to carry about 76 cubic metres (100
cubic yards) of uncompacted waste to a regional processing or disposal location. Closed
compactor-type trailers are also available, but they must be equipped with ejector
mechanisms. In a direct discharge type of station, several collection trucks empty directly
into the transport vehicle. In a storage discharge type of station, refuse is first emptied into
a storage pit or onto a platform, and then machinery is used to hoist or push the solid waste
into the transport vehicle. Large transfer stations can handle more than 500 tons of refuse
per day.

Solid Waste Treatment and Disposal

1. Incineration - It is a waste treatment process that involves

the combustion of organic substances contained in waste materials.
2. Composting - Another method of treating municipal solid waste is composting, a
biological process in which the organic portion of refuse is allowed to decompose under
carefully controlled conditions. Microbes metabolize the organic waste material and reduce

NSTP CWTS 1 Learning Module 47

its volume by as much as 50 percent. The stabilized product is called compost or humus. It
resembles potting soil in texture and odor and may be used as a soil conditioner or mulch.

3. Sanitary Landfill - Land disposal is the most common management strategy for
municipal solid waste. Refuse can be safely deposited in a sanitary landfill, a disposal site
that is carefully selected, designed, constructed, and operated to protect
the environment and public health.
4. Recycling - Recovery and reprocessing of waste materials for use in new products.
The basic phases in recycling are the collection of waste materials, their processing or
manufacture into new products, and the purchase of those products, which may then
themselves be recycled.

Solid Waste Management Program in the Philippines

Intensified Environmental Protection: Solid Waste Management

Secretary Cimatu’s main priority is to improve the quality of our environment,

particularly our air, water and address solid waste problems. Thus, the DENR will be
implementing environmental protection programs and projects.

For Solid Waste Management, the priority activities are: (1) closure if dumpsites;
and (2) establishment of material recovery facilities (MRFS).

Solid Waste Management in San Jose, Occidental Mindoro

The Department of Environment and Natural Resources - MIMAROPA Region,

and the local government unit of San Jose in Occidental Mindoro joined forces to intensify
environment protection efforts through a MOA-signing activity establishing the
municipality as a local chapter of Tayo Ang Kalikasan (TAK) on January 10 at Seasons
Hotel.

As the local chapter of TAK, San Jose shall strengthen through an ordinance it
previously issued (Ordinance No. 831 of 2017: An ordinance promoting the use of reusable
and biodegradable plastic bags and prohibiting the use of non-biodegradable plastic bags
in groceries, restaurants and other establishments in the Municipality of San Jose and
providing penalties for violation thereof), waste segregation at source and prohibition of
disposable or single-use plastics including plastic bags, utensils, cups, straws, and stirrers.

The ordinance aims to reduce the volume of plastic wastes that eventually pollute
portions of the Mangarin Bay and Pandurucan River, the town’s treasured bodies of water.

As TAK chapter, it is envisioned that San Jose would be able to prevent degradation
of the environment caused by plastic pollution.

NSTP CWTS 1 Learning Module 48

 Task/Activity

Create a do it yourself (DIY) project that will turn a discarded

object/material into something useful (be creative).

LESSON 9. DISASTERS AWARENESS AND

MANAGEMENT
TOPICS
1. Philippines Natural Hazards
a. Typhoons
b. Pagasa’s Color Coded Rainfall Advisories
c. Volcanoes
d. Earthquakes
e. Floods
f. Tsunamis
g. Landslides
h. Drought

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify the different natural disasters in the
Philippines; and
2. develop readiness when disaster hits.

TOPIC 1: NATURAL HAZARDS

The Philippines experiences natural hazards such as typhoons, earthquakes, floods,

volcanic eruptions, landslides and fires.

A. Typhoons

Typhoons are both the most common and most destructive natural disasters in the
Philippines. Historically, the Philippines have been vulnerable to extreme weather.
NSTP CWTS 1 Learning Module 49
Typhoons Haiyan, Thelma, Ike, Fengshen, Washi, Durian, Bopha, Trix, Amy, and Nina
were the ten deadliest typhoons on record to impact the Philippines from 1947 to 2014.
Typhoon Haiyan (Yolanda) resulted in more than 6,300 lost lives, over four million
displaced citizens, and US$2 billion in damages in 2013.
Annually, an average of twenty tropical cyclones enters the waters surrounding the
Philippines. Approximately eight or nine tropical cyclones make landfall and cause loss of
life and extensive damage. Over the last ten years, tropical storms in the Philippines have
become more frequent and more severe. The Philippines lacks natural barriers, and there
is practically nothing buffering the Philippine islands and the sea. This further intensifies
the damage caused by typhoons.

(Source:https://thediplomat.com/2014/01/philippines-typhoon-haiyan-aftermath-part-ii/)

A. Pagasa’s Color-Coded Rainfall Advisories

(Sourcehttps://www.officialgazette.gov.ph/how-to-make-sense-of-pagasas-color-coded-warning-signals/)

NSTP CWTS 1 Learning Module 50

 (Sourcehttps://www.officialgazette.gov.ph/how-to-make-sense-of-pagasas-color-coded-warning-signals/)

(Sourcehttps://www.officialgazette.gov.ph/how-to-make-sense-of-pagasas-color-coded-warning-signals/)

NSTP CWTS 1 Learning Module 51

 B. Volcano

The Philippines is also unique for

its high level of exposure to volcanic
hazards. Located on the ‘Pacific Ring of
Fire’, the country lies at the intersection
of two tectonic plates - the Eurasian and
the Pacific. These plates move
continually, causing both volcanic events
and earthquakes. The country is home to
roughly 300 volcanoes, of which 22 are
classified as active and five are classified
as highly active: Taal, Mayon, Bulusan,
Kanlaon and Hibok-Hibok.83 In January
2018, Mount Mayon erupted and
projected lava and volcanic ash 10 meters
(32 feet) into the air. Approximately (Source:https://www.philstar.com/business/2020/01/15/19848
20,000 local residents evacuated the 26/taal-eruption-wont-derail-2020-growth-target-neda)
area. In 2013, Mayon erupted killing
five and injuring seven individuals.

