NSTP 1 Revision 02 2022 23

Ilocos Sur Polytechnic State College
NATIONAL SERVICE TRAINING PROGRAM 1 (NSTP-1)
REVISION 2
NSTP MODULES
Contributors: Benny B. Derige, PhD, Emed F. Manzano,PhD, Delia R.Casillan, EdD,
Richard Dela Crus, MSA, Jerry P. Manzano, MAEd, Wilfredo C. Tabangin,
Charlie J. Dasalla, MSE, Junalyn B. Pagdawan, MSCrim, Jhunrey M. Calibuso,
Eugine Gabriel, Shirly B. Navalta, MAEd
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About NSTP Modules
National Service Training Program (NSTP) is a program that enhance civic

consciousness and defense preparedness in youth by developing the ethics of service and
patriotism. Each component shall be taken for two (2) semesters with 54 to 90 training
hours for an academic year.
Common module is the phase where all enrolled in NSTP are required to undergo
to have common understanding on relevant topics. As mentioned in the Rule III. Program
Implementation. Section 4. Coverage. Par. C. all enrolled in first semester shall undergo a
common module phase for 25 hours covering: citizenship training; drug education;
disaster, preparedness and management; environmental and health protection; and other
national security concerns. During this phase, the students have no specific component
yet.
Upon completion of the Common Module phase, the students must select the
specific NSTP component the he/she will pursue. The specific modules will be thought
for 29 hours covering the topics which are aligned to the current needs of the society and
to produce expected graduates of the program. The total allotted time for the common
modules and specific modules would satisfy the required 54 minimum training hours for
the NSTP 1. Moreover, the Higher Education Institutions (HEIs) have the prerogative to
maximize the 90 training hours by introducing the optional modules for 36 hours which
are also aligned and consistent with requirements of the law. At this phase, students are
being exposed and prepared to the real community scenario.
During the NSTP 1 phase, the students 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. Further, 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.
The specific modules (29 hours) was designed for non-military components –
CWTS and LTS, which shall be taken after completing the common modules phase. The
CWTS is 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, moral of the citizenry and other social welfare services. While LTS is
designed to train students to teach literacy and numeracy skills to school children, out-of-
school youth and other segments of society in need of their services. The ROTC shall
remain to be under the policies, regulations and programs of the Department of National
Defense per Rule III. Program Implementation. Section 8. Monitoring and Evaluation,
Paragraph a.4. Management of the IRR of R.A. 9163.
The defined topics will help the students acknowledge their roles in the society
they belong especially in engaging themselves to activities contributory to the general
welfare as what the components are intended to.
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In this phase, students are being introduced to the community-based activities as

preparation of their involvement to the National Service Reserve Corps (NSRC) which
they will be part of when they completed NSTP. The National Service Training Corps
(NSRC) is an organization composed of graduates of the CWTS and LTS components
tasked to provide a trained, motivated, and organized manpower reserve that can be
tapped by the State for DRRM, civic welfare, literacy, national emergency, environment
protection and other similar endeavors in the service of the nation.
The number of hours is defined according to the scope and depth of the topics.
Completing the common and specific module phases will satisfy the 54 minimum
training hours for NSTP 1.
In NSTP 2 phase, the students will be trained and prepared to become active
members of the NSRC and to the communities they belong. After completing the NSTP 1
and NSTP 2, the graduates are expected to be skilled and prepared for literacy and civic
welfare services.
To understand the content of this study module, student’s activities have been
prepared. You must complete all these exercises, to check how well you have understood
the module. These activities reinforce what you have learned.
Thus, to the university and college students, who have no other choice but to
engage NSTP 1 if only for the sake of getting a passing grade in this mandatory course on
National Service Training Program, try to approach the subject with a sense of curiosity
and mystery, at least. Then at the end of the course, ask whether they will be willing to
treat this subject with due reverence.
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25 HOURS
COMMON
MODULES
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TABLE OF CONTENT
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LESSON 1
CITIZENSHIP TRAINING
INTENDED LEARNING OUTCOMES
At the end of the lesson, student are expected to:

1. Enumerate and discuss the historical and legal bases of NSTP.
2. Demonstrate knowledge and values stipulated in the Philippine Constitution.
3. Discuss the duties and rights, united nation principles of human rights.
4. Observe and perform the Flag and Heraldic Code of the Philippines; and
5. Responds community spirit in volunteerism, good citizenship values and the voter’s
education.
TIME FRAME: 6 hours

: 6 hours
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Citizenship Training is a program wherein it develops our characters to become more

mindful of our responsibilities, rights and roles in the society. In this chapter, you can learn a
citizenship education which gives people the knowledge and skills to understand, challenge and
engage with democratic society including politics, media, civil society, economy and the law.
Democracies need active, informed and responsible citizens who are willing and able to take
responsibility for themselves and their communities and contribute to the political process.
Through National Service Training Program (NSTP) education, the student will help to
develop self-confidence and a sense of agency, and successfully deal with life changes and
challenges such as bullying and discrimination. It gives them a voice: in the life of their schools,
their communities and society at large. It enables them to make a positive contribution by
developing the knowledge and experience needed to claim their responsibilities. It prepares
them for the challenges and opportunities of adult and working life.
The NSTP also brings benefits for schools, or other educational organizations and for
society at large. For schools and other educational organizations, it helps to produce motivated
and responsible learners, who relate positively to each other, to staff and to the surrounding
community. For society, it helps to create an active and responsible citizenry, willing to participate
in the life of the nation and the wider world and play its part in the democratic process.
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Lesson 1.A HISTORICAL AND LEGAL BASES OF NSTP (RA 9163)
The Ilocos Sur Polytechnic State College (ISPSC) aims at the empowerment of the
youth by providing education grounded on academic excellence and strength of character.
Students are expected to develop the passion of volunteerism and upholds the reinforcement
of time-honored values learned in school and at home directed towards the development of a
strong moral fiber that will contribute to his /her personal well-being as well as that of the members
of the society.
ISPSC continues to enhance their curriculum in training the students to become more
responsible citizens who could greatly contribute to the general welfare of the country. It utilizes
the students’ talents and technical expertise in assisting the community’s development. The
program is constantly changing and adjusting to the needs of the students and the community.
It is clearly asserts that the 1935 Constitution of the Philippines which the prime duty of
the state is to safeguard the common welfare of its citizens. “The welfare of the people is the
primordial reason for the existence of a state hence; government service is a public trust,
the so-called distributive justice”. On the other hand, every citizen has the duty to fulfill his/her
responsibility in the achievement of progress and development through his/her cooperation and
active participation in the affairs and activities of the state – to serve the state in times of
emergency as stated in the constitution (the so-called legal justice).
As a preparation for this noble responsibility, the 1935 Constitution require male and
female students to take Reserve Officer Training Corps (ROTC) aimed to train, discipline and
prepare them responsive citizens. In the 1987 Constitution however, ROTC for female students
was voluntary.
The smooth implementation of ROTC was disrupted by questions arising from moral
degradation and unscrupulous practices by people charge to supervise and implement the subject.
In the late 1990’s the problem of ROTC’s relevance regarding its objective and purpose was
evident. Corruption, exploitation, and devious practices were rampant until its constitutionality was
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put to a test or question. This paved the way to the enactment of the Republic Act 9163 otherwise
known as the National Service Training Program (NSTP) Act of 2001.
Recognizing the youth’s significant role in the task of nation-building, the state shall
promote civic consciousness among them and shall develop their physical, moral, spiritual,
intellectual and social well-being. It shall inculcate the values of patriotism, nationalism, and
advance their involvement in public and civic affairs.
In pursuits of these goals, the youth as 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.
To attain this goal, the NSTP was made a part of the curriculum. Tertiary students, male
and female of any baccalaureate degree course or at least two (2) years technical-vocational
courses in public and private educational institutions are required to complete one (1) of the NSTP
components as requisite for graduation. ROTC which was originally mandatory was made optional
and voluntary. Under this program, students are given the freedom to choose from among the
three (3) program components of the NSTP namely: a) Reserved Officers’ Training Corps b)
Literacy Training Services, and c) Civic Welfare Training Services.
Reserved Officers’ Training Corps (ROTC) which provides military training to tertiary
level students in order to motivate, train, organize and mobilize them for national defense
preparedness. It aims to instill patriotism, moral virtues, respect for rights of civilians, and
adherence to the Constitution, among others. Literacy Training Service (LTS) which is designed
to train students and to become mentors of literacy and numeracy skills to school children, out-of-
school youth, and other segment of the society in need of their service. Civic Welfare Training
Service (CWTS) which promotes activities contributory to the general welfare and 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
citizenry.
FOR YOUR INFORMATION…
LEGAL BASES OF THE NSTP. The 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 purpose,” 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.
COVERED BY THE NSTP LAW. (a) All incoming freshmen students, male, female, starting
school year (SY) 2002-2003, enrolled in any baccalaureate and in at least two (2) year technical-
vocational or associate courses, are required to complete one (1) NSTP component of their
choice, as a graduation component; (b) All higher and technical-vocational education institutions
must at least offer one (1) other NSTP component; (c) State Universities and Colleges (SUCs),
shall offer the ROTC component and at least one (1) other NSTP component; (d) The Philippine
Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), 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
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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).
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.
COVERED BY THE SUSPENSION OF 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.
LEARNING EXERCISES NO. 1.1
Name: ______________________________________Score: _________

Course/Year: _____________________________ Date: _____
Time Started: _________ Time Finished: ______________
I. ESSAY. Explain briefly the following.

1. What is the importance/benefits of the R.A. 9163 to students and to the national development?
What is your main role in the task of nation building and in the community service? (10 points)
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2. Are you willing to participate in any activities of the school/community? Justify your answer? (10
points)
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Essay Composition Scoring Rubric
TARGET ACCEPTABLE UNACCEPTABLE

HIGH LOW
5 4-3 3 2-1
Content _____ out Direct to the point. Some Conventional Cursory; gives the
of 5 points Interesting interesting ideas or impression of writing
content and content; points clichés; little just to complete the
presentation; not sustained or supporting assignment.
ideas well not fully detail included.
conceived and developed.
developed with
sufficient
examples.
5 4 2-3 0
Punctuatio _____ out Correct spelling Occasional Frequent English spelling and
n, Spelling, of 5 points (including mechanical mechanical punctuation: no
and accents) and errors. errors. accents; mechanical
Presentati punctuation; errors in most
on neatly typed with sentences.
correct format as
specified (MLA).
Total _____ out
of 10 points
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Lesson 1.B PHILIPPINE CONSTITUTION AND THE BILL OF RIGHTS
A country is run by the government, judicial bodies, its people, and most importantly by the
Constitution. The constitution serves as the backbone of the country. Without it, the Law and
Jurisdiction will not hold up and fall apart in no time, but they are meant to stand strong. The
constitution is the embodiment of fundamental regulations and principles according to which the
country, state, and its people are supposed to work.
Constitution is the basic principles and laws of a nation, state, or social group that
determine the powers and duties of the government and guarantee certain rights to the people in it.
It is a written instrument embodying the rules of a political or social organization. (Merriam Webster
Dictionary)
A constitution serves as the fundamental law of land of the land. It is a character that
creates a government and speaks for the entire people from whom it derives its claim to
obedience. It establishes the basic framework and underlying principles of government. It refers to
the “body of rules and principles in accordance with which powers of sovereignty are
regularly exercised.” (de Leon, 2005)
The 1987 Philippine Constitution was ratified by the Filipino people in a plebiscite held
on February 2, 1987. Embodied in the constitution is the Preamble which is the prologue. It
provides an introduction to the main subject. It sets down the origin and purpose of the constitution
and serves as an aid in its interpretation. The preamble of the 1987 Constitution is as follow:
“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 our democracy under the rule of law and a regime of truth, justice,
freedom, love, equality, and peace, do ordain and promulgate this
Constitution.”
Section 1 of the Philippine Constitution provides that the following are the citizens of
the Philippines:
1. Those who are citizens of the Philippines at the time of the adoption of the constitution;
2. Those whose fathers or mothers are citizens of the Philippines;
3. Those born before January 17, 1973 of Filipino mothers, who elect the Philippine
citizenship upon reaching the age of majority; and
4. Those who are naturalized in accordance with law.
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For every right, there is always a corresponding responsibility. The following are important
duties and obligations of every person who lives in a constitutional democracy like the Philippines.
(dela Cruz, et.al, 2005)
1. To be loyal to the Republic
2. To defend the State
3. To contribute to the development and welfare of the State
4. To uphold the Constitution and obey the laws
5. To cooperate with duly constituted authorities
6. To exercise rights responsibly and with due regard for the right of others
7. To engage in gainful work
8. To register and vote
Article III of the Philippine Constitution is the Bill of Rights. This is an enumeration of the
people’s rights and privileges which the Constitution is to protect against violations and abuses. It
establishes the relationship of the individual to the State and defines the rights of the individual by
limiting the lawful powers of the State. It is one of the most important political achievements of the
Filipinos. This section presents the summary of rights
ARTICLE III
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.
Life – the right of an individual to his body in its completeness, frees from dismemberment,
and extends to the use of God-given faculties which make life enjoyable.
Liberty – the chief elements of the guaranty to liberty (right to contract, the right to choose
one’s employment, the right to labor and the right to locomotion.
Property – includes anything that can come under the right of ownership and be the
subject of contract (Right to secure, use and dispose)
Due Process – a law that hears before it condemns, which proceed upon inquiry and
renders judgment only after trial
Equal Protection Of The Law – all persons or things similarly situated should be treated
alike, both as to rights conferred and responsibilities imposed.
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 complainant
and the witnesses he may produce, and particularly describing the place to be searched and the
persons or things to be seized.
Search Warrant – an order in writing issued in the name of the People of the Philippines
signed by a judge and directed to peace officer, commanding him to search for personal
property
Warrant Of Arrest – an order to take a person into custody in order that he may be bound
to answer for the commission of an offense
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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.
Instances When Privacy of Communication and Correspondence Is Waived
1. Upon lawful order of the court
2. When public safety or order requires otherwise as may be provided by law
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.
When Permit Is Not Required
1. Rally is done in freedom parks
2. Inside a private a private property; however one must get the permission of the owner
of the private property
3. Campuses of state colleges and universities
Duties of Leaders and Rallyists
1. Leaders should inform the members their duties to keep the peace and act within the
bounds of law
2. They should police their ranks
3. They should cooperate with local officials in maintaining peace and order
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.
Scope of the Non-Establishment Clause
1. The State cannot set up a church
2. The State cannot pass laws which aid one religion or prefer one over another
3. The State cannot influence a person to go to or remain away from any church against
his will
4. The State cannot force anybody to profess a belief or disbelief in any religion
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.
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Limitations to the Freedom to Contract

1. Police Power – pre-existing contracts can yield to the reasonable exercises of police
power especially with reference to the promotion of social justice
2. Power of Eminent Domain – may impair contracts. Social justice cannot be invoked to
trample of the rights of property owners who are also entitle to protection
3. Power of Taxation – the guarantee against impairment of contract will not serve as a
limitation to the powers of the government to impose taxes
4. Freedom of Religion – free exercise of religious belief is superior to contractual rights
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.
(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 the 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.
Bail – the security given for the release of a person in custody of the law, furnished by him
or a bondsman, conditioned upon this appearance before any court as required under the
conditions hereinafter specified, Bail may be given an in the form of corporate hereinafter
specified/ Bail may be given in the form of corporate surety, property bond, cash deposit,
or recognizance.
Recognizance – is an obligation of record, entered into before some court or magistrate
duly authorized to take it, with the condition to do some particular act, the most usual
condition in criminal cases being the appearance of the accused for trial.
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.
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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.
Writ – is issued by a court directed to a person detaining another, commanding him to
produce the body of the prisoner at a designated time and place, with the day and the
cause of his caption and detention, to do, to submit to, and to receive whatever the court or
judge awarding the writ shall consider in his behalf.
Habeas Corpus – restores the liberty of an individual subject to physical restraint
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.
Servitude – is the state of entire subjection of one person to the will of another
Peonage – is the voluntary submission of a person to the will of another bacause of his debt
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.
POLL TAX Or Personal Or Capitation Tax – is a tax of a fixed amount imposed on individuals
residing within a specified territory, whether citizens or not, without regard to their property or the
occupation in which they may be engaged.
Residence Tax – is in the nature of a poll tax
TAX is not a personal debt.
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.
Acquittal – is always based on the merits, that is, the accused is acquitted because the
evidence does not show his guilt beyond reasonable doubt. It is immediately final and
cannot be reconsidered.
Dismissal – does not decide the case on its merits or that the accused is not guilty. It is
based on the fact that the court is not a court of competent jurisdiction or the complain or
information is not valid or sufficient in form. For dismissal to be a bar under double
jeopardy, it must have the effect of an acquittal.
Section 22. No ex post facto law or bill of attainder shall be enacted.
Characteristics of Ex Post Facto Law
1. it is penal
2. it is retroactive
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3. it is prejudicial to the accused

Bill Attainder – is a legislative act that inflicts punishment without trial
In cases of violation of such rights and prior to any questioning during custodial
investigation, the person must be warned that he has corresponding rights. This is so called the
“Mirinda Doctrine”. However, the defendant may waive effectuation of these rights, provided the
waiver is voluntary, knowingly, and intelligently. The wording used when a person is read the
Miranda Warning, also known as being “Mirindarized,’ is clear and direct:
“You have the right to remain silent. Anything you can say and will be used against you in
a court of law. You have the right to an attorney. If you cannot afford an attorney, one will be
provided for you. Do you understand the rights I have just read to you? With these rights in mind,
do you wish to speak to me?”
DUTIES AND RESPONSIBILITIES OF A FILIPINO CITIZEN

1. Defend our country from enemies and invaders
2. Pay his or her taxes willingly or promptly
3. Be loyal to our country
4. Take care and conserve our natural resources
5. Help our country for growth and development
6. keep our surroundings clean
7. Study well and become a productive individual
8. Obey the laws and maintain peace and order in the community
9. Preserve the Filipino culture and identity
10. Participate actively in various government program
11. Vote wisely and choose candidates who can serve the people and our country
12. Respect of the rights of others
RIGHTS OF STUDENTS IN SCHOOL (EDUCATION ACT OF 1982)
1. Right to receive, primarily through competent instruction, relevant quality education in line
with national goals and conducive to their full development as persons with human dignity.
2. The right to freely choose their field of study subject to existing curricula and to continue
their course therein up to graduation except in cases of academic deficiency, or violation of
disciplinary regulations.
3. The right to school guidance and counseling services for making decisions and selecting
the alternatives in fields of work suited to his potentialities.
4. The right to access one’s own school records the confidentiality of which the school shall
maintain and preserve.
5. The right to the issuance of official certificates, diplomas, transcript of records, grades,
transfer credentials, and other similar documents within 30 days from request.
6. The right to public a student newspaper and similar publications, as well as the right to
invite resource persons during assemblies, symposia and other activities of similar nature.
7. The right to free expression of opinions and suggestions and to effective channels of
communications with appropriate academic and administrative bodies of the school or
institution.
8. The right to form, establish, join and participate in organizations and societies recognized
by the school to foster their intellectual, cultural, spiritual and physical growth and
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development or to form, establish, join and maintain organizations and societies for
purposes not contrary to law.
9. The right to be free from involuntary contributions, except those approved by their own
organizations or societies.
DUTIES AND RESPONSIBILITIES OF STUDENTS (EDUCATION ACT OF 1982)
1. Exert his utmost to develop his potentialities for service, particularly by undergoing an
education suited to his abilities, in order that he may become an asset to his family and to
society.
2. Uphold the academic integrity of the school, endeavor to achieve academic excellence.
And abide by the rules and regulations governing his academic responsibilities and moral
integrity.
3. Promote and maintain the peace and tranquility of the school by observing the rules of
discipline, and by exerting efforts to attain harmonious relationships with fellow students,
the teaching and academic staff and other school personnel.
4. Participate actively in civic affairs and in the promotion of the general welfare, particularly
in the social, economic and cultural development of his community and in the attainment of
a just, compassionate and orderly society.
5. Exercise his rights responsively the knowledge that he is answerable for any infringement
or violation of the public welfare, and of the rights of others.
INDIVIDUAL VIRTUES AND GOOD HABIT OF A FILIPINO (CORE VALUES)
1. Makadiyos – development of one’s spiritual prowess and deepening of one’s faith in the
god one believes in. faith practiced and manifested in day-to-day life activity by living in
accordance with one’s belief putting into action and test the tenets of adhered religion by
accepting with much hope and confidence the trials and challenges that some our way.
2. Makatao – man as the center and epitome of creation must be given preference and
attention by every human being at all times and in every activity and human endeavor.
Progress and development must center on man’s total human enhancement, deepening of
relationship and respect of dignity acknowledging that human beings are created equal.
3. Makabayan – patriotism and nationalism is a sign of loyalty and dependence to the
sovereignty and adherence to one’s own government. These values are manifested by our
request and loyalty to the Filipino flag the symbol of our liberty and integrity as Filipinos
and at the same time develop the spirit of nationalism evident in our preference and pride
of the Filipino products.
4. Makakalikasan – the song “Kapaligiran” is a wakeup call and reminder of the significance
and importance of ecological balance and out duty and responsibility to care for Mother
Nature. Man’s duty and sense of responsibility to Mother Earth is supreme in the agenda
of every development knowing that what we do with our environment will greatly affect the
next generation. The continuous destruction of the ecology poses a dangerous threat to
the environment and eventually to the people. Experience and history reminds s of the
wrath and fry of nature when abused or misused. Responsibility compels us to safeguard
and protect nature
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ASSESSMENT
A. Multiple Choice. Read the statement carefully. Encircle the letter that corresponds to your
answer.
1. The important role of the youth sector enshrined in RA 9163 is:
a. Defense of the country
b. Service to the country
c. National building
d. Protection of the country
2. The state shall develop among the youth civic consciousness which includes:
a. Physical and intellectual aspects
b. Moral and spiritual aspects
c. Social well-being
d. All of the above
3. National Service Training Program (NSTP) is also known as:
a. RA 9631
b. RA 9163
c. RA 3961
d. RA 6391
4. Under this law, every citizen is duty bound to:
a. Serve and protect
b. Render military and civic service
c. Defend the security of the state
d. Protect the right of citizens
5. The law inculcates in the youth the values on:
a. Love of country
b. Respect for elders
c. Patriotism and nationalism
d. Love of God
6. In service of the nation, NSTP students are expected to be:
a. Trained
b. Organized in the service of the nation
c. Motivated
d. All of the above
7. The components of NSTP includes:
a. Literacy Training Service
b. Civic Welfare Training Service
c. Reserve Officers Training Course
d. All of the above
8. The title of the law, as Act of 2001 is known as:
a. NSTR
b. NSTP
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c. NTSP
d. NPST
9. After finishing the course, students will be tapped in:
a. Civil welfare service
b. Literacy training
c. Military service
d. Military, literacy and civic service
10. The law was promulgated during the administration of:
a. President Joseph “Erap” Estrada
b. President Gloria Macapagal Arroyo
c. President Fidel V. Ramos
d. President Corazon C. Aquino
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Lesson 1.C UNITED NATION
Universal Declaration of Human Rights
The Universal Declaration of Human Rights is a milestone document in the history of

human rights. Drafted by representatives with different legal and cultural backgrounds from all
regions of the world, the Declaration was proclaimed by the United Nations General Assembly in
Paris on December 10, 1948 as a common standard of achievements for all peoples and all
nations.
UNITED NATIONS PRINCIPLES ON HUMAN RIGHTS
The United Nation’s founding mission in 1945 was to prevent the scourge of war and
advance human rights and dignity. Today, the UN remains on the front lines of preventing and
responding to conflicts, emergencies, and human rights violations. More than 90,000 ‘blue helmets’
help countries navigate the difficult path from conflict to peace; over a dozen UN agencies provide
emergency relief for the more than 100 million people in need of humanitarian assistance; and
around the world human rights are upheld and promoted through approximately 80 treaties and
declarations agreed to at the UN.
Yet this work is becoming more challenging, with escalating tension between great
powers, persistent crises in key regions, and the increasing involvement of extremist forces in
regional conflicts. Humanitarian needs have grown accordingly, and human rights are under
renewed assault in most corners of the globe. The UN builds awareness and support of the UN’s
work to help some of the most vulnerable people on earth.
Universal Declaration of Human Rights
The Universal Declaration of Human Rights (UDHR) is a milestone document in the
history of human rights. Drafted by representatives with different legal and cultural backgrounds
from all regions of the world, the Declaration was proclaimed by the United Nations General
Assembly in Paris on 10 December 1948 (General Assembly resolution 217 A) as a common
standard of achievements for all peoples and all nations. It sets out, for the first time, fundamental
human rights to be universally protected and it has been translated into over 500 languages. The
UDHR is widely recognized as having inspired, and paved the way for, the adoption of more than
seventy human rights treaties, applied today on a permanent basis at global and regional levels (all
containing references to it in their preambles).
Human Rights Principles
Universality and Inalienability: Human rights are universal and inalienable. All people
everywhere in the world are entitled to them. The universality of human rights is encompassed in
the words of Article 1 of the Universal Declaration of Human Rights: “All human beings are born
free and equal in dignity and rights.” They are universal because everyone is born with and
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possesses the same rights, regardless of where they live, their gender or race, or their religious,
cultural or ethnic background. Inalienable because people’s rights can never be taken away.
Indivisible and interdependent because all rights – political, civil, social, cultural and economic –
are equal in importance and none can be fully enjoyed without the others. They apply to all equally,
and all have the right to participate in decisions that affect their lives. They are upheld by the rule of
law and strengthened through legitimate claims for duty-bearers to be accountable to international
standards.
Indivisibility: Human rights are indivisible. Whether they relate to civil, cultural, economic,
political or social issues, human rights are inherent to the dignity of every human person.
Consequently, all human rights have equal status, and cannot be positioned in a hierarchical order.
Denial of one right invariably impedes enjoyment of other rights. Thus, the right of everyone to an
adequate standard of living cannot be compromised at the expense of other rights, such as the
right to health or the right to education.
Interdependence and Interrelatedness: Human rights are interdependent and interrelated.
Each one contributes to the realization of a person’s human dignity through the satisfaction of his
or her developmental, physical, psychological and spiritual needs. The fulfilment of one right often
depends, wholly or in part, upon the fulfilment of others. For instance, fulfilment of the right to
health may depend, in certain circumstances, on fulfilment of the right to development, to education
or to information.
Equality and Non-discrimination: All individuals are equal as human beings and by virtue of
the inherent dignity of each human person. No one, therefore, should suffer discrimination on
the basis of race, colour, ethnicity, gender, age, language, sexual orientation, religion, political or
other opinion, national, social or geographical origin, disability, property, birth or other status as
established by human rights standards.
Participation and Inclusion: All people have the right to participate in and access
information relating to the decision-making processes that affect their lives and well-being.
Rights-based approaches require a high degree of participation by communities, civil society,
minorities, women, young people, indigenous peoples and other identified groups.
Accountability and Rule of Law: States and other duty-bearers are answerable for the
observance of human rights. In this regard, they have to comply with the legal norms and
standards enshrined in international human rights instruments. Where they fail to do so, aggrieved
rights-holders are entitled to institute proceedings for appropriate redress before a competent court
or other adjudicator in accordance with the rules and procedures provided by law. Individuals, the
media, civil society and the international community play important roles in holding governments
accountable for their obligation to uphold human rights
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Lesson 1.D THE FLAG AND 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 2. 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.
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.
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
Congress of the Philippines building
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Supreme Court building Rizal Monument in Luneta, Manila
Aguinaldo Shrine in Kawit, Cavite Barasoain Shrine in Malolos, Bulacan
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Tomb of the Unknown Soldier Libingan ng mga Bayani
Musuleo de los Beteranos dela Revolucion; all International Ports of Entry
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 ng Kagitingan); 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.
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.
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.
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.
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Flag Pole In time of Peace In time of war
Section 11. If on stage or platform or government office, the flag shall be at the left (facing the
stage) or the left of the office upon entering.
Section 13. When displayed with another flag, the Philippine flag shall be on the right of the
other flag. If there is a line of other flags, the Philippine flag shall be in the middle of the line.
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Section 14. A flag worn out through wear and tear shall not be thrown away. It shall be solemnly
burned to avoid misuse or desecration. The flag shall be replaced immediately when it begins to
show signs of wear and tear.
Section 15. The flag shall be raised at sunrise and lowered at sunset. It shall be on the mast at
the start of official office hours, shall remain flying throughout the day.
CONDUCT OF FLAG RAISING CEREMONY

Section 18. All government offices and educational institutions shall henceforth observe the flag-
raising ceremony every Monday morning and the flag lowering ceremony every Friday
afternoon. The ceremony shall be simple and dignified and shall include the playing or singing of
the Philippine National Anthem.
Section 21. During the flag-raising ceremony, the assembly shall stand in formation racing the flag.
At the moment the first note of the anthem is heard, everyone in the premises shall come to
attention; moving vehicles shall stop. All persons present shall place their right palms over
their chests, those with hats shall uncover, while those in military, scouting, security guard,
and citizens military training uniforms shall give hand salute prescribed by their
regulations, which salute shall be completed upon the last note of the anthem.
Section 22. During the flag lowering, the flag shall be lowered solemnly and slowly so that the
flag shall be down the mast at the sound of the last note of the anthem. Those in the assembly
shall observe the same deportment or shall observe the same behavior as for the flag-raising
ceremony.
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HALF-MAST
Section 23. The flag shall be flown at half-mast as a sign of mourning on all buildings and
places where it is displayed, as provided for in this Act.
CASKET
Section 24. The flag may be used to cover the caskets of the honored dead of the military,
veterans of previous wars, national artists, and of civilians who have rendered distinguished
service to the nation, as maybe determined by the local government unit concerned. In such cases,
the flag shall be placed such that the white triangle shall be at the head and the blue portion
shall cover the right side of the caskets. The flag shall not be lowered to the grave or allowed to
touch the ground, but shall be folded solemnly and handed over to the heirs of the deceased.
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PLEDGE TO THE FLAG

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
Maka-tao
Makakalikasan at
Makabansa
G. Flag Days
Section 26. The period from May 28 to June 12 of each year is declared as Flag Days, during
which period all offices, agencies and instrumentalities of government, business establishments,
institutions of learning and private homes are enjoined to display the flag.
PROHIBITED ACTS
Section 34. It shall be prohibited
a. To mutilate, deface, defile, trample, on or cast contempt any act or omission casting
dishonor or ridicule upon the flag over its surface;
b. To dip the flag to any person or object by way of compliment or salute;
c. To use the flag:
1. As a drapery, festoon, tablecloth
2. As covering for ceilings, walls, statues or other objects;

3. As a pennant in the hood, side, back and top of motor vehicles;
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4. As a staff or whip;
5. For unveiling monuments or statues; and
6. As trademarks or for industrial, commercial or agricultural labels or designs.
d. Display the flag:
1. Under any painting or picture;
1. Horizontally face-up. It shall always be hoisted aloft and be allowed to fall freely;
2. Below any platform; or
4. In discotheques, cockpits, night and day clubs, casinos, gambling joints and places of
vice or where frivolity prevails.
e. To wear the flag in whole or in part as a costume or uniform;
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f. To add any word, figure, mark, picture, design, drawings, advertisements, or imprint of any
nature on the flag;
g. To print, paint or attach representation of the flag on handkerchiefs, napkins, cushions, and
other articles of merchandise;
h. To display in public any foreign flag, except in embassies and other diplomatic
establishments, and in offices of international organizations.
i. To use, display or be part of any advertisement of infomercial; and
j. To display the flag in front of buildings or offices occupied by aliens.
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THE NATIONAL ANTHEM

Section 35. The National Anthem is entitled Lupang Hinirang.
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 may di magdidilim
Lupa ng araw, ng luwalhati’t pagsinta,
Buhay ay langit sa piling mo;
Aming ligaya napag may mang-aapi,
Ang mamatay nang dahil sa iyo.
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THE NATIONAL MOTTO

Section 40. The national Motto shall be:
“MAKA-DIYOS,
MAKA-TAO,
MAKAKALIKASAN AT
MAKABANSA.”
OFFICIAL SEALS AND OTHER HERALDIC ITEMS AND DEVICES
ASSESSMENT
‘A. Multiple Choice. Read the statement carefully. Encircle the letter that corresponds to your
answer.
1. One way of honoring the flag of the Philippines is:
a. Stand straight
b. Stand at attention
c. Walk
d. None of the above
2. The individual virtue and good habit of Filipinos on patriotism and nationalism is:
a. Pagka-makatao
b. Pagka-makabayan
c. Pagka-makabansa
3. During a flag ceremony and when Lupang Hinirang is sung, all people hearing its first note
should
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a. Stop, face the flag and sing

b. Stop and sing
c. Stop and keep quiet
4. Complete the Lupang Hinirang, "Sa simoy at sa langit mong _____"
a. Buhay
b. Bughaw
c. Bugbug
5. The national motto of the Philippines is:
a. Maka-kapwa
b. Maka-dagat
c. Maka-bata
6. The national flag day is from
a. May 26 to June 12
b. May 27 to June 12
c. May 28 to June 12
7. When facing the flag, the blue color should
a. Left side
b. Right side
c. Top
d. All of the above
8. During a convocation where the flag should be displayed in a stage, the flag should in the
_____________ of the audience.
a. Left side
b. Right side
c. Back-center
d. All of the above
9. The flag is prohibited to be used as:
a. Draperies
b. Table-cloth
c. Car-cover
d. All of the above
10. The flag should be displayed 24 hours 7 days week on the following:
a. Flag pole of the college
b. International airport
c. Back of a public official
d. All of the above
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Lesson 1.E GOOD CITIZENSHIP VALUES
By living according to good citizenship values which we can derive from the preamble of
the Constitution - Faith in God, Unity, Patriotism, Work, Respect for Life, Respect for Law and
Government, Truth, Justice, Freedom, Love, Equality, Peace, Promotion of the Common
Good, Concern for the Family and Future Generations. Good citizens are widely seen as key
aspects of citizenship, but just as important are being active participants in one's community,
helping others and accepting differences.
Before delving into the discussion of values – Filipino values, in particular – it is worth
analyzing the word itself. The word “value” has its root in the Latin word “valere” which means to
be strong and vigorous. This proceeds from the premise that a human person has to have strength
or valor in every endeavor. It is the basis on which his strength in facing the challenges of life
should be directed.
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. 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.
Significantly, Filipino values would be the standards or principles for which an act is judged
to be what is right or wrong, the principles on which every member of the Filipino society should
preserve 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.
The basic unit in the Philippine society is the family. It is here where values and principles
are nurtured and imbibed in each 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.”
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GOOD CITIZENSHIP VALUE TO BE FOUND IN THE NATIONAL MOTTO OF THE

PHILIPPINES:
 Maka – Diyos - faith and belief in almighty God, respect for life, order, work and
concern for family and future generations
 Maka – Tao – love, freedom, peace, truth, and justice
 Makakalikasan – stewardship and love for the environment
 Makabansa – unity, equality, respect for law, patriotism and promotion for the
common good
PHOTO CROPTED @ TITATRAVELS.COM
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Lesson 1.5 VOTERS CITIZENSHIP EDUCATION
The history of electoral politics in the Philippines is blighted with cases of foul methods
used by protagonists to win votes. Vote buying, fraud, and stealing of votes are common post-
election complaints. Worst of all, partisanship can be so contentious as to ignite election-related
violence.
For the voters and politicians alike, is going through all the trouble, as an essential part of
a democratic process, worth it?
Quite often, comments like “corruption in government never stops, regardless of who gets
voted into office.” Anybody can get elected to office and nobody cares, insofar as the average voter
is concerned. This does not seem to indicate they have forfeited their right to vote; on the contrary,
they — within the limits of what they know and guided by their personal beliefs — have been
known to perform their civic duty well.
Voter education typically addresses voters' motivation and preparedness to participate fully in
elections. Voter education takes place to assist the election administration in its task of delivering
a free, fair, efficient and cost-effective election. Voter education provides potential voters with the
necessary information to make an informed choice in the voting booth. A core component of the
Clean Elections Act is to educate the public and voters on elections.
Voter education means providing citizens of a democracy with basic information about
participating in elections. Voter education is often provided by the state itself, often through a
national electoral commission, so it is therefore important that it is politically non-partisan.
Government departments that focus on voter education are often highly scrutinized by a third party.
In addition, there are various private institutions whose mission it is to strengthen democratic
values by increasing voter education. The focus is often on how to vote rather than who to vote for.
An appropriate voter education would provide citizens with knowledge regarding:
 How to register to vote - most democracies require citizens to first register as a
prerequisite to voting in elections or referenda
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 How to complete ballot papers - filling out ballots incorrectly can mean an individual’s
vote is misrepresented in the final count or counted as invalid. Therefore, clearly
demonstrating how ballots are to be correctly filled out is essential
 The electoral system - it is important that citizens know how their votes will contribute to
the final result in an election. Is the election conducted under a system of proportional
representation or first past the post? Does it involve a more complicated preferential voting
system?
Educating high school students or the young youth on the importance of voting is
essential as they would eventually be joining the country's voting population. We need to have
voters’ education as early as high school for them to understand the process, not only in selecting
future leaders but also to enable them to deeply understand the implications. All youth must be
informed on the impact of vote-buying to their future. This is not only about a question of the right
to suffrage. Vote-buying has become a culture, according to studies. Vote-buying has corrupted
even the youth, who are described as more idealistic than their elders.
Voters’ education will revolutionize the way leaders get elected because the youth will
realize the impact of their decision. We can only change this by educating would-be voters what
will be the effect of selling their votes on their future. Let us make them understand that elections
are not a one-day event but it is our future and for the next generations.
LEARNING EXERCISE No. 1.5

Name:_____________________________Score: _______________
Course/Year: _______________________Date: _______________
Time Started: ____________ Time Finished: _________________________
I. ESSAY. Explain briefly. (30 pts)
1. Create a dramatic vlog in the lessons presented learned.

Essay Composition Scoring Rubric
Subject Content Technical Aspects
• is interesting • Presents interesting • Camera is stable, smooth
• is educational information movements and pans
• is relevant to audience • Language is used properly • Subject is framed well,
• provides insight into topic and effectively images are well composed
• is discussed thoroughly • Images and/ or graphics • Subject is lit and clearly
• is entertaining relate well to content visible
Concept Score ______ out of • Student(s) behave • Sound is clear and
10 professionally on camera understandable
• Student(s) demonstrate • Video is edited effectively,
thoughtful approach to subject flows well
• Titles are used effectively
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Content Score ______ out of • Transitions are used

20 effectively
• Project was completed in a
timely manner
Content Score ______ out of
20
Comments Comments Comments
Final Score
TARGET ACCEPTABLE UNACCEPTABLE

HIGH LOW
9-10 7-8 6 4-5
Content _____ Direct to the point. Some interesting Conventional Cursory; gives the
out of 15 Interesting content content; points ideas or impression of
points and presentation; not sustained or clichés; little writing just to
ideas well not fully supporting complete the
conceived and developed. detail included. assignment.
developed with
sufficient examples.
5 4 2-3 0
Punctuation, _____ Correct spelling Occasional Frequent English spelling

Spelling, and out of 15 (including accents) mechanical mechanical and punctuation:
Presentation points and punctuation; errors. errors. no accents;
neatly typed with mechanical errors
correct format as in most sentences.
specified (MLA).
Total _____
out of 30
points
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Lesson 2
DRUG EDUCATION

1. Familiarize, value and synthesize the nature and effects of drug education through
different learning activities.
2. discuss and orient on RA 9165 and other pertinent laws.
TIME FRAME: 3 hours

: 3 hours
Combatting illegal drugs is one of the major campaign promises of President Rodrigo R.
Duterte when he ran for office in 2016. Educating students on the dangerous implications of illegal
drugs would veer the youth away from them and eventually address the demand side of the drug
problem.
The government’s Preventive Drug Education (PDE) program provides for drug education
for each grade level from Kindergarten to Grade 12, aligned with the main curriculum, but it allows
schools to introduce preventive drug education in other subject areas. DepEd is also now
developing an updated comprehensive supplemental PDE material in cooperation with DOH
(Department of Health), DDB (Dangerous Drugs Board) and other expert resource persons, which
will be a major source material for curriculum integration, co-corricular programs, teachers’
capacity building, and parents’ awareness and education.
Aside from the PDE, the Duterte administration cited the Barkada Kontra Droga program,
under which, students and parents engage in extra-curricular activities such as basketball league
or other sports event, laro ng lahi, essay and art contests, the observance of Drug Abuse
Prevention and Control Week, putting up of the National Drug Education Program Corners, and the
conduct of Parenting Seminars and Counseling/Coaching services.
In relation to these, this chapter will provide knowledge and understanding on basic terms
and concepts on drug education. Teaching and communicating to help people especially the youth
or students avoid harm caused by the abuse of various drugs. Effective drug
education is important because young people are faced with many influences to use both licit and
illicit drugs. Education can play a counterbalancing role in shaping a normative culture of safety,
moderation, and informed decision making.
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Lesson 2.A GENERAL ORIENTATION ON RA 9165
Any drug may be harmful when taken in excess. Some drugs can also be harmful if taken
in dangerous combinations or by hypersensitive (allergic) persons in ordinary or even simple
amounts. Using, without benefit or prescription, use of drugs, which have the capacity to alter the
mood or behavior. Using drugs and substances having no legitimate medical application for
purposes other than research. Using drugs and substances for a purpose different from the one for
which the drug has been prescribed.
The word “drug” originated from the Dutch word “droog” which means “to dry”. Dried
plants were then predominantly the source of ancient drugs. A drug is a chemical substance which
when taken into the body causes mental, physical, emotional, or behavioral and social impairment.
Though it is legitimately used as curative and preventive agent against a disease, it causes more
harmful effects than on the human mind and body when abused.
Drug referred to in this chapter are not being used for therapeutic purposes. These are
chemical agents either from plants (cocaine, marijuana, heroin) LSD, or synthesized in laboratories
(barbituarates, diuretics amphetamines). They are used as stimulants or depressants for shorter or
longer periods, produce an intense feeling of well-being is felt.
Drug is a chemical substance that brings about physical, emotional or behavioral change
in a person taking it. Any drug may be harmful when taken in access. Some drugs can also be
harmful if taken in dangerous combinations or by hypersensitive (allergic) persons in ordinary or
even small amounts. Substances like glue, paint thinners, gasoline and other volatile (breathable)
solvents contains a variety of dangerous chemicals.
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What is drug abuse?

Drug abuse is the continuous misuse of any substance, licit or illicit which results to
changes in an individual’s physical, mental or behavioral condition. Drug abuse exists when a
person continually uses a drug other than its intended purpose. This continued use can lead to
drug dependence, a state of physical and psychological dependence or both on a dangerous drug.
It is a condition where a drug is used not as a therapeutic agent but a means to boost stamina and
a temporary relief from burdens and problems in life.
Why do people turn to drugs?

 Peer pressure  Curiosity  Adventure  Feel good  Escape from reality  Easy access
to drugs
What is drug dependency?
This is the state of physical and psychological dependence, or both, on a dangerous drug,
or drugs, experienced by a person following the use of that substance on a periodic or continuous
basis. It is situation where the presence of abused drug should be maintained in order for the body
“normally”. It is the compulsive desire or need to use the drug regularly in order to attain a feeling
of serenity, security, and power.
A person dependent on drugs will experience withdrawal reactions (also known as “cold
turkey”, symptoms that occur after long-term use of a drug is reduced or stopped abruptly) after
abstaining from drugs. When the drug is absent or not taken, withdrawal symptoms are
experienced. These may include fever, convulsions, vomiting, muscle cramps, hallucinations and
extreme agitation.
What is addiction?
Drug addiction is a complex, and often chronic, brain disease. It is characterized by
excessive drug craving, seeking, and use. Addiction is caused by brain changes caused by
constant drug use. Drug addiction is described as physical dependence on a drug. One’s existence
is between the “high”, when one feels the joy of heaven when he is under the influence of the drug,
and “lows” with the tortures and agony in hell in the absence of it.
Drug Abuse: By the Numbers

Estimated Drug Users in the Philippines: 1.3 Million
Mean Age: 20-29 years old
Ratio of Male is to Female Users: 10:1
What are illusionary drugs?

Illusionary drugs a term to describe these drugs because they carry the user into unreal or
surrealistic world. The pleasures they induce produce a mental and often physical reliance on the
agent, which eventually results to dependence. The users develop tolerance which requires an
increasing amount of these drugs to be taken to produce the same pleasure felt when first used. As
the dosage of a drug goes up, it becomes more lethal and harmful.
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What is drug tolerance?

Drug tolerance is a condition when user increases his/her drugs to produce the same
effect as the last time such drug was used and “good trip” was felt or experienced. It is the amount
or quantity of drug capable of affecting desired feeling of satisfaction and comfort to the user.
What is drug overdose?

It refers to the quantity of drugs taken which is beyond what is desired or prescribed. It
produces dangerous and even deadly reaction such as low breathing rate, stupor and coma.
What is polydrug use?

It is the abuse of different substance or kinds of drugs in order to attain the desired effect
in the user.
a.2 Classification of Commonly Abused Drugs

1. Depressants or “downers”
a. sedatives
b. barbiturates
c. alcohol
d. narcotics
 Morphine codeine
 Heroin meperidine (demerol)
 methadone
2. Stimulants
a. cocaine b. amphetamines c. caffeine
3. Hallucinogens or Psychedelics
a. lysergic acid diethylamide (LSD)
b. mescaline
c. euphrates
4. Inhalants
Commonly Abused Substances:

(1) Methamphetamine Hydrochloride (Shabu)
(2) Cannabis (Marijuana)
(3) Inhalants (Contact Cement)
Methamphetamine Hydrochloride (Shabu)
Methamphetamine hydrochloride is found to have harmful effects to the brain. It changes
how the brain functions. Studies have shown that methamphetamine abusers have reduced motor
skills and impaired verbal learning as a result of alterations in the activity of the dopamine, a
neurotransmitter involved in reward, motivation, experience of pleasure and motor function.
Street names: shabs, ice, meth, crystal, kristal, basura, tawas
Other adverse effects of methamphetamine: • Extreme weight loss • Severe dental

problems (“meth mouth”) • Anxiety • Confusion • Insomnia • Mood disturbances • Violent
behavior
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Cannabis Sativa (Marijuana)

Marijuana use impairs a person's ability to form new memories and to shift focus. Its
active component, tetrahydrocannabinol (THC) also disrupts coordination and balance, posture,
and reaction time (experience commonly referred to as “spacing out”). Thus, chronic marijuana use
significantly reduces a person’s capacity to learn, carry-out complicated tasks, participate in sports,
driving and operating other machineries. Studies also show that marijuana use can lead to lung
cancer and other problems in the respiratory and immune systems.
Street names: weed, jutes, pot, grass, damo, chongke
Health problems that come with the use of marijuana include: • Problems with memory
and learning • Distorted perception (sights, sounds, time, touch) • Trouble with thinking and
problem solving • Loss of motor coordination • Increased heart rate and palpitations
Inhalants
The effects of inhalants are similar to that of alcohol, including slurred speech, lack of
coordination, euphoria and dizziness. Inhalant abusers may also experience lightheadedness,
hallucinations, and delusions.
Harmful irreversible effects of inhalants include: • Hearing loss • Limb spasms • Central
nervous system or brain damage • Bone marrow damage
How can you tell if a person is on drugs?

Changes in…
1. Appearance
2. Mood
3. Behavior
4. Interest
3 EFFECTS OF DRUGS
A. MENTAL HEALTH/PSYCHOLOGICAL EFFECTS
a. Disturbance in Perception – auditory and visual hallucination
b. Disturbance in Orientation – paranoia, psychosis
c. Disturbance in Memory
d. Disturbance in Judgment – depression that may lead to suicide
B. PHYSICAL HEALTH/PHYSIOLOGICAL EFFECTS

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

1. Physical Effects
a. Malnutrition – a drug user may neglect not only personal hygiene but also take
for granted his/her health which eventually results to malnutrition. Anorexia (loss of
appetite) may be experienced as well as diarrhea which is a possible cause of
dehydration.
b. Dependency – the use of drugs is a hard habit to break. The user finds difficulty to
stop its use and this eventually leads to drug dependence. Increasing quantity of
the drug is taken. Pleasure and confidence are only felt when the drug is present
in the body.
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c. Skin infections or rashers and other disease – the user of unsterilized syringes
and needles may cause skin problem such as ulcers, rashes, and even allergic
reactions. Other diseases may be acquired or developed such as hepatitis,
tuberculosis, bronchitis, among others.
d. Sensory distortion – drugs affect normal sensory perception. Senses of sight,

hearing and touch may be impaired.
e. Damage to vital organs – organs such as the liver and kidneys are exposed to
risk. The excessive use of drugs and neglect of personal hygiene may be the
cause of kidney failure and hepatitis.
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2. Social Effects
a. Community Hazards – drug users are social hazards regardless of whether they
are “high” on rugs or not. Their being a drug user makes their behavior
unpredictable. Other users are troublesome, aggressive and even violent. Their
disposition becomes questionable.
b. Criminal involvement – drug addicts/users are social menace because they

resort to rape, theft, murder and other illegal acts just to get what they want. They
become reckless in life and out of control.
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c. Inadequacy of communication with others – a drug abuser shuns and isolates

himself from the rest of the community; cuts relationship with none users of drugs
and depend on fellow users. He is suspicious of the people around him and loses
trust in them.
3. Mental Effects
a. Adverse effects on the central nervous system – the regular use of large doses
of dangerous drugs affects the brain and the central nervous system. The activity
of the brain decreases and is accompanied by change in mood and behavior
especially in dealing with people.
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b. Deterioration of the mind – a person under the influence of drugs has impaired
senses. The dependent becomes “mentally incapable” of thinking what is right and
making good decisions in quite impossible. The user becomes “out of focus” and
unable to control his senses and emotions.
4. Economic Effects
a. Inability to hold a stable job – losing one’s job is just one of the many
consequences of drug abuse. Lack of concentration and difficulty to perform well
in the work place may be experienced.
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b. Dependence on family resources – the uncontrollable use and dependence on

drugs may cause financial resources to suffer. Family possessions may be
disposed to maintain the vice. A user depends on family resources to finance his
“expensive habit.”
c. Accidents in industry – due to dependence on drugs, accidents may occur in the

work place. Carelessness and lack of concentration in the performance of one’s
task may be observed/. This negligence and irresponsibility may cause his
termination from his job or affect the jobs of others.
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Signs of Drug Abuse
Check if the person is lying. One of the first signs of drug use is the person begins to lie.
First of all, they are probably going to lie about any potential drug use. However, it does not stop
there. While under the influence of drugs, a person begins to go through denial about their problem
and they start lying about other things as well. The person's lies may seem obvious to you, but the
user will see it differently.
Watch out for stealing. Much like a drug user starts lying, they also may start stealing.
This does not mean that you will see them stealing from stores, but rather, and even more
disappointing, they may steal from friends and family. If you live with someone whom you suspect
to be a drug user, and begin to notice things missing, then there may be more to it. Often times a
drug user steals to make money for their habit.
Notice if they have a lack of hygiene. Drug users begin to deteriorate on many levels
and one of the things they truly stop caring about is how they look and their hygiene. Since they
may spend a majority of their time on drugs, they do not notice their lack of appearance. You may
start to see someone wearing the same clothes for days in a row, and stop showering. This will be
hard to watch and will be an obvious sign that something is going on.
Keep an eye out for drugs and drug paraphernalia. This may be the most obvious sign
of someone using drugs: if you find drugs or paraphernalia lying around. The person you suspect
of using these drugs will probably deny that the stuff is theirs, and that is where some of the lying
will come into play. If you start to see consistent drugs or items for using drugs, then the person
you are worried about may be doing drugs.
Drug use can cause many physical problems for the user, but even more so it can ruin
families and relationships. Next time you begin to see some of these signs of drug use, confront
the person and try to get them help fast.
The profile of a drug dependent or a substance abuser is as follows:

 Changes in attendance in school or work
 Changes in the normal capabilities in school/
 Abrupt changes in overall attitude
 Generally lazy, irritable, discourteous, aggressive
 Usually untrustworthy and lacks self-confidence
 Manipulative and have a distorted view of reality
 Low frustration tolerance
 Con-game player
 Lacks interest in his studies/work (withdrawal from responsibilities)
 Blames everybody but himself (blame tosser) and no respect for the rights of others
 Prefers to stay with peers (barkada)
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 May frequently go to odd places (to take drugs)

 Poor physical appearance (unconcerned with grooming and hygiene)
 Wearing of sunglasses at inappropriate times
 Unusual effort to cover arms to hide needle marks (long- sleeved garments)
 Stealing items which can be readily sold
 Unusual borrowing of money from relatives and friends
 Association with known drug abusers
Substance abusers can be classified according to the frequency of their substance use.
1. Experimenters – people who abuse the drug(s) for experimental basis.
2. Occasional Users – abuse the drug occasionally/whenever there are special
occasions. They abuse the drug once every two (2) weeks to two (2) times a week.
3. Regular Users – abuse the drug on a regular basis approximately three (3) to four (4)
times a week or every other day.
4. Drug Dependents – people who tend to abuse the drug(s) everyday (almost everyday)
or about five (5) to seven (7) times a week.
5. Mentally Ill Chemical Abuser/Substance Induced Psychosis – drug abusers who
manifest signs and symptom of psychotic disorders caused by the effects of drugs
(hallucinations, disorientation, delusions, etc.)
What are the criteria for drug dependency?

 Withdrawal symptoms
 Need to take drugs to overcome withdrawal symptoms
 Compulsion
 Tolerance Relapse
 Reduced social/occupational act
How can you stay away from drugs?
 Devote yourself to your studies and other productive activities at home or in school
 Stay away from people, places and events that promote drug use
 Learn to manage feelings and cope with stress without using drugs
 Develop a strong moral and spiritual foundation
 Educate yourself about the effects of drug abuse
 Always say NO
Top 5 ways to prevent Drug Abuse and Addiction
1. Effectively deal with peer pressure. The biggest reason teens start using drugs is
because their friends utilize peer pressure. No one likes to be left out, and teens (and yes, some
adults, too) find themselves doing things they normally would not do, just to fit in. In these cases,
you need to either find a better group of friends that won’t pressure you into doing harmful things,
or you need to find a good way to say no. Teens should prepare a good excuse or plan ahead of
time, to keep from giving into tempting situations.
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2. Deal with life pressure. People today are overworked and overwhelmed, and often feel
like a good break or a reward is deserved. But in the end, drugs only make life more stressful —
and many of us all too often fail to recognize this in the moment. To prevent using drugs as a
reward, find other ways to handle stress and unwind. Take up exercising, read a good book,
volunteer with the needy, create something. Anything positive and relaxing helps take the mind off
using drugs to relieve stress.
3. Seek help for mental illness. Mental illness and substance abuse often go hand-in-
hand. Those with a mental illness may turn to drugs as a way to ease the pain. Those suffering
from some form of mental illness, such as anxiety, depression or post-traumatic stress disorder
should seek the help of a trained professional for treatment before it leads to substance abuse.
4. Examine the risk factors. If you’re aware of the biological, environmental and physical
risk factors you possess, you’re more likely to overcome them. A history of substance abuse in the
family, living in a social setting that glorifies drug abuse and/or family life that models drug abuse
can be risk factors.
5. Keep a well-balanced life. People take up drugs when something in their life is not
working, or when they’re unhappy about their lives or where their lives are going. Look at life’s big
picture, and have priorities in order.
a.4 General orientation on RA 9165, nature of drugs, drug menace, national drug situation,
controlled substances and other pertinent laws
PROHIBITS THE FOLLOWING:

1. Sale, Trading, Administration, Dispensation, Delivery, Distribution and Transportation of
Dangerous Drugs and/or Controlled Precursors and Essential Chemicals (Sec. 5)
2. Maintenance of a Den, Dive or Resort. (Sec 6)
3. Manufacture of Dangerous Drugs and/or Controlled Precursors and Essential Chemicals
(Sec 8)
4. Manufacture or Delivery of Equipment, Instrument, Apparatus, and Other Paraphernalia for
Dangerous Drugs and/or Controlled Precursors and Essential Chemicals (Sec 10)
5. Possession of Dangerous Drugs (Sec 11)
6. Possession of Equipment, Instrument, Apparatus and Other Paraphernalia for Dangerous
Drugs (Sec 12)
7. Possession of Dangerous Drugs During Parties, Social Gatherings or Meetings (Sec 13)
8. Possession of Equipment, Instrument, Apparatus and Other Paraphernalia for Dangerous
Drugs During Parties, Social Gatherings or Meetings (Sec 14)
9. Use of Dangerous Drugs (Sec 15)
10. Cultivation or Culture of Plants Classified as Dangerous Drugs or are Sources (Sec 16)
11. Maintenance and Keeping of Original Records of Transactions on Dangerous Drugs and/or
Controlled Precursors and Essential Chemicals (Sec 17)
12. Unnecessary Prescription of Dangerous Drugs (Sec 18)
13. Unlawful Prescription of Dangerous Drugs (Sec 19)
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Possession of Dangerous Drugs

 The penalty of life imprisonment to death and a fine ranging from Five hundred thousand
pesos (P500,000.00) to Ten million pesos (P10,000,000.00) shall be imposed upon any person,
who, unless authorized by law, shall possess any dangerous drug in the following quantities,
regardless of the degree of purity thereof:
(a) 10 grams or more of opium;
(b) 10 grams or more of morphine;
(c) 10 grams or more of heroin;
(d) 10 grams or more of cocaine or cocaine hydrochloride;
(e) 50 grams or more of methamphetamine hydrochloride or “shabu”;
(f) 10 grams or more of marijuana resin or marijuana resin oil;
(g) 500 grams or more of marijuana; and
(h) 10 grams or more of other dangerous drugs such as, but not limited to,
methylenedioxymethamphetamine (MDMA) or “ecstasy”, paramethoxyamphetamine
(PMA), trimethoxyamphetamine (TMA), lysergic acid diethylamine (LSD), gamma
hydroxybutyrate (GHB), and those similarly designed or newly introduced drugs and their
derivatives without having any therapeutic value or if the quantity possessed is far beyond
therapeutic requirements, as determined and promulgated by the Board in accordance
with Section 93, Article XI of the Act.
Otherwise, if the quantity involved is less than the foregoing quantities, the
penalties shall be graduated as follows:
(1) Life imprisonment and a fine ranging from Four hundred thousand pesos
(P400,000.00) to Five hundred thousand pesos (P500,000.00), if the quantity of
methamphetamine hydrochloride or “shabu” is ten (10) grams or more but less than fifty
(50) grams;
(2) Imprisonment of 20 years and one (1) day to life imprisonment and a fine
ranging from Four hundred thousand pesos (P400,000.00) to Five hundred thousand
pesos (P500,000.00), if the quantities of dangerous drugs are five (5) grams or more but
less than ten (10) grams of opium, morphine, heroin, cocaine or cocaine hydrochloride,
marijuana resin or marijuana resin oil, methamphetamine hydrochloride or “shabu”, or
other dangerous drugs such as, but not limited to, MDMA or “ecstasy”, PMA, TMA, LSD,
GHB, and those similarly designed or newly introduced drugs and their derivatives, without
having any therapeutic value or if the quantity possessed is far beyond therapeutic
requirements; or three hundred (300) grams or more but less than five hundred (500)
grams of marijuana; and
(3) Imprisonment of 12 years and one (1) day to twenty (20) years and a fine
ranging from Three hundred thousand pesos (P300,000.00) to Four hundred thousand
pesos (P400,000.00), if the quantities of dangerous drugs are less than five (5) grams of
opium, morphine, heroin, cocaine or cocaine hydrochloride, marijuana resin or marijuana
resin oil, methamphetamine hydrochloride or “shabu”, or other dangerous drugs such as,
but not limited to, MDMA or “ecstasy”, PMA, TMA, LSD, GHB, and those similarly designed
or newly introduced drugs and their derivatives, without having any therapeutic value or if
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the quantity possessed is far beyond therapeutic requirements; or less than three hundred
(300) grams of marijuana.
Possession of Equipment, Instrument, Apparatus and Other Paraphernalia for Dangerous

Drugs
 The penalty of imprisonment ranging from six (6) months and one (1) day to four (4)
years and a fine ranging from Ten thousand pesos (P10,000.00) to Fifty thousand pesos
(P50,000.00) shall be imposed upon any person, who, unless authorized by law, shall
possess or have under his/her control any equipment, instrument, apparatus and other
paraphernalia fit or intended for smoking, consuming, administering, injecting, ingesting, or
introducing any dangerous drug into the body: Provided, that in the case of medical
practitioners and various professionals who are required to carry such equipment,
instrument, apparatus and other paraphernalia in the practice of their profession, the Board
shall prescribe the necessary implementing guidelines thereof.
 The possession of such equipment, instrument, apparatus and other paraphernalia fit
or intended for any of the purposes enumerated in the preceding paragraph shall be prima
facie evidence that the possessor has smoked, consumed, administered to himself/herself,
injected, ingested or used a dangerous drug and shall be presumed to have violated
Section 15 of the Act.
Possession of Dangerous Drugs during Parties, Social Gatherings or Meetings

 Any person found possessing any dangerous drug during a party, or at a social
gathering or meeting, or in the proximate company of at least two (2) persons, shall suffer
the maximum penalties provided for in Section 11 of the Act, regardless of the quantity and
purity of such dangerous drugs.
 The phrase "company of at least two (2) persons" shall mean the accused or suspect
plus at least two (2) others, who may or may not be in possession of any dangerous drug.
Possession of Equipment, Instrument, Apparatus and Other Paraphernalia for Dangerous

Drugs during Parties, Social Gatherings or Meetings
 The maximum penalty provided for in Section 12 of the Act shall be imposed upon any
person, who shall possess or have under his/her control any equipment, instrument,
apparatus and other paraphernalia fit or intended for smoking, consuming, administering,
injecting, ingesting, or introducing any dangerous drug into the body, during parties, social
gatherings or meetings, or in the proximate company of at least two (2) persons.
 The phrase "company of at least two (2) persons" shall mean the accused or suspect
plus at least two (2) others, who may or may not be in possession of any equipment,
instrument, apparatus and other paraphernalia for dangerous drugs.
Use of Dangerous Drugs

 A person apprehended or arrested, who is found to be positive for use of any
dangerous drug, after a confirmatory test, shall be imposed a penalty of a minimum of six
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(6) months rehabilitation in a government center for the first offense, subject to the
provision of Article VIII of the Act. If apprehended using any dangerous drug for the second
time, he/she shall suffer the penalty of imprisonment ranging from six (6) years and one (1)
day to12 years and a fine ranging from Fifty thousand pesos (P50,000.00) to Two hundred
thousand pesos (P200,000.00): Provided, that this Section shall not be applicable where
the person tested is also found to have in his/her possession such quantity of any
dangerous drug provided for under Section 11 of the Act, in which case the provisions
stated therein shall apply.
EXAMPLES:
PERSONS RESPONSIBLE IN PREVENTING OF DRUG ABUSE

1. The Person
2. The Parents
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3. The Teacher
4. The Schools
5. The Community
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6. The Church
WAYS IN AVOIDING THE USE OF ILLEGAL DRUGS

1. Devote yourself to your studies and other productive activities at home or in school
2. Stay away from people, places and events that promote drug use
3. Learn to manage feelings and cope with stress without using drugs
4. Develop a strong moral and spiritual foundation
5. Educate yourself about the effects of drug abuse
6. Always say NO
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PHILIPPINE NATIONAL POLICE DRIVE ON ILLEGAL DRUG

1. Oplan Tokhang – a Visayan word meaning “Toktok” and “Paki-usapan”. Convincing drug
users and pushers to change.
2. Oplan Double Barrel – Arresting drug users and pushers. Whe they resist arrest and if
there is a threat from these users to the police, they (police) are given the chance to
eliminate this threats before they get hurt.
SOURCE: INQUIREER NET
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LEARNING EXERCISES
Name: _________________________Score: _______________
Course/Y _______________________Date: _______________
Time Started: ____________ Time Finished: _________________________
INTENDED LEARNING ACTIVITIES

ASSESSMENT
I. Make a poster-slogan on peace and order in a drug-free community
II. MULTIPLE CHOICE. Choose the correct phrase being described by encircling that corresponds
to the correct answer. (10 pts)
1. Drug is a chemical substance that brings about

a. physical change b, behavioral change c. emotional change d. all of the above
2. Intravenous drug users are prone to
a. AIDS b. blood borne diseases c. hepatitis B d. none of the
above
3. Methamphetamine Hydrochloride is commonly known as
a. marijuana b. shabu c. angel’s dust d. ecstasy
4. Which of the following institutions can help in the campaign against drug abuse?
a. church b. family c. school d. all of the
above
5. Cocaine, amphetamines and caffeine are
a. depressants b. hallucinogens c. stimulants d. inhalants
6.Which of the following leads to drug abuse?
a. Mass media b. family factor c. peer pressure d. all of the above
7. The deliberate use of a substance or drug other than its intended purpose.
a. drug dependence b. drug addiction c. drug abuse d. both a &
b
8. Which of the following is not a depressant or downers?
a. barbiturates b. psychedelics c. sedatives d. narcotics
9. Which is not a physical effect of drug abuse?
a. damage to vital organs b. community hazard c. sensory distortion d.
malnutrition
10. Which is an economic effect of drug abuse?
a. instability to have a job b. dependence on family c. accident in industry d. all of
the above
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LESSON 3
DISASTER AWARENESS, PREPAREDNESS, AND MANAGEMENT
After going through this topic, you expected to:
1. Update, discuss the knowledge on RA 10121 the Disaster Risk Reduction and
Management.
2. Familiarize the geographic profile of the community.
3. Discuss the four thematic area of disaster risk reduction management
4. Internalize the role of the youth in disaster preparedness
SOURCE: ISPSC RESCUELYMPICS
Time Frame: 8 hours
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Disaster is a natural or human-caused hazard that causes 'a serious disruption of the functioning
of a community or a society involving widespread human, material, economic or environmental
losses and impacts, which exceeds the ability of the affected community or society to cope using
its own resources. (Disaster Risk Reduction in the Philippines: Status Report 2019. Bangkok,
Thailand, United Nations Office for Disaster Risk Reduction (UNDRR), Regional Office for Asia and
the Pacific)
The concern over natural disasters is increasing globally. During the last two decades,
loss of life and property due to disasters has increased. Disasters like floods, earthquakes, fire, etc
pose serious threat to people.
Disaster education, which includes education on disaster risks, mitigation and
preparedness strategies, is one approach to reducing the negative consequences of disasters. It is
imperative to increase the knowledge and attitude of people regarding the natural and man-made
disasters in order to make them able to cope up with their adverse effects.
There are basically natural disasters against which essential preparedness planning and
mitigation are needed in order to minimize the threat of damage to life and property. However, the
extent of disaster response planning in the schools in the county was inadequate to effectively
prevent and mitigate disaster; thus, casting aspersions on their level of disaster awareness and
preparedness.
In this chapter an attempt has been made to access the knowledge, attitudes, and
practices regarding disaster awareness, preparedness and management. It shows that there is a
general lack of information among students regarding disaster awareness and preparedness. This
highlights the need for disaster safety education. Students can be proving useful workforce in
disaster situation. College students need to know basic strategies carried out in disaster and
perform basic first aid training to help the community.
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Lesson 3.A DISASTER RISK REDUCTION MANAGEMENT
SOURCE: AYA ALMASCO@YAHOO.COM
Philippine Disaster Risk Profile

The geographical location of the Philippines makes the country uniquely exposed to a
plethora of hazards, including recurrent typhoons, earthquakes and 53 active volcanoes, eruptions
of which are classified as the most deadly and costly globally (Doroteo, 2015). The subduction
zone between the two tectonic plates (Eurasian and Pacific) creating the seismic activity in the
region are predicted to have the capacity to generate major earthquakes in the near future, and in
the vicinity of metropolitan cities (Pailoplee & Boonchaluay, 2016). Other hazards include floods,
landslides, tsunamis and wildfires, all of which are occurring in a frequency which has
fundamentally changed the perception of hazards in the country.
Hazards and Climate Change
Disasters in the past, measured during the period between 1900-2014, illustrate extreme
spatial variability. Frequency and the extent of impacts are unevenly distributed across the regions,
with majority of the events affecting Central Luzon, Cordillera Administrative Region and the
Central Visayas (Doroteo, 2015).
On average, about 20 tropical cyclones enter the Philippines area each year, with
approximately eight or nine making landfall (ESCAP/WMO, 2009; Bankoff, 2003). They are also
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the largest contributors to disaster damage. Of all the disasters, cyclones and the accompanying
landslides, storm surges and floods have caused the largest losses of life and property (Huigen &
Jens, 2006; Bankoff, 2003), mostly because majority of the population is living within 60km from
the coast. However, 80% of all the damages and deaths caused by typhoons between 1970-2014
have been caused by 6 super-scale events, Haiyan included (Espada, 2018). Based on
vulnerability studies, the most vulnerable regions to tropical cyclones in the country are the
National Capital Region (NCR), Southern Tagalog, Cagayan Valley, Central Luzon, the Cordillera
Administrative Region, and Bicol Province (Cruz, et al., 2017). Visayas and Mindanao are likewise
becoming more at risk due to an increasing number of tropical cyclones entering the southern part
of the country.
Furthermore, the varying geomorphology affects the distribution of hazards. For example,
the Baguio district is most landslide prone region due to highest recorded rainfalls resulting from
the interaction of the monsoon season, cyclones, and the orographic lifting of air by the Cordillera
mountains (Nolasco-Javier, et al., 2015). Severe, reoccurring flooding on the other hand is
common in the lowland areas (Bankoff, 2003). Earthquakes also tend to have their unique
characteristics depending on the local context. Seismic activity produces severe secondary
impacts in areas with cohesionless soil conditions. Liquefaction is a significant concern in central
Luzon, especially in the provinces of Pangasinan and Tarlac (Bankoff, 2003). Extremely destructive
earthquakes and associated tsunamis have been known to occur during the known history and are
a likely threat in the future. In terms of climate, the Philippines is among the top countries at risk of
adverse impacts of climate change due to sensitive ecological systems (including reefs and marine
fauna), large numbers of coastal populations and exposure to frequent weather extremes which
are likely to grow in intensity. Climate change effects are considered to be a key factor contributing
to the occurrence of stronger typhoons, sea-level rise, and elevated storm surges in coastal
regions. Intensified storm surges are predicted to affect more than 40% of the coastal population
living in informal settlementsm and they are likely to face the first impacts of increased storm
surges and flooding (CFE-DM, 2018).
Studies indicate that temperature and precipitation have increased steadily during the
past six decades, and temperature extremes are becoming more frequent (Cinco, et al., 2014).
Data also illustrates temporal and spatial variability of rainfall which has unique regional
characteristics of increased precipitation in western and central regions.
However, the country has undergone an overall climatological drying trend outside of the
monsoon (Villafuerte, et al., 2014). These changes are reflected in rice production losses, as the
crops are most sensitive to temperature changes, and in some extent, to typhoons and excessive
flooding. Production variability in the past has largely correlated with soil moisture changes
(Stuecker, et al., 2018), indicating that future droughts may pose the highest risk to crop yields and
thus to national food security. Conversely, increased monsoonal precipitation will likely increase
the risk of flash flooding and landslides.
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Exposure
Nearly half of the population is residing in urban centers, 25% of which in the capital
alone. Massive urban sprawl has expanded the metropolis of Manila into the Greater Manila Area,
now covering parts of the neighboring provinces as well. This expanded metropolitan area has a
population of about 25 million (The Centre of Expertise on Asia, 2016).
Informal settlement and unplanned city expansion are prevalent issues, resulting in urban
congestion as well as compounding physical, social and environmental vulnerabilities to hazards in
the National Capital Region (NCR). Rapid urbanization, conversion of agricultural lands to
residential areas and concreting open spaces have resulted in the loss of topsoil and destruction of
the natural ecosystems, which drastically reduce the ground’s capacity to absorb water (OCD-
NDRRMC, 2015). This will further exacerbate the impacts of heavy rainfall and flooding.
An estimated one third of the inhabitants of Metro Manila reside in informal settlements,
where inadequate housing and lack of infrastructure are often highlighted as the most prevalent
issues (Morin, et al., 2016). Demographic growth and urbanization have also affected the provision
of services, resulting in inadequate solid waste management among other issues. The urban poor
are also often highly vulnerable to natural hazards, partly due to rapid urban growth and lack of
tenure which have forced many to inhabit hazard-prone areas such as flood plains, riverbanks, the
coasts and on steep slopes (Swiss NGO DRR Platform, 2014).
Coastal areas are also increasingly exposed and vulnerable to the impacts of climate and
sea-level rise, impacts of which are only exacerbated by the environmental degradation (pollution,
habitat destruction, and erosion) prevalent in resource-rich coastal communities (Sales Jr., 2009).
Thus, disaster and climate resilient urban development is crucial to safeguard people and
sustainable development, especially in major cities like Metro Manila, which contributes to about 35
% of the Philippine economy (The World Bank, 2017).
The impacts of climate change and environmental degradation do not impact the
populations equally. Among various socioeconomic groups in coastal communities, especially
small-scale enterprising poor such as fishers and shellfish gatherers, have been found to be most
vulnerable to coastal flooding, coastal erosion and saltwater intrusion (Sales Jr., 2009). This is due
to increasing coastal hazards, lack of household resources, environmentally dependent sources of
livelihoods and exposure to frequent hazards, among other factors. Small-scale farmers are the
other most vulnerable group; household levels often carry the brunt of disaster impacts, suffering
from food insecurity and other ripple effects due to lack of diverse coping strategies (Danilo &
Roehlano, 2012; Anttila-Hughes & Hsiang, 2013). Some vulnerabilities have strong gendered
characteristics, as men’s and women’s vulnerability to disasters is influenced by cultural norms and
perceptions influencing gendered behavior. For example, evidence from Central Philippines
suggests that cultural norms and perceptions of modesty significantly lower the swimming
capabilities of women and girls, which also has transgenerational effect (Hunter, et al., 2016).
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Disaster Risk Reduction and Climate Action Interventions
Disaster risk reduction and climate action have been embraced as compulsory
functions of all levels of governance required to sustain productivity, and to shelter development
gains in the Philippines. DRR and institutionalization of disaster risk management have become
permanent elements of the official governance, in recognition of the fact that disasters and climate
change are increasingly threatening the national security. The following chapters shed light on the
process and key interventions on disaster risk reduction (DRR) and climate change adaptation
(CCA), in consideration of the global policy frameworks: Sendai Framework for Disaster Risk
Reduction (SFDRR), Sustainable Development Goals (SDGs) and the Paris Climate agreement.
The Philippines is located in the circumpacific belt of fire and typhoon. This being so, the
country has always been subjected to natural disaster and calamities anytime of the year, in
whatever part of the country, we have been experiencing yearly natural calamities – floods,
typhoons, tornadoes, earthquakes, drought, tsunamis and volcanic eruptions which have brought
incessant miseries to our people, loss of lives properties. In the mid-seventies and eighties, strong
typhoons and torrential rains brought devastation to Manila and large areas of central Luzon. The
1990 killer earthquake that hit several Luzon provinces as well as Metro Manila and the effects of
the 1991 Mt. Pinatubo eruption had put the National Disaster Coordinating Council (NDCC) in the
forefront. To enhance the people’s preparedness and ensure precision and spontaneity in
responding to emergencies or catastrophes, the NDCC, together with the concerned agencies
conduct regular mobilization exercises and drills at all levels with the participation of the private
agencies concerned and the non-government organization.
The National Disaster Risk Reduction & Management Council (NDRRMC), formerly
known as the National Disaster Coordinating Council (NDCC), is a working group of various
government, non-government, civil sector and private sector organizations of the Government of
the Republic of the Philippines established by Republic Act 10121.
LEGAL BASES ON THE IMPLEMENTATION OF DRRM
In implementation of Disaster Risk Reduction and Management (DRRM), the NSTP shall
be guided with reference from:
Republic Act 9163 Section 11

The creation of the National Service Reserve Corps – There is hereby created a National
Service Reserve Corps, to be composed of the graduates of the non-ROTC components. Members
of this corps may be tapped by the state for literacy and civic welfare activities through the joint
effort of the DND, CHED, and TESDA.
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PICTURE TAKEN DURING THE NSTP RESCUELYPICS @ ISPSC CERVANTES CAMPUS
Republic Act 10121

Section 13. Accreditation, Mobilization and Protection of Disaster Volunteers and National
Service Reserve Corps, CSOs and the Private Sector. – The government agencies, CSOs, private
sector and LGUs may mobilize individuals or organized volunteers to augment their respective
personnel complement and logistical requirements in the delivery of disaster risk reduction program
and activities.
The agencies, CSOs, private sector and LGUs concerned shall take full responsibility for
the enhancement, welfare and protection of volunteers, and shall submit the lists of volunteers to
the OCD, through the LDRRMOs for accreditation and conclusion in the database of community
disaster volunteers.
A national roster of ACDVs, National Service Reserve Corps, CSOs and the private sector
shall be maintained by the OCD through the LDRRMOs. Accreditation shall be done at the
municipal level. Mobilization of volunteers shall be in accordance with the guidelines to be
formulated by the NDRRMC consistent with the provisions of this Act.
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Any volunteer who incurs death or injury while engaged in any of the activities defined
under this Act shall be entitled to compensatory benefits and individual personnel accident
insurance as may be defined under the guidelines.
Definition of Terms. Here are the terminologies often used in disaster response and rescue
operations:
• CALAMITY – refers to a situation that is associated with catastrophic events where a

number of persons are plunged with hardship and suffering that are caused by problems like
shortage of food, clothing, medical care and other basic necessities.
• DISASTERS – are progressive or sudden events brought about by natural or human-
induced hazards that cause losses and sufferings to consequence of which results to people and
communities undertaking extraordinary measures to cope with their impacts.
• DISASTER CONTROL – refers to the act of limiting the effect of disaster through the
introduction of measures designed to prepare the inhabitants before, during and after a disaster.
• DISASTER MANAGEMENT – the efficient and effective utilization of resources and the
application of measure that will mitigate the impact of unfortunate events and facilitate return to
normalcy and redevelopment.
• FLOOD – a state or condition when water overflows from natural waterways caused by
heavy rainfall resulting in the water accumulation in low lying areas.
• HAZARDS – are natural or man-induced phenomena or activities, the presence of
which poses a threat to people’s lives, limbs, properties and socio-economic conditions.
• NATIOANAL DISASTER COORDINATING COUNCIL – the highest government body
responsible in advising the President of the country on the status of disaster preparedness
program and disaster relief and rehabilitation effort at the national level
• POLLUTION – refers to any discharge of liquid, solid substance or gases into land, soil,
waters, atmosphere, air or space which will create or render such environmental elements and
atmospheric air harmful or detrimental or injurious to human beings, animals, plants and the
nature’s environment and ecological balance.
• RADIO ACTIVE FALL-OUT – dust particles of Earth and debris, together with the
radioactive materials that cling to them and are drawn up into mushroom clouds resulting from
detonation of a nuclear weapon or devise and which are carried by the wind and sent back to
earth.
• REHABILITATION – refers to the restoration of a person’s economic dependency to a
stable living either physically, economically, socially or emotionally.
• RELIEF – refers to anything that is done to alleviate the condition of those who are
suffering from the effects of a calamity/disaster and who at that particular time are completely
helpless.
• RISKS – refers to the degree or chance and frequency that such hazards will affect or
impact people and communities.
• SPACE DEBRIS – these are remains of artificial satellites and other components as well
as their means of carriage aloft which fall back to earth.
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• STATE OF CALAMITY – it is a condition that is declared by the President of the country

in the event of a widespread destruction to property and lives due to destructive forces of nature
and emergencies.
• VOLCANIC ERUPTION – an occurrence characterized by an ejection of volcanic
materials such as molten lava, rock fragments, ashes, lahar flow, steam and other gases through
the fissure brought about the tremendous pressure which forces open the rock formation or steam
reservoirs beneath the Earth’s crust.
• VULNERABILITY – the level of susceptibility or resiliency of the people and
communities against the impact of the prevailing hazards based on the state of physical, social,
and economic conditions in a given area.
THE DISASTER EQUATION AND THE DISASTER MANAGEMENT CYCLE
Disaster is characterized by several elements namely hazards, risk, people or

community and vulnerability.
Types of Disaster
A. Natural Hazards/Emergencies
 Typhoons, Hurricanes, Storm Surges
 Climatic Variability (La Niña, El Niño)
 Flash Floods
 Earthquakes
 Tsunami
 Volcanic Eruptions
 Landslides
 Pestilence
 Drought
B. Man-made
 Fire Incident
 Marine/Air Disaster
 Structural Collapse
 Hazardous Spill
 Nuclear Accidents
 Water Suppy Brreakdown
 Food Scarcity
 Pollution
General Effects of Disaster

1. loss of life
2. injury
3. damage to and destruction of property/infrastructure
4. disruption of production and destruction of subsistence and cash crops/loss of
livelihood/economic loss.
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5. disruption of production and destruction of subsistence and cash crops/loss of

livelihood/economic loss.
6. emotional and psychological disturbance.
Hazards (H) or the physical impact of the disturbance, either man-made or natural, is
heightened by the amount of risk (R) to the people and the community. Moreover, the degree of
the vulnerability (V) of all the involved further fuels the magnitude of a disaster. This is presented
in the Disaster Equations as shown below:
H x R + V = DISASTERS
The concept of disaster risk management accepts that some hazard events may occur but
tries to lessen the impact by improving the community’s ability to absorb the impact with minimum
damage or destruction. The Disaster Management Cycle is a traditional approach to disaster
management wherein disaster measure is regarded as a number of phased sequences of action or
a continuum. It aims to reduce the vulnerabilities in the community. In addition, when sustained
over long term, it reduces unacceptable risk to acceptable levels and makes a community become
disaster resistant or resilient. This is represented as a cycle. This is illustrated below:
a. Pre-Disaster Risk Reduction Phase
• Preparedness
• Development
• Mitigation
b. Post-Disaster Recovery Phase
• Response
• Rehabilitation
• Recovery
The comprehensive risk management process has the potential to break the cycle of
damage and reconstruction when a community is subjected to repeated natural hazards. It refers to
a range of policies, legislative mandates, professional practices, social, structural and non-
structural adjustments and risk transfer mechanisms to prevent, reduce or minimize the effects of
hazards on a community. To be effective, a strategy must be in place and ready for immediate
implementation when necessary. This can only be done through advance preparation and
planning.
The following are risk management measures:

a. Engineering measures (keep hazard away from people).
b. Land use planning and management measures (Keep people away from hazard).
c. Control and protection works (modifying the hazard).
d. Early warning (predicting hazard)
e. Preparedness planning (prepare in anticipation of a hazard event). f. Reconstruction
planning after a disaster with the aim of reducing the vulnerability. g. Mainstreaming risk
management in development practice and institutionalization.
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LEARNING EXERCISES
Name: _____________________________________________Score: _______________

Course/Year: ________________________________________Date: _______________
Time Started: ______________________ Time Finished: _________________________
I. MULTIPLE CHOICE. Choose the correct phrase being described by encircling that corresponds
1. The word disaster comes from

a. Greek word b. Latin word c. French word d. German
2. Which of the following is not a component of disaster management cycle?
a. Preparedness b. Response c. Construction d. Recovery
3. The instrument which records earthquake wave is called
a. Climograph b. Seismograph c. Hythergraph d. None of the above
4. Which is known as seismic wave?
a. Tsunami b. Hurricane c. El Nino d. Typhoon
5. Which wave of the earthquake produces rolling effect along the surface?
a. P wave b. S wave c. L wave d. None of the above
6. Which one of the following is a geological disaster?
a. Tsunami b. Storm surge c. Flood d. Wild fire
7. The cycle of disaster consists of the following components
a. Mitigation, Preparedness, Response, Recovery
b. Preparedness, Vulnerability assessment, Risk assessment, Recovery
c. Mitigation, Risk assessment, Response and Recovery
8. What is drought?
a. No rainfall for a long continuous period
b. Heavy rainfall for a long continuous period
c. Moderate rainfall for a long continuous period
9. Volcanic erupted material when inside the hill/earth/mountain it is called
a. Lava b. Magma c. Lahars d. None of these
10. Cyclones occurring in North Atlantic Ocean are called
a. Typhoon b. Hurricanes c. Tornado d. None of the above
11. Disaster Management includes:
a. Mitigation b. Reconstruction c. Rehabilitation d. All of the above
12. Tsunami can occur only during
a. Evening b. Afternoon c. Any time of the day or night d. Morning
13. United Nations disaster management team are responsible for solving problems resulting from
disaster in
a. Asia b. Africa c. Australia d. All continents
14. Effective hazard management largely rely on
a. Govt. agencies b. Emergency responses c. Pre-disaster planning d. Volcanoes
15. Which of the following is seasonally related hazard
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a. Earthquake b.Volcanic eruption c. Terrorist attack d. None of the above

16. The level of harm by a hazard is governed by
a. Magnitude of the hazard
b. Frequency of the hazard
c. Intensity at the impact point
d. All of the above
17. Which of the following is not an atmospheric hazard
a. epidemic in human b. typhoon c. heavy rainfall d. storm surges
18. The level of risk of a disaster depends on
a. Nature of the hazard
b. Vulnerability of the elements which are affected
c. Economic value of the elements which are affected
d. All of the above
19. The extent to which a community, structure, services or geographic area is likely to be
damaged or disrupted by the impact of particular hazard is termed as
a. Capacity b. Vulnerability c. Risk d. Hazard assessment
20. The Richter scale expresses an earthquake
a. Magnitude b. Location c. Duration d. Depth
21.The point of the earth’s surface directly above the point where an earthquake occurs is called
the:
a. Focus b. Epicenter c. Fracture d. Fault
22. Which of the following is a man-made disaster
a. Terrorism b. Major fire c. Pollution d. All of the above
23. Vulnerability analysis comes in which part of the Disaster Management Cycle
a. Mitigation b. Preparedness c. Response d. Recovery
24. Floods can be prevented by
a. Afforestation b. Cutting the forest c. Tilling the land d. Removing the top soil
25.The word Tsunami has been derived from
a. French word b. Latin word c. Japanese word d. Greek word
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Lesson 3.B & C GEOGRAPHIC PROFILE AND DISASTER RISK PROFILE

OF THE PHILIPPINES
MAP OF THE PHILIPPINES
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Geography of the Philippines
Location, Boundaries, Land Area
The Republic of the Philippines is an archipelago of 7,107 islands lying on the western rim of the
Pacific Ocean and north of the equator.
The northern part of the country is separated from Taiwan by the Bashi Channel. It is bounded on
the east by the Philippine Sea, on the south by the Celebes Sea, and on the west by the South
China Sea.
It is approximately 6,290 kilometers away from Australia or, in terms of travel time, seven hours by
plane from Sydney to Manila, the capital city of the Philippines.
The total land area is about 298,170 square kilometers (114,830 square miles).
Topography
The Philippines is composed of three major islands known as Luzon, Visayas and Mindanao. The
largest island is Luzon, followed by Mindanao and the Visayas group. The Visayan region is
composed of about 6,000 islands, including Panay, Samar, Cebu, Leyte and Bohol. Mindanao
encompasses about 400 islands.
The islands extend about 1,850 kilometers from north to south and almost 1,127 kilometers from
east to west. The coastlines of all the islands are extremely irregular, measuring about 36,289
kilometers in length.
Of volcanic origin, the Philippines is generally mountainous. Mountain ranges extend north to
south, running parallel to the coasts and, in many places, bordering them.
The mountains in Luzon include the Sierra Madre, Cordillera Central, the Caraballo Mountains and
the Zambales Mountains. In the second largest island, Mindanao, are the Diwata Mountains and
the mountain ranges in southern Mindanao including Mount Apo (a volcano) which, at 2,954
meters, is the highest point in the Philippines.
Seismic disturbances are often experienced in the islands that include 20 active volcanoes. The
most recent volcanic eruptions were in 1993 (Mayon Volcano in the Bicol Region, southeastern
Luzon, dormant for 600 years) and in June 1991 and July 1992 (Mount Pinatubo, central Luzon).
The larger islands have a more diversified topography, with rivers, broad plains and level, fertile
valleys in the interior. Luzon has the Cagayan Valley (a plain about 80 kilometers wide, the Central
Plain (extending from Lingayen Gulf to Manila Bay), the Cagayan River (longest river in Luzon),
Abra River, Chico River, the large Laguna de Bay, Agno River, Pampanga River and Bicol River.
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Mindanao contains the Mindanao Valley (the largest lowland area), the Agusan River the Rio
Grande de Mindanao (known in its upper course as the Pulangi).
Climate
The Philippines lies within the tropics and has a mean annual temperature of about 27ºC. Rainfall
averages 2030 millimeters per year in the lowlands. On most islands of the Philippines, the rain
season occurs during the summer monsoon, from May to November, when the wind blows from
the southwest; the dry season occurs during the winter monsoon, from December to April, when
the wind blows from the northeast. From June to October, typhoons sometimes appear in the
Philippines.
Natural Resources
The Philippines contains about 19 percent arable land and 46 percent forests and woodlands.
Aside from being endowed with forest resources it has also rich deposits of minerals, principally
gold, copper, iron, chromite, manganese, salt and coal. Other minerals are silver, lead, mercury,
limestone, petroleum, nickel and uranium.
Mangrove trees and nipa palms grow in coastal swamps and coarse grasses cover many areas of
the uplands. The forests contain trees such as banyan, palm trees, rubber trees and indigenous
hard wood trees such as the apitong, yakal, lauan, camagong, ipil, narra, and mayapis. Bamboo,
clove, and pepper plants grow in the wild, as do numerous species of orchid. Abaca or Manila
hemp yields the fibrous material for making cordage, textiles, and hats.
The most important animal species include the domesticated water buffalo called the carabao,
several species of deer, wild and domesticated pigs, the mongoose, and a variety of humped
cattle. Reptiles are numerous, and the islands contain about 760 species of birds, including colorful
parrots. Coastal waters teem with marine fauna, particularly mollusks, for which the Philippines is
noted. Pearl oysters are harvested in Sulu Archipelago from which are extracted the famous
lustrous Sulu pearls.
Major Cities
Manila, the capital city, is the country's chief port and main commercial center.
The last official census in 1990 showed that Manila proper had a population 1,601,234, while the
greater metropolitan area had 7,948,398. Quezon City, which forms part of the Manila metropolitan
area, holds a population of 1,669,776, and served as the country's capital from 1948 to 1976.
Davao, a provincial capital and seaport, contains 843,607 people. Cebu, a seaport and trade
center for the agricultural and coal-mining industries, has 610,417 people. Zamboanga, also a
seaport has 442,000.
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The Philippines is one of the most natural hazard-prone countries in the world. The social
and economic cost of natural disasters in the country is increasing due to population growth,
change in land-use patterns, migration, unplanned urbanization, environmental degradation and
global climate change. Reducing the risk of disasters will be key to achieving the development
goals in the Philippines. The World Bank with assistance from the Philippines Government
conducted an informal study on natural disaster risk management in the Philippines. The objectives
of the first study were to: document the impacts of natural disasters on social and economic
development of the Philippines; assess the country's current capacity to reduce and manage
disaster risk; and identify options for more effective management of that risk. This follow-on study
is intended to support the first study and examine in more detail some of the specific areas under
the above themes and provide directions for necessary actions. This paper contains the following
headings: introduction, overview of natural disasters and capacity of disaster management in the
Philippines; study on floods, sediment and typhoon disaster; study on earthquake disaster; study
on volcanic disaster; direction for improving disaster management data, hazard maps, and risk
models; assessment of available basic data for disaster management activities; survey on disaster
risk management in the disaster coordinating councils, and summary of findings and
recommendations.
Citation
“World Bank. 2005. Natural Disaster Risk Management in the Philippines : Reducing Vulnerability. Washington, DC. ©
World Bank. https://openknowledge.worldbank.org/handle/10986/8754 License: CC BY 3.0 IGO.”
Natural Disasters
The Philippines is part of the Pacific Typhoon Belt and the Pacific Ring of Fire. Hence, it is
often affected by most natural disasters. The islands are exposed to changes in the sea level with
the pressing climate change and the regular onslaught of the tropical storms.
From the EMDAT database, a total of 565 natural disasters were reported in the
Philippines from 1900 to 2014. Its impact included 69,777 deaths, and 187 million total people
affected. The estimated economic damage is 23 billion US dollars.
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The impact of different disaster types in the Philippines from 1900 to 2014
A relatively few climatological events such as 8 droughts and 1 wildfire were reported.
Some biological events consisting of 18 epidemics and 2 insect infestations were listed. Recurring
geophysical events such as earthquake, volcanic eruptions and dry mass movements were also
reported. Hydrological events relating to 136 general floods or flash floods, and 30 wet mass
movements were reported separately from the meteorological events. The meteorological events
comprise most of the disasters in the country. A total of 316 tropical cyclones were reported from
1900 to 2014. This caused 49230 deaths, 143 million total affected people and 18 billion estimated
economic losses.
History and Frequency of Meteorological Disasters Emergency and Disaster Reports 2017;
The frequency of the meteorological disasters and its magnitude stresses the need to
investigate further its history and impact from 1900 – 2014. This type of disaster makes up 56% of
the total natural disasters. Next to it are the floods (24%), earthquake (5%) and wet mass
movement (5%). Its impact to the population is also noteworthy as it caused 71% of the death
related to natural disasters. The economic losses and total people affected are also large
consisting 80% and 77% respectively, while the rest of the natural disasters contributed meagerly
to these damages.
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Impact of different natural disaster types in the Philippines from 1900 to 2014 The earliest
to document the tropical storms that affected the islands of the Philippines was Miguel Selga, a
Spanish Jesuit missionary and director of the Manila Observatory (1926- 1946). He compiled
accounts from other missionaries and they established 72 other meteorological stations all over the
country.7 From his chronicles, 19 events were reported from 1600 to 1699 (17th century). There
were 25 events from 1700 to 1799 (18th century). An increase of reported events was noted from
1800 to 1899 (19th century) with the establishment of more weather stations. His record included
detailed descriptive accounts of the storms and later with measured wind pressures. 14% 5% 1%
3% 71% 4% 2% 1% 5% 24% 1% 5% 56% 4% 3% 4% 3% 15% 77% 1% 3% 17% 80% 1% Number
of Events Number of Deaths Total People Affected Economic Damages LEGEND: Drought
Earthquake Flood Mass Movement Dry Mass Movement Wet Storm Volcano Wildlife Epidemic
Insect Infestation Data Source: “EM-DAT: The OFDA/CRED International Disaster Database, "
Data version: v12.7, Retrieved on 20-Nov-2014 The reported storms were relevant events which
gave accounts of how the inhabitants and properties were affected. These records of storms and
impacts are similar to the reports of the EMDAT database.
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Strategic National Action Plan

The 2009-19 Strategic National Action Plan was legislated on 2010 to hasten HFA
compliance and to immediately reform the disaster risk reduction management in the country. It
integrated the HFA’s five priorities for action and tailored national strategic objectives on
developing legal framework and cost-effective actions to alleviate socio-economic damages.
Philippine Disaster Risk Reduction and Management Act

The Philippine Disaster Risk Reduction and Management Act or Republic Act 10121 was
passed on May 2010. This law adheres to the HFA’s international guidelines and to the objectives
of SNAP. The DRRM Act envisions a “comprehensive, all-hazards, multisectoral, inter-agency, and
community-based approach to disaster risk reduction and management.”.
National Disaster Risk Reduction and Management Framework
National Disaster Risk Reduction and Management Council is the lead organization in
implementing the Philippine National Disaster Risk Reduction and Management Act. In June 2011,
the council approved NDRRM Framework which has a vision outlined from the DRRM Act. It aims
to address underlying causes of vulnerabilities and institutionalising these arrangements into
policies and strategies. 15 The vision of the framework is to achieve a “safer, adaptive and
disaster-resilient Filipino communities towards sustainable development.” The framework
emphasizes that through time with regular monitoring and evaluation, the resources invested in
disaster prevention, mitigation, preparedness and climate change adaptation will be more effective.
National Disaster Risk Reduction and Management Plan

When the DRRM Act became a law in 2010, it contained provisions for an action plan.
The 2011-28 National Disaster Risk Reduction and Management Plan was developed to address
and realize this. The 2011-28 NDRRMP is a roadmap drawn from multiple sectors on the strategies
and key implementers of the provisions. It contains guidelines agreed through consultation from
multiple sectors on DRRM.
National Disaster Risk Reduction Management Council

Emergency and Disaster Reports, The NDRRMC is chaired by the Secretary of the Office
of Civil Defence. It has 4 ViceChairpersons. The vice-chairpersons come from the Secretary of the
lead agencies corresponding to the four priority areas of the NDRRMP, namely: (1) disaster
prevention and mitigation – Department of Science and Technology; (2) disaster preparedness –
Department of Interior and Local Government; (3) disaster response – Department of Social
Welfare and Development; and (4) rehabilitation and recovery-National Economic and
Development Authority
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Lesson 3.C FOUR THEMATIC AREAS OF THE PHILIPPINE DISASTER SYSTEM
PREPARATORY MEASURES
Tropical cyclone, also called typhoon or hurricane, an intense circular storm that
originates over warm tropical oceans and is characterized by low atmospheric pressure, high
winds, and heavy rain.
FOUR THEMATIC AREA
Emergency managers think of disasters as recurring events with four phases: Mitigation,
Preparedness, Response, and Recovery.
APPROACHES TO DISASTER MANAGEMENT

1. Prevention – these are actions designed to impede the occurrence of a disaster or its
harmful effects on communities and key installations
2. Mitigation – these are programs intended to reduce the ill effects of disaster
3. Preparedness – these are measures which enable governments, organizations,
communities, and individuals to respond rapidly and effectively to disaster situations.
4. Disaster impact – this reminds us that effects of different kinds of disaster vary.
5. Recovery – this is a process by which communities and organizations are assessed in
returning to their proper level of functioning a disaster.
6. Development – this provides the link between disaster-related activities and national
development
A Chinese philosopher once said, “Nature has no heart” but like the fabled Phoenix, which
rises from its own ashes, a Filipino rise from the rubbles, and overcome the wraths of nature.
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Filipinos are known by nature resilient and enduring. Like a bamboo they are plaint but do not
break. Throughout time Filipinos have been undergoing a lot of problems and difficulties, and have
experienced devastating trials and challenges but remained strong in spirit.
Disaster and calamities may strike anytime, anywhere without warning. Like a thief in the
night they sneak into our lives and if caught unprepared, the damage and havoc they cause is
devastating and severe. It could mean a life-death situation; loss of life and property. Disaster and
calamities choose no place strike whether at home, in school, in the church, in the workplace or in
the streets, reason for us to be always ready and prepared for less damage and loss.
Being prepared is everybody’s concern and responsibility. Though the prime duty of the
government is to avert and safeguard people from incoming disaster and other forms of
catastrophe, citizens as well are encouraged to do their part in the prevention of incoming disaster
that might destroy lives and properties.
Disaster preparedness refers to measures taken to prepare for and reduce the effects
of disasters. That is, to predict and, where possible, prevent disasters, mitigate their impact on
vulnerable populations, and respond to and effectively cope with their consequences.
GENERAL EFFECTS OF DISASTER

1. Loss of life
2. Injury
3. Damage to and destruction of property/infrastructure
4. Disruption of production and destruction of subsistence and cash crops/loss of
livelihood/economic loss
5. Disruption of essential and basic services
6. Emotional and psychological disturbance
RESPONSIBILITIES OF INDIVIDUALS/GROUPS IN CASE OF DISASTER

1. Provision and dissemination of warning
2. Search and rescue
3. Survey, assessment, and reporting of disaster effects
4. Treatment and care of victims
5. Clearance of debris and rehabilitation of roads, airfields, railway system, ports, and other
key areas
6. Provision of emergency food and water supplies
7. Provision of shelter
8. Evacuation of individuals, groups, and communities and livestock
9. Provision of health and sanitation measures
10. Restoration of essential services such as communication, water and power supplies
11. Direction and coordination of counter-disaster measures
12. Information and advice to the public
13. Immediate financial assistance to the victims
14. Maintenance of public morale
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15. Counseling of victims and relatives control and distribution of emergency supplies
16. Liaison with the media
17. Rehabilitation of crops, production, and other aspects of subsistence and livelihood
18. Emergency building programs
19. Measures for long-term recovery
20. Application of emergency regulations
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PREPARATORY MEASURES IN DIFFERENT DISASTER

A. TYPHOON
IN CASE OF TYPHOONS
1. Stay indoors and keep calm
2. Monitor TV and radio reports
3. Secure your home
4. Trim trees near your dwellings
5. Keep roads clear for emergency vehicles
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6. If your house is in a flood prone area, go to the nearest designated evacuation center
7. Have a flashlight and radio handy, with fresh batteries
8. Stock up on food, potable water, kerosene, batteries and first aid supplies
9. In case of flooding, turn off the main sources of electricity., gas and water in your home
10. Stack your furniture above the expected flood level. Keep appliances, valuables,
chemicals, toxic substances, and garbage beyond reach of floodwaters
11. Avoid low-lying areas, riverbanks, creeks and coastal areas, slopes, cliffs and foothills.
Rains can trigger landslides, rockslides or mudslides
12. Avoid wading through flooded areas. Do not attempt to cross flowing streams
13. Do not operate any electrical equipment during a flood
14. Do not use gas or electrical appliances that have been flooded
PUBLIC STORM WARNING SIGNALS

