NSTP Module Dr. Mabalay

Central Luzon State University – National Service Training Program
CENTRAL LUZON STATE UNIVERSITY

NATIONAL SERVICE TRAINING PROGRAM
CIVIC WELFARE TRAINING SERVICE
PROGRAM MODULE
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CLSU NSTP-CWTS Organizational Structure
President
Vice President for

Academic Affairs
NSTP Director
CWTS Coordinator
Admin. Staff Instructor
Students
VISION
In line with the Central Luzon State University’s vision, the CLSU-NSTP shall be the
center of excellence in values education through the promotion of civic consciousness, civic
responsibility and holistic development of individuals to become productive members of the
society.
MISSION
The CLSU-NSTP thrusts are:
To motivate, train and organize students as catalysts of change in the community;
To harness and maximize the technical expertise and interests of different schools and
department and students‘ courses to benefit the underprivileged and economically poor
sectors of the society and; To develop each student to possess a high level of social awareness.
THE CLSU NSTP-CWTS OFFICE
Dr. Michael C. Mabalay

Director, NSTP (mcmabalay@clsu.edu.ph)
(044) 940 5662
Prof. Armando S. Santos

Coordinator, CWTS
Ms. Junie S. Milo

Administrative Assistant
About the Author
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Michael C. Mabalay is a graduate of Bachelor of Secondary Education major in Physical

Education at Central Luzon State University (CLSU) in 2003. He also earned his Master’s
Degree in Master of Science in Education major in
Education Management from the same institution in
Science City of Muñoz, Nueva Ecija, and he gained his
Doctorate Degree at Nueva Ecija University of Science
and Technology (NEUST) in Doctor of Philosophy in
Education Management. Dr. Mabalay has been teaching in
13 years in CLSU. He taught in CLSU-Laboratory High
School in Pinili for eight years, from 2003-2011, and he
was transferred to and now a faculty of Agricultural
Science and Technology School (ASTS) as Associate
Professor.
In August 2015, Dr. Mabalay was assigned as
Director of the National Service Training Program
(NSTP) by the CLSU President, Dr. Tereso A. Abella. Aside from being the Director of NSTP,
Dr. Mabalay is an Army Reservist of Armed Forces of the Philippines-Reserved Command
(AFPRESCOM) with the rank of MAJOR. And in October 2015, he became the Unit
Commander of 2024 Technical Administrative Services Unit of the 2 nd Technical Administrative
Service Brigade.
About the Contributors
Zoilo A. Cunanan
He is a Bachelor of Science in Information Technology graduate from Central Luzon
State University and a Lay-out artist and desktop publisher and the concurrent Pre-Production
Section of the CLSU Printing Press. He is one of the instructors of NSTP-CWTS and actively
involved in conducting community service to the client service areas of the university.
Junie S. Milo
J u n i e S . M i l
Program-Civic Welfare Training Service (NSTP-CWTS) Office at Central
Luzon State University since 2002. She finished Bachelor of Arts in
Social Science and Master of Science in Education major in Educational
Management both in CLSU. She attended trainings pertaining to NSTP
and volunteered in many activities conducted by the University and in
other extension services program.
Rojelito F. Sison
He is a graduate of Bachelor of Secondary Education major
in English at Central Luzon State University (CLSU) in 2016. He
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held the positions of Circulation Manager, Sports Editor and Associate Editor in The Educator,
the official student publication of the College of Education and became Contributor in CLSU
Newsletter. He was also the Editor-In-Chief of the CLSU Golden Grain in Batch February 2016
(Midyear).
Rojelito is also actively involved in conducting community services and outreached-
programs as he is affiliated to Gawad Kalinga (GK) Community Development Foundation, Inc.
and to Africa-Asia Development Relief Foundation (ADRF) – Philippines and many more
organizations. He is one of the founders of KAKASAPA or the Kabataang Kasama Sa
Pagbabago Movement, a youth organization that is partnered to 3 rd Infantry (ROW) Battalion,
Philippine Army, which conducting community services for nation building.
In 2015, Rojelito was recognized as one of The Outstanding Young Novo Ecijanos
(TOYNE) by the Provincial Government of Nueva Ecija in student category.
INTRODUCTION TO NSTP
Chapter 1: The NSTP Law
The National Service Training Program [R.A. 9163] 3
Chapter 2: The NSTP-CLSU
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The NSTP-CLSU Office 9

CLSU-CWTS Office 9
History of CLSU-CWTS 9
Vision 11
Mission 11
Course Description 12
CWTS Student Attendance 12
Grading System 13
Student Activities 14
Chapter 3: Citizenship Training
The 1987 Philippine Constitution, Preamble, Citizen 25
Flag Heraldic Code of the Philippines (RA 8491) 26
Volunteer Act of 2007 (RA 9418) 28
Chapter 4: Drug Education 35
General Orientation on RA 9165 Dangerous Drug 35
Significance of Studying Filipino Values 36
Understanding Filipino Values and Culture 36
Filipino Characteristics 38
Other Strengths of the Filipino Character 40
Other Weaknesses of the Filipino Character 41
Chapter 5: Filipino Citizenship Values
The Value of Respect for Life: The House of Life 45
The Value of Concern for the Family and the Future 46
Generations: Father‘s Mistake-No Time 47
The Value of Truth 48
The Value of Justice: To Every Man His Due 49
The Value of Equality: Skulls 50
The Value of Promotion of the Common Good: 50
The Chinese Legend 51
The Value of Concern for the Environment: 52
The Giving Tree 53
GROUP DYNAMICS
Chapter 6: Groups
Definition 57
Types of Groups 57
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Characteristics of Groups 58
Chapter 7: Leadership
The Leader 61
How To Become a Good Leader 61
The 21 Indispensable Qualities of a Leader 61
Transformational Leadership 77
The Seven Habits of Highly Effective People 80
Chapter 8: Decision-Making
Involvement in Decisions 85
Difficulties in Decision-Making 86
Conflict Resolution Styles and Problem Solving 87
NATIONAL ISSUES AND CONCERNS

Chapter 9: National Security
Human Security and National Security 91
National Security and the NSTP Program 93
Threats to National Security 94
Chapter 10: Disaster Awareness, Preparedness and
Management Disaster Awareness, Preparedness and Management 97
Definition of Terms 97
The Disaster Equation and the Disaster Management Cycle 99
National Disaster Coordinating Council and its Operating Policies 101
Key Players In Disaster Management 102
Chapter 11: Substance Abuse Education
Definition and Concept 109
Ill Effect of Drugs 110
Common Signs of Drug Abuse 111
Classification of Drug Abusers 112
Substance Dependency and Keeping Drug-Free 112
The Comprehensive Dangerous Drugs Act of 2002 113
APPENDICES
Module 1 The NSTP Law
Republic Act 9163
CHAPTER I - NATIONAL SERVICE TRAINING PROGRAM (R.A. 9163)
The National Service Training Program (NSTP) was implemented by the

Commission on Higher Education in the year 2001 as per the Enactment of RA 9163,
otherwise known as the national Service Training Program (NSTP) Act of 2001 in
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cooperation with the Department of National Defense (DND) and the Technical
Education Skills Development Authority (TESDA). The NSTP provides a policy
framework on volunteerism that shall underscore the fundamental principles necessary to
harness and harmonize the broad and diverse efforts of the voluntary sector in the country
into an integrative and effective partnership for local and national development as well as
international cooperation and understanding. The National Service Training program
aims to provide a conducive enabling environment for volunteers and volunteer service
organizations by setting mechanisms to protect volunteers’ rights and privileges and give
due recognition to highlight their roles and contributions to society.
In order to achieve the goals of the National service Training Program Law, the
Implementing Rules and Regulations (IRR) was continuously enhanced pursuant to
Section 4. C. of the new Implementing Rules and Regulations dated November 13, 2009
the Minimum Standards for the Common and Specific Modules are hereby jointly issued,
adopted and promulgated by the three major agencies the CHEd, DND and the TESDA.
1. What is the legal basis of the National Service Training Program (NSTP)?
The National Service Training Program (NSTP) Law or RA 9163 also known as ―An
Act Establishing the National Service Training Program (NSTP) for tertiary level students,
amending for the purpose Republic Act No. 7077 and Presidential Decree No. 1706, and for
other purposes was enacted last January 2002 to amend the Expanded ROTC. This program
aimed to enhance civic consciousness and defense preparedness in the youth by developing the
ethics of service and patriotism while undergoing training in any of its three (3) program
components, specifically designed to enhance the youth‘s active contribution to the general
welfare.
2. What are the components of the NSTP?
a. Reserve Officer’s Training Corps [ROTC] - refers to the program component,

institutionalized under Section 38 and 39 of Republic Act No. 7077, designed to provide military
training to motivate, train organize and mobilize them for national defense preparedness.
b. Civic Welfare Training Service [CWTS] - refers to the program component or activities
contributory to the general welfare and the betterment of life for the members of the community
or the enhancement of its facilities, especially those devoted to improving health, education,
environment, entrepreneurship, safety, recreation and moral of the citizenry and other social
welfare services.
c. Literacy Training Service [LTS] - refers to the program component designed to train the
students to teach literacy and numeracy skills to schoolchildren, out-of-school youth and other
segments of society in need of their services.
3. Whom does the NSTP Law cover?
A. All incoming freshmen students, male, female, starting school year (SY) 2002-2003,
enrolled in any baccalaureate and in at least two (2) year technical-vocational or associate
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courses, are required to complete one (1) NSTP component of their choice, as a graduation
requirement;
B. All higher and technical-vocational education institutions must at least offer one (1) of the
NSTP components.
C. State Universities and Colleges (SUC‘s), shall offer the ROTC component and at least one
(1) other NSTP component.
D. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA),
Philippine National Police Academy (PNPA), and other SUC‘s of similar nature, in view of
the special character of these institutions, are exempted from the NSTP.
E. Private higher education and technical-vocational education institutions with at least 350
student cadets may offer the ROTC component and consequently establish / maintain a
Department Of Military Science and Tactics (DMST), subject to the existing rules and
regulations of the Armed Forces of the Philippines (AFP).
3. What is the duration and equivalent course unit of each of the NSTP Component?
Each of the NSTP components shall be undertaken for an academic period of two (2)
semesters for 54 to 90 training hours per semester. It shall be credited for three (3) units per
semester.
4. What fees shall be charged to students taking any of the NSTP components?
No other fees shall be collected except basic tuition fees, which should not be more than
50% of the charges of the school per academic unit.
5. Who are covered by the suspension of the ROTC requirement?
The completion of ROTC training as a requisite for graduation is set aside for students
who have completed all their academic requirements for their respective courses as certified by
the school on or before the effectivity of the NSTP Act of 2001, which is March 23, 2002. The
concerned students may apply for graduation in their respective schools.
6. What happens to male students who are currently enrolled and have not taken nor
completed the ROTC requirements for graduation?
a. Male students who are not covered by Section 12 of this Rule and are currently enrolled but
have not taken any of the Military Service (MS), Civic Welfare Service (CWS) or Law
Enforcement Service (LES) shall be covered by the NSTP Law.
b. Male students who have completed two semesters of the Expanded ROTC (E-ROTC) /
National Service Program (NSP) are deemed to have complied with the NSTP requirement.
c. Male students who are not covered by Section 12 of these Rules and have taken only one (1)
semester of Basic ROTC or E-ROTC/NSP shall take any of the NSTP components to qualify for
graduation.
d. Students who want to qualify for enlistment in the Reserve Force or attend the advance ROTC
program shall undertake a special program for this purpose.
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7. How are Clustering and Cross-Enrollment done?
a. Clustering of students from different education institutions during semestral or

summer periods may be done for any of the NSTP component, taking into account
logistics, branch of service and geographical locations. The host school shall be
responsible in managing the Program.
b. Schools that do not meet the required number of students to maintain the optional
ROTC and any of the NSTP components, or do not offer the component chosen by the
student shall allow their students to cross-enroll in other schools irrespective of whether
such school is under CHED or TESDA; and in the case the students taking the ROTC
component irrespective of whether the two semesters shall be taken from different
schools whose ROTC is managed by different branches of service of the Armed forces
of the Philippines (AFP).
8. What is NSTP-One Summer Program (NSTP-OSP)?
NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, especially Section 6 and
jointly devised, formulated and adopted by DND, CHED and TESDA.
NSTP-OSP is established for the three (3) components: ROTC, CWTS and LTS. This is
intended for graduating students in baccalaureate or at least two-year technical-vocational or
associate courses, who have yet to comply with the NSTP as a requirement for graduation, as
well as for students, thus allow them to concentrate on the academic subjects and other co-
curricular concerns.
9. What is the National Service Reserve Corps (NSRC)?
NSRC is created under Section 11 of RA 9163 or the NSTP Act of 2001, composed of
graduates of the non-ROTC components: the CWTS and LTS. Members of this Corps maybe
tapped by the State for literacy and civic welfare activities, through the joint efforts of DND,
CHED, and TESDA.
Chapter I: Exercise
The NSTP Law
Name: ______________________________________ Score: ______________

Year and Section: _____________________________ Date: ______________
General Direction: Based on the lecture and discussion of this Chapter, answer the following
questions.
1. The Republic Act No. 9163 shall be known as what?
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What dates when this act approved by the House of the Representatives and the Senate
and the President of the Philippines, Gloria Macapagal Arroyo?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What are the three components of the National Service Training Program (NSTP)?
Define each component.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CHAPTER 2 – THE CLSU-NSTP PROGRAM
CLSU NSTP- OFFICE
The National Service Training Program of the Central Luzon State University Office also
known as NSTP-CLSU Office supervises the implementation of the Civic Welfare Training
Service [CWTS] and the Reserve Officer Training Corps [ROTC]. R.A. 9163 of 2001 governs its
implementation.
CLSU NSTP-CWTS OFFICE
The CLSU-CWTS Office shall serve as the coordinating body composed of CLSU
NSTP-CWTS Program Coordinator, Staff and Instructors.
HISTORY OF CLSU NSTP-CWTS

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Central Luzon State University, under a semestral term, initiated the National Service
Training Program in the second semester of the school year 2001-2002. Students were given the
option to choose between ROTC and CWTS as their NSTP Program.
Dr. Michael C. Mabalay, the NSTP Director and CWTS Instructors developed a
Workbook for CWTS. The workbook tackles concepts and principles regarding service, the
human person, community service, nationalism and environmental protection. Subjects of the
workbook were anchored to the NSTP-CWTS curriculum. Student activities centered on socio-
civic efforts such as clean-up drive, bloodletting and Alay Lakad. Training on safety like fire
drill and basic life support seminar were also participated by the students. CWTS-Sport fest, play
viewing, and community visits were conducted for cultural and recreational purposes. For the
academic year 2002-2003, CLSU NSTP-CWTS introduced community organizing and project
development to the students and started community-based projects. Partner communities
included selected barangays in Science City of Munoz, San Jose City and other Barangays in
Nueva Ecija. Technical programs such as structural survey and health-related projects like
weighing were added to the students‘community service.
THE SOCIO-CIVIC SUPPORT AND DELIVERY SYSTEM [SCSDS]
This SDS involves students in community work in terms of socio-civic programs. Some
of the programs include:
*community surveying;
*awareness programs or info dissemination on health,
environment, safety and security and other relevant issues;
*recreational activities for the youth and
Students pursuing this SDS will serve one partner community. They act as ambassadors
of the CLSU NSTP-CWTS. Building rapport and strengthening relationships between CLSU and
the communities.
COURSE OUTLINE
Subject Code Description
NSTP 1 CWTS is a course for first year students both male and female which refers to
the program components or activities contributory to the general welfare and
the betterment of life for members of the community or the enhancement of
their facilities, especially those devoted to improving health, education,
environment, entrepreneurship, safety, recreation and moral values of the
citizenry and other social welfare service.
Subject Title Civic Welfare Training Service (CWTS)

Credits 3 units
Course Objective At the end of one semester, the students are expected to:
1. Inculcate among youth the ideals of patriotism, nationalism and advance
involvement in public and civic activities;
2. Train the youth in various fields of endeavor imbued with moral values that
enhances their intellectual, physical, moral, spiritual and social well-being;
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3. Produce service oriented and responsive youth that will be help to the locality/
community.
Course Content
1. Implementing Rules and Regulations (IRR) of National Service Training Program
(NSTP)
2. Citizenship Training
3. The Human Person
4. Filipino Characteristics
5. Filipino Citizenship Values
6. Group Dynamics and Activities
7. Leadership
8. Decision-Making
9. National Security Issues and Concerns
10. Disaster Awareness, Preparedness and Management
11. Drug Education- Substance Abuse
12. Environmental Protection and Management
Methodology
1. Lecture
2. Interactive discussion/ Brainstorming
3. Demonstration/ Presentation/ Film Showing
4. Seminar Workshop
5. Community and Agency Visit
COURSE OUTLINE
Subject Code Description
NSTP 2 CWTS is a sequel to NSTP1-CWTS . It is designed to immerse students in
activities that will arm them with the capacity to contribute to the uplift of the
general welfare.
Subject Title Civic Welfare Training Service (CWTS)
Credits 3 units
Prerequisite NSTP-CWTS 1
Course Objective
At the end of one semester, the students are expected to:
1. Participate actively in team building activities;
2. Manifest effective leadership/fellowship skills;
3. Organized community assemblies and linkages;
4. Assist in the implementation of civic welfare projects;
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5. Determine community problems and concerns and plan some viable intervention
measures;
6. Shows a high level of interest in community-building tasks;
7. Develop a harmonious working relationship with the community;
8. And produce service oriented and responsive youth that will be help to the locality/
community.
Course Content
1. Class Orientation
2. The Human Person
3. Filipino Characteristics
4. Filipino Citizenship Values
5. Group Dynamics and Activities
6. Leadership
7. Decision-Making
8. National Security Issues and Concerns
9. Disaster Awareness, Preparedness and Management
10. Drug Education- Substance Abuse
11. Environmental Protection and Management
12. Suggested activities to be undertaken
- Tree Planting and Tree Growing, Oplan Clean Drive Program, Feeding,
Medical/Dental Missions, Seminar/ Orientation/ Workshops, Livelihood program,
Competition and Contest, Gift giving donations and etc.
Methodology
1. Lecture
2. Interactive discussion/ Brainstorming
3. Activity/ Exercises
4. Demonstration/ Presentation/ Film Showing
5. Seminar Workshop
6. Community and Agency Visit
7. Community immersion
THE MINIMUM STANDARDS FOR THE NATIONAL SERVICE TRAINING

PROGRAM COMMON AND COMMON AND SPECIFIC MODULES
(as per requirement in the provision of the New Revised NSTP IRR dated November 13, 2009)
A. Minimum standard for common module:
TOPICS SCOPE OF INSTRUCTION Numbe Methodology References

r of
Period
s
1. Physical a. Organizing the Students and Lecture and other RA 9163 and
Organization Course Orientation 1hr strategies/ IRR School
and Course methodologies Regulations
Orientation
2. NSTP Program a. Specific Provision of the 1987 Lecture and other RA 7077, RA
13
(RA 9163) Phil. Constitution, RA7077: An strategies/ 9163, IRR and

Act of Providing for the methodologies Phil.
Organization, Administration, Constitution,
Training, Maintenance and Commonwealth
Utilization of the citizen Armed 1hr Act No. 1 of
Forces of the Philippines for other 1935.
purposes, Commonwealth Act Presidential
No. 1 of 1935 and other pertinent Decree No. 1706
laws. Executive Order
b. RA 9163 and its IRR (EO) 207, 1939
3. Citizenship a. Philippine Constitution Lecture/Film 1987
Training (Preamble, Bill of Rights and Showing/ Role Constitution, RA
Duties and Responsibilities of a Playing 8491 s. 1998,
Filipino Citizen) RA 9418, EPPC-
b. Flag Heraldic Code of the Modules on
Philippines (RA 8491 s. 1998) 3hrs Good
c. Values Formation (makaDiyos, Citizenship
makatao, makakalikasan, Values, United
makabayan) Nations
d. Volunteer Act of 2007 (RA 9418) Principles on
Human Rights
RA 7077, PD
1706
4. Drug Education a. General Orientation on RA 9165, Lecture/Role RA 9165,
nature of drugs, drug menace, Playing/Film Suggested POI
national drug situation, controlled Showing/Case on Drugs
substances, and other pertinent 3hrs Analysis Education,
laws Dangerous
b. Role of the Youth on Drug Drugs Board
Detection and Prevention Resolutions and
Regulations
5. Disaster Risk a. Geographic Profile of the Town-watching BFP, PNRC

Reduction and Philippines exercise DND, NDCC,
Management b. Disaster Risk Profile of the Demonstration/ Hazard Maps,
Awareness Philippines (Focus on Specific Simulation RA 10121 OCD-
region/Area where the school is Exercise DND Issuances:
located) Lecture Hugo Frame of
c. Overview of Philippine Disaster Action (HFA)
Management System (PDMS) Strategic
d. Disaster Risk Reduction and National Action
Management (DRRM) concepts, Plan (SNAP)
principles and trends. (RA 10121) ASEAN
e. Role of the Youth in disaster 7hrs Agreement on
preparedness and management, Disaster
Basic Disaster Preparedness and Management
Response Training (Survival Response
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Training) (AADMER),
e.1. First Aid/Basic Life Support Contingency
e.2. Search and Rescue (Water, Plan (CP)
Earthquake, Landslide and Fire) Manual,
Program for the
Enhancement of
Emergency
Response
(PEER) Training
Module
6. Environmental Basic knowledge and Lecture EO 579 –
Protection understanding on the following: Practical Exercise Encouraging the
a. Global warming (effects) and Tree Growing formulation and
climate change (adaptation, Activity, Actual Implementation
mitigation and anticipation) Cleaning of of Green
b. Seven Principles of Environment esteros, etc. Philippines
and Environment Laws through the
c. Forest protection, conservation NSTP
and development RA 9512 –
d. Water sanitation and conservation 7hrs Environmental
e. Cleaning up water ways Industrial Awareness and
and other sites(hospitals, esteros, Education Act of
and others) 2008
f. The role of the Youth in the Department of
environmental protection and Environment and
management Natural
 Nursery establishment, tree Resources
planting, mangrove planting, (DENR)
restoration and preservation. Issuances
7. Other National a. Overview of National Security Lecture Merida

Security Situation Film Showing Convention
Concerns a.1. External threats situation Role Playing Anti-Human
(Foreign Threats, Global Case Analysis Trafficking Law
Terrorism and Transnational National Defense
Crimes) College and
a.2. Internal threats situation DND Publication
(Insurgency problems and other
local threats, history, strategy, 3hrs
recruitment, methods and
propaganda, concepts of threats as
applied in Philippine setting, their
capabilities and Responsibilities)
b. Peace Education
 Understanding Culture Peace
(Cultivating Inner Peace,
Dismantling the Culture war,
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living with justice and

compassion, living in harmony
with earth, promoting Human
Rights responsibilities and
Building Intercultural Respect,
Reconciliation and Solidarity)
c. Role of the Youth in the National
Security
TOTAL = 25
HRS
CWTS STUDENT ATTENDANCE

Students are required to attend their classes on time. A student who has incurred more
than twenty percent (20%) absences (more than two absences) shall no longer be allowed to
continue the course and will be given a final grade of five (5.00)
Students who report to class fifteen (15) minutes after the official start of the class will be
considered tardy. Three (3) accumulated tardiness is equivalent to one (1) absence.
Students who have failed to meet with their class and facilitator during a community-based
activity will not be allowed to follow to the said area.
GRADING SYSTEM
The grading system shall be as follows:
Rating Grade Equivalent
94.45-100 1.00
88.90-94.44 1.25
83.34-88.89 1.50
77.79-83.33 1.75
72.23-77.78 2.00
66.68-72.22 2.25
61.12-66.67 2.50
55.57-61.11 2.75
50.00-55.56 3.00
Below 50 5.00
Incomplete INC
No Attendance 4
Dropped D
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Students with an Incomplete grade on his/her Final Grade Report must complete the
course in accordance with the University policy as stated in the Student‘s Handbook.
Any change of grade shall follow the University‘s policy.
The following shall be the basis of student‘s evaluation:

Area Percentage
Attendance 40%
Written Exam(s)/Reports 30%
Student‘s Participation/
Community Involvement 30%
Total 100%
STUDENT ACTIVITIES
Students ‘initiatives are directed by connecting expertise to the community ‘s needs. The
students are trained to be the leading experts in their chosen career while acknowledging their
social obligation. The students are brought up to strive for the best in their field in the aim that
their skills and talents would contribute to the upliftment of the society ‘s condition. The students
‘empowerment will serve as a tool in the progress of their lives as well as those of others.
CLSU NSTP-CWTS SUPPORT AND DELIVERY SYSTEM [SDS] COMPONENTS

The CLSU NSTP-CWTS has defined three Support and Delivery Systems that harness
CLSU‘s expertise which can be offered to the community. In line with the community service
rendered by the CLSU NSTP-CWTS, students come first and second terms will be classified
according to Students Semestral Level.
1st Semester – NSTP1 (CWTS)
2nd Semester – NSTP2 (CWTS)
Chapter 2: Exercise
The CLSU-NSTP PROGRAM
Name: ______________________________________ Score: ______________
questions.
1. Which component shall instill patriotism, moral virtues, respect for rights of civilians,
and adherence to the Constitution, among others?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
2. Enumerate the other government agencies and private associations that may design and
implement such other program components as may be necessary in consonance with the
provisions of this Act.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. In your own words, what is CWTS? How do you view it and how CWTS can help you to
be a good citizen of our country?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CHAPTER 3 - CITIZENSHIP TRAINING
THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES
PREAMBLE
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a
just and humane society and establish a Government that shall embody our ideals and
aspirations, promote the common good, conserve and develop our patrimony, and secure to
ourselves 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.
Bill of Rights
SECTION 1. No person shall be deprived of life, liberty, or property without due process of law,
nor shall any person be denied the equal protection of the laws.
SECTION 2. The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any purpose shall be
inviolable, and no search warrant or warrant of arrest shall issue except upon probable cause to
be determined personally by the judge after examination under oath or affirmation of the
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complainant and the witnesses he may produce, and particularly describing the place to be
searched and the persons or things to be seized.
SECTION 3. (1) The privacy of communication and correspondence shall be inviolable except
upon lawful order of the court, or when public safety or order requires otherwise as prescribed by
law.
(2) Any evidence obtained in violation of this or the preceding section shall be inadmissible for
any purpose in any proceeding.
SECTION 4. No law shall be passed abridging the freedom of speech, of expression, or of the
press, or the right of the people peaceably to assemble and petition the government for redress of
grievances.
SECTION 5. No law shall be made respecting an establishment of religion, or prohibiting the

free exercise thereof. The free exercise and enjoyment of religious profession and worship,
without discrimination or preference, shall forever be allowed. No religious test shall be required
for the exercise of civil or political rights.
SECTION 6. The liberty of abode and of changing the same within the limits prescribed by law
shall not be impaired except upon lawful order of the court. Neither shall the right to travel be
impaired except in the interest of national security, public safety, or public health, as may be
provided by law.
SECTION 7. The right of the people to information on matters of public concern shall be
recognized. Access to official records, and to documents, and papers pertaining to official acts,
transactions, or decisions, as well as to government research data used as basis for policy
development, shall be afforded the citizen, subject to such limitations as may be provided by law.
SECTION 8. The right of the people, including those employed in the public and private sectors,
to form unions, associations, or societies for purposes not contrary to law shall not be abridged.
SECTION 9. Private property shall not be taken for public use without just compensation.
SECTION 10. No law impairing the obligation of contracts shall be passed.
SECTION 11. Free access to the courts and quasi-judicial bodies and adequate legal assistance
shall not be denied to any person by reason of poverty.
SECTION 12. (1) Any person under investigation for the commission of an offense shall have
the right to be informed of his right to remain silent and to have competent and independent
counsel preferably of his own choice. If the person cannot afford the services of counsel, he must
be provided with one. These rights cannot be waived except in writing and in the presence of
counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free will
shall be used against him. Secret detention places, solitary, incommunicado, or other similar
forms of detention are prohibited.
19
(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be
inadmissible in evidence against him.
(4) The law shall provide for penal and civil sanctions for violations of this section as well as
compensation to and rehabilitation of victims of torture or similar practices, and their families.
SECTION 13. All persons, except those charged with offenses punishable by reclusion perpetua
when evidence of guilt is strong, shall, before conviction, be bailable by sufficient sureties, or be
released on recognizance as may be provided by law. The right to bail shall not be impaired even
when the privilege of the writ of habeas corpus is suspended. Excessive bail shall not be
required.
SECTION 14. (1) No person shall be held to answer for a criminal offense without due process
of law.
(2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary is
proved, and shall enjoy the right to be heard by himself and counsel, to be informed of the nature
and cause of the accusation against him, to have a speedy, impartial, and public trial, to meet the
witnesses face to face, and to have compulsory process to secure the attendance of witnesses and
the production of evidence in his behalf. However, after arraignment, trial may proceed
notwithstanding the absence of the accused provided that he has been duly notified and his
failure to appear is unjustifiable.
SECTION 15. The privilege of the writ of habeas corpus shall not be suspended except in cases
of invasion or rebellion when the public safety requires it.
SECTION 16. All persons shall have the right to a speedy disposition of their cases before all
judicial, quasi-judicial, or administrative bodies.
SECTION 17. No person shall be compelled to be a witness against himself.
SECTION 18. (1) No person shall be detained solely by reason of his political beliefs and
aspirations.
(2) No involuntary servitude in any form shall exist except as a punishment for a crime whereof
the party shall have been duly convicted.
SECTION 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman
punishment inflicted. Neither shall death penalty be imposed, unless, for compelling reasons
involving heinous crimes, the Congress hereafter provides for it. Any death penalty already
imposed shall be reduced to reclusion perpetua.
(2) The employment of physical, psychological, or degrading punishment against any prisoner or
detainee or the use of substandard or inadequate penal facilities under subhuman conditions shall
be dealt with by law.
SECTION 20. No person shall be imprisoned for debt or non-payment of a poll tax.
SECTION 21. No person shall be twice put in jeopardy of punishment for the same offense. If an
act is punished by a law and an ordinance, conviction or acquittal under either shall constitute a
bar to another prosecution for the same act.
20
SECTION 22. No ex post facto law or bill of attainder shall be enacted.
CITIZENSHIP
SECTION 1. The following are citizens of the Philippines:

(1) Those who are citizens of the Philippines at the time of the adoption of this
Constitution;
(2) Those whose fathers or mothers are citizens of the Philippines;
(3) Those born before January 17, 1973, of Filipino mothers, who elect Philippine
citizenship upon reaching the age of majority; and
(4) Those who are naturalized in accordance with law.
SECTION 2. Natural-born citizens are those who are citizens of the Philippines from birth
without having to perform any act to acquire or perfect their Philippine citizenship. Those who
elect Philippine citizenship in accordance with paragraph (3), Section 1 hereof shall be deemed
natural-born citizens.
SECTION 3. Philippine citizenship may be lost or reacquired in the manner provided by law.
SECTION 4. Citizens of the Philippines who marry aliens shall retain their citizenship, unless by
their act or omission they are deemed, under the law, to have renounced it.
SECTION 5. Dual allegiance of citizens is inimical to the national interest and shall be dealt with
by law.
FLAG HERALDIC CODE OF THE PHILIPPINES - REPUBLIC ACT NO. 8491
AN ACT PRESCRIBING THE CODE OF THE NATIONAL FLAG, ANTHEM, MOTTO,

COAT-OF-ARMS AND OTHER HERALDIC ITEMS AND DEVICES OF THE
PHILIPPINES.
SECTION 1. Short Title — This act shall be known as the “Flag and Heraldic Code of the
Philippines.”
SECTION 2. Declaration of Policy – Reverence and respect shall at all times be accorded the
flag, the anthem and other national symbols which embody the national ideals and traditions and
which express the principles of sovereignty and national solidarity. The heraldic items and
devices shall seek to manifest the national virtues and to inculcate in the minds and hearts of our
people a just pride in their native land, fitting respect and affection for the national flag and
anthem, and the proper use of the national motto, coat-of-arms and other heraldic items and
devices.
SECTION 3. Definition of Terms — Whenever used in this Act, the term:

a. “Military” shall mean all branches of the Armed Forces of the Philippines including the
Philippine National Police, the Bureau of Jail Management and Penology, and the Bureau of Fire
Protection;
b. “Festoon” shall mean to hang in a curved shape between two points as a decoration;
21
c. “Flag” shall mean the Philippine National Flag, unless stated otherwise;
d. “Fly” shall mean the part of the flag outside the hoist or length;
e. “Symbol” shall mean any conventional sign which reveals man’s achievement and heroism
(for orders and decorations), identification, authority and a sign of dignity (for coat-of-arms, logo
and insignia);
f. “Half-Mast” shall mean lowering the flag to one-half the distance between the top and bottom
of the staff;
g. “Hoist” shall mean the part of the flag nearest the staff or the canvass to which the halyard is
attached;
h. “Inclement Weather” shall mean that a typhoon signal is raised in the locality;
i. “National Anthem” shall mean the Philippine National Anthem’
j. “Official Residences” shall mean Malacañang, and other government-owned structures where
the President resides, and other structures occupied by the Philippine Consulate or Embassies
abroad;
k. “Places of Frivolty” shall mean places of hilarity marked by or providing boisterous
merriment or recreation; and
l. “Institute” shall mean the National Historical Institute.
THE NATIONAL FLAG
A. Design of the National Flag
SECTION 4. The flag of the Philippines shall be blue, white and red with an eight-rayed golden-
yellow sun and three five-pointed stars, as consecrated and honored by the people.
B. Hoisting and Display of the National Flag
SECTION 5. The flag shall be displayed in all public buildings, official residences public
plazas, and institutions of learning everyday throughout the year.
SECTION 6. The flag shall be permanently hoisted, day and night throughout the year, in front
of the following; at Malacanang Palace; the Congress of the Philippines building; Supreme Court
building; the Rizal Monument in Luneta, Manila; Aguinaldo Shrine in Kawit, Cavite; Barasoain
Shrine in Malolos, Bulacan; the Tomb of the Unknown Soldier, Libingan ngmga
Bayani; Mausuleo de los Beteranos dela Revolucion; all International Ports of Entry and all
other places as maybe designated by the Institute.
The flag shall be properly illuminated at night.
22
SECTION 7. The flag shall also be displayed in private buildings and residences or raised in the
open flag-staffs in front of said buildings every April 9 (Araw ngKagitingan); May 1 (Labor
Day); May 28 (National Flag Day) to June 12 (Independence Day); last Sunday of
August (National Heroes Day); November 30 (Bonifacio Day); and December 30 (Rizal
Day); and on such other days as may be declared by the President and/or local chief executives.
The flag may also be displayed throughout the year in private buildings or offices or raised in the
open on flag-staffs in front of private buildings: Provided, that they observe flag-raising
ceremonies in accordance with the rules and regulations to be issued by the Office of the
President.
SECTION 8. All government agencies and instrumentalities, and local government offices,
government-owned corporations and local government units are enjoined to observe flag day
with appropriate ceremonies. Socio-civic groups, non-government organizations and the private
sector are exhorted to cooperate in making the celebrations a success.
SECTION 9. The flag shall be flown on merchant ships of Philippine registry of more than one
thousand (1000) gross tons and on all naval vessels.
On board naval vessels, the flag shall be displayed on the flagstaff at the stern when the ship is at
anchor. The Flag shall be hoisted to the gaff at the aftermast when the ship is at sea.
SECTION 10. The flag, if flown from a flagpole, shall have its blue field on top in time of peace
and the red field on top in time of war; if in a hanging position, the blue field shall be to the right
(left of the observer) in time of peace, and the red field to the right (left of the observer) in time
of war.
The flagpole staff must be straight and slightly tapering at the top.
SECTION 25. The following shall be the Pledge of Allegiance to the Philippine Flag:
Ako ay Filipino
Buong katapatang nanunumpa
Sa watawat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, katarungan, at kalayaan
Na pinakikilos ng sambayanang
Maka-Diyos, Makatao, Makakalikasan, at Makabansa.
Such pledge shall be recited while standing with the right hand palm open raised shoulder high.
Individuals whose faith or religious beliefs prohibit them from making such pledge must
nonetheless show full respect when the pledge is being rendered by standing at attention.
THE NATIONAL ANTHEM
SECTION 35. The National Anthem is entitled Lupang Hinirang.
23
SECTION 36. The National Anthem shall always be sung in the national language within or
without the country. The following shall be the lyrics of the National Anthem.
Bayang magiliw,
Perlas ng silanganan,
Alab ng puso
Sa dibdib mo’y buhay.
Lupang hinirang,
Duyan ka ng magiting,
Sa manlulupig
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula
At awit sa paglayang minamahal.
Ang kislap ng watawat mo’y
Tagumpay na nagniningning;
Ang bituin at araw niya,
Kailan pa ma’y di magdidilim.
Lupa ng araw, ng luwalhati’t pagsinta,
Buhay ay langit sa piling mo;
Aming ligaya na ‘pag may mang-aapi,
Ang mamatay nang dahil sa ‘yo.
SECTION 37. The rendition of the National Anthem, whether played or sung, shall be in

accordance with the musical arrangement and composition of Julian Felipe.
VOLUNTEER ACT OF 2007 - REPUBLIC ACT NO. 9418
AN ACT INSTITUTIONALIZING A STRATEGY FOR RURAL DEVELOPMENT,

STRENGTHENING VOLUNTEERISM AND FOR OTHER PURPOSES
Section 1. Title. This Act shall be known and cited as the “Volunteer Act of 2007.”
Section 2. Declaration of Policy. It shall be the policy of the State to promote the participation
of the various sectors of the Filipino society, and as necessary, international and foreign
volunteer organizations in public and civic affairs and adopt and strengthen the practice of
volunteerism as a strategy in order to attain national development and international
understanding. The inculcation of volunteerism as a way of life shall rekindle in every Filipino
the time-honored tradition of Bayanihan to foster social justice, solidarity and sustainable
development.
Section 3. Statement of Goals and Objectives. To carry out the foregoing policy, the
government shall pursue the attainment of the following goals and objectives:
a) To provide a policy framework on volunteerism that shall underscore the fundamental

principles necessary to harness and harmonize the broad and diverse efforts of the voluntary
24
sector in the country into an integrative and effective partnership for local and national
development as well as international cooperation and understanding.
b) To provide a conducive and enabling environment for volunteers and volunteer service
organizations by setting mechanisms to protect volunteers’ rights and privileges, and give due
recognition to highlight their roles and contributions to society; and
c) To provide an effective institutional mechanism to strengthen the role of the Philippine
National Volunteer Service Coordinating Agency (PNVSCA) to perform its mandates and to
oversee the implementation of this Act.
Section 4. Definition of Terms. For purposes of this Act, the following shall mean:
(a) “Volunteerism” refers to an act involving a wide range of activities, including traditional
forms of mutual aid and developmental interventions that provides an enabling and empowering
environment both on the part of the beneficiary receiving, and the volunteer rendering the act,
undertaken for reasons arising from socio-developmental, business or corporate orientation,
commitment or conviction for the attainment of the public good and where monetary and other
incentives or reward are not the primary motivating factors.
(b) “Volunteer” refers to an individual or group who for reasons arising from their socio-
developmental, business and corporate orientation, commitment or conviction, contribute time,
service and resources whether on full-time or part time basis to a just and essential social
development cause, mission or endeavor in the belief that their activity is mutually meaningful
and beneficial to public interest as well as to themselves.
(c) “Volunteer Service Organization” refers to a local or foreign group that recruits, trains,
deploys and supports volunteer workers to programs and projects implemented by them or by
other organizations or any group that provides services and resources, including but not limited
to, information, capability building, advocacy and networking for the attainment of common
good.
(d) “Voluntary Sector” refers to those sectors of Philippine society that organizes themselves
into volunteers to take advocacy and action primarily for local and national development as well
as international cooperation and understanding.
Section 5. Role and Modalities of Volunteerism in the Private Sector
(a) Volunteerism in the Academe includes, but is not limited to, provision of technical
assistance and sharing of technology within the academic circle, target communities and other
clienteles and the upgrading of the quality of education and curriculum methodologies while
providing career enhancement and exposure to the volunteers.
b) Volunteerism in the Corporate Sector as an expression of corporate social responsibility
and citizenship, refers to activities recognized by the company, where employees give their time,
skills and resources in the service of the company’s internal and/or external communities. These
volunteering activities include, but are not limited to, employee giving of material resources to
specific causes; employee-led fundraising; one-time outreach activities; environmental
campaign; medical and health-related advocacies; knowledge and change management;
scholarship programs; and sharing of expertise, particularly of business and developmental skills
25
through mentoring, tutoring, training, business consulting/advising, and rendering of pro bono
services on a case-to-case basis.
c) Volunteerism by Not-for-Profit Organizations includes, but is not limited to, provision of
complementary service delivery and human resource development in underserved communities
as well as advocacy and articulation of the cause of the disadvantaged and vulnerable groups.
Section 6. Role and Modalities of Volunteerism by Foreign Volunteer Organizations.
Volunteerism by Foreign Volunteer Organizations includes but is not limited to, provision of
technical assistance not locally accessible in priority development areas within the framework of
technical cooperation and socio-cultural exchange.
Section 7. Role of Government. Government shall coordinate, facilitate and encourage the
participation of the voluntary sector in the promotion, utilization, and recognition of
volunteerism in national development and international cooperation. This shall be achieved
through the provision of enabling and conducive environment for volunteer work.
Section 8. The Philippine National Volunteer Service Coordinating Agency.

The Philippine National Volunteer Service Coordinating Agency, created by Executive Order
No. 134 as amended, shall undertake the implementation and execution of the provisions of this
Act.
Section 9. Mandates of the Philippine National Volunteer Service Coordinating Agency
(PNVSCA). The PNVSCA shall have the following functions:
a) Review and formulate policies and guidelines concerning the national volunteer service
program consistent with national development priorities;
b) Coordinate, monitor and evaluate the national volunteer service program in order that
volunteer assistance may fit into the total national development goals;
c) Act as clearinghouse for matters pertaining to international volunteer services;
d) Develop and implement prototypes and models of volunteering for adoption by institutions
and communities;
e) Provide technical services and support for capability building of volunteers and volunteer
organizations;
f) Undertake advocacy for the promotion and recognition of volunteerism as a tool for
development;
g) Establish and maintain a national network of volunteer organizations and serve as liaison
between and among local and foreign governmental private voluntary organizations including
the United Nations Volunteers (UNV);
h) Administer all PNVSCA funds from all sources including foreign aid in accordance with
accounting and auditing requirements.
For this purpose, the Executive Director of PNVSCA shall submit an organizational plan upon
advice of the Multi-Sectoral Advisory Body to the Department of Budget and Management.
26
Section 10. The Multi – Sectoral Advisory Body (MSAB). To assist PNVSCA, the Multi-
Sectoral Advisory Body (MSAB) created under Executive Order No. 635 shall be reconstituted
with the following members:
a) National Economic and Development Authority (NEDA);

b) Department of Education (DepEd);
c) Department of Foreign Affairs (DFA);
d) Department of Justice (DOJ);
e) The Department of the Interior and Local Government (DILG);
f) The Department of Social Welfare and Development (DSWD);
g) The Commission on Higher Education (CHED);
h) The Presidential Management Staff (PMS), Office of the President;
i) The Representative/s from the corporate sector;
j) The Representative/s from the private academe sector; and
k) The Representatives/s from the non-profit sector.
All member government agencies shall be represented by at least an Assistant Secretary

while the private sector agencies shall be represented by their highest executive officers. The
government agencies shall be permanent members while the representatives from the private
sector shall serve for a two-year term. The Chair of the MSAB shall be elected from among the
members of the body. The PNVSCA Executive Director, being an ex-officio member, shall serve
as the permanent Vice-Chair.
The MSAB may call on representatives of other government agencies and/or the private sector to
serve as resource person/s on volunteerism as the need arises.
Section 11. Functions of the Multi-Sectoral Advisory Body (MSAB). The MSAB shall have the
following functions:
a) Provide advice in the formulation of policies and guidelines for the national volunteer service
program;
b) Provide consultative and technical advisory services on volunteer matters;
c) Serve as a forum to enhance and strengthen linkages between and among volunteer groups and
communities.
Section 12. Special Provisions.
a) Establishment of a National Volunteer Infrastructure and Forum.-The PNVSCA shall
develop and establish a system of national registration and networking to improve coordination
of volunteers and volunteer service organizations to widen horizon for sharing and
complementing information, experiences and resources.
b) Integration of Volunteerism in the Basic and Higher Education
Curriculum. The Department of Education (DepEd) and the Commission on Higher Education
(CHED) shall integrate volunteerism as part of the curriculum in basic and higher education to
raise the consciousness of the youth and develop the culture of volunteerism among the citizenry.
c) Establishment of Volunteer Program in National Government Agencies
27
and Local Government Units (LGUs).- National government agencies and local government
units shall establish volunteer programs in their respective offices to promote and encourage
volunteering in government programs and projects as well as enjoin government employees to
render volunteer service in social, economic and humanitarian development undertakings in the
community.
d) Recognition and Incentives to Volunteers. - Government agencies and non-government
organizations (NGO) implementing volunteer programs are encouraged to develop and provide
volunteers recognition and incentive package which may include, but not limited to allowance,
insurance, training and the grant of privileges and status to Filipino overseas volunteers at par
with Filipino overseas workers.
e) Visa Privileges for Foreign Volunteers.- Foreign volunteers approved for assignment by the
PNVSCA as well as their legal dependents may be entitled to 47(a) (2) visa with multiple entry
privileges and corresponding exemption from visa and immigration fees and other related
processing/application fees or charges. Foreign nationals already in the Philippines who have
been approved for volunteer assignment by the PNVSCA may avail of the above visa category
and privileges upon endorsement by the PNVSCA to the DOJ.
Section 13. Institutional Mechanism for Research, Documentation,

Recognition and Modeling of Best Volunteer Practices. – To carry out the purposes of this Act,
an institutional mechanism shall be established, to be spearheaded and administered by
PNVSCA, for continuing research, documentation, recognition and modeling of best volunteer
practices as an important component of implementing development programs and projects and
undertaking humanitarian activities. For this purpose, the PNVSCA in consultation with any and
relevant government agencies, NGOs, private institutions and persons shall effect the setting up
of the mechanism as well as determine all requirements and, or necessary acts to ensure its
effective implementation.
Section 14. Implementing Rules and Regulations.- The PNVSCA, with advice from the
MSAB, shall promulgate the rules and regulations to effectively implement the provisions of this
Act.
Chapter 3: Exercise
CITIZENSHIP TRAINING
Name: ______________________________________ Score: ______________
questions.
1. Choose from the Bill of Rights at least three (3) sections and explain.
a.______________________________________________________________________
________________________________________________________________________
28
b.______________________________________________________________________
________________________________________________________________________
c.______________________________________________________________________
2. What did you observed when conducting freshmen orientation program regarding the
display of flag and on how they demonstrated respect while singing the national Anthem?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. As an individual, what are the services that you are going to do voluntarily to your
community?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CHAPTER 4: DRUG EDUCATION
What is Substance Abuse Education?
Substance abuse education helps individuals learn about reasons for drug and alcohol
abuse, the way certain substances can affect the body, how relationships can be affected by
addiction. Education may also include information on how to deal with a family member or
friend who is having trouble with drug or alcohol dependency, and how to be supportive during
detoxification and rehabilitation. This education may also focus on helping the family understand
how and why the substance is being abused.
Substance abuse education can include counseling. This counseling helps everyone
involved in the situation, from family and friends to the user. It is important that an addict is
aware of how a drug is affecting his or her mind and body. This can help the addict realize the
potential damage that could occur or the damage that is already occurring. Abuse education can
also include information on treatment and what to expect, so everyone involved can be aware of
the potential outcomes.
Substance abuse education focuses mainly on teaching people about drug and alcohol
abuse and how to avoid, stop, or get help for drug addiction. This education can start at a young
age. For children, it may start with parents and primary school education about drug and
substance abuse. For teens, substance education is normally built into a school’s curriculum.
29
Adults who want to learn about substance abuse education can go to classes, group meetings, and
online to learn more about particular drugs, types of alcohol, and more.
Why Educate Others About Drugs?
It is important to educate children, teenagers, and adults about drugs due to the fact that
there are many misconceptions about commonly used illegal substances and other substances,
such as alcohol. Making sure that children are educated about drugs can help prevent them from
taking something that is made to sound harmless when it really is very addictive or dangerous to
the body. Helping adults understand the repercussions of drug use can prevent a problem from
forming, especially if a person has an important job or social activity that drug use could disrupt.
The more accurate knowledge a person has, the better his or her ability will be to make an
accurate and informed decision. Drugs should be discussed regardless of the strength or damage
it could cause. While opiates and other hard drugs may be more serious, comparatively “minor”
drugs like marijuana can still be addictive and are frequently abused. People of all ages should be
aware of the damage drugs and alcohol can do to the body, mind, and to those around the user.
THE COMPREHENSIVE DANGEROUS DRUGS ACT - REPUBLIC ACT NO. 9165
AN ACT INSTITUTING THE COMPREHENSIVE DANGEROUS DRUGS ACT OF

2002, REPEALING REPUBLIC ACT NO. 6425, OTHERWISE KNOWN AS THE
DANGEROUS DRUGS ACT OF 1972, AS AMENDED, PROVIDING FUNDS
THEREFOR, AND FOR OTHER PURPOSES
Section 1. Short Title. – This Act shall be known and cited as the "Comprehensive Dangerous
Drugs Act of 2002".
Section 2. Declaration of Policy. – It is the policy of the State to safeguard the integrity of its
territory and the well-being of its citizenry particularly the youth, from the harmful effects of
dangerous drugs on their physical and mental well-being, and to defend the same against acts or
omissions detrimental to their development and preservation. In view of the foregoing, the State
needs to enhance further the efficacy of the law against dangerous drugs, it being one of today's
more serious social ills.
Toward this end, the government shall pursue an intensive and unrelenting campaign against the
trafficking and use of dangerous drugs and other similar substances through an integrated system
of planning, implementation and enforcement of anti-drug abuse policies, programs, and
30
projects. The government shall however aim to achieve a balance in the national drug control
program so that people with legitimate medical needs are not prevented from being treated with
adequate amounts of appropriate medications, which include the use of dangerous drugs.
It is further declared the policy of the State to provide effective mechanisms or measures to re-
integrate into society individuals who have fallen victims to drug abuse or dangerous drug
dependence through sustainable programs of treatment and rehabilitation.
Definition of terms
Section 3. Definitions. As used in this Act, the following terms shall mean:
(a) Administer. – Any act of introducing any dangerous drug into the body of any person, with
or without his/her knowledge, by injection, inhalation, ingestion or other means, or of
committing any act of indispensable assistance to a person in administering a dangerous drug to
himself/herself unless administered by a duly licensed practitioner for purposes of medication.
(b) Board. - Refers to the Dangerous Drugs Board under Section 77, Article IX of this Act.
(c) Centers. - Any of the treatment and rehabilitation centers for drug dependents referred to in
Section 34, Article VIII of this Act.
(d) Chemical Diversion. – The sale, distribution, supply or transport of legitimately imported,
in-transit, manufactured or procured controlled precursors and essential chemicals, in diluted,
mixtures or in concentrated form, to any person or entity engaged in the manufacture of any
dangerous drug, and shall include packaging, repackaging, labeling, relabeling or concealment of
such transaction through fraud, destruction of documents, fraudulent use of permits,
misdeclaration, use of front companies or mail fraud.
(e) Clandestine Laboratory. – Any facility used for the illegal manufacture of any dangerous
drug and/or controlled precursor and essential chemical.
(f) Confirmatory Test. – An analytical test using a device, tool or equipment with a different
chemical or physical principle that is more specific which will validate and confirm the result of
the screening test.
(g) Controlled Delivery. – The investigative technique of allowing an unlawful or suspect

consignment of any dangerous drug and/or controlled precursor and essential chemical,
equipment or paraphernalia, or property believed to be derived directly or indirectly from any
offense, to pass into, through or out of the country under the supervision of an authorized officer,
with a view to gathering evidence to identify any person involved in any dangerous drugs related
offense, or to facilitate prosecution of that offense.
(h) Controlled Precursors and Essential Chemicals. – Include those listed in Tables I and II of
the 1988 UN Convention Against Illicit Traffic in Narcotic Drugs and Psychotropic Substances
as enumerated in the attached annex, which is an integral part of this Act.
(i) Cultivate or Culture. – Any act of knowingly planting, growing, raising, or permitting the
planting, growing or raising of any plant which is the source of a dangerous drug.
31
(j) Dangerous Drugs. – Include those listed in the Schedules annexed to the 1961 Single
Convention on Narcotic Drugs, as amended by the 1972 Protocol, and in the Schedules annexed
to the 1971 Single Convention on Psychotropic Substances as enumerated in the attached annex
which is an integral part of this Act.
(k) Deliver. – Any act of knowingly passing a dangerous drug to another, personally or
otherwise, and by any means, with or without consideration.
(l) Den, Dive or Resort. – A place where any dangerous drug and/or controlled precursor and
essential chemical is administered, delivered, stored for illegal purposes, distributed, sold or used
in any form.
(m) Dispense. – Any act of giving away, selling or distributing medicine or any dangerous drug
with or without the use of prescription.
(n) Drug Dependence. – As based on the World Health Organization definition, it is a cluster of
physiological, behavioral and cognitive phenomena of variable intensity, in which the use of
psychoactive drug takes on a high priority thereby involving, among others, a strong desire or a
sense of compulsion to take the substance and the difficulties in controlling substance-taking
behavior in terms of its onset, termination, or levels of use.
(o) Drug Syndicate. – Any organized group of two (2) or more persons forming or joining
together with the intention of committing any offense prescribed under this Act.
(p) Employee of Den, Dive or Resort. – The caretaker, helper, watchman, lookout, and other
persons working in the den, dive or resort, employed by the maintainer, owner and/or operator
where any dangerous drug and/or controlled precursor and essential chemical is administered,
delivered, distributed, sold or used, with or without compensation, in connection with the
operation thereof.
(q) Financier. – Any person who pays for, raises or supplies money for, or underwrites any of
the illegal activities prescribed under this Act.
(r) Illegal Trafficking. – The illegal cultivation, culture, delivery, administration, dispensation,
manufacture, sale, trading, transportation, distribution, importation, exportation and possession
of any dangerous drug and/or controlled precursor and essential chemical.
(s) Instrument. – Anything that is used in or intended to be used in any manner in the
commission of illegal drug trafficking or related offenses.
(t) Laboratory Equipment. – The paraphernalia, apparatus, materials or appliances when used,
intended for use or designed for use in the manufacture of any dangerous drug and/or controlled
precursor and essential chemical, such as reaction vessel, preparative/purifying equipment,
fermentors, separatory funnel, flask, heating mantle, gas generator, or their substitute.
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(u) Manufacture. – The production, preparation, compounding or processing of any dangerous

drug and/or controlled precursor and essential chemical, either directly or indirectly or by
extraction from substances of natural origin, or independently by means of chemical synthesis or
by a combination of extraction and chemical synthesis, and shall include any packaging or
repackaging of such substances, design or configuration of its form, or labeling or relabeling of
its container; except that such terms do not include the preparation, compounding, packaging or
labeling of a drug or other substances by a duly authorized practitioner as an incident to his/her
administration or dispensation of such drug or substance in the course of his/her professional
practice including research, teaching and chemical analysis of dangerous drugs or such
substances that are not intended for sale or for any other purpose.
(v) Cannabis or commonly known as "Marijuana" or "Indian Hemp" or by its any other
name. – Embraces every kind, class, genus, or specie of the plant Cannabis sativa L. including,
but not limited to, Cannabis americana, hashish, bhang, guaza, churrus and ganjab, and
embraces every kind, class and character of marijuana, whether dried or fresh and flowering,
flowering or fruiting tops, or any part or portion of the plant and seeds thereof, and all its
geographic varieties, whether as a reefer, resin, extract, tincture or in any form whatsoever.
(w) Methylenedioxymethamphetamine (MDMA) or commonly known as "Ecstasy", or by its

any other name. – Refers to the drug having such chemical composition, including any of its
isomers or derivatives in any form.
(x) Methamphetamine Hydrochloride or commonly known as "Shabu", "Ice", "Meth", or

by its any other name. – Refers to the drug having such chemical composition, including any of
its isomers or derivatives in any form.
(y) Opium. – Refers to the coagulated juice of the opium poppy (Papaver somniferum L.) and
embraces every kind, class and character of opium, whether crude or prepared; the ashes or
refuse of the same; narcotic preparations thereof or therefrom; morphine or any alkaloid of
opium; preparations in which opium, morphine or any alkaloid of opium enters as an ingredient;
opium poppy; opium poppy straw; and leaves or wrappings of opium leaves, whether prepared
for use or not.
(z) Opium Poppy. – Refers to any part of the plant of the species Papaver somniferum L.,
Papaver setigerum DC, Papaver orientale, Papaver bracteatum and Papaver rhoeas, which
includes the seeds, straws, branches, leaves or any part thereof, or substances derived therefrom,
even for floral, decorative and culinary purposes.
(aa) PDEA. – Refers to the Philippine Drug Enforcement Agency under Section 82, Article IX
of this Act.
(bb) Person. – Any entity, natural or juridical, including among others, a corporation,
partnership, trust or estate, joint stock company, association, syndicate, joint venture or other
unincorporated organization or group capable of acquiring rights or entering into obligations.
(cc) Planting of Evidence. – The willful act by any person of maliciously and surreptitiously
inserting, placing, adding or attaching directly or indirectly, through any overt or covert act,
whatever quantity of any dangerous drug and/or controlled precursor and essential chemical in
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the person, house, effects or in the immediate vicinity of an innocent individual for the purpose
of implicating, incriminating or imputing the commission of any violation of this Act.
(dd) Practitioner. – Any person who is a licensed physician, dentist, chemist, medical
technologist, nurse, midwife, veterinarian or pharmacist in the Philippines.
(ee) Protector/Coddler. – Any person who knowingly and willfully consents to the unlawful
acts provided for in this Act and uses his/her influence, power or position in shielding, harboring,
screening or facilitating the escape of any person he/she knows, or has reasonable grounds to
believe on or suspects, has violated the provisions of this Act in order to prevent the arrest,
prosecution and conviction of the violator.
(ff) Pusher. – Any person who sells, trades, administers, dispenses, delivers or gives away to
another, on any terms whatsoever, or distributes, dispatches in transit or transports dangerous
drugs or who acts as a broker in any of such transactions, in violation of this Act.
(gg) School. – Any educational institution, private or public, undertaking educational operation
for pupils/students pursuing certain studies at defined levels, receiving instructions from
teachers, usually located in a building or a group of buildings in a particular physical or cyber
site.
(hh) Screening Test. – A rapid test performed to establish potential/presumptive positive result.
(ii) Sell. – Any act of giving away any dangerous drug and/or controlled precursor and essential
chemical whether for money or any other consideration.
(jj) Trading. – Transactions involving the illegal trafficking of dangerous drugs and/or
controlled precursors and essential chemicals using electronic devices such as, but not limited to,
text messages, email, mobile or landlines, two-way radios, internet, instant messengers and chat
rooms or acting as a broker in any of such transactions whether for money or any other
consideration in violation of this Act.
(kk) Use. – Any act of injecting, intravenously or intramuscularly, of consuming, either by

chewing, smoking, sniffing, eating, swallowing, drinking or otherwise introducing into the
physiological system of the body, and of the dangerous drugs.
Child and Teen Drug Use
It may be that you think your child has been experimenting with drugs or alcohol. Many
preteens and teenagers do, so it is important to speak calmly and to avoid being combative. You
could ask if your child has friends who have tried these substances, or if there is anyone who
they know with access to the drugs. The more interactive you are, the better. You will be able to
tell if your child is repulsed by the thought of taking drugs or if they are more open to drug use.
You can ask your child about his or her opinions on drugs, and then you can discuss any
information that may be incorrect or a misconception about those drugs. Try not to be too
condescending or critical. You want this to be a positive discussion.
If your child has been taking drugs, you may wish to find out the reason. It could range from
difficulties at school to trouble with friends or relationships. You should accept your child’s
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response in a neutral manner to avoid being too harsh or offsetting. According to the National
Institute on Drug Abuse, a 2010 survey of 12th graders showed that one in five had used
marijuana at some point in the past, and one in 16 used it on a daily basis. It is important that
your child knows that you will be there for him or her, but that drug abuse is not acceptable.
If your child is using drugs on a regular basis, it is important to seek help. This could include
detoxification, counseling, or other methods of treatment.
Adult Drug Use

Like children and teens, adult drug use can be damaging. If you have a friend or family
member that shows signs of drug use, make sure to help them seek help for his or her addiction.
Adult drug education comes in a variety for forms, from counseling before, during, or after an
addiction, drug or alcohol management groups, such as Alcoholics Anonymous, and others.
Effects of Drug Abuse and Addiction
Drugs are chemicals. Different drugs, because of their chemical structures, can affect the
body in different ways. In fact, some drugs can even change a person's body and brain in ways
that last long after the person has stopped taking drugs, maybe even permanently.
Depending on the drug, it can enter the human body in a number of ways, including
injection, inhalation, and ingestion. The method of how it enters the body impacts on how the
drug affects the person. For example: injection takes the drug directly into the blood stream,
providing more immediate effects; while ingestion requires the drug to pass through the digestive
system, delaying the effects. Most abused drugs directly or indirectly target the brain's reward
system by flooding the circuit with dopamine. Dopamine is a neurotransmitter present in regions
of the brain that regulate movement, emotion, cognition, motivation, and feelings of pleasure.
When drugs enter the brain, they can actually change how the brain performs its jobs. These
changes are what lead to compulsive drug use, the hallmark of addiction.
A. Injuries
More deaths, illnesses and disabilities stem from substance abuse than from any other
preventable health condition. Today, one in four deaths is attributable to illicit drug use. People
who live with substance dependence have a higher risk of all bad outcomes including
unintentional injuries, accidents, risk of domestic violence, medical problems, and death.
B. Health Problems
The impact of drug abuse and dependence can be far-reaching, affecting almost every organ in
the human body. Drug use can:
 Weaken the immune system, increasing susceptibility to infections.
 Cause cardiovascular conditions ranging from abnormal heart rate to heart attacks.
Injected drugs can also lead to collapsed veins and infections of the blood vessels and
heart valves.
 Cause nausea, vomiting and abdominal pain.
 Cause the liver to have to work harder, possibly causing significant damage or liver
failure.
 Cause seizures, stroke and widespread brain damage that can impact all aspects of daily
life by causing problems with memory, attention and decision-making, including
sustained mental confusion and permanent brain damage.
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 Produce global body changes such as breast development in men, dramatic fluctuations in
appetite and increases in body temperature, which may impact a variety of health
conditions.
C. Effects On The Brain

Although initial drug use may be voluntary, drugs have been shown to alter brain chemistry,
which interferes with an individual's ability to make decisions and can lead to compulsive
craving, seeking and use. This then becomes a substance dependency.
 All drugs of abuse - nicotine, cocaine, marijuana, and others - effect the brain's "reward"
circuit, which is part of the limbic system.
 Drugs hijack this "reward" system, causing unusually large amounts of dopamine to flood
the system.
 This flood of dopamine is what causes the "high" or euphoria associated with drug abuse.
D. Behavioral Problems
 Paranoia  Impaired Judgment
 Aggressiveness  Impulsiveness
 Hallucinations  Loss of Self-Control
 Addiction
E. Birth Defects
Nearly 4 percent of pregnant women in the United States use illicit drugs such as
marijuana, cocaine, Ecstasy and other amphetamines, and heroin1. These and other illicit drugs
may pose various risks for pregnant women and their babies. Some of these drugs can cause a
baby to be born too small or too soon, or to have withdrawal symptoms, birth defects or learning
and behavioral problems. Additionally, illicit drugs may be prepared with impurities that may be
harmful to a pregnancy.
Finally, pregnant women who use illicit drugs may engage in other unhealthy behaviors
that place their pregnancy at risk, such as having extremely poor nutrition or developing sexually
transmitted infections.
What Are the 10 Most Common Signs and Symptoms of Drug Use and Addiction?
If you or someone you love is addicted to drugs or alcohol, they could exhibit a few or all of
the following signs and symptoms:
1. Cravings. People may experience intense urges or cravings for the drug as their addiction
develops.
2. Physical dependence. Physical dependence to drugs can develop as people grow

accustomed to the persistent presence and influence of the substance. The changes in
physiology that accompany this process leave people feeling badly or functioning sub-
optimally when the drug is no longer in the system.
3. Tolerance. Over time and with prolonged use, people can build up a tolerance to the
drug, meaning they need more of the drug to achieve the desired effects.
4. Withdrawal symptoms. Some people experience withdrawal symptoms when they

attempt to stop using abruptly or when they wean themselves off the drug over a period
36
of time. This is the presence of a withdrawal syndrome indicates that physiologic

dependence is at play.
5. Poor judgement. When an individual is addicted to drugs, he or she may do anything to

obtain more, including risky behaviors such as stealing, lying, engaging in unsafe sexual
activity, selling drugs, or crimes that could land the person in jail.
6. Drug-seeking. People may spend excessive amounts of time and energy finding and
getting their drug of choice.
7. Financial trouble. People may spend large amounts of money, drain their bank accounts,
and go outside their budgets in order to get the drug. This is a major red flag.
8. Neglect responsibilities. When people choose using or getting the drug over meeting
work or personal obligations, this is a classic sign of addiction.
9. Develop unhealthy friendships. When people start using new substances, they may
spend time with others who have similar habits. They may hang out with a new group of
people who may encourage unhealthy habits.
10. Isolate. Alternatively, they may withdraw and isolate themselves, hiding their drug use
from friends and family. Some reasons for this may include perceived stigma or increased
depression, anxiety, or paranoia as a result of their drug addiction.
Drug Classifications
Drugs can be categorized in a number of ways. In the world of medicine and
pharmacology, a drug can be classified by its chemical activity or by the condition that it
treats. Anticonvulsant medications, for example, are used to prevent seizures, while mucolytic
drugs break down mucus and relieve congestion.
In regards to addiction treatment and rehabilitation, the drug classifications used most often are
the following five classes regulated by the Controlled Substances Act:
 Narcotics
 Depressants
 Stimulants
 Hallucinogens
 Anabolic steroids
All of these drugs, with the exception of anabolic steroids, are considered to be psychoactive
– meaning they affect one or more of the mental faculties including mood, feelings, thoughts,
perception, memory, cognition, and behavior. Additionally, use of these drugs can be
associated with a host of physical, mental health, and personal complications, including
alcoholic liver cirrhosis, cannabis-induced psychosis, social problems like stigma, occupational
difficulties, financial problems, and even legal problems.
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According to the U.S. Drug Enforcement Administration (DEA), substances from any of

these classes may lead to the development of chemical dependence in one or both of the
following forms:
 Physical dependence to a drug suggests that the body has become habituated to the
presence of a drug. Consequently, physical dependence is reflected in both the
development of tolerance and the presence of a withdrawal syndrome. Tolerance refers to
reduced effects compared to what was experienced with a previous amount of the
substance. Withdrawal develops when excessive or prolonged use of a drug is
sharply reduced or stopped. The onset of withdrawal often prompts the dependent
individual to resume use of the drug (or one similar to it) to avoid withdrawal. For
example, withdrawal symptoms such as shaking, sweating, nausea, vomiting, or seizures
may occur once alcohol use is stopped after regular or excessive use.
 Psychological dependence is manifested in the form of craving for a drug. A person

with psychological dependence has an excessive, irresistible, uncontrollable desire to use
the drug. Psychological dependence may not cause physical symptoms, but can lead to
drug-seeking behavior.
Chemical Classifications of Drugs

Each of the regulated drugs that act on the central nervous system or alter your feelings and
perceptions can be classified according to their physical and psychological effects. The different
drug types include the following:
 Depressants. Drugs that suppress or slow the activity of the brain and nerves, acting
directly on the central nervous system to create a calming or sedating effect. This
category includes barbiturates (phenobarbital, thiopental, butalbital), benzodiazepines
(alprazolam, diazepam, clonazepam, lorazepam, midazolam), alcohol, and gamma
hydroxybutyrate (GHB). Depressants are taken to relieve anxiety, promote sleep and
manage seizure activity.
 Stimulants. Drugs that accelerate the activity of the central nervous system. Stimulants
can make you feel energetic, focused, and alert. This class of drugs can also make you
feel edgy, angry, or paranoid. Stimulants include drugs such as cocaine, crack
cocaine, amphetamine, and methamphetamine. According to the recent World Drug
Report published by the United Nations Office on Drugs and Crime, amphetamine-
derived stimulants like ecstasy and methamphetamine are the most commonly abused
drugs around the world after marijuana.
 Hallucinogens. Also known as psychedelics, these drugs act on the central nervous
system to alter your perception of reality, time, and space. Hallucinogens may cause
you to hear or see things that don’t exist or imagine situations that aren’t real.
Hallucinogenic drugs include psilocybin (found in magic mushrooms), lysergic acid
diethylamide (LSD), peyote, and dimethyltryptamine (DMT).
 Opioids. These are the drugs that act through the opioid receptors. Opioids are one of the
most commonly prescribed medicines worldwide and are commonly used to treat pain
38
and cough. These include drugs such as heroin, codeine, morphine, fentanyl,

hydrocodone, oxycodone, buprenorphine, and methadone.
 Inhalants. These are a broad class of drugs with the shared trait of being
primarily consumed through inhalation. Most of the substances in this class can exist in
vapor form at room temperature. As many of these substances can be found as household
items, inhalants are frequently abused by children and adolescents. These include
substances such as paint, glue, paint thinners, gasoline, marker or pen ink, and
others. Though ultimately all of these substances cross through the lungs into the
bloodstream, their precise method of abuse may vary but can include sniffing, spraying,
huffing, bagging, and inhaling, among other delivery routes.
 Cannabis. Cannabis is a plant-derived drug that is the most commonly used illicit drug
worldwide. It acts through the cannabinoid receptors in the brain. Cannabis is abused
in various forms including bhang, ganja, charas, and hashish oil.
 New psychoactive substances (NPS). These are drugs designed to evade the existing
drug laws. Drugs such as synthetic cannabinoids, synthetic cathinones, ketamine,
piperazines, and some plant-based drugs such as khat and kratom are examples of NPS.
Chapter 4: Exercise
Substance Abuse Education
Name: ______________________________________ Score: ______________

questions.
1. Why do we need to educate people about drugs especially the youth?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are the bad effects of drug abuse and addiction? Discuss each.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
39
________________________________________________________________________
________________________________________________________________________
3. If someone is addicted to drugs or alcohol, he/she exhibit the signs and symptoms, what
are those?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Give the chemical classifications of drugs and define each.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CHAPTER 5 - DISASTER AWARENESS, PREPAREDNESS AND MANAGEMENT
The Philippines is located in the pacific ring of fire and typhoon. This being so, the
country has always been subjected to natural disaster and calamities anytime of the year. In
whatever part of the country, we have been experiencing yearly natural calamities – floods,
typhoons, tornadoes, earthquakes, drought, tsunamis and volcanic eruptions which have brought
incessant miseries to our people, lost of lives and properties.
In the mid-seventies and eighties, strong typhoons and torrential rains brought
devastation to Manila and large areas of central Luzon. The 1990 killer earthquake that hit
several Luzon provinces as well as Metro Manila and the effects of the 1991 Mt. Pinatubo
eruption had put the National Disaster Coordinating Council (NDCC) in the forefront.
To enhance the people‘s preparedness and ensure precision and spontaneity in responding
to emergencies or catastrophes, the NDCC, together with the concerned agencies conduct regular
mobilization exercises and drills at all levels with the participation of the private agencies
concerned and the non-government organization.
Statement of Policy on Disaster Risk Reduction

The role of the Department of Education in the Philippine Disaster Risk Reduction Management
System is authorized by the following legal documents:
Executive Order No. 159, series of 1968, mandates all heads of departments, bureaus,
offices, agencies, instrumentalities and political sub-divisions of the government,
including all corporations owned and controlled by the government, the armed forces,
government hospitals and public educational institutions to establish their respective
disaster control organizations.
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PRESIDENTIAL DECREE No. 1566, “Strengthening the Philippine Disaster Control,

Capability and Establishing the National Program on Community Disaster
Preparedness” stresses on the hardships endured by the Filipino people due to a hostile
environment and has continually sought survival against hazards, both natural and
human-made. Furthermore, the Decree stated the urgency of need to direct, control
and coordinate the entire manpower material, monetary and spiritual resources of the
entire Filipino nation in meeting major disasters.
Rule 1040 of the Occupational Safety and Health Standards (as amended) which states
that each agency shall provide for the organization of disaster control groups/health
safety committee in every place of employment and the conduct of periodic drills and
exercises in work places;
The Disaster Risk Reduction Resource Manual of the Department of Education is

based on the Hyogo Framework for Action, a 10-year plan to make the world safer from
natural hazards. This was formulated during the World Conference on Disaster Reduction
held in Kobe, Hyogo, Japan.
The Hyogo Framework is a global blueprint for disaster risk reduction efforts during
the next decade. Its goal is to substantially reduce, by 2015 disaster losses in lives, and in the
social, economic, and environmental assets of communities and countries. It also offers
guiding principles, priorities for action, and practical means for achieving disaster resilience
for vulnerable communities.
The Department, thereby, adopted the following guiding principles in the disaster risk
reduction management:
1. Making Disaster Risk Reduction a Priority
Ensure that disaster risk reduction is a national and local priority with a
strong institutional basis for implementation.
Collaboration is Key
Countries must develop or modify policies, laws, and organizational arrangements, as

well as plans, programs, projects to integrate risk reduction and allocate sufficient resources
to support and maintain them.
Hence, it was proposed that Disaster/Risk Reduction Measures be integrated in the
DepED Short and Medium Term Development Plans and the proposal was indorsed for
budget consideration from 2008 onwards.
2. Know the Risks and Take Action
Identify, assess and monitor disaster risks – and enhance early

warning.
Early Warning Saves Lives
In order to reduce vulnerability to natural hazards, the DepED institutionalized the

School Mapping Exercise (SME) project to include all schools not only those covered which
was started by the Third Elementary Education Project (TEEP) and the Secondary
Education Development and Improvement Project (SEDIP), both foreign assisted projects
that started the SME.
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The National Mapping and Resource Information Authority (NAMRIA) was

commissioned by the Department to train DepED Engineers on the basics of hazards
assessment, map layout, digitizing, gathering and consolidation of data, analysis and
interpretation. NAMRIA also assisted The Physical Facilities and Schools Engineering
Division (PFSED) of the Department of Planning Service in the integration and utilization
of SME outputs given by TEEP and SEDIP as well as in establishing a School Mapping
System as part of the Basic Education Information System (BEIS).
Information generated from the SME shall be one of the criteria to be used in the approval of
establishing new schools and in relocating schools at risks to safer sites.
3. Build Understanding and Awareness
Use knowledge, innovation and education to build a culture of safety

and resilience at all levels.
Local Knowledge is Critical for Disaster Reduction.
a. Providing relevant information on disaster risks and means of protection,

especially to hazard prone areas;
b. Strengthening networks and promoting dialogue and cooperation among disaster
experts, technical and scientific specialists, planners and other stakeholders;
c. Including disaster risk reduction subject matter in formal, non-formal, and
information education and training activities;
d. Developing or strengthening community-based disaster risk management
programs; and
e. Working with the media in disaster risk reduction awareness activities.
4. Reduce Risk
Reduce the underlying risk factors.
Building Resilience Protects Communities
Countries can build resilience to disasters by investing in simple, well-known

measures to reduce risk and vulnerability e.g.:
a. Locating communities in hazard-prone areas, such as flood plains;
b. Destroying forests and wetlands, thereby harming the capacity of the
environment to withstand hazards;
c. Building public facilities and housing unable to withstand the impacts of
hazards; and
d. Not having social and financial safety mechanisms in place.
5. Be Prepared and Ready to Act
Strengthen disaster preparedness for effective response at all

levels. Disaster Preparedness Takes Practice
Being prepared, including conducting risk assessments, before investing in

development at all levels of society will enable people to become more resilient to natural
hazards. Preparedness involves many types of activities, e.g.
a. The development and regular testing of contingency plans;
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b. The establishments of emergency funds to support preparedness, response

and recovery activities;
c. The development of coordinated regional approaches for effective disaster
response; and
d. Continuous dialogue between response agencies, planners and policy-
makers, and development organizations.
In order to make disaster risk reduction management operational, the Department organized the
DepED Calamity, Disaster and Fire Control (CDFC) Group created by DECS Order No. 61, s.
1990, which was revived/reconstituted and amended by DECS Order No. 56, s. 1995, DECS
Order No. 14, s. 1997, DECS Order No. 92 s. 1998 and reactivated by DepED Order No. 25, s.
2005. The CDFCG is supported by ten Committees such as:
1. Intelligence/Damage Analysis Committee
2. Plans and Operations Committee
3. Communications and Warning Committee
4. Rescue, Engineering and Warning Committee
5. Physical Security Committee
6. Documentation and Investigation Committee
7. Fire Fighting Committee
8. First Aid and Medical Assistance Committee
9. Supply and Transportation Committee
10. Volunteer Action Group and Marshals
DEFINITION OF TERMS
Here are the terminologies often used in disaster response and rescue operations:
CALAMITY – refers to a situation that is associated with catastrophic events where a number of
persons are plunged with hardship and suffering that are caused by problems like shortage of
food, clothing, medical care and other basic necessities.
DISASTERS – are progressive or sudden events brought about by natural or human-induced

hazards that cause losses and sufferings the consequence of which results to people and
communities undertaking extra-ordinary measures to cope with their impacts.
DISASTER CONTROL – refers to the act of limiting the effect of disaster through the
introduction of measures designed to prepare the inhabitants before, during and after a disaster.
DISASTER MANAGEMENT – the efficient and effective utilization of resources and the
application of measure that will mitigate the impact of unfortunate events and facilitate return to
normalcy and redevelopment.
FLOOD – a state or condition when water overflows from natural waterways caused by heavy
rainfall resulting in the water accumulation in low lying areas.
HAZARDS – are natural or man-induced phenomena or activities, the presence of which poses a
threat to people‘s lives, limbs, properties and socio-economic conditions.
43
NATIONAL DISASTER COORDINATING COUNCIL – the highest government body

responsible in advising the President of the country on the status of disaster preparedness
program and disaster relief and rehabilitation effort at the national level.
POLLUTION – refers to any discharge of liquid, solid substance or gases into land, soil, waters,
atmosphere, air or space which will create or render such environmental elements and
atmospheric air harmful or detrimental or injurious to human beings, animals, plants and the
nature‘s environment and ecological balance.
RADIO ACTIVE FALL-OUT – dust particles of Earth and debris, together with the
radioactive materials that cling to them and are drawn up into mushroom clouds resulting from
detonation of a nuclear weapon or devise and which are carried by the wind and sent back to
earth.
REHABILITATION – refers to the restoration of a person‘s economic dependency to a stable

living either physically, economically, socially or emotionally.
RELIEF – refers to anything that is done to alleviate the condition of those who are suffering
from the effects of a calamity/disaster and who at that particular time are completely helpless.
RISKS – refers to the degree or chance and frequency that such hazards will affect or impact
people and communities.
SPACE DEBRIS – these are remains of artificial satellites and other components as well as their
means of carriage aloft which fall back to earth.
STATE OF CALAMITY – it is a condition that is declared by the President of the country in

the event of a widespread destruction to property and lives due to destructive forces of nature and
emergencies.
VOLCANIC ERUPTION – an occurrence characterized by an ejection of volcanic materials

such as molten lava, rock fragments, ashes, lahar flow, steam and other gases through the fissure
brought about by tremendous pressure which forces open the rock formation or steam reservoirs
beneath the Earth‘s crust.
VULNERABILITY – the level of susceptibility or resiliency of the people and communities

against the impact of the prevailing hazards based on the state of physical, social, and economic
conditions in a given area.
THE DISASTER EQUATION AND THE DISASTER MANAGEMENT CYCLE

Disaster is characterized by several elements namely hazards, risk, people or community
and vulnerability. Hazards (H) or the physical impact of the disturbance, either man-made or
natural, is heightened by the amount of risk (R) to the people and the community. Moreover, the
degree of the vulnerability (V) of all the involved further fuels the magnitude of a disaster. This
is presented in the Disaster Equation as shown below:
H x R + V = DISASTERS
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The concept of disaster risk management accepts that some hazard events may occur but
tries to lessen the impact by improving the community‘s ability to absorb the impact with
minimum damage or destruction. The Disaster Management Cycle is a traditional approach to
disaster management wherein disaster measure is regarded as a number of phased sequences of
action or a continuum. It aims to reduce the vulnerabilities in the community. In addition, when
sustained over long term, it reduces unacceptable risk to acceptable levels and makes a
community become disaster resistant or resilient. This is represented as a cycle. This is illustrated
below:
The comprehensive risk management process has the potential to break the cycle of damage
and reconstruction when a community is subjected to repeated natural hazards. It refers to a
range of policies, legislative mandates, professional practices, social, structural and non-
structural adjustments and risk transfer mechanisms to prevent, reduce or minimize the effects of
hazards on a community. To be effective, a strategy must be in place and ready for immediate
implementation when necessary. This can only be done through advance preparation and
planning. The following are risk management measures:
 Engineering measures (keep hazard away from people)
 Land use planning and management measures (keep people away from hazard)
 Control and protection works (modifying the hazard)
 Early warning (predicting hazard)
 Preparedness planning (prepare in anticipation of a hazard event)
 Reconstruction planning after a disaster with the aim of reducing the vulnerability
 Mainstreaming risk management in development practice and institutionalization
Overview on Disaster Risk Reduction Management

In disaster risk reduction management there is a whole range of elements that command attention
depending on the nature of the disaster. These are:
1. Risk Reduction Management. Risk is the probability that a hazard will turn into a disaster.
Vulnerability and hazards are not dangerous, taken separately, but if these come together,
these become a risk or, in other words, there is probability that a disaster will happen.
Nevertheless, risks can be reduced or managed through treatment if the environment and
awareness of ones weaknesses and vulnerabilities to existing hazards. Measures can be
taken to make sure that hazards do not turn into disasters.
Risk management does not just help prevent disasters. It also helps to put into practice what
is known as sustainable development. Development is sustainable when people can make a
good living and be healthy and happy without damaging the environment or other people in
the long term. For instance, a living can be made for a while by chopping down trees and
build school buildings or manufacture desks and armchairs. But if no trees are planted in
place of those that are cut down, soon there will be no trees and will no longer have the
45
means to construct school buildings and manufacture school furniture. This is not a
sustainable way.
Risk management consists of identifying threats (hazards likely to occur), determining their
probability of occurrence, estimating potential impact of the threat in the schools at risk,
determining measures that can reduce the risk, and taking action to reduce the threat. This
includes hazard mapping, vulnerability analysis, estimation of potential losses, and
development of appropriate disaster prevention and mitigation strategies. There are three
essential components in the determination of risks, each of which should be separately
quantified.
a. Hazard occurrence probability – the likelihood of experiencing any natural
or technological hazard at a location or in a region. Quantifying hazard
probability involves assessing not only the probability of occurrence but the
probability of magnitude.
b. Elements at risk – identifying and making an inventory of people or school

buildings or other elements which would be affected by the hazard if it
occurs, and when required, estimating their economic value.
c. Vulnerability of the elements at risk – how damaged the school buildings

or school children or other elements would be if they were to experience
some levels of hazard. Vulnerability is the relationship between the severity
of hazard and the degree of damaged caused. Each element will be affected
differently by hazards of different severity.
2. Loss Management. This addresses the human, structural and economic losses
through both pre and post disaster actions designed to keep the losses to a
minimum.
a. Pre-disaster loss management activities focus on reducing the community
vulnerability to hazards. Actions include improving the resistance of physical
structures such as school buildings, providing improved safety to the
occupants, and increasing / diversifying the network of social support
mechanism available to communities in threatened areas.
b. Post-disaster loss management focuses on improving the response and
broadening the range of support given to victims that includes facilitation of
relief delivery and stimulating a rapid recovery.
3. Control of Events. This is the most critical element of disaster risk management.
Control is maintained through the following measures:
a. Anticipation of disaster and the cause-effect relationship generated by each
type of event;
b. Mitigation or reduction of the scope of disaster;
c. Disaster preparedness;
d. Accurate information collection and assessment;
e. Balanced response;
f. Timely actions;
g. Effective leadership; and
46
h. Discipline among those handling the relief and disaster management.
4. Equity of Assistance. Disaster assistance should be provided in an equitable and

fair manner. Fairness must underlie uniform relief and reconstruction policies in
order to ensure that disaster victims receive equal treatment and obtain adequate
access to resources available.
5. Resource Management. In order to meet all competing needs and demands of a

post disaster environment, resource management becomes essential. The use of
available resources should be maximized to the greatest advantage.
6. Impact Reduction. Disaster can have impacts far beyond the immediate human,
physical or economic losses. Disasters represent a loss of opportunity not only to
individuals but also to the entire education community. They can also be a setback
to the entire development program of the country which in effect can erode
whatever gains the education sector envisions to achieve. Hence, disaster
preparedness should be undertaken to reduce their impacts to the minimum and that
recovery is accomplished quickly and their efforts contribute to the overall
developments of the country and its citizens.
B. Disaster Prevention and Mitigation

Prevention and mitigation are all those actions we can take to make sure that a disaster do not
happen or, if it does happen, that it does not cause as much harm as it could. We can not stop
most natural phenomena happening but we can reduce the damage caused by an earthquake if
we build stronger school buildings on solid ground. Taking measures in order to avoid an
event turning into a disaster is prevention, which include planting trees, in order to prevent
erosion, landslides and drought. On the other hand, measures that reduce vulnerability to
certain hazards is mitigation which include for instance building techniques and standard
designs to ensure that school buildings, houses and hospitals will not be knocked down by an
earthquake or a typhoon. Prevention and mitigation in schools begin with:
1. knowing which hazards and risks the school is exposed to;
2. getting together with all stakeholders in education and make plans to reduce those
hazards and risks;
3. actually doing what were planned in order to reduce vulnerabilities; and
4. taking action.
Moreover, risk is the probability of harmful consequences, or expected loss (of lives, people
injured, livelihoods, economic activity disrupted or environment damaged) resulting from
interactions between natural or human induced hazards and vulnerable/capable conditions.
The United Nations strategy for disaster risk reduction translates this definition into an
equation:
Risk = Hazard x Vulnerability/Capacity
47
Vulnerability on the other hand are conditions determined by physical, social, economic, and
environmental factors or processes, which increase the susceptibility of a community, school
or certain area in a locality to the impact of hazards.
NATIONAL DISASTER COORDINATING COUNCIL AND ITS OPERATING POLICIES
Since the DND and the AFP possess the capability to react to natural calamities with the DND‘s
unique nature of organization and network of troops and asset disposition, an inter-agency plan
headed by the DND was organized specifically to put into realization an action oriented Civil
Defense Plan with the creation of the National Disaster Coordinating Council.
In the year 1989, the NDCC, by virtue of Memorandum Order Number 4 has issued some
functional policies and procedures intended to assist the victims of calamities and alleviate their
plight.
Upon the declaration of a state calamity by the President, priority assistance is instantly
extended to victims in terms of relief operations, medical assistance, immediate repair of vital
infrastructures which were damaged by natural disasters and resettlement of calamity victims.
Calamity funds are released directly to the implementing departments and agencies. Funds
released to the Department of Social Welfare and Development are used for emergency relief
and rehabilitation assistance to affected areas and disaster victims. Funds released to the
Department of Health are used in the procurement of needed medicines and for medical
assistance to disaster victims.
The NDCC is composed of the following:

Department of National Defense (lead agency)
Department of Public Works and Highways
Department of Transportation and Communication
Department of Social Welfare and Development
Department of Education
Department of Finance
Department of Labor and Employment
Department of Justice
Department of Trade and Industries
Department of Interior and Local Government
Department of Public Information
Department of Budget and Management
Chief of Staff, AFP
Secretary General, Philippine National Red Cross
Civil Defense Office
KEY PLAYERS IN DISASTER MANAGEMENT

Disaster risk management includes administrative decisions and operational activities that
involve:
Prevention
Mitigation
Preparedness
Response
48
Recovery
Rehabilitation
It involves all levels of government – decision makers and local government. Non-
government and community-based organizations plays a vital role in the process. Meanwhile,
communities themselves are the first responders.
ROLE OF GOVERNMENT AGENCIES
During disaster operations, all other disaster coordinating councils make available their
facilities and expertise relative to the effective implementation of the council mission. Likewise,
the office of the Civil Defense prepares the national/regional disaster and calamity preparedness
plan in accordance with the approved disaster and calamity guidelines. The members and tasks
of the NDCC are as follows:
1. Chairman – convenes the Council as often as necessary and calls on all other
departments/bureaus/agencies, other instrumentalities of the government and the private sector
for assistance when the need arises.
2. Administrator, Office of Civil Defense – coordinates the activities, functions of the various
agencies and instrumentalities of the government, private institutions and civic organizations to
implement the policies and programs of the NDCC; disseminates materials relative to disaster
prevention, control and mitigation; advises the Chairman on matters concerning disaster
management.
3. Secretary of Interior and Local Government – oversees the organization of DCCs, the
establishment of Disaster Operations Centers of all local governments, and the training of DCC
members in coordination with OCD, DSWD, PNRC, and other appropriate agencies.
4. Secretary of Social Welfare and Development – extends relief assistance and social services
to the victims as necessary.
5. Secretary of Health – provides health services during emergencies as necessary, and
organizes reaction teams in hospitals, clinics and sanitary and other health institutions.
6. Director-General, NEDA – responsible for the determination and analysis of the effects of
disasters and calamities on the socio-economic plans and programs of the country, and
development of damage assessment scheme.
7. Secretary of Labor and Employment – provides emergency employment opportunities to
disaster victims, implements the industrial civil defense programs and measures, and organizes
and trains Disaster Control Groups in all factories and industrial complexes.
8. Secretary of Education – provides assistance in the public education and campaign regarding
disaster preparedness, prevention and mitigation, makes available school buildings as evacuation
centers, and organizes and trains disaster control groups and reaction teams in all schools and
institutions of learning.
9. Secretary of Trade and Industry – maintains normal level of prices of commodities during
emergencies, and organizes Disaster Control Groups and Reaction Teams in large buildings used
for commercial and recreational purposes, maintains normal level of prices of commodities
during emergencies.
49
10. Secretary of Agriculture – undertakes surveys in disaster areas to determine the extent of
damage of agricultural crops, livestock and fisheries and renders technical assistance to disaster
victims whose crops or livestock have been destroyed.
11. Secretary of Budget and Management – releases funds required by the departments for
disaster operations.
12. Secretary of Environment and Natural Resources – responsible for reforestation and
control of areas which tend to cause flooding, landslides, mudflow and ground subsidence,
provide seeds, seedlings and saplings and technical assistance regarding mines, forests and lands,
formulates rules and regulations for the control of water and land pollution.
13. Secretary of Finance – issues rules and regulations with the relevant agencies concerned for
the funding by local government of the requirements for organizing, equipping, and training of
their disaster coordinating councils and reaction teams.
14. Secretary of Public Works and Highways – restores destroyed public structures such as
flood control, waterworks, roads, bridges, and other vertical and horizontal facilities/structures
and provides heavy and light equipment for relief, rescue and recovery operations.
15. Secretary of Tourism – organizes and trains disaster control groups and reaction teams in
hotels, pension houses, restaurants and other tourist-oriented facilities.
16. Secretary of Transportation and Communications – restores destroyed communication
and transportation facilities such as railroads and vertical structures, and organizes emergency
transport services from the national down to the barangay level; and restores destroyed
communication and transportation facilities such as railroads and vertical structures.
17. Director, Philippine Information Agency – provides public information service through
dissemination of disaster mitigation measures.
18. Secretary-General, Philippine National Red Cross – conducts disaster leadership training
courses, assists in the training of DCCs at all levels; and assists in providing emergency relief
assistance to disaster victims.
19. Chief of Staff, Armed Forces of the Philippines – responsible for the provision of security
in disaster area and provision of assistance in the reconstruction of roads, bridges and other
structures and transportation facilities for rapid movement of relief supplies and personnel and
for the evacuation of disaster victims.
YOUTH’S CONTRIBUTION IN DISASTER MANAGEMENT
All able-bodied young citizen of the land should get themselves involved in civic actions in the
community where she/he lives and should be ready to render assistance anywhere and anytime
their service are needed. More than anything else, it is everybody‘s moral obligation to assist
her/his countrymen in distress.
In times of natural calamities or manmade disorders, the youth should be willing and ready to
render direct assistance to calamity victims in any of the following areas:
 Sorting, loading and distribution of relief goods
 Administering first aid treatment on victims
 Comforting and assisting in their rehabilitation
 Disseminating information to concerned individual
50
 Surveying of affected families and areas

 Monitoring and liaisoning work
 Civic action activities like environmental and ecological protection, river and watershed
control projects and tree planting/forest fire control
Likewise, the concerned youth development agencies should establish coordination and linkages
to be set up before, during and after every disaster. By using the NDCC operational model, the
leadership in the youth development agencies, in order to succeed in their chosen endeavor
should:
a. Plan the chosen activities ahead before any calamity strikes. Join or participate in training
exercise on disaster and relief operations.
b. See to it that the resources that are available could meet the needs of chosen activities.
c. Coordinate all activities properly with the City, Provincial and Municipal Disaster
Coordinator Councils.
d. Organize the groups. Assign the members‘ responsibilities which they feel they can
properly handle. Confidence in what is one is doing is the key to success.
e. Work as a team. Coordinate efforts with other organizations (NGO, PO, LGU or religious
organizations)
BARANGAY AS NUCLEUS OF COMMUNITY GOVERNANCE AND DISASTER

PREPAREDNESS
The Philippines has a unique local governance system of Barangay. It has a primary
function of planning and implementing government policies, plans, programs, projects and
activities in the community. Local people are the source of knowledge about their community so
that solutions can address what is really needed and wanted.
WHAT IS FIRST AID?

Some self-limiting illnesses or minor injuries may only require first aid intervention, and
no further treatment. First aid generally consists of some simple, often life-saving techniques that
most people can be trained to perform with minimal equipment. First aid usually refers to
administration of care to a human, although it can also be done on animals. The aim of first aid is
to prevent a deterioration of the patient's situation, to aid recovery, and to preserve life.
Technically, it is not classed as medical treatment and should not be compared to what a trained
medical professional might do. First aid is a combination of some simple procedures, plus the
application of common sense.
What are the aims of first aid?
 To preserve life: this is the main aim of first aid; to save lives. This includes the life of
the first aider, the casualty (the victim, the injured/sick person), and bystanders
 To prevent further harm: the patient must be kept stable and his/her condition must not
worsen before medical services arrive. This may include moving the patient out of harm's way,
applying first aid techniques, keeping him/her warm and dry, applying pressure to wounds to
stop bleeding, etc.
51
 Promote recovery: this may include applying a plaster (bandage) to a small wound;

anything that may help in the recovery process.
What are the vital first aid skills?
ABC (and sometimes D) The most common term referred to in first aid is ABC, which stands
for Airway, Breathing, and Circulation. In fact, the term also is commonly used among
emergency health professionals. The D stands for Deadly bleeding or Defibrillation.
 Airway - the first aider needs to make sure the casualty's airway is clear. Chocking,
which results from the obstruction of airways, can be fatal
 Breathing - when the first aider has determined that the airways are not obstructed,
he/she must determine the casualty's adequacy of breathing, and if necessary provide rescue
breathing
 Circulation - if the casualty is not breathing the first aider should go straight for chest
compressions and rescue breathing. The chest compressions will provide circulation. The
reason is time - checking circulation to a non-breathing casualty consumes time that could be
used with chest compressions and rescue breathing. With less serious casualties (those that are
breathing), the first aider needs to check the casualty's pulse
 Deadly bleeding or Defibrillation - some organizations have this fourth step, while
others include this as part of circulation
How to evaluate and maintain the ABC of a patient depends on how well trained the first aider
is. As soon as ABC has been secured the first aider can then focus on any additional treatments.
Some organizations use the 3Bs system, which stands for Breathing, Bleeding, and Bones, while
others use 4Bs, which stands for Breathing, Bleeding, Brain, and Bones.
ABCs and 3Bs are taught to be carried out in order of sequence. However, there are times when
the first aider may be performing two steps at the same time, as might be the case when
providing rescue breathing and chest compressions to a casualty who is not breathing and has no
pulse.
Many organizations have other acronyms (similar to abbreviations) that remind people of their
sequence of steps. First Aid Works, an organization that trains people in the UK uses DRAB to
remind first aiders what to do during their Primary Survey:
Primary Survey - DRAB (danger, response, airway, breathing)
 Danger- check for dangers to the casualty and to you as a first aider. If there is danger
present, can you get rid of the danger, or move the casualty from the danger? If there is nothing
you can do, stay away and get professional help. The worst thing a rescuer can do is become
another victim
52
 Response- if safe to approach, is the casualty conscious? See if the patient is alert, ask
questions and see if you get a response, find out whether he/she responds to your touch. Very
well trained first aiders will know how to find out whether the casualty responds to pain
 Airway- is the casualty's airway open and clear? If not try to clear it. Trainers advice first
aiders to have the casualty lying on their back, and then to place one hand on his/her forehead
and place two finger from the other hand on the casualty's chin and gently tilt the head back
while slightly raising the chin further upwards. Any obstructions need to be removed from the
casualty's mouth, including dentures. First aiders are trained only to put their fingers in the
casualty's mouth if they can see an obstruction there
 Breathing- is the casualty breathing effectively? The first aider should look at the chest
for movement, his/her mouth for signs of breathing (e.g. sounds), and get close to the casualty
and see if air exhalation can be felt on the first aider's cheek.
The Secondary Survey - DOMS (deformities, open wounds, medic alert tags, swellings) If
the casualty is breathing adequately, then it is possible to carry out a Secondary Survey. This is a
rapid whole body check. As soon as this has been done, the casualty should be placed in
a recovery position. At this point the first aider should call for an ambulance.
What is the recovery position?

Even if the casualty is breathing, but is unconscious, there is still a significant risk of airway
obstruction. The recovery position minimizes the risk to the patient. A first aider should do the
following:
 Remove glasses if the casualty is wearing them
 Make sure his/her legs are

straight
 Place the arm that is nearest to

you at right angles to the casualty's
body (you are kneeling next to
him/her)
 Bring the other arm across

their chest; hold the back of his/her
hand against his/her nearest cheek
 With you other hand, hold the

casualty's thigh that is furthest from
you and pull up the knee. Make sure
his/her foot is flat on the ground
 Slowly pull down on the casualty's raised Fig. 1 The recovery position can be a vital part of first aid.
knee and roll him/her over towards you
53
 Move the upper leg slightly so that the casualty's hip and knee are bent at right-angles.
This makes sure they do not roll back onto their face
 Gently tilt the head back so that the airway is kept open.
Chapter 5: Exercise
Disaster Awareness, Preparedness and Management
Name: ______________________________________ Score: ______________

questions.
1. Complete the Disaster management Cycle.
2. What are the Government agencies that comprise the NDCC?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________
3. What are the administrative decisions and operational activities included in Disaster Risk
Management?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
54
________________________________________________________________________
________________________________________________________________________
____________________________________________________________
CHAPTER 6 - RECOGNIZING NATIONAL ISSUES AND CONCERNS
HUMAN SECURITY AND NATIONAL SECURITY

Since time immemorial, man has an awareness and knowledge about security. In ancient
era, man has devised means to protect himself from ferocious animals and harsh conditions. As
the society advanced, they learned to create tools and weapons to safeguard their lives and their
properties. In our country, heroes were born because they strive to save our people from
conquerors. Currently, every country has its own way of defending and maintaining its human
and national security.
In the 1994 United Nations Development Programme (UNDP) Report, human security was
referred to as having two aspects:
…first safety from such chronic threats as hunger, disease and repression…second, it
means protection from sudden and hurtful disruptions in the patterns of daily life – whether
in homes, in jobs, or in communities. Such threats can exist at all levels of national income
and development.”
This was supplemented by an explanation from the former UN Secretary-General Kofi Annan
which states that:
―Human security, in its broadest sense, embraces far more than the absence of violent
conflict. It encompasses human rights, good governance, access to education and health
care and ensuring that each individual has opportunities and choices to fulfill his or her
potential… Every step in this direction is also a step towards reducing poverty, achieving
economic growth and preventing conflict. Freedom from want, freedom from fear, and the
freedom of future generations to inherit a healthy natural environment – these are the
interrelated building blocks of human – and therefore national – security.
Thus, according to the United Nations (UN) Commission, Human Security:
 seeks to protect the vital core of all human lives in ways that enhance human freedoms and
human fulfillment
 requires protecting people from critical and pervasive threats and "empowering them to
take charge of their own lives"
 protection and empowerment are mutually reinforcing and cannot succeed in isolation
 Commission puts emphasis on the ―need for comprehensive, integrated and people-
centered solutions that together can help people develop the building blocks of survival,
livelihood and dignity
National Security is defined as the state or condition wherein the values which a nation
treasures such as territorial integrity, sovereignty, people‘s way of life and well-being are
protected and enhanced. It is the requirement to maintain the survival of the nation-state through
the use of economic military and political power and the exercise of diplomacy. The measures
taken to ensure national security include:
 Using diplomacy to rally allies and isolate threats;
 Maintaining effective armed forces;
55
 Implementing civil defense and emergency preparedness measures (including anti-

terrorism legislation);
 Ensuring the resilience and security of critical infrastructure; and
 Using intelligence services to detect and defeat or avoid threats and espionage, and to
protect classified information.
In the Philippine context as indicated by the NSC Permanent Secretariat, National

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

The 1987 Philippine Constitution enshrined in its Declaration of Principles that the
Filipinos are duty-bound to protect the country and, as such, they may be subjected to undergo
service training programs (Art. II, Sec. 14, The Philippine Constitution). The Government may
call upon the people to defend the state, and in fulfillment thereof, all citizens may be required,
under conditions provided by law, to render personal, military or civil service.
The NSTP is a program aimed at enhancing civic consciousness and defense
preparedness in the youth by developing the ethics of service and patriotism while undergoing
training in any of its three (3) program components, specifically designed to enhance the youth's
active contribution to the general welfare.
MANPOWER RESERVOIR FOR NATIONAL SECURITY

1. Graduates of CWTS and LTS shall belong to the National Service Reserve Corps (NSRC)
which could be tapped by the State for literacy and civic welfare activities such assisting in
disaster preparedness, mitigation, response and rehabilitation programs.
2. Graduates of the ROTC component shall form part of the AFP Citizen Armed Forces and AFP
Reserve Force, subject to DND requirements.
THREATS TO NATIONAL SECURITY
A. Man Made Threats B. Natural Threats
a. Terrorism a. Earthquakes
b. Explosion/Bomb Threats b. Typhoons
c. Campus Violence/Frat and Gang War c. Floods
d. Kidnapping/Hostage Taking d. Volcanic Eruptions
e. Drug Addiction
e. Tsunamis
f. Armed Robberies/Hold Ups
g. Snatching
h. Sabotage
i. Fire
j. Technological Threats such as gambling through number games, internet hold ups
and cyber crimes (computer hacking, computer pilferage, ATM stealing and cyber
prostitution)
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ANTI-HUMAN TRAFFICKING LAW - REPUBLIC ACT No. 10364
AN ACT EXPANDING REPUBLIC ACT NO. 9208, ENTITLED "AN ACT TO

INSTITUTE POLICIES TO ELIMINATE TRAFFICKING IN PERSONS ESPECIALLY
WOMEN AND CHILDREN, ESTABLISHING THE NECESSARY INSTITUTIONAL
MECHANISMS FOR THE PROTECTION AND SUPPORT OF TRAFFICKED
PERSONS, PROVIDING PENALTIES FOR ITS VIOLATIONS AND FOR OTHER
PURPOSES"
Section 1. Short Title. – This Act shall be known as the "Expanded Anti-Trafficking in Persons
Act of 2012″.
Section 2. Section 2 of Republic Act No. 9208 is hereby amended to read as follows:
"SEC. 2. Declaration of Policy. – It is hereby declared that the State values the dignity of every
human person and guarantees the respect of individual rights. In pursuit of this policy, the State
shall give highest priority to the enactment of measures and development of programs that will
promote human dignity, protect the people from any threat of violence and exploitation,
eliminate trafficking in persons, and mitigate pressures for involuntary migration and servitude
of persons, not only to support trafficked persons but more importantly, to ensure their recovery,
rehabilitation and reintegration into the mainstream of society.
"It shall be a State policy to recognize the equal rights and inherent human dignity of women and
men as enshrined in the United Nations Universal Declaration on Human Rights, United Nations
Convention on the Elimination of All Forms of Discrimination Against Women, United Nations
Convention on the Rights of the Child, United Nations Convention on the Protection of Migrant
Workers and their Families, United Nations Convention Against Transnational Organized Crime
Including its Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially
Women and Children and all other relevant and universally accepted human rights instruments
and other international conventions to which the Philippines is a signatory."
Section 3. Section 3 of Republic Act No. 9208 is hereby amended to read as follows:
"SEC. 3. Definition of Terms. – As used in this Act:
"(a) Trafficking in Persons – refers to the recruitment, obtaining, hiring, providing, offering,
transportation, transfer, maintaining, harboring, or receipt of persons with or without the victim’s
consent or knowledge, within or across national borders by means of threat, or use of force, or
other forms of coercion, abduction, fraud, deception, abuse of power or of position, taking
advantage of the vulnerability of the person, or, the giving or receiving of payments or benefits
to achieve the consent of a person having control over another person for the purpose of
exploitation which includes at a minimum, the exploitation or the prostitution of others or other
forms of sexual exploitation, forced labor or services, slavery, servitude or the removal or sale of
organs.
"The recruitment, transportation, transfer, harboring, adoption or receipt of a child for the
purpose of exploitation or when the adoption is induced by any form of consideration for
exploitative purposes shall also be considered as ‘trafficking in persons’ even if it does not
involve any of the means set forth in the preceding paragraph.
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"(b) Child – refers to a person below eighteen (18) years of age or one who is over eighteen (18)
but is unable to fully take care of or protect himself/herself from abuse, neglect, cruelty,
exploitation, or discrimination because of a physical or mental disability or condition.
"(c) Prostitution – refers to any act, transaction, scheme or design involving the use of a person
by another, for sexual intercourse or lascivious conduct in exchange for money, profit or any
other consideration.
"(d) Forced Labor – refers to the extraction of work or services from any person by means of
enticement, violence, intimidation or threat, use of, force or coercion, including deprivation of
freedom, abuse of authority or moral ascendancy, debt-bondage or deception including any work
or service extracted from any person under the menace of penalty.
"(e) Slavery – refers to the status or condition of a person over whom any or all of the powers
attaching to the right of ownership are exercised.
"(f) Involuntary Servitude – refers to a condition of enforced and compulsory service induced
by means of any scheme, plan or pattern, intended to cause a person to believe that if he or she
did not enter into or continue in such condition, he or she or another person would suffer serious
harm or other forms of abuse or physical restraint, or threat of abuse or harm, or coercion
including depriving access to travel documents and withholding salaries, or the abuse or
threatened abuse of the legal process.
"(g) Sex Tourism – refers to a program organized by travel and tourism-related establishments
and individuals which consists of tourism packages or activities, utilizing and offering escort and
sexual services as enticement for tourists. This includes sexual services and practices offered
during rest and recreation periods for members of the military.
"(h) Sexual Exploitation – refers to participation by a person in prostitution, pornography or the
production of pornography, in exchange for money, profit or any other consideration or where
the participation is caused or facilitated by any means of intimidation or threat, use of force, or
other forms of coercion, abduction, fraud, deception, debt bondage, abuse of power or of position
or of legal process, taking advantage of the vulnerability of the person, or giving or receiving of
payments or benefits to achieve the consent of a person having control over another person; or in
sexual intercourse or lascivious conduct caused or facilitated by any means as provided in this
Act.
"(i) Debt Bondage – refers to the pledging by the debtor of his/her personal services or labor or
those of a person under his/her control as security or payment for a debt, when the length and
nature of services is not clearly defined or when the value of the services as reasonably assessed
is not applied toward the liquidation of the debt.
"(j) Pornography – refers to any representation, through publication, exhibition,

cinematography, indecent shows, information technology, or by whatever means, of a person
engaged in real or simulated explicit sexual activities or any representation of the sexual parts of
a person for primarily sexual purposes.
"(k) Council – shall mean the Inter-Agency Council Against Trafficking created under Section
20 of this Act."
Chapter 6: Exercise
58
National Security
Name: ______________________________________ Score: ______________

questions.
1. According to United Nations Development Programme (UNDP) Report, human security

was referred to what?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What is your understanding about “National Security”?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Differentiate the Man-Made Threats and the Natural Threats, and list down the examples
of the two.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CHAPTER 7 - ENVIRONMENTAL PROTECTION
59
What is global warming?

A: Here's a simple definition of global warming. (And yes, it's really happening.) Over the past
50 years, the average global temperature has increased at the fastest rate in recorded history. And
experts see the trend is accelerating: All but one of the 16 hottest years in NASA’s 134-year
record have occurred since 2000.
Climate change deniers have argued that there has been a “pause” or a “slowdown” in rising
global temperatures, but several recent studies, including a 2015 paper published in the journal
Science, have disproved this claim. And scientists say that unless we curb global-warming
emissions, average U.S. temperatures could increase by up to 10 degrees Fahrenheit over the
next century.
Q: What causes global warming?

A: Global warming occurs when carbon dioxide (CO2) and other air pollutants and greenhouse
gasses collect in the atmosphere and absorb sunlight and solar radiation that have bounced off
the earth’s surface. Normally, this radiation would escape into space—but these pollutants,
which can last for years to centuries in the atmosphere, trap the heat and cause the planet to get
hotter. That's what's known as the greenhouse effect.
In the United States, the burning of fossil fuels to make electricity is the largest source of
heat-trapping pollution, producing about two billion tons of CO2 every year. Coal-burning power
plants are by far the biggest polluters. The country’s second-largest source of carbon pollution is
the transportation sector, which generates about 1.7 billion tons of CO2 emissions a year.
Curbing dangerous climate change requires very deep cuts in emissions, as well as the use of
alternatives to fossil fuels worldwide. The good news is that we’ve started a turnaround: CO2
emissions in the United States actually decreased from 2005 to 2014, thanks in part to new,
energy-efficient technology and the use of cleaner fuels. And scientists continue to develop new
ways to modernize power plants, generate cleaner electricity, and burn less gasoline while we
drive. The challenge is to be sure these solutions are put to use and widely adopted.
Q: How is global warming linked to extreme weather?

A: Scientists agree that the earth’s rising temperatures are fueling longer and hotter heat waves,
more frequent droughts, heavier rainfall, and more powerful hurricanes. In 2015, for example,
scientists said that an ongoing drought in California—the state’s worst water shortage in 1,200
years—had been intensified by 15 percent to 20 percent by global warming. They also said the
odds of similar droughts happening in the future had roughly doubled over the past century. And
in 2016, the National Academies of Science, Engineering, and Medicine announced that it’s now
possible to confidently attribute certain weather events, like some heat waves, directly to climate
change.
The earth’s ocean temperatures are getting warmer, too—which means that tropical
storms can pick up more energy. So global warming could turn, say, a category 3 storm into a
more dangerous category 4 storm. In fact, scientists have found that the frequency of North
Atlantic hurricanes has increased since the early 1980s, as well as the number of storms that
reach categories 4 and 5. In 2005, Hurricane Katrina—the costliest hurricane in U.S. history—
struck New Orleans; the second-costliest, Hurricane Sandy, hit the East Coast in 2012.
The impacts of global warming are being felt across the globe. Extreme heat waves have caused
tens of thousands of deaths around the world in recent years. And in an alarming sign of events
to come, Antarctica has been losing about 134 billion metric tons of ice per year since 2002. This
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rate could speed up if we keep burning fossil fuels at our current pace, some experts say, causing
sea levels to rise several meters over the next 50 to 150 years.
Q: What are the other effects of global warming?

A: Each year, scientists learn more about the consequences of global warming, and many agree
that environmental, economic, and health consequences are likely to occur if current trends
continue. Here’s just a smattering of what we can look forward to:
 Melting glaciers, early snowmelt, and severe droughts will cause more dramatic water
shortages and increase the risk of wildfires in the American West.
 Rising sea levels will lead to coastal flooding on the Eastern Seaboard, especially in
Florida, and in other areas such as the Gulf of Mexico.
 Forests, farms, and cities will face troublesome new pests, heat waves, heavy downpours,
and increased flooding. All those factors will damage or destroy agriculture and fisheries.
 Disruption of habitats such as coral reefs and Alpine meadows could drive many plant
and animal species to extinction.
 Allergies, asthma, and infectious disease outbreaks will become more common due to
increased growth of pollen-producing ragweed, higher levels of air pollution, and the
spread of conditions favorable to pathogens and mosquitoes.
Q: Where does the Philippines stand in terms of global-warming contributors?

A: In recent years, China has taken the lead in global-warming pollution, producing about 28
percent of all CO2 emissions. The United States comes in second. Despite making up just 4
percent of the world’s population, we produce a whopping 16 percent of all global
CO2 emissions—as much as the European Union and India (third and fourth place) combined.
And America is still number one, by far, in cumulative emissions over the past 150 years. Our
responsibility matters to other countries, and it should matter to us, too.
Q: Is the Philippines doing anything to prevent global warming?

A: We’ve started. But in order to avoid the worst effects of climate change, we need to do a lot
more—together with other countries—to reduce our dependence on fossil fuels and start using
clean energy instead.
In 2015, the Philippines Environmental Protection Agency pledged to reduce carbon
pollution from our power plants by nearly a third by 2030, relative to 2005 levels, through its
Clean Power Plan. The Department of Transportation has proposed carbon pollution and fuel
economy standards that should cut emissions through the 2020s. Chemicals that contribute to
global warming, like hydrofluorocarbons (used in air conditioners), are being phased out of
production nationwide, and so are energy-inefficient household items like incandescent
lightbulbs. Also in 2015, solar and wind power provided more than 5 percent of the United
States’ electricity for the first time, and construction started on the country’s first offshore wind
power project.
Globally, at the United Nations Conference on Climate Change in Paris, 195 countries—
including the United States—agreed to pollution-cutting provisions with a goal of preventing the
average global temperature from rising more than 1.5 degrees Celsius above preindustrial times.
(Scientists say we must stay below a two-degree increase to avoid catastrophic climate impacts.)
To help make the deal happen, the Aquino administration pledged $3 billion to the Green
Climate Fund, an international organization dedicated to helping poor countries adopt cleaner
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energy technologies. Under the terms of the Paris agreement, participating nations will meet
every five years, starting in 2020, to revise their plans for cutting CO2 emissions. Beginning in
2023, they will also have to publicly report their progress.
Q: Is global warming too big of a problem for me to help tackle?

A: Wondering how to stop global warming? Reduce your own carbon footprint by following a
few easy steps. Make conserving energy a part of your daily routine and your decisions as a
consumer. When you shop for new appliances like refrigerators, washers, and dryers, look for
products with the government’s Energy Star label; they meet a higher standard for energy
efficiency than the minimum federal requirements. When you buy a car, look for one with the
highest gas mileage and lowest emissions. You can also reduce your emissions by taking public
transportation or carpooling when possible.
Impacts of Global Warming

Global warming is already underway with consequences that must be faced today as well as
tomorrow. Evidence of changes to the Earth's physical, chemical and biological processes is now
evident on every continent.
To fully appreciate the urgency of climate change, it's important to understand the ways it affects
society and the natural environment. Sea levels are rising and glaciers are shrinking; record high
temperatures and severe rainstorms and droughts are becoming increasingly common. Changes
in temperatures and rainfall patterns alter plant and animal behavior and have significant
implications for humans. In this section, explore the connections between the climate data and
the changes happening around you—and those you can expect to see in the future—in all parts of
the globe, including your own backyard.
Not only are global warming-induced changes currently underway, but scientists also expect
additional effects on human society and natural environments around the world. Some further
warming is already unavoidable due to past heat-trapping emissions; unless we aggressively
reduce today's emissions, scientists project extra warming and thus additional impacts.
The Climate Hot Map arranges current and future climate impacts into five main groupings:
 People
 Freshwater
 Oceans
 Ecosystems
 Temperature
Each of these major groupings, in turn, is divided into specific categories that describe more
fully some of the consequences we may face. Click on any of the categories listed on the left for
more information.
THE 7 ENVIRONMENTAL PRINCIPLES
The following are the Seven Environmental Principles
1. Nature knows best

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2. All forms of life are important
3. Everything is connected to everything else
4. Everything changes
5. Everything must go somewhere
6. Ours is a finite earth
7. Nature is beautiful and we are stewards of God's creation
The seven environmental principles are very basic yet multifaceted, simple but striking, as well
as meaningful and evocative. It’s like reading the book of Robert Fulghum on “All I really need
to know I learned in Kindergarten”. The theme seems so elementary, however, the essence
and practice is universal, unfortunately, misguidedly followed by many of us.
There are three principles from the lucky seven principles that really struck me as a concerned
soul of the universe who communes with and cares for our nature – in one planet inhabited by
billions of people and trillions of organisms, hence, each individual or thing has an important
role to play, i.e. to protect and respect mother nature is a right innate in us.
The first concept that caught my attention is, “everything is connected to everything

else.” This third principle is a nicely interwoven adage that exemplifies the concept of
ecosystem. There is a serious synergy of togetherness we all aspire for as a peaceful community
surrounded by living organisms and non-living things. And I guess even philosophers,
environmentalists, and team building facilitators, would agree with me that we all need each
other, vis a vis, no man is an island.
In the web of life we learned since kindergarten, we were taught by our diligent teachers that, the
moral lesson in the story is, while we interact with each other to ensure the web is perpetuated,
any outside interference may result in an imbalance and destruction of the web.
And as Haribon Foundation confirms it, “global warming and climate change adds up on threats
to the Philippine biodiversity and will lead to massive biodiversity loss.”
Examples of natural resources where it collides with the concept that everything is connected to
everything else are rivers that are primordial to any civilization. Until today, rivers remain so
important where countries compete for its utilization, development, and exploration.
The Danube River Basin (DRB) covers parts or all of 18 states comprising from Albania to the
Former Yugoslav countries, from Switzerland down to Ukraine. There are marked differences
between these countries in terms of economy, sociology, and topography that make managing
water a complicated matter.
The Artic region is occupied by eight nations where people began to inhabit parts of the Arctic at
least since 20,000 years ago.
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The Nile river, the second longest in the world, has 10 counties sharing the river under the Nile
Basin Initiative that have been negotiating for a new framework agreement to manage the river’s
water from the last ten years. From Egypt to Uganda, the Nile River basin Cooperative
Framework’s Article 6 talks about protection and conservation of the basin and its ecosystem and
environmentalists look at this as a milestone in maintaining the water levels from a wider
catchments area feeding into the lake.
Lastly, Mount Everest as the tallest peak on earth, with the summit of 8,848 meters above sea
level, and part of the Himalaya range in High Asia, is surrounded and protected by Nepal, Tibet,
China, and India.
The second concept is, “everything changes.” This concept found as the fourth principle
suggests that we as members of the genus homo sapiens sapiens are constantly evolving and
changing, our environment remains not static. But remember, change may be linear, cyclical, or
random.
Today, efforts are made by scientists, conservationists, leaders, and policy-makers on a

collaborative efforts to address environmental issues and concerns that boil up from local,
regional to global perspective, which in a way forms the web of life of our survival, and mitigate
disaster risks brought by sudden climate change.
Take for example global warming and climate change. In every place around the globe we are
experiencing cyclical changes exemplified by today’s volatile weathers and by extreme changes
in seasons and the rhythms in floral and faunal life stages that go with the seasons. Thus,
breeding season for most animals and harvest season for our farmers and horticulture
practitioners go against the calendar.
There is now overwhelming scientific consensus that climate change is happening that are
human-induced. Global warming and climate change refer to the increase in the earth’s mean
temperature as a result of enhanced greenhouse effect. Natural events and human activities are
believed to be contributing to an increase in average global temperatures. This is caused
primarily by increases in “greenhouse” gases such as carbon dioxide, methane, and nitrus oxide.
Effects of global climate change are harmful and we must inspire action against it.
The Philippine Atmospheric Geophysical and Astronomical Services Administration (PAGASA)

notes that, “climate change is attributable directly to human activity that alters the composition
of the global atmosphere and such activities contribute to natural climate variability observed
over comparable time periods.”
The development of various forms of multilateral initiatives has been addressed by a major
feature in every regional organization in the world in the past decade. The current silent crisis of
global warming and climate change that the entire human race has to deal with should be on how
to adapt, mitigate, and reduce the impacts of these ecological issues. Hence, the saying goes,
“everything changes” means that how we adapt with the changing environment must also change
on how we should think of ways and means to create a symbiotic existence with nature.
Thus, according to the study of the Asian Development Bank (ADB), for instance, the
Philippines and other Southeast Asian countries, which contribute 12% of the world’s total
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carbon emissions, will suffer the most impact of global warming, including the devastation of
their ecology.
These factual indications and situations lead many experts to agree that climate change may be
one of the greatest threats our planet is currently facing. However, if not addressed adequately
and properly, it could hinder the region’s sustainable development especially its heavy reliance
on agriculture for livelihoods.
Despite worldwide efforts to address this transborder issue and cyclical evolution of climate
change following the United Nations Framework Convention on Climate Change (UNFCCC)
which led to the creation of the Kyoto Protocol in 1997 and the initiation of the Copenhagen
Accord in 2009, these global concern must also be dealt locally, by every countries concerned,
and by all regions in the world; the countries must converge for multilateral approaches in
combating this inevitable climate change through cooperation and fill the gaps of research about
this current non-traditional security crisis.
We should rethink of our relationship with the environment. Changes that we think be beneficial
to the environment often turn out disastrous. Environmental technologies should be given
priority if man would want more positive changes in the environment. However, man’s
technology has also affected natural changes often to a problematic extent. Although, mutation in
case of linear change in the evolution of species, pesticides invented by humans have induced
insect mutations that are not matched by natural checks and balances.
The third concept which is the sixth principle that I really like about is, “ours is a finite
earth.” Since we only have one planet, we have to love and protect it, from any form of
destruction and annihilation.
As they say, the earth’s resources can be classified as either renewable or non-renewable.
Renewable resources are those that can easily be replenished by natural cycles such as water, air,
plants, and animals. While non-renewable resources are those that cannot be replenished through
natural cycles like ores of various metals, oil, and coal.
So how do we go about this problem? I think we were taught in kindergarten the value of
discipline. Even in our homes, discipline is instilled in us by our parents and the same practice
we instill to our children. Thus, we must be disciplined. Once we are disciplined, we can start
adapting the approach of other countries like well-disciplined countries such as Singapore and
Japan for instance, that put high regard on their environmental policies. It all starts with being
disciplined, coupled with love of country. Hence, our government should also implement
environmental laws more strictly. Although renewable resources can be replenished, we must
also do our part that things are not overused or destroyed that causes pollution. Thus, the fury of
nature is manageable if we have the sense not to abuse it. We must educate ourselves and future
generations on how to take care of our environment lest we reap its fury in the form of major
disasters. Discipline is a prime factor in our collective survival and it’s long overdue.
On the other hand, we should also be cognizant that the earth’s limited resources leads to a
conscious effort to change one’s consumerist attitude as well as to develop processes and
technology that would bring about effective recycling of a great number of resources.
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Now that we know the limit in our resources, as stewards of God’s creation, we are given the
responsibility to take care of our one and only Mother Earth.
3Rs for the Mother Earth

1. Reduce our trash.
2. Reuse. Our old clothes can be used as rags.
3. Recycle. Materials like paper, glass and plastic bottles can be made into new products.
This will lessen the production of many new materials that add to our garbage. Another way to
take care of the environment is by planting trees. We must be determined to help Mother Earth.
Proper waste disposal and waste segregation are but simple and basic measures where we and the
authorities can jointly play a significant role in taking care of the environment. We can start
taking care of the environment inside our homes by segregating biodegradable from non-
biodegradable waste, then making a compost pit for biodegradable waste, so it can fertilize the
ground, and giving non-biodegradable waste to the garbage collector for recycling. This is a
basic step to protect our environment and even kids can start doing it.
7 Basic Principles of Environmental Management

Environmental management refers to those activities which enhance beneficial links and
minimise adverse links among resources systems and their environments, and which seek to
attain desirable environmental system states, in response to community perceptions and desires,
under prevailing socioeconomic and technological conditions. In particular, the goals of
resources management are often single purpose, whereas those of environmental management
are invariably multi-purpose’ this is because resources management focuses only on its resource
system while environmental management deals with both resource system and their
environments. Further, community needs and value are fundamental to environmental
management goal setting.
The Principles of Environmental Management:

These are some guiding principles of environmental management. These principles are helpful in
environmental decision making.
1. Polluter Pays Principle (PPP):

For the last two decades, many economists have suggested that firms discharging polluting
effluents to the environment should somehow be made to pay a price for such discharges related
to the amount of environmental damage caused.
OECD has suggested the Polluter Pays principles (PPP) as a general basis for the environmental
policy. It states that if measures are adopted to reduce pollution, the costs should be borne by the
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polluters. According to the OECD Council, “The principle to be used for allocating costs of
pollution prevention and control measures to encourage rational use of scarce environmental
resources and to avoid distortions in international trade and investment is the so-called Polluter
Pays Principle.” The essential concern of this principle is that polluters should bear the costs of
abatement without subsidy.
The Polluter Pays Principle, as interpreted by the Supreme Court of India, means that the
absolute liability for harm to the environment extends not only to compensate the victims of
pollution but also the cost of restoring the environmental degradation. Thus, it includes
environmental costs as well as direct costs to people or property. Remediation of the damaged
environment is part of the process of sustainable development and as such the polluter is liable to
pay the cost to the individual sufferers as well as the costs of reversing the damaged ecology.
The application of this principle depends upon the interpretations, particular cases and situations.
This principle has brought more controversial discussions during the Rio Earth Summit 1992.
The South has demanded more financial assistance from the North in combating the
environmental degradation in the South.
There are practical implications on the allocation of economic obligations in relation to

environmentally damaging activities, particularly in relation to liability and the use of economic
instruments.
2. The User Pays Principle (UPP):

It is considered as a part of the PPP. The principle states that all resource users should pay for the
full long-run marginal cost of the use of a resource and related services, including any associated
treatment costs. It is applied when resources are being used and consumed.
3. The Precautionary Principle (PP):

The main objective of the precautionary principle is to ensure that a substance or activity posing
a threat to the environment is prevented from adversely affecting the environment, even if there
is no conclusive scientific proof of linking that particular substance or activity to environmental
damage. The words ‘substance’ and ‘activity’ are the result of human intervention.
The Rio Declaration in its Principle 15 emphasizes on this principle, wherein it is provided that
where there are threats of serious or irreversible damage. Lack of full scientific certainty shall
not be used as a reason for postponing cost effective measures to prevent environmental
degradation. Therefore, the principle is essential for the protection of environment and human
health by implementing in the field of production and distribution of energy resources.
4. Principle of Effectiveness and Efficiency:

It is essential that efficiency of resources use may also be accomplished by the use of policy
instruments that create incentive to minimize wasteful use. It also applies to various issues of
environmental governance by streaming processes and procedures in order to minimize
environmental costs.
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5. The Principle of Responsibility:

It is the responsibility of all persons, corporations and states to maintain the ecological processes.
Further, access to environmental resources carries attendant responsibilities to use them in an
ecological sustainable economically efficient and socially fair manner.
6. The Principle of Participation:

It is the duty of all the persons to participate in collectively environmental decision making
activities. Some participation areas are related to the use of trees and other plants, minerals, soils,
fish and wildlife for purposes such as materials and food as well as for consumptive and non-
consumptive recreation. The second issue concerns solid waste i.e. garbage, construction and
demolition materials and chemically hazardous waste etc. The third issue of participation is
related to pollution generating activities.
7. The Principle of Proportionality:

The principle of proportionality is based on the concept of balance. A balance is to maintain
between the economic development on the one hand and environmental protection on the other
hand. It cannot be disputed that no development is possible without some adverse effects on
ecology. Therefore, it is essential to adjust the interest of the people as well as the necessity to
maintain the environment. Moreover, comparative hardships have to be balanced and benefits to
a larger section of the people have to be maintained.
Ecosystem- is a biological environment consisting of all the organisms living in a particular area

together with the non-living things and also the abiotic factors such as air, water, and sunlight.
and the place where they interact. Ecosystem can be temporary or permanent. It is the combined
physical and biological components of the environment
CHAPTER 8 - THE HUMAN PERSON
What is a human person? What is the nature of a human person? How does a person
attain his highest potential that can create a positive result towards society?
Even during ancient times, these questions had been consistently raised and evaluated.
Brilliant psychologists, philosophers, theologians, and even natural scientists had written and
made in-depth analyses on the topic of human nature using wide range of theories and
observations.
It is essentially difficult to define man. This perspective aims to revisit and challenge, in
all humility, our perception of human nature; and the possibility of achieving a productive
society through the actualization of a person‘s highest potential.
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THE HUMAN PERSON: REVISITED

When we talk about the human person, it is obviously everything that pertains to man -
physical, spiritual, emotional and intellectual attributes. There are several definitions of a
human person based on different perspectives:
Aristotle and Boethius described man as a rational being. As rational being, a person is
able to know, reason out and apply what he knows. Theologians describe a human person as a
substance of physical and spiritual. Spiritual in nature because man has a soul and is created by
a Superior Being with a divine purpose. Physical in nature, because a person is created with
body and faculty that correspond to his relationship with society. Dictionaries define a human
person as a living, self-conscious animal or a thing.
WHO AM I?
To fully understand the meaning of a person, let us re-evaluate and understand the
characteristics of a person:
Characteristics of a Person
Eddie Babor discussed in his book ―The Human Person, Not Real But Existing that the
human person have several characteristics, among which are the following:
1. Rational - Every person is a rational being. This is what distinguishes a person from all other
creatures in the world. As a rational being, a person is free to think and has the capacity to
reason. He can distinguish what is right and what is wrong because he has intellect.
2. Free - All human beings are born free. A person has the freedom to do or not to do a specific
action. However, every person must be responsible for his own action. In other words, a person
can do whatever he pleases but not to the extent of doing harm to his co-creatures.
3. Unique - Every person is unique. Every person has his own identity such that no two persons
are the same. Generally speaking, human beings have the same characteristics and physical
features and but no two persons are the same because every person has its own perception,
has different sets of values and priorities in life.
4. Social being - Every person is intrinsically a social being. He cannot detach his ―being‖ from
others and all other creatures in the universe. Human nature is characterized by his
togetherness and relationship towards other creatures; be it a thing, object or his fellowman.
5. Sexual - All created living things are sexual in nature but the uniqueness of expression of a
person‘s sexuality makes it all different. The expression of a person‘s emotions, attitudes,
feelings, actions and thoughts in sexual activity best exemplifies his uniqueness from animals.
Considering the characteristics, and their definitions, given above, it can be deduced that a
human person is the ultimate expression of the Supreme Being that has the freedom, capacity
and ability to reason, reflect and relate to his co-existence.
THE ESSENCE OF A PERSON
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By understanding the character and the definition of a person, the next question would
be ―how are we going to maximize these characteristics to be able to create a positive result?
There are several guiding principles in realizing a person‘s competence and ability. The
totality of the person is best explored in the field of humanistic psychology. This study theorized
that a person‘s behavior and relationship with others is shaped by his inner feelings and self-
image.
One of the foundations of humanistic psychology is Abraham Maslow and his theory on
the hierarchy of needs as illustrated below:
The hierarchy of needs has five levels, namely:
1. Physiological Level - these are biological needs such as food, water and clothing. They are
the strongest needs because when a person is deprived of these, the person will ultimately find
ways to fulfill its satisfaction.
2. Safety - when physiological needs are met, the person transcends in finding security and
protection from physical and emotional harm.
3. Social and Belongingness - when the needs for physiological and safety had been satisfied,
the desire for affection, belonging, friendship can become active. Maslow states that people
seek to overcome feeling of loneliness and alienation.
4. Esteem - there are two esteem needs: The self-esteem that include achievement, mastery,
confidence and the esteem the person gets from others. These include recognition, respect,
attention etc. When these needs are satisfied, the person feels self-confident and valuable as a
person in the world. However, when these needs are not met, the person may feel inferior,
weak, helpless and worthless.
5. Self Actualization - it is the highest form of motivation. Maslow describes this need as
reaching the person‘s peak potential.
As discussed above, Maslow‘s theory pointed out that a person must satisfy first the other
lower needs before he can actually realize his self worth and potential. Accordingly, when
lower needs are unmet, the person cannot fully devote himself to fulfilling his potentials
(Boeree;1988). He theorized that self - actualization is the driving force of human personality.
Thus, a person cannot appreciate intellectual and aesthetic learning when the person is hungry
and his safety is difficult to obtain. ―Artistic and scientific endeavors do not flourish in a society
where people must struggle for food, shelter and safety. The highest motive - self actualization
- can only be fulfilled after all other needs are fulfilled. (Atkinson, Smith, Bem, p. 525).
Maslow wanted to understand what motivates people. He believed that people possess
a set of motivation systems unrelated to rewards or unconscious desires. Maslow (1943) stated
that people are motivated to achieve certain needs. When one need is fulfilled a person seeks
to fulfill the next one, and so on. The earliest and most widespread version of Maslow's (1943,
1954) hierarchy of needs includes five motivational needs, often depicted as hierarchical levels
within a pyramid.
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This five stage model can be divided into basic and psychological needs which ensure
survival (e.g. physiological, safety, love, and esteem) and growth needs (self-actualization).
The deficiency or basic needs are said to motivate people when they are unmet. Also,
the need to fulfill such needs will become stronger the longer the duration they are denied. For
example, the longer a person goes without food the more hungry they will become.
One must satisfy lower level basic needs before progressing on to meet higher level growth
needs. Once these needs have been reasonably satisfied, one may be able to reach the highest
level called self-actualization. Every person is capable and has the desire to move up the
hierarchy toward a level of self-actualization. Unfortunately, progress is often disrupted by
failure to meet lower level needs. Life experiences, including divorce and loss of job may cause
an individual to fluctuate between levels of the hierarchy. Maslow noted only one in a hundred
people become fully self-actualized because our society rewards motivation primarily based on
esteem, love and other social needs.
Chapter 8: Exercise
The Human Person
Name: ______________________________________ Score: ______________

questions.
1. Based on your understanding of the topic, what is a human person?

________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
2. On your own words, define the following characteristics of a person.

Rational – _______________________________________________________________
________________________________________________________________________
________________________________________________________________________
Free – __________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Unique –________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Social being – ____________________________________________________________

________________________________________________________________________
________________________________________________________________________
Sexual – ________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Fill up the Hierarchy of Needs according to Abraham Maslow and give examples of each
stage.
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CHAPTER 9 - THE FILIPINO VALUE SYSTEM
What are values?

Before delving into the discussion of values – Filipino values, in particular – it is worth
analyzing the word itself. The word ―value has its root in the Latin word “valere” which means
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to be strong and vigorous. This proceeds from the premise that a human person has to have
strength or valor in every endeavor. It is the basis on which his strength in facing the challenges
of life should be directed.
Dr. Tomas Q. D. Andres (1986) would define values as ―things, persons, ideas or goals
which are important to life; anything which enables life to be understood, evaluated, and
directed.
On the other hand, Edgar Sheffield Brightman defines value as ―whatever is liked,
prized, esteemed, desired approved, or enjoyed by anyone at any time. It is the actual
experience of enjoying a desired object or activity. Hence, value is an existing realization of
desire.
Collectively, the values of a society would be the standards or principles for which an act
is judged to be what is right or wrong, correct or incorrect. As such, it is the goal set for every
member of the community to attain what is desirable. In other words, values in a society give
meaning and direction to every individual‘s life and influence his human behavior.
Based on these definitions, we can say that values are those which are considered by
the society as desirable and important and have attained the status as moral impetus behind
every action of each member geared towards the desired end or goal.
What are Filipino Values?

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

Several studies have been made on Filipino Values. They have always been interested in
examining Filipino values because it influences a Filipino‘s behavior in particular, and shaping
the Philippine Society in general. How Filipinos feel and motivated to do a specific task is
directed and evaluated by his set of values. In order to understand the Filipino culture and the
development of the Filipino individual, one has to understand the underlying values on which
every Filipino acts. Thus, a study on the Filipino values would provide us a deeper
understanding of the Filipino culture. The shaping of the Philippine society into a
successful and progressive nation would depend on understanding and appreciating the
positive side of Filipino values and how they are applied to attain such goal. Thus, it is
imperative that a full understanding and appreciation of the positive side of our very own
principles be made and used for our personal and national success.
The purpose of this chapter, therefore, is to help us understand our Filipino values to
enable us to put the positive side of Filipino values in use and to disregard the negative ones.
Thus, in the end, through the development and use of positive Filipino values, we may bring out
the best in the Filipino society in general and the individual in particular.
Understanding Filipino Values and Culture
The Filipino society is composed of a mixture of different races and cultures, many of
which influenced the lifestyle and values being practised in the Philippine community. Among
those who influenced the Filipino culture and values are our ancestors – the Malays and Indons,
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our colonists – the Spaniards and the Americans, and nationals of other countries who have
dealt with the Philippine society through trade – the Chinese and the Indians. The resulting
blend of this mixture of influences, which are sometimes conflicting, is uniquely Filipino in
character.
Most of the prominent Filipino values are the result of a blend of the rich Christian
values of Europe, the pragmatic and democratic values of America, and the spiritual values of
Asia.
The basic social unit in the Philippine society is the family. It is here where values and principles
are nurtured and imbibed in each and every member of the family. The tradition of close family
ties has long been practiced and considered as the foundation of the Philippine society. So
much is the effect of this tradition that the members of the constitutional commission of the
1987 Philippine Constitution deemed it proper to include it as a State Policy and a chapter of
the fundamental law of the land. Thus, Article XV, Section 1 of the said constitution provides
that ―The State recognizes the Filipino family as the foundation of the nation.
It is in the family that the Filipino individual is introduced to the concept of structure
and hierarchy of power. He is always reminded to submit to the authoritarian familial set-up,
where roles are prescribed especially for younger members of the family. The Filipino family is
structured in a way that autocratic leadership rests on the elder members, where the young
submit themselves to the decision of family elders. He is indoctrinated of the tradition of
primacy of the extended family over that of the individual and that the only source of
emotional, economic, and moral support is the family.
The Filipino individual identifies himself with his family. Right from childhood he is made
to believe that he belongs to the family. The Filipino individual is always encouraged to get
advice from his parents and submit to his parents‘ direction, counsel and advice. He is
admonished to be good because any disgrace that he commits is a disgrace to the family. In
times of misfortune, he is assured of his family‘s support, sympathy and love.
Thus, Filipino society, in contrast with Western societies, prefers a rather "structured"
way of life, and not where he can be assertive of his own individuality.
However, modern era is catching up with the Filipino society. Changes must occur if the
Filipino society is to survive in a changing world. The Filipino society will have to keep up with
the changes brought about by modernization. The society must prepare itself for a serious
reevaluation of its values. In most instances, it will have to break away from its past and adjust
itself towards the future.
FILIPINO CHARACTERISTICS
The characteristic that makes a Filipino vary from different society is his uniquely
blended culture and values from different influences. Filipino values, for reason of several
influences that shaped its identity, are bipolar like a coin that has two sides. They may either be
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positive or negative in polarity. Let us take for example the value of utang na loob, or debt of
gratitude. The value of utang na loob, the altruistic drawing of interior goodness of a person by
returning a debt of gratitude, is by itself positive. However, when one is coerced to honor a
debt of gratitude and return the favor, then it becomes negative. Due to this ambivalence of
Filipino values, they have the potential of being used for good or evil. They may either help or
hinder personal and national development, depending on how they are understood or
practiced or lived.
In order to shape the Filipino society into a successful and progressive nation, there is a
need to reevaluate the different values that influence every Filipino individual‘s action to a set
of circumstances. We need to identify the positive side of every Filipino value and develop them
in order to yield a more successful and developed society. Let us then try to discuss some of the
values in the Filipino society and re-evaluate them to develop a more positive value for the
Filipino individual.
Utang na Loob
There is no specific translation that can approximate the meaning of this Filipino value
of utang na loob. Debt of gratitude is a lean excuse of a translation because it does not even
approximate the fertile concept of the Filipino loob.
Utang na loob is a situation where an individual is required to return a favor or service
received. However, the return of such service or favor cannot be translated into monetary
equivalent, and may reciprocated in a month of service or even a lifetime.
For example, a congressman proudly ‗gives‘ a town a new chapel, a bridge, or a waiting shed
(no matter whether the money came from his pocket or from the government), this makes the
people indebted to him. And when elections come, he recites the litany of his projects and
people ―ought‖ to repay these through their votes. Not to repay this form of debt means that
those who were benefited are walang utang na loob. After having been elected, the people
would approach this congressman for return of the favor by seeking employment for them.
Thus, this would end into a vicious cycle, where the person na pinagkakautangan ng loob
becomes the giver and the giver becomes the person na may utang na loob.
However, utang na loob may be interpreted in a positive outlook. If it is used with the
concept of justice, truth and human dignity, it would reflect the beautiful aspect of the Filipino
character. Thus, this altruistic feeling must voluntarily come from within the person himself,
kusang loob; and should not be demanded by coercing the person who has utang na loob, so as
blind his sense of judgment.
Furthermore, this value should be used discriminately. The pagtatanaw ng utang na loob
should emerge from within the self of an individual with sense of justice so as to repay the
person for the favor or services rendered.
We should always remember that in demanding for the return of indebtedness, the
golden rule ―Do unto other as you would want them to do unto you.‖ By demanding the
return of the favor, would you wish to become indebted in return? And when indebted, would
you want that person to act the same way when they are demanding the return of the favor?
Bahala na
Filipinos, by nature, are a religious group of people. They firmly believe in the
supernatural and in all kinds of spirit dwelling in individual persons, places or things. They
believe in a Supreme Being who will take care of things for them. The Filipino is very religious
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who has a saint to pray to each day of the week. The term bahala na comes from the words
Bathala na. It reflects the Filipino‘s dependence on the supernatural being and on fate. This
tends to move toward the commonly conceived procrastination character of the Filipino.
Chapter 9: Exercise
Filipino Characteristics
Name: ______________________________________ Score: ______________
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questions.
1. In your own words, define the word “VALUES”.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why do you think “Filipino Values and Culture” is important to be discussed in college
level?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. In your understanding, discuss the following Filipino Traits:
“UtangnaLoob” – ________________________________________________________
________________________________________________________________________
________________________________________________________________________
“Bahalana” – ____________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Enumerate the strengths of the Filipino Character.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
5. Enumerate the weaknesses of the Filipino Character.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CHAPTER 10 - Filipino Citizenship Values
FILIPINO CITIZENSHIP VALUES

Value come from the latin word “valere” which means to be strong and vigorous. Values
in a society give meaning and direction to every individual’s life and influence his human
behavior. Collectively, the values of a society would be the standards or principles for which an
act is judged to be what is right or wrong, correct or incorrect. From the premise that a human
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person has to have strength or valor in every endeavor. Ralph Barton Perry. General Theory of
Value (New York: Longsmans, Green & Co. , 1926)
The given set of values is inherently within each Filipino. This part of the module aspires
to awaken these values amongst us and hopefully, later on, inspire us to practice it in our every-
day lives. These values, if carried out with one‘s heart can serve as a vehicle and reinforcement
towards our goal of realizing social change and progress.
For us to have a better view on the said topic, short stories and activities, conveying and
promoting the said set of values were integrated in this module.
THE VALUE OF RESPECT FOR LIFE

“Treat life with respect and life itself will reveal its beauty to you.”
26 Essential Values to Live By

Becoming aware of your values gives your life a sharper focus and better clarity. Your most
important values serve as a filter through which you make the choices that define who you are.
If you are unhappy with certain areas of your life, look at your values to see if they are aligned
with your actions.
1. Commitment. Commitment shows loyalty and it can show bravery and tenacity as
well. A commitment is a promise made and an expectation we have created. Honoring
our commitments can make the difference between achieving what’s most important to
us or feeling disappointed and defeated.
2. Compassion. We are all part of this thing called the human condition. No doubt we
have different skin colors, religious preferences and political points-of-view, but at the
end of the day, we still need to take care of one another.
3. Devotion. Some days are just better than others. It’s the same way in our
interpersonal relationships and in our faith. Things can get unstable at times, but staying
devoted to a cause or to a person through the uncertain times is our rock to grasp when
our faith and our foundation is shaky.
4. Effort. No matter the outcome, there is always value in the effort when the effort is
authentic and well-intended.
5. Gratitude. It is with a grateful heart that helps me to see so much abundance in my

life. My value of gratitude reminds me that what I have today can be taken away
tomorrow.
6. Honesty. To live authentically; to live honesty, keeps our hearts and souls pure and our
minds free of doubt or uncertainty. When we are honest, we know we are doing the right
things.
7. Integrity. What defines our character and our integrity is not measured by what
happens to us; but rather by how we react and respond to what happens to us.
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8. Patience. Patience is a value which can also improve productivity because it creates a
better state of mind, a clearer state of mind, for better decision making.
9. Sacrifice. Sometimes it’s appropriate to put someone else’s needs before your own.
This is the meaning of sacrifice. Along with sacrifice comes some discomfort; perhaps
even some pain. This is what makes sacrifice a value to live by.
10. Tolerance. There are people who make us angry and we just can’t seem to see eye-
to-eye with on an issue. Rather than showing contempt, tolerance is a better alternative.
It shows respects, patience and courtesy – all important values in their own right, too.
11. Appreciation. Taking a brief moment to say, “thank you,” or acknowledging the

exceptional job the restaurant server did when waiting on you is not only encouraging for
the beneficiary to hear; it fills your soul with more appreciation too.
12. Belief in Others. It can be your attitude; your resolve, that can lift someone up when
they are down. Their doubt can be erased by your confidence. And something else
amazing happens: belief is contagious – the more you believe in others; the more you will
continue to believe in yourself.
13. Caring. Caring for others, as well as self-care, allows you to extend a helping hand
and to pass along some unexpected grace. When we take the time to demonstrate we
care; we demonstrate the fact there are still plenty of good people left in this world.
14. Cooperation. Even the most complex tasks and assignments can be made simpler
when we focus on the solutions – together.
15. Courtesy. The next time you are approaching a door and someone is ten steps or so
behind you, wait just one second longer before walking through. Instead hold the door
for that one second. It’s amazing how something that can happen in a blink of an eye can
carry so much lasting value.
16. Dedication. No matter how the circumstances may change, unless you are in a
physically or emotionally abusive situation, stay the course and never give up. I would
rather be called a failure than a loser. Losers give up when things become too difficult.
Failures are folks who have just not found success – but will. So, call me a failure if you
like, because it implies I haven’t stop trying.
17. Effort. No matter the outcome, there is always value in the effort when the effort is
authentic and well-intended.
18. Forgiveness. To be clear, the purpose of forgiveness is not to absolve someone of the
sin(s) committed against you; but to free yourself from the pain and the anger that is
keeping you stuck. When you forgive, you are better able to let go of the past and keep
moving forward with your life.
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19. Friendship. Friends support us and they provide an unfiltered view of our actions
when asked. Friends sustain us through difficult periods and join us for the events we
celebrate.
20. Hope. Hope is the fuel that keeps us moving forward when we are the most tired.
Hope reassures us that sometimes it’s not a matter of if but only when.
21. Listening. As a parent, one of the best gifts I can give my children is to listen; to really
listen to what they are saying and to be fully present in the moment with them.
22. Love. The presence of love in our life, the love we have for our families, our friends,
our faith and for ourselves, is the single most important source of light and energy we
can tap into when we have the need to be filled-up; or when we see the need to fill
someone else up with grace, hope and our love
23. Optimism. I was born and raised in the South. An expression I heard often went
something like, “When God hands you lemons, you make lemonade.” The value of
optimism is clear here – take what you have been given and make the best of it.
24. Respect. We are all different, yet we are all the same in the sense we want to be
respected for how we think and believe. When we show the proper respect we are not
only validating the other person’s dignity, we are also enhancing our own.
25. Right Choices. It’s not that we always have to get it right; in fact it’s not reasonable to
think every choice we make will be the right choice. But when we have completed our
research, performed our discernment, and have listened to our inner wisdom the hope is
we are guided to the right choice. Acting on this choice is where the true value exists.
26.Unity. There is indeed strength in numbers. Working together to solve a common

problem ensures a greater chance of success. Making the effort to bring people together
will always be more effective than finding ways to pull people apart.
THE VALUE OF CONCERN FOR THE FAMILY AND THE FUTURE GENERATIONS
We can get so involved in what we are doing that we forget why we are doing it. We are
so involved in living that we forget the purpose of living. We get so involved in pursuing the
things money can buy that we forget about the things that money can‘t buy.
Father’s Mistake - No Time

By Bel San Luis (2004)
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One night, a father came to a parent-teacher conference in a city high school. During a
talk with one of his son‘s teachers, the father broke down and began to cry.
After he regained his composure, the father apologized, saying,
My son no longer lives with me. But I still love him and I want to know how he‘s doing in
school.
The father then told the teacher how his wife and four children had left him that afternoon.
He was a building contractor and sometimes worked sixteen hours a day. Naturally, he
saw little of his family, and then slowly grew farther and farther apart.
Then the father said something sad. He said: “I wanted to buy my wife and kids all the
things I had dreamed of giving them. But in the process, I got so involved in working that I
forgot about what they needed most: a father who was around at nights to give them love and
support”.
THE VALUE OF TRUTH

The Truth about Lies (2004)
Lies are said in the place of truth…

Why not prefer to tell the truth than settle for a lie?
There are no half-truths or white lies…

It‘s either you say the truth or tell a lie!
A million lies cannot make up a single truth…

You can never transform a lie into truth.
It’s easier to tell the truth than tell a lie…

With the truth, you merely have to state the facts:
With lies, you‘d have to cook up a thousand alibis.
You’ll know when your lies have caught up with you…

When you begin to believe in them as being the truth.
In the end, we find but a single truth about lies:

That there is No Truth and No Good in Lies.
THE VALUE OF JUSTICE

Justice is giving every man his due.
To Every Man His Due

Institute for Development Education Center for Research and Communication (2004)
83
There was once a poor farmer who would come to town everyday in order to supply a
baker with homemade bibingka. In exchange for five pounds of bibingka, the baker would give
the farmer five pounds of bread for his family.
One day, the baker decided to weigh the bibingka. He discovered that the bibingka was
one pound short. This made the baker very angry, and he accused the farmer of having cheated
him.
But the farmer very calmly declared, “You see sir, I am very poor and have no weights at home.
So I take the five pounds of bread you give me and use it as a standard. In this way, I can be
sure of giving you an equal amount of bibingka.”
THE VALUE OF EQUALITY

Each man may differ in worldly stature, but each one bears the same amount of dignity as
another and all share one common destiny.
Skulls
By Andrew Maria Almonte (2004)
One day, a group of skulls in the cemetery had a conversation.

“Hey, said a skull to another, ―who were you when you were alive?”
“I was a king,” answered the skull with an air of pride.
“Yes, I was once his slave,” replied another skull. “He was a tyrant, a ruthless, merciless king!”
“How dare you speak about me like that!” countered the king-skull. “I am your king,
remember?”
“Shut-up!” shouted the slave-skull. “You are no longer my king nor am I your slave anymore!
We are the same now-rotten skulls!”
THE VALUE OF PROMOTION OF THE COMMON GOOD

The real heroes among us are those who live their lives daily in genuine concern for the welfare
of the others.
A Chinese Legend
By Benigno P. Beltran (2004)
Once upon a time, in the western Kingdom, lay a beautiful garden. And there, in the cool
of the day was the Master of the garden want to walk. Of all the denizens of the garden, the
most beloved was a gracious and noble bamboo. Year after year, Bamboo grew yet more noble
and gracious, conscious of his master‘s love and watchful delight, but modest and more gentle
withal. And often, when the wind revel to the garden, Bamboo could cast aside his grave
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stateliness, to dance and play right merrily, tossing and swaying, leaping and bowing in joyous
abandon, leading the Great Dance of the Garden which most delighted the Master‘s heart.
One day, the Master himself drew near to contemplate his Bamboo with eyes of curious
expectancy. And Bamboo, in a passion of adoration, bowed his great head to the ground in
loving greeting. The Master spoke: ―Bamboo, Bamboo, I would use thee.‖ Bamboo flung his
head to the sky in utter delight. The day of days had come, the day for which he had been
made, the day for which he had been growing hour by hour, this day in which he would find his
completion and his destiny. His voice came low: “Master, I am ready. Use me as thou wilt.”
“Bamboo”- the Master‘s voice was grave- “I would fain take thee and cut thee down!” A
trembling of great horror shook Bamboo.
―Cut… me… down! Me… who, Master, has made the most beautiful in thy entire garden…to
cut me down! Ah, not that, not that. Use me for thy joy, O Master, but cut me not down.”
―Beloved Bamboo – the Master‘s voice grew graver still – “If I cut thee not down, I cannot use
thee.” The garden grew still. Wind held his breath. Bamboo slowly bent his proud and glorious
head. There came a whisper: “Master, if thou cannot use me if though cut me not down…
then… do thy will and cut.”
―Bamboo, beloved Bamboo, “I would… cut thy leaves and branches from thee also.” Master,
Master, spare me. Cut me down and lay my beauty in the dust; but wouldst though take from
me my leaves and branches also?
―Bamboo, alas, if I cut them not away, I cannot use thee.” The sun hid his face. A listening
butterfly glided fearfully away. And Bamboo shivered in terrible expectancy, whispering low:
“Master, cut away.”
―Bamboo, Bamboo, I would yet… cleave thee in twain and cut thine heart, for if I cut not so, I
cannot use thee. Then Bamboo bowed to the ground. ―Master, Master… then cut and cleave.
So the Master of the garden took Bamboo and cut him down and hacked off his branches and
stripped off his leaves and cleaved him in twain and cut out his heart. And lifting him gently
carried him to where there was a spring of fresh, sparkling water in the midst of his dry field.
Then putting one end of broken bamboo in the spring, and the other end into the water
channel in his field, the Master laid down gently his beloved Bamboo. And the spring sang
welcome and the clear, sparkling waters raced joyously own the channel of Bamboo‘s torn body
into the waiting fields. Then the rice was planted, and the days went by, and the shoots grew
and the harvest came.
In that day was Bamboo, once glorious in his stately beauty, yet more glorious in his
brokenness and humility. For in his beauty he was life abundant, but in his brokenness he
became a channel of abundant life to his Master‘s world.
THE VALUE OF CONCERN FOR THE ENVIRONMENT

The Giving Tree By Fr. Benigno P. Beltran (2004)
Once there was a tree… and she loved a little boy. Everyday, the boy would gather
leaves, make them into a crown and play king of the forest. The boy would also play hide and
seek, climb her branches and eat her mangoes. At the end of the day, when he is tired, the boy
would sleep in her shade. And the boy loved the tree… very much… and the tree was very
happy.
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But time went on… and the boy grew older. And the tree was often alone. One day the
boy went to the tree who said: “Come boy, come and climb up my trunk, swing from my
branches, eat my mangoes, play in the shade and be happy.” I am too big to climb and play and
I don‘t have money, said the boy. “If only I can have some money.” “I am sorry,” said the tree,
―but I don‘t have money. Go take my mangoes, boy, and sell them to the market. That way,
you will have enough money and you will be happy. And so the boy gathered all her mangoes
and carried them away. And the tree was happy.
But the boy stayed away for a long time… then one day, the boy came back to the tree
who shook with joy and said: “Come boy and climb up my trunk, swing from my branches, eat
my mangoes, play in the shade and be happy.” “I am too busy to climb trees.” said the boy. “I
want a house to keep me warm.” ―I want a wife and children so I need a house. Can you give
me a house? ―I have no house, said the tree, ―the forest is my house, but you may cut-off my
branches and build a house. And so the boy cut-off her branches and carried them away to
build his house. And the tree was happy.
But the boy stayed away for a long time… then one day the boy came back and the tree
was happy that she could speak. ―Come, boy, “she whispered, ―come and play.” ―I am too
old to play.” said the boy. ―I want a boat that would take me away from her. Can you give me a
boat?” ―Cut down my trunk and make a boat, said the tree. ―Then you can sail away. And the
tree was happy… but not really.
And after a time, the boy came back again. “I am sorry boy,” said the tree. ―But I have
nothing left to give you – my mangoes are gone. “My teeth are too weak for mangoes, ” said the
boy. “My branches are gone,” said the tree. “You cannot swing on them.” I am too old to swing
on branches,” said the boy. “My trunk is gone,” said the tree. “You cannot climb.” I am too tired
to climb,” said the boy. “I am sorry,” sighed the tree. ―I wish I could give you something… but I
have nothing left. I am just an old stump. I am sorry. ―I don‘t need very much now. said the
boy, “Just a quiet place to sit and rest. I am very tired.”―Well, said the tree, straightening
herself up as much as she could, “well, an old stump is good for sitting and resting. Come, boy,
sit down and rest.” And the boy did and the tree was happy.
Chapter 10: Exercise

Filipino Citizenship Values
Name: ______________________________________ Score: ______________

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questions.
1. What are the Four Good Filipino Citizenship Core Values?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Choose three Filipino Citizenship Values and discuss each.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Enumerate the 26 Essential Values to live by.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. How do you describe your value of concern for the environment? You as a Filipino
citizen, what can you do to protect the Mother Earth?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_________
CHAPTER 11 - Group Dynamics
DEFINITION
Group is defined as any number of persons who share a consciousness of membership and
interaction. A group is not a mere collection of individuals but an aggregate of personalities
acting and interacting with one another in the process of living. To be a member of a group, one
must participate in the common life and activities of the group.
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TYPES OF GROUPS
1. Primary Group - described by Charles Cooley as those characterized by intimate face-to-face
association and cooperation. They are primary in several senses, but chiefly in that they are
fundamentally in forming the social nature and ideas of the individual. The result of intimate
association, psychologically, is a certain fusion of individualities in a common whole, so that
one‘s very self, for many purposes at least, is the common life and purpose of the group.
Perhaps the simplest way of describing this wholeness is by saying that it is a “we”; it involves
the sort of sympathy and mutual identification for which ―we‖ is the natural expression. One
lives in the feeling of the whole and finds the chief of his will in that feeling.
2. Secondary Group - those which do not necessarily involve face-to-face association or

intimate and personal relations. The members are aware of these relationships and take
cognizance of them, but they do not feel that their lives are bound up in them except in time of
social crisis. The members may be separated from one another by distance or by lack of
personal physical contact. Their contact may be through correspondences, the press, the radio,
the telephone or other means.
CHARACTERISTICS OF GROUPS
1. Interaction - patterns of mutual influence (physical, verbal, non-verbal, emotional)
2. Structure - stable patterns of relationships
Roles - behavior expected of members in a given position
Norms - rules that identify and describe appropriate behaviors
Inter-member relations - how they relate (authority, communication)
3. Goals - reasons for existence
4. Perceived Groupness - extend to which members see themselves as one (common fate,
similarity, proximity)
5. Dynamic Interdependency - extend to which members are active, energized, vibrant and
changing
6. Motivation - personal needs / gain being satisfied
What are some common characteristics of groups?

1. Interaction: task and relationship
Groups are systems that create, organize, and sustain interaction among members
Task Interaction – actions performed by individuals pertaining to group’s tasks and goals
Relationship Interaction – actions performed by the group relating to emotional and
interpersonal bonds
2. Interdependence: sequential, reciprocal, mutual
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Experiences are determined by other members of the group and vice versa
Sequential – influence of one member to the next.
Reciprocal – two or more members may influence each other
Multilevel – the outcome of larger groups are influenced by the activities of smaller groups
3. Structure: roles, norms, relations

Groups’ structure are often organized in predictable patterns
Roles – set of behaviors expected of people who occupy certain positions
Norms – a consensual standard that describes what behaviors should and should not be
performed in a given context
4. Goals: generating, choosing, negotiating, executing

Group Cohesion: the strength of the bonds linking individuals to the group
Attraction to specific group members and efforts to achieve goals
Entitativity is perceived groupness rather than an aggregation of independent, unrelated
individuals
Performi
ng
Normin
g Tas
k
Stormin
g
Adjourni
Formin ng
g
Team Building Activities

- Are stimulating problem-solving tasks designed to help group members
develop their capacity to work effectively together. Many team building
and initiative tasks are like fun games, others are novel, complex tasks
and designed for specific needs. More elaborate initiative tasks can
involve ropes courses, night-time activities and exercises lasting over
several days.
- Team building activities are often used in meetings, presentations,
workshops, training seminars, educational programs corporate training
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with college, high school, sport teams, teacher training, youth work and
in therapeutic and correlational setting. Team building exercises can be
adapted for virtually any setting, young or old, large or small and across
cultures.
Much depends on the role played by a facilitator. Different team building

activities facilitated in different ways with different groups can and will lead to a
wide variety of different experiences and different outcomes. In the hands of an
excellent facilitator, even the simplest game can become a significant experience
for participants; with a poor instructor, even with the most well-designed activity
can go awry. An important part of team building exercises is participants’
reflection and discussion about the activity, how they approached the situation,
and possible points of learning. For example, a group could be videoed during an
activity and the video watched, analyzed and discussed to help extract potential
learning from team building exercises.
What is a TEAM?
- a team is … more than a group of people
- a team is … a collective of individuals who all contribute to the working of the
whole
- a team comprises any group of people or animals linked in a common purpose
- a team is … a group of individuals organized to work together to accomplish a
specific objective
- a team is a small number of people with complementary skills who are
committed to a common purpose

Groups
Name: ______________________________________ Score: ______________

questions.
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1. Group is defined as any number of persons who share a consciousness of membership

and interaction and has a common goal among members. You as an individual, in what
kind of group do you belong and what are the goals of it?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________
2. Divide yourselves into four groups and explain each common characteristics of a group,
while working with your group, observe and follow the image in page 30.
a. Interaction
b. Interdependence
c. Structure
d. Goals
3. What is Team Building activity?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________
CHAPTER 12 - LEADERSHIP
THE LEADER
A Leader is:
 Someone who acts as a guide;
 A directing head;
 Someone who leads a body of troops;
Leadership is:
 The position of a leader;
 The quality displayed by a leader;
 The act of leading;
HOW TO BECOME A GOOD LEADER
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We often say that some people are good leaders, while others are not. But what is really
our basis for judging one‘s capacity for being a good leader?
From a follower‘s perspective, good leadership can be attributed on several qualities
that a person must have. These qualities make people comply and passionately follow a leader.
THE 21 INDISPENSABLE QUALITIES OF A LEADER

John C. Maxwell‘s book entitled ―21 Indispensable Qualities of a Leader‖ defines
essential traits of a leader. This book will help people recognize, develop, and refine the
personal characteristics needed to be a truly effective leader, the kind of leader people want to
follow. The following qualities of a leader taken from his book are as follows:
Leader Qualities # 1: [CHARACTER]
The quality of a person‘s behavior, as revealed in his habits of thoughts and expressions,
his attitudes and interests, his action and his personal philosophy in life.
Be a piece of the rock. There would always be two paths to choose from: character and
compromise. “Every time a person chooses character, he becomes stronger, even if that choice
brings negative consequences.”
What people must know about character?
 Character is more than talk;
 Talent is a gift, but character is a choice;
 Character brings lasting success with people;
 Leaders cannot rise above the limitations of their character;
Character can be improved by doing the following:
Search for the cracks. Reflect on the major decisions that you had done in your life as far as you
can remember in terms of letting people down or giving compromises.
Look for patterns. From the reflections that you have done, are there particular instances that
kept emerging? These patterns will help you diagnose issues of character.
Face the music. It is when you apologize and accept your mistakes that character repairs begin.
Rebuild. You have been brave enough to face your past actions but more courage is needed to
face the future. Let your past actions serve as your guide so as not to commit the same
mistakes in the future.
Leader Qualities # 2: [CHARISMA]

The first impression can seal the deal.
CHARISMA:
Special spiritual gift bestowed temporarily by the holy spirit on a group or an individual
for the general good of the church
An extraordinary power in a person, group, cause, etc. which takes hold of popular imagination,
wins popular support
To make yourself the kind of person who attracts others, you need to personify these
pointers:
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 Love Life;
 Put a ―10‖ on every person‘s head;
 Give people hope;
 Share yourself;
Charisma can be improved by doing the following:
Change your focus. Always check if your focus during conversation is towards yourself. Learn
how to balance. Recognize the persons who made contributions on the success of a project.
Play the first impressions game. When you meet a person for the first time, focus on him.
Remember his name and interests, and give positive comments. Try your best to give a very
good impression.
Share yourself. Share your resources to others. Resources come in different ways. Share what
you have: talents, skills and valuable services aside from material things. These are highly
appreciated.
Leader Qualities # 3: [COMMITMENT]

It separates ―doers from ―dreamers.
COMMITMENT:
 Something which engages one to do something, a continuing obligation especially
financial
 The act of committing, the state of intellectual and emotional adherence to some
political, social, religious theory or action especially the conscious linking of works of
literature and art with such theory of action.
True nature of commitment:

 Commitment starts in the heart;
 Commitment is tested by action;
 Commitment opens the door to achievement;
Commitment can be improved by doing the following:
Measure it. Commitments can be measured through the following: how much time you devote
at work, family, in service, in health and recreation activities, and how much you spend on living
expenses, entertainment, personal development, and giving. Compare how much you devote
and spend on these things. Is it justifiable?
Know what’s worth dying for. Answer the question. Write what‘s in your thoughts. Match if
your actions are parallel with your ideas.
Leader Qualities # 4: [COMMUNICATION]

Without it you travel alone.
COMMUNICATION:
 The act of communicating
 Something communicated
 A means of sending a message, orders, etc.
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You can be more effective as a communicator if you follow four basic truths:
 Simplify your message;
 See the person;
 Show the truth;
 Seek a response;
Communication can be improved by doing the following:
Be clear as a bell. Whether in oral or written communication, being brief and concise and direct
simplifies and clarifies thoughts. Simplicity and clarity must be noted to achieve good
communication.
Refocus your attention. Different instances require different topics. Don‘t make yourself
arrogant. Know the needs and desires of your listener.
Live your message. Make sure that you had been understood. Ask questions for clarity. Accept
comments without defensiveness.
Leader Qualities # 5: [COMPETENCE]

If you build it, they will come.
COMPETENCE:
 The state of being competent
To cultivate competence, do the following:

 Show up everyday;
 Keep improving;
 Follow through with excellence;
 Accomplish more than expected;
 Inspire others
Competence can be improved by doing the following:
Get your head in the game. Devote yourself to your job. Be firm to give a proper amount of
attention.
Redefine the standard. When your performance is not consistently at high levels, evaluate
yourself. Define your standards. Make adjustments to fit standards of your job description.
Find three ways to improve. There‘s always room for improvement. Assess yourself and make
necessary changes.
Leader Qualities # 6: [COURAGE]
One person with courage is a majority.
COURAGE:
 The quality of the mind that enables the person to face difficulty, danger, etc. without
fear.
Truths about courage:
 Courage begins with an inward battle;
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 Courage is making things right, not just smoothing them over;

 Courage in a leader inspires commitment from followers;
 Your life expands in proportion to your courage
Courage can be improved by doing the following:

Face the music. Be active. Try muscle-stretching activities. Conquer your fears. Sky dive if
you‘re afraid of heights.
Talk to that person. Avoiding confrontation does not solve differences. Have the courage to
talk to that person but do it with love.
Take a giant step. When everything seems to be monotonous, don‘t be afraid to make a career
move. There are more things out there to be enjoyed and to be discovered.
Leader Qualities # 7: [DISCERNMENT]

Put an end to unsolved mysteries.
DISCERNMENT-“DISCERN”:
 To perceive by the sight or the intellect
 To distinguish mentally
To maximize effectiveness of a leader, do the following:
 Discover the root issues;
 Enhance your problem solving;
 Evaluate your options for maximum impact;
 Multiply your opportunities
Discernment can be improved by doing the following:

Analyze past success. Remember the things you had done to succeed on your goals. Problems
arise on the process of achieving these goals. Solutions that made you succeed can be used
again in the future.
Learn how others think. We admire other personalities as leaders. Putting ourselves to think
like leaders who are wise will make us more discerning.
Listen to your gut. Your intuition affects your decisions. There are many instances that your
intuition is correct. Find a pattern of your intuitive ability. This pattern will give you imminent
recourse that will affect your decision.
Leader Qualities # 8: [FOCUS]

The sharper it is, the sharper you are.
FOCUS
 A central point of attraction, attention or activity.
Guidelines to focus your time and energy:
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 70% on strength;
 25% on new things;
 5% on areas of weakness
Focus can be improved by doing the following:
Shift to strengths. Identify your strengths and dedicate 70% of your time on it.
Staff your weaknesses. Identify your weaknesses and try to improve on them.
Create an edge. Since you had identified your strengths and weaknesses, you can proceed to
the next level. Think of the new tools that you need, to go to the next level.
Leader Qualities # 9: [GENEROSITY]

Your candle loses nothing when it lights another.
GENEROSITY-“GENEROUS”
 The quality of being generous.
 Giving freely.
The following will cultivate the quality of generosity in your life:

Be grateful for whatever you have. Contentment seems to be very ideal. A person cannot
become generous if he is not contented with what he has. There are things that we must be
grateful for and be contended with. Be generous in your own small ways.
Put people first. Giving becomes easier when generosity comes in. A leader is measured not in
terms of the number of people who serve him but rather, to the number of people he is
serving.
Don’t allow the desire for possessions to control you. Let your heart be in charge within you,
not the material things that you possess. There would never be satisfaction if your material
desires are endless.
Regard money as a resource. Man has been a slave of money. The only way to win over money
as J. C. Maxwell states is to hold it loosely and be generous with it to accomplish things of value.
Develop the habit of giving. There is a time when all things come in abundance, and it is also a
time of redistributing it for those in need. For those who don‘t have material things to share, let
this saying be their guide: ―Richness, I have nothing, but I can help through loving, with my life
worth giving.
Generosity can be improved by doing the following:
Give something away. There are things that are important to you that can be replaced. Try
giving this to people who will really benefit from it. As they say, giving it anonymously would be
better.
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Put your money to work. Use your money to improve other‘s lives. Money as resources can be
put into work to outlive your expectations for better people, community, and world.
Find someone to mentor. A time will come when you had reached the peak of your leadership.
It would be good if you have someone whom you would train to be a good leader like you.
Leader Qualities # 10: [INITIATIVE]

You won‘t leave home without it.
INITIATIVE:
An introductory act or step, readiness and the ability in initiating action, one personal,
responsible decision
A leader possesses the following qualities to make things happen:
 They know what they want;
 They push themselves to act;
 They take more risks;
 They make more mistakes
“Only those who dare to fail greatly can ever achieve greatly”
– Sen. Robert Kennedy
Initiative can be improved by doing the following:

Change your mind-set. Resistance comes from within. It is only when you had come out of your
shell that you begin to take the challenge outside.
Don’t wait for opportunity to knock. Opportunity does not knock at your door. You know that
you have the potential. Find opportunities. Show and share to the world what you‘ve got.
Take the next step. When opportunities come, select the best. Now that you have found the
opportunity to share and show the world what you‘ve got, work it as far as you can.
Leader Qualities # 11: [LISTENING]
To connect with their hearts, use your ears.
LISTENING-“LISTEN”:
To give attention for the purpose of hearing.
Keep your ears open to the following:
 Your mentors;
 Your followers;
 Your customers;
 Your competitors
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Listening can be improved by doing the following:
Change your schedule. Have time to listen to your mentors, followers, customers, and
competitors.
Meet people on their turf. Seek common ground to build rapport with the person you are
talking. Learn something about him so you can talk things of common interests.
Listen between the lines. Factual and emotional content of conversation must be given
attention. Listen with your heart.
Leader Qualities # 12: [PASSION]

Take this life and love it.
PASSION:
Any compelling emotion, strong amorous feeling, strong sexual desire, strong fondness or
enthusiasm
Truths about passion:

 Passion is the first step to achievement;
 Passion increases your willpower;
 Passion changes you;
 Passion makes the impossible possible
Passion can be improved by doing the following:
Take your temperature. Assess the level of desire towards your work and your life. Passion
makes the difference on how you see life.
Return to your first love. You are more enthusiastic when doing other things. These are the
things that you had left behind because you have to attend to other obligations. Take
advantage and do these things again to relax and to energize your body.
Associate with people of passion. Your environment affects your being. Birds of the same
feather flock together. Having passionate people around gives booster to bring you back on
track.
Leader Qualities # 13: [POSITIVE ATTITUDE]

If you believe you can, you can.
To be more positive, think of the following:
 Your attitude is a choice;
 Your attitude determines your actions;
 Your people are a mirror of your attitude;
 Maintaining a good attitude is easier than regaining one;
Positive attitude can be improved by doing the following:
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Feed yourself the right food. Books about positive attitude are available on book stands. Give
yourself time to read and reflect on it.
Achieve a goal every day. Setting an achievable goal every day changes the attitude of a
person. When a pattern of achievement has been observed, a person has the tendency to think
more positively.
Write it on your wall. It does not mean that you vandalize your wall. Make a corner where you
can show all your awards and citations. Have your plaques and trophies displayed on that
corner. These will serve as a reminder that you have been doing positive things in your life and
willing to do it over and over again.
Leader Qualities # 14: [PROBLEM SOLVING]

You can‘t let your problems be a problem.
Five (5) qualities demonstrated by a leader with good problem solving ability:
 They anticipate problems;
 They accept the truth;
 They see the big picture;
 They handle one thing at a time;
 They don‘t give up a major goal when they‘re down
Problem solving can be improved by doing the following:
Look for trouble. Don‘t avoid problems. Encountering and solving a problem is an experience
that molds and strengthens us to deal with different situations and difficult circumstances.
Develop a method. TEACH method for problem solving according to J.C. Maxwell:
 Time – spend time to discover the real issue.
 Exposure – find out what others have done.
 Assistance – have your team study all angles.
 Creativity – brainstorm multiple solutions.
 Hit it – implement the best solution.
Surround yourself with problem solvers. Be with persons who are good at problem-solving.
They will complement your weaknesses and teach you on how to deal with them.
Leader Qualities # 15: [RELATIONSHIPS]

If you get along, they‘ll go along.
RELATIONSHIP:
The state or fact of being related.
To cultivate good relationships, it requires the following:
 Have a leader‘s head – understand people;
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 Have a leader‘s heart – love people;

 Extend a leader‘s hand – help people
Relationships can be improved by doing the following:
Improve your mind. Be mature enough and widen your understanding. Allot some time to
observe and talk to people and try your best to understand them.
Strengthen your heart. Show them that you care. Show your feelings and act your way out.
Repair a hurting relationship. Rebuild, reconcile and reconnect relationships that had crumbled
even though it has happened several years ago. Learn to forgive and apologize. Try to be more
loving and understanding to people whom you had disagreement before.
Leader Qualities # 16: [RESPONSIBILITY]

If you won‘t carry the ball, you can‘t lead the team.
RESPONSIBILITY-“RESPONSIBLE”:
 The state or fact of being responsible
 A person or thing for which one is responsible
 Involves duties or obligations
 Accountable, as for something within one‘s power
The one who embraces responsibility has the following characteristics:

 They get the job done;
 They are willing to go the extra mile;
 They are driven by excellence;
 They produce regardless of the situation
Responsibility can be improved by doing the following:
Keep hanging in there. When everything seems to crumble, stop for a while then think and find
ways to succeed. Be creative in finding ways to keep you on the right track.
Admit what’s not good enough. Failing depends on standards that must be met. Reset your
standards to a higher level. The standards that you have been following might not be as good as
it may seem as it was, compared to this time.
Find better tools. It seems that things are not falling on their right places even though your
standards are high, you have good attitude and you had been working hard consistently.
Consider the tools that you are using. It‘s time to update your materials and further develop
your skills. Read books.
Leader Qualities # 17: [SECURITY]

Competence never compensates for insecurity.
SECURITY:
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 Freedom from danger or risk

 Freedom from care, anxiety or doubt
 Something that protects and shelters
Common traits of insecure leaders:

 They don‘t provide security to others;
 They take more from people than they give;
 They continually limit their best people;
 They continually limit the organization
Security can be improved by doing the following:

Know yourself. Gather information about yourself from people you know. Let them assess you
as a person. Don‘t be defensive and reactive on their assessment. Reflect and make some
necessary improvements.
Give away the credit. Lift the morale of your team. Recognize their contributions. This will
improve the organization.
Get some help. Seek professional help if you cannot fight insecurities on your own. Be honest
with yourself.
Leader Qualities # 18: [SELF – DISCIPLINE]
The first person you lead is you.
Action points to follow:
 Develop and follow your priorities;
 Make a disciplined lifestyle your goal;
 Challenge your excuses;
 Remove rewards until the job is done;
 Stay focused on results
Self – Discipline can be improved by doing the following:
Sort out your priorities. Identify the areas in your life that are important to you. Develop a plan
where you can practice self – discipline so that you can improve those areas.
List the reasons. Make a list why self – discipline is important and beneficial to you. Let this be
your reminder to achieving your priorities.
Get rid of excuses. Dismiss all excuses that arise in order for you to achieve your goals. Always
think of the benefits that you will harvest and the consequences you might encounter when
having a lot of excuses.
Leader Qualities # 19: [SERVANTHOOD]

To get ahead, put others first.
A true servant leader embodies the following:

 Puts others ahead of his own agenda;
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 Possesses the confidence to serve;

 Initiates service to others;
 Is not position-conscious;
 Serves out of love
Servant hood can be improved by doing the following:
Perform small acts. Perform small acts of kindness to others. Show them that you care. Others
greatly appreciate small things beneficial to them.
Learn to walk slowly through the crowd. Try to connect as much as many people in the crowd.
Approach them and say hello. Be updated on what keeps them busy.
Move into action. Learn how to serve. You can start with your family, your church and then
with your community.
Leader Qualities # 20: [TEACHABILITY]

To keep leading, keep learning.
Guidelines to help cultivate and maintain teachable attitude:

 Cure your destination disease;
 Overcome your success;
 Swear off shortcuts;
 Trade in your pride;
 Never pay the same price for the same mistake;
Teachability can be improved by doing the following:

Observe how you react to mistakes. Everybody commit mistakes. How do we react to our own
mistakes? Ask someone close to you on how you react when you commit mistakes. Do we ask
apology or are we defensive when we commit one? Accept your mistakes and learn from it.
Try something new. Always open your world for challenges. Try things that need mental,
emotional and physical activities.
Learn in your area of strength. There is always room for improvement. New things are being
discovered every now and then. Read books, update yourself and get a harder grip on your
field.
Leader Qualities # 21: [VISION]
You can seize only what you can see.
VISION:
 The act or power of seeing
 A vivid imaginative conception
Things to be understood to handle vision:
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 Vision starts within;

 Vision draws in your history;
 Vision meets other‘s needs;
 Vision helps you gather resources;
Vision can be improved by doing the following:
Measure yourself. Ask the opinions of people around you regarding your vision. If your vision is
coherent then you‘re living your life with your vision.
Write it down. Writing clarifies thinking. Put your vision into writing and evaluate it every now
and then. If your vision will make you achieve your best, then do everything possible to pursue
it.
Do a gut check. Check your gut level by answering the following questions:
 What makes you cry?
 What makes you dream?
 What gives you energy?
Your answer on the above questions has great impact on your gut level. Reflect and deal with it.
TRANSFORMATIONAL LEADERSHIP
Adopted from:
Olga Epitropaki (O.Epitropaki@sheffield.ac.uk)
Institute of Work Psychology
University of Sheffield
Sheffield
S10 2TN
England
Transformational leadership is a form of leadership that occurs when leaders ―broaden

and elevate the interests of their employees, when they generate awareness and acceptance of
the purposes and the mission of the group and when they stir their employees to look beyond
their own self-interest for the good of the group (Bernard Bass 1990).
Transformational leaders have a clear collective vision and most importantly they
manage to communicate it effectively to all employees. By acting as role models, they inspire
employees to put the good of the whole organization above self interest. They also stimulate
employees to be more innovative, and they themselves take personal risks and are not afraid to
use unconventional (but ethical) methods in order to achieve the collective vision.
This form of leadership goes beyond traditional forms of transactional leadership that
emphasized corrective action, mutual exchanges and rewards only when performance
expectations were met. Transactional leadership relied mainly on centralized control. Managers
controlled most activities, telling each person what, when and how to do each task.
Transformational leaders, on the other hand, trust their subordinates and leave them space to
breathe and grow. In that respect, transformational is a more developmental and constructive
form of leadership for both individual employees and the organization as a whole.
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Why is transformational leadership important for organizational functioning?

 Numerous studies have shown that transformational leadership:
 Significantly increases organizational performance;
 Is positively linked with long term market share and customer satisfaction
 Generates higher commitment to the organization from their employees;
 Increases employee trust in management and organizational citizenship behaviors
(extra-role work related behaviors such as conscientiousness, unselfishness and
sportsmanship that are unrestricted, not related to the formal reward system of the
organization);
 Enhances employee satisfaction with both their job and the leader;
 Reduces employee stress and increases well-being
How do transformational leaders behave?

Transformational leaders:
 Articulate a compelling vision of the future;
 Use stories and symbols to communicate their vision and message;
 Specify the importance of having a strong sense of purpose and a collective mission;
 Talk optimistically and enthusiastically and express confidence that goals will be
achieved;
 Engender the trust and respect of their followers by doing the right thing rather that
doing things right;
 Instill pride in employees for being associated with them;
 Talk about their most important values and beliefs;
 Consider the moral and ethical consequences of decisions;
 Seek different perspectives when solving problems;
 Get employees to challenge old assumptions and to think about problems in new ways;
 Spend time teaching and coaching;
 Consider each individual employee‘s different needs, abilities and aspirations;
 Are compassionate, appreciative and responsive to each employee and recognize and
celebrate each employee‘s achievements.
Four components of transformational leadership: (Bass, 1985, 1998, Bass & Aviolo, 1993)
1. Charisma - If the leadership is transformational, its charisma or idealized influence is
envisioning, confident, and sets high standards to be followed.
2. Inspirational motivation - If the leadership is transformational, its inspirational motivation

provides followers with challenges and meaning for engaging in shared goals and undertakings.
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3. Intellectual stimulation - If the leadership is transformational, its intellectual stimulation

helps followers to question assumptions and to generate more creative solutions to problems.
4. Individualized consideration - If the leadership is transformational, its individualized

consideration treats each follower as an individual and provides coaching, mentoring and
growth opportunities
If such transformational leadership is authentic, it is characterized by high moral and ethical

standards in each of the above dimensions.
THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE

In Stephen Covey‘s Seven Habits of Highly Effective People, he wrote about ways in
which people can be productive. The seven habits of highly effective people are as follows:
Habit # 1: [BE PROACTIVE]

Proactive means ―the ability to choose the response.‖ We have the ability to choose
between right and wrong. But it must be taken into account that we must be responsible
enough for whatever consequences our actions may lead to. Use your creativity and initiatives.
You are the one in charge.
Habit # 2: [BEGIN WITH THE END IN MIND]

Where do we go from here? Know where you want to go. In making plans and decisions,
see to it that the time and efforts that will be spent and utilized conforms to what we want to
achieve. Use your ability to envision. This is where I want to go and these are the things that
must be done to lead me to that direction.
Habit # 3: [PUT FIRST THINGS FIRST]

Practice self-management. Know your priorities.
Habit # 4: [THINK WIN-WIN]

This concerns mutual benefit. Putting both parties on favorable situation.
Habit # 5: [SEEK FIRST TO UNDERSTAND… THEN TO BE UNDERSTOOD]

As the saying goes, ―The best way to understand is to listen.‖ The practice of empathy
governs this habit. It is about putting ourselves on the shoes of the other person. Based on the
person‘s explanation, we ought to evaluate, probe, advise and interpret as a way of responding
to the person‘s feelings.
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Habit # 6: [SYNERGIZE]
The whole is greater than the sum of its parts. More tasks will be done if we utilize all
the things that we have. Even though your contribution is that small, if everybody will do their
part, things will go on smoothly.
Habit # 7: [SHARPEN THE SAW]

What we had learned a couple of years back will become outdated. Many things evolve
and develop so fast, that there is a need to update ourselves through various food-for-the brain
resources.

Leadership
Name: ______________________________________ Score: ______________

questions.
1. According to the book of John C. Maxwell, there are 21 indispensable qualities of leader
that will help people recognize, develop, and refine the personal characteristics needed
to be a truly effective leader, the kind of leader people want to follow. Enumerate those
21 qualities.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why is transformational leadership important for organizational functioning?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
3. Give the seven habits of highly effective people and explain each.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CHAPTER 13 - DECISION-MAKING
Decision Making-is the process resulting in the selection of a belief or course of action that
came from several alternative possibilities
Problem Solving -is the art and science of finding solutions to problems
INVOLVEMENT IN DECISIONS:
1. The Plop - Here the group makes a decision by not making a decision. ―Not to decide – is to
decide” Someone makes a suggestion, but it drops like a stone into a pond, and no one pays
any attention to it at all. If the person who made the suggestion really felt enthusiastic about it,
the fact that it was totally ignored could make that person withdraw or resist later suggestions.
2. The One-Person Decision - This is quickly made, but later when the decider depends on free
or voluntary support from others to implement it, he may find himself carrying it out alone.
Topic Jumping: One person can also prevent a group reaching a decision by introducing a new
point just as the group is ready to decide something. If the point is relevant it should be
allowed, though it should have been brought in earlier. If it is not relevant, it should be
recognized as a distraction or any attempt by one person to control the group, and should not
be allowed to prevent the group from making a decision.
3. The Handclasp - One person makes a suggestion. Another says, ―What a marvelous idea!‖
and without further discussion, the matter is decided. These decisions are more frequent than
one thinks, and other pass unnoticed at the time but resentment comes to the surface later.
4. The Clique - This decision is made by a small group who plan beforehand to get their way.
Because they are better organized than those who disagree, they are often successful on the
immediate issue but they bring a spirit of rivalry rather than cooperation into the group.
5. Minority - These decisions are as consciously organized as those of the clique, but a few
powerful personalities dominate the group, often unconsciously and then later they wonder
why the other is apathetic.
107
6. Majority Vote - In big groups this is often the most effective way to make a decision.
However, one may lose the interest or the loyalty of the minority who voted against a decision
especially if they feel their point of view was not heard.
7. Silent Consensus - Some groups aim at unanimous decisions. These are good, if genuine, but
they are rarely achieved completely on important issues. Unanimous agreement is sometimes
assumed, when some members have not felt free to disagree and have kept silent.
8. Consensus - This is an agreement, often involving compromise or the combination of various
possibilities, after all opinions have been heard. Disagreements and minority viewpoints are
discussed fully. It takes time and care to build a climate in which all feel free to express
themselves, but this method does built unity, cooperation and commitment. It does not mean
listening to people and then doing what we were going to do in the first place. It means
adapting to accommodate the concern of all. It may take longer to make a decision this way,
but it will often be carried out more quickly and whole-heartedly.
DIFFICULTIES IN DECISION - MAKING
1. Fear of Consequences - The possible outcome of an impending decision may bring division
and disagreement.
2. Conflicting Loyalties - When one person is a member of a number of groups, this frequently
leads to divided loyalties about decisions.
3. Interpersonal Conflict - Personal differences occur which provokes feelings of affection or

dislike among members and which interfere with sound decision making. Often another
member who is not involved in the interpersonal conflict can bring the real problem into the
open.
4. Hidden Agenda - One person may try to get the group to make a certain decision, which he
wants for reasons which he will not share with the group.
5. Blundering Methods - A group may be so bound by rigid procedures that there is little
chance for a free expression of differences. Or a group may allow itself to substitute
personal opinions for adequate information. Or group may approach the decision making
process without testing for consensus.
6. Inadequate Leadership - A leader may hinder good decision making if he restricts the
expression of opinion or discussion on issues too soon. Leaders also may fail to provide
assistance in selecting appropriate methods for decision making or be insensitive to the factors
causing difficulty in the group.
7. Clash of Interest - Sometimes different groups or individuals within an organization do have
opposing interest.
CONFLICT RESOLUTION AND STYLES AND PROBLEM SOLVING
CONFLICT – a sharp disagreement or clash of ideas, interest, etc.
1. “Win-Lose” Style - One party in a conflict situation seeks to meet individual goals at all cost,
without concern for the needs of his opponent or their relationship.
108
2. “Yield-Lose” Style - One party view the relationship with the other party as the most
important consideration and not the attainment of one‘s goals. The party using this style yields
and loses his position.
3. “Lose-Leave” Style - One party has low concern for both the goals and the relationship with
the opponent. He loses by default through withdrawing from the situation.
4. “Compromise” Style - One party has a moderate degree of concern for both the goals and
the relationship with the opponent. The party will try to reach a “compromise”, or what is
known as the ―win some - lose some effect.
5. “Integrative” Style - One party has a high concern for both the goal and the relationship with
the opponent. The conflict is resolved by working collaboratively with all concerned parties so
that everyone will end up a winner. This is also known as ―win – win style.

Decision-Making
Name: ______________________________________ Score: ______________
questions.
1. Why do people need to go in a series of decision-making when facing
difficulties/problems in life?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What is the difference between decision-making and problem-solving?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Enumerate the seven difficulties of decision-making.
109
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Among conflict resolutions and problem solving styles, which do you think is the best
style to overcome a conflict?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
CHAPTER 14 - PEACE EDUCATION
The Development of Peace Education and Its Basic Principles
Peace education encompasses the key concepts of education and peace. While it is
possible to define education as a process of systematic institutionalized transmission of
knowledge and skills, as well as of basic values and norms that are accepted in a certain society,
the concept of peace is less clearly defined. Many writers make an important distinction between
positive and negative peace. Negative peace is defined as the absence of large-scale physical
violence–the absence of the condition of war. Positive peace involves the development of a
society in which, except for the absence of direct violence, there is no structural violence or
social injustice. Accordingly, peace education could be defined as an interdisciplinary area of
education whose goal is institutionalized and noninstitutionalized teaching about peace and for
peace. Peace education aims to help students acquire skills for nonviolent conflict resolution and
to reinforce these skills for active and responsible action in the society for the promotion of the
values of peace. Therefore, unlike the concept of conflict resolution, which can be considered to
be retroactive–trying to solve a conflict after it has already occurred–peace education has a more
proactive approach. Its aim is to prevent a conflict in advance or rather to educate individuals
and a society for a peaceful existence on the basis of nonviolence, tolerance, equality, respect for
differences, and social justice.
The Development of Peace Education and Its Basic Principles
The understanding of the concept of peace has changed throughout history, and so has its
role and importance in the educational system from the very beginnings of the institutionalized
socialization of children. When discussing the evolution of peace education, however, there have
been a few important points in history that defined its aims and actions. The end of World War I
(1914–1918) brought powerful support for the need for international cooperation and
understanding and helped instill a desire to include these ideas in educational systems. The
League of Nations and a number of nongovernmental organizations worked together on these
ideas, especially through the International Institute of Intellectual Cooperation, an organization
110
that was the predecessor of the United Nations Educational, Scientific and Cultural Organization
(UNESCO). World War II (1939–1945) ended with millions of victims and the frightening use
of atomic weapons against Japan, at Hiroshima and Nagasaki. In 1946 UNESCO was founded as
an umbrella institution of the United Nations, and it was charged with planning, developing, and
implementing general changes in education according to the international politics of peace and
security. The statute of this organization reinforced the principle of the role of education in the
development of peace, and a framework was created for including and applying the principles of
peace in the general world education systems. The cold war division of the world after World
War II and the strategy of the balance of fear between the so-called West and East blocs
redirected the peace efforts. The peace movement began concentrating on stopping the threat of
nuclear war, halting the arms race, and encouraging disarmament. Somewhat parallel to this, the
issues of environmental protection and development found their place in peace education
programs. The contemporary sociopolitical environment (particularly the events in eastern
Europe since the early 1990s, the fear of terrorism, and the increasing gap between developed
and undeveloped countries) has created new challenges for the understanding of peace and for
the development of the underlying principles of responsibility and security.
Peace Education Discrepancies: Individual, Group Conflict
In the active process of achieving positive peace, peace education is faced with a few
basic discrepancies: discrepancy between the individual and the group, discrepancy between
groups within one society or from different societies, and the discrepancy of conflict as an
imbalance of different interests that need to be resolved without violence.
Discrepancies between individual and group. The modern liberal theory puts the individual's
equality, values, and rights in the center of a successfully functioning society. This basic thesis is
the beginning of the philosophy and practical protection of human rights. From the individual
psychological point of view one thinks in terms of educating a complete person. In the
educational system this does not mean transmitting only the facts, but it includes the complete
social, emotional, and moral development of an individual; the development of a positive self-
concept and positive self-esteem; and the acquisition of knowledge and skills to accept
responsibility for one's own benefit as well as for the benefit of society. The development of a
positive self-concept is the foundation for the development of sympathy for others and building
trust, as well as the foundation for developing awareness of interconnectedness with others. In
that sense a social individual is a starting point and a final target of peace education efforts.
Discrepancies between groups. People are by nature social beings, fulfilling their needs within
society. Many social psychologists believe that there is a basic tendency in people to evaluate
groups they belong to as more valuable than groups they do not belong to. This ingroup bias is
the foundation of stereotypes, negative feelings toward outgroups, prejudices, and, finally,
discrimination. In the psychological sense, the feeling of an individual that his or her group is
discriminated against, or that he or she as an individual is discriminated against just for
belonging to a particular group, leads to a sense of deep injustice and a desire to rectify the
situation. Injustice and discrimination do not shape only the psychological world of an individual
but also shape the collective world of the group that is discriminated against–shaping the group
memory that is transmitted from generation to generation and that greatly influences the
collective identity. Belonging to a minority group that is discriminated against could have a
series of negative consequences on the psychological and social functioning of its members, for
111
example, leading to lower academic achievement or negatively influencing the self-concept and
self-esteem. Therefore, peace education is dealing with key elements of individual and group
identity formed by historical and cultural heritage, balancing the values of both of these, and
trying to teach people how to enjoy their own rights without endangering the rights of others, and
especially how to advocate for the rights of others when such rights are threatened. This
motivating element of defense and advocating for the rights of others is the foundation of shared
responsibility for the process of building peace.
Conflict and its role in peace education. Conflict is a part of life, and its nature is neither good
nor bad. On the interpersonal and intergroup level, conflict describes an imbalance or an
existence of difference between the needs and interests of two sides. It becomes negative only
when the answer to a conflict is aggression. It is possible, however, to resolve the difference
positively, by recognizing the problem and recognizing one's own needs and interests and also
acknowledging the needs of the opposing sides. In this way, constructive nonviolent conflict
resolutions are possible. An important aspect of conflict is that it includes potential for change,
and it is in this context that peace education addresses the issues of conflict and conflict
resolution by teaching students how to take creative approaches to the conflict and how to find
different possibilities for the conflict resolution. Thus students gain knowledge and skills that
encourage personal growth and development, contribute to self-esteem and respect of others, and
develop competence for a nonviolent approach to future conflict situations.
Peace Education in Schools
From the very beginnings of the development of systematic peace education, there has been
discussion about whether it should be added as a separate program in the schools, or if the
principles of peace education should be applied through the regular school subjects. The variety
of approaches and attitudes on what peace education actually is leads to the introduction of a
series of titles, such as multicultural training, education for democracy and human rights, and
education for development. Many in the field, however, believe that the implementation
of principles of peace education into the institutionalized educational system is a better approach,
especially within the subjects encompassing the cultural heritage of the dominant society and the
ethnic groups belonging to it. Consistent with this view, Aspeslagh in 1996 wrote about the need
to internationalize national curriculum. For example, including within the curriculum the
contributions of minority groups to literature, history, art, the general cultural heritage, and the
development of the particular nation-state may significantly contribute to intercultural closeness
and understanding.
The Principles and Theoretical Foundations of Peace Education Programs
Since the psychologist Gordon Allport formulated his well-known contact hypothesis in 1954,
this theoretical framework became the most applicable principle for programs whose main goal
is to change the relationships between groups in conflict. According to Allport's theory, for the
intergroup contact to be successful and accomplish positive changes in attitudes and behavior, it
must fulfill four basic conditions: the contact groups must be of equal status, the contact must be
personal and manifold, the groups must depend on each other working for a superordinate goal,
and there must be institutional support for the equality norm. The numerous re-search projects
that tried to verify the predictions of the contact hypothesis provided contradictory results,
raising serious doubts about the major cognitive, affective, and behavioral shifts that occur as a
112
result of organized meetings between representatives of conflicting groups. Almost every new
study added new conditions that must be fulfilled in order for the contact to be successful.
Even if there is a positive change in the attitude toward members of the outgroup in direct
contact, there is a question of the generalization of the newly formed attitude to the other
members of the outgroup. The key problem of peace education is not the interpersonal conflict
but the collective conflict between groups, races, nations, or states. Therefore, the issue of
transferring the positive attitudes toward members of other groups–attitudes achieved in safe
environments such as classrooms, schools, workshops, and the like–to all members of the
outgroup and all other outgroups remains the pivotal issue of peace education. Children learn
about peace and the need for peace in safe protected environments and then return to a wider
society where there is still injustice, asymmetry of power, a hierarchical structure,
discrimination, and xenophobia. Therefore, each program for peace education must not only
strengthen the capacity of an individual for critical thinking but also strengthen the individual's
ability to resist the majority, if the majority is one that discriminates. As stated by Ervin Staub in
1999, for change to happen and spread there is a need for a minimum mass of people who share
attitudes, a culture in which they can express those attitudes, and a society that accepts the
attitudes.
Based on the contact hypothesis, a very successful technique was developed for improving the
relations among groups, highly applicable as a general teaching and learning method. It is
the cooperative learning technique in which a smaller group of students study in face-to-face
interaction, cooperating to complete a common task. This technique was very successful both in
lower and higher grades of elementary school, not only as a teaching method but also for
creating a positive atmosphere in the classroom, reinforcing students relationships, and creating
intergroup friendships.
On the other hand, based on the idea that adopting knowledge and developing skills is the basis
for gaining positive attitudes and behavior, intercultural training programs were also developed.
These basically involve a group of techniques that accept the primary notion that differences
between cultures are what lead to misunderstandings and conflicts between groups. Such
programs assume that information about the values, customs, and practices of the members of a
different culture contributes to better understanding of others, thereby reducing prejudices,
negative stereotypes, and tensions between people who belong to different cultures. Research has
shown that ignorance about others plays a significant role in the development and perpetuation of
prejudices. Educating students about both cultural similarities and differences is a significant
factor in reducing prejudice.
113
REFERENCES
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Jovanavich Publishers, 1990.
Babor, Eddie R. The Human Person: Not Real but Existing: C & E Publishing Incorporated,
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Boeree, George C. Personality Theories: 1988.
Warren, Rick. The Purpose Driven Life : OMF Literature Inc, 2002.
Simons,Janet A. Irwin,Donald B.; Drinnien, Beverly A.: The Search for Understanding: NewYork,
West Publishing Company, 1987.
Andres, Tomas Quintin and Pilar Corazon Ilada-Andres.: Making Filipino Values Work for You.
Makati, Philippines: St. Paul Publications, 1986.
Effective Discipline through Filipino Values. Manila, Philippines: Rex Book Store, Inc., 1996.
Andres, Tomas Quintin.: ―And the Pinoy Manager said…”Bahala na!” Philippine Values Digest.
Manila, Philippines: Values and Technologies Management Centre, 1986.
Kartagi, Grietje.: ―Introduction to Values. Reflections on Values. Manila, Philippines: Rex Book
Store, Inc., 2000.
Panopio, Isabel S.: Sociology: Focus on the Philippines. Quezon City, Philippines: KEN
Incorporated, 1994.
Covey, S.: Seven Habits of Highly Effective People.
Maxwell, John C.: 21 Indispensable Qualities of a Leader.
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Espiritu, Socorro C. et.al.: Sociology in the Philippine Setting Fifth Edition. Quezon City: SIBS
Publishing House, Inc. 1998.
Gonzales, Vivian A.: Values Integration and Promotion: A Civic Welfare Service. Los Baños,
Laguna: Society Towards Reinforcing Inherent Viability for Enrichment (SIKAP/STRIVE),
Inc. 1997
Maria, Andrew.: ―The House of Life‖: Modules on Good Citizenship Values. Manila, Philippines:
The Institution Building Team, 2004.
San Luis, Bel.: ―Father‘s Mistake- No Time‖: Modules on Good Citizenship Values. Manila,
Philippines: The Institution Building Team, 2004.
Almonte, Andrew Maria: ―Skulls‖: Modules on Good Citizenship Values. Manila, Philippines:
The Institution Building Team. 2004.
Beltran, Benigno P.: ―A Chinese Legend‖: Modules on Good Citizenship Values. Manila,
Philippines: The Institution Building Team, 2004.
Social Psychology Handout Miriam College Foundation Inc. BS Social Work Community
Organization Handouts Miriam College Foundation Inc.
SW Board Exam Review Class Handouts. Philippine School of Social Work Philippine Women‘s
University National Capability Enhancement Training in the Successful Program
Implementation of NSTP in the HEIs Presentation Philippine Society of NSTP Educators
and Implementers, Inc. (PSNEI)
United Nations Development Programme (UNDP). Human Development Report 1994. New
York: Oxford University Press, 23. <http://www.undp.org/hrdo/1994/94.htm>
Websites:
http://www.dictionary.com
http://www.facultyweb.cortland.edu.andersmd/HUMAN/WHAT/html
http://www.humanpsch.edu/humanistic_psychology/html
http://www.candleinthedark.com
http://www.ship.edu/maslow/html
http://www.cls.binghamton.edu/BassSteid.html
http://www.shef.ac.uk/~iwp/publications
http://www.opsltd.com
http://www.comultiversity.org.ph
http://www.content.calgary.ca
http://www.comultiversity.org.ph
http://www.ehow.com/how_2485_play-charades.html
http://www.eslarp.uiuc.edu/courses/UP260fall04/SWOT.pdf
http://ctb.ku.edu/tools/sub_section_main_1049.htm
115
http://www.ciatrans.net/CIA_Quick_Reference/Chapter3.html
http://vels.vcaa.vic.edu.au/support/teaching
http://ndcc.gov.ph/home/index.php?option=com_content&task=view&id=12&Itemid=26
http://www.projectknow.com/research/substance-abuse-education-resources/
http://www.treatment4addiction.com/drugs/
http://recovergateway.org/substance-abuse-resources/drug-addiction-effects/
http://luxury.rehabs.com/drug-addiction/10-most-common-drug-addiction-signs/
http://luxury.rehabs.com/drug-abuse/classifications/
APPENDICES
R.A. 9163: NSTP LAW of 2001
Congress of the Philippines Twelfth Congress
REPUBLIC ACT NO. 9163 January 23, 2002
AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) FOR TERTIARY
LEVEL STUDENTS, AMENDING FOR THE PURPOSE REPUBLIC ACT NO. 7077 AND PRESIDENTIAL
DECREE NO. 1706, AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:
Section 1. Short Title - This Act shall be known as the "National Service Training Program (NSTP)
Act of 2001".
Section 2. Declaration of Policy - It is hereby affirmed the prime duty of the government to
serve and protect its citizens. In turn, it shall be the responsibility of all citizens to defend the
security of the State and in fulfilment thereof, the government may require each citizen to
render personal, military or civil service.
Recognizing the youth's vital role in nation-building, the State shall promote civic consciousness
among the youth and shall develop their physical, moral, spiritual, intellectual and social well-
being. It shall inculcate in the youth patriotism, nationalism, and advance their involvement in
public and civic affairs.
In pursuit of these goals, the youth, the most valuable resource of the nation, shall be
motivated, trained, organized and mobilized in military training, literacy, civic welfare and other
similar endeavors in the service of the nation.
Section 3. Definition of Terms - For purposes of this Act, the following are hereby defined as
follows:
(a) "National Service Training Program (NSTP)" is a program aimed at enhancing civic
consciousness and defense preparedness in the youth by developing the ethics of service and
patriotism while undergoing training in any of its three (3) program components. Its various
components are specially designed to enhance the youth's active contribution to the general
welfare.
(b) "Reserve Officers' Training Corps (ROTC)" is a program institutionalized under Sections 38
and 39 of Republic Act No. 7077 designed to provide military training to tertiary level students
in order to motivate, train, organize and mobilize them for national defense preparedness.
116
(c) "Literacy Training Service" is a program designed to train students to become teachers of
literacy and numeracy skills to school children, out of school youth, and other segments of
society in need of their service.
(d) "Civic Welfare Training Service" refers to programs or activities contributory to the general
welfare and the betterment of life for the members of the community or the enhancement of
its facilities, especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and morals of the citizenry.
(e) "Program component" shall refer to the service components of the NSTP as enumerated in
Section 4 of this Act.
Section 4. Establishment of the National Service Training Program. - There is hereby established
a National Service Training Program, which shall form part of the curricula of all baccalaureate
degree courses and of at least two (2)-year technical vocational courses and is a requisite for
graduation, consisting of the following service components:
(1) The Reserve Officers' Training Corps (ROTC), which is hereby made option and voluntary
upon the effectivity of this Act;
(2) The Literacy Training Service; and
(3) The Civic Welfare Training Service
The ROTC under the NSTP shall instil patriotism, moral virtues, respect for rights of civilians, and
adherence to the Constitution, among others. Citizenship training shall be given emphasis in all
three (3) program components. The Commission on Higher Education (CHED) and Technical
Education and Skills Development Authority (TESDA), in consultation with the Department of
National Defense (DND), Philippine Association of State Universities and Colleges (PASUC),
Coordinating Council of Private Educational Associations of the Philippines (COCOPEA) and
other concerned government agencies, may design and implement such other program
components as may be necessary in consonance with the provisions of this Act.
Section 5. Coverage - Students, male and female, of any baccalaureate degree course or at least
two (2)-year technical vocational courses in public and private educational institutions shall be
required to complete one (1) of the NSTP components as requisite for graduation.
Section 6. Duration and Equivalent Course Unit - Each of the aforementioned NSTP program
components shall be undertaken for an academic period of two (2) semesters.
In lieu of the two (2) semester program for any of the components of the NSTP, a one (1)-
summer program may be designed, formulated and adopted by the DND, CHED, and TESDA.
Section 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions - All higher
and technical-vocational institutions, public and private, must offer at least one of the program
components; Provided, that State universities and colleges shall offer the ROTC component and
at least one other component as provided herein; Provided, further, that private higher and
technical-vocational education institutions may also offer the ROTC if they have at least three
hundred and fifty (350) cadet students.
117
In offering the NSTP whether during the semestral or summer periods, clustering of affected
students from different educational institutions may be done, taking into account logistics,
branch of service and geographical considerations. Schools that do not meet the required
number of students to maintain the optional ROTC and any of the NSTP components shall allow
their students to cross-enrol to other schools irrespective of whether or not the NSTP
components in said schools are being administered by the same or another branch of service in
the Armed Forces of the Philippines (AFP), CHED and TESDA to which schools are identified.
Section 8. Fees and Incentives - Higher and technical vocational institutions shall not collect any
fee for any of the NSTP components except basic tuition fees, which shall not be more than fifty
percent (50%) of what is currently charged by schools per unit.
In the case of ROTC, the DND shall formulate and adopt a program of assistance and/or
incentive to those students who will take the said component.
The school authorities concerned, CHED and TESDA shall ensure that group insurance for health
and accident shall be provided for students enrolled in any of the NSTP components.
Section 9. Scholarships - There is hereby created a Special Scholarship Program for qualified
students taking the NSTP which shall be administered by the CHED and TESDA. Funds for this
purpose shall be included in the annual regular appropriations of the CHED and TESDA.
Section 10. Management of the NSTP Components - The school authorities shall exercise
academic and administrative supervision over the design, formulation, adoption and
implementation of the different NSTP components in their respective schools; Provided, That in
case a CHED- or TESDA-accredited non government organization (NGO) has been contracted to
formulate and administer a training module for any of the NSTP components, such academic
and administrative supervision shall be exercised jointly with that accredited NGO; Provided,
further, That such training module shall be accredited by the CHED and TESDA.
The CHED and TESDA regional offices shall oversee and monitor the implementation of the
NSTP under their jurisdiction to determine if the trainings are being conducted in consonance
with the objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA and DND
in this regard.
Section 11. Creation of the National Service Reserve Corps - There is hereby created a National
Service Reserve Corps, to be composed of the graduates of the non-ROTC components.
Members of this Corps may be tapped by the State for literacy and civic welfare activities
through the joint effort of the DND, CHED and TESDA.
Graduates of the ROTC shall form part of the Citizens' Armed Force, pursuant to Republic Act
No. 7077.
Section 12. Implementing Rules. - The DND, CHED and TESDA shall have the joint responsibility
for the adoption of the implementing rules of this Act within sixty (60) days from the approval
of this Act.
These three (3) agencies shall consult with other concerned government agencies, the PASUC
and COCOPEA, NGOs and recognized student organizations in drafting the implementing rules.
118
The implementing rules shall include the guideline for the adoption of the appropriate
curriculum for each of the NSTP components as well as for the accreditation of the same.
Section 13. Transitory Provisions - Students who have yet to complete the Basic ROTC, except
those falling under Section 14 of this Act, may either continue in the program component they
are currently enrolled or shift to any of the other program components of their choice;
Provided, that in case he shifts to another program component, the Basic ROTC course he has
completed shall be counted for the purpose of completing the NSTP requirement; Provided,
further, that once he has shifted to another program component, he shall complete the NSTP in
component.
Section 14. Suspension of ROTC Requirement - The completion of ROTC training as a requisite
for graduation is hereby set aside for those students who despite completing all their academic
units as of the effectivity of this Act have not been allowed to graduate.
Section 15. Separability Clause - If any section or provision of this Act shall be declared
unconstitutional or invalid, the other sections or provisions not affected thereby shall remain in
full force and effect.
Section 16. Amendatory Clause - Section 35 of Commonwealth Act No. 1, Executive Order
No.207 of 1939, Sections 2 and 3 of Presidential Decree No. 1706, and Sections 38 and 39 or
Republic Act No. 7077, as well as all laws, decrees, orders, rules and regulations and other
issuances inconsistent with the provisions of this Act are hereby deemed amended and
modified accordingly.
Section 17. Effectivity - This Act shall take effect fifteen (15) days after its publication in two (2)
newspapers of national circulation, but the implementation of this Act shall commence in the
school year of 2002-2003.
Approved,
(Sgd) FRANKLIN M. DRILON
President of the Senate
(Sgd) JOSE DE VENECIA, JR.

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

Secretary of the Senate
(Sgd)ROBERTO P. NAZARENO
Secretary General House of Representatives
Approved: January 23, 2002
119
(Sgd) GLORIA MACAPAGAL-ARROYO

President of the Philippines
120

NSTP Module Dr. Mabalay

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Central Luzon State University – National Service Training Program

CENTRAL LUZON STATE UNIVERSITY

CLSU NSTP-CWTS Organizational Structure

Vice President for

Admin. Staff Instructor

THE CLSU NSTP-CWTS OFFICE

Dr. Michael C. Mabalay

Prof. Armando S. Santos

Ms. Junie S. Milo

Michael C. Mabalay is a graduate of Bachelor of Secondary Education major in Physical

The NSTP-CLSU Office 9

NATIONAL ISSUES AND CONCERNS

CHAPTER I - NATIONAL SERVICE TRAINING PROGRAM (R.A. 9163)

The National Service Training Program (NSTP) was implemented by the

2. What are the components of the NSTP?

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

3. Whom does the NSTP Law cover?

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

7. How are Clustering and Cross-Enrollment done?

a. Clustering of students from different education institutions during semestral or

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

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

Name: ______________________________________ Score: ______________

1. The Republic Act No. 9163 shall be known as what?

CHAPTER 2 – THE CLSU-NSTP PROGRAM

CLSU NSTP- OFFICE

CLSU NSTP-CWTS OFFICE

HISTORY OF CLSU NSTP-CWTS

THE SOCIO-CIVIC SUPPORT AND DELIVERY SYSTEM [SCSDS]

Subject Title Civic Welfare Training Service (CWTS)

THE MINIMUM STANDARDS FOR THE NATIONAL SERVICE TRAINING

A. Minimum standard for common module:

TOPICS SCOPE OF INSTRUCTION Numbe Methodology References

(RA 9163) Phil. Constitution, RA7077: An strategies/ 9163, IRR and

5. Disaster Risk a. Geographic Profile of the Town-watching BFP, PNRC

7. Other National a. Overview of National Security Lecture Merida

living with justice and

CWTS STUDENT ATTENDANCE

Any change of grade shall follow the University‘s policy.

The following shall be the basis of student‘s evaluation:

CLSU NSTP-CWTS SUPPORT AND DELIVERY SYSTEM [SDS] COMPONENTS

CHAPTER 3 - CITIZENSHIP TRAINING

THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES

SECTION 5. No law shall be made respecting an establishment of religion, or prohibiting the

SECTION 10. No law impairing the obligation of contracts shall be passed.

SECTION 22. No ex post facto law or bill of attainder shall be enacted.

SECTION 1. The following are citizens of the Philippines:

FLAG HERALDIC CODE OF THE PHILIPPINES - REPUBLIC ACT NO. 8491

AN ACT PRESCRIBING THE CODE OF THE NATIONAL FLAG, ANTHEM, MOTTO,

SECTION 3. Definition of Terms — Whenever used in this Act, the term:

THE NATIONAL FLAG

A. Design of the National Flag

B. Hoisting and Display of the National Flag

The flag shall be properly illuminated at night.

THE NATIONAL ANTHEM

SECTION 35. The National Anthem is entitled Lupang Hinirang.

SECTION 37. The rendition of the National Anthem, whether played or sung, shall be in

VOLUNTEER ACT OF 2007 - REPUBLIC ACT NO. 9418

AN ACT INSTITUTIONALIZING A STRATEGY FOR RURAL DEVELOPMENT,

a) To provide a policy framework on volunteerism that shall underscore the fundamental

Section 5. Role and Modalities of Volunteerism in the Private Sector

Section 8. The Philippine National Volunteer Service Coordinating Agency.

a) National Economic and Development Authority (NEDA);

Name: ________________________ Score:

Name: ________________________ Score: