INSTRUCTIONAL MODULE AND ITS COMPONENTS

SUBJECT/COURSE NSTP

DEVELOPER AND

THEIR

BACKGROUND MA. ANGELA MAE A. ARCEO, LPT. M.A.

COURSE

INTRODUCTION Welcome to Module of NSTP 1! Civic Welfare Training Service

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. It aims to promote empowerment of the youth by providing education
grounded on academic excellence and strength of character. Students are expected to
develop the passion for mental knowledge and meritorious performance as well as the
recognition of moral values as essential to growth of character. The integration of
humanities and the social sciences into the technical curriculum has paved the way to
the achievement of this goal.

COURSE

OUTLINE · What do you know about drugs? · What are drugs? · Why do people use
drugs? · How can using a drug be good and bad? · Common Signs of Drug Use ·
Effects of Drug Abuse · Schools and Drug Abuse Prevention · Risk Factors · How to
Avoid Drug Use · Penalties for drug users in the Philippines

CHAPTER #

TITLE Drug Education

OVERVIEW Drug education is an important strategy for reducing the extent of drug
related incidents among young people. Effective drug education programs need to
build knowledge and increase the competency of students to act in safe ways when
presented with challenging situations. This module supports the personal and social
capabilities and provides opportunities for students to build upon their drug education
knowledge and skills, identify high risk situations, and develop a range of strategies to
prepare them to make safer decisions. The suggested activities in this module of work
can be modified or additional resources sourced to support student needs and the local
context.

INSTRUCTION TO THE USERS This module includes in-depth information and

assignments about drug education. Please read the module comprehensively and
answer the test given below.

PRE-TEST Activity 1: What do you know about drugs? This quiz is to help you find
out what you already know about drugs, the effects they can have on your body, the
laws about legal and illegal drugs, how you keep yourself and your mates safe in
situations where alcohol and drugs are being used, and your attitudes about alcohol
and drugs. Read each questionand encircleyouranswer. Types of drugs and what they
can do to your body 1. Drugs can have different effects on your body. Classify these
drugs according to the main affect they have on your central nervous system (CNS). Ø
Nicotine Ø Caffeine Ø Alcohol Ø Ecstasy Ø Magic Ø Mushrooms Ø Amphetamines
Ø Cannabis Ø Cocaine Ø LSD Ø Heroin

Stimulants Depressants Hallucinogens Multi-action (have more than one effect) 2.

Dope, gunga and weed are all street or slang names for which drug?

a) Cannabis b) Alcohol c) LSD d) Cocaine e) Don’t know 3. Alcohol can cause some
cancers in the body. a) True b) False c) Don’t know 4. Smoking tobacco or cannabis
using an implement (eg bong, shisha or hookah) will not reduce the damage to your
lungs. a) True b) False c) Don’t know 5. Alcohol only affects the brain and liver. a)
True b) False c) Don’t know 6. If a young person under 18 years of age drinks alcohol
they can affect the healthy development of their brain. a) True b) False c) Don’t know
7. If a woman drinks alcohol while she is pregnant or breastfeeding it can cause
damage to the baby. a) True b) False c) Don’t know Drugs and the law 8. It is legal to
drink alcohol under the age of 18. a) True b) False c) Don’t know 9. Growing a couple
of cannabis plants is legal in the Philippines. a) True b) False c) Don’t know 10.
Which listincludesalllegaldrugs: a) Analgesics, cannabis and caffeine b) nicotine,
cannabis and caffeine c) Analgesics, nicotine, alcohol and caffeine d) Don’t know 11.
A drug conviction may affect your future employment and travel goals.

a) True b) False c) Don’t know 12. L and P plate drivers and riders must have a Blood
Alcohol Concentration of zero. a) True b) False c) Don’t know 13. It is illegal to drink
alcohol in public places(park, beach, oval). a) True b) False c) Don’t know

LEARNING

OBJECTIVES
At the end of this module, you will be able to: 1. Demonstratecurrent
knowledgeandunderstandings about drugs and drug use 2. understand the aim of
thedrug education program 3. identifyrulesforasafeclassroomenvironment

DISCUSSION OF

TOPICS What are drugs? Drugs are chemicals that change the way our bodies
function. Psychoactive substances are drugs that affect our central nervous system
(especially the brain) and make us see, think, feel and behave differently than we
usually do. Some of the most commonly used drugs are caffeine (in cola, coffee, tea
and chocolate), ethanol (in alcohol), nicotine (in cigarettes, cigars and chewing
tobacco), and THC (in marijuana and other cannabis products). Why do people use
drugs? People use drugs to get some benefit. For example, many people drink coffee
to wake up and feel alert. And many people use alcohol to relax and unwind. Other
drugs are used to take away pain or to address other problems. Some drugs are used to
have a good time or to induce a spiritual experience. How can using a drug be good
and bad? Many drugs, like certain medications, have greatly benefited human beings.
In fact, most drugs are useful in some way. But all drug use also carries some risk.
Even prescription medication from a doctor can cause harm, especially if not taken
properly. How much risk is involved in using a drug—and how much harm it may
cause—depends on many factors. 1. More drug equals more risk. Increased risk is
associated with a

greater amount and increased frequency of drug use, and with a higher concentration
of the drug. 2. Younger age equals more risk. The human brain begins to develop in
the womb but is not fully formed until well into adulthood. Drugs influence not only
our immediate experience but also the way our brains develop. Drugs have a greater
impact on young brains than they do on older brains. 3. Places, times and activities
influence risk. Drinking a glass of wine at a family celebration and then playing chess
with grandpa is less likely to result in harm than sneaking alcohol with a group of
classmates and then riding bikes or skateboarding. 4. The reasons are important.
When a person uses a drug because they are curious, they are likely to use it only
occasionally or for a short time. But when a person uses a drug to deal with long-term
problems, they may use the drug too much or too often. When a person uses a drug in
order to fit in with a particular group, they may not listen to their inner self and
therefore may make poor choices. Making good decisions about substance use
involves always looking at both the benefits and the risks, thinking about the reasons
the drug is being used, and ensuring the context is safe for use. Generally, it is safest
not to use any drug unless one can be sure the benefits clearly outweigh the risks, and
that the context and reasons for use do not increase the potential for harm. Common
Signs of Drug Use Changes in attendance in school or work Abrupt changes in overall
attitude Irritable, discourteous, aggressive Usually untrustworthy and lacks self-
confidence Low frustration tolerance Lacking interest in one’s studies or work Blames
everybody but oneself Prefers to stay with peers May frequent odd places Poor
physical appearance Wearing of sunglasses at inappropriate times Unusual effort to
cover arms to hide needle marks Stealing items which can be readily sold Unusual
borrowing of money from relatives and friends Association with known drug abuses
Effects of Drug Abuse · Effects on the Person Medical and Physical Deterioration
Respiratory, digestive, and other health problems Personal Deterioration
Manipulativeness; negative attitudes; selfishness; low frustration tolerance; poor
family relations; no trustworthiness; depression; absence of good manners and right
conduct, among others.

· Effects on the Family Family members develop intense feelings of humiliation and
guilt Low self esteem of family members Spirit of togetherness and unity are broken
Domestic violence Loss of money or valuables. · Effects on the Community Increase
in petty crimes within neighborhoods Increase of drug dependents and drug pushers
Developing fear of drug users among residents, especially at night Neighborhood
association and interaction is reduced. · Effects on Society Increase in heinous and
anti-social crimes Overwhelming fear towards drug dependents, limiting people’s
movement especially at night Disregarding of moral values and the deterioration of
the moral fiber of society (leading to prostitution, pedophilia, child abuse, and other
immoral acts) A threat to national security.

Schools and Drug Abuse Prevention What is drug abuse prevention? “Drug abuse
prevention “is a commonly used term, but what does it really mean? And what does it
mean to schools? “Drug prevention “or “drug abuse prevention“ has three main
components: · Demand reduction strategies These strategies aim to reduce the desire
and willingness to obtain and use drugs and to prevent, reduce or delay the uptake of
drug use. They may include abstinence-oriented strategies. · Supply reduction
strategies These strategies aim to disrupt the production and supply of illicit drugs, as
well as limit the access and availability of licit drugs in certain contexts. In the school
setting this includes measures taken to limit the use, possession and sale of illicit
drugs on school premises. · Strategies to mitigate the negative health and social
consequences of drug use These strategies aim to reduce the impact of drug use and
drug-related activities on individuals and communities. Risk Factors · Risk Factors
(Family) Drug use in the family is a factor associated with the initiation and frequency
of drug abuse by children. Poor, Inconsistent Family Management Practices Children
in families

with low disciplinary practices and interaction with parents are at high risk for
delinquency and drug abuse. · Family Conflict Children raised in families with high
rates of conflict appear at risk for delinquency and drug abuse. Homes broken by
marital discord are at higher risk of delinquency and drug use. Risk Factors (Family)
Family Social Deprivation Children living in families characterized by social isolation
and multiple entrapments of parents in extreme poverty are at elevated risk of drug
abuse. Image · Risk Factors (Social) Early Exposure and Frequency of Antisocial
Behaviors Early antisocial behavior in the primary grades predicts frequent use of
drugs in adolescence. Delinquent behavior may lead to drug addiction later in
adolescence. · Attitudes and Beliefs Individuals with values different from those
dominant in society are likely to become delinquents and drug abusers. These values
include: ü Low religiosity ü Rebelliousness ü High tolerance of deviance ü Resistance
to authority ü A strong need for independence Knowledge about the health effects has
preventive effect on drug use. Positive beliefs and attitude towards use of drugs,
alcohol, and tobacco leads to use of these vices. · Peer Pressure and Other Factors
Risk Factors (Social) Drug behavior and drug-related attitudes of peers are among the
strongest and most potent predictors of drug involvement. · School Failure
Delinquency is related to academic performance in school. School failure in
elementary grades precedes delinquency. Poor school performance is a common
antecedent into drugs.

· Risk Factors (School) Low Degree of Commitment to Education and Attachment to

School Those who are committed to participating in school activities, hold high
achievement and educational aspirations are the least prone to delinquency and drug
abuse. Drug users are more likely to be absent from school, cut classes and to perform
more poorly than non-users. · Neighborhood Attachment and Community
Disorganization High population densities, high crime rates, and lack of natural
surveillance in public places can cause increased delinquency and drug abuse. Similar
to crime rates, community values and norms also affect rate of adolescent delinquency
and drug abuse. · Risk Factors (Other Factors) Mobility Increased antisocial behavior
results when experiencing transitions (transferring schools or moving between levels)
Residential mobility can also predict delinquency, and is also related with drug
initiation and frequency of use. Constitutional, Genetic and Personality Factors
Children with biological or psychological deficiencies are at greater risk of abusing
drugs. Those displaying abnormal mood, anxiety or behavior disorders are at
increased risk. Those who are clinically depressive, display anxiety disorders, or
impulse control disorders are vulnerable to substance abuse. Media Advertising is
powerful in influencing youth decisions. Film and TV stars, pop stars and fashion
models make smoking seem attractive (Ary, 1988) and the adolescents imitate them to
smoke their style. Commonly Abused Substances · Alcohol Other Terms: Ethyl
alcohol or ethanol How it is Used: Drinking Effects on the Body: Slows reflexes and
causes drowsiness when used in excess, dementia, stroke, cardiovascular problems,
hypertension, increased risk of many kinds of cancer.
· Caffeine Found in: Coffee, tea, cocoa, soft drinks, and some medications How it is
Used: Orally in pill form or consumed in food and drinks Effects on the Body:
Reduces fine motor coordination, increases alertness, alters sleep patterns, and can
cause headaches, nervousness, and dizziness. · Nicotine Other Terms: Tobacco; found
in cigarettes, cigars, and smokeless tobacco How it is Used: Smoked or chewed
Effects on the Body: Reduces appetite and can cause nausea and vomiting, increases
alertness. · Marijuana Other Terms: Grass, pot, reefer, and weed How it is Used:
Usually smoked; baked into brownies; brewed like tea Effe

INSTRUCTIONAL MODULE AND ITS COMPONENTS

SUBJECT/COURSE NSTP

DEVELOPER AND

THEIR

BACKGROUND MA. ANGELA MAE A. ARCEO, LPT. M.A.

COURSE

INTRODUCTION Welcome to Module of NSTP 1! Civic Welfare Training Service

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. It aims to promote empowerment of the youth by providing education
grounded on academic excellence and strength of character. Students are expected to
develop the passion for mental knowledge and meritorious performance as well as the
recognition of moral values as essential to growth of character. The integration of
humanities and the social sciences into the technical curriculum has paved the way to
the achievement of this goal.

COURSE

OUTLINE · What do you know about drugs? · What are drugs? · Why do people use
drugs? · How can using a drug be good and bad? · Common Signs of Drug Use ·
Effects of Drug Abuse · Schools and Drug Abuse Prevention · Risk Factors · How to
Avoid Drug Use · Penalties for drug users in the Philippines
CHAPTER #

TITLE Drug Education

OVERVIEW Drug education is an important strategy for reducing the extent of drug
related incidents among young people. Effective drug education programs need to
build knowledge and increase the competency of students to act in safe ways when
presented with challenging situations. This module supports the personal and social
capabilities and provides opportunities for students to build upon their drug education
knowledge and skills, identify high risk situations, and develop a range of strategies to
prepare them to make safer decisions. The suggested activities in this module of work
can be modified or additional resources sourced to support student needs and the local
context.

INSTRUCTION TO THE USERS This module includes in-depth information and

assignments about drug education. Please read the module comprehensively and
answer the test given below.

PRE-TEST Activity 1: What do you know about drugs? This quiz is to help you find
out what you already know about drugs, the effects they can have on your body, the
laws about legal and illegal drugs, how you keep yourself and your mates safe in
situations where alcohol and drugs are being used, and your attitudes about alcohol
and drugs. Read each questionand encircleyouranswer. Types of drugs and what they
can do to your body 1. Drugs can have different effects on your body. Classify these
drugs according to the main affect they have on your central nervous system (CNS). Ø
Nicotine Ø Caffeine Ø Alcohol Ø Ecstasy Ø Magic Ø Mushrooms Ø Amphetamines
Ø Cannabis Ø Cocaine Ø LSD Ø Heroin

Stimulants Depressants Hallucinogens Multi-action (have more than one effect) 2.

Dope, gunga and weed are all street or slang names for which drug?

a) Cannabis b) Alcohol c) LSD d) Cocaine e) Don’t know 3. Alcohol can cause some
cancers in the body. a) True b) False c) Don’t know 4. Smoking tobacco or cannabis
using an implement (eg bong, shisha or hookah) will not reduce the damage to your
lungs. a) True b) False c) Don’t know 5. Alcohol only affects the brain and liver. a)
True b) False c) Don’t know 6. If a young person under 18 years of age drinks alcohol
they can affect the healthy development of their brain. a) True b) False c) Don’t know
7. If a woman drinks alcohol while she is pregnant or breastfeeding it can cause
damage to the baby. a) True b) False c) Don’t know Drugs and the law 8. It is legal to
drink alcohol under the age of 18. a) True b) False c) Don’t know 9. Growing a couple
of cannabis plants is legal in the Philippines. a) True b) False c) Don’t know 10.
Which listincludesalllegaldrugs: a) Analgesics, cannabis and caffeine b) nicotine,
cannabis and caffeine c) Analgesics, nicotine, alcohol and caffeine d) Don’t know 11.
A drug conviction may affect your future employment and travel goals.

a) True b) False c) Don’t know 12. L and P plate drivers and riders must have a Blood
Alcohol Concentration of zero. a) True b) False c) Don’t know 13. It is illegal to drink
alcohol in public places(park, beach, oval). a) True b) False c) Don’t know

LEARNING

OBJECTIVES

At the end of this module, you will be able to: 1. Demonstratecurrent

knowledgeandunderstandings about drugs and drug use 2. understand the aim of
thedrug education program 3. identifyrulesforasafeclassroomenvironment

DISCUSSION OF

TOPICS What are drugs? Drugs are chemicals that change the way our bodies
function. Psychoactive substances are drugs that affect our central nervous system
(especially the brain) and make us see, think, feel and behave differently than we
usually do. Some of the most commonly used drugs are caffeine (in cola, coffee, tea
and chocolate), ethanol (in alcohol), nicotine (in cigarettes, cigars and chewing
tobacco), and THC (in marijuana and other cannabis products). Why do people use
drugs? People use drugs to get some benefit. For example, many people drink coffee
to wake up and feel alert. And many people use alcohol to relax and unwind. Other
drugs are used to take away pain or to address other problems. Some drugs are used to
have a good time or to induce a spiritual experience. How can using a drug be good
and bad? Many drugs, like certain medications, have greatly benefited human beings.
In fact, most drugs are useful in some way. But all drug use also carries some risk.
Even prescription medication from a doctor can cause harm, especially if not taken
properly. How much risk is involved in using a drug—and how much harm it may
cause—depends on many factors. 1. More drug equals more risk. Increased risk is
associated with a

greater amount and increased frequency of drug use, and with a higher concentration
of the drug. 2. Younger age equals more risk. The human brain begins to develop in
the womb but is not fully formed until well into adulthood. Drugs influence not only
our immediate experience but also the way our brains develop. Drugs have a greater
impact on young brains than they do on older brains. 3. Places, times and activities
influence risk. Drinking a glass of wine at a family celebration and then playing chess
with grandpa is less likely to result in harm than sneaking alcohol with a group of
classmates and then riding bikes or skateboarding. 4. The reasons are important.
When a person uses a drug because they are curious, they are likely to use it only
occasionally or for a short time. But when a person uses a drug to deal with long-term
problems, they may use the drug too much or too often. When a person uses a drug in
order to fit in with a particular group, they may not listen to their inner self and
therefore may make poor choices. Making good decisions about substance use
involves always looking at both the benefits and the risks, thinking about the reasons
the drug is being used, and ensuring the context is safe for use. Generally, it is safest
not to use any drug unless one can be sure the benefits clearly outweigh the risks, and
that the context and reasons for use do not increase the potential for harm. Common
Signs of Drug Use Changes in attendance in school or work Abrupt changes in overall
attitude Irritable, discourteous, aggressive Usually untrustworthy and lacks self-
confidence Low frustration tolerance Lacking interest in one’s studies or work Blames
everybody but oneself Prefers to stay with peers May frequent odd places Poor
physical appearance Wearing of sunglasses at inappropriate times Unusual effort to
cover arms to hide needle marks Stealing items which can be readily sold Unusual
borrowing of money from relatives and friends Association with known drug abuses
Effects of Drug Abuse · Effects on the Person Medical and Physical Deterioration
Respiratory, digestive, and other health problems Personal Deterioration
Manipulativeness; negative attitudes; selfishness; low frustration tolerance; poor
family relations; no trustworthiness; depression; absence of good manners and right
conduct, among others.

· Effects on the Family Family members develop intense feelings of humiliation and
guilt Low self esteem of family members Spirit of togetherness and unity are broken
Domestic violence Loss of money or valuables. · Effects on the Community Increase
in petty crimes within neighborhoods Increase of drug dependents and drug pushers
Developing fear of drug users among residents, especially at night Neighborhood
association and interaction is reduced. · Effects on Society Increase in heinous and
anti-social crimes Overwhelming fear towards drug dependents, limiting people’s
movement especially at night Disregarding of moral values and the deterioration of
the moral fiber of society (leading to prostitution, pedophilia, child abuse, and other
immoral acts) A threat to national security.

Schools and Drug Abuse Prevention What is drug abuse prevention? “Drug abuse
prevention “is a commonly used term, but what does it really mean? And what does it
mean to schools? “Drug prevention “or “drug abuse prevention“ has three main
components: · Demand reduction strategies These strategies aim to reduce the desire
and willingness to obtain and use drugs and to prevent, reduce or delay the uptake of
drug use. They may include abstinence-oriented strategies. · Supply reduction
strategies These strategies aim to disrupt the production and supply of illicit drugs, as
well as limit the access and availability of licit drugs in certain contexts. In the school
setting this includes measures taken to limit the use, possession and sale of illicit
drugs on school premises. · Strategies to mitigate the negative health and social
consequences of drug use These strategies aim to reduce the impact of drug use and
drug-related activities on individuals and communities. Risk Factors · Risk Factors
(Family) Drug use in the family is a factor associated with the initiation and frequency
of drug abuse by children. Poor, Inconsistent Family Management Practices Children
in families

with low disciplinary practices and interaction with parents are at high risk for
delinquency and drug abuse. · Family Conflict Children raised in families with high
rates of conflict appear at risk for delinquency and drug abuse. Homes broken by
marital discord are at higher risk of delinquency and drug use. Risk Factors (Family)
Family Social Deprivation Children living in families characterized by social isolation
and multiple entrapments of parents in extreme poverty are at elevated risk of drug
abuse. Image · Risk Factors (Social) Early Exposure and Frequency of Antisocial
Behaviors Early antisocial behavior in the primary grades predicts frequent use of
drugs in adolescence. Delinquent behavior may lead to drug addiction later in
adolescence. · Attitudes and Beliefs Individuals with values different from those
dominant in society are likely to become delinquents and drug abusers. These values
include: ü Low religiosity ü Rebelliousness ü High tolerance of deviance ü Resistance
to authority ü A strong need for independence Knowledge about the health effects has
preventive effect on drug use. Positive beliefs and attitude towards use of drugs,
alcohol, and tobacco leads to use of these vices. · Peer Pressure and Other Factors
Risk Factors (Social) Drug behavior and drug-related attitudes of peers are among the
strongest and most potent predictors of drug involvement. · School Failure
Delinquency is related to academic performance in school. School failure in
elementary grades precedes delinquency. Poor school performance is a common
antecedent into drugs.

· Risk Factors (School) Low Degree of Commitment to Education and Attachment to

School Those who are committed to participating in school activities, hold high
achievement and educational aspirations are the least prone to delinquency and drug
abuse. Drug users are more likely to be absent from school, cut classes and to perform
more poorly than non-users. · Neighborhood Attachment and Community
Disorganization High population densities, high crime rates, and lack of natural
surveillance in public places can cause increased delinquency and drug abuse. Similar
to crime rates, community values and norms also affect rate of adolescent delinquency
and drug abuse. · Risk Factors (Other Factors) Mobility Increased antisocial behavior
results when experiencing transitions (transferring schools or moving between levels)
Residential mobility can also predict delinquency, and is also related with drug
initiation and frequency of use. Constitutional, Genetic and Personality Factors
Children with biological or psychological deficiencies are at greater risk of abusing
drugs. Those displaying abnormal mood, anxiety or behavior disorders are at
increased risk. Those who are clinically depressive, display anxiety disorders, or
impulse control disorders are vulnerable to substance abuse. Media Advertising is
powerful in influencing youth decisions. Film and TV stars, pop stars and fashion
models make smoking seem attractive (Ary, 1988) and the adolescents imitate them to
smoke their style. Commonly Abused Substances · Alcohol Other Terms: Ethyl
alcohol or ethanol How it is Used: Drinking Effects on the Body: Slows reflexes and
causes drowsiness when used in excess, dementia, stroke, cardiovascular problems,
hypertension, increased risk of many kinds of cancer.

· Caffeine Found in: Coffee, tea, cocoa, soft drinks, and some medications How it is
Used: Orally in pill form or consumed in food and drinks Effects on the Body:
Reduces fine motor coordination, increases alertness, alters sleep patterns, and can
cause headaches, nervousness, and dizziness. · Nicotine Other Terms: Tobacco; found
in cigarettes, cigars, and smokeless tobacco How it is Used: Smoked or chewed
Effects on the Body: Reduces appetite and can cause nausea and vomiting, increases
alertness. · Marijuana Other Terms: Grass, pot, reefer, and weed How it is Used:
Usually smoked; baked into brownies; brewed like tea Effe

COURSE NSTP 1-National Service Training Program

DEVELOPER AND THEIR

BACKGROUND Ms. Blenda P. Balagso Lecturer, Tarlac State University National

Service Training Program Office bpbalagso@tsu.edu.ph

COURSE DESCRIPTION In accordance with the RA 9163, otherwise known as the

National Service Training Program Act of 2001, this course on National Service
Training Program 1 (NSTP 1) aims to enhance civic consciousness and
defensepreparedness in the youth, by developing the ethics of service and patriotism
while undergoing training in its program components. It is divided into two modules:
the Common Module (25 hours) and the Specific Modules (29 hours). The total
allotted time for the common modules and specific modules would satisfy the required
54 minimum training hours for the NSTP 1.

COURSE OUTLINE Week 1: TSU Vision, Mission and Core Values, and
Introduction to the Course Week 1-2: Common Module: Citizenship Training Week
2-3: Common Module: Drug Education Week 4-6: Common Module: Disaster
Awareness, Preparedness, and Management Week 7: Common Module:
Environmental Protection Week 8: Common Module: Other National Security
Concerns Week 9: Midterm Examination Week 10: Specific Module: Self and
Filipino SocietyWeek 11: Specific Module: Volunteerism Week 12: Specific Module:
Peace Education Week 13-15: Specific Module: Dimensions of Development/
Literacy and Numeracy Skills Week 16-17: Specific Module: Introduction to
Community-Based Management Week 18: Final Examination

CHAPTER # 04

TITLE ENVIRONMENTAL PROTECTION

RATIONALE This is the fourth chapter of NSTP 1-National Service Training

Program. It centers on the fundamental knowledge on the facets and tenets in
environmental protectionand management that the NSTP students are expected to
acquire and understand in order for them to apply such understanding into real-life
setting and turn as advocates in protecting the environment. Further, this chapter is
divided into five sub-topics: (a) Environmental Protection and Management
Introduction; (b) Seven Principles of Environment and Environmental Laws; (c)
Forest Protection, Conservation and Development;(d) Water Sanitation and
Conservation; and (e) The Role of Youth in the Environmental Protection and
Management.

INSTRUCTION TO THE USERS The developer of this module on the

Environmental Protection aims to aid youin learning and understanding the topics in
this chapter. Through this module, you can study and keep up with the class
discussions through flexible learning. In this module, you will encounter the
introductory sections, pre-test, learning objectives, content (discussion with activities),
synthesis/generalization, evaluation, assignment/agreement, and references. You can
review the chapter/module anytime, but the activities should be answered or
completed based on the schedule and/or instructions provided by your
instructor.These activities are graded by the instructor and should not be skipped as
much as possible. If you have questions, feel free to contact the instructor.

PRE-TEST Get a clean sheet of paper. Without looking for them in a dictionary, try to
recall and define the following terms, which in one way or another, may have been a
part of your vocabulary: 1. CONSERVATION 2. DEFORESTATION 3. EL NIÑO 4.
ENVIRONMENT 5. GLOBAL WARMING 6. GREENHOUSE EFFECT 7. LA
NIÑA 8. MURO-AMI 9. SOIL EROSION 10. WATER SANITATION You may
answer this for a maximum of 20 minutes. Once you are done with the pre-test, do not
throw away the output as you are expected to use that as a reference in the discussion
proper and should be submitted to the instructor via e-mail or text message if you do
not have internet connection at home. You may proceed to check the learning
objectives for this chapter if you are done with this section.
LEARNING OBJECTIVES At the end of this chapter, the student is expected to:
Determine various environmental laws, concepts, and principles related to
environmental protection and management; Create an action plan that will address
environmental concerns particularly in their home, school, and the community;
Participate and contribute in the verticalgardening/planting activity; Do an actual
cleaning of esteros, corridors and the like.

CONTENT PREPARATORY ACTIVITIES Did you know that we eat water? We do!
Water is inside the crops that we grow for food. What happens if the water we use on
our crops is polluted? In this activity, you will see how easily pollution can get into
our water, our food and us. Vocabulary: · · Pollution – the natural environment
becoming contaminated (made dirty) by things humans make · You will need: A glass
Tap water Red or blue food coloring A knife A stick of fresh celery with the leaves
still on it Here’s what you will do: Fill the glass with tap water. Add two or three
drops of food coloring. Notice how it spreads through the water. Pollution spreads
through water just like the food coloring does. Wash the piece of celery. Leave the
leaves on. Being very careful, use the knife and cut off the bottom of the celery. Put
the celery in the glass filled with colored water. Let the celery stalk sit there for at
least three or four hours; you can even leave it overnight. When the time has passed,
take the celery stalk out of the water. Use the knife and cut a slice off the bottom of
the stalk. Do this several times. Questions to Answer: 1. How long did you leave the
celery stalk in the

water? 2. Before you took the celery stalk out of the water, what did it look like? 3.
When you sliced off pieces from the celery stalk, what did you find? 4. The food
coloring is like pollution that gets into the water. If the food coloring moved all the
way up into the celery stalk, what would happen if there was pollution in the water
instead of food coloring? 5. What does this tell you about polluted water? Document
the process you went through by taking photos or taking down notes in your notebook
(if you do not have camera), then write your insights or answers to the provided
questions in a short bond paper or a sheet of yellow paper.

DEVELOPMENTAL ACTIVITIES

In this chapter, our focus is on the environmental protection. You may review your
answers for the pre-test while reading this section in order for you to determine if your
definitions are correct.

A. ENVIRONMENTAL PROTECTION AND MANAGEMENT INTRODUCTION

The study of environmental problems and their solutions has never been more
important. Modern society in 2009 is hooked on oil. Production has decreased while
demand has increased, and the population of the world has been increasing by more
than 70 million each year. The emerging energy crisis is producing an economic crisis
as everything produced from oil increases in price beyond what some people can pay.
Energy and economic problems come as a time of unprecedented environmental
concerns from the local to global level.

At the beginning of the modern era in A.D., the number of people was probably about
100 million, one third of the population of the United States. in 1960, the world
contained 3 billion people. Our population has doubled in the last 40 years, to 6.8
billion people today. In the United States, population increase is often apparent when
we travel. Urban traffic snarls, long lines to enter national parks, and hampered
attempts to get tickets to popular attractions are all symptoms of a growing
population. If recent human populationgrowth rates continue, our numbers could
reach 9.4 billion by 2050. The problem is that the Earth has not grown any larger and
the abundance of its resources has not increased. How, then, can the Earth sustain all
these people? And what is the maximum number of people that could live on the
Earth not just for a short time, but sustained over a long time?

THE IMPORTANCE OF TREES

Trees are as important as our lives. The leaves of a tree take up carbon dioxide from
the air and absorb sunlight. These, in combination with water transported from the
roots, provide the energy and chemical elements for leaves to carry out
photosynthesis. Through photosynthesis, the leaves convert carbon dioxide and water
into simple sugar and molecular oxygen. This simple sugar is then combined with
other chemical elements to provide all the compounds that the tree uses.

Tree roots take up water, along with chemical elements dissolved in the water and
small inorganic compounds, such as the nitrate or ammonia necessary to make
proteins. Often, the process of extracting minerals and compounds from the soil is
aided by symbiotic relationship between the tree roots and fungi. Tree roots release
sugars and other compounds that are food for the fungi, and the fungi benefit the tree
as well. Leaves and roots are connected by two transportation systems. Phloem, on the
inside of the living part of the bark, transports sugars and other organic molecules
upward to the leaves. water is transported upward by a sun-powered pump (Botkin &
Keller, 2010).

IT’S YOUR TURN!Plant the seeds or seedlings of any tree of your preference in our
own backyard or garden and make sure to document the progress by writing down
your observations in a journal or observation notes. This vertical tree planting and
growing activity should be well-documented. The narrative report with photos as
proof of evidence shall be
submitted to the instructor on the announced schedule. If you do not have camera,
observation notes may be accepted as evidence and may be submitted through e-mail
or text message.

PHILIPPINE AGENDA 21, THE KEY TO PHILIPPINES’ ENVIRONMENTAL

PROTECTION

Philippine Agenda 21 (PA 21) is a program of action into the 21st century for
bringing the Earth into a sustainable future. It was adopted by the participating
governments of the world in the United Nations Conference on Environment and
Development (UNCED), otherwise known as the Earth Summit, in Rio de Janeiro,
Brazil in June 1992. PA 21 is the Philippines’ commitment to the UNCED. It also lays
down the mix of strategies that integrate areas (or Action Agenda), from the national
to the regional level, with the corresponding implementing platforms and plans. It is
basically made up of:

1. The Principles of Unity;

2. The Action Agenda; and

3. The Implementation Strategies.

THE VISION OF PHILIPPINES

INSTRUCTIONAL MODULE AND ITS COMPONENTS

SUBJECT/COURSE NSTP 1

DEVELO

PER AND

THEIR

BACKGR

OUND PROF. LOUIS ADONIS G. SILVESTRE, LPT. MDM. PROF. JESSIE H.

DOMINGO PROF. CYNTHIA M. BOGNOT

COURSE

INTRODU
CTION In accordance with the RA 9163, otherwise known as the National Service
Training Program Act of 2001, this course on National Service Training Program 1
(NSTP 1) aims to enhance civic consciousness and defense preparedness in the youth,
by developing the ethics of service and patriotism while undergoing training in one of
its program components. It is divided into two modules: The Common Module (25
hours) and the Specific Modules (29 hours). The total allotted time for the common
modules and specific modules would satisfy the required 54 minimum training hours
for the NSTP 1. The Common Module focuses on the five (5) topics mentioned in the
Rule III. Program Implementation, Section 4. Coverage, Paragraph c. of the
implementing Rules and Regulations of RA 9163 where OTHER NATIONAL
SECURITY CONCERNS is included. Students enrolled in the first semester of the
freshman year are required to undergo a common module phase for 25 hours before
pursuing specific component of their choice. During this phase, the students have no
specific component yet. and are expected to gain knowledge, skills, and attitude
towards deepened understanding and heightened appreciation of their role in the
promotion of common good and the general welfare. Also, they are expected to
demonstrate learning by applying concepts and principles on practical situations in
pursuit of community development for the task of nation building.

COURSE

OUTLINE 1. National Security Concern a. Internal Threats b. External Threats c.

Role of the Youth in National Security

CHAPTE

R # CHAPTER 5

TITLE OTHER NATIONAL SECURITY CONCERNS

OVERVIE

W Today, the Philippines faces a security environment that is more complex and less
suited to simple solutions. Nevertheless, few countries in the world face just as many
threats to internal and external security. The Philippines is beset by the continued
presence of terrorist groups in Mindanao. Several different insurgencies, with
significant regions of ungoverned or poorly managed space, endemic corruption, a
rapidly growing population, and threats to China's maritime resources and continental
shelf through South China Sea

activities. Such issues are compounded for Manila by the limited resources available
to spend on national security. The Philippines is a large and important country in
South East Asia. If the Philippines can solve these various security problems, it will
be strengthened place in the emerging Asia-Pacific region.

INSTRUC

TION TO

THE

USERS This module includes in-depth analysis of the different internal and external
threat to national security and that of the role of youth in addressing such national
security concerns. Students are asked to read the module and be able to identify the
different threats, answer the pre-test and posttest and be able to be part of addressing
the issue at hand. For online users, watch YouTube links for further comprehension of
the topic. Offline students may just read the module and answer the queries.

PRE-

TEST Identify the different internal and external threats to national security? On your
perspective, rank them according to their frequency of involvement in any
insurgencies.

LEARNIN

OBJECTI

VES

At the end of this module, you will be able to: 1. Identify various internal and external
threats affecting the national /local security concerns. 2. Prepare an action plan in
preventing threats in the school/community/family as a contribution in addressing
national security concerns.

DISCUSSI

ON OF

TOPICS 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 using economic military and political power and the
exercise of diplomacy. The measures taken to ensure national security include: a.
Using diplomacy to rally allies and isolate threats. b. Maintaining effective armed
forces. c. Implementing civil defense and emergency preparedness measures
(including anti-terrorism legislation). d. Ensuring the resilience and security of critical
infrastructure; and e. 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: a. Moral-spiritual
consensus - we must be propelled by a national vision inspired and manifested in our
words and deeds, by patriotism national pride and the advancement of national goals
and objective.

b. Cultural cohesiveness - our lives as a people must be ruled by a common set of

values and believe grounded on high moral and ethical standards, drawn from our
heritage and embodying a Filipino standard identity transcending religious, ethnic,
and linguistic differences. c. Economic solidarity - we must vigorously pursue a free –
market economy through responsible entrepreneurship based on social conscience,
respect for the dignity of labor and concern for the public interest d. Socio-political
stability - We must achieve peace and harmony among all Filipinos, regardless of
creed, ethnic origin, or social station. The government and the people must engage in
nation – building under the rule of law, constitutional democracy, and the full respect
for human rights e. Ecological balance - national survival rests upon the effective
conservation of our natural environmental in the face of industrial and agricultural
expansion and population growth f. Territorial integrity - we must ensure the
permanent inviolability of our nation territory and it is effective control by the
government and the state. g. International harmony - we must pursue constructive and
cordial relations with all nations and peoples, even as our nations itself must chart an
independent course, free from external control, interference or threat or aggression.
INTERNAL THREATS The Philippines has been confronted with multiple and
simultaneous insurgencies since the 1970s. While not posing an existential threat to
the state, they are a drain on resources and inhibit faster economic development. The
myriad of rebel groups, communist, Islamist, and ethno-national, do have some
legitimate grievances and their movements have been fueled by abuses by government
forces. 1. The Moro Islamic Liberation Front and Moro National Liberation Front
Moro National Liberation Front (MNLF), Muslim separatist movement in the
southern Philippines that has employed guerrilla tactics and violence in its campaign
for the creation of an independent democratic, Islamic state. Taking its name from the
Muslim Moro peoples of Mindanao and other southern islands of the Philippines, the
MNLF led an insurgency against the Philippine government that began in 1973, soon
after President Ferdinand Marcos imposed martial law. The MNLF’s well-organized
and sophisticated military force, known as the Bangsa Moro Army, had 30,000
fighters at the time of its greatest strength in the 1970s. In 1975 Marcos conceded that
the Moros’ economic grievances, at least, were justified, particularly against Christian
landowners; but government offers of regional autonomy were rejected by the MNLF,
which continued to demand complete independence for the Moro islands. The MNLF
boycotted elections in Mindanao, giving legislative control to the National Society
Movement. The organization subsequently was weakened by a series of factional

splits, including breaks in the 1970s that resulted in the formation of the Moro Islamic
Liberation Front (MILF) and the Bangsa Moro Liberation Organization. 2. The Abu
Sayyaf Group The ASG is a violent Muslim terrorist group operating in the southern
Philippines. Some ASG leaders allegedly fought in Afghanistan during the Soviet
invasion and are students and proponents of radical Islamic teachings. The group split
from the much larger Moro National Liberation Front in the early 1990s under the
leadership of Abdurajak Abubakar Janjalani, who was killed in a clash with Philippine
police in December 1998. His younger brother, Khadaffy Janjalani, replaced him as
the nominal leader of the group. The ASG was founded in Basilan Province and
operates primarily in the provinces of the Sulu Archipelago, namely Basilan, Sulu,
and Tawi-Tawi. The group also operates on the Zamboanga peninsula, and members
occasionally travel to Manila. In mid-2003, the group started operating in Mindanao’s
city of Cotobato and on the provincial coast of Sultan Kudarat, Mindanao. The group
expanded its operational reach to Malaysia in 2000 with the abduction of foreigners
from a tourist resort there. 3. Private Armies In addition to the known insurgent
groups, Philippine instability is compounded by the existence of private armies.
Although the November 2009 massacre of 58 people, including women and
journalists, allegedly by members of the powerful Ampatuan clan, made international
headlines because of its scale and barbarity, the reality is that local political elites rely
on private armies to stay in power. Often, they are armed and supported by the
government or military. The Ampatuans are a major Muslim clan who are long-time
power brokers in Maguindanao and deadly enemies with the MILF. Members of the
family serve as mayors, provincial governors, and governors of the Autonomous
Region in Muslim Mindanao. The AFP and President Arroyo have relied on the
Ampatuans and seen them as key allies. Before the massacre in 2009, the Ampatuans
delivered votes for President Arroyo and were rewarded handsomely. The size of their
private army grew to nearly 2,400. 4. Communist Party of the Philippines/New
People’s Army/ National Democratic Front The Communist Party of the Philippines
(CPP) was established in 1968 by Jose Maria Sison, with the establishment of the
New People’s Army (NPA) the following year, and the overt and broad united front
umbrella organization, the National Democratic Front (NDF) in 1973. The
CPP/NPA/NDF is committed to establishing a progressive communist state based on
the Marxist-Leninist-Maoist foundation, the elimination of capitalism and the
Philippines’ alliance with neo-colonial states. It is the longest running communist
insurgency in the world, responsible for tens of thousands of deaths (though estimates
vary wildly). The CPP/ NPA/NDF has waxed and waned over the decades and has
been subject to

intense internal factionalism and splits, in particular following the end of the Marcos
dictatorship, the restoration of democracy in 1986 and the closure of US bases in
1991. It has not helped the movement that their leader has been in exile in the
Netherlands since 1987. EXTERNAL THREAT Despite a host of internal security
threats that show little sign of abating, the Philippines has become more preoccupied
by external threats to its maritime interests in the South China Sea, which is claimed
by the People’s Republic of China. Taiwan and Vietnam also claim the Spratly
archipelago, while Malaysia has an overlapping claim, but none of those countries
pose a threat to Philippine interests the way China does. The Philippines claims 52
reefs, though it only occupies seven islands and two reefs. Thitu Island, which is the
second largest of the Spratlys, has a 1,000-meter airstrip. The Philippines’ claim dates
to 1956 when they declared a region of the Spratlys as terra nullius and as a ‘regime
of islands’ distinct from the archipelago. That changed in 1978 when the Philippines
established the municipality of Kalayaan, in Palawan province, to administer the eight
features that they currently occupy. Currently China occupies seven features in the
Philippine claim, while Malaysia and Vietnam occupy three and 19, respectively. The
issue of far greater concern for the Philippines is the fact that five of the nine dotted
lines—the ‘cow’s tongue’—in China’s map are clearly on the Philippines’ continental
shelf and well within 200 nautical miles of its main islands, recognized by China as
the sovereign territory of the Republic of the Philippines. ROLE OF THE YOUTH IN
NATIONAL SECURITY “We are addressing youth today, because youth have placed
themselves on the top of the agenda.” - Ban Ki-moon, Secretary General of the United
Nation In an article entitle “10 Ways Youth Can Make an Impact”, it provided the
youth means to contribute to the country’s national security. It emphasized that youth
engagement can bring about social change. It sends a message that the youth do not
have to wait to become adults to be significant and active members of the society. 1.
Know your rights. Read up, get informed and practice your right!! The youth can
maximize their rights if they are well-informed. The existing rights are only of value
to the youth if they are understood, observed, and used. 2. Learn about local issues.
What are the concerns plaguing your community? How are the concerns affecting you
and your immediate environment? Knowing the problem can lead to possible
solutions and the youth’s role in the grand scheme of things.

3. Speak out. Do not be afraid to speak your mind either online, through social media,
and offline, gatherings and meetings. Be assertive and express your interests.
Someone is bound to read or to listen to it. However, be responsible of what you aired
and support it with facts. Also, respect the views of others regardless if it agrees or
disagrees with you. 4. Network. There is strength in numbers. Reach out to them and
learn their efforts and initiatives. It could pave way to bigger things for you. 5. Spread
the word. Talk to your friends and family about the concerns and issues you see as
important. You can provide a voice to unaddressed issues, educate, and influence the
people around you. 6. Join campaigns. Be one with the people having the same vision
and initiative as you. Create solutions and actions that can be done in your
community. 7. Host a youth summit. Learn and share your perspectives and views
with peers as well as decisionmakers. Schools and local organizations can be of great
support to you in trying to create a forum for the exchange of ideas. Bring together
different communities and understand what you have in common, as well as your
differences in interests and perspectives. 8. Use your creativity. Use your passion for
the arts and your hobbies into a productive action towards your ideals. 9. Join/create a
youth organization. Local youth organizations are great places to expand your
knowledge and become an active member of your society. If your community does
not have an organization representing youth, create one. Be the trendsetter! 10. Be an
inspiration. Believe in yourself and follow your passion. Passionate youth will change
the world. .

SUMMAR

AND/OR

KEY

IDEAS To achieve the national vision, the state must harness all the assets and
resources at its disposal. This requires the entire government and other sectors of
society especially the youth to work together, shoulder-to-shoulder, in a more well-
planned, organized, and synchronized manner. All government departments and
agencies should critically examine their policies and conduct their own internal
assessment of their roles in realizing these national goals. Further reforms are needed
in the national security sector to make it more efficient and proactive, able to respond
quickly and effectively to national emergencies as they arise, and to predict and
preempt crisis situations even before they arise. The national security community
must try to constantly seek self-perfection, hone, and learn new skills, and overcome
its most serious weaknesses.
In our quest for a better future, all citizens and sectors of civil society are enjoined to
work together with the government in the highest spirit of the Filipino people’s
culture of “Bayanihan.