C. Earthquakes

The Philippines’ earthquake risk is

similar to that of its volcanic risk. The root
cause of both hazards is the same – the tectonic
plate boundary. The country has an average of
roughly 20 earthquakes each day, but most of
the daily earthquakes measure 4.5 or less, and
do not cause infrastructure damage or loss of
life.85 However, strong earthquakes are a
serious risk in the Philippines. Seismic activity
is common throughout the country except in
the Palawan region.The population and
infrastructure are largely unprepared for a
massive earthquake. The Philippine Institute of
Volcanology and Seismology (PHIVOLCS)
has recorded twelve destructive earthquakes (Source: https://www.cbc.ca/news/world/earthquake-
from 1968-2017. philippines-dead-buried-6-1-1.5106644)

B. Floods

Monsoon rains can be very

damaging to the many low-lying,
marginally developed areas in the
Philippines. Total annual rainfall is
expected in the Philippines ranging from
1 meter (3.28 feet) to 4 meters (13.12
feet). However, unusually strong
monsoon seasons have recently been
exacerbated by increased urban
development, which impedes the
traditional drainage channels and creates
flooding hazards in urban areas. The
Philippines is also at a relatively high (Source:http://archive.boston.com/bigpicture/2009/09/typhoon_ketsana_ondoy.html)
risk for sea level rise along the coast.

NSTP CWTS 1 Learning Module 52

 C. Tsunamis

There is an elevated risk of

tsunamis in the Philippines due to it being
an island nation with significant seismic
activity. The coastlines are at the highest
risk of tsunami impacts and most of the
coastal areas have endured minimal
impacts of a tsunami; although, the
greater and more frequent risk in the
Philippines is typhoon related flooding.
However, the nation has not endured any
substantial tsunami-related economic
impacts and does not deem tsunamis a
high-risk hazard. (Source: https://www.nbcnews.com/mach/science/our-tsunami-
warning-system-faulty-can-these-scientists-fix-it-ncna874951)

D. Landslides

Landslides often initiated by other

significant weather events, are a major hazard in
the country. Most of the nation’s regions, with
the exception of the Palawan regions, are highly
susceptible to landslides. Landslides are
commonly generated by a volcanic eruptions,
earthquakes, and typhoons or increased
monsoon rainfall. Landslide hazards are most
common in the mountainous and inland regions
of the islands and tend to impact rural
populations most heavily.
(Source:https://news.abs-
cbn.com/news/10/31/18/philippines-races-to-free-
30-trapped-in-landslide)

E. Droughts

The islands of the Philippines

endure weather conditions related to El
Niño, including prolonged drought
conditions from postponements in
seasonal monsoon precipitation. Severe
drought conditions impact the economy
and the population. Droughts result in a
lack of clean drinking water, water
scarcity, reduced hydro-power
generation, an increase in waterborne
disease, and loss of income. (Source: https://www.philstar.com/nation/2019/03/05/1898888/10-
provinces-experience-drought-march)

NSTP CWTS 1 Learning Module 53

 Task/Activity

Give at least three (3) Do’s and Don’ts on the following disaster:

Disaster DO’s Don’t’s

Typhoon/Flood • •
• •
• •
Earthquake • •
• •
• •
Tsunamis • •
• •
• •
Landslides • •
• •
• •
Drought • •
• •
• •
Volcanic • •
eruption • •
• •

NSTP CWTS 1 Learning Module 54

 MODULE 4
LESSON 10. BASIC LIFE SUPPORT
TOPICS
1. Basic First Aid for Medical Emergencies
2. Not Breathing
3. Bleeding
4. Shock
5. Heart Attack
6. Choke
7. Electrical Shock
8. Injury/Eye Injury
9. Burns
10. Exposure to Hazardous Materials
11. Broken Bones
12. Heat Stroke
13. Fainting
14. Epileptic Seizure

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. demonstrate knowledge about the basic life support
in different cases; and
2. apply the basic life support if needed.

TOPIC 1: BASIC FIRST AID FOR MEDICAL EMERGENCIES

When a serious injury occurs, you have to think and act quickly. Medical assistance
may be only minutes away, but sometimes seconds count. What you do in those first few
seconds and minutes can make the difference between life and death. Quick, calm, and
correct action can make all the difference.
“First aid” is emergency care given to the sick or injured before medical personnel
arrive. That is why a knowledge of first aid and CPR (cardiopulmonary resuscitation) is so
important.

TOPIC 2: NOT BREATHING

Now let us look at some specific medical emergencies. We will begin with no
breathing. When a person is unconscious and not breathing, irreversible brain damage
occurs within 3 minutes. You have to act very fast.

NSTP CWTS 1 Learning Module 55

• Someone trained in cardiopulmonary
resuscitation, or CPR, should lay the person
on his or her back while someone else calls
911. Loosen the clothes around the neck
and make sure nothing is blocking the
mouth or throat.
• First, give 30 chest compressions by
placing both hands in the center of the
victim’s chest with one hand on top of the
other and pressing down with the heel of
your hand 1½ to 2 inches. Press quickly at
a rate of about 100 compressions a minute.
Next, open the airway by tilting the head
slightly and lifting under the chin. Do not move the victim’s head back if you suspect
a neck injury.
• Form a seal around the mouth and pinch the nose. Use a pocket mask if you are trained
in its proper use. Breathe two slow breaths into the person’s mouth—enough to make
the chest rise and fall. Then, continue chest compressions.
• Once you begin CPR, continue until EMS personnel arrive

TOPIC 3: BLEEDING

• Heavy bleeding is another serious

medical emergency. If a co-worker is
bleeding heavily, you have to stop the
flow of blood while you wait for EMS
personnel to arrive.
• Because of the risk of blood borne
diseases, you must wear gloves
(from the first-aid kit, if possible)
when administering first aid for
bleeding.
• Next, cover the wound with a
clean bandage from the first-aid
kit.
• Then apply pressure with your
hand directly over the wound.
• Do the same thing if a finger, hand, or other body part has been amputated. While
you are applying pressure to the wound, have someone else place the amputated
part in a plastic bag with ice. Make sure to wrap the severed part so that it doesn’t
directly touch the ice. Give the package to EMS personnel or rush it to the hospital.
In many cases, severed limbs can be reattached.

NSTP CWTS 1 Learning Module 56

 TOPIC 4: SHOCK

In cases where a
person has lost a lot of blood, a
condition known as shock can develop.
Shock is the body’s way of reacting to
severe injury. A person in shock may
appear stunned or confused. To treat
shock:
• Lay the victim down,
• Cover the victim to keep him or her
warm, and
• Raise the feet slightly above heart
level.
Another type of shock is called anaphylactic shock. Anaphylactic shock is a severe
allergic reaction to insect bites, medicines, or certain foods. Symptoms include hives,
overall weakness, and swelling of the throat.
• Ask if the person has medication. If so, give it to him or her right away. People with
severe allergies also usually wear a medic alert tag, so look for that, too, in order to
help give EMS workers the best possible information.
• Anaphylactic shock can be deadly, so call for help fast, and
• Be prepared to start CPR

TOPIC 5: HEART ATTACK

Signs that someone is having a heart

attack include shortness of breath or difficulty
breathing; anxiety; pressure, squeezing,
fullness, or pain in the center of the chest,
radiating down either arm, or in the jaw;
ashen color to skin (cyanosis), and
perspiration, nausea, or vomiting. First aid for
heart attacks begins with calling 911,
• Then make the victim comfortable, either
lying down or sitting,
• Loosen tight clothing at the waist and
neck,

NSTP CWTS 1 Learning Module 57

• Ask the victim if he or she has heart medication,
• Don’t let the victim move around, and
• Finally, do not give the person any stimulants like coffee or tea.
If the heart stops beating, begin CPR. However, if the heart is beating and the person is
breathing, CPR is not necessary. Just keep him or her comfortable until EMS personnel
arrive.

TOPIC 6: CHOKING

A person can choke to

death in a couple of minutes.
• The fastest way to find out if
someone is choking is to ask,
“Are you choking?” If the person
can cough or talk, he or she is not
choking.
• But if the person can’t talk or
cough, first deliver 5 back blows
between the person’s shoulder
blades with the heel of your hand.
• If the back blows don’t clear the object from the throat, perform abdominal thrusts:
– Stand behind the victim and wrap your arms around the waist.
– Make a fist with one hand. Place your fist, thumb-side in, against the
victim’s stomach—above the navel but below the ribs. Grab your fist with
your other hand.
– Pull in and up sharply and repeat if necessary to dislodge whatever is stuck
in the throat.
• Repeat the sequence of 5 back blows and 5 abdominal thrusts until the object is cleared.
If the sequence of back blows and
abdominal thrusts does not clear the object, and
the victim becomes unconscious:
• Call 911 and follow their instructions. If you
can’t speak with anyone, further quick action
is needed.
• Try a “finger sweep” if the object in the throat
is clearly visible and accessible with your
fingers. Use gloves if possible. Use your
index and middle finger to grasp the object.
Don’t try the finger sweep if there’s a chance,
you’ll push the object further down the throat.
• Lay the person down on his or her back, and
perform 5 abdominal thrusts by placing your hands one on top of the other and push
the heel of your hand in and up sharply on the abdomen just below the rib cage.
NSTP CWTS 1 Learning Module 58
• Once the object is cleared, check the “ABCs” (airway, breathing, and circulation).
• If the person is not breathing, perform CPR until medical help arrives.
• The first rule of dealing with electrical shock is not to touch a person who is in contact
with a live electrical current. If you do, the current can pass right through the person to
you and cause the same injury.
• So, the first thing you should do is to turn off the power to the electrical equipment
involved.
• Then call 911. Electrical shocks can be life threatening. You want to get EMS personnel
on the scene quickly in case the victim has stopped breathing.
• If you have to remove a person from a live wire, be very careful so you don’t get a
shock, too. Stand on something that’s an insulator, like a rubber mat; wear rubber
gloves; and use a dry stick, wooden broom handle, or board to push the person away
from the wire. Don’t use anything metal, wet, or damp.
• Once the victim is safe, check for breathing. Begin CPR if the person is not breathing.

TOPIC 7: ELECTRICAL SHOCK

The rule of dealing with electrical shock are the following:

• Do not to touch a person who is in contact
with a live electrical current. If you do, the
current can pass right through the person to
you and cause the same injury;
• Turn off the power to the electrical
equipment involved;
• Call 911, electrical shocks can be life
threatening. You want to get EMS personnel
on the scene quickly in case the victim has
stopped breathing;
• Remove a person from a live wire, be very
careful so you don’t get a shock, too. Stand
on something that’s an insulator, like a
rubber mat; wear rubber gloves; and use a dry stick, wooden broom handle, or board to
push the person away from the wire. Don’t use anything metal, wet, or damp;
• Once the victim is safe, check for breathing. Begin CPR if the person is not breathing.

TOPIC 8: INJURY/EYE INJURY

Is also known as physical trauma, it is a damage to the body caused by external

force. This may be caused by accidents, falls, hits, weapons, and other causes. Major
trauma is injury that has the potential to cause prolonged disability or death.

Eye injuries are a common workplace medical emergency. Eye protection can
prevent most injuries. But just in case, you should be familiar with first aid for different
kinds of eye injuries.

NSTP CWTS 1 Learning Module 59

 • For chemical splashes, flush eyes for at
least 15 minutes with water, and then close
the eyes and cover them with a clean cloth.
Get immediate medical attention.
• For solids (particles, dust, powders, etc.) in
the eye, flush with water until particle
comes out. If it won’t come out, cover the
eye and seek medical attention. Don’t let
the victim rub the eye.
• For a blow to the eye, apply cold
compresses for 15 minutes to reduce pain
and swelling. Get medical attention.
• For cuts near the eye, bandage loosely and get medical attention. Don’t let the
victim rub the eye.
• For objects that penetrate the eye, don’t try to remove, move, or put any pressure
on the object. Immobilize it by placing a paper cup or soft, bulky dressing around
it, secured with tape. Bandage the other eye so that the victim will keep the injured
eye still. Get immediate medical attention.

TOPIC 9: BURNS

Burns are another common workplace hazard. You can be burned by hot surfaces,
hot materials, or by the properties of certain materials. First aid for burns depends on the
degree of the burn.
• First-degree burns are the least severe. They just involve the top layer of skin,
which becomes reddened and painful.
• Second-degree burns are more
serious and include blistering in addition to
reddened skin and pain. First- and second-
degree burns may be treated with cold,
running water for relief of pain. Then cover
the burned area with a moist, sterile dressing.
Don’t break blisters on second-degree burns.
• Third-degree burns are the most
serious and can even be life threatening. With
third-degree burns the skin is destroyed, you
see charring and deep tissue damage. You
may even see exposed bones. For third-
degree burns, call 911 immediately, and keep
the victim comfortable until help arrives.

Always get immediate medical attention for all burns, especially those that
are severe and those that cover large areas of the body.

NSTP CWTS 1 Learning Module 60

 TOPIC 10: EXPOSURE TO HAZARDOUS MATERIALS

Unprotected exposure to hazardous materials can sicken or even kill a person.

These are the basic first-aid procedures for these exposures.
• For exposures to the eyes, flush with
water for 15 minutes and get medical
attention.
• For exposures to the skin, flush with
water for 15 minutes and get medical
attention for burns and other damage.
• For inhalation of vapors or gases,
move the victim to fresh air
immediately. Administer CPR, if
necessary.
• For ingestion, have a co-worker call
911. Another employee can also call
your local poison center for more first-aid information, if necessary.

TOPIC 11: BROKEN BONES

The rule for treating people who may have broken bones is never to move them
unless it’s necessary for their safety. Neck and back injuries are especially risky. The wrong
move could cause paralysis or death. If you suspect broken bones, call for emergency
medical assistance, and instruct the victim not to move.
• Then look for swelling and deformity.
• Ask the victim to rate the pain, explain how
the injury happened, and if he or she can move
the injured limb.
• Treat for shock if the person shows
symptoms.
If it seems that a person might have a
broken bone, apply ice wrapped in a towel or
cloth to the area, and keep the victim
comfortable until help arrives.

TOPIC 12: HEAT EXHAUSTION

NSTP CWTS 1 Learning Module 61

 Working in a hot environment or on a hot day can be very stressful for your body,
especially if you’re not used to the heat.
Heat exhaustion may start out as discomfort
and fatigue but can quickly develop into
something more serious. Symptoms of heat
exhaustion include pale or flushed
appearance, weakness, heavy sweating,
headache, moist and clammy skin, dizziness,
and sometimes, nausea or a slight fever.
First aid for heat exhaustion involves these
steps:
• Move the victim to a cool place;
• Have the person lie down;
• Elevate feet 8 to 10 inches;
• Loosen clothing;
• Give the victim water and encourage him
or her to drink slowly; and
• Apply cool compresses to the head and body.

TOPIC 13: HEAT STROKE

Do not administer “salt tablets,” as these are a high blood pressure risk.

If a person suffering from heat exhaustion is not treated promptly, it can turn into
heatstroke. Heatstroke is a life-threatening condition in which the body gets so hot that it
can’t cool down. Signs of heatstroke include very hot and dry skin, extreme tiredness, and
confusion.

• You have to act fast in cases of

heatstroke. Immediately call 911.
• While you’re waiting for help to
arrive, cool the person down by hosing
his or her body with cool water or by
fanning the body.
• Monitor the victim to make sure the
airway remains open, the person is
breathing, and the person has a pulse.

If you work in a hot environment or if you exercise or work outdoors on hot days,
you should recognize the symptoms of heatstroke and take precautions to prevent
overheating.

NSTP CWTS 1 Learning Module 62

 TOPIC 14: FAINTING

Fainting can occur when blood pools

in the legs, reducing the blood flow to the
brain. People may faint when they are
standing for a long time in the heat. Fainting
can also be brought on by stress.
• Check a person who has fainted for
breathing.
• If the person is not breathing, begin CPR.
• If the person does not regain
consciousness within a few minutes after
fainting, call for emergency medical
assistance and continue to monitor breathing.
• Otherwise, if the person quickly regains consciousness, have the person lie down with
feet slightly elevated. Loosen any tight clothing. Then allow the person to rest for 10
or 15 minutes until normal blood flow is restored, and the person feels all right again.

TOPIC 15: EPILEPTIC SEIZURE

- A person having an epileptic seizure

may fall to the ground and have
convulsions. If a person appears to be
having a seizure:
- Remove victim from any dangerous
objects or hazardous situations;
- Check for breathing;
- Don’t put anything in the victim’s
mouth;
- Try to keep the person as
comfortable as possible; and
- Call for emergency medical assistance if the seizure lasts more than 5
minutes without sign of slowing down, if the person has trouble breathing
afterwards, or if the person is in pain or other injury is present.

NSTP CWTS 1 Learning Module 63

 Task/Activity

Direction: Explain the following:

1. Discuss briefly the importance of the different basic First Aid for medical
emergencies.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. Give a scenario where you can apply the different basic First Aid for medical
emergencies.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Practical Test

I. Match the problem with the correct first procedure.

Bleeding   abdominal thrusts

Choking   direct pressure
No breathing/pulse   CPR
Heart attack   elevate fee
Shock   keep victim still

II. Encircle the correct answer.

1. Which is the worst kind of burn?

a. First degree
b. Second degree
c. Third degree
2. Best thing to do if you have a particle in the eye?
a. Flush with water
b. Rub eye
c. Do nothing
3. If you inhale vapors and gases, what you should do?
a. Induce vomiting
b. Move to fresh air
c. Wear face mask
4. Best thing to do if you or someone is experiencing heatstroke?
a. Call 911
b. Don’t call 911
c. Pour cold water

NSTP CWTS 1 Learning Module 64

 LESSON 11. SPORTS AND RECREATION
TOPICS
1. Laro ng Lahi
2. Recreation
3. Physical Fitness
4. Wellness

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Enumerate the different traditional games of the
Philippines
2. Identify the different benefits of laro ng lahi
particularly in our physical, mental, social,
emotional and spiritual aspect.
3. Develop sense of nationalism, and patriotism
among the youth through playing or participating
in various laro ng lahi.
4. Define Zumba
5. Identify the health benefits of Zumba dancing

TOPIC 1: Laro ng Lahi

The Concept of “Laro ng Lahi”

“Laro ng Lahi” refers to the traditional or native sports of the Filipinos. They are
part of heritage. The Filipinos, even before the Spaniards came to the Philippines, were
very active in sports and games.
The first “Palaro ng Lahi” was held in Laoag, Ilocos Norte, on February 10, 1984,
sponsored by the provincial government in cooperation with DECS. The inclusion of some
of our native games in the Physical Education curriculum had been approved particularly
in the secondary schools.
Todays, “Laro ng Lahi” is recommended as one of the best lead-up games and
activities for students from graders to college level. It is also a way of teaching our students
to patronize indigenous games that were popularized by our natives. It also promotes
fitness and competition. Playing the games in “Laro ng Lahi” helps students develop health
and fitness programs like vigor, flexibility, agility, and endurance. It also enhances students’
social relationship with others. It develops group qualities like cooperation, team work, and
coordination.
History of Laro ng Lahing Filipino
In some several study mad by scholar in our country specifically the book ‘A study
of Philippine Games’ (1980), author Mellie Leandicho Lopez emphasizes that ‘laro’ is the
Filipino generic term for all forms of recreational play. The closest word term for the game
is the ‘palaro’ referring to a group of special occasion games that take place during wakes,
festivals and town fiestas. This would also refer to games that are competitive in nature
where each contest is always brought to a conclusion.Malay (1956) pointed out that
‘Filipinos like to play game,’ and this is observed true. Traditional and hightech games are
simultaneously played around the country.
NSTP CWTS 1 Learning Module 65
 As part of Filipino pastime, specially in the rural areas and during moonlit nights,
the neighborhood gathers and shares games in the plazas, open areas, and main roads,
trying different sets of games and interacting with each other as part of their recreation,
socialization, and relaxation after a hard day’s work.
Popular Traditional Filipino Games
Bahay-Bahayan - You'll probably missed
half of your childhood if you don't
experience playing Bahay-bahayan. This is
a role-playing game where children act as
members of an imaginary family,
sometimes to the extent that one of them
becomes the family "pet". Usually there
was a role for a mother then there is a father
too. I was often the son back then. Truly fun
games indeed. https://en.m.wikipedia.org/wiki/File:Traditional_games.jpg

Luksong-Baka- This game left us with a

lot of scars growing up. The mechanics is
very simple, a player crouches while the
other players jump over them. The
crouching player gradually stands up as the
game progresses, making it harder for the
other players to jump over them. A person
becomes the it when they touch the baka as
they jump.

https://en.m.wikipedia.org/wiki/File:Traditional_games.jpg

Chinese Garter- This is probably one of

the fewest traditional games that is still
very visible today! It's very popular way
back my elementary days. The mechanics
is at both side two people hold both ends
of a stretched garter horizontally while the
others attempt to cross over it. The goal is
to cross without having tripped on the
garter. With each round, the garter's height
is made higher than the previous round
(the game starts with the garter at ankle-
level, followed by knee-level etc.)
https://en.m.wikipedia.org/wiki/File:Traditional_games.jpg

NSTP CWTS 1 Learning Module 66

 Patintero- This game is something that I will
forever remember since I was almost hit by a
motorcycle back in the days. The rule is
simple, there are two teams playing: an attack
team and a defense team; with five players for
each team. The attack team must try to run
along the perpendicular lines from the home-
base to the back-end, and return without being
tagged by the defense players. I missed
playing in the streets though.

https://en.m.wikipedia.org/wiki/File:Traditional_games.jpg

Benefits of Laro ng Lahi

Heart and Circulatory System
▪ Regular exercise or playing healthy games makes the heart muscles
stronger and more efficient.
The Respiratory System
▪ Breathing becomes not only more rapid, but also deeper, thus making
increased quantities of oxygen available.
The Musculature
▪ Healthy games strengthen the muscles, promotes their development and
increases their efficiency. Stronger muscles lend better support to the
joints.
The Skin
▪ The pores of the skin open up
during exercise. The result is a
healthier skin, because of more
efficient disposal of impurities
and dirt.
Temperature of the body
▪ The temperature of the body rises
during playing. This promotes the
burning up of the toxic tumblr_aadbdde582ed98056000f463f28e44df_a2614db5_640

substances in the body.

Mental Stability
▪ Give as an avenue to enjoy and to have quality time without friends and
love one’s, resulting to have a positive outlook about life.
Good Emotional Condition
▪ Because of the fun and exciting nature of laro ng lahi it provides us a good
feeling like fun and excitement which is good for us.
Building Relationship

NSTP CWTS 1 Learning Module 67

 ▪ Majority of laro ng lahi are usually team in nature resulting to us
developed cooperation and bond to our team mates.
Nationalism
▪ The most important aspect that we can get or developed in playing laro ng
lahi is patriotism on our own culture.
Traditional Filipino Games are healthy for us
We are living in the world right now we're technology is rising up to the occasion.
The time where millennial often disregard these traditional games for technological
advancements. But according to several researches, these traditional Filipino games are
very healthy for our body physically, socially and emotionally.
Games like this requires physical endurance and stamina and thus boost your
immune system. It also developed the social aspect which is very vital in child stage
development, playing with other children boost communication skills and confidence. It's
very healthy in a way that it also promotes our cultural sense of identity.

TOPIC 2: Recreation

Recreation
Recreation pertains to activities done for leisure to promote a person’s well-being
and growth. It brings about a sense of mastery, achievement, exhilaration, acceptance,
satisfaction, success, personal worth, and pleasure. It enforces a positive self-image. It is
also a means to socialize, meet people, and gain new friends.

Characteristics of Recreation
1. In volves voluntary choice and
participation of the individual
2. Includes physical activities that are well
organized, date- and time-flexible, suited to the
individual’s needs, and controlled by the individual
in terms of location, time, clothing and equipment,
and other conditions.
3. Focuses on the individual’s participation
more than on the results.
4. Accessible and available to all regardless
https://webstockreview.net/explore/centers-
of socio-economic status, age, sex, and disability. clipart-recreation/

TOPIC 3: Physical Fitness

Proper diet, sufficient rest, and regular exercise help keep the body
healthy. Being physically fit enables a person to perform tasks successfully with
vigor and alertness and without feeling tired.

NSTP CWTS 1 Learning Module 68

 Physical fitness is a measure of the body’s ability to function efficiently
and effectively, resist diseases, and confront emergency situations. It is important
not only to athletes but also to everyone. It does not simply mean exercising
regularly. It refers to a person’s overall strength, flexibility, endurance of the
heart, lungs and muscles, and body composition. It includes nutrition and mental
health.

Here are some key concepts about physical fitness:

1. When exercising, the lungs take in additional oxygen which is fuel for the heart and
brain.
2. Being fit enables the body to fight off illness and diseases.
3. Exercise helps reduce stress and tension. Strenuous exercise stimulates the body to
release endorphins. These endorphins produce a happy feeling in people.
4. Exercise strengthens the bones, which makes doing the
daily tasks easier. It helps heal major injuries.
5. Exercise helps a person lose weight. When a person is in
shape, he/she has increased muscle mass. Since muscle
burns more calories than fat, this means a person’s body
uses up more calories and stores less of them as fat.
Lower body fat is also associated with a longer lifespan.
6. Exercise helps strengthen the heart, lungs, and
immune system.
7. Regular exercise reduces the risks of high blood
pressure, high cholesterol, diabetes, and some types
of cancer.
8. Exercise keeps the mind sharp, even as it improves brain https://webstockreview.net/explore/exercising-
function. clipart-physical-play/

9. Being fit does not mean possessing a muscular build.

10. Regular exercise helps a person sleep faster, better, and longer.
Components of Physical Fitness
In its most general meaning, physical fitness is a state of good physical health.
Physical fitness is to the human body what fine-tunning is to an engine. It enables people
to perform to their maximum potential and helps them look and feel good. It affects their
state of mind and influences, to some degree, their mental alertness and emotional state.
Physical fitness involves the following components:
1. Cardiovascular endurance- the ability of the body to deliver oxygen and nutrients to
tissues and to remove wastes over sustained periods of time.
2. Muscular strength and endurance- the ability of the muscle to exert force for a brief
period of time.
3. Muscular endurance- the ability of a muscle or group of muscles to sustain repeated
contractions or continue to apply force against an inert object.

NSTP CWTS 1 Learning Module 69

4. Flexibility- the ability of the body to move joints and use the muscles’ full range of
motion.
5. Body composition- the body in terms of lean mass (muscles, bones, vital tissues, and
organs) and fat mass. The optimal ratio of fat to lean mass is an indication of fitness.
Performing the right set of exercises can help people get rid of body fat and increase or
maintain muscle mass.

Benefits of Regular Physical Activities

The health benefits of regular exercise or physical activities are hard to ignore.
The following are some ways on how exercise can help improve your life.
1. Exercise helps control weight.
Exercise helps prevent excess weight gain and maintain weight loss. When you
engage in a physical activity, you can burn calories. The more intense the
activities, the more calories you burn. If you cannot do an actual workout, be
more active throughout the day in simple ways such as taking the stairs instead of
the elevator or walking the extra two blocks instead of riding the bus.
2. Exercise helps prevent heart diseases.
No matter what your current weight is, being physically active helps boost high-
density lipoprotein (HDL), or good cholesterol and decrease low-density
lipoprotein (LDL) or bad cholesterol which can form plaque that can narrow the
arteries and eventually lead to heart attack or stroke.
3. Exercise helps improve mood.
Regular exercise helps make you feel good; when you feel good, you feel
confident and happy.
4. Exercise helps boost energy.
Regular physical activity helps improve muscle strength and endurance and the
cardio-respiratory system. When your heart and lungs work more efficiently, you
have more energy to go about your daily chores.
5. Exercise helps enhance learning.
Exercise helps increase the level of brain chemicals that aid you in learning.

TOPIC 4: Wellness

According to the American Heritage Medical Dictionary, wellness is “the condition

of good physical, mental, and emotional health, especially when maintained by an
appropriate diet, exercise, and other lifestyle modifications.” It is further defined by the
Moby’s Medical Dictionary as “a dynamic state of health in which an individual progresses
toward a higher level of functioning, achieving an optimum balance between internal and
external environments.” Wellness is an expanded idea of health and both health and
wellness are terms that mean the ability to live life fully with vitality and meaning.

NSTP CWTS 1 Learning Module 70

Six Dimensions of Wellness
Wellness is a dynamic process of change and growth. Fahey et. Al (2001) giv e the
following dimensions of wellness:
1. Physical wellness is developed through
the combination of beneficial physical
activity/exercise and healthy eating habits
and lifestyle. It builds up muscular
strength and endurance, cardiovascular
strength and endurance, and flexibility.
2. Emotional wellness is rooted in how
you accept and manage your feelings,
understand your limitations, navigate
through stressful situations, and maintain
healthy relationships. This includes the
degree to which you feel positive and
enthusiastic about yourself and your life. It
https://around.uoregon.edu/content/new-wholelife-
is better to be aware of and accept your wellness-survey-offers-insurance-benefits
feelings than to deny them. It is better to be
optimistic than to be pessimistic in your
approach to life.
3. Intellectual wellness emanates from one’s creative, stimulating, growth-oriented
activities that lead to learning new skills and sharing them with others.
4. Spiritual wellness is rooted in the understanding that humans are spiritual beings.
Spirituality is not the same as religion. Some people can belong to a religion and not have
a very well-developed spirituality. Spirituality pertains to the ultimate meaning and purpose
of life that each individual needs to find and thus define a value system to operate within.
Spiritual wellness is achieved as each person’s actions become more consistent with his/her
values and belief systems. It is better to live each day in a way that is consistent with your
values and beliefs than to do otherwise and feel untrue to yourself.
5. Social wellness involves contributing to one’s environment and community. It
emphasizes the interdependence between others and nature and an awareness of your
importance in society as well as your impact on multiple environments. It is better to
contribute to the common welfare of the community than to think only of yourself. It is
better to live in harmony with others and your environment than to live in conflict with
them.
6. Environmental wellness encompasses how you care for the environment, create
environments that are free from violence and the threat of violence, and live in an
environment that is safe for you physically and emotionally.

Behaviors that Contribute to Wellness

The lifestyle of an individual is a personal choice that influences the quality of life.
A healthy lifestyle helps avoid diseases and hence keep you strong and fit. The most
important behaviors and habits that contribute to a healthy lifestyle are the following.
1. Be physically active. The human body is designed to work best when it is active. When
you care more for your body, bones, heart, and lungs, the stronger and more fit they
become.

NSTP CWTS 1 Learning Module 71

2. Choose a healthy diet. A common person’s daily food intake is usually too high in
calorie, unhealthy fats, and added sugars, and too low in fiber, complex carbohydrates,
fruits, and vegetables. This kind of diet is linked to a number of major diseases, including
heart disease, high blood pressure, type 2 diabetes, and certain kinds of cancer. A healthy
diet promotes wellness and provides necessary nutrients and sufficient energy.
3. Maintain a healthy body weight. Obesity is associated with a number of disabling and
potentially fatal conditions and diseases like heart disease, cancer, and diabetes. Diabetes
is a chronic and debilitating disease that affects how the body turns food into energy.
Normally, the food is converted into glucose and stored and used by the body. The
circulating insulin hormone stimulates the uptake of sugar by the body’s cells. With
diabetes something goes awry. The pancreas either stops producing insulin resistance, a
condition wherein the body’s cells do not respond to insulin for the type 2 diabetes. Either
way, concentration of sugar in the blood shoots up.
4. Manage stress effectively. May people cope with stress by eating, drinking or smoking
too much. Others do not deal with it at all. In the short-term, inappropriate stress
management can lead to fatigue, sleep disturbances, and other unpleasant symptoms. Over
longer periods of time, poor management of stress can lead to less efficient functioning of
the immune system and increased susceptibility to disease. There are effective ways to
handle stress and they should form an important part of a healthy lifestyle.
5. Prevent drug abuse through the following means:
a. Maintain good physical and mental health
b. Use drugs as directed by the physician. Most drugs are beneficial when used
under medical advice or supervision.
c. Understand, accept, and respect your individual capacity or ability.
d. Develop your potential. Engage in wholesome, productive, and fulfilling
activities.
e. Learn to relate effectively to those who can communities their problems freely.
f. Learn to cope with problems and other stresses without resorting to drug abuse.
g. Seek professional help if you feel that you cannot cope with the problems that
you encounter.
h. Develop strong moral and spiritual foundation.
6. Protect yourself from disease and injury through lifestyle modification and
management.

NSTP CWTS 1 Learning Module 72

 LESSON 12. VOLUNTEERING AND COMMUNITY
OVERVIEW
TOPICS
1. Volunteerism
2. Community overview

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Give the meaning and benefits of volunteerism
2. Name the core values expected of volunteers;
and
3. Explore volunteer opportunities that one may
engage in
4. Explain the concepts and principles under
pinning community and community
immersion

TOPIC 1: Volunteerism

Volunteerism is the act,

practice, or principle of contributing
one’s time, talents, and resources
freely to worthwhile purposes
without tangible compensation. It is
considered the most fundamental act
in the society. It is geared toward
good causes that help alleviate the
suffering of others. It promotes peace,
solidarity, and trust among citizens.
Volunteerism can serve in
various areas ranging from medical,
environmental, and educational
support groups to child protection and 2FTeen-volunteer-clipart-clipart-kid.jpg&action
human rights advocacies, poll or
election work, peacekeeping missions, and relief operations, to name a few.
Some people consider volunteerism a pastime; others see it as a vocation.
Some volunteers have high-paying jobs and stable careers; others are well known
in their fields, Volunteers could be teachers, doctors, lawyers, or celebrities. They
could also be housewives, students, or retirees.
Regardless of age, economic status, sex, and educational attainment,
volunteers work together toward a common cause for which they commit their time,
know-how and expertise, and sometimes even their own money.

NSTP CWTS 1 Learning Module 73

 However, one does not become a volunteer by simply raising his/her hand.
A volunteer has to undergo trainings and attend seminars for specific functions or
tasks that he/she volunteers for.

Moore (2002) describes a volunteer as follows:

“A volunteer is a person who is a light to others, giving witness in a mixed-

up age, doing well and willingly the tasks at hand, namely, being aware of another’s
need and doing something about it.

“A volunteer is a person who strives to make other people happy, who takes
the loneliness out of the alone by talking to them, who is concerned when others
are unconcerned, who has the courage to be a blessing and to say the things that
have to be said for the good of all.

“A volunteer is a person whose charity is fidelity, who is faithful in an

unfaithful world, grateful in an ungrateful world, giving when all are grasping,
listening when others need to tell about their fears and problems.”

Benefits of Volunteers

Volunteerism yields the following benefits:

1. Community development
2. Development of the skills of volunteers
3. Peace, solidarity, and trust among citizens
4. Career opportunities for volunteers
5. Friendship among citizens
6. Experience and self-esteem gained by volunteers

Values Expected of Volunteers

Here are some core values expected of volunteers:
1. Commitment. Volunteers are attached to, identified with, and involved in community
service.
2. Professionalism. Volunteers observe work ethics in performing their responsibilities
with socially and morally accepted behavior.
3. Creativity. Volunteers search constantly for new strategies and methods of doing a
task for improved results.
4. Unity. A volunteer supports teamwork to achieve the common goal.

NSTP CWTS 1 Learning Module 74

 TOPIC 2: Community Overview

Community
Noted community development specialist Arlien Johnson once wrote that the term
‘community’ refers to a group of people gathered together in any geographic area, large or
small, who have common interests, actual or potentially recognized in the social welfare
field.
As per concept, a community may be categorized as geographical or functional. The
term geographical community is defined in the purview of group of persons living in the
same geographical location like in a certain village, town, neighborhood, district, area or
territory. Meanwhile, community is said to assume the functional nature if the aggregate of
people though not necessarily based on living in the same geographical location, is bonded
by a common end such as fighting for the same cause, having the same interests and goals.
These are people who hold common values, share common function or express common
interests.
Elements of a Community
As a trainee, one should be aware of elements
of a community in order to understand the
dynamics thereof. The important elements are
demographics, history, culture, economy, and
structures. The demographics (characteristics of
population) tell a lot about the movement of the
population in the community that you will serve.
History allows you to identify certain patterns of
change and people’s way of adapting to these
changes that can be useful in plotting your
activities. Understanding the economy, culture,
and community structures increases the chances of
the success of activities since anyone can provide
culture-based and more realistic solutions to
community concerns. https://www.dreamstime.com/stock-illustration-
outreach-involvement-immersion-engagement/

Community Immersion
Community immersion is an essential strategy in community organizing work that
entails understanding of the different community concerns, process, dynamics and lifestyle
through exposure and engaging in different activities. It is different from the actual
organizing work. Immersion is just one of the strategies in plunging into community
organization. Venture undertaken may be integrated or specialized activities which entail
entering, familiarizing and involvement of the self in the conduct of the activities for
community development.
Community Service
Community service is identified by the higher educational institution (HEI) in
consultation with the local government, community-based organizations, and non-
governmental organizations as designed to improve the quality of life of community
residents, particularly low-income individuals, or to solve particular problems related to
their needs. Community service includes the following:

NSTP CWTS 1 Learning Module 75

1. First aid training or health care, preschool storytelling, social welfare, social services,
trauma counseling, group dynamics, crime prevention, recreation, street cleaning, and
community improvement
2. Serving in the youth corps as defined in the NSTP Act of 2001
3. Assisting students with disabilities
4. Tutoring, supporting educational and recreational activities, and counseling, including
career counseling
Volunteer community-service can be rendered in government offices, private companies or
in any place where services may be needed. Volunteers can also work from their homes.

Task/Activity

I. Write your answers to the questions on the lines provided.

1. Define volunteerism and give its benefits
____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________
2. List down volunteer opportunities that will best suit you.
____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________
3. Explain how volunteering can help provide direction for your future career goals.
____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________

NSTP CWTS 1 Learning Module 76

II. Write True on the blank if the statement is correct and False if the statement is
wrong.

____________1. Community development entails identifying resources and building up

present strengths.
____________2. Volunteerism is geared toward self-improvement.
____________3. Creativity is the constant search for new strategies and methods of
doing a task for improved results.
____________4. Commitment means that volunteers are attached to, identified with, and
involved in community service.
____________5. Volunteerism is the act of freely contributing one’s time, talents, and
resources to worthwhile purposes.
____________6. If you like animals, you can volunteer at the zoo.
____________7. Volunteerism can be considered a pastime or vocation.
____________8. Volunteers could be teachers, doctors, or lawyers.
____________9. If you are interested in teaching, you can join a cultural show group.
____________10. Housewives cannot be volunteers.
____________11. If you enjoy dancing, singing, and acting, you can volunteer in your
community’s preschool program.
____________12. If you are interested in science, consider volunteering in a cultural
show group.
____________13. Friendship are fostered among citizens.
____________14. Community service is identified by the higher educational institution
(HEI) in consultation with the local government.
____________15. Volunteer community service can be rendered in government offices.

NSTP CWTS 1 Learning Module 77

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NSTP CWTS 1 Learning Module 80