1. Public Storm Warning Signal #1. This means that strong winds of up to 60 kph
are expected within 36 hours. Because of the long lead time, it’s common for
people to think that the weather forecast is wrong. Damage is evident mostly on
rice crops, light-weighed structures —nipa huts and cogon huts— and banana
plants. Coastal communities are expected to be prepared for possible evacuation
at any time. At this Public Storm Warning Signal (PSWS) level, preschool classes
within affected areas are automatically suspended.
2. Public Storm Warning Signal #2. At this level, kids from preschool to high
school “celebrate” because of class suspension. Within 24 hours, winds of 60 to
100 kph are expected. Not just crops but also galvanized roofs may be damaged
from such winds. Travel by water, especially by boat and other small seacraft,
should be avoided.
3. Public Storm Warning Signal #3. Most offices and all schools up to colleges and
universities are closed because it is dangerous for anyone to travel. Very strong
winds of 100 to 185 kph are expected within 18 hours. Aside from the damages
mentioned in the previous PSWS numbers, electricity and water supply may also
be affected. Air and sea travel are both risky at this point. Classes in all levels are
suspended. Communities affected should expect major damage to crops and
property.
At this point, communities should be wary of the “eye” of the storm. Winds
are at their strongest nearest the eye, but die down to fair weather for about two
hours as the eye passes over. After this, the storm resurges, bringing strong winds
in the opposite direction.
4. Public Storm Warning Signal #4. Winds with speed of over 185 kph are
expected to hit the area within 12 hours. Residential, agricultural, and industrial
properties may be severely damaged. Electricity and communication may also be
disrupted. Residents along coastal areas and other danger zones are advised to
evacuate as soon as possible.
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B. TSUNAMI – is a gigantic sea wave generated by disturbances associated primarily with

earthquakes occurring below or near the ocean floor. It is a series of traveling ocean of
extremely long length. These generally appear as a large, steep wave face and produce rapid
flooding of low-lying coastal areas.
IN CASE OF TSUNAMIS
1. A strong earthquake is a natural tsunami warning. Do not stay in low-lying and seashore
areas after an earthquake. A tsunami might occur within minutes.
2. Other natural signs include sudden lowering of the sea level or an unusual rise and fall of
the sea level
3. Fish and other marine life may be exposed when the sea retreats. Never go down to the
beach to collect these. Tsunami waves might rush back anytime and carry you to the sea
with great force.
4. Tsunamis are also preceded and/or accompanied by unusual sounds. Be alert for these
signs, too.
5. Immediately vacate and seek higher ground. Stay there until all signs of danger have
passed.
C. EARTHQUAKE – is a feeble shaking to violent trembling of the ground produced by sudden

displacement of rock materials below the earth’s surface.
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IN CASE OF EARTHQUAKES
1. If you are in a structurally sound building, protect yourself by getting under a sturdy table or
desk and holding on to it while shaking occurs; or you can also protect your head with your
arms.
2. If you are inside a moving vehicle, do not attempt to cross bridges, overpass, or flyovers
which may have been damaged.
3. If you are near the shore and feel an earthquake, it is safest to assume that a tsunami
might occur. Move to higher ground
4. It you are outside, move to an open area. Stay away from power lines, posts, and concrete
structures that may fall or collapse.
5. Move away from mountainous areas or near a steep hill slope where landslides might
occur.
6. Stay calm and don’t panic. Once the shaking stops, take the fastest, and safest way out of
a building in an orderly and calm manner. Do not use elevators. Use the stairs.
7. Check yourself and others for injuries. Administer first aid if trained to do so., otherwise,
seek immediate assistance from nearby authorities necessary.
8. Do not enter partially damaged buildings after an earthquake. Strong aftershocks may
cause these structures t collapse.
9. Check for spills of chemicals, toxic, and flammable materials to avoid potentially disastrous
situations.
10. Check for files and if there are any, have them extinguished
11. Check water and electrical lines for damage; if any damage is suspected, switch off water
and electricity
12. Should you decide to evacuate, leave a note stating where you will go
13. Bring along items essential for your survival. Do no overburden yourself
14. Follow official adversaries and warnings
15. Avoid needless telephone and road use to allow authorities unhampered use of these for
relief and rescue operations
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INTENSITY SCALE OF AN EARTHQUAKE

Intensity 1. Scarcely Perceptible - Perceptible to people under favorable circumstances.
Delicately balanced objects are disturbed slightly. Still Water in containers oscillates slowly
Intensity 2. Slightly Felt - Felt by few individuals at rest indoors. Hanging objects swing
slightly. Still Water in containers oscillates noticeably.
Intensity 3. Weak - Felt by many people indoors especially in upper floors of buildings.
Vibration is felt like one passing of a light truck. Dizziness and nausea are experienced by
some people. Hanging objects swing moderately. Still water in containers oscillates
moderately.
Intensity 4. Moderately Strong - Felt generally by people indoors and by some people
outdoors. Light sleepers are awakened. Vibration is felt like a passing of heavy truck. Hanging
objects swing considerably. Dinner, plates, glasses, windows and doors rattle. Floors and
walls of wood framed buildings creak. Standing motor cars may rock slightly. Liquids in
containers are slightly disturbed. Water in containers oscillate strongly. Rumbling sound may
sometimes be heard
Intensity 5. Strong - Generally felt by most people indoors and outdoors. Many sleeping
people are awakened. Some are frightened, some run outdoors. Strong shaking and rocking
felt throughout building. Hanging objects swing violently. Dining utensils clatter and clink;
some are broken. Small, light and unstable objects may fall or overturn. Liquids spill from filled
open containers. Standing vehicles rock noticeably. Shaking of leaves and twigs of trees are
noticeable.
Intensity 6. Very Strong - Many people are frightened; many run outdoors. Some people lose
their balance. motorists feel like driving in flat tires. Heavy objects or furniture move or may be
shifted. Small church bells may ring. Wall plaster may crack. Very old or poorly built houses
and man-made structures are slightly damaged though well-built structures are not affected.
Limited rock falls and rolling boulders occur in hilly to mountainous areas and escarpments.
Trees are noticeably shaken.
Intensity 7. Destructive - Most people are frightened and run outdoors. People find it difficult
to stand in upper floors. Heavy objects and furniture overturn or topple. Big church bells may
ring. Old or poorly-built structures suffer considerably damage. Some well-built structures are
slightly damaged. Some cracks may appear on dikes, fish ponds, road surface, or concrete
hollow block walls. Limited liquefaction, lateral spreading and landslides are observed. Trees
are shaken strongly. (Liquefaction is a process by which loose saturated sand lose strength
during an earthquake and behave like liquid).
Intensity 8. Very Destructive - People panicky. People find it difficult to stand even outdoors.
Many well-built buildings are considerably damaged. Concrete dikes and foundation of bridges
are destroyed by ground settling or toppling. Railway tracks are bent or broken. Tombstones
may be displaced, twisted or overturned. Utility posts, towers and monuments mat tilt or
topple. Water and sewer pipes may be bent, twisted or broken. Liquefaction and lateral
spreading cause man- made structure to sink, tilt or topple. Numerous landslides and rock
falls occur in mountainous and hilly areas. Boulders are thrown out from their positions
particularly near the epicenter. Fissures and faults rapture may be observed. Trees are
violently shaken. Water splash or stop over dikes or banks of rivers.
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Intensity 9. Devastating - People are forcibly thrown to ground. Many cry and shake with
fear. Most buildings are totally damaged. bridges and elevated concrete structures are toppled
or destroyed. Numerous utility posts, towers and monument are tilted, toppled or broken.
Water sewer pipes are bent, twisted or broken. Landslides and liquefaction with lateral
spreadings and sand boils are widespread. the ground is distorted into undulations. Trees are
shaken very violently with some toppled or broken. Boulders are commonly thrown out. River
water splashes violently on slops over dikes and banks.
Intensity 10. Completely Devastating - Practically all man-made structures are destroyed.
Massive landslides and liquefaction, large scale subsidence and uplifting of land forms and
many ground fissures are observed. Changes in river courses and destructive seiches in large
lakes occur. Many trees are toppled, broken and uprooted
D. VOLCANO – is a mountain or a hill formed by the piling up of materials, mostly molten and
originating from the earth’s interior that had been ejected from a vent or conduit.
IN CASE OF VOLCANIC ERUPTION

1. Residents living around an erupting volcano are faced with volcanic hazards that may
ensue: this include pyroclastic flows, ash fall and lahar.
2. Hazard maps that show areas likely to be affected by any of these hazards are available
from proper authorities prior to eruption. Follow all advisories and warnings, as these can
save your lives.
3. Avoid the declared permanent danger zones in your locality. Also rivers where hazardous
volcanic substances can flow should be avoided
4. Should ash fall occur, cover your nose with a well cloth for better breathing
5. Food should always be covered to prevent contamination
6. Always clean your roofs when heavy ash fall occurs to prevent collapse
7. If you are inside a moving vehicle, seek shelter immediately
8. If you are along the path of potential lahar flows, move to higher ground or to a designated
evacuation site immediately.
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E. FLOODS as defined by UNESCO and the World Meteorological Organization are a rise,
usually brief, in the water level in a stream to a peak from which the water level recedes at a
slower rate. A phenomenon brought about by intense and excessive precipitation which can be
disastrous.
IN CASE OF FLOODS
1. Be vigilant, monitor water level
2. Go to the nearest designated evacuation center if your house is in a flood prone area
3. Take precautionary measures. Turn off the main sources of electricity, gas, and water.
Operating any electrical equipment during a flood or that have been flooded is dangerous.
4. Stack your furniture and appliances, valuables, toxic chemicals, and substances as well as
garbage above the expected flood level
5. Avoid wading through flooded areas. Do not attempt to cross flowing streams, just stay in a
safe place.
Yellow means “caution”. Residents are advised to monitor the news for further updates. “Yellow
warning” represents 7.5-15 mm rain in an hour which could also cause flooding.
Green means “go”. Go ahead and prepare for possible evacuation. “Green warning” stands for
15-30 mm rain in an hour that is also expected to continue within the next two hours. At this point,
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low-lying areas are expected to suffer from floods because of relatively heavy downpour. The
memorable Typhoon Pedring (Nesat), which hit the country on September 27, 2011, fell within the
green warning range as it had a recorded rainfall of about 15-25 mm per hour.
Red means “stop”. Better stop what you are doing now if PAGASA says your area is under a “red
warning.” Evacuate. Think about the amount of rain at Typhoon Ondoy’s (Ketsana) peak when it hit
the country on September 26, 2009. The recorded rainfall at that time was approximately 56 mm in
an hour. According to PAGASA, if more than 30mm rain is observed in an hour, and is expected to
continue in the next two hours, then low-lying areas are expected to experience serious flooding.
Residents in areas that have low elevation, such as coastal towns and cities, the CAMANAVA
(Caloocan, Malabon, Navotas, Valenzuela) area, are advised to evacuate immediately.
F. FIRE - is the perceptible phase of burning or combustion of oxygen in the air with carbon
contained in matter
CLASSES OF FIRE
1. Class A - Fires that consist of ordinary combustibles such as wood, paper, trash or
anything else that leaves an ash. Water works best to extinguish a Class A fire.
2. Class B - Fires are fueled by flammable or combustible liquids which include oil, gasoline,
and other similar materials. Smothering effects which deplete the oxygen supply work best
to extinguish Class B fires.
3. Class C - Fires that usually originates from electrical connections.
4. Class D - Fires are combustible metal fires. Magnesium and Titanium are the most
common types of metal fires. Once a metal ignites, do not use water in an attempt to
extinguish it. Only use a Dry Power extinguishing agent.
5. Class K - Fires that involve cooking oils, grease or animal fat and can be extinguished
using Purple K, the typical agent found in kitchen or galley extinguisher.
CAUSES OF FIRE
1. Improper use of combustible materials
2. Human error/negligence
3. Faulty electrical wirings
4. Short or overload circuits
5. Loose electrical connections
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PROCEDURE IN CASE OF FIRE

1. DO NOT PANIC
2. S - Sound or call alarm - Before hitting alarm bell and calling the fire brigade, assess the
volume of the fire first
3. A - Advise fire brigade - Call the nearest fire station and notify authorities about the fire
4. F - Fight fire - If the fire is manageable, and you are certain that you can put it off, stop the
fire using the prescribed fire prevention devices and supplies.
5. E - Evacuate - Evacuate to avoid being burned. Follow the evacuation procedure based on
the existing plan.
6. T - Tell others - Announce to the neighborhood to lessen the casualties and damages
brought by fire.
7. Y - You get clear -When the fire is out, look for survivors and help the injured but don't
forget to watch out from falling object,
10 FIRE SAFETY RULES

1. Don't play with matches and lighters. If you see matches or a lighter where you can reach
them, don't touch them. Go tell a grown up right away.
2. Ask your parents to install smoke detectors on every floor and in the sleeping areas of your
home. Smoke detectors can save lives. Ask your parents to show you where each one is located.
3. Remind your parents to test your smoke detectors every month. Make sure everyone in
your family is familiar with its piercing sound. Teach them that this sound means danger, and they
must escape quickly.
4. When your parents change the time on your clocks for Daylight Savings, ask them to change
your smoke alarm batteries. Give it fresh batteries and your smoke alarm will stay awake and
watch for fire while you are sleeping.
5. In case of fire: DON'T HIDE, GO OUTSIDE! Fires are scary, but you should NEVER hide in
closets or under beds when there is a fire.
6. To escape during a fire; Fall & Crawl. It is easier to breath in a fire if you stay low while getting
out. Use the back of your hand to test if a door is hot before you open it. If it is hot, try to use
another way out.
7. If your clothes are on fire; Stop, Drop, and Roll until the fire is out. Shout for help, but don't
run. Running makes fire burn faster.
8. Have an escape plan and practice it with your family. Find two ways out of every room in
case one way is blocked by fire or smoke. Practice escaping by both routes to be sure windows are
not stuck and screens can be taken out quickly.
9. Choose a meeting place outside, such as a big tree or the end of the driveway, so you will
know that everyone has gotten out safely. NEVER go back into a burning building for any reason. If
someone is missing, tell the firefighters. They have the clothing and equipment to safely rescue
people.
10. Know your local emergency number. Put stickers and magnets with emergency numbers on
your refrigerator and every telephone in the house. If there is a fire at your house, choose one
family member to leave your meeting place and call the fire department from a neighbors phone
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G. STORM SURGE - is a rise above the normal water level along a shore resulting from strong
onshore winds and / or reduced atmospheric pressure.
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Height of the water during a storm surge

1. The intensity of the cyclone - as the winds increase, the sea water is piled higher and the
waves on top of the surge are taller.
2. The forward speed of the cyclone - the faster the cyclone crosses the coast, the more
quickly the surge builds up and the more powerfully it strikes.
3. The angle at which the cyclone crosses the coast - in general, the more head on the angle,
the higher the surge. However other angles can lead to local zones of enhanced surge in
areas such as narrow inlets and bays.
4. The shape of the sea floor - the surge builds up more strongly if the slope of the sea bed at
the coast is shallow. If the sea bed slopes steeply, or if fringing reefs are present, then the
surge will be less.
5. Local topography - bays, headlands and offshore islands can funnel and amplify the storm
surge
Preparing for a storm surge

 Check your house and land for any potential dangers related to flooding. Identify any
vulnerability and repair it.
 Sandbags are a valuable tool to prevent water from entering your home. This approach
requires specific instructions from your local emergency officials.
 Learn how to turn off the gas and electricity in your house. You may be instructed by local
authorities to shut these off.
 If you live in an area that is subject to flooding, do not store your important documents in
the basement. Keep them at a higher level, protected from flood damage.
 Ensure that your family has an emergency kit and plan.
 Ensure your emergency kit is portable, in a back-pack or suitcase with wheels.
 Your local chapter of St. John Ambulance can teach you first aid and CPR. Your local Red
Cross can teach you survival techniques in the water through their swimming and boating
courses.
If a storm surge is forecast
 Check supplies including medications, radio, flashlight and batteries.

 You may have to evacuate. Keep your emergency kit close at hand.
 Make sure the basement windows are closed.
 Fuel your car. If evacuation becomes necessary, it will be hard to stop for gas.
During a storm surge

 Stay inside where you are protected from the water. It's best to be on the downwind side of
the house, away from windows.
 Monitor the storm's progress and listen for warnings or instructions from local officials.
 Before driving anywhere, listen carefully to rescue officials who will be coordinating
evacuation plans.
 Do not drive through flood waters.
 Be aware of risks such as hypothermia from cold water or drowning from running water.
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H. MARINE AND AIR DISASTER
I. OIL SPILL
J. NUCLEAR DISASTER
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IMPORTANT TOOLS, EQUIPMENT, SUPPLIES, ETC, IN A DISASTER

‘1. First aid kit & Medicines
Fever, Loose Bowel Movement, Cough & Colds, Wounds and Other ailments
2. Flashlights, candles, matches and fresh spare batteries
3. Portable radio and fresh spare batteries
4. Portable drinking water in sealed containers. Store water for everyday use in other pails an
drums
5. Basic equipment for the needs of infants, the elderly, and the disabled.
6. Non-perishable foodstuffs sufficient for three days.
7. Blankets, clean clothes, raincoats, rubber boots, tissue paper, and other sanitary supplies
8. Bring some money, including loose change
9. Large and sturdy plastic bags that can be used to store and protect various important
items and documents
Constraints/Challenges in Disaster Management
1. Lack of appreciation and support to the disaster Preparedness Program by duty holders.
2. Lack of strong and effective Disaster Coordinating Council at the local level
3. Absence of Disaster Preparedness Planning
4. Lack/absence of effective linkages for disaster operation
5. Absence of a functional Disaster Operation Center especially at the local level
6. Erroneous disaster reporting and monitoring; and
7. Insufficient knowledge and training on disaster management
Disaster Management Policies

1. Self-reliance through self-help and mutual assistance
2. Maximum use of resources in the affected areas
3. Planning and operation to be done at the 95 barangay level, in an inter-agency, multi-
sectoral basis to optimize existing resources
4. Documentation of plans of Disaster Operation Center members
5. Local leadership to take charge at their respective levels
6. National government to support local government efforts
7. Conduct of exercise and periodic drills at the local level to ensure the preparedness of all
concern.
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LEARNING EXERCISE
Name: _____________________________________________Score: _______________

Course/Year: ________________________________________Date: _______________
I. MULTIPLE CHOICE. Choose the correct phrase being described by encircling that corresponds
1. The ability to respond to incoming calamities with effective and appropriate measures in order to
lessen, thwart and abate possible dangers and destruction it brings to lives and property.
a. Disaster preparedness b. Rehabilitation c. Relief d. All of the above
2. Which of the following is not a natural hazard/ emergency?
a. Climatic Variability b. Drought c. Hazardous spills d. Pestilence
3. Which is not a man-made disaster?
a. Fire Incidence b. Tsunami c. Drought d. Lightning
4. A gigantic sea wave generated by disturbances associated primarily with earthquakes below or
near the ocean floor.
a. Typhoon b. Cyclone c. Tidal wave d. Hurricane
5. These are programs intended to reduce the ill effects of disaster.
a. Mitigation b. Prevention c. Response d. Recovery
6. Insufficient knowledge and training on disaster management leads to
a. Depressions b. Damage/Loss of property c. Spread of diseases d. All of the above
7. A feeble shaking to violent trembling of the ground produced by sudden displacement of rock
materials below the earth’s surface.
a. Earthquake b. Cyclone c. Tidal Wave d. Hurricane
8. Before the coming of a strong typhoon, one should not
a. Stay indoors b. Trim trees c. Monitor TV reports d. Stay close to slopes
9. Which is not an effect of disaster or calamity.
a. Loss of life b. Disruption of services c. Emotional disturbances d. All of the
above
10. The immediate action taken in order to facilitate the employment of necessary assistance to
disaster.
a. Relief b. Restoration c. Rehabilitation d. All of the above
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Lesson 3.D ROLE OF THE YOUTH IN DESASTER RISK REDUCTION

MANAGEMENT
THE YOUTH’S ROLE IN DISASTER RISK REDUCTION AND MANAGEMENT
With all the natural disasters and calamities struck in Cebu and its neighboring cities and
provinces in the past few years — the 7.2 magnitude earthquake in 2013 and Typhoon Haiyan
(Bagyong Yolanda) in 2013, to name a few disasters and calamities in the different provinces of the
philippines— these left most of the adult frightened while most of the youth traumatized.
Source: http://www.pixabay.com
Millions of children and youth usually represent more than one third of the victims
whenever disasters struck. Research have shown that youth trainings focusing on disaster
preparedness results in behavior changes, and that youth who are prepared are more confident
and empowered when an actual emergency occurs.
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Thus, engaging youth in disaster risk management training and activities can increase their
awareness and knowledge on what to do and how to act when disasters occur, and may decrease
the number of both youth and adult victims and casualties.
Youth plays an important role in disaster risk reduction and management, and here are what youth
can do:
The youth has the energy to take immediate actions when emergencies occur.
When an actual disaster happen, the youths are the most capable in taking immediate
action during emergencies because they have the energy to do it.
For an instance, the Red Cross Red Crescent volunteer, Saeeda Bibi, 25, who saved lives
when an earthquake struck in Pakistan, in October 2005. It was said in the article of the Red Cross
International entitled “Youth, ready to respond”, Bibi provided immediate assistance for the injured.
She provided water for survivors and told the villagers to get blankets. She also helped rescue
schoolchildren, pulled out dead bodies, and helped in cleaning the mud covering the victims’
bodies. Together, Bibi with the other youth volunteers have saved 40 people from collapsed
homes.
It was said in the same article that through the Be Red Cross Ready programme, these
youth volunteers are trained as community disaster educators, readying them to help others
prevent, prepare for and respond to emergencies.
The youths are incredibly resilient and creative.
Youths are incredibly resilient. They are able to cope up and adapt to changes. This allows them to
overcome difficulties in their lives, including calamities and disasters, and adapt with diverse range
of people.
The youths can also contribute ideas and actions during disasters. By involving youth in disaster
planning and management, they will be better equipped to respond appropriately and calmly when
confronted with an actual event.
Source: http://www.pixabay.com
THE YOUTH HAS THE POTENTIAL TO BECOME A BETTER LEADER AND INITIATE PLANS.
Involving young people in disaster management can help them learn topics that affect their lives while
at the same time gaining hands-on experience designed to equip them become tomorrow better leaders
and initiate plans.
And, the youth volunteers of the NSRC has proved that youths’ potentials in leadership and plan
initiation shouldn’t be underestimated.
It was said in the article of the student organization that their youth volunteers has initiated a “Clean
Sevan and community project. The project, which aims to clean the shores of community and call the
public attention to ecological problems of the lake, was realized by the youth for years and beyond.
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Pilipino individuals, one of the volunteers who started the programme, said in the article of the Red
Cross that not everyone welcomed their initiative because many thought that it was too big for the
young people to deal with. However, they pushed through their initiative, and it was said in the same
article that the project was a success.
Source: Pictures of NSTP DRRM Practitioners
Save Our Soul (SOS) in Morse Code
It is a method of transmitting information of a series of on-off tones, or clicks that can be

directly understood by a skilled listener or observer without special equipment. It is named for
Samuel F. B. Morse, an inventor of the telegraph. The International Morse code encodes the ISO
basic Latin alphabet, some extra Latin letters, the Arabic numerals and a small set of punctuation
and procedural signals (prosigns) as standardized sequences of short and long signals called
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“dots” and “dashes”, or “dits”, as in amateur radio practice. Because many non- English natural
languages use more than 26 Roman letters, extensions to the Morse alphabet exist for those
languages.
Each Morse code symbol represents either a text character (letter or numeral) or a
prosign and is represent by a unique sequence of dots and dashes. The duration of a dash is three
times the duration of a dot. Each dot or dash is followed by as short silence, equal to the dot
duration. The letters of a word are separated by a space equal to three dots (one dash), and the
words are separated by a space equal to seven dots. The dot duration is the basic unit of time
measurement in code transmission. To increase the speed of the communication, the code was
designed so that the length of each character in Morse varies approximately inversely to its
frequency of occurrence in English. Thus, the most common letter in English, the letter “E”, has the
shortest code, a single dot.
In an emergency, Morse code can be sent by improvised methods that can be easily
“keyed” on an off, making it one of the simplest and most useful methods of telecommunication.
The most distress signal is Save Our Soul (SOS) or three dots, three dashes and three dots,
internationally recognized by treaty.
Different Ways to Signal SOS
a. Fire – Build three first in a triangle or in a straight line, with about 100 feet between
them. Three fires are an internationally recognized distress signal.
b. Whistle – The International Whistle Code for helps is much easier. All you have to do
to signal SOS is to blow the whistle three times. Two blasts of the whistle are a call-back
signal which means “Come here”. One blast can mean “Where are you?” or it can be a
call-back signal if you hear anything that sound like a code.
c. Flashlight or Mobile Phone – If you have a target you are attempting to signal, flash
out SOS in Morse (three short flashes, three long flashes, three short flashes) in its
direction. If you don’t have a flashlight use your mobile phone. That of course, assuming
that you don’t have signal to make calls
d. Torch – Built a fire you can signal SOS at night using torch. Find something to cover
the light of the torch from the angle of the targeted plane, ship or helicopter. Move the
objects that covers the light to signal SOS
e. Parts of your body – Wave your arms and hands sideways and down to attract
attention. If the potential rescue vehicle is close, simply stand with your hands and arms in
the air
First Aid
In Encyclopedia Britannica states First Aid as “measures to be taken immediately after
accident not with an idea to cure but in order to prevent further harm being done”. It uses the
available human and material resources at the site of accident to provide initial care to the victim of
injury or sudden illness until more advance care is provided.
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A simple way to remember the aims of first aid is to think of the “Three P’s” (Preserve,
Prevent, and Promote).
a. Preserve Life – your first aim is to preserve life by carrying out emergency first aid
procedures. For example, opening a casualty’s airway or performing cardiopulmonary
resuscitation (CPR). Preserving life should always be the overall aim of all first aiders.
Remember though, this includes your own life. You should never put yourself or others in
danger.
b. Prevent Deterioration – the second aim of first aid is to prevent the casualty’s
condition from deteriorating any further. For example, asking a casualty with a broken limb
to stay still and padding around the injury will prevent the fracture from moving and
causing further injury or pain. In addition, this aim includes preventing further injuries. You
should attempt to make the area as safe as possible and removing any dangers. If
removing danger is not possible, you should attempt to remove the patients from the
danger or call for specialist for help.
c. Promote Recovery – finally, you can promote recovery by arranging prompt
emergency medical help. In addition, simple first aid can significantly affect the long-term
recovery of an injury. For example, quacking cooling a burn will reduce the risk of long-
term scarring and will encourage early healing.
Characteristics of a Good First Aider

a. Gentle – should not cause pain.
b. Resourceful – should make the best use of things at hand.
c. Observant – should notice all signs.
d. Tactful – should not alarm the victim.
e. Emphatic – should be comforting.
f. Respectable – should maintain a professional and caring attitude.
Hindrances in Giving First Aid

a. Unfavorable Surroundings
• Night Time
• Crowded city lights; churches; shopping malls
• Busy Highways
• Cold and Rainy weather
• Lack of necessary materials or helps.
b. The Presence of Crowds
• Crowds curiously watch, sometimes heckle, and sometimes offer incorrect
advice.
• They may demand haste in transportation or attempt other improper procedures.
• A good examination if difficult while a crowd looks on.
c. Pressure from Victim or Relatives
• The victim usually welcomes help, but if he is drunk, he is often hard to examine
and handle, and is often misleading in his responses.
• The hysteria of relatives or the victim, the evidence of pain, blood and possible
early death, exert great pressure on the first aider.
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• The first aider may fail to examine

carefully and may be persuaded to do what he would know in calm moments to be
wrong.
How to Deal with Injuries?
Treatment of Wounds – a wound is usually treated by bandaging.

Locate wound position – wound in different locations demand different treatment,
therefore it is most important when a victim is still conscious not to move a lot and to
remain in a seating or standing position (position of head should be the highest).
Pay attention to the human body’s anatomical shape – during the treatment of a
wound, the body’s anatomy has to be noticed, because it will affect the bandaging method.
Identify size of the wound (extent and intensity of blood outflow)
The size of a wound determines the treatment method, even though it follows the
same principles. Cover wound and stop the bleeding. There are four methods to stop
bleeding: applying pressure, bandaging, bandaging and applying pressure
(tourniquet) and total bandaging.
When trying to stop bleeding, do not bind too loose as blood will not stop but also do not
bind too tight, as this will stop blood from flowing to the wounded area. Therefore, it is necessary to
ask a victim, whether the bandage is too loose or too tight. When no response can be obtained
from the victim, the bandage tightness is done in such a way that the pulse can still be felt beneath
the bandage.
Objective of First Aid
Participants will be able to simulate the treatment and bandaging techniques of bleeding
wounds. The principle of treating bleeding wounds is to as quickly as possible stop blood outflow,
because it can be fatal if blood outflow exceeds 20% of the total blood in the body.
The next principle is to as quickly as possible cover the wound, because open skin
presents an entrance for bacteria and other germs to the body. A sterile cloth should be used when
applying a bandage to prevent the wound from catching an infection, or one should apply
disinfectant to the wound if available.
Another important point is that the bandage applied to a wound should not too tight,
because this might obstruct other parts, or too loose, because otherwise the bleeding will not stop.
If the victim is conscious please ask him/her about the bandage tightness, but if the victim is
unconscious one should check for pulse signs around the wound area.
Bleeding wound treatment on round body part

• Determine if the wound needs a pressing tool or not, if considered necessary apply a
pressing tool.
• Prepare an already folded bandage.
• Start binding starting from the wound
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• Bind around the head in circles, upon arriving opposite of the wound area, cross the
bandage
• After crossing, tie bandage in shape of a parcel (not in the direction of first binding) until
arriving at the position of the wound. When reaching the same position as the wound, tie
with a slipknot
• If a wound exists on the chin or upper forehead, a triangular cloth is needed to prevent
the bandage from coming loose.
• After the wound is pressed, tie a pair of strings from bottom to behind the head, going
above the ears. Then tie with a slipknot.
• Tie another pair of strings to the direction of behind the head via below the ears. Make
sure binding is not too loose and not too tight.
Broken Bone refers to a wound which occurs on a bone, in the form of cracking, breaking
or sticking out of the body. Broken bones are injuries most common during earthquakes.
The cause of a broken bone is for instance being struck by building debris, trampled on,
getting squeezed.
3 Types of broken bone wounds
1. Fractured bone: a bone experiences trauma/impact it may cause the bone to
crack, but not break apart.
2. Closed broken bone: a bone breaks, but is still inside the body.
3. Open broken bone: a bone breaks and sticks out through the skin.
Symptoms of broken bone wounds

Several symptoms easily recognizable are among others:
• Black and blue
• Swollen
• Very painful when touched or moved
• Change in form
• Broken neck bone can be noticed when there are wounds on both head and
neck
• Broken backbone can be noticed when there is a difference in the length of the
legs
• Broken rib-bone is followed by breathing difficulties
The first aid principles to address a broken bone wound is through fixation to
rest/minimize activity of the two joints that flank the broken bone. This is necessary to prevent
friction of the broken bone. Friction of a broken bone can aggravate the wound. Treatment of
Broken wounds Treatment of a broken bone wound (fixation) is known as splint bandaging.
Fixation is done by applying two splints comprising of wood lined with thin cloth/sponge. The
splints, each two centimeter in length are meant to flank the fracture location, which are then bound
with a rope, and tightened to support the broken body part and prevent it from suspending.
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Treating a broken neck is by propping up the neck to prevent any movement, whether left
and right, to and from, as well as turning around.
A broken back does not need first aid, but needs special aid from competent persons.
What should be exercised is to make victim remain in a lying down position, and to make use of a
flat and hard palanquin when transferring the victim to a different location. When treating a victim
with a broken collarbone, no splints are needed, only a shoulder binder to retain its position and
prevent the victim from stooping. In the case of an open broken bone, first step is to cover the
wound, and thereafter conduct a fixation against the broken bone.
Keep in mind: In treating broken bone wounds, do not try to restore the bone to its
original position, by pressing, pulling or reinserting the stuck-out bone. If no splints are available,
part of the victim’s body can be utilized as a splint. For instance, in the case of a broken lower arm,
fixation can be done by binding the broken arm to the victim’s body
Basic Life Support (BLS)
Basic life support (BLS) is a level of medical care which is used to victims of life-
threatening illnesses or injuries until they can be given full medical care at a hospital. It can be
provided by trained medical personnel, including emergency medical technicians, paramedics, and
by qualified bystanders.
Background
• Approximately 700,000 cardiac arrests per year in Europe.
• Survival to hospital discharge presently approximately 5-10%.
• Bystander CPR vital intervention before arrival of emergency services – double
or triple survival from SCA (sudden cardiac arrest).
• Early resuscitation and prompt defibrillation (within 1-2 minutes) can be result in
> 60% survival.
CPR – or Cardiopulmonary Resuscitation – is an emergency lifesaving procedure
performed when the heart stops beating.
Chain of survival sequences of procedures performed to restore the circulation of

oxygenated blood after a sudden pulmonary and/or cardiac arrest.
Chest compression and pulmonary ventilation performed by anyone who knows how
to do it anywhere, immediately, without any other equipment protective devices.
a. APPROACH SAFELY
• Scene
• Rescuer
• Victim
• Bystanders
b. CHECK RESPONSE
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Shake shoulders gently ask “Are you all right?” If he responds

• Leave as you find him.
• Find out what is wrong.
• Reassess regularly
c. SHOUT FOR HELP
d. OPEN AIRWAY
 Head tilt and chin lift
• Lay rescuers.
• Non-healthcare rescuers.
 No need for finger sweep
• Unless solid material can be seen in the airway. Head tilt, chin lift + jaw
thrust
e. CHECK BREATHING
• Look, listen and feel for NORMAL breathing.
• Do not confuse agonal breathing with NORMAL breathing.
• Occurs shortly after the heart stops in up to 40% of cardiac arrests.
• Described as barely, heavy, noisy or gasping breathing.
• Recognize as a sign of cardiac arrest (Erroneous information can result
in withholding CPR from cardiac arrest victim)
Potentially Reversible Causes (5 H’s & 5 T’s)

 Hypoxia
 Hypovolemia
 Hypothermia
 Hyper/hypoK +and metabolic disorders
 H+ ions (acidosis)
 Tension pneumothorax
 Tamponade
 Toxic/therapy disturbances
 Thrombosis coronary
 Thrombosis pulmonary
f. CALL 9-1-1
g. CHEST COMPRESSIONS
• Place the heel of one hand in the center of the chest.
• Place other hand on top.
• Interlock fingers.
• Compress the chest.
o Rate 100 min-1
o Depth 4-5 cm
o Equal compression: relaxation
• When possible change CPR operator every 2 min
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h. RESCUE BREATHS
• Pinch the nose.
• Take a normal breath
. • Place lips over mouth.
• Blow until the chest rises.
• Take about 1 second.
• Allow chest to fall.
• Repeat. Breathing: Mouth to Nose (When to use)
• Can’t open mouth.
• Can’t make a good seal.
When can I stop CPR?

• Victim revives
• Trained help arrives
• Too exhausted to continue
• Unsafe scene
• Physician directed (do not resuscitate orders)
• Cardiac arrest of longer than 30 minutes)
Why CPR may fail?

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

• Rib fractures
• Laceration related to the tip of the sternum
o Liver o Lung
o Spleen
Complicated of CPR
• Vomiting
• Aspiration
• Place victim on left side
• Wipe vomit from mouth with fingers wrapped in a cloth.
• Reposition and resume CPR.
Bandaging
It is used to hold a dressing in place over a wound, to create pressure over a bleeding
wound for control of hemorrhage, to secure a splint to an injured part of the body, and to provide
support to an injured part.
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Any clean cloth or material used to hold the dressing in place.

• To control bleeding.
• It secures a split.
• To immobilize and support body parts.
Four (4) Methods of Triangular Bandage

• Open Phase
• Broad Cravat Phase
• Semi-Broad Cravat Phase
• Narrow Cravat Phase
Application
a. Must be proper, neat, and correct.
b. Apply neatly not too loose, not too tight.
c. Always check for tightness may cause later swelling.
d. Tie ends with a square knot.
Two (2) Types of Square Knot
How to tie a Square Knot

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

a. Pull one end and one piece of bandage apart.
b. Hold the knot; pull the end through it and out.
Five (5) Different techniques on bandaging

1. Triangle of Forehead or Scalp - The triangle of forehead or scalp (fronto - occipital) is
used to hold dressing on the forehead or scalp.
a. Place middle of base of triangle so that edge is just above the eyebrows
and bring apex back, allowing it to drop over back of head (occiput). Bring
ends of triangle backward above ears.
b. Cross ends over apex at occiput, carry ends around forehead, and tie
them in a square knot.
c. Turn up apex of bandage toward top of head. Pin with safety pin or tuck
in behind crossed part of bandage.
2. Triangular Arm Sling - A triangular arm sling (brachio-cervical triangle) is used for the
support of fractures or injuries of hand, wrist, and forearm.
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Two version of this sling are discussed below:

a. In this method of applying the sling, the forearm is supported from both shoulders by the sling.
• Bent arm at elbow so that little finger is about a hand-breadth above level of elbow.
• Place one end of triangle over shoulder on injured side and let bandage hang down over
chest with based forward hand and apex toward below elbow.
• Slip bandage between body and arm.
• Carry low end up over shoulder on uninjured side.
• Tie and two ends, by square knot, at the neck, not in the middle where it could
cause discomfort when patients is lying on back.
• Draw apex of bandage toward elbow until snug, bring it around to front, and fasten with
safety pin or adhesive tape. b. If it is desirable to support the forearm without pressure
on the collarbone or should of the injured side, the following steps are taken.
• Bend arm at elbow so that the little finger is about a hand- breadth above level of elbow.
• Drape upper end of triangle over uninjured shoulder
• Slip bandage between body and arm.
• Carry lower and up over flexed forearm (ends of fingers should extend slightly
beyond base of triangle)
• Slide lower end of bandage under injured shoulder between arm and body and
secure the two ends with square knot.
• Draw apex toward elbow until snug, and secure with safety pin or adhesive stape.
3. Triangle of Chest or Back - This bandage is used to hold dressing on burns or wounds of chest
or back.
a. Drop apex of triangle over shoulder on injured side. Bring bandage down
over chest (or back) to cover dressing, so that middle of base of bandage is directly
below injury. Turn up a cuff a base.
b. Carry ends around and tie in a square knot, leaving one end longer than the other.
c. Bring apex down and tie to long end of first knot.
4. Cravat of Head or Ear - The purpose of this bandage is to apply pressure to control
hemorrhage from wounds of scalp, or to hold dressings on wounds of ear or lower scalp.
a. Place middle cravat over dressing
b. Pass each end completely around head.
c. Tie in square knot.
5. Cravat to Jaw - The Cravat of Jaw (mento-vertico-occipital cravat) is used to dressings on
the chin, cheeks, and scalp ends upward with one end longer than the other.
a. After making a triangular bandage into a cravat of proper width, place it
under the chin carry ends upward with one end longer than the other.
b. Bring longer end over top of head. Cross both ends on side of head.
(Ends should now be of equal length).
c. Pass ends around head in opposite directions and tie with square knot
on other side of head on primary turn of cravat.
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Rappelling
Rappelling, also referred to as rapping or the European “abseiling” (from the German word
abseilen, meaning “to rope down”, is the controlled descent down a steep terrain using a fixed rope. The
original body rappel, known as the “Dulfersitz”, ran the rope around the rappeller’s body for friction.
Modern rappelling techniques employ some type of descender or friction device. This permits a rescuer to
quickly access an injured or stranded subject in technical terrain.
It is important to understand that rappelling is dangerous. Rappelling accidents resulting in injury

or death are frighteningly common.
The following are important safety considerations relating to rappelling;

• Verify the rope reaches the target.
• Double check your harness, carabiners, and all rigging prior to going over the edge.
• Check the carabiners are locked and not cross loaded.
• Use a buddy check system to have your rigging inspected by other rescuers.
• Employ a secondary conditional self- belay (autoblock, VT Prusik, etc.) as a backup.
• Keep the brake hand below the descending device – NEVER LET GO!
• Keep hair and clothing away from the descending device.
• Carry a cutting tool and a backup Prusik for emergencies.
• Remember that a rope under tension cuts extremely easily.
• Avoid dislodging rocks with the rope
. • Do not bounce during a rappel- dangerously shocks the rappel anchor
• Descend slowly and avoid excessive heat buildup
• Use well-fitting gloves when rappelling – otherwise they become a safety hazard. Prior to
rappelling, you should check every aspect of your system.
The rappelling safety acronyms B.R.A.K.E.S., developed by Cyril Shokoples 10 years ago and
now widely used by climbing schools, can easily be employed as a pre-rappel checklist. It’s a good idea to
go through this list out loud by stating each letter and touching the part of the system you’re checking.
Confirm with your partner when possible that each component of the system has been set up appropriately
and is going to be applied correctly.
B – Buckles: Check the buckles on your harness. Make sure they are snug and that all
appropriate straps are doubled-back.
R – Rappel Device/Ropes: Check that the carabineer at attached to your device is locked, both
strands of the rope have been loaded correctly in the device, and the rope is properly threaded
through the rappel anchor.
A – Anchor: Confirm that the anchor is strong. If it’s a tree, make sure it’s alive, large enough to
hold your weight, and that is has a good root base. If it’s a boulder, ensure that it is not going to
move. If rappelling off bolts or gear, confirm that they are suitably strong enough. Double- check
that any webbing or cord isn’t damaged or too faded.
K – Knots: Check all the knots in the system. Make sure that knots adjoining two ropes in a
double-rope rappel are correctly tied with enough tail.
E – Ends: Confirm that the ends of your ropes are on the ground or that they reach the next
anchor. Confirm that your system is closed with knots at the end of your rappel lines.
S – Safety Backup/Sharp Edges: Use an auto block back-up and check to make sure that you
aren’t going to rappel over any sharp edges.
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LEARNING EXERCISE
Name: _____________________________________________Score: _______________

Course/Year: ________________________________________Date: _______________
I. IDENTIFICATION. Identify the following items. Write your answer in the space provided. (10 pts)
______________1. It is a level of medical care which is used to victims of life-threatening illnesses

or injuries until they can be given full medical care at a hospital.
______________2. It also referred to as rapping or the European “abseiling” (from the German
word abseilen, meaning “to rope down”, is the controlled descent down a steep terrain using a fixed
rope
______________3. It is used to hold a dressing in place over a wound, to create pressure over a
bleeding wound for control of hemorrhage, to secure a splint to an injured part of the body, and to
provide support to an injured part.
______________4. It refers to a wound which occurs on a bone, in the form of cracking, breaking
or sticking out of the body
______________5. A wound is usually treated by bandaging.
______________6. It uses the available human and material resources at the site of accident to
provide initial care to the victim of injury or sudden illness until more advance care is provided.
______________7. A symbol represents either a text character (letter or numeral) or a prosign and
is represent by a unique sequence of dots and dashes.
______________8. Any clean cloth or material used to hold the dressing in place.
______________9. The most distress signal have three dots, three dashes and three dots,
internationally recognized by treaty.
______________10. It is used to hold dressing on the forehead or scalp.
II. RISK IDENTIFICATION (40 pts)
1. DOWNDLOAD AND PRINT A GOOGLE MAP AND IDENTIFY THE RISK IN THE
COMMUNITY? PROVIDE EVEDENCES.
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LESSON 4
ENVIRONMENTAL PROTECTION
At the end of the lesson, students are expected to:

1. Value, the concepts, principles and importance of Environmental Education
2. Explain and enumerate the principles of environmental.
3. Familiarize the law governing forest protection and conservation development.
4. Elaborate the role of the youth in the environmental protection.
TIME FRAME: 3 hours
Climate change is happening now and it's happening, not in far-flung corners of the world,
but in human communities. Ongoing effects include rising sea levels due to thermal expansion and
melting of glaciers and ice sheets, and warming of the ocean surface, leading to
increased temperature stratification. Other possible effects include large-scale changes in ocean
circulation.
The Philippines is highly vulnerable to the impacts of climate change, including sea level
rise, increased frequency of extreme weather events, rising temperatures and extreme rainfall.
The Philippines lies in the world's most cyclone-prone region, averaging 19–20 cyclones each year,
of which 7–9 make landfall. The most recent scientific assessments have confirmed that this
warming of the climate system since the mid-20th century is most likely to be due to human
activities; and thus, is due to the observed increase in greenhouse gas concentrations from human
activities, such as the burning of fossil fuels and land use change.
In this chapter the student will able to gain knowledge, attitudes, and practices regarding
the climate change and its impact to the environment; environmental protection and management;
and environmental conservation and development. It shows that there is a general lack of
information among students regarding environmental awareness and protection. This highlights the
need for environment education, protection and management. Students can be proving useful
workforce in any environmental situation. College students need to know and familiarize the basic
concepts and principles of environment on how to protect and preserve the Mother Earth.
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Lesson 4.A ENVIRONMENTAL PROTECTION MANAGEMENT
Seven Principles of Environment
The seven key principles also establish interdependence and equal importance among all
forms of life on Earth, regardless of size, distribution, or function. Changes that affect even the
minutest organisms can create a ripple effect that could bear tremendous impacts upon greater
ecological interactions, observable or otherwise. In this sense, the call for greater awareness over
“ecological footprints,” especially in this age of advanced modernization and industrialization
resonates louder than ever.
In addition, Earth, despite its abundant and resilient nature and sheer grandeur, has its
limits, and unfortunately, all signs point to human activity being the primary force behind its
premature depletion and degradation. People have the sentient capacity, and thus a role, to
acknowledge nature’s wonderful abilities and worrisome limitations alike. As conscious stewards –
rather than abusive masters – of nature, humans have the greatest means to appreciate as well as
utilize what it can offer. Awareness and sensitivity to the present ecological situation, along with an
eye keen on the future, is therefore a daunting responsibility and a humbling privilege at the same
time.
By recognition and acceptance of these principles alone, people can establish a genuine
and impassioned foundation for advocacy and action towards the cause of environmental
conservation and sustainability.
1.) Nature knows best.
This is the most basic principle of all the principles featured in this blog. We humans have to
understand nature and follow its rules, because if we want to ensure a continuous and steady
supply of resources, one must not go against natural processes. If we, humans, caused any
disruption in the cycle of nature, this can bring imbalance to our ecosystem.
2.) All forms of life are important
Each organism plays a fundamental role in nature. It is easy to appreciate the beautiful organisms
like butterflies, especially if one knows their important role in pollination. The giant ones like
elephants, the whales, the alligators – are the ones we respect mixed with fear or wonder and the
products they produce. But when it comes to unlovely, squirmy, and troublesome creatures, this
principle is unusually overlooked.
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3.) Everything is connected to everything else
In an ecosystem, all biotic and abiotic components interact with each other to ensure that the
system is sustained. Any intrusion from outside may cause an imbalance and collapsing of the
system.
4.) Everything changes
The environment is constantly changing. Organisms also develop through time. However, with our
current technology, we have affected these natural changes that these changes now causes
problematic events to us. Humans should rethink their relationship with the environment. Because
what we believe that is beneficial to the environment often turn out to be catastrophic.
5.) Everything must go somewhere
Everything ends up elsewhere. It doesn’t just disappear. For example, if you throw a piece of candy
wrapper away, it disappears from sight but does not cease to exist. It ends up elsewhere. Gases
released in the atmosphere may spread but it will end up a component of the atmosphere and can
be brought down by rains. Any particular type of waste should always be a concern to us. It may be
a pollutant or a resource depending on certain factors. Be a responsible person and throw your
trash in a proper place.
6.) Ours is a finite earth
Earth’s resources can be classified as either renewable or non-renewable. Renewable resources

are those that can be easily replenished by natural cycles (e.g. water, air, plants, animals) while
non-renewable resources are those that cannot be replenished through natural cycles. Although
renewable resources can be replenished, it is important to understand that these are renewable
only if they are not overused and not destroyed from factors such as pollution.
7.) Nature is beautiful and we are stewards of God’s creation!
Among all creatures, humans are the only ones made in God’s image and have been given the
right to have dominion over all His creations. Being the most intelligent and gifted with reason,
humans are capable of manipulating creation to their own advantage. Yet, creation exists not to be
ravaged or abused but to be taken care of. Humans cannot exist without nature. They are co-
natural with the environment they live in. If the environment they live in is destroyed, with it will go
Homo Sapiens.
Reference: http://cuadernoilocano.blogspot.com/2011/10/cuaderno-ilocano-kdpy-7-principles-of.html
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Sustainable Development is defined as Development that “meets the needs of the

present generation without compromising the ability of future generations to meet their own
needs.”
The objectives, powers and functions of national, provincial and local government. The
objectives for local government are to:
 Provide democratic and accountable government for local communities;
 Ensure the provision of services to communities in a sustainable manner;
 Promote social and economic development;
 Promote a safe and healthy environment; and
 Encourage the involvement of communities and community organizations in the
matters of local government.
The following are of particular relevance to the management of the environment:
 Air pollution
 Fire-fighting services
 Local tourism
 Municipal planning
 Municipal health services
 Storm water management in built up areas
 Water and sanitation services (limited to potable water supply systems and
domestic waste-water and sewerage disposal systems)
 Beaches
 Cleansing
 Local amenities
 Municipal parks and recreation
 Noise pollution
 Public places
 Refuse removal, refuse dumps and solid waste removal
Environmental management
A purposeful activity with the goal to maintain and improve the state of an environmental
resource affected by human activities.
Environmental Management can be defined as “the management of the interaction and

impact of human activities on the natural environment”.
Environmental management further aims to ensure that ecosystem services and

biodiversity are protected and maintained for equitable use by future human generations, and also,
maintain ecosystem integrity as an end in itself by taking into consideration ethical, economic, and
scientific (ecological) variables. Environmental management tries to identify the factors that have a
stake in the conflicts that may rise between meeting the needs but protecting the environment.
 Identification: Via complaints/concerns from the community we identify a certain
environmental problem
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 Evaluation: Inspections with relevant Government Departments (Provincial and National)

we determine the extent of the problem
 Control: The problem is brought to the attention of the transgressor/polluter and the
person/company who is informed to stop the illegal activity and address the problem or
concerns which include the rehabilitation of the area(s).
To protect the environment for the present and the future generations,
“Everyone has the right –
(a) to an environment that is not harmful to their health or well-being; and
(b) to have the environment protected, for the benefit of present and future
generations, through reasonable legislative and other measures that –
(i) prevent pollution and ecological degradation;
(ii) promote conservation; and
(iii) secure ecologically sustainable development and use of natural
resources while promoting justifiable economic and social development”.
Source: Akil Manzuber@yahoo.comm
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LEARNING EXERCISE No. 4.1
Name: _____________________________________________Score: _______________

Course/Year: ________________________________________Date: _______________
Time Started: ______________________ Time Finished: ________________________
ENVIRONMENTAL PROTECTION AND MANAGEMENT
Illustrate the importance of managing our environment for all living things through the graphic organizer
below.
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Lesson 4.A ENVIRONMENTAL EDUCATION, PROTECTION AND MANAGEMENT
Environment refers to the complex physical, chemical and biotic factors outside an
individual necessary for progress and development. Studies and experiences clearly manifest that
abuse of the environment causes tremendous effect and changes in climate brought about by the
abuse and misuse of the environment and its natural resources. Although the most of the things
that belong to the environment and its natural resources are given to man as free its abuse has
become a global concern due to global warming, pollution and other hazards that pose a threat to
man’s existence. The effect is alarming and causes devastating effect to man’s survival.
The basic concepts in environment that environment is interdependence or

interconnectedness; diversity and stability; change; balance of nature; fitness of resource; material
cycle; carrying capacity; cooperation; and stewardship. The basic environmental principles are as
follows: a) nature knows best; b) all forms of life are important; c) everything is connected to
everything else; d) everything changes; e) everything must go somewhere: f) ours is finite Earth;
and g) nature is beautiful and we are stewards of God’s creation.
Environmental education is a process that allows individuals to explore environmental

issues, engage in problem solving, and take action to improve the environment. As a result,
individuals develop a deeper understanding of environmental issues and have the skills to make
informed and responsible decisions.
The components of environmental education are:

 Awareness and sensitivity to the environment and environmental challenges
 Knowledge and understanding of the environment and environmental challenges
 Attitudes of concern for the environment and motivation to improve or maintain
environmental quality
 Skills to identify and help resolve environmental challenges
 Participation in activities that lead to the resolution of environmental challenges
Environmental education does not advocate a particular viewpoint or course of action. Rather,
environmental education teaches individuals how to weigh various sides of an issue through critical
thinking and it enhances their own problem-solving and decision-making skills.
Environmental Education is More Than Information about the Environment

Environmental Education Environmental Information
Increases public awareness and knowledge of Provides facts or opinions about environmental
environmental issues issues
Does teach individuals critical-thinking Does not necessarily teach individuals critical-
thinking
Does enhance individuals' problem-solving Does not necessarily enhance individuals'
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and decision-making skills problem-solving and decision-making skills

Does not advocate a particular viewpoint May advocate a particular viewpoint
Environmental education for sustainability (EEfS) is more than just communicating

information about the environment and the ways in which it is currently threatened by human
activity.
Environmental protection is the practice of protecting the natural environment by

individuals, organizations and governments. Its objectives are to conserve natural resources and
the existing natural environment and, where possible, to repair damage and reverse trends.
Government’s commitment to long-term sustainable development is achieved, when

explicit recognition is given in its policy-making processes that its economic systems are essentially
products of and dependent on social systems, which in turn are products or, and dependent
on, natural systems.
Effective management of the interdependencies between ecosystem health, social equity

and economic growth will further require a significant change in current governance practices, in
adopting an integrated and co-operative environmental management approach to governance that
includes an accurate valuation of environmental goods and services.
Republic Act No. 9512 – ENVIRONMENTAL AWARENESS EDUCATION ACT
The Department of Education (DepEd), the Commission on Higher Education (CHED), the
Technical Education and Skills Development Authority (TESDA), the Department of Social Welfare
and Development (DSWD), in coordination with the Department of Environment and Natural
Resources (DENR), the Department of Science and Technology (DOST) and other relevant
agencies, shall integrate environmental education in its school curricula at all levels, whether public
or private, including in barangay daycare, preschool, non-formal, technical vocational, professional
level, indigenous learning and out-of-school youth courses or programs.
Environmental education shall encompass environmental concepts and principles,

environmental laws, the state of international and local environment, local environmental best
practices, the threats of environmental degradation and its impact on human well-being, the
responsibility of the citizenry to the environment and the value of conservation, protection and
rehabilitation of natural resources and the environment in the context of sustainable development.
Role of Youth for A Cleaner and Greener Environment
As we saw in the past, there are many more rules, laws, conventions are made for
protecting the environment but there is no effective implementation. For this implementation youth
play a vital role.
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 Young people constitute a large part of the world’s population and young people
will have to live longer with the consequences of current environmental decisions
than will their elders. Future generations will also be affected by these decisions
and the extent to which they have addressed concerns such as the depletion of
resources, biodiversity loss, and long-lived radioactive wastes.
 Young people can play an active role in protecting and improving the
environment. They can change their lifestyle and how it affects the environment.
They can make their homes, schools and youth organizations more
environmentally friendly by adopting environmentally friendly practices, recycling
of different materials as well as preserving resources such as water and electricity.
Engaging youth in environmental protection not only creates direct impact on
changing youth behaviors and attitudes, but possibly influence their parents,
relatives and families.
 Youth are back bone of the nation. They can change the future of the society with
their well-being and courageous behavior. Unfortunately, today we find the youth
those who are more interested in other places which are not useful to them as well
as nationally. They choose to spend their days doing drugs and playing video
games. They spend their nights partying and living it up, so to speak. More and
more young men of this age group are sitting at home in front of their televisions
playing games all day instead of bettering themselves or going to work. They have
no vision and if they do have dreams, they do not have the drive to make any
attempt at achieving them.
 The environment is simply defined as our surrounding, including both living and
non-living things and youth are the young people. Environmental protection is a
broad subject. Environmental problems are rising day by day and everyone is
concerned about global warming and climate change as globally but local and
national environmental problems are less concerned. Protecting the environment
starts with pollution control therefore, youth can help reduce waste by paying
attention to minor details in their daily lives, for example, not to take extra plastic
bags when we go shopping. Actually, there are many other tips for greener
environment.
 By applying the greening knowledge at home and schools, we can help to market
city, a greener city. Discarding computers, electrical appliances and rechargeable
batteries can seriously harm the environment. Youth role is to implement recycling
programs for used computers and electrical appliances. You can arrange for
collection services with them. There are also many collection points for recycling of
rechargeable batteries, so do not simply throw them away. Youth have a role to
play in environmental and conservation efforts that will improve livelihoods.
Young people can play an active role in protecting and improving the environment. They
can make their homes, schools and youth organizations more environmentally friendly by adopting
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environmentally friendly practices, recycling of different materials as well as preserving resources

such as water and electricity.
Students need to promote the plantation in surrounding areas. They should help the
government and non-government organization in preventing pollution from the society by actively
participating in programs and by giving the information’s of those who pollutes the environment.
This is a very important topic for our discussion and attention. The extent to which the youth
address their concern on issues such as the depletion of resources, biodiversity loss, and long-
lived radioactive wastes determines the fate of our environment. Young people have a big role in
protecting and improving the environment.
Youth can make their homes, schools and youth organizations more environmentally
friendly by adopting environmentally friendly practices, recycling of different materials as well as
preserving resources such as water and electricity. Engaging youth in environmental protection not
only creates direct impact on changing youth behaviors and attitudes, but possibly influence their
parents, relatives and families.
Youth participation should be increased for the environment protection. The participation of
youth can be sought at all levels ranging from grass root activism to policy bodies to non-
Governmental organizations (NGOs). Their role can be institutionalized in policy making through
advisory bodies such as Youth councils. Sustainable development should become a key element in
the programs of youth organizations throughout the world. While every segment of society is
responsible for maintaining the environmental integrity of the community, young people have a
special interest in maintaining a healthy environment because they will be the ones to inherit.
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REPUBLIC OF THE PHILIPPINES

CONGRESS OF THE PHILIPPINES
Metro Manila
Fourteenth Congress
Second Regular Session
Begun and held in Metro Manila, on Monday, the twenty-eight day of July, two thousand eight.
December 12, 2008
AN ACT TO PROMOTE ENVIRONMENTAL AWARENESS THROUGH ENVIRONMENTAL

EDUCATION AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
Section 1. Title. – This Act shall be known as the “National Environmental Awareness and
Education Act of 2008“.
Section 2. Declaration of Policy. – Consistent with the policy of the State to protect and advance
the right of the people to a balanced and healthful ecology in accord with the rhythm and harmony of
nature, and in recognition of the vital role of the youth in nation building and the role of education to foster
patriotism and nationalism, accelerate social progress, and promote total human liberation and
development, the state shall promote national awareness on the role of natural resources in economic
growth and the importance of environmental conservation and ecological balance towards sustained
national development.
Section 3. Scope of Environmental Education. – The Department of Education (DepEd), the

Commission on Higher Education (CHED), the Technical Education and Skills Development Authority
(TESDA), the Department of Social Welfare and Development (DSWD), in coordination with the
Department of Environment and Natural Resources (DENR), the Department of Science and Technology
(DOST) and other relevant agencies, shall integrate environmental education in its school curricula at all
levels, whether public or private, including in barangay daycare, preschool, non-formal, technical
vocational, professional level, indigenous learning and out-of-school youth courses or programs.
Environmental education shall encompass environmental concepts and principles, environmental laws, the
state of international and local environment, local environmental best practices, the threats of
environmental degradation and its impact on human well-being, the responsibility of the citizenry to the
environment and the value of conservation, protection and rehabilitation of natural resources and the
environment in the context of sustainable development. It shall cover both theoretical and practicum
modules comprising activities, projects, programs including, but not limited to, tree planting; waste
minimization, segregation, recycling and composting; freshwater and marine conservation; forest
management and conservation; relevant livelihood opportunities and economic benefits and other such
programs and undertakings to aid the implementation of the different environmental protection law.
Section 4. Environmental Education and Activities as Part of National Service Training

Program. – The CHED and the TESDA shall include environmental education and awareness programs
and activities in the National Service Training Program under Republic Act No. 9163, as part of the Civic
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Welfare Training Service component required for all baccalaureate degree courses and vocational courses
with a curriculum of at least two (2) years.
Section 5. Declaration of Environmental Awareness Month. – Pursuant to the policy set forth in
this Act, the month of November of every year shall be known as the “Environmental Awareness Month”
throughout the Philippines.
Section 6. Interagency and Multi-sectoral Effort. – The DepEd, CHED, TESDA, DENR, DOST
and other relevant agencies, in consultation with experts on the environment and the academe, shall lead in
the implementation of public education and awareness programs on environmental protection and
conservation through collaborative interagency and multi-sectoral effort at all levels.
The DENR shall have the primary responsibility of periodically informing all agencies concerned
on current environmental updates, including identifying priority environmental education issues for
national action and providing strategic advice on the environmental education activities. The DepEd,
CHED, TESDA, DENR, DOST, DSWD and barangay units shall ensure that the information is
disseminated to the subject students.
The DOST is mandated to create programs that will ensure that students receive science-based
quality information on environmental issues to encourage the development of environment-friendly
solutions, devices, equipment and facilities.
Section 7. Capacity-Building. – The DepEd, CHED and TESDA, in coordination with the DENR
and other relevant agencies, shall undertake capacity-building programs nationwide such as trainings,
seminars, workshops on environmental education, development and production of environmental education
materials, and teacher-education courses and related livelihood programs.
Section 8. Separability Clause. – If any part, section or provision of this Act shall be held invalid
or unconstitutional, the other provisions shall not be affected thereby.
Section 9. Repealing Clause. – All other acts, laws, executive orders, presidential issuances, rules
and regulations or any part thereof which are inconsistent with this Act are hereby repealed or modified
accordingly.
Section 10. Effectivity. – This Act shall take effect fifteen (15) days after its publication in the
Official Gazette or in at least two (2) newspapers of general circulation.
Approved,
SGD. MANNY VILLAR SGD. PROSPERO C. NOGRALES

President of the Senate Speaker of the House of Representative
This Act which is a consolidation of Senate Bill No. 1699 and House Bill No. 4381 was finally
passed by the Senate and the House of Representatives on October 8, 2008.
Sgd. MARILYN B. BARUA-YAP

Sgd. EMMA LIRIO-REYES
Secretary General
Secretary of the Senate
House of Representatives
Approved: December 12, 2008

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SGD. GLORIA MACAPAGAL ARROYO

President of the Philippines
“AN ACT PROVIDING FOR AN ECOLOGICAL SOLID WASTE MANAGEMENT PROGRAM,

CREATING THE NECESSARY INSTITUTIONAL MECHANISMS AND INCENTIVES,
DECLARING CERTAIN ACTS PROHIBITED AND PROVIDING PENALTIES, APPROPRIATING
FUNDS THEREFOR, AND FOR OTHER PURPOSES”
This Act shall be known as the “Ecological Solid Waste Management Act of 2000.”
It is hereby declared the policy of the State to adopt a systematic, comprehensive and ecological
solid waste management program which shall:
(a) Ensure the protection of public health and environment;
(b) Utilize environmentally-sound methods that maximize the utilization of valuable resources and
encourage resource conservation and recovery;
(c) Set guidelines and targets for solid waste avoidance and volume reduction through source
reduction and waste minimization measures, including composting, recycling, re-use, recovery, green
charcoal process, and others, before collection, treatment and disposal in appropriate and environmentally
sound solid waste management facilities in accordance with ecologically sustainable development
principles;
(d) Ensure the proper segregation, collection, transport, storage, treatment and disposal of solid
waste through the formulation and adoption of the best environmental practice in ecological waste
management excluding incineration;
(e) Promote national research and development programs for improved solid waste management
and resource conservation techniques, more effective institutional arrangement and indigenous and
improved methods of waste reduction, collection, separation and recovery;
(f) Encourage greater private sector participation in solid waste management;
(g) Retain primary enforcement and responsibility of solid waste management with local
government units while establishing a cooperative effort among the national government, other local
government units, non-government organizations, and the private sector;
(h) Encourage cooperation and self-regulation among waste generators through the application of
market-based instruments;
(i) Institutionalize public participation in the development and implementation of national and
local integrated, comprehensive and ecological waste management programs; and
(j) Strengthen the integration of ecological solid waste management and resource conservation and
recovery topics into the academic curricula of formal and non-formal education in order to promote
environmental awareness and action among the citizenry.
Definition of Terms. — For the purposes of this Act:
Agricultural waste shall refer to waste generated from planting or harvesting of crops, trimming
or pruning of plants and wastes or run-off materials from farms or fields;
Bulky wastes shall refer to waste materials which cannot be appropriately placed in separate
containers because of either its bulky size, shape or other physical attributes. These include large worn-out
or broken household, commercial, and industrial items such as furniture, lamps, bookcases, filing cabinets,
and other similar items;
Bureau shall refer to the Environmental Management Bureau;
Buy-back center shall refer to a recycling center that purchases or otherwise accepts recyclable
materials from the public for the purpose of recycling such materials;
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Collection shall refer to the act of removing solid waste from the source or from a communal
storage point;
Composting shall refer to the controlled decomposition of organic matter by micro-organisms,
mainly bacteria and fungi, into a humus-like product;
Consumer electronics shall refer to special wastes that include worn-out, broken, and other
discarded items such as radios, stereos, and TV sets;
Controlled dump shall refer to a disposal site at which solid waste is deposited in accordance
with the minimum prescribed standards of site operation;
Department shall refer to the Department of Environment and Natural Resources;
Disposal shall refer to the discharge, deposit, dumping, spilling, leaking or placing of any solid
waste into or in any land;
Disposal site shall refer to a site where solid waste is finally discharged and deposited;
Ecological solid waste management shall refer to the systematic administration of activities
which provide for segregation at source, segregated transportation, storage, transfer, processing, treatment,
and disposal of solid waste and all other waste management activities which do not harm the environment;
Environmentally acceptable shall refer to the quality of being re-usable, biodegradable or
compostable, recyclable and not toxic or hazardous to the environment;
Generation shall refer to the act or process of producing solid waste;
Generator shall refer to a person, natural or juridical, who last uses a material and makes it
available for disposal or recycling;
Hazardous waste shall refer to solid waste or combination of solid waste which because of its
quantity, concentration, or physical, chemical or infectious characteristics may:
(1) cause, or significantly contribute to an increase in mortality or an increase in serious
irreversible, or incapacitating reversible, illness; or
(2) pose a substantial present or potential hazard to human health or the environment
when improperly treated, stored, transported, or disposed of, or otherwise managed;
Leachate shall refer to the liquid produced when waste undergo decomposition, and when water
percolate through solid waste undergoing decomposition. It is contaminated liquid that contains dissolved
and suspended materials;
Materials recovery facility — includes a solid waste transfer station or sorting station, drop-off
center, a composting facility, and a recycling facility;
Municipal waste shall refer to wastes produced from activities within local government units
which include a combination of domestic, commercial, institutional and industrial wastes and street litters;
Open dump shall refer to a disposal area wherein the solid wastes are indiscriminately thrown or
disposed of without due planning and consideration for environmental and health standards;
Opportunity to recycle shall refer to the act of providing a place for collecting source-separated
recyclable material, located either at a disposal site or at another location more convenient to the population
being served, and collection at least once a month of source-separated recyclable material from collection
service customers and to providing a public education and promotion program that gives notice to each
person of the opportunity to recycle and encourage source separation of recyclable material;
Person(s) shall refer to any being, natural or juridical, susceptible of rights and obligations, or of
being the subject of legal relations;
Post-consumer material shall refer only to those materials or products generated by a business or
consumer which have served their intended end use, and which have been separated or diverted from solid
waste for the purpose of being collected, processed and used as a raw material in the manufacturing of a
recycled product, excluding materials and by-products generated from, and commonly used within an
original manufacturing process, such as mill scrap;
Receptacles shall refer to individual containers used for the source separation and the collection of
recyclable materials;
Recovered material shall refer to material and by-products that have been recovered or diverted
from solid waste for the purpose of being collected, processed and used as a raw material in the
manufacture of a recycled product;
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Recyclable material shall refer to any waste material retrieved from the waste stream and free
from contamination that can still be converted into suitable beneficial use or for other purposes, including,
but not limited to, newspaper, ferrous scrap metal, non-ferrous scrap metal, used oil, corrugated cardboard,
aluminum, glass, office paper, tin cans and other materials as may be determined by the Commission;
Recycled material shall refer to post-consumer material that has been recycled and returned to the
economy;
Recycling shall refer to the treating of used or waste materials through a process of making them
suitable for beneficial use and for other purposes, and includes any process by which solid waste materials
are transformed into new products in such a manner that the original products may lose their identity, and
which may be used as raw materials for the production of other goods or services: Provided, That the
collection, segregation and re-use of previously used packaging material shall be deemed recycling under
this Act;
Resource conservation shall refer to the reduction of the amount of solid waste that are generated
or the reduction of overall resource consumption, and utilization of recovered resources;
Resource recovery shall refer to the collection, extraction or recovery of recyclable materials
from the waste stream for the purpose of recycling, generating energy or producing a product suitable for
beneficial use: Provided, That, such resource recovery facilities exclude incineration;
Re-use shall refer to the process of recovering materials intended for the same or different purpose
without the alteration of physical and chemical characteristics;
Sanitary landfill shall refer to a waste disposal site designed, constructed, operated and
maintained in a manner that exerts engineering control over significant potential environmental impacts
arising from the development and operation of the facility;
Schedule of Compliance shall refer to an enforceable sequence of actions or operations to be
accomplished within a stipulated time frame leading to compliance with a limitation, prohibition, or
standard set forth in this Act or any rule or regulation issued pursuant thereto;
Secretary shall refer to the Secretary of the Department of Environment and Natural Resources;
Segregation shall refer to a solid waste management practice of separating different materials
found in solid waste in order to promote recycling and re-use of resources and to reduce the volume of
waste for collection and disposal;
Segregation at source shall refer to a solid waste management practice of separating, at the point
of origin, different materials found in solid waste in order to promote recycling and re-use of resources and
to reduce the volume of waste for collection and disposal;
Solid waste shall refer to all discarded household, commercial waste, non-hazardous institutional
and industrial waste, street sweepings, construction debris, agricultural waste, and other non-
hazardous/non-toxic solid waste.
Unless specifically noted otherwise, the term “solid waste” as used in this Act shall not include:
(1) waste identified or listed as hazardous waste of a solid, liquid, contained gaseous or semi-
solid form which may cause or contribute to an increase in mortality or in serious or incapacitating
reversible illness, or acute/chronic effect on the health of persons and other organisms;
(2) infectious waste from hospitals such as equipment, instruments, utensils, and fomites of a
disposable nature from patients who are suspected to have or have been diagnosed as having communicable
diseases and must therefore be isolated as required by public health agencies, laboratory wastes such as
pathological specimens (i.e., all tissues, specimens of blood elements, excreta, and secretions obtained from
patients or laboratory animals), and disposable fomites that may harbor or transmit pathogenic organisms,
and surgical operating room pathologic specimens and disposable fomites attendant thereto, and similar
disposable materials from outpatient areas and emergency rooms; and
(3) waste resulting from mining activities, including contaminated soil and debris.
Solid waste management shall refer to the discipline associated with the control of generation,
storage, collection, transfer and transport, processing, and disposal of solid wastes in a manner that is in
accord with the best principles of public health, economics, engineering, conservation, aesthetics, and other
environmental considerations, and that is also responsive to public attitudes;
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Solid waste management facility shall refer to any resource recovery system or component
thereof; any system, program, or facility for resource conservation; any facility for the collection, source
separation, storage, transportation, transfer, processing, treatment, or disposal of solid waste;
Source reduction shall refer to the reduction of solid waste before it enters the solid waste stream
by methods such as product design, materials substitution, materials re-use and packaging restrictions;
Source separation shall refer to the sorting of solid waste into some or all of its component parts at
the point of generation;
Special wastes shall refer to household hazardous wastes such as paints, thinners, household
batteries, lead-acid batteries, spray canisters and the like. These include wastes from residential and
commercial sources that comprise of bulky wastes, consumer electronics, white goods, yard wastes that are
collected separately, batteries, oil, and tires. These wastes are usually handled separately from other
residential and commercial wastes;
Storage shall refer to the interim containment of solid waste after generation and prior to
collection for ultimate recovery or disposal;
Transfer stations shall refer to those facilities utilized to receive solid wastes, temporarily store,
separate, convert, or otherwise process the materials in the solid wastes, or to transfer the solid wastes
directly from smaller to larger vehicles for transport. This term does not include any of the following:
(1) a facility whose principal function is to receive, store, separate, convert, or otherwise
process in accordance with national minimum standards, manure;
(2) a facility, whose principal function is to receive, store, convert, or otherwise process
wastes which have already been separated for re-use and are not intended for disposal; and
(3) the operations premises of a duly licensed solid waste handling operator who receives,
stores, transfers, or otherwise processes waste as an activity incidental to the conduct of a refuse
collection and disposal business.
Waste diversion shall refer to activities which reduce or eliminate the amount of solid waste from
waste disposal facilities;
White goods shall refer to large worn-out or broken household, commercial, and industrial
appliances such as stoves, refrigerators, dishwashers, and clothes washers and dryers collected separately.
White goods are usually dismantled for the recovery of specific materials (e.g., copper, aluminum, etc.);
and
Yard waste shall refer to wood, small or chipped branches, leaves, grass clippings, garden debris,
vegetable residue that is recognizable as part of a plant or vegetable and other materials identified by the
Commission.
National Solid Waste Management Commission. — There is hereby established a National

Solid Waste Management Commission, hereinafter referred to as the Commission, under the Office of the
President. The Commission shall be composed of fourteen (14) members from the government sector and
three (3) members from the private sector. The government sector shall be represented by the heads of the
following agencies in their ex officio capacity:
(1) Department of Environment and Natural Resources (DENR);
(2) Department of the Interior and Local Government (DILG);
(3) Department of Science and Technology (DOST);
(4) Department of Public Works and Highways (DPWH);
(5) Department of Health (DOH);
(6) Department of Trade and Industry (DTI);
(7) Department of Agriculture (DA);
(8) Metro Manila Development Authority (MMDA);
(9) League of provincial governors;
(10) League of city mayors;
(11) League of municipal mayors;
(12) Association of barangay councils;
(13) Technical Education and Skills Development Authority (TESDA); and
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(14) Philippine Information Agency.
The private sector shall be represented by the following:

(a) A representative from nongovernment organizations (NGOs) whose principal
purpose is to promote recycling and the protection of air and water quality;
(b) A representative from the recycling industry; and
(c) A representative from the manufacturing or packaging industry;
The Commission may, from time to time, call on any other concerned agencies or sectors as it may
deem necessary.
Provided, that representatives from the NGOs, recycling and manufacturing or packaging
industries shall be nominated through a process designed by themselves and shall be appointed by the
President for a term of three (3) years.
Powers and Functions of the Commission. — The Commission shall oversee the
implementation of solid waste management plans and prescribe policies to achieve the objectives of this
Act. The Commission shall undertake the following activities:
(a) Prepare the national solid waste management framework;
(b) Approve local solid waste management plans in accordance with its rules and regulations;
(c) Review and monitor the implementation of local solid waste management plans;
(d) Coordinate the operation of local solid waste management boards in the provincial and
city/municipal levels;
(e) To the maximum extent feasible, utilizing existing resources, assist provincial, city and
municipal solid waste management boards in the preparation, modification, and implementation of waste
management plans;
(f) Develop a model provincial, city and municipal solid waste management plan that will
establish prototypes of the content and format which provinces, cities and municipalities may use in
meeting the requirements of the National Solid Waste Management Framework;
(g) Adopt a program to provide technical and other capability building assistance and support to
local government units in the development and implementation of source reduction programs;
(h) Develop and implement a program to assist local government units in the identification of
markets for materials that are diverted from disposal facilities through re-use, recycling, and composting,
and other environment-friendly methods;
(i) Develop a mechanism for the imposition of sanctions for the violation of environmental rules
and regulations;
(j) Manage the Solid Waste Management Fund;
(k) Develop and prescribe procedures for the issuance of appropriate permits and clearances;
(l) Review the incentives scheme for effective solid waste management, for purposes of ensuring
relevance and efficiency in achieving the objectives of this Act;
(m) Formulate the necessary education promotion and information campaign strategies;
(n) Establish, after notice and hearing of the parties concerned, standards, criteria, guidelines and
formula that are fair, equitable and reasonable, in establishing tipping charges and rates that the proponent
will charge in the operation and management of solid waste management facilities and technologies;
(o) Develop safety nets and alternative livelihood programs for small recyclers and other sectors
that will be affected as a result of the construction and/or operation of a solid waste management recycling
plant or facility;
(p) Formulate and update a list of non-environmentally acceptable materials in accordance with
the provisions of this Act. For this purpose, it shall be necessary that proper consultation be conducted by
the Commission with all concerned industries to ensure a list that is based on technological and economic
viability;
(q) Encourage private sector initiatives, community participation and investments resource
recovery-based livelihood programs for local communities;
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(r) Encourage all local government agencies and all local government units to patronize products
manufactured using recycled and recy Study and review the following:
(i) Standards, criteria and guidelines for the promulgation and implementation of an integrated
national solid waste management framework; and
(ii) Criteria and guidelines for siting, design, operation and maintenance of solid waste
management facilities.
Prohibited Acts – The following acts are prohibited:

1. Littering, throwing, dumping of waste matters in public places, such as roads,
sidewalks, canals, esteros or parks, and establishment, or causing or permitting the same;
2. Undertaking activities or operating, collecting or transporting equipment in violation of
sanitation operation and other requirements or permits set forth in established pursuant;
3.The open burning of solid waste;
4. Causing or permitting the collection of non-segregated or unsorted wastes;
5. Squatting in open dumps and landfills;
6. Open dumping, burying of biodegradable or non-biodegradable materials in flood
prone areas;
7. Unauthorized removal of recyclable material intended for collection by authorized
persons;
8. The mixing of source-separated recyclable material with other solid waste in any
vehicle, box, container or receptacle used in solid waste collection or disposal;
9. Establishment or operation of open dumps as enjoined in this Act, or closure of said
dumps in violation of Sec. 37;
10. The manufacture, distribution or use of non-environmentally acceptable packaging
materials;
11. Importation of consumer products packaged in non-environmentally acceptable
materials;
12. Importation of toxic wastes misrepresented as "recyclable" or "with recyclable
content";
13. Transport and dumplog in bulk of collected domestic, industrial, commercial, and
institutional wastes in areas other than centers or facilities prescribe under this Act;
14. Site preparation, construction, expansion or operation of waste management facilities
without an Environmental Compliance Certificate required pursuant to Presidential
Decree No. 1586 and this Act and not conforming with the land use plan of the LGU;
15. The construction of any establishment within two hundred (200) meters from open
dumps or controlled dumps, or sanitary landfill; and
16. The construction or operation of landfills or any waste disposal facility on any
aquifer, groundwater reservoir, or watershed area and or any portions thereof.
Fines and Penalties of R.A. 9003
(a) Any person who violates Sec. 48, paragraph (1) shall, upon conviction, be punished with a fine
of not less than Three hundred pesos (P300.00) but not more than One thousand pesos (P1,000.00) or
render community service for not less than one (1) day to not more than fifteen (15) days to an LGU where
such prohibited acts are committed, or both;
(b) Any person who violates Sec. 48, pars. (2) and (3), shall, upon conviction, be punished with a
fine of not less than Three hundred pesos (P300.00) but not more than One thousand pesos (P1,000.00) or
imprisonment of not less than one (1) day to not more than fifteen (15) days, or both;
(c) Any person who violates Sec. 48, pars. (4), (5), (6), and (7) shall, upon conviction, be punished
with a fine of not less than One thousand pesos (P1,000.00) but not more than Three thousand pesos
(P3,000.00) or imprisonment of not less than fifteen (15) days but not more than six (6) months, or both;
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(d) Any person who violates Sec. 48, pars. (8), (9), (10) and (11) for the first time shall, upon
conviction, pay a fine of Five hundred thousand pesos (P500,000.00) plus an amount not less than five
percent (5%) but not more than ten percent (10%) of his net annual income during the previous year.
The additional penalty of imprisonment of a minimum period of one (1) year, but not to exceed
three (3) years at the discretion of the court, shall be imposed for second or subsequent violations of Sec.
48, paragraphs (9) and (10).
(e) Any person who violates Sec. 48, pars. (12) and (13), shall, upon conviction, be punished with
a fine of not less than Ten thousand pesos (P10,000.00) but not more than Two hundred thousand pesos
(P200,000.00) or imprisonment of not less than thirty (30) days but not more than three (3) years, or both;
(f) Any person who violates Sec. 48, pars. (14), (15) and (16) shall, upon conviction, be punished
with a fine not less than One hundred thousand pesos (P100,000.00) but not more than One million pesos
(P1,000,000.00), or imprisonment not less than one (1) year but not more than six (6) years, or both.
If the offense is committed by a corporation, partnership, or other juridical entity duly organized in
accordance with law, the chief executive officer, president, general manager, managing partner or such
other officer-in-charge shall be liable for the commission of the offense penalized under this Act.
If the offender is an alien, he shall, after service of the sentence prescribed above, be deported without
further administrative proceedings.
The fines herein prescribed shall be increased by at least ten percent (10%) every three (3) years to
compensate for inflation and to maintain the deterrent function of such fines.
Administrative Sanctions. — Local government officials and officials of government agencies concerned
who fail to comply with and enforce rules and regulations promulgated relative to this Act shall be charged
administratively in accordance with R.A. 7160 and other existing laws, rules and regulations.
PROHIBITED ACTS | FINES AND PENALTIES | REPUBLIC ACT 6969 TOXIC SUBSTANCES,
HAZARDOUS AND NUCLEAR WASTE CONTROL ACT OF 1990
Prohibited Acts. – The following acts and omissions shall be considered unlawful:
a. Knowingly use in chemical substance or mixture which is imported, manufactured, processed or
distributed in violation of this Act or implementing rules and regulations or orders;
b. Failure or refusal to submit reports, notices or on the information, access to records as required
by this Act, or permit inspection of establishment where chemicals are manufactured, processed,
stored or otherwise held;
c. Failure or refusal to comply with the pre-manufacture and pre-importation requirements; and
d. Cause, aid or facilitate, directly or indirectly, in the storage, importation or bringing into
Philippine territory, including its maritime economic zones, even in transit, either by means of
land, air or sea transportation or otherwise keeping in storage any amount of hazardous and
nuclear wastes in any part of the Philippines.
Criminal Offenses and Penalties.

a) i. The penalty of imprisonment of six (6) months and one day to six (6) years and one day and a fine ranging
from Six hundred pesos (Php600.00) to Four thousand pesos (PhP4,000.00) shall be imposed upon any person
who shall violate section 13(a) to (c) of this Act and shall not be covered by the Probation Law. If the offender
is a foreigner, he or she shall be deported and barred from any subsequent entry into the Philippines after
serving his or her sentence;
ii. In case any violation of this Act is committed by a partnership, corporation, association or any juridical
person, the partner, president, director or manager who shall consent to or shall knowingly tolerate such
violation shall be directly liable and responsible for the act of the employees and shall be criminally liable as a
co-principal;
iii. In case the offender is a government official or employee, he or she shall, in addition to the above
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penalties, be deemed automatically dismissed from office and permanently disqualified from holding any
elective or appointive position.
b) i. The penalty of imprisonment of twelve (12) years and one day to twenty (20) years, shall be imposed upon
any person who shall violate section 13 (d) of this Act. If the offender is a foreigner, he or she shall be
deported and barred from any subsequent entry into the Philippines after serving his or her sentence;
ii. In the case of corporations or other associations, the above penalty shall be imposed upon the managing
partner, president or chief executive in addition to an exemplary damage of at least Five hundred thousand
pesos (PhP500,000.00). If it is a foreign firm, the director and all officers of such foreign firm shall be barred
from entry into the Philippines, in addition to the cancellation of its license to do business in the Philippines;
iii. In case the offender is a government official or employee, he or she shall in addition to the above penalties
be deemed automatically dismissed from office and permanently be disqualified from holding any elective or
appointive position.
c) Every penalty imposed for the unlawful importation, entry, transport, manufacture, processing,
sale or distribution of chemical substances or mixtures into or within the Philippines shall carry with it the
confiscation and forfeiture in favor of the Government of the proceeds of the unlawful act and instruments,
tools or other improvements including vehicles, sea vessels and aircraft used in or with which the offense
was committed. Chemical substances so confiscated and forfeited by the Government at its option shall be
turned over to the Department of Environment and Natural Resources for safekeeping and proper disposal.
d) The person or firm responsible or connected with the bringing or importation into the country
of hazardous or nuclear wastes shall be under obligation to transport or send back said prohibited wastes;
e) Any and all mean of transportation, including all facilities and appurtenances that may have
been used in transporting to or in the storage in the Philippines of any significant amount of hazardous or
nuclear wastes shall at the option of the government be forfeited in its favor.
PROHIBITED ACTS | FINES AND PENALTIES | REPUBLIC ACT 9275 PHILIPPINE CLEAN
WATER ACT OF 2004
What are the prohibited acts under R.A. 9275?
Among others, the Act prohibits the following:

• Discharging or depositing any water pollutant to the water body, or such which will impede
natural flow in the water body
• Discharging, injecting or allowing to enter into the soil, anything that would pollute groundwater
• Operating facilities that discharge regulated water pollutants without the valid required permits
• Disposal of potentially infectious medical waste into sea by vessels
• Unauthorized transport or dumping into waters of sewage sludge or solid waste.
• Transport, dumping or discharge of prohibited chemicals, substances or pollutants listed under
Toxic Chemicals, Hazardous and Nuclear Wastes Control Act (Republic.Act No. 6969)
•Discharging regulated water pollutants without the valid required discharge permit pursuant to
this Act
• Noncompliance of the LGU with the Water Quality Framework and Management Area Action
Plan
• Refusal to allow entry, inspection and monitoring as well as access to reports and records by the
DENR in accordance with this Act
• Refusal or failure to submit reports and/or designate pollution control officers whenever required
by the DENR in accordance with this Act
• Directly using booster pumps in the distribution system or tampering with the water supply in
such a way to alter or impair the water quality
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• Operate facilities that discharge or allow to seep, willfully or through grave negligence,
prohibited chemicals, substances, or pollutants listed under R.A. No. 6969, into water bodies.
• Undertake activities or development and expansion of projects, or operating wastewater
treatment/sewerage facilities in violation of P.D.1586 and its IRR.
What are the fines and penalties imposed on polluters?
The following are among the fines and penalties for violators of this Act and its IRR:
 Upon the recommendation of the Pollution Adjudication Board (PAB), anyone who
commits prohibited acts such as discharging untreated wastewater into any water body
will be fined for every day of violation, the amount of not less than Php 10,000 but not
more than Php 200,000.
 Failure to undertake clean-up operations willfully shall be punished by imprisonment of

not less than two years and not more than four years. This also includes a fine of not less
than Php 50,000 and not more than Php 100,000 per day of violation. Failure or refusal to
clean up which results in serious injury or loss of life or lead to irreversible water
contamination of surface, ground, coastal and marine water shall be punished with
imprisonment of not less than 6 years and 1 day and not more than 12 years and a fine of
Php 500,000/day for each day the contamination or omission continues.
 In cases of gross violation, a fine of not less than Php 500,000 but not more than Php
3,000,000 will be imposed for each day of violation. Criminal charges may also be filed.
PROHIBITED ACTS | FINES AND PENALTIES | REPUBLIC ACT 8749 PHILIPPINE CLEAN
AIR ACT OF 1999
Section 1. Fines and Penalties for Violations of Other Provisions in the Act
For violations of all other provisions provided in the Act and these Implementing Rules and Regulations,
fine of not less than Ten Thousand Pesos (P 10,000.00) but not more than One Hundred Thousand Pesos (P
100,000.00) or six (6) years imprisonment or both shall be imposed. If the offender is a juridical person, the
president, manager, directors, trustees, the pollution control officer or officials directly in charge of the
operations shall suffer the penalty herein provided.
Section 2. Burning of Municipal Waste

Any person who burns municipal waste in violation of Sections 1 and 3 of Rule XXV shall be punished
with two (2) years and one (1) day to four (4) years imprisonment.
Section 3. Burning of Hazardous Substances and Wastes Any person who burns hazardous
substances and wastes in violation of Section 1 of Rule XXV shall be punished with four (4) years and one
(1) day to six (6) years imprisonment.
Section 4. Burning of Bio-Medical Waste. Any person who burns bio-medical waste in violation
of Section 4 of Rule XXV shall be punished with four (4) years and one (1) to six (6) years imprisonment.
Section 5. Smoking in Public Places Any person who smokes inside a public building or an
enclosed public place, including public utility vehicles or other means of public transport or in any enclosed
area outside of his private residence, private place of work or any duly designated smoking area shall be
punished with six (6) months and one (1) day to one (1) year imprisonment or a fine of ten thousand pesos
(P 10,000.00).
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Section 6. Manufacture, Importation, Sale, Offer for Sale, Introduction into

Commerce, Conveyance or other Disposition of Leaded Gasoline. Any person who manufactures, imports,
sells, offers for sale, introduces into commerce, conveys or otherwise disposes of, in any manner leaded
gasoline shall be punished with three (3) years and one (1) day to five (5) years imprisonment and liable for
the appropriate fine as provided in Section 1.
Section 7. Manufacture, Importation, Sale, Offer for Sale, Introduction into

Commerce, Conveyance or other Disposition of Engines and/or Engine Components Requiring
Leaded Gasoline. Any person who manufactures, imports, sells, offers for sale, introduces into commerce,
conveys or otherwise disposes of, in any manner engines and/or engine components which require the
use of leaded gasoline shall be punished with three (3) years and one (1) day to five (5) years
imprisonment and liable for the appropriate fine as provided in Section 1.
Section 8. Manufacture, Importation, Sale, Offer for Sale, Dispensation, Transportation

or Introduction into Commerce of Unleaded Gasoline Fuel which do not Meet the Fuel
Specifications. Any person who manufactures, sells, offers for sale, dispenses, transports or introduces
into commerce unleaded premium gasoline fuel in violation of Section 3 of Rule XXXI or which do
not meet the fuel specifications as revised by the DOE shall be punished with three (3) years and one
(1) day to five (5) years imprisonment and liable for the appropriate fine as provided in Section 1.

or Introduction into Commerce of Automotive Diesel Fuel which do not Meet the Fuel.
Specifications. Any person who manufactures, sells, offers for sale, dispenses, transports or introduces
into commerce automotive diesel fuel in violation of Section 3 of Rule XXXI or which do not meet the fuel
specifications as revised by the DOE shall be punished with three (3) years and one (1) day to five (5) years
imprisonment and liable for the appropriate fine as provided in Section 1.
or Introduction into Commerce of Industrial Diesel Fuel which do not Meet the Fuel
Specifications. Any person who manufactures, sells, offers for sale, dispenses, transports or introduces into
commerce industrial diesel fuel in violation of Section 3 of Rule XXXI or which do not meet the fuel
specifications as revised by the DOE shall be punished with three (3) years and one (1) day to five (5)
years imprisonment and liable for the appropriate fine as provided in Section 1.
Section 11. Manufacture, Processing, Trade of Fuel or Fuel Additive Without Prior Registration
of the Fuel or Fuel Additive with the DOE. Any person who manufactures, processes, or engages in the
trade of any fuel or fuel additive without having the fuel or fuel additive registered with the DOE shall be
punished with two (2) years and one (1) day to four (4) years of imprisonment and liable for the appropriate
fine as provided in Section 1.
Section 12. Misfuelling.

Misfuelling refers to the act of introducing or causing or allowing the introduction of leaded gasoline into
any motor vehicle equipped with a gasoline tank filler inlet and labeled “unleaded gasoline only.”
Any person who misfiles shall be punished with one (1) year and one (1) day to three (3) years
imprisonment or a fine of twenty thousand pesos (P 20,000.00)
PROHIBITED ACTS | FINES AND PENALTIES | PRESIDENTIAL DECREE 1586

ENVIRONMENTAL IMPACT STATEMENT (EIS) STATEMENT OF 1978
Legal Basis of Fines and Penalties

The fines, penalties and sanctions of the Philippine EIS System is based on the Section 9.0
provision of P.D. 1586, as follows: " Penalty for Violation.- Any person, corporation or partnership found
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violating Section 4 of this Decree, or the terms and conditions in the issuance of the Environmental
Compliance Certificate, or of the standards, rules and regulations issued by the National Environmental
Protection Council pursuant to this Decree shall be punished the suspension or cancellation of his/its
certificate and/or a fine in an amount not to exceed fifty thousand pesos (P50,000.00) for every violation
thereof, at the discretion of the National Environmental Protection Council."
Section 4 of P.D. 1586 states that "No person, partnership or corporation shall undertake or
operate any such declared environmentally critical project or area without first securing an Environmental
Compliance Certificate issued by the President or his duly authorized representative."
Suspension of ECCs
ECCs may be suspended for violation of Proponents to comply with ECC conditions. It is noted
that ECC suspension does not necessarily mean the Proponent is absolved of its responsibility in
implementing its approved Environmental Management Plan (EMP). PD 1586 does not preclude the fact
that DENR may require the Proponent to institute environmental safeguards/measures to prevent further
threat or actual damage to the environment.
Authority to Impose Fines and Penalties
Imposition of fines and penalties is vested on the Directors of the EMB Central Office or Regional
Office upon persons or entities found violating provisions of P.D. 1586 and its Implementing Rules and
Regulations.
Cease and Desist Order
The EMB Director or the EMB-RD may issue a Cease and Desist Order (CDO) based on
violations under the Philippine EIS System to prevent grave or irreparable damage to the environment
which cannot be attributed to specific environmental laws (e.g. RA 8749, RA 9275, RA 6969, etc). Such
CDO shall be effective immediately. An appeal or any motion seeking to lift the CDO shall not stay its
effectivity. However, the DENR shall act on such appeal or motion within ten 10 working days from filing.
Publication of Firms
The EMB may publish the identities of firms that are in violation of P.D. 1586 and its
Implementing Rules and Regulations despite repeated Notices of Violation.
Scope of Violations – Violations of provisions of PD 1586 and DAO 2003-30 are classified as follows:
Projects with or without ECCs which pose grave and/or irreparable danger to environment, life and
property;
Projects which are established and/or operating without an ECC: A project that has commenced its
implementation is deemed "operating without an ECC", whether or not it is in actual operation. The phrase
"operating without ECC" refers to all projects that were implemented without ECC that should have been
required by the P.D. 1586 IRR. Operating with an ECC secured from agencies or entities other than DENR
is also considered "operating without an ECC". Projects operating without an ECC shall not be issued EMB
regional environmental permits by EMB-PCD/EQD until such projects have complied with the PEISS in
securing an ECC.
Projects violating ECC conditions and EMP Commitments and other procedural requirements of the
Philippine EIS System:
Violations in relation to ECC conditions are classified as minor and major offenses, differentiated
by schedule of fines based on seriousness and gravity of the offense:
MINOR Offenses (violations of administrative conditions in the ECC and the EIS System procedures,
rules and regulations that will not have direct significant impact on the environment but can impede or
delay compliance against other ECC conditions and/or EMP commitments which the Proponent is required
to comply or can prevent/deter EMB from performing monitoring or audit functions on the Proponent's
environmental performance), such as:
1) non-submission or delay in submission of reports/requirements;
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2) transfer of ownership of the project/ECC without prior approval from ECC-issuing

authority;
3) delay or failure to initiate formation or implementation of ECC conditions which do
not have significant impacts on the environment, such as formation of EU, MMT, EMF,
EGF, enhancement measures and other similar/equivalent requirements prior to the
required deadline in the ECC;
4) non-compliance with other administrative conditions in the ECC;
5) non-compliance with administrative and technical procedural guidelines in the DAO
2003-30 and its Revised Procedural Manual; and 6) Other offenses deemed "minor" at
the discretion of the EMB CO/RO Director.
MAJOR Offenses (violations of substantive conditions in the ECC and the EIS System procedures, rules
and regulations that will have significant impact on the environment and which the Proponent is required
to comply), such as: 1) non-implementation of substantive conditions in the ECC on the EMP and EMoP
and other related substantive commitments in the EIA Report, including modifications during EIA Report
Review, 2) exceedance of project limits or area; 3) significant addition of project component or product
without prior DENR-EMB approval; 4) major change in project process or technology resulting in
unmitigated significant impacts not addressed by approved EMP; 5) Other offenses deemed "major" at the
discretion of the EMB CO/RO Director. Misrepresentations, whether material or minor constitute
violations on the theory that full disclosure in the EIA Report is the key to the effective use of the EIS
System as a planning and management tool.
LEARNING EXERCISES
Name: _____________________________________________Score: _______________
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Course/Year: ________________________________________Date: _______________

1. Picture identification (30 points)

PICTURE (Know) IDENTIFY (What) PREVENTION (LEARN)
1.
2.
3.
4.
5.
2. Create Christmas decoration out of recycle or indigenous materials;

Size: 2 meters
LESSON 5
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1. Define national security and its basic concept.

2. Identify internal and external threaths.
3. Create a poster presenting a personal manifesto of the youth to maintain security.
TIME FRAME Suggested allotment time: 5 hours
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For the Philippines and the Filipino people, national security is defined as he
states or condition wherein the nation's sovereignty and territorial integrity, the
people's well-being, core values, and way of life, and the State and its institutions,
are protected and enhanced."
The Philippines was stable and secure in 2018. The National Security Council
and the security sector succeeded in adequately managing national security in the
face of numerous issues and concerns that continue to challenge the security of the
nation. The National Security Strategy (NSS) that was issued by President Rodrigo
Roa Duterte in May 2018 was instrumental in integrating the country’s major security
policies, defining responsibilities, and coordinating the actions of all concerned
agencies, to effectively address security threats, issues, and concerns both within
and outside the country.
In the external environment, the West Philippine Sea issue remained to be

contentious due to overlapping territorial claims and maritime domain concerns
among the various claimants. The great powers contest had actually shifted focus
towards the contested waters of the South China Sea/West Philippine Sea, and in
Asia in general. The Philippines also pursued the development of its deterrence
capabilities for a credible defense posture, particularly through the increased funding
allocation by Congress. The improvement of facilities in the Philippine-occupied
features in the West Philippine Sea were also undertaken.
Trans-boundary issues such as terrorism, drug-trafficking, piracy, smuggling,

and human trafficking are being addressed through the strong collaborative
mechanisms within the ASEAN framework. Illegal drugs have become a national
security threat. The campaign against illegal drugs has become a primary mission
and the campaign will even be more intensified to eradicate the menace.
The terrorist threat posed by local communist terrorist groups and other extremist
groups continue to threaten the lives, properties, and freedoms of the Filipino people.
They hamper the country’s potential economic gains and progress.
At the end of the chapter, the student will able to know the overview of
national security in the Philippines and how the youth can contribute to national
security.
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Lesson 5. A NATIONAL SECURITY CONCERN
Overview of National Security in the Philippines
Various situation affecting the national security of our country have been priority concern.
Situations such as multilateral disputes on islands, terrorism, transnational crimes, crises and
disasters, pandemic and diseases pose threat to 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”
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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” .
Amidst this renewed global interest on Asia, the Duterte Administration adopted a “middle
ground” position signifying that the Philippines is a friend to all and an enemy to none. With this
mindset, the Philippines had embarked on an independent foreign policy that forges new
partnerships with China and Russia, while maintaining ties with traditional partners such as the
United States.
In securing the country’s territorial integrity and sovereignty in the West Philippine Sea, we
continue the use of diplomatic engagements with China and other claimant states without
compromising Philippine national interest. The Bilateral Consultative Mechanism with China was
established while the ASEAN-centered negotiations for the Code of Conduct in the South China
Sea was formalized.
The threat from ISIS-affiliated groups remains despite their resounding defeat in Marawi,
which is now undergoing reconstruction and rehabilitation. Elsewhere, in areas where there are
local terrorist groups such as the Abu Sayyaf, Maute and the BIFF, the operations will be
relentless. More security forces will be deployed, as necessary.
In 2018, President Duterte issued Executive Order 70 (EO 70) providing for a Whole-of-
Nation approach in defeating the Local Communist Terrorist Groups. A National Task Force to End
Local Communist Armed Conflict (NTF-ELCAC) was created to synchronize the utilization of the
government’s instrumentalities of power with the capabilities of private sector stakeholders to finally
end the 50-year long deceit, lies and atrocities committed by the communist terrorists against the
people.
The President himself is leading the way by taking the role of National Task Force
Commander, he is demonstrating resolve to fulfill his vow to provide a better future for the Filipino
people. The “Whole-of-Nation Approach” gives importance to inclusive and sustainable framework
towards attaining peace. In this light, the government remained persistent in implementing the
Enhanced Comprehensive Localized Integration Program (E-CLIP), wherein rebel returnees have
found alternatives to a life of crime and violence.
On the Mindanao situation, the recent Congressional approval to extend Martial Law
demonstrates government’s commitment at maintaining peace and order and eliminating extremist
influence in the region. The extended implementation of Martial Law will be vital in ensuring the
success of the upcoming plebiscite of the Bangsamoro Organic Law in January 2019.
Prospects are bright for an even more stable and secure nation in 2019. With the NSS and
the “Whole-of-Nation Approach” in place, the security sector will become more robust in addressing
future security challenges. We are optimistic that as we are able to provide continuing stability,
more developmental prospects, small and big – such as our Build, Build, Build projects -- will see
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fruition. All these will translate to improved economic standing and better living conditions of most
Filipinos.
We, in the security sector, stand with the President, and remain committed to secure our territory,
ensure sovereignty, and implement law and order - all for the well-being of the Filipino and for our
future generations.
Basic Concepts of National Security
National Security is defined as the state or condition wherein the values which a nation
treasures such as territorial integrity, sovereignty, people’s way of life and well-being are protected
and enhanced. It is the requirement to maintain the survival of the nation-state through the use of
economic military and political power and the exercise of diplomacy.
The measures taken to ensure national security include:

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

Security is described as a condition or state of being where the Filipino people’s values, way of life,
institutions, welfare, and well-being, sovereignty and strategic relations are protected and
enhanced.
The elements of National Security are the following:

 Moral-spiritual consensus Cultural cohesiveness
 Economic solidarity
 Socio-political stability Ecological balance
 Territorial integrity
 International harmony
Originally conceived as protection against military attack, national security is now widely
understood to include also non-military dimensions, including the security from terrorism,
minimization of crime, economic security, energy security, environmental security, food security,
cyber-security etc.
The National Security Policy focuses on four key elements namely: (1) Governance; (2)
Delivery of Basic Services; (3) Economic Reconstruction and Sustainable Development;
(4) Security Sector Reform.
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There are seven fundamental elements of national security which constitute the most
important challenges that a nation and the people face.
1. Socio-political stability – it is to achieve peace and harmony among all Filipinos,
regardless of creed, ethnic, origin, and social status. The government and the people must engage
in nation building under the rule of law, constitutional democracy, and the full respect for human
rights.
2. Territorial Integrity- means that the territory of the country is intact under effective
control of the government. It is to ensure the permanent inviolability of our national territory under
strict and effective control by the government and state.
3. Economic solidarity – is to collectively pursue and build the economy to be strong,
capable of supporting national endeavors, and derives its strength from the solidarity of the people
who have an organic stake in it through participation and ownership. This is the core interest of the
national vision to ensure that Filipinos become stakeholders in economic and business enterprises
so that they will collectively defend, protect, and improve the economic system for themselves and
the future generations of Filipinos.
4. Ecological balance – dictates that national survival rest upon the effective
conservation of our natural environment in the face of industrial and agricultural expansion and
population growth. This dimension of national security seeks to support development that is
environmentally sustainable for the benefit of the nation and the people who depend on it.
5. Cultural cohesiveness – implies that the Filipinos have shown their collective sense of
value to the principles of freedom and human dignity of a person. The lives of the people must be
ruled by a common set of values and beliefs grounded on high moral and ethical standards, drawn
from our heritage and embodying a Filipino standard, identity transcending religious, ethnic and
linguistic differences.
6. Moral and spiritual consensus – urge Filipino people to be propelled by the national
vision inspired and manifested in words and deeds, by patriotism, national pride and the
advancement of our national pride and the advancement of our national goals and interests. There
is moral and spiritual consensus among the Filipinos on the wisdom and righteousness of our
national vision as enunciated by the President. This shared vision inspires and motivates the
citizens to get involved and participate vigorously in programs that promote the country’s security
and development goals and objectives.
7. Peace and harmony – makes Filipino pursue constructive and cordial relations with all
nations and peoples, even as our nation itself must chart an independent course, free from the
external control, inference or threat of aggression.
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.
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The NSTP is a program aimed at enhancing civic consciousness and defense

preparedness in the youth by developing the ethics of service and patriotism while undergoing
training in any of its three (3) program components, specifically designed to enhance the youth's
active contribution to the general welfare.
Manpower Reservoir for National Security
1. Graduates of CWTS and LTS shall belong to the National Service Reserve Corps
(NSRC) which could be tapped by the State for literacy and civic welfare activities such
assisting in disaster preparedness, mitigation, response and rehabilitation programs.
2. Graduates of the ROTC component shall form part of the AFP Citizen Armed Forces
and AFP Reserve Force, subject to DND requirements.
Threats to National Security
A. Man Made Threats

a. Terrorism
b. Explosion/Bomb Threats
c. Campus Violence/Frat and Gang War
d. Kidnapping/Hostage Taking
e. Drug Addiction
f. Armed Robberies/Hold Ups
g. Snatching
h. Sabotage
i. Fire
j. Technological Threats such as gambling through number games, internet hold
ups and cybercrimes (computer hacking, computer pilferage, ATM stealing and
cyber prostitution)
B. Natural Threats
a. Earthquakes
b. Typhoons
c. Floods
d. Volcanic Eruptions
e. Tsunamis
Promotion of National Security and Other Concerns
Peace and security as part of the agenda of Duterte administration to ensure proper
governance and internal stability of the country. The peace and security outline the importance of
the economy and society in resolving both internal and external threats. As issues to national
security have become more composite, strategic framework needs to be outlined to ensure an
atmosphere of peace in the country.
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Peace and security shall be achieved in support to the national development. The
government shall exert all efforts to win peace and ensure national security. The peace process
shall center on the pursuit of negotiated political settlement of all armed conflicts and the
implementation of complementary development tracks to address its causes. This shall anchor on
conflict prevention and peace-building in conflict-affected areas. On the other hand, national
security shall involve the whole-of-nation approach, focusing on internal stability, upholding the
sovereignty and territorial integrity of the state, capability and preparedness against natural
calamities and disasters, pandemics and diseases, and reform and modernization of the security
sector.
Time to Expose Youth to National Security
As a young nation, we have to recognize the power of the youth, a force which has
great potential and one that needs to be harnessed towards nation-building. The current trend
of the youth being hyper-active on the social media needs to be channeled by diverting their
energy towards national integration and building a pluralistic society.
Unfortunately, in Philippines, we do not expose our youth to even the rudimentary

aspects of national security and its impact on society. Besides substant ial issues like the
survivability of nation states, it is important to have the youth understand the basic concept of
national security and the impact it has on “human security’ and “economic growth”. This is
even more important in a country that has a very young demographic profile. Youth would
appreciate such an initiative; not only would it empower them but also instill a greater sense
of patriotism in them. The aim of such an initiative would be to expose students to the very
basics of national security and make them realize that national security requires the active
engagement of all citizens, as it is a shared responsibility.
Given the complex nature of our country with its vastness, illiteracy, poverty, massive
unemployment and demographic divide, the security forces alone are not in a position to
prevent attacks by terrorists or control unrests and conflicts. In addition to v arious measures
like improving intelligence, surveillance, security, coordination among security forces,
provision of basic facilities and employment of youth, we also need to sensitive society,
especially the youth, to such threats and their manifestations.
Engaging the youth from all communities in India would empower and encourage
them to play a larger role in national security. Given the current reality, wherein the youth -
between 15 and 25 years of age - are being indoctrinated, it would also help to wean them
away from militant or fundamentalist organizations. The youth, in the same age bracket, are
unfortunately involved in large scale violence, due to instigation by some political parties or
other groups and individuals. All such actions are highly detrimental to national well-being
and national security. There is an urgent need to promote awareness, through educational
institutions, about national security and its impact on various facets of the country’s well -
being. Under such circumstances, it would not be out of place to give serious thought to
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promote awareness about challenges to national security, beginning from to the universities
to high schools (10+2), in that order, both in government and private institutions.
Once introduced, experts in this field could address various educational institutions
both in the various vernacular languages and in English. To achieve uniformity in imparting
instructions and to prevent misuse of this platform, experts would also require refresher
training. They could organize engrossing and interactive workshops on national security and
varied threats, national integration, strengths of diversity in a country, leadership, team spirit
and team building, etc. Where required, counselling sessions could also be held f or the youth.
The multiple challenges, including security-related ones, posed by hyper urbanization would
also require the attention of the government.
As a long-term measure, this would be a significant step, among other measures, to

involve the community, through the youth, to promote a pluralistic society, monitor unlawful
activities, prevent violence and promote national security.
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LEARNING EXERCISES
Name: _________________________Score: ____Course/Year: ____Date:________
I. MODIFIED TRUE OR FALSE. Write TRUE if the underlined word/s make/s the statement
corrects. If it is wrong, do not write False, instead write the correct answer. (30 pts)
______________1. The national security of our country had become a least priority of our top
government officials.
______________2. The Department of National Defense defines national security as a state of
condition where our cherished values and beliefs are permanently protected and continuously
enhanced.
______________3. Territorial integrity means the territory of our country is intact under the
effective control of the terrorists.
______________4. Socio-political stability is the first and foremost element of national security.
______________5. Ecological balance dictates that national survival rest upon the effective
conservation of cultural heritage.
______________6. Cultural cohesiveness implies that the Filipino values have shown their
collective sense of value to the principles of freedom and human dignity of a person.
______________7. The primordial element of our national survival is our physical resources,
where the people have become proud of their country.
______________8. The usual occurrence among nations upon becoming an independent state is
the crafting of its national security plan.
______________9. Security is a precondition to maintain the survival of the state through the use
of economic, diplomacy, power projection, and political power.
______________10. External threats are more of a domestic concern and encompasses the
expression of political through domestic process.
______________11. The Moro Islamic Liberation Front headed by Nur Misuari engaged recently
the government in a combat battle in Mindanao.
______________12. The military wing of the Communist Party of the Philippines is the Jemaah
Islamiya which remains to be a serious threat to internal security.
______________13. Of the 42, 797 barangays nationwide, about 12 percent are affected by this
social menace which is the illegal drugs.
______________14. Poverty incidence affects about one-third of Filipino families nationwide as
this abets rebellion, crime and dissidence.
______________15. The growth of information technology that supposes to trigger development
has been threatened by this weapon of mass destruction as it is experience computer viruses
which attacked network information system.
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II. IDENTIFICATION. Put a check on the column that corresponds to the item cited. (10 pts)
No. A Security Threat Internal External

1 Cybercrime
2 Abu Sayyaf Group (ASG)
3 Multilateral Disputes on Islands
4 High Poverty Incidence
5 New People’s Army (NPA)
6 Transnational Organized Crime
7 Moro National Liberation Front (MNLF)
8 Child abuse
9 Graft and Corruptions
10 Weapon of Mass Destructions
11 Pandemic and Diseases
12 International Terrorists
13 Disasters
14 Water Crises
15 Forest and Wildlife Destruction
16 Human trafficking
17. kidnapping
18. Drug trafficking
19. Hostage
20. Online gambling
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SPICIFIC
MODULE
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LESSON 6
SELF AND FILIPINO SOCIETY


1 Show awareness to the nature of self and Filipino Values/Character.
2. Deepen one’s personal values.
3. Identify and manifest the root of Pilipino character/values;
4. Practice nationalism and patriotism and good citizenship.
The great majority of the Philippine population is bound together by common values and a
common religion. Filipino society is characterized by many positive traits. Among these are strong
religious faith, respect for authority, and high regard for amor proprio (self-esteem) and smooth
interpersonal relationships. Philippine respect for authority is based on the special honor paid to
elder members of the family and, by extension, to anyone in a position of power. This characteristic
is generally conducive to the smooth running of society, although, when taken to extreme, it can
develop into an authoritarianism that discourages independent judgment and individual
responsibility and initiative.
Filipinos are sensitive to attacks on their own self-esteem and cultivate a sensitivity to the
self-esteem of others as well. Anything that might hurt another's self-esteem is to be avoided or
else one risks terminating the relationship. One who is insensitive to others is said to lack a sense
of shame and embarrassment, the principal sanction against improper behavior. This great
concern for self- esteem helps to maintain harmony in society and within one's particular circle, but
it also can give rise to clannishness and a willingness to sacrifice personal integrity to remain in the
good graces of the group. Strong personal faith enables Filipinos to face great difficulties and
unpredictable risks in the assurance that "God will take care of things." But, if allowed to deteriorate
into fatalism, even this admirable characteristic can hinder initiative and stand in the way of
progress.
At the end of the chapter, the student will learn the self-concept and awareness, the aspect
of self and their corresponding values, formation of values development and principles of valuing
process, and the Filipino virtues and good habits of living in the society. Student will understand
also the roots of character, different characteristics and traits of Filipino society.
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Lesson 6. A SELF AWARENESS AND VALUES DEVELOPMENT
Defining Self-Concept
Self-concept is generally thought of as our individual perceptions of our behavior, abilities,

and unique characteristics—a mental picture of who you are as a person. For example, beliefs
such as "I am a good friend" or "I am a kind person" are part of an overall self-concept.
Self-concept tends to be more malleable when people are younger and still going through
the process of self-discovery and identity formation. As people age, self-perceptions become much
more detailed and organized as people form a better idea of who they are and what is important to
them.
According to the book Essential Social Psychology by Richard Crisp and Rhiannon Turner:
 The individual self consists of attributes and personality traits that differentiate us from
other individuals. Examples include introversion or extroversion.
 The relational self is defined by our relationships with significant others. Examples include
siblings, friends, and spouses.
 The collective self reflects our membership in social groups. Examples include British,
Republican, African-American, or gay.
At its most basic, self-concept is a collection of beliefs one holds about oneself and the
responses of others. It embodies the answer to the question "Who am I?"
Theories
Like many topics within psychology, a number of theorists have proposed different ways of
thinking about self-concept. According to a theory known as social identity theory, self-concept is
composed of two key parts: personal identity and social identity.
Personal identity includes the traits and other characteristics that make each person
unique. Social identity refers to how we identify with a collective, such as a community, religion, or
political movement.
Psychologist Dr. Bruce A. Bracken suggested in 1992 that there are six specific domains related to
self-concept:
 Social: the ability to interact with others
 Competence: the ability to meet basic needs
 Affect: the awareness of emotional states
 Physical: feelings about looks, health, physical condition, and overall appearance
 Academic: success or failure in school
 Family: how well one functions within the family unit
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Humanist psychologist, Carl Rogers believed that there were three different parts of self-
concept:
 Self-image, or how you see yourself. Each individual's self-image is a mixture of different
attributes including our physical characteristics, personality traits, and social roles. Self-
image doesn't necessarily coincide with reality. Some people might have an inflated self-
image of themselves, while others may perceive or exaggerate the flaws and weaknesses
that others don't see.
 Self-esteem, or how much you value yourself. A number of factors can impact self-
esteem, including how we compare ourselves to others and how others respond to us.
When people respond positively to our behavior, we are more likely to develop positive
self-esteem. When we compare ourselves to others and find ourselves lacking, it can have
a negative impact on our self-esteem.
 Ideal self, or how you wish you could be. In many cases, the way we see ourselves and
how we would like to see ourselves do not quite match up.
Self awareness
“Know thyself and to thy own self are true”, says Socrates. The noblest and most intricate
project of man is knowing himself or becoming aware of himself.
Self-awareness – as understanding what is important to you, understanding how you
experience things, knowing what you want, knowing how you feel, and knowing how you come
across to others (Weisinger, 1998).
To become an observer of your own social relationships and of our own individual desires,
attitudes and emotions and everything that could possibly happen to us. In knowing our interests,
motives, aspirations, likes, and dislikes we are able to discover what areas in our life needs
reshaping and transforming to become a better person. Knowing what we are opens us the
horizons of values we need to become better persons.
Self-concept – is the image of who and what you are in relation to yourself and to other
people. This refers to the attitudes, feelings, moods and behaviors you project in yourself. It is the
totality of what and who are including your strengths and limitations, abilities and inabilities,
capabilities and incapabilities – the totality of what you are in place and time.
ASPECT OF THE SELF CONCEPT

1. The Hidden Self or Private Self (I know – others don’t know)
This represents your own thoughts, motives, interests, plans, ideas and activities
reserved to you alone and are independent from the influences of others. Other people can
predict one’s future actions but no one can read what truly resides in your mind and what
you can actually do or is planning to do.
2. The Open Self or Social Self (I know – others know)
This represents all the information you know about yourself and what other people
know about you as you associate, relate and communicate with them. I includes you
behavior, attitudes, moods, feelings, desires, motivations and ideas which you are aware
of an others are aware as you communicate and associate with them. This is the “easy-go-
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lucky” aspect of oneself where there are no strings attached to your actions and
relationships with other people.
3. The Blind Self or Public Self (I don’t know – others know)
This represents your mannerisms or unguarded moments visible to others which
you are not aware of. These are things you do which, because of some factors and
circumstances you are not aware and in control of. (A dead drunk person might not be
aware of might not know what he is saying but people around him are fully aware about it).
4. The Unknown Self or Mysterious Self (I don’t know, others don’t know)
This represents the things that will happen to you – things of the future. It refers to
the things that happen to you which you are not in control of in spite of your plans,
preparation and wariness. It is the aspect of life which refers to uncertainty and hopeful
longing for the future. You must have to be open with the grace who knows and wills the
future.
8 ASPECTS OF MAN
1. Man as Physical Being
Man is made of flesh, has form and physique. His body needs nutrition and
sustenance for growth and preservation. Aside from self-preservation, man has to maintain
his image and dignity, thereby maintaining wholeness and self-esteem. The uniqueness
and individuality must be kept up through the value of integrity inherent in one’s physical
aspect.
Values Identification: Man is clothed with honor and dignity. It is important for
man to be aware of his self-esteem and his spirit of wholeness in relation with the rest
of the world to avoid selfishness and greediness.
2. Man as a Psychological Being
Man is endowed with feelings, attitudes and emotions. Man needs to be
complimented: a pat on the shoulder, a push, and a feeling of self-worth to inspire him and
keep him going. The feeling of acceptance, that someone is with worth and importance, is
a for man to function efficiently and effectively
Values Identification: Prudence is the sense of propriety and moderation which
can be achieved by practicing self-control and self-discipline. It is man’s duty and
responsibility to maintain balance and equilibrium in his relationship with other people.
Actions, motives, and feelings that go extreme are dangerous. In one’s desire to be
accepted and become worthwhile a human being, proper decorum, decency and
respectability must be imminent in person’s relationships and dealings with others to
uphold prudence and self-control.
3. Man as a Moral Being
Man, as the only being endowed with intellect and will knows what is right and
what is wrong and is required to do what is right at all times. Man has a sense of
judgment in relationship to the goodness and wrongness of his conduct through the aid of
his conscience. Man’s action must always correspond to and be guided by the following:
a. Sense of right and wrong – a good action must be done and bad action must
be avoided
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b. Sense of guilt – a bad action done leaves a sense of remorse and feeling of
hardness
c. Conscience – an inner voice reminding us to do right action at all times; avoid
bad action while we can
d. A moral being must maintain the value of dignity
Values identification: Dignity – a moral being bears in mind his dignity, self-
worth, and importance in dealing with other people. Man should image God in every
activity. To achieve this value, he has to project humility, meekness and honesty
bearing in mind that he is in equal footing with other beings regardless of color, race,
status and situation in life.
4. Man as an Intellectual Being
What makes man different from the rest of creation is his rationality. As a rational
being, man is capable of knowing what is right and what is wrong; what is normal and
abnormal, what is sensible and insensible and what is relevant and irrelevant. Man is
geared towards the attainment of truth and knowledge through creative and analytic
thinking. An intellectual being upholds the value of purity in motive, interest and action.
Values identification: Purity. An intellectual being maintains the value of purity
through the practice of wholesomeness, uprightness, and righteousness by being
modest and decisive in his actions, thoughts, and motives.
5. Man as an Emotional Being
Man’s outward and inward reaction to the changes in the stimulus presented to
him is manifested in his expression. Such changes in attitude and behavior are called
EMOTIONS. Any stimulus presented to an individual generates a feeling of like or dislike,
agreement or disagreement in the person which determines his mood or disposition,
attitudes and behavior. Man as a moral being maintains the value of maturity and
temperance.
Values identification: Maturity. A mature and temperate man is always wary and
cautious in his judgment, attitude, and disposition towards the world. The practice of
tolerance and sensitivity is a must coupled with self-discipline and self-control.
6. Man as a Social Being
No man is an island and no one lives alone. Man is a relational being, relational
meaning – man can only be happy again with other people. Man’s relationship with others
is coupled with duty and responsibility. Men do not just relate and communicate with others
but is obliged to help one another in the attainment of progress and development. A social
being needs the value of responsibility in relating with his fellow human beings.
Values identification: Responsibility – Social justice demands respect and
responsibility: it demands commitment and sense of responsibility. Every activity we
have affects the reason for us to become responsible in our every conduct.
7. Man as an Economic Being
Money is evil but is necessary evil. It is fact that any activity and program cannot
be done without the financial aspect of it. Production and accumulation of wealth should be
the paramount as if it is the only concern we have. As an economic being we should
imbibe the value of contentment. To love and be contented with what we have.
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Values Identification: Contentment – The value of contentment is based on the

idea of self-satisfaction and self-gratification; that man cannot have everything he
wanted. It means loving and being satisfied with what you have not desiring more than
what you need.
8. Man as a Spiritual Being
Man does not live by bread alone. Man’s highest concern is to be one with the
Supreme Being – God who created him. Every aspiration and activity of man, his attitude
and behavior, is based on someone higher than himself. Man must acknowledge the
presence of someone who is the source of everything that is good. Man’s life is dependent
to a Supreme Being – God who is totally other; all holy and perfect. The value of faith or
total dependence and trust in God should be the center and culmination of man’s activity.
Values identification: Faith. The value of faith is founded in ones belief and
confidence in the presence of God. Such faith is deepened by the practice of one’s
religion and charity. Our hope and confidence in God’s immeasurable love should be
manifested in our relationship with our fellow human beings.
VALUES DEVELOPMENT
VALUES – are standards by which people assess desirability, goodness, and beauty which serve
as broad guidelines for social being.
It also refers to things, ideas, or experiences that a person prizes, cherishes and esteems.
3 BASIC VALUES
1. Idea – beliefs, opinions, and ways of saying things.
E.g.: religious, moral and political
2. Things – material objects, people and places
E.g.: money friends, love ones, cars, etc.
3. Experiences – activities, events, actions and happenings
E.g.: playing sports, listening to music, feelings, beliefs or attitudes
PRINCIPLES OF VALUING PROCESS

1. Choosing – Cognitive aspect
a. Choosing freely – the choice must be made by the person with his own free will
and volition
b. Choosing from alternatives – a choice must be selected from several options
c. Choosing after due and reflective consideration of consequences
2. Prizing – Affective Aspect
a. Cherishing – appreciating, treasuring and attaching importance to one’s choice
b. Affirming publicly – one’s choice should be manifested in life; that such choice
should be the source of inspirations and joy
c. Prizing – a choice to be prized must be esteemed and highly desired; given worth
and significance to one’s endeavors.
3. Acting – Behavioral Patterns
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a. Acting upon it – affirming one’s choice is apparent and visible through active
pursuit in its realization
b. Affirming it publicly – the thing, idea and experience valued is mirrored by the
pattern of one’s self
SOCIAL VALUES – a complex of knowledge, attitudes and abilities which contribute to the
development of sound moral character, a sense of community and responding to the social and
cultural aspects of life.
1. Integrity – sense of wholeness and self-esteem. To live with pride and confidence in the
midst of other people knowing that all men are created equal and are created with honor
and dignity.
2. Social Responsibility – the prime obligation of a person towards others. Such
responsibility is emulated in the value of pakikisama, pakikisalamuha, pakikipagkapwa,
pakikibagay at pakikiisa.
3. Respect – one’s obligation to regard other people as co-equal and having the same
dignity. Each person is endowed with dignity that flows from the dignity f God. People are
equal in face of the Almighty regardless of race, nationality, and status hence we should
give due accord to our fellowmen
4. Cooperativism – it is the act where people of different walks of life unite forcers,
resources, talents and ideas in the achievement of a common goal and for the betterment
of their community – thus making life easier.
5. Hospitality – is a Filipino custom characterized by wholehearted manifestation of
generosity, kindness and goodness in treating visitors. This custom and tradition is shown
by Filipinos during different occasions and festivities where their prime concern is to make
visitors happy and satisfied, custom and value which reflects the kindheartedness of
Filipinos.
6. Social acceptance (human solidarity) – the dedication and ability to accept and regard a
person as member of a group regardless of his situation in life. This value is the beginning
of camaraderie and friendship among people; the starting point of openness and better
working relationship.
7. Credibility and Transparency – is a manifestation of an honest life and trust from other
people. The absence of credibility and transparency jeopardizes openness of action,
activity, and other undertakings that eventually lead to people’s disbelief and skepticism in
one’s leadership and bearings.
8. Consistency – is the ability to act, judge and weigh things from the same point of view
regardless of the situation in making a firm and unyielding decision. It is the ability to work,
act, and see things without discrimination, impartiality, and equality so that one’s action
and behavior will always be stable.
THE FOUR ASPECTS OF "SELF”
Human life consists of four aspects: the physical, mental, emotional and spiritual levels of
existence. In order to find balance, wholeness and fulfillment in our lives, we need to heal,
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develop, and integrate all four of these aspects within ourselves.
Our physical aspect, is of course, our physical body. It also includes our ability to survive and
thrive in the material world. Developing the physical level of our being involves learning to take
good care of our bodies, and to enjoy them. It also means developing the skills to live comfortably
and effectively in the world.
Our mental aspect is our intellect, our ability to think and reason. The mental level of our
existence consists of our thoughts, attitudes, beliefs and values. Our minds can be our greatest
gifts, and at times, our greatest curse. Our minds can cause us to have terrible confusion or bring
us profound understanding. Developing the mental level of our being allows us to think clearly,
remain open minded, yet discern intelligently. Our minds enable us to gather knowledge and
wisdom from our life experience and from the world around us.
Our emotional aspect is our ability to experience life deeply, to relate to one another and the
world on a feeling level. It's the part of us that seeks meaningful contact and connection with
others. Developing the emotional level of our being allows us to feel the full range of the human
experience (with the five senses), and find fulfillment in our relationships with ourselves and each
other.
Our spiritual aspect is our inner essence, our soul, the part of us that exists beyond time and
space. It connects us with the universal source and the oneness of all life. Developing our
awareness of the spiritual level of our being allows us to experience a feeling of "belonging" in the
universe, a deeper meaning and purpose in our lives, and a broader perspective than we have
from our personality alone. The spiritual level provides a foundation for the development of the
other levels.
All four of these aspects are equally important. If we want to feel whole and lead healthy, satisfying
lives, we need to focus a certain amount of time and attention on understanding,
developing, healing and integrating each aspect.
Some levels may need special healing because we were wounded or suffered trauma in that
area. For example if you were taught or brought up with strict religious beliefs and eventually these
beliefs yu felt were not right for you, and as a result rejected the entire spiritual side of life, perhaps
not believing in anything anymore, you may have a wound on the spiritual level, which can be
healed by developing your own personal way of relating to spirit. All of us at some point have
suffered to some degree of disappointment, hurt, pain that leaves us emotionally wounded and in
need of healing.
There is no one right way to carry out our healing process. Everyone is different and follows a
unique path of development. We are all on an evolutionary journey, but most of us will not realise it
until a certain event has caused us to awaken and we are all involved in the process of growth and
learning. Life is like our school where we are constantly learning, evolving, learning lesson, trying
to make sense of why we are here.
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Exercise: Assessing Your Own Aspects
Take a few minutes to think about which of the four aspects you have developed quite well and
which one(s) might need a little more attention and expression in your life.
Physical: Are you physically healthy and active? Do you like and feel comfortable in your body?
Do you enjoy your sexuality? Are you comfortable in the material world? Are you practical, down to
earth, financially stable, independent?
Mental: Are you satisfied with your intellect? Can you think and express yourself clearly? Do you
have a belief system that supports you and works for you? Are you open to new ideas without
being overly impressionable?
Emotional: Are you in touch with your feelings and able to express them appropriately? Do you
allow yourself to feel the full range of emotions - fear, sadness, anger, as well as love and joy - or
do you find that certain emotions make you uncomfortable? Are you able to set appropriate
boundaries with people? Can you relate to others in a close, intimate way?
Spiritual: Do you feel a sense of connection to your spiritual source? Are you able to spend time
quiet and alone, just "being"? Do you have a relationship with your own inner wisdom or intuitive
guidance? Do you have moments when you feel at one with everything or part of something
greater?
Note down your impressions, thoughts, feelings and how you experience each of the four levels in
your life at this time. Note down any ideas you have about steps you can take towards greater
development and balance. It is also worth noting down any areas of resistance that comes up on
each level.
THE JOHARI WINDOW MODEL
It is necessary to improve self-awareness and personal development among individuals

when they are in a group. The ‘Johari’ window model is a convenient method used to achieve this
task of understanding and enhancing communication between the members in a group. American
psychologists Joseph Luft and Harry Ingham developed this model in 1955. The idea was derived
as the upshot of the group dynamics in University of California and was later improved by Joseph
Luft. The name ‘Johari’ came from joining their first two names. This model is also denoted as
feedback/disclosure model of self-awareness.
The Johari window model is used to enhance the individual’s perception on others. This
model is based on two ideas- trust can be acquired by revealing information about you to others
and learning yourselves from their feedbacks. Each person is represented by the Johari model
through four quadrants or window pane. Each four window panes signifies personal information,
feelings, motivation and whether that information is known or unknown to oneself or others in four
viewpoints.
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The method of conveying and accepting feedback is interpreted in this model. A Johari is
represented as a common window with four panes. Two of these panes represent self and the
other two represent the part unknown to self but to others. The information transfers from one pane
to the other as the result of mutual trust which can be achieved through socializing and the
feedback got from other members of the group.
1. Open/self-area or arena – Here the information about the person his attitudes,
behaviour, emotions, feelings, skills and views will be known by the person as well as by others.
This is mainly the area where all the communications occur and the larger the arena becomes the
more effectual and dynamic the relationship will be. ‘Feedback solicitation’ is a process which
occurs by understanding and listening to the feedback from another person. Through this way the
open area can be increased horizontally decreasing the blind spot. The size of the arena can also
be increased downwards and thus by reducing the hidden and unknown areas through revealing
one’s feelings to other person.
2. Blind self or blind spot – Information about yourselves that others know in a group but
you will be unaware of it. Others may interpret yourselves differently than you expect. The blind
spot is reduced for an efficient communication through seeking feedback from others.
3. Hidden area or façade – Information that is known to you but will be kept unknown
from others. This can be any personal information which you feel reluctant to reveal. This includes
feelings, past experiences, fears, secrets etc. we keep some of our feelings and information as
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private as it affects the relationships and thus the hidden area must be reduced by moving the
information to the open areas.
4. Unknown area – The Information which are unaware to yourselves as well as others.
This includes the information, feelings, capabilities, talents etc. This can be due to traumatic past
experiences or events which can be unknown for a lifetime. The person will be unaware till he
discovers his hidden qualities and capabilities or through observation of others. Open
communication is also an effective way to decrease the unknown area and thus to communicate
effectively.
Example. Linda got a job in an organization. Her co-workers knew a little about her and in this
context the unknown and hidden areas will be larger and the open area will be small. As the others
don’t know much about her the blind spot also will be smaller and the model will be as shown in
Figure 1.
Linda spent most of her free time sketching in the office which was her preferred pastime
and her co-workers found her very shy and elusive. With that evaluation she got the idea how she
was and tried to be more talkative and interacted more with other co-workers. This helped her to
increase her open area and thus making the hidden and unknown areas smaller. (Figure 2)
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Through the feedback Linda got from her co-workers she could perform well in the office
and her real capacity could be obtained as a result of an effective interaction among the
colleagues.
CONCEPTS OF SELF AWARENESS
With our busy schedules it might be difficult to find time to think about who we are, our
strengths and weaknesses, our drives and personalities, our habits and values. Besides, many of
us just aren't inclined to spend much time on self-reflection. Even when personal feedback is
presented to us, we're not always open to it, because honest feedback isn't
always flattering. Consequently, many of us have a pretty low level of self-
awareness. That's unfortunate, because self-awareness is an essential first step toward
maximizing management skills. Self-awareness can improve our judgment and help us identify
opportunities for professional development and personal growth.
To perfect your management skills, the best place to start is self-awareness. Self-
awareness means knowing your values, personality, needs, habits, emotions, strengths,
weaknesses, etc. With a sense of who you are and a vision of the person you want to become, a
plan for professional or personal development can be created. Moreover, self-awareness allows
you to motivate yourself and manage your stress better, helps you with your intuitive decision
making, and helps you to lead and motivate others more effectively. Self-awareness is very useful.
KEY AREAS FOR SELF-AWARENESS
Human beings are complex and diverse. To become more self-aware, we should develop an
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understanding of ourselves in many areas. Key areas for self-awareness include our personality
traits, personal values, habits, emotions, and the psychological needs that drive our behaviors.
Personality. We don't normally change our personalities, values and needs based on what
we learn about ourselves. But, an understanding of our personalities can help us find situations in
which we will thrive, and help us avoid situations in which we will experience too much stress. For
instance, if you are a highly introverted person, you are likely to experience more stress in a sales
position than a highly extroverted person would. So, if you are highly introverted, you should either
learn skills to cope with the demands of a sales position that requires extravert-type behavior
patterns, or you should find a position that is more compatible with your personality. Awareness of
your personality helps you analyze such a decision.
Values. It's important that we each know and focus on our personal values. For instance, if
your first priority is "being there for your children" or "your relationship with God," it's very easy to
lose sight of those priorities on a day-to-day, moment-by-moment basis. During the workday, so
many problems and opportunities arise that our lists of "things to do" can easily exceed the time we
have to do them. Since few (if any) of those things pertain to what we value most, it's easy to
spend too much time on lower priority activities. When we focus on our values, we are more likely
to accomplish what we consider most important.
Habits. Our habits are the behaviors that we repeat routinely and often
automatically. Although we would like to possess the habits that help us interact effectively with
and manage others, we can probably all identify at least one of our habits that decreases our
effectiveness. For example, if you are a manager who never consults your staff before making
decisions, that habit may interfere with your ability to build your staff members' commitment to the
decisions and their decision-making skills as well.
Needs. Maslow and other scholars have identified a variety of psychological needs that drive
our behaviors such as needs for esteem, affection, belongingness, achievement, self-actualization,
power and control. One of the advantages of knowing which needs exert the strongest influence
on our own behaviors is the ability to understand how they affect our interpersonal
relationships. For instance, most of us have probably known people who have a high need for
status. They're attracted to high status occupations, and they seek high status positions within
their organizations. Such people also want the things that symbolize their status. They insist that
they be shown respect, and they want privileges and perks that people of lower status can't
have. Sometimes these people fight for things that others see as inconsequential--like a bigger
office. (This month, a senior colleague is taking my office and sending me to a lesser
office!) Needs cause motivation; and when they aren't satisfied, needs can cause frustration,
conflict and stress.
Emotions. Emotional self-awareness has become a hot topic of discussion recently because
it's one of the five facets of emotional intelligence. Understanding your own feelings, what causes
them, and how they impact your thoughts and actions is emotional self-awareness. If you were
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once excited about your job but not excited now, can you get excited again? To answer that
question, it helps to understand the internal processes associated with getting excited. That
sounds simpler than it is. Here's an analogy: I think I know how my car starts--I put gas in the tank,
put the key in the ignition, and turn the key. But my mechanic knows a lot more about what's
involved in getting my car started than I do--he knows what happens under the hood. My
mechanic is able to start my car on the occasions when I'm not because he understands the
internal processes. Similarly, a person with high emotional self-awareness understands the
internal process associated with emotional experiences and, therefore, has greater control over
them.
How Self-Awareness Makes You More Effective
Skill development. Improvement projects should normally begin with an assessment of the
gap between the current situation and the desired future situation. Having an accurate sense of
who you are helps you decide what you should do to improve. Often, self-awareness will reveal a
skills gap that you want to work on.
Knowing your strengths and weaknesses. Self-awareness helps you exploit your
strengths and cope with your weaknesses. For instance, if you are someone who is good at
"seeing the big picture" that surrounds decisions, but not as good at focusing on the details, you
might want to consult colleagues and subordinates that are more detail-oriented when making
major decisions. Cooperation between big-picture-oriented decision makers and detail-oriented
decision makers can produce high quality decisions.
Developing intuitive decision-making skills. Leaders with well-developed emotional self-

awareness are more effective intuitive decision makers. In complex situations, intuitive decision
makers process large amounts of sometimes unstructured and ambiguous data, and they choose a
course of action based on a "gut feeling" or a "sense" of what's best. This type of decision making
is becoming more important for managers as the rate of change and the levels of uncertainty and
complexity in their competitive environments increase. Managers who are highly emotionally self-
aware are better able to read their "gut feelings" and use them to guide decisions.
Stress. Jobs that don't suit your personality tend to give you more stress than jobs that are
more compatible. This is not to say that you should never take a job that conflicts with your
personality. However, be aware that you will need to work extra hard to develop the skills for that
job, and there are jobs that would be less stressful for you.
Motivation. It's very difficult to cope with poor results when you don't understand what
causes them. When you don't know what behaviors to change to improve your performance, you
just feel helpless. Self-awareness is empowering because it can reveal where the performance
problems are and indicate what can be done to improve performance. In addition, awareness of
your psychological needs can increase your motivation by helping you understand and seek out
the rewards that you really desire such as a sense of accomplishment, additional responsibility, an
opportunity to help others, or a flexible work schedule.
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Leadership. When we understand "what make us tick"--what gets us excited, why we

behave the way we do, etc.--we also have insight into what makes others tick. To the extent that
other people are like you (and, of course, there are limits to the similarity), knowing how to motivate
yourself is tantamount to knowing how to motivate others.
PRACTICING THIS MANAGEMENT SKILL
You can become more self-aware by seeking feedback from the people who know you,
completing self-assessment surveys, and hiring an expert like a professional counselor or
executive coach.
Ask somebody. If you have open, trusting relationships with the people who know you, you
can ask them for feedback about your personality, habits, needs and values. Research shows that
your coworkers, friends and family members CAN provide valid assessments of your
personality. But, they do NOT ALWAYS provide an accurate assessment. For instance, last year I
asked my undergraduate students to describe my personality on the four Myers-Briggs personality
dimensions, and they described the exact opposite of my actual personality. Their ratings
described the personality that is appropriate for a teacher, and they also rated me as a good
teacher. So, they saw me act like a teacher in my role as a teacher, but those behaviors are not
representative of my behaviors in other roles.
There are two lessons in that:

(1) You can develop skills for a role that doesn't match your personality.
(2) People who only see you in one role can only describe your behaviors in relation to
that role. Analogously, if you mismanage your time so that you spend too much time on
things that don't matter much to you, people will have a very different perception of your
values than you do. (That sort of discrepancy can be a real "eye opener.")
Another limitation on the value of the feedback you get from family, friends and especially
coworkers is that they may not be completely candid with you. This is where the trust factor looms
large. Unflattering feedback is the type that has the most potential for helping you develop your
management skills, but it is also the most difficult to give and to accept. People aren't very likely to
give you unflattering feedback if there isn't a high level of trust in your relationship with them ...
unless they don't mind harming the relationship. For this reason, many experts (e.g., Ed Eppley,
Area Manager for Dale Carnegie Training, and Ellen Van Velsor of the Center for Creative
Leadership) suggest that managers find a way to get anonymous feedback from staff members
and co-workers.
Questionnaires. One of the ways to improve the quality of the feedback that you can receive
from other people is by asking them to fill out a psychometrically sound inventory of your
personality, values, needs, or habits as they perceive them. Those surveys are composed and
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structured in such a way as to maximize the accuracy of the feedback they generate. With the help
of a facilitator, the surveys can be completed anonymously. You can also fill out surveys yourself
as a means of self-assessment.
Seek professional help. Professional counselors and executive coaches can be a great
source of feedback to help you develop your self-awareness. Of course, not everyone who calls
himself a coach is qualified. You should evaluate the training and certifications of counselors and
coaches. Nevertheless, executive coaching is a great resource, and it's a growing area of
management consulting. Coaches not only help you get a better picture of who you are; they also
guide you through self-improvement. Often, coaches collect anonymous evaluations of their clients
from their subordinates, superiors or anyone else who is in a position to provide helpful
feedback. Good coaches know how to effectively collect and digest the feedback. Professional
counselors, such as guidance counselors and clinical psychologists, are also great
resources. Guidance counselors can provide inventories of your personality and interests. Clinical
psychologists can help you understand and work on aspects of your personality and habits that
interfere with any facet of your life, including work.
Why 8 Aspects of Wellness?
When you think about wellness do you think only about your body? Many things affect
wellness. There are eight aspects to your wellness. They are body, mind, environment, spirit,
community, emotions, finances and work. Each can affect your quality of life.
Struggles in one aspect can affect other aspects. For example, your finances might affect
how you feel you can succeed socially. Or your work may suffer if your mind is not challenged.
Take time to focus on each area of your health
VALUES DEVELOPMENT
Why Values are Important
Our values inform our thoughts, words and actions.
Our values are important because they help us to grow and develop. They help us to
create the future we want to experience.
Every individual and every organization are involved in making hundreds of decisions
every day. The decisions we make are a reflection of our values and beliefs, and they are always
directed towards a specific purpose. That purpose is the satisfaction of our individual or collective
(organizational) needs.
When we use our values to make decisions, we make a deliberate choice to focus on what
is important to us. When values are shared, they build internal cohesion in a group.
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There are four types of values that we find in an organizational setting: individual values,
relationship values, organizational values and societal values.
Individual values
Individual values reflect how you show up in your life and your specific needs-the principles
you live by and what you consider important for your self-interest. Individual values
include: enthusiasm, creativity, humility and personal fulfilment.
Relationship values
Relationship values reflect how you relate to other people in your life, be they friends,
family or colleagues in your organization. Relationship values
include: openness, trust, generosity and caring.
Organizational values
Organizational values reflect how your organization shows up and operates in the world.
Organizational values include: financial growth, teamwork, productivity and strategic alliances.
Societal values
Societal values reflect how you or your organization relates to society. Societal values
include: future generations, environmental awareness, ecology and sustainability.
Periods of development
Sociologist Morris Massey has described three major periods during which values are
developed. We are not born with values, so how do people develop their values? There are three
periods during which values are developed as we grow.
The Imprint Period

Up to the age of seven, we are like sponges, absorbing everything around us and
accepting much of it as true, especially when it comes from our parents. The confusion and blind
belief of this period can also lead to the early formation of trauma and other deep problems.
The critical thing here is to learn a sense of right and wrong, good and bad. This is a
human construction which we nevertheless often assume would exist even if we were not here
(which is an indication of how deeply imprinted it has become).
The Modeling Period

Between the ages of eight and thirteen, we copy people, often our parents, but also
others. Rather than blind acceptance of their values, we are trying them on like a suit of clothes,
to see how they feel.
At this age we may be much impressed with religion or our teachers. You may remember
being particularly influenced by junior school teachers who seemed so knowledgeable--maybe
even more so than your parents.
The Socialization Period
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Between 13 and 21, we are very largely influenced by our peers. As we develop as
individuals and look for ways to get away from the earlier programming, we naturally turn to
people who seem more like us.
Other influences at these ages include the media, especially those parts which seem to
resonate with the values of our peer groups.
Becoming principled
It's tough to have high moral values, but some people get there.
Pre-moral
In the pre-moral state, we have no real values (we are thus 'amoral'). Young children are
pre-moral. So also, are psychopaths. Our basic nature tells us to be Machiavellian, doing
whatever it takes to achieve our goals, even if it means hurting other people.
Conventional
Most people have conventional values, as learned from their parents, teachers and peers.
These basically say 'here are the rules to live in reasonable harmony with other people.'
The bottom line of this state is that we will follow them just so long as we think we need to. We
will break our values occasionally, and especially if our needs are threatened or we are pretty
sure we can get away with breaking values with nobody else knowing about it.
Principled
When we are truly principled, we believe in our values to the point where they are an
integral and subconscious part of our person. Right and wrong are absolute things beyond the
person, for example as defined by a religion.
The test of a principled person is that they will stick to their values through thick and thin,
and even will sacrifice themselves rather than break their principles. Many great leaders were
principled (Martin Luther King, Gandhi, etc.).
Valuing Process is a method devised by Carl Rogers to combat a person's

incongruence, or feelings of inadequacy despite having made several life achievements. It is then
the person's responsibility to follow which path stays true to their values and will make them happy.
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ASSESSMENT
1. Multiple Choice. Read the statement carefully. Encircle the letter that corresponds to your
answer.
1. The Blind Self or Public Self means ____
a. I don't know - Others know
b. I know - Others don’t know
c. I know - Others know
d. I don’t know - Other don't knows
2. Man, as the only being endowed with intellect and will knows what is right and what is
wrong and is required to do what is right at all times.
a. Man is a Physical Being
b. Man as a Psychological Being
c. Man is a Moral Being
d. Man as an Intellectual Being
3. These are standards by which people assess desirability, goodness, and beauty which
serve as broad guidelines for social being.
a. Self-concept
b. Values
c. Social values
d. Discipline
4. Man’s outward and inward reaction to the changes in the stimulus presented to him is
manifested in his expression.
a. Man as an Emotional Being
b. Man as a Social Being
c. Man as an Economic Being
d. Man as a Spiritual Being
5. Money is evil but is necessary evil. It is fact that any activity and program cannot be done
without the financial aspect of it.
a. Man as an Emotional Being
b. Man as a Social Being
c. Man as an Economic Being
d. Man as a Spiritual Being
6. The Filipino custom characterized by showing generosity, kindness of goodness.
a. Respect
b. Hospitality
c. Consistency
d. Integrity
7. The prime obligation of a person towards other persons.
a. Cooperativism
b. Credibility and transparency
c. Social responsibility
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d. Respect
8. An inner voice reminding us to do right action at all times.
a. Sense of guilt
b. Sense of right and wrong
c. Common sense
d. Conscience
9. It I the projection of one’s self.
a. Self-awareness
b. Self-concept
c. Self-conscious
d. Self-help
10. A complex of knowledge, attitudes and abilities that could contribute to the development of
one moral character.
a. Social awareness
b. Social values
c. Social responsibilities
d. Social distancing
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Lesson 6. B ROOTS OF THE FILIPINO CHARACTER
The Filipino value system or Filipino values refers to the set of values that a majority of
the Filipino have historically held important in their lives. This Philippine values system includes
their own unique assemblage of consistent ideologies, moral codes, ethical
practices, etiquette and cultural and personal values that are promoted by their society. As with any
society though, the values that an individual holds sacred can differ on the basis of religion,
upbringing and other factors.
As a general description, the distinct value system of Filipinos is rooted primarily in

personal alliance systems, especially those based in kinship, obligation, friendship, religion
(particularly Christianity) and commercial relationships.
Philosophical Basis
Filipino values are, for the most part, centered at maintaining social harmony, motivated
primarily by the desire to be accepted within a group. The main sanction against diverging from
these values are the concepts of "Hiya", roughly translated as 'a sense of shame', and "Amor
propio" or 'self-esteem'. Social approval, acceptance by a group, and belonging to a group are
major concerns. Caring about what others will think, say or do, are strong influences on social
behavior among Filipinos.
According to the anthropologist Leonardo Mercado, the Filipino worldview is basically

'nondualistic'. Based on his linguistic analyses of Filipino value terms like loob (Cebuano buot), he
concludes that Filipinos desire harmony, not only in interpersonal relationships, but also with nature
and religion, while still remaining nondichotomous.
"The Filipino wants to harmonize the object and the subject, while at the same time holding
both as distinct." — Elements of Filipino Philosophy (1974), Leonardo Mercado, SVD
Florentino Timbreza, a cultural philosopher, concludes in his book Pilosopiyang

Pilipino (1982) that Filipino values are based on the significance of the world to man. Life
experiences dictate the philosophy of the Filipino, augmented by other sources like proverbs, folk
sayings, folk tales, and the like.
Model of Filipino Values
F. Landa Jocano identified two models of the Filipino value system. The first is
the exogenous model or the foreign model, while the second is the indigenous model or
the traditional model. The foreign model is described to be a "legal and formal" model. The
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indigenous model is described as a "traditional and non-formal" model or guide but is deeply
embedded in the subconscious of the Filipinos.[3]
The foreign model was inherited by Filipinos from Western cultures, particularly from
the Spaniards and the Americans. An example of a foreign or exogenous influence
is bureaucracy exhibited in the government of the Philippines.
Based on studies, surveys, opinions, anecdotes, and other literatures made by experts and
researchers in relation to Filipino social values or Filipino core values, along with the Filipino
character or Filipino identity of a person or an individual known as the Filipino, the Filipino value
system are found to possess inherent key elements.
One can note how Hiya (propriety/dignity), Pakikisama(companionship/esteem), and Utang

na loob(gratitude/solidarity), are merely Surface Values—readily seen and observed values
exhibited and esteemed by many Filipinos. These three values are considered branches from a
single origin—the actual Core Value of the Filipino Personality—Kapwa. It means 'togetherness',
and refers to community, or not doing things alone. Kapwa has two categories, Ibang Tao (other
people) and Hindi Ibang Tao (not other people). The Surface Values spin off of the Core Value
through the Pivotal Aspect of Pakikiramdam, or shared inner perception ("Feeling for another").
Other notable key elements or motivations are optimism about the future, pessimism with
regards to present situations and events, the concern and care for other people, the existence of
friendship and friendliness, the habit of being hospitable, religious nature, respectfulness to self
and others, respect for the female members of society, the fear of God, and abhorrence of acts of
cheating and thievery.
The values of Filipinos specifically upholds the following items: solidarity of the family unit,
security of the Philippine economy, orientation to small-groups, personalism, the concepts of "loob"
or "kalooban" (meaning "what’s inside the self", the "inner-self", or the "actual personal feelings of
the self"), existence and maintenance of smooth interpersonal relationships, and the sensing of the
feelings or needs of others (known as pakikiramdam). In a larger picture, these values are grouped
into general clusters or "macroclusters": namely, the relationship cluster, the social cluster, the
livelihood cluster, the inwardness cluster, and the optimism cluster.
Enumeration of Filipino values
Family orientation
The basic and most important unit of a Filipino's life is the family. Unlike in Western
countries, young Filipinos who turn 18 are not expected to move out of their parents' home. When
a Filipino's parents are old and cannot take care of themselves, they are cared for in their children's
homes and are very rarely brought by their children to Homes for the Aged. The practice of
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separating the elderly from the rest of the family, while common in Western countries, is often
looked down upon in Filipino society. Family lunches with the whole clan with up to 50 people,
extending until the line of second cousins, are not unusual. The Filipino puts a great emphasis on
the value of family and being close to one's family members.
Joy and humor
This famous trait is the ability of Filipinos to find humor in everything. It sheds light on the
optimism and positivity of Filipinos in whatever situation they are in so as to remain determined in
going through struggles or challenges. It serves as a coping technique, the same way a child who
has fallen laughs at himself/herself to hide his/her embarrassment.
Flexibility, adaptability, and creativity
Filipinos often have an aversion to a set of standardized rules or procedures; They are
known to follow a "natural clock" or organic sense of time—doing things in the time they feel is
right. They are present-oriented: which means that one attends to a task or requirement at the time
it is needed and does not worry much about future engagements. This allows the Filipino to adapt
and be flexible in doing the tasks at times not bound to a particular schedule or timeframe. This
allows them think on their feet and be creative in facing whatever challenge or task they have even
when it is already right in front of them.
Faith and religiosity
The Philippines is approximately 85 percent Christians (mostly Roman Catholics), 10

percent Muslim, and 5 percent 'other' religions, including the Taoist-Buddhist religious beliefs of
Chinese and the 'indigenous' Anitism belief of peoples in upland areas that resisted 300 years of
Spanish colonial rule. This is a reflection of the Filipinos' strong faith in God as seen in their various
practices. This includes the numerous church holidays they observe, the customary (and
obligatory) Sunday Mass, the individual's basis of their moral standpoints, the influence of the
Church on the minds, actions, and opinions of the majority, importance of the Sacraments, praying
at almost any possible time of the day, the extreme practices during Holy Week.
Ability to survive
The Filipinos as a people who have been constantly under the rule of numerous powerful
countries has over time, developed a sense of resourcefulness or the ability to survive with
whatever they have. They have the extraordinary ability to make something out of almost nothing.
If a Filipino was given just a screwdriver, plastic bags, and some tape, he would still be able to
build a bird tree, especially for the sake of survival, and provided that he be allowed to hunt for
some needed surrounding material.
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Hard work and industriousness
With resourcefulness comes hard work. Filipinos are very determined and persevering in
accomplishing whatever they set their minds to.
Filipinos over the years have proven time and time again that they are a people with an
industrious attitude. Sadly, this is seen by others as Filipinos being only useful as domestic
helpers, working abroad to help their families in the country. This is also present in the country’s
workforce particularly the farmers. Even with little support, technological weaknesses and the
country’s seasonal typhoons, the Filipino farmer still strives to earn their daily meal.
Hospitality
Foreigners who come to visit the Philippines speak of Filipinos going out of their way to
help them when lost, or the heartwarming generosity of a Filipino family hosting a visitor in their
poverty-stricken home. Meanwhile, most foreigners who attend Filipino gatherings abroad (which
are frequently organized for hundreds of reasons) testify to the warmth and friendliness of Filipinos
as they experience that feeling of “belongingness.” Indeed, the legendary Filipino hospitality is not
limited to the Philippines. It is everywhere wherever there are Filipinos.
Gender-specific values
In relation to parenthood, bearing male and female children depends on the preferences of
the parents based on the expected roles that each gender would assume once grown up. Both
genders are expected to become responsible members of the family and their society. Women in
the Philippines are expected to become caring and nurturing mothers for their own children.
Female Filipinos are also expected to lend a hand in household work. They are even
anticipated to offer assistance after being married. On the other hand, Filipino men are expected to
assume the role of becoming the primary source of income and financial support of his family.
Roots of the Filipino Character
The strengths and weaknesses of the Filipino have their roots in many factors such as: (1)
the home environment, (2) the social environment, (3) culture and language, (4) history, (5) the
educational system, (6) religion, (7) the economic environment, (8) the political environment,
(9) mass media, and (10) leadership and role models.
Three main traits underlie Filipino values and value-orientation: 1) personalism, 2)

familialism, and 3) particularism (popularism). These strongly influence Filipino behavior and
decision making, and are the basis of his personal beliefs, and cultural traditions and practices.
They are the basis for acceptable behavior.
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Personalism is the emphasis Filipinos give to interpersonal relations or face-to-face

encounters. Successful leadership or being a good manager necessitates a personal touch, and
problem-solving is effective if handled through good personal relations.
Familialism emphasizes the welfare and interest of the family over those of the
community. The family is the basis of group action and almost all community activity centers on the
family. The family, and not the individual, decides on important matters, and these are decided on
the basis of family, not individual interest. The family honor, and not that of the individual, is at
stake when a family member makes a mistake.
Particularism results from the strong family influence on individual and group behavior.
Individuals strive to promote their own and their family’s interests over community interests. Being
popular among peer groups is highly desirable, hence Filipinos make special efforts to entertain
friends and relatives. Knowing how to entertain people (marunong umasikaso ng kapwa) is
important. Conformity to proper codes of conduct reaps the rewards of cooperation and assistance;
non-conformity is punished by withdrawal of support.
Value orientation is the way individuals relate to objects, events and ideas. Three main
obligations underlie Filipino value orientation ‘relational (pakikipagkapwa), emotional (damdamin),
and moral (karangalan). All, or one may influence work or social relationships.
Relational obligations are interpersonal or face-to-face relationships and their resulting

obligations. This is relative to the personalism value in Filipino cultural orientation. The nature of
interpersonal relationships is determined by pakikiramay, pakikisama, bayanihan, and galang.
Pakikiramay means going out of the way to help, without being asked, i.e., unsolicited
help. Pakikisama or smooth interpersonal relations (SIR) means going along with someone’s
views, whether agreeing or not. This enhances camaraderie, trust, confidence, and loyalty. This is
related to bayanihan or reciprocal labour and giving help without compensation. In turn, one can
request help in time of need from those to whom you extended help.
Galang or respect is part of most social encounters. It indicates deference to the opinions
of elders, peers, or those in authority, during important deliberations. Any verbal clash with older
people in public, or any sign of extreme familiarity with members of higher official status in public
meetings, are signs of disrespect.
Religion and Filipino Character
Catholicism has a strong influence of the Filipino character. According to Thank God I'm
Filipino: The Philippines is one the most religious countries in world, particularly in Catholicism and
Islam. Families would encourage and strengthen the values of their children and would at least
have one day a week for worship and at the same time strengthening family ties. Religion is the
foundation of most of the country’s morals and values and sometimes, the church greatly affects
the minds and opinions of the general populace, affecting its decisions. Sadly, this also applies to
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the government as they are troubled by whatever the Church’s stand is in every matter, as people
see their opinion to be the “right” one. Thus, many of our politicians go with whatever the Church
says, fearing that they would lose vote if they go against it.
The Philippines is the only Christian nation in Asia and Filipinos have high spiritual fervor.
They observe holy days (business establishments are normally closed on Maundy Thursday, Good
Friday, Easter, All Saints’-All Souls’ Days and Christmas). Sunday is considered both a religious
and a family day. As much as possible, avoid working on that day because most Filipinos go to
church and do things together as a family.
Most Filipinos are Roman Catholics, but there are other large Christian groups throughout
the country especially among the Indigenous ethnic groups in the Autonomous Mountain Region of
Northern Luzon. Most traditional elites are Catholic. In southern and western Mindanao and the
islands of Jolo and Sulu Sea that constitute the Autonomous Region of Muslim Mindanao, there is
a substantial Muslim community, which has been aggressively pushing for independence through
such organizations as the Moro national Liberation Front and Moro Islamic Liberation Front.
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Lesson 6. C NATIONALISM, PATRIOTISM AND GOOD CITIZENSHIP
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LESSON 7
VOLUNTEERISM

1. Discuss, manifest and practice the concepts of volunteerism.
Volunteer Act of 2007 aims to provide a conducive and enabling environment for the
mobilization and nurturance of volunteers and volunteer organizations, by setting mechanisms to
protect volunteers’ rights and privileges and give due recognition to highlight their roles and
contributions to the society. It provides a policy framework that shall underscore the fundamental
principles necessary to harmonize the broad and diverse efforts of the voluntary sector. Also, it will
provide an effective institutional mechanism to strengthen the role of Philippine National Volunteer
Service Coordinating Agency (PNVCA) to perform its mandates and oversee the implementation of
this Act.
Volunteer programs are a cost-effective strategy to fill gaps in service or initiate new
projects. Volunteers promote a positive image and learn about county government operations.
Volunteers often become acquainted with their public officials and the goals and purposes of
county programs. Volunteers bring a variety of skills and experiences to county government.
Volunteers become advocates for programs and help seek donations of time, money, and
materials from other members of the community. Volunteer programs encourage civic participation.
At the end of the chapter, the student will understand the concepts and principles of
volunteerism. The student will develop his volunteerism to be more productive volunteer in the
community. The student will be a good model and example to others to become a volunteer to their
community for the benefits of all.
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Lesson 7.1 THE VOLUNTEER ACT OF 2007
The policy or practice of volunteering one's time or talents for charitable, educational, or
other worthwhile activities, especially in one's community.
Volunteering allows you to connect to your community and make it a better place. A
volunteering is a two-way street: It can benefit you and your family as much as the cause you
choose to help. Dedicating your time as a volunteer helps you make new friends, expand your
network, and boost your social skills.
People choose to volunteer for a variety of reasons. For some it offers the chance to give
something back to the community or make a difference to the people around them. For others it
provides an opportunity to develop new skills or build on existing experience and knowledge.
Volunteerism is therefore a tool for positive youth development. The youth as well
as volunteerism promotes a sense of empowerment and connection to the community in a much
better way. Volunteering provides an opportunity for the youth to learn new skills and gain
valuable work experience. Volunteering increases self-confidence. If you are doing good for
others and the community, which provides a natural sense of accomplishment. Your role as a
volunteer can also give you a sense of pride and identity.
RA No. 9418- VOLUNTIRISM ACT OF 2007

AN ACT INSTITUTIONALIZING A STRATEGY FOR RURAL DEVELOPMENT,
STRENGTHENING VOLUNTEERISM AND FOR OTHER PURPOSES
SEC. 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 fund-raising; 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 through mentoring, tutoring, training, business,
consulting/advising and rendering of pro bono services on a case-to-case basis; and
(c) Volunteerism by not-for-profit organizations includes, but is not limited to, provision of
complementary service delivery and human resource development in underserved
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communities as well as advocacy and articulation of the cause of the disadvantaged and
vulnerable groups.
Here are five great ways to engage your staff in volunteer work.
1. Provide paid time off for volunteering.
2. Communicate about volunteer opportunities.
3. Assign leadership roles.
4. Offer a variety of options.
5. Record and reward good deeds.
People participate in volunteering for a variety of reasons. They:

1. Gain confidence and self-esteem
2. Gain practical experience
3. Meet new people
4. Improve health and wellbeing
5. Gain new skills or build on existing ones
6. Enhance a C.V.
7. Look at a career change
8. Use their time productively and profitably
Creation of R.A. 9418
Former President Gloria Macapagal Arroyo signed on April 10, 2007 the Republic Act
9418, also known as the “Volunteer Act of 2007” institutionalizing voluntarism as a strategy for
national development and international cooperation. It aims to promote the participation of various
sector of the Filipino society in public and civic affairs and “adopt and strengthen the practice of
voluntarism as a strategy in order to attain national development and understanding.”
Volunteerism refers to an act involving a wide range of activities, including traditional

forms of mutual aid and development 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 public good, where monetary and other incentives
or reward are not the primary motivating factor.
Volunteer refers to an individual or group who for reasons arising from their socio-
developmental, business and corporate orientation. Commitment or conviction, contribute time,
services and resources weather in full-time or part-time basis to a just and essential social
developmental cause, mission or endeavor in the belief that their activity as well as to themselves.
Volunteer Service Organization refers to local or foreign group that recruits, trains,
deploys and supports volunteer workers to program and projects implemented by them or by other
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organizations or any group that provides services and resources, including but not limited to,
information, capability building, advocacy and networking for the attainment of the common good.
Volunteer Sectors 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.
Role and Modalities of Volunteerism in the Private Sectors
(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 fund-raising; 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 through
mentoring, tutoring, training, business, consulting/advising and rendering of pro bono services on
a case-to-case basis; and
(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.
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 sociocultural exchange.
Role of the Government

The 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.
Establishment of Volunteer Program in National Government Agencies and Local

Government Units (LGUs)
National government agencies and LGUs 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.
The Philippine National Volunteer Service Coordinating Agency (PNVSCA)

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The PNVSCA created by Executive Order No. 134, as amended, shall undertake the
implementation and execution of the provisions of this Act.
INTENDED LEARNING ACTIVITIES
Prepare a portfolio showing your act of volunteerism in your community. (25 POINTS)
RUBRICS:
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Lesson 8 PEACE EDUCATION

1. Demonstrate understanding of peace education.
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Lesson 9
MANIFEST SKILLS AND ATTITUDES IN DIFFERENT DRRM
ACTIVITIES
FOR CWTS: DIMENTIONS OF DEVELOPMENT

1. Manifest and execute the skill and attitudes in DRRM activities.
Civic Welfare Training Service on Emergency response training in;

1. Basic Life Support
2. First Aid
3. Bandaging and Knot Tying
4. Spine Board Management
5. High Angle Rescue (Rapelling)
6. Search and Rescue
7. Incident command System
Note: For these topics, attend skills training organized by the ISPSC NSTP Office and other
civic groups.
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FOR LTS: DIMENTIONS OF DEVELOPMENT

1. Manifest and execute the skill and attitudes in organizing seminar/ workshop in
information disseminations on DRRM Preparedness activities.
Literacy and Numeracy Skills DRR Info-Dissemination Training in;

1. Basic Life Support
2. First Aid
3. Bandaging and Knot Tying
4. Natural Hazard and Disaster
Note: Create different types of EIC materials like flyers, posters, etc. that contains
information on what to do before, during and after calamities or disasters.
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Lesson 10 COMMUNITY NEEDS ASSESSMENT

1.
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No part of this book may be produced or transmitted in any form or by means, electronic
or mechanical, including photocopying, recording or by any information storage and
retrieval system, without permission in writing from the publisher and author.
Any copy of this book without the signature of the author is considered from illegal source
or is in possession of one who has no authority to dispose of the same.
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Ilocos Sur Polytechnic State College

NATIONAL SERVICE TRAINING PROGRAM 1 (NSTP-1)

About NSTP Modules

National Service Training Program (NSTP) is a program that enhance civic

In this phase, students are being introduced to the community-based activities as

INTENDED LEARNING OUTCOMES

At the end of the lesson, student are expected to:

TIME FRAME: 6 hours

Citizenship Training is a program wherein it develops our characters to become more

Lesson 1.A HISTORICAL AND LEGAL BASES OF NSTP (RA 9163)

LEARNING EXERCISES NO. 1.1

Name: ______________________________________Score: _________

I. ESSAY. Explain briefly the following.

Essay Composition Scoring Rubric

TARGET ACCEPTABLE UNACCEPTABLE

Lesson 1.B PHILIPPINE CONSTITUTION AND THE BILL OF RIGHTS

Limitations to the Freedom to Contract

3. it is prejudicial to the accused

DUTIES AND RESPONSIBILITIES OF A FILIPINO CITIZEN

Lesson 1.C UNITED NATION

Universal Declaration of Human Rights

The Universal Declaration of Human Rights is a milestone document in the history of

Lesson 1.D THE FLAG AND HERALDIC CODE OF THE PHILIPPINES

REPUBLIC ACT NO. 8491

HOISTING AND DISPLAY OF THE NATIONAL FLAG

Congress of the Philippines building

Supreme Court building Rizal Monument in Luneta, Manila

Aguinaldo Shrine in Kawit, Cavite Barasoain Shrine in Malolos, Bulacan

Tomb of the Unknown Soldier Libingan ng mga Bayani

Musuleo de los Beteranos dela Revolucion; all International Ports of Entry

Flag Pole In time of Peace In time of war

CONDUCT OF FLAG RAISING CEREMONY

PLEDGE TO THE FLAG

2. As covering for ceilings, walls, statues or other objects;

2. Below any platform; or

THE NATIONAL ANTHEM

THE NATIONAL MOTTO

OFFICIAL SEALS AND OTHER HERALDIC ITEMS AND DEVICES

a. Stop, face the flag and sing

Lesson 1.E GOOD CITIZENSHIP VALUES

GOOD CITIZENSHIP VALUE TO BE FOUND IN THE NATIONAL MOTTO OF THE

PHOTO CROPTED @ TITATRAVELS.COM

Lesson 1.5 VOTERS CITIZENSHIP EDUCATION

LEARNING EXERCISE No. 1.5

I. ESSAY. Explain briefly. (30 pts)

1. Create a dramatic vlog in the lessons presented learned.

Content Score ______ out of • Transitions are used

TARGET ACCEPTABLE UNACCEPTABLE

Punctuation, _____ Correct spelling Occasional Frequent English spelling

At the end of the lesson, student are expected to:

TIME FRAME: 3 hours

Lesson 2.A GENERAL ORIENTATION ON RA 9165

What is drug abuse?

Why do people turn to drugs?

Drug Abuse: By the Numbers

What are illusionary drugs?

What is drug tolerance?

What is drug overdose?

What is polydrug use?

a.2 Classification of Commonly Abused Drugs

Commonly Abused Substances:

Other adverse effects of methamphetamine: • Extreme weight loss • Severe dental

Cannabis Sativa (Marijuana)

Name: ______________________________Score: _

Name: _______________________________Score: _