NSTP111-CWTS 1

CIVIC WELFARE TRAINING SERVICE 1

COURSE GUIDE

Course NSTP 111: Civic Welfare Training Service 111 Credit Units 3
Term Offered First Semester (2023-2024) Total Hours 60
Instructor
Pre-Requisite/s None
Co-Requisite/s
COURSE DESCRIPTION
This course introduces the students to the world of basic civic welfare services, theories, and
skills. It involves understanding of Republic Act Number 9163 otherwise known as the NSTP Act
of 2001, self awareness and values development, leadership training, waste segregation,
disaster preparedness, and safety and health.
COURSE OUTCOMES
At the end of the course, the students are able to:
CO1. Understand and know the Republic Act 9163 (NSTP Act of 2001) and its implementing
rules and regulations, the implementation of the Flag Heraldic Code of the Philippines (RA
8491), the Volunteer Act of 2007 and Higher Education Act of 1994;
CO2. Discuss the rationale of human dignity and values transformation;
CO3. Explain the importance of leadership and good governance;
CO4. Identify roles of institutions, communities and individuals in protecting the environment and
drug abuse.
CO5. Recognize the importance of disaster preparedness, health and safety
TOPICS / MODULES AND INTENDED LEARNING OUTCOMES

Topic 1: Course introduction

LO1: Awareness on the requirements of the course.
LO2: Appreciate the importance of NSTP as a course
LO3: Explain the salient points and provisions of RA 9163 and its implementing rules and
regulations.
LO4: Understand RA 8491, the Volunteer Act of 2007 and Higher Education Act of 1994
LO5: Know the modern ways to express Filipino Nationalism and ways to show patriotism.
Topic 2: Understanding Human Dignity
LO1: Explain the VIP Framework for understanding human dignity in the context of self-
awareness and human purpose.
LO2: Discuss the Seven (7) Habits of Highly Effective People by Stephen Covey.
Topic 3: Leadership
LO1: Define and understand the qualities of a good leader
LO2: Define the nature of transformational leadership.
LO3: Discuss the 10 virtues considered as the foundation of leadership.
LO4: Explain the qualities of principle-centered leadership.
Topic 4: Good Citizenship Values
LO1: Explain the significance of the moral condition of individuals in the society.
LO2: Recognize the student’s faith in God as part of Filipino culture through the Good
Citizenship value of PAGKAMAKADIYOS.
LO3: Develop a sound understanding of the meaning and implications of the values of Love,
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Freedom, Peace, Truth, and Justice through the Good Citizenship Value of PAGKAMAKATAO.
LO4: Realize the vital importance of the values of Unity, Equality, Respect for Law and
Government, and Patriotism in Nation Building and Progress through the Good Citizenship
value of PAGKAMAKABAYAN.
LO5: Apply the importance and urgency of caring for the environment and nature relative to its
present state of degradation through the Good Citizenship value of
PAGKAMAKAKALIKASAN.
Topic 5: Environment (Solid Waste Management)
LO1: Identify the importance of Solid Waste Management.
LO2: Know the benefits of solid waste segregation.
LO3: Discuss the IRR of solid waste management in the community.
LO4: Apply best practices of waste management to protect the environment.
Topic 6: Disaster Preparedness
LO1: Explain the meaning of disaster and its types.
LO2: Formulate a disaster preparedness plan.
Topic 7: Safety and Health
LO1: Know one’s role in the following work-related health and safety procedures.
LO2: Define what first aid is and identify the basic life support.
LO1: Discuss and identify the common health issues affecting the society today.
Topic 8: Drug Prevention and Control
LO1: Define the drug abuse, drug defender and drug user.
LO2: Identify the common signs of drug abuse.
LO3: Know the classifications of drug and its effects and the reasons behind drug abuse.
LO4: Know and apply the roles of schools, community and family in preventing drug abuse.
MADE4Learners FRAMEWORK
Distance
Approach Distance Online / Online Blended
Blended
Technical • Basic requirement is a smartphone that is capable of text, call,
Requirements email, messenger and Facebook, videorecording/playing, and a
PDF reader.
• A weekly internet load is necessary every Saturday and Sunday for
the online submission of weekly activities.
• E-handout/module
Communication • MS Team Chat and Moodle chat/forum
Means • Learning Management System: Moodle
Reminders • There are eight (8) topics and 35 activities that must be completed.
• The module must be downloaded at the start of the class. Topics
are presented, discussed, and explained in the module. All learning
activities will be answered or uploaded in Moodle.
• Submission of output/s is every end of the class period or a week
before the next schedule and should be submitted through the
designated systems and/or google folders.
• Written exams for Prelim, Midterm, Prefinal, and Final should be
done onsite.

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GRADING SYSTEM:

A. MIDTERM GRADE:
FORMATIVE ASSESSMENT - 60%
SUMMATIVE ASSESSMENT
PRELIM EXAMINATION - 20%
MIDTERM EXAMINATION - 20%

B. FINAL GRADE:
MIDTERM GRADE - 30%
FORMATIVE ASSESSMENT - 15%
PREFINAL EXAMINATION - 15%
FINAL EXAMINATION - 40%

TOPIC 1
IMPLEMENTING RULES AND REGULATIONS
OF THE
THE NATIONAL SERVICE TRAINING PROGRAM (NSTP)

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 Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service
Training Program (NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical
Education and Skills Development Authority (TESDA), and Department of National Defense
(DND), in consultation with concerned government agencies, the Philippines Association of State
Universities and Colleges (PASUC), Coordinating Council of Private Organizations (NGOs) and
recognized student organizations, hereby jointly issue, adopt and promulgate the following
implementing rules and regulations to implement the provisions of the Act.

Rule I
Guiding Principles

Section 1. Guiding Principle. While it is the prime duty of the government to serve and
protect its citizens, in turn it shall be the responsibility of all citizens to defend the
security to promote the general welfare of the State, and in fulfillment thereof, the
government may require each citizen to render personal military or civil service.

Section 2. Role of the Youth.

a. In recognition of the vital role of the youth in nation-building, the State shall promote
civic consciousness among them and shall develop their physical, moral, spiritual,
intellectual and social well-being. It shall inculcate the ideals of patriotism,
nationalism, and advance their involvement in public and civic affairs.

b. As the most valuable resource of the nations, they shall be motivated, trained,
organized and involved in military, literacy, civic welfare programs and other similar
endeavors in the service of the nations.

Rule II
Definition of Terms

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

a. “National Service Training Program” (NSTP) – refers to the program aimed at

enhancing civic consciousness and defense preparedness in the youth, by developing
the ethics of service and patriotism while undergoing training in any of the three (3)
Program components, specifically designed to enhance the youth’s active contribution
to the general welfare;

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

institutionalized under Sections 38 and 39 of Republic Act No. 7077, designed to
provide military training to tertiary level students in order to motivate, train, organize
and mobilize them for national defense preparedness;

c. “Literacy Training Service” (LTS) – refers to the Program component designed to

train the students to teach literacy and numeracy skills to school children, out-of-
school youths and other segments of society in need of their services;

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 d. “Civic Welfare Training Service” (CWTS) – refers to the Program component or
activities contributory to the general welfare and the betterment of life for the members
of the community or the enhancement of its facilities, especially those devoted to
improving health, education, environment, entrepreneurship, safety, recreation and
moral of the citizenry and other social welfare services;

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

herein;

f. “Clustering” - refers to the grouping of students enrolled in different schools and

taking up the same NSTP component into one (1) group under the management and
supervision of a designated school;

g. “Cross Enrollment” – refers to a system of enrollment where a student is officially

enrolled in an academic program of a school but is allowed to enroll in the NSTP
component of another school; and

h. “Non-Government Organization” (NGO) – refers to any private organization duly

accredited by CHED or recognized by TESDA.

Rule III
Program Implementation

Section 4. Coverage:

a. All incoming freshmen students, male and female, starting School Year (SY)
2002-2003, enrolled in any baccalaureate and in at least two (2) year technical-
vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement.

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

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

a.2 Students who completed any of the three NSTP components

but considered freshmen to the course where they
transferred or shifted.

a.3 Foreign students or aliens

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

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

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

e. Private higher and technical-vocational education institutions with at least 350

student cadets, may offer the ROTC component and consequently
establish/maintain a Department of Military Science and Tactics (DMST),
subject to the existing rules and regulations of the Armed Forces of the
Philippines (AFP).

Section 5. Program Components.

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

b. All program components, the ROTC in particular, shall give emphasis on

citizenship training and shall instill patriotism, moral virtues, respect for the
rights of civilians and adherence to the Constitution.

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

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

Section 6. Duration and Equivalent Course Unit.

a. Each of the aforementioned NSTP components shall be undertaken for an

academic period of two (2) semesters. It shall be credited for three (3) units
per semester, for fifty-four (54) to ninety (90) training hours per semester.

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

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

Section 7. Clustering and Cross-Enrolment.

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

summer periods may be done for any of the NSTP component, taking into
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 account logistics, branch of service and geographical locations. The host
school shall be responsible in managing the Program.

b. Schools that do not meet the required number of students to maintain the
optional ROTC and any of the NSTP components, or do not offer the
component chosen by the students, shall allow their students to cross-enroll to
other schools, irrespective of whether such school is under CHED or TESDA;
and in the case of students taking the ROTC component, irrespective of
whether the two semesters shall be taken from different schools whose ROTC
are administered/managed by different branches of service or the AFP.

c. Students intending to cross-enroll shall be subject to the existing rules and

regulations of the school of origin and the accepting school.

Section 8. Management and Monitoring

A. Management

1. The school authorities shall exercise academic and administrative supervision

over the design, formulation, adoption and implementation of the different
NSTP components in their respective schools.

2. There should be an NSTP Office in each school or college/university headed by

an NSTP Director or its equivalent position responsible for the implementation
of the Program. Each of the NSTP components is considered a distinct and/or
separate unit under the NSTP office, and the head of the unit shall report
directly to the NSTP Director or its equivalent position.

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

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

5. Schools which have contracted CHED-accredited or TESDA-recognized NGOs

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

1. CHED Regional Offices, TESDA Provincial/District Officer and DND-AFP

(through the Major Service Reserve Commands), shall oversee and monitor the
implementation of the NSTP under their respective jurisdiction, to determine if
the trainings conducted are in consonant with the Act. These Sub-offices shall
submit periodic reports to the Central offices of CHED, TESDA and DND.
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 2. CHED deputized officials shall coordinate and conduct spot visits to actual
NSTP activities.

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

3.1 names who finished under each NSTP component,

3.2 the programs, projects and activities undertaken with pictorials
and documentation as much as possible, and
3.3 financial statements on the funds collected, allocated and
utilized.

The annual report on NSTP by the university or college shall be made

available to faculty, students and the general public in the NSTP Office.

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

Rule IV
Incentives

Section 9. Fees

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

b. NSTP funds derived from NSTP-related operations shall serve as augmentation

to sustain un-programmed activities of NSTP.

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

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

e. Expenditures/disbursements shall be subjected to periodic audits by the proper

school authorities and concerned NSTP officers;

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

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

Section 10. Incentives

1. A Special Scholarship Program and other forms of assistance and incentives

for qualified NSTP students shall be administered by CHED and TESDA, with
funds for the purpose to be included in the annual funds.

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

3. Personnel involved in the NSTP shall be provided honorarium and other

incentives based on the standard policy set forth by the HEIs.

B. Insurance and Protection

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

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

Rule V
Organization of NSTP Graduates

Section 11. Organization of NSTP Graduates

a. Graduates of the non-ROTC components of the NSTP shall belong to the

National Service Reserve Corps (NSRC) and could be tapped by the State for
literacy ad civic welfare activist, especially in times of calamities through the
joint efforts of DND, CHED and TESDA, in coordination with DILG, DSWD and
other concerned agencies/associations.

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

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

Rule VI
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 Miscellaneous Provisions

Section 12. Certificate of Completion. Certificate of Completion with corresponding serial

number issued by CHED, TESDA or DND, shall be awarded to students who have
successfully complied with the program requirements.

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

Section 14. Amendatory Clause.

a. Section 35 of Commonwealth Act No. 1, Executive Order No. 207 of 1939,

Sections 2 and 3 of Presidential Decree No. 1706, and Sections 38 and 39 of
Republic Act No. 7077, as well as all laws, decrees, orders, rules and
regulations and other issuances inconsistent with the provisions of the Act are
hereby deemed amended and modified accordingly.

b. This Rules may be amended, modified, or replaced jointly by CHED, TESDA

and DND, in consultation with PASUC, COCOPEA, NGOs and recognized
student organizations.

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

Section 16. Effectivity. This Rules shall take effect 15 days after publication in a newspaper
of general circulation and shall remain in force and effect until revoked or amended
Adopted and Issued on ___ day of ________________ 2006.

Activity 1: NSTP ACT OF 2001. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE
AN ACCESS IN ANSWERING THIS ACTIVITY.

Flag Heraldic Code of the Philippines (RA 8491)

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

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

Definition of Terms:

Military – means all the branches of the Armed Forces of the Philippines including the
Philippine National Police, the Bureau of Jail Management and Penology, and the Bureau
of Fire Protection

Festoon – to hang in a curved shape between two points as a decoration

National Flag – is the National Flag and Ensign of the Philippines, use on land and sea by
public, private and the military and shall refer to the flag or any other design that
resembles it as likely to cause any person to believe that it is the flag or design stated

Fly – is the part of the flag outside the hoist or length

Symbol – any conventional sign that shows man’s achievement and heroism,
identification, authority and a sign of dignity

Half-mast – is the lowering of the flag to the middle of the pole

Halyard – the long rope used for raising and lowering the flag

Inclement Weather – when there is a typhoon signal raised in a locality

National Anthem – the “Lupang Hinirang”, Philippine National Anthem

Official Residences – is Malacanang and other government-owned structures where the

President lives, and other structures occupied by the Philippine Consulate or Embassies

Places of Frivolity – places of hilarity marked by or providing boisterous merriment or

recreation

Advertisement or Infomercial – these are any information material, printed or through

radio, television and electronic media which seeks to promote individuals, products or
services, political purposes or information campaigns

Heraldic Items and Devices – are coat-of-arms, seals, logos, insignia, badges, flashes,
patches, orders and decorations, medals, stars, citations, lapel pins, trophies, dry, wax or
wet seals, and imprints on letterheads, envelops and cards

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 Government Entities – all branches of government, its bureaus and attached agencies,
constitutional offices, government owned and/or controlled corporations, government
financial institutions, state universities and colleges, Armed Forces of the Philippines and
its basic units

Vexillary Items – national, local house flags or administrative and corporate organization’s
banner

Sec. 27 The National Flag should be at half-mast as a sign of mourning on all the buildings and
places where it is displayed on the official day of announcement of the death of the following
officials:
a. The President or former President (10 days);

b. The Vice-President, the Chief Justice of the Supreme Court, the President of the
Senate and the Speaker of the House of Representatives (7 days);

c. Cabinet Secretaries, Associate Justice of the Supreme Court, Members of the

Senate and House of Representatives, the Chief of Staff of the Armed Forces of
the Philippines and the Director-General of the Philippine National Police (5 days);

d. Head of National Government Agencies, including Government Owned and

Control Corporations and Government Financial Institutions (3 days);

e. The Commanding Generals of the Philippine Air Force and the Philippine Army
and the Flag Officer in Command of the Philippine Navy (3 days);

f. Governors, Vice-Governors, city and municipal Mayor, city and municipal Vice-
Mayors (3 days);

g. Members of the Sangguniang Panlalawigan, Sangguniang Panlungsod and

Sangguniang Bayan (on the day of interment);

h. Barangay Chairmen and Barangay Councilmen on the day of interment;

i. Former National or Local Government Officials, appointive or elective;

j. Regional Directors, Superintendents, Supervisors, Principals, Teachers and other

school officials During calamities and disasters, National Flag shall also be flown at
half-mast.

Activity 2 Flag Heraldic Code of the Philippines (RA 8491). PLEASE REFER TO YOUR
MOODLE ACCOUNT TO HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.
Casket
Sec. 28 The National Flag may be used to cover the caskets of the dead honored men (military,
veterans of previous wars, National Artists and other civilians) who rendered noble service to our
nation. It should not touch the ground but must be folded solemnly and handed it to the heirs of
the deceased. No object must be placed on top of it except for the religious object that
symbolizes “God above the country”.

Pledge to the National Flag

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

Panunumpa ng Katapatan sa Watawat ng Pilipinas

Ako ay Pilipino
Buong Katapatang nanunumpa
Sa watawat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, Katarungan at Kalayaan
Na pinakikilos ng sambayanang
Maka-Diyos
Maka-Tao
Makakalikasan at
Makabansa.

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

Activity 3 Pledge of Allegiance to the National Flag. PLEASE REFER TO YOUR MOODLE
ACCOUNT TO HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

Prohibited Acts

Sec. 39 it is prohibited:
a. To mutilate, deface, defile, trample on, cast contempt, or commit any act or omission casting
dishonor or ridicule upon the National Flag or over its surface;

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

c. To use National Flag

1. As 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;
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. To display the National Flag:

1. Under any painting or picture;
2. Horizontally. It shall always be hoisted aloft and be allowed to fall freely;
3. 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 National Flag in whole or in part as a costume or uniform;

f. To add any word, figure, mark, picture, design, drawings, advertisement, or imprint of any
nature on the National Flag;

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g To print, paint or attach representation of the National Flag on handkerchiefs, napkins,
cushions, and articles of merchandise;

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

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

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

The National Anthem

Sec. 40 It is entitled Lupang Hinirang

Sec. 41 the lyrics of the National Anthem:

Bayang Magiliw
Perlas ng Silanganan,
Alab ng puso
Sa Dibdib mo’y buhay.
Lupang Hinirang Duyan ka ng magiting, Sa manlulupig.
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula
At awit sa paglayang minamahal.
Ang kislap ng watawat mo’y
Tagumpay na nagniningning
Ang bituin at araw niya,
Kailan pa may di magdidilim.
Lupa ng araw, ng luwalhati’t pagsinta,
Buhay ay langit sa piling mo,
Aming ligaya na pag may mang-aapi,
Ang mamatay ng dahil sa iyo.

The National Anthem should be interpreted in accordance with the musical arrangement and
composition of Julian Felipe with its original lyrics and tempo.

The National Motto

Sec. 45 The Philippine National Motto is “MAKA-DIYOS, MAKA-TAO, MAKAKALIKASAN AT
MAKABANSA.” National Coat-of-Arms (Sagisag ng Pilipinas)

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Sec. 46 The National Coat-of-Arms shall have: Paleways of two (2) pieces, azure and gules; a
chief argent studded with three (3) mullets equidistant from each other; and, in point of honor,
ovoid argent over all the sun rayonnant with eight minor and lesser rays. Beneath shall be the
scroll with the words “REPUBLIKA NG PILIPINAS,” inscribed thereon.

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

Penalties Failure or refusal to adhere to the provisions of this act, and/or any violations of these
Rules shall be penalized as stipulated in R.A. 8491.

Activity 4 True/False: PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

REPUBLIC ACT 9418 – VOLUNTEER ACT OF 2007

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

Goals to achieve attainment, here are the goals and objectives of the policy:
a. To provide the policy framework that shall underscore the fundamental principles necessary to
harmonize the broad and diverse efforts of the voluntary sector,
b. To provide a conducive and enabling environment for the mobilization and nurturance of
volunteers and volunteer organizations,

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c. To strengthen the Philippine National Volunteer Service Coordinating Agency (PNVSCA) as
an effective institution to support volunteerism in the country.

Definition of Terms

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

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

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

Voluntary Sector - those sectors of Philippine society that organizes themselves into volunteers
to take advocacy and action primarily for local and national development as well as international
cooperation and understanding

Roles and Modalities of Volunteerism in Private Sector

a. Volunteerism in academe encourage academic institutions to continuously devise ways to
effectively teach and practice the value of volunteerism. Such integration provides students with
the volunteering arena by which they can channel their idealism and vigor into something
worthwhile.

b. In corporate sector, volunteerism serves as an expression of corporate social responsibility

and citizenship, which refers to the activities recognized by the company, where give their time,
skills and resources in the service of the company’s internal and/or external communities.

The Philippine National Volunteer Service Coordinating Agency (PNVSCA)

PNVSCA was created under the Executive Order No. 134 to review and provide policies and
guidelines regarding the national volunteer service program. It establishes and maintains a
national network of volunteer organizations and serves as liaison between and among local.

Recognizing the important contributions of volunteerism in nation-building, the Philippine

National Volunteer Service Coordinating Agency (PNVSCA) leads the promotion and
coordination volunteer programs and services in the Philippines, to maximize the benefits that
may be derived from volunteer assistance and properly gauge the contributions of volunteers to
national development and international cooperation.

16
Multi-Sectoral Advisory Body (MSAB)

It was created under the Executive Order No. 365 to assist the PNVSCA. It composed of
different government agencies (NEDA, DepED, DFA, DOJ, DILG, DSWD, CHED and PMS) and
representative from the corporate sector, private academe sector and from the not-for-profit
sector.

MSAB functions to provide advice in the formulation of policies and guidelines for the national
volunteer service program provide consultative and technical advisory services on volunteer
matters, and serves as forum to enhance and strengthen linkages between and among volunteer
groups and communities.

REPUBLIC ACT 7722 – HIGHER EDUCATION ACT OF 1994

Republic Act 7722 is the act creating the Commission on Higher Education which covers both
the public and private institutions of higher education as well as degree-granting programs in all
post-secondary educational institutions, be it public or private.

One of the powers and functions of this act which is in line with the goal of National Service
Training Program [NSTP] is to identify, support and develop potential centers of excellence in
program areas needed for the development of world-class scholarship, nation building and
national development.

NATIONALISM

Nationalism is a belief, creed or political ideology that involves an individual identifying with, or
becoming attached to, one’s nation. It is the feeling of oneness among the people of a certain
country. A state of awareness that a nation does exist and is made of people who owe
allegiance not only to a tribe, clan or region nor to any religious or political entity. Simply, it is the
devotion and love of country with all its inhabitants.

In the article by Luz Leanie Reyes of OurHappySchool.com entitled “10 Modern Ways to
Express Filipino Nationalism”, she presented how Filipinos can express their nationalistic pride.

1. Respect the Philippine flag and value the Filipino identity - Being Filipinos, we should
respect our Philippine flag and its purpose. The history and value of this flag are connected to
the freedom we have today. Encourage our fellowmen to participate and respect our flag and its
anthem and even our different symbols. They provide us our identity as Flipinos or citizens of the
beautiful Republic of the Philippines.

2. Be a productive citizen – Be industrious and make ourselves productive, not only for
ourselves but for our country as well. Serve the people, serve our nation.

3. Be aware of the issues in our country – We must be aware and updated on the significant
issues happening in the country. Extend help to the needy fellowmen, especially the victims of
disasters like typhoons, flooding, and the like.

4. Stand proud for every Filipinos achievement – Filipinos is globally competitive in many
aspects. They are proud to be a Filipino and for the honors they bring to our country. They unite
17
every Filipino for their achievements. We can be proud of Filipinos like Manny Pacquiao, the
Azkals Football Team, the Gilas Pilipinas Basketball Team, and many more.

5. Patronize and support our own products – The Philippines has rich resources to create
quality goods and products. The manpower services we provide are also globally competitive.
Our economy will improve more if we ourselves patronize our own products which characterize
our creativity, resourcefulness, and industry.

6. Preserve the Filipino culture – Philippines is rich in various colorful cultural elements. They
are our identity. Be proud and preserve the culture we have for they are our treasure. We have
to keep them for the future generation.

7. Respect everyone and value our traditions – Filipinos are very courteous and respectful.
Even in modern times, many Filipinos show and value their noble norms and traditions. So we
Filipinos must continue to exercise these good traditions like respecting our elders and others,
by using “po at opo”, being hospitable, and being religious.

8. Speak out our own language – Using our own language is manifesting and preserving our
national identity. It is our unique means of communicating and interacting with our fellowmen.
Our language is an important tool to achieve further unity and national development

9. Remember and commemorate our heroes’ sacrifices for our country – There were many
Filipinos who died for our democracy, freedom, and independence. Some fought using their
pens and tongues, while some used the power of their arms and weapons. Each had their own
way of showing their love and respect to our country. In today’s generation, let us value and
treasured our heroes sacrifices and devotion for our country.

10. Love our family, our neighbors, and our compatriots – Love and help one another. That
way, we are showing the world that we are proud to be Filipinos. Stand united! Do something to
help each other and for the greater good for mother country. Love everyone and love our country
as we love ourselves.

SOURCE: https://ourhappyschool.com/ap-social-studies/10-modern-ways-express-filipino-nationalism

PATRIOTISM

Patriotism came from the Latin word “pater” which means “father”. It is the willingness and
determination to lay down one’s life for the fatherland – the constant resolve to sacrifice one’s life
and limb for the preservation of the country. It is the total realization of that love for the country,
which is nationalism. In other words, to be patriotic is to be nationalistic.

How can one show their patriotism? Here are some ways you can show your patriotic pride:

1. Display your pride. This is the cheapest and easiest way to show your patriotism. However,
bear in mind the you need to observe the proper way of showing your nationalistic pride.

18
2. Stay informed. Know what is going on the country. Understand the concern and issues
plaguing the society. Look at the issues especially the problems from both sides. Stay objective
and find the facts.

3. Learn about your country. Learn the history, culture and influences of the place where you
are born and living in. Don’t be ignorant about the heritage and legacy of our heroes and modern
social movers.

4. Be proud of your country. Celebrate the diversity and uniqueness of the country. Highlight
the good side of the country.

5. Keep the environment clean. No one will take care and safeguard the country’s resources
but their own people. Make it last for the succeeding generations.

6. Buy local. Support the local businesses and local products to better boost the local producers
like farmers, fishermen etc.

7. Pay your taxes. Contribute to the country’s budget to create change and development which
shall be supported by paying the right amount of taxes.

8. Vote. Exercise your rights and participate in the government. Choose the leaders that could
shape out country’s direction and future.

9. Keep the government honest. Don’t tolerate corruption and red tape. Keep an eye out for
any malpractice in the government and abusive government leaders and employee.

10. Volunteer. Get involve and advocate for worthwhile issues. Share your time and talent for a
cause that could help the country.

Supplemental Materials:

https://www.youtube.com/watch?v=gSwmK7lkrtE

https://www.youtube.com/watch?v=a-hVlLoqYf0

https://www.youtube.com/watch?v=hRpd6xWsX3Q

Activity 5: Multiple Choice and Matching Type: PLEASE REFER TO YOUR MOODLE
ACCOUNT TO HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

19
 TOPIC 2

VIP FRAMEWORK for UNDERSTANDING HUMAN DIGNITY

and THE 7 HABITS
(https://www.coursehero.com/file/44038052/Lesson-3-VIP-Framework-for-Human-Dignity-and-7-Habitsxls/)
(https://www.franklincovey.com/the-7-habits.html)

VIP Framework for Understanding Human Dignity

What Are The Dimensions of the Human Nature?

• PHYSICAL
caring effectively for our BODY
physical body (physical)

• SPIRITUAL intellectual
leadership to one's life
and commitment to value system

• MENTAL
reading, visualizing,
planning and writing

• SOCIAL/EMOTIONAL Will
interpersonal leadership, SOUL
emphatic communication (spiritual)
and creative cooperation

Values Education Virtues

Development of the • Good habits of living and conduct
capacity to: • Ensure that man actualizes his
• discern the truth spiritual powers to reach the full-
• analyze alternative means
towards the good
• apply oneself habitually to these
means

TRUTH INSTRUCTION
that which is true • formal
principle and norms of conduct • understanding
• informal • science
20
 culture and convenience • wisdom
for conduct:
• art
• prudence

GOOD DISCIPLINE
that to which • formal
everything tends rules and sanctions • fortitude
the purpose of • informal • temperance
each thing tone, encouragement, • justice
atmosphere, example • prudence
HUMAN ACTS WORKS PROFESSIONAL COMPETENCE
(Choice & serves as a purpose and • dynamic
Freedom) gives meaning to attain eager to learn and develop
self-realization and self-fulfillment • responsible
feels accountable for work;
organized; and seeks feedbacks
has moral
uprightness

SOCIAL IMPACT
(Social Responsibility

Common
good - "the sum total of social conditions that allow people, either as groups or as
individuals to reach their fulfillment more fully and more easily.
- always oriented towards the progress of persons: "The order of things must be
subordinate to the order of persons, and not the other way around." This order is
founder on truth, built up in justice, and animated by love.
- consist of three essential elements:
• presupposes respect fo the person
• requires the social well-being and development of the group itself
• requires peace, that is, the stability and security of a just order

HAPPINESS
fullness of truth and good
Supplemental materials:
https://www.youtube.com/watch?v=tbnzAVRZ9Xc
https://www.youtube.com/watch?v=EUoKyjBIoE8

THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE

21
https://www.youtube.com/watch?v=rm-8CWIFkYc

A book on powerful lessons in personal change "destined to be the personal leadership handbook of the decade"
was written by Stephen Covey (1988) entitled "The 7 Habits of Highly Effective People". Figure 5 shows the 7 Habits of
paradigm.
Fig. 5. The Seven Habits Paradigm

Habit 1. BEING PROACTIVE

•
- their behavior is a product of their own conscious choice, based on values, rather than a product
of their conditions, based on feeling;
- by nature we are proactive, but if our lives are a function of conditioning and conditions, it is
because we have, by conscious decision or default, chosen to empower those things to control
us.
• taking the initiative
- our basic nature is to act, and not be acted upon.
22
 - as well as enabling us to choose our response to particular circumstances, this empower us to
create circumstances.

•
the circle of concern is filled with the "have's" and the circle of influence is filled with the "be's".
-
the proactive approach is to change from the inside-out: to "be" different, and by being different,
to effect positive change in what's out in what's out there -- I can be more resourceful. I can be
more cooperative. I can be more creative.
- when we empower what's out there to control us, the change paradigm is "outside - in", that is,
what's out there has to change before we can change.
- the dramatic paradigm shift is to be "responsible"
- to control our lives and to powerfully influence our circumstances by working on be, what we are.
• Consequences and Mistakes
- while we are free to choose our actions, we are not free to choose the consequences of those
actions: "when we pick up one end of the sick, we pick up the other".
- our behavior is governed by principles; living in harmony with them brings positive
consequences; violating them brings negative consequences.
- making and keeping commitments
- the commitment we make to ourselves and to others, and our integrity to those commitments is
the essence and clearest manifestation of our pro-activity.
- it is also the essence of our growth.

1. we can make a promise - and keep

it.
2. we can set a goal - and work to
achieve it.
- this is the essence of the basic habits of effectiveness which creates the strength of character.

Reactive Language Proactive Language

There's nothing I can do.
That's just the way I am. I can choose a different approach.
He makes me so mad.
They won't allow that. I can create an effective presentation.
I have to do that. I will choose an appropriate response.
I can't. I choose.
I must. I prefer.
If only. I will.

Habit 2. 'BEGIN WITH THE END IN MIND"

- means to start with a clear understanding of your destination.
- people often find themselves achieving victories that are empty, successes that have come at the
expense of things they suddenly realize were far more valuable to them: "the ladder is not learning
against the right wall".
- based on the principle that all things are created twice" there's a mental or first creation, and a physical or
23
 second creation to all things.

• by design of default
- if we do not develop our own self-awareness and become responsible for first creations, we empower
other people and circumstances outside our circle of influence to shape much of our lives by default.
- habit 1 says "you are the creator"
- habit 2 is the first creation
• Leadership and management - the two creations
- habit 2 is based on principles of personal leadership which means that leadership is the first creation,
management the second creation.
- management is doing things right, leadership is doing the right things;
- management is efficiency in climbing the ladder of success, leadership determines whether the ladder is
leaning against the right wall.

Habit 3. PUT FIRST THING FIRST

- Habit 1 says "you are in charge"; based on the four unique endowments of imagination, conscience,
independent, will, and particularly, self-awareness.
- Habit 2 is the first mental creation: based on imagination - the ability to envision, to see the potential, to
create with our minds; based on conscience - the ability to detect our own uniqueness and the personal,
moral, and ethical guidelines within which we can happily fulfill it; it's the deep contact with our basic
paradigm and values and the vision that we can become.
- habits 1 and 2 are absolutely essential and prerequisite to habit 3.
- you can't become principle-centered without first being aware of and developing your own proactive
nature.
- you can't become principle-centered without a vision of and a focus on the unique contribution that is
yours to make.
- living habit 3 is practicing effective self-management.
- the ability to manage well doesn't make much difference if you're not even in the "right principle".
- In addition to self-awareness, imagination, and conscience, it is the fourth human endowment-
- independent will-that really makes efficient self-management possible.
-
- Effective management is putting first thing first: management is discipline, carrying it out.

Habit 4. THINK WIN/WIN

-
- means agreement or solutions are mutually beneficial, mutually satisfying.
- all parties or solutions are mutually beneficial, mutually satisfying.
- sees life as a cooperative, not a competitive arena.
- most people tend to think in terms of dichotomies; strong or weak, win or loss; this is fundamentally
flawed, for it is based on power and position rather than on principles.
- a belief in the Third Alternative: it's not your way or my way: it's a better way, a higher way.
- based on the paradigm that there is plenty for everybody, that one's success is ot achieved at the
expense or exclusion of the success of others.

24
 • 3 character traits essential to win/win paradigm
integrity: we place on ourselves; as we clearly identify our values and proactively organize and execute
around those values on a daily basis, we develop self-awareness and independent will by making and
keeping meaningful promises and commitments.
maturity: the balance between courage and consideration: if a person can express his feelings and
convictions with courage balanced with considerations for the feelings and convictions of another person,
he is mature.
abundance mentality: the paradigm that there is plenty out there for
everybody.
-flows out of a deep inner sense of personal worth and security.
-results in sharing of prestige, of recognition, of profits, of decision-making.
-opens possibilities, options, alternatives, and creativity.

Habit 5. SEEK TO UNDERSTAND AND, THEN TO BE UNDERSTOOD

• involves emphatic listening - gets inside another person's frame of reference: looking though it, and
seeing the world the way they see the world.
• diagnose before you prescribe
• four autobiographical responses
• evaluate (we either agree or disagree)
• probe (we ask question from our own frame of references)

Habit 6. SYNERGIZE
- synergy is the essence of principles-centered leadership.
- all the habits prepare us to create the miracle of synergy.
- simply defined, it means that the whole is greater than the sum of its parts.
- means that the relationship which the parts have to each other is part in and itself; it is not only a part,
but the most catalytic, the most empowering, the most unifying, and the most exciting part.

Habit 7. SHARPEN THE SAW

- it's preserving and enhancing the greatest asset you have.
- it's renewing the four dimensions of your nature (Figure 6).
- renewal - sis the principle - and the process - that empowers us to move on an upward spiral growth and
change, of continuous improvement (Figure 7).

In the words of Dag Hammarskjoed:

"You cannot play with the animal in you without becoming wholly animal, play with falsehood without
forfeiting your right to truth, play with cruelty without losing your sensitivity of mind. He who wants to
keep his garden tidy doesn't reserve a plot for weeds".

25
Fig. 6.
Renewing
the 4
Dimension
of your
Nature

In order to achieve true greatness we must first discard our own ideas of what it is.

MAN'S WAY TO GREATNESS GOD'S WAY TO GREATNESS

26
A. Focus on power A. Focus on submission

B. Emphasis on freedom B. Emphasis on responsibility

C. Concern for gain C. Concern for giving

D. Desire for immediate fulfillment D. Desire for lasting achievement

E. Yearning for the praise of man E. Yearning for the approval of God

F. Aspiration to be served F. Aspiration to serve

G. Longing for self-gratification G. Longing for self-control

H. Need for pushing ahead H. Need for patience

I. Striving to lead men I. Striving to follow God

J. Interest in competition J. Interest in cooperation

Supplemental material:
https://www.youtube.com/watch?v=rm-8CWIFkYc

Activity 7 Essay. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN ACCESS IN

ANSWERING THIS ACTIVITY.

Activity 8 Understanding Human Dignity. PLEASE REFER TO YOUR MOODLE ACCOUNT TO

HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

TOPIC 3

LEADERSHIP

27
A Leader is:
- someone who acts as a guide
- a directing head
- someone who leads a body of troops

Leadership
- It is the ability to influence others towards desired goals.
- It also means “doing the right things”.

21 INDISPENSABLE QUALITIES OF A LEADER

In his book the 21 Indispensable Qualities of a Leader; Becoming the person others will want to follow,
Maxwell outlines what he feels are the key qualities that a leader must have in order to be truly effective.
These qualities are as follows: Character, Charisma, Commitment, Communication, Competence, Courage,
Discernment, Focus, Generosity, Initiative, Listening, Passion, Positive Attitude, Problem Solving,
Relationships, Responsibility, Security, Self-Discipline, Servanthood, Teachability, and Vision.
https://vialogue.wordpress.com/2010/08/29/21-indispensable-qualities-of-a-leader-notes-review/

1. CHARACTER: Be a Piece of the Rock

Leadership is the capacity and will to rally men and women to a common purpose and the
character which inspires confidence – Bernard Montgomery, British Field Marshal

Never “for the sake of peace and quiet” deny your own experience or convictions. – Dag
Hammarskjold, Statesman and Nobel Peace Prize Winner.

Crisis doesn’t necessarily make character, but it certainly does reveal it. Adversity is a
crossroads that makes a person choose one of two paths: character or compromise. Every time
he chooses character, he becomes stronger, even if that choice brings negative consequences.
(4)
1. Character is more than talk. Anyone can say that he has integrity, but action is the real
indicator of character.
2. Talent is a gift, but character is a choice. In fact, we create it every time we make choices
— to cop out or dig out of a hard situation, to bend the truth or stand under the weight of it,
to take the easy money or pay the price.
3. Character brings lasting success with people. Followers do not trust leaders whose
character they know to be flawed, and they will not continue following them.
4. Leaders cannot rise above the limitations of their character. Steven Berglas, a
psychologist at Harvard Medical School and author of The Success Syndrome, says that
people who achieve great heights but lack the bedrock character to sustain them through
the stress are headed for disaster. He believes they are destined for one or more of the
four A’s: arrogance, painful feelings of aloneness, destructive adventure-seeking,
or adultery.
To improve your character, do the following:
- Search for the cracks. Spend some time looking at the major areas of your life
(work, marriage, family, service, etc.), and identify anywhere you might have cut
corners, compromised, or let people down.
- Look for patterns.

28
 - Face the music. The beginning of character repair comes when you face your flaws,
apologize, and deal with the consequences of your actions.
- Rebuild. Create a plan that will prevent you from making the same mistakes again.

2. CHARISMA: The First Impression Can Seal the Deal

How can you have charisma? Be more concerned about making others feel good about
themselves than you are making them feel good about you. – Dan Reiland

I have yet to find the man, however exalted his station, who did not do better work and put
forth greater effort under a spirit of approval than under a spirit of criticism – Charles Schwab

To make yourself the kind of person who attracts others, you need to personify these pointers:
1. Love Life. John Wesley said, “when you set yourself on fire, people love to come and see
you burn.”
2. Put a “10” on Every Person’s Head. Benjamin Disraeli said, “The greatest good you can
do for another is not just to share your riches but to reveal to him his own.”
3. Give People Hope
4. Share Yourself.

If people are not naturally attracted to you, and you are not well liked, you may possess one of
these roadblocks to charisma:
- Pride. Nobody wants to follow a leader who thinks he is better than everyone else.
- Insecurity. If you are uncomfortable with who you are, others will be too.
- Moodiness. If people never know what to expect from you, they stop expecting anything.
- Perfectionism. People respect the desire for excellence, but dread totally unrealistic
expectations.
- Cynicism. People don’t want to be rained on by someone who sees a cloud around every
silver lining.

To improve your charisma, do the following:

- Change your focus. Observe your interaction with people during the next few days. As
you talk to others, determine how much of your conversation is concentrated on yourself.
Determine to tip the balance in favor of focusing on others.
- Play the first impression game. Try an experiment. The next time you meet someone for
the first time, try your best to make a good impression. Learn the person’s name. Focus
on his interests. Be positive. And most important, treat him as a “10.” If you can do this for
a day, you can do it every day. And that will increase your charisma overnight.
- Share yourself. Make it your long-term goal to share your resources with others. Think
about how you can add value to five people in your life this year. They can be family
members, colleagues, employees, or friends. Provide resources to help them grow
personally and professionally, and share your personal journey with them.

3. COMMITMENT: It Separates Doers from Dreamers

People do not follow uncommitted leaders. Commitment can be displayed in a full range
of matters to include the work hours you choose to maintain, how you work to improve your
29
abilities, or what you do for your fellow workers at personal sacrifice. – Stephen Gregg,
Chairman and CEO of Ethix Corp.

He who has done his best for his own time has lived for all times. – Johann von Schiller,
Playwright

What is the true nature of commitment?

1. Commitment Starts in the Heart. “Heart is what separates the good from the great.” –
Michael Jordan.
2. Commitment Is Tested by Action. “Nothing is easier than saying words. Nothing is harder
than living them day after day.” – Arthur Gordon.
3. Commitment Opens the Door to Achievement. “Commitment is the enemy of resistance,
for it is the serious promise to press on, to get up, no matter how many times you are
knocked down.” – David McNally

When it comes to commitment, there are really only four types of people:
1. Cop-outs. People who have no goals and do not commit.
2. Holdouts. People who don’t know if they can reach their goals, so they’re afraid to commit.
3. Dropouts. People who start toward a goal but quit when the going gets tough.
4. All-outs. People who set goals, commit to them, and pay the price to reach them.

To improve your commitment, do the following:

- Measure it.
- Know what’s worth dying for.
- Use the Edison method. When he had a good idea for an invention, he would call a press
conference to announce it. Then he’d go into his lab and invent it. Make your plans public,
and you might be more committed to following through with them.
-
4. COMMUNICATION: Without It You Travel Alone
Developing excellent communication skills is absolutely essential to effective leadership.
The leader must be able to share knowledge and ideas to transmit a sense of urgency and
enthusiasm to others. If a leader can’t get a message across clearly and motivate others to act
on it, then having a message doesn’t even matter. – Gilbert Amelio, President and CEO of
National Semiconductor Corp.

Educators take something simple and make it complicated. Communicators take something
complicated and make it simple – John Maxwell.

You can be a more effective communicator if you follow four basic truths.
1. Simplify Your Message. “Be clear, be clear, be clear.” – Napoleon Bonaparte
2. See the Person. It is impossible to effectively communicate to an audience without
knowing something about them. People believe in great communicators because great
communicators believe in people.
3. Show the Truth. “The most powerful weapon on earth is the human soul on fire.” – Field
Marshal Ferdinand Foch. Second, live what you say. There is no greater credibility than
conviction in action.
30
 4. Seek a Response. Every time you speak to people, give them something to feel,
something to remember, and something to do.

To improve your communication, do the following:

- Be clear as a bell.
- Refocus your attention.
- Live your message.

5. COMPETENCE: If you Build It, They Will Come

Competence goes beyond words. It’s the leader’s ability to say it, plan it, and do it in such
a way that others know that you know how — and know that they want to follow you. – John
Maxwell

The society which scorns excellence in plumbing because plumbing is a humble activity
and tolerates shoddiness in philosophy because it is an exalted activity will have neither good
plumbing nor good philosophy. Neither its pipes nor its theories will hold water. – John Gardner

If you want to cultivate high competence, here’s what you need to do.
1. Show Up Every Day. — no matter how you feel, what kind of circumstances you face, or
how difficult you expect the game to be.
2. Keep Improving. The person who knows how will always have a job, but the person who
knows why will always be the boss.
3. Follow Through with Excellence. “Quality is never an accident; it is always the result of
high intention, sincere effort, intelligent direction and skillful execution; it represents the
wise choice of many alternatives.” – Willa A. Foster.
4. Accomplish More than Expected.
5. Inspire Others

To improve your competence, do the following:

- Get your head in the game. Reengage…give your work an appropriate amount of your
undivided attention. And, figure out why you have been detached.
- Redefine the standard.
- Find three ways to improve.

6. COURAGE: One Person with Courage Is a Majority

Courage is rightly esteemed the first of human qualities … because it is the quality which
guarantees all others. – Winston Churchill

Courage is fear that has said its prayers. – Karl Barth

As you approach the tough decisions that challenge you, recognize these truths about courage:
1. Courage Begins with an Inward Battle. “All significant battles are waged within self.” –
Sheldon Kopp. Courage isn’t an absence of fear. It’s doing what you are afraid to do.
2. Courage is Making Things Right, Not Just Smoothing Them Over. “The ultimate measure
of a man is not where he stands in moments of comfort and convenience, but where he

31
 stands at times of challenge and controversy.” – Martin Luther King Jr. Courage deals
with principle, not perception.
3. Courage in a Leader Inspires Commitment from Followers. “Courage is contagious. When
a brave man takes a stand, the spines of others are stiffened.” – Billy Graham.
“Leadership is the expression of courage that compels people to do the right thing” – Jim
Mellado
4. Your Life Expands in Proportion to Your Courage. “The desire for safety stands against
every great and noble enterprise.” – Tacitus. “Fear not that your life will come to an end
but that it will never have a beginning.” – John Henry Newman

To improve your courage, do the following:

- Face the music. Go out and do something stretching simply for the sake of growing in
courage.
- Talk to that person. Most people are avoiding confrontation with someone in their lives. If
that’s true for you, talk to that person this week. Don’t dump on him or abuse him. Speak
the truth in love.
- Take a giant step. If it’s the right thing to do, then do it.

7. DISCERNMENT: Put an End to Unsolved Mysteries

Smart leaders believe only half of what they hear. Discerning leaders know which half to
believe. – John Maxwell.

The first rule of holes; When you’re in one, stop digging. – Molly Ivins

Discernment can be described as the ability to find the root of the matter, and it relies on intuition
as well as rational thought. Effective leaders need discernment, although even good leaders
don’t display it all the time. For example, read the following comments made by leaders, which I
like to think of as famous last words:

I tell you Wellington is a bad general, the English are bad soldiers; we will settle the matter by
lunch time. – Napoleon Bonaparte at breakfast with his generals preceding the Battle of
Waterloo (1815)

I think there is a world market for about five computers – Thomas J. Watson, chairman of IBM
(1943)

I don’t need bodyguards. – Jimmy Hoffa, one moth before his disappearance (1975)

Discernment is an indispensable quality for any leader who desires to maximize effectiveness. It
helps to do several important things:
1. Discover the Root Issues. “Organizational effectiveness does not lie in that narrowminded
concept called rationality. It lies in the blend of clearheaded logic and powerful intuition.” –
Henry Mintzberg
2. Enhance Your Problem Solving.
3. Evaluate Your Options for Maximum Impact.
4. Multiply Your Opportunities.

32
To improve your discernment, do the following:
- Analyze past successes. If you can capture the heart of the matter in a few words, you
can probably learn to do it with future issues.
- Learn how others think.
- Listen to your gut.

8. FOCUS: The Sharper It Is, the Sharper You Are

If you chase two rabbits, both will escape.

What people say, what people do, and what they say they do are entirely different things. –
Margaret Mead

How should you focus your time and energy?

- Focus 70 Percent on Strengths. “The great mystery isn’t that people do things badly but
that they occasionally do a few things well. The only thing that is universal is
incompetence. Strength is always specific!” – Peter Drucker.
- Focus 25 Percent on New Things. Don’t forget: in leadership, if you’re through growing,
you’re through.
- Focus 5 Percent on Areas of Weakness.

To get back on focus, do these things:

- Work on yourself.
- Work at your priorities.
- Work in your strengths
- Work with your contemporaries.

To improve your focus, do the following:

- Shift to strengths.
- Staff your weaknesses.
- Create an edge.
-
Experienced animal trainers take a stool with them when they step into a cage with a lion. Why a
stool? It tames a lion better than anything — except maybe a tranquilizer gun. When the trainer
holds the stool with the legs extended toward the lion’s face, the animal tries to focus on all four
legs at once. And that paralyzes him. Divided focus always works against you. (57)

9. GENEROSITY: Your Candle Loses Nothing When It Lights Another

No person was ever honored for what he received. Honor has been the reward for what
he gave. – Calvin Coolidge

Giving is the highest level of living. – John Maxwell

Cultivate the quality of generosity in your life. Here’s how:

33
 1. Be Grateful for Whatever You Have. If you’re not content with little, you won’t be content
with a lot. And if you’re not generous with little, you won’t suddenly change if you become
wealthy.
2. Put People First. The measure of a leader is not the number of people who serve him, but
the number of people he serves.
3. Don’t Allow the Desire for Possessions Control You. “Owning things is an obsession in
our culture. If we own it, we feel we can control it; and if we can control it, we feel it will
give us more pleasure. The idea is an illusion.” – Richard Foster. If you want to be in
charge of your heart, don’t allow possessions to take charge of you.
4. Regard Money as a Resource. “Money is a wonderful servant but a terrible master. If it
gets on top and you get under it, you will become its slave.” – E. Stanley Jones
5. Develop the Habit of Giving. Andrew Carnegie said that the life of a wealthy person
should have two periods: a time of acquiring wealth and one of redistributing it. (“Gospel
of Wealth”) “Just the very act of letting go of money, or some other treasure, does
something within us. It destroys the demon greed.” – Richard Foster. If you’re enslaved by
greed, you cannot lead.

To improve your generosity, do the following:

- Give something away.
- Put your money to work.
- Find someone to mentor.

“All that is not given is lost.” – Rabindranath Tagore, Indian poet.

10. INITIATIVE: You Won’t Leave Home Without It

Success seems to be connected with action. Successful people keep moving. They make
mistakes, but they don’t quit. – Conrad Hilton

Of all the things a leader should fear, complacency should head the list. – John Maxwell

What qualities do leaders possess that enable them to make things happen? I see at least four.
1. They Know What They Want. “The starting point of all achievement is desire.” – Napoleon
Hill.
2. They Push Themselves to Act. “You can if you will.” “There is nothing brilliant or
outstanding in my record, except perhaps this one thing: I do the things that I believe
ought to be done…And when I make up my mind to do a thing, I act.” – Theodore
Roosevelt.
3. They Take More Risks. “There are risks and costs to a program of action, but they are far
less than the long-range risks and costs of comfortable inaction.” – John F. Kennedy.
4. They Make More Mistakes. “The way to succeed is to double your failure rate.” – Thomas
J. Watson. “Only those who dare to fail greatly can ever achieve greatly.” – Robert
Kennedy.

To improve your initiative, do the following:

- Change your mind-set.
- Don’t wait for opportunity to knock.
34
 - Take the next step.

11. LISTENING: To Connect with Their Hearts, Use Your Ears

The ear of the leader must ring with the voices of the people – Woodrow Wilson

A good leader encourages followers to tell him what he needs to know, not what he wants
to hear. – John Maxwell

Leaders touch a heart before they ask for a hand. But before a leader can touch a person’s
heart, he has to know what’s in it. He learns that by listening. (77) Keep your ear open to these
people:
1. Your followers. “Many a man would rather you heard his story than granted his request.” –
Philip Stanhope.
2. Your customers. “Unhappy customers are always a concern. They’re also your greatest
opportunity.” – Bill Gates.
3. Your competitors. “I remind myself every morning: nothing I say this day will teach me
anything. So if I’m going to learn, I must do it by listening.” – Larry King.
4. Your mentors

To improve your listening, do the following:

- Change your schedule.
- Meet people on their turf.
- Listen between the lines.

12. PASSION: Take This Life and Love It

When a leader reaches out in passion, he is usually met with an answering passion. –
John Maxwell

Anyone can dabble, but once you’ve made that commitment, your blood has that
particular thing in it, and it’s very hard for people to stop you. – Bill Cosby

If you look at the lives of effective leaders, you will find that they often don’t fit into a stereotypical
mold. For example, more than 50 percent of all CEOs of Fortune 500 companies had C or C-
averages in college. Nearly 75 percent of all U.S. presidents were in the bottom half of their
school classes. And more than 50 percent of all millionaire entrepreneurs never finished college.
What makes it possible for people who might seem ordinary to achieve great things? The
answer is passion. Nothing can take the place of passion in a leader’s life.

Four truths about passion:

1. Passion is the first step to achievement. The stronger your fire, the greater the desire —
and the greater the potential.
2. Passion increases your willpower.
3. Passion changes you.
4. Passion makes the impossible possible.

35
To increase your passion, do the following:
- Take your temperature. Get an honest assessment by querying several coworkers and
your spouse about your level of desire.
- Return to your first love. think back to what really turned your crank. What could you
spend hours and hours doing?
- Associate with people of passion. Passion is contagious.

13. POSITIVE ATTITUDE: If You Believe You Can, You Can

The greatest discovery of my generation is that human beings can alter their lives by
altering their attitude of mind. – William James

A successful man is one who can lay a firm foundation with the bricks others have thrown
at him. – David Brinkley

Many of life’s failures are people who did not realize how close they were to success
when they gave up. – Thomas Edison

To learn more about what it means to be positive, think on these things:

1. Your attitude is a choice. “The last of our human freedoms is to choose our attitude in any
given circumstances.” – Victor Frankl.
2. Your attitude determines your actions. The winner’s edge is not in a gifted birth, a high IQ,
or in talent. The winner’s edge is all in the attitude, not aptitude. Attitude is the criterion for
success.” – Denis Waitley
3. Your people are a mirror of your attitude. “If the only thing we leave our kids is the quality
of enthusiasm, we will have given them an estate of incalculable value.” – Thomas Edison.
4. Maintaining a good attitude is easier than regaining one. “Pity is one of the noblest
emotions available to human beings; self-pity is possibly the most ignoble … [It is an
incapacity, a crippling emotional disease that severely distorts our perception of reality …
a narcotic that leaves its addicts wasted and derelict.” – Eugene Peterson in Earth and
Altar.

To improve your attitude, do the following:

- Feed yourself the right “food.” The more negative you are, the longer it will take to turn
your attitude around. But if you consume a steady diet of the right “food,” you can become
a positive thinker.
- Achieve a goal every day.
- Write it on your wall

14. PROBLEM SOLVING: You Can’t Let Your Problems Be a Problem

You can measure a leader by the problems he tackles. He always looks for ones his own
size. – John Maxwell
The measure of success is not whether you have a tough problem to deal with, but
whether it is the same problem you had last year. – John Foster Dulles

Leaders with good problem-solving ability demonstrate five qualities:

36
 1. They Anticipate Problems. I heard a story about David Livingstone, the missionary to
Africa, that illustrates the kind of attitude leaders need. A mission organization wanted to
send helpers to Dr. Livingstone, so its leaders wrote, “Have you found a good road to
where you are? If so, we want to send other men to join you.” Livingstone replied, “If you
have men who will come only if they know there is a good road, I don’t want them. I want
men who will come even if there is no road at all.”
2. They Accept the Truth. “In times like these it is good to remember that there have always
been times like these.” – Paul Harvey.
3. They See the Big Picture. The majority see the obstacles; the few see the objectives;
history records the successes of the latter, while oblivion is the road of the former.” –
Alfred Armand Montapert.
4. They Handle One Thing at a Time “Never try to solve all the problems at once — make
them line up for you one-by-one.” – Richard Sloma.
5. They Don’t Give Up a Major Goal When They’re Down. “I never decide whether it’s time
to retire during training camp.” – Bob Christian

To improve your problem solving, do the following:

1. Look for trouble. Don’t avoid problems, go looking for them.
2. Develop a method. Try using TEACH (Time–spend time to discover the real
issue. Exposure–find out what others have done. Assistance–have your team study all
angles. Creativity–brainstorm multiple solutions. Hit it–implement the best solution.
3. Surround yourself with problem solvers.

15. RELATIONSHIPS: If You Get Along, They’ll Go Along

The most important single ingredient in the formula of success is knowing how to get
along with people. – Theodore Roosevelt

People don’t care how much you know, until they know how much you care. – John
Maxwell

What can a person do to manage and cultivate good relationships as a leader? It requires three
things:
1. Have a Leader’s Head — Understand People. The soft factor in leadership — treating
people differently — is your ability to adapt your leadership style to the person you’re
leading.
2. Have a Leader’s Heart — Love People. “Strange is our situation here upon earth. Each of
us comes for a short visit, not knowing why, yet sometimes seeming to divine a purpose.
From the standpoint of daily life, however, there is one thing we do know: that man is here
for the sake of other men.” – Albert Einstein
3. Extend a Leader’s Hand — Help People. “The fields of industry are strewn with the bones
of those organizations whose leadership became infested with dryrot, who believed in
taking instead of giving … who didn’t realize that the only assets that could not be
replaced easily were the human ones.” – Le Roy H. Kurtz of General Motors.
To improve your relationships, do the following:
- Improve your mind. Read books, and spend time observing people and talking to them to
apply what you’ve learned.

37
 - Strengthen your heart. Don’t wait until you feel like it to help others. Act your way into
feeling.
- Repair a hurting relationship. Think of a valued long-term relationship that has faded. Do
what you can to rebuild it. Get in touch with the person and try to reconnect. If you had a
falling out, take responsibility for your part in it, and apologize. Try to better understand,
love, and serve that person.

16. RESPONSIBILITY: If You Won’t Carry the Ball, You Can’t Lead the Team
Success on any major scale requires you to accept responsibility .. In the final analysis,
the one quality that all successful people have is the ability to take on responsbility. – Michael
Korda

A leader can give up anything — except final responsibility. – John Maxwell

“If you want to get rich, invest in victimization. It is America’s fastest growing industry.” –
Haddon Robinson (114)

Take a look at the following characteristics of people who embrace responsibility:

1. They Get the Job Done. They think of themselves as self-employed.
2. They Are Willing to Go the Extra Mile.
3. They Are Driven by Excellence. “Stress comes from doing less than you can.” – Jim Rohn
4. They Produce Regardless of the Situation. “It is priceless to find a person who will take
responsibility, who will finish and follow through to the final detail — to know when
someone has accepted an assignment that it will be effectively, conscientiously
completed.” – Richard L. Evans in An Open Road.

Gilbert Arland offers this advice: “When an archer misses the mark he turns and looks for the
fault within himself. Failure to hit the bull’s-eye is never the fault of the target. To improve your
aim, improve yourself.”

To improve your responsibility, do the following:

- Keep hanging in there. Creativity can bring responsibility to life.
- Admit what’s not good enough. Maybe you’ve lowered your standards. Make changes to
set higher standards.
- Find better tools. Do whatever it takes to become better at what you do.

17. SECURITY: Competence Never Compensates for Insecurity

You can’t lead people if you need people. – John Maxwell

No man will make a great leader who wants to do it all himself or get all the credit for
doing it – Andrew Carnegie
Insecure leaders are dangerous — to themselves, their followers, and the organizations they
lead — because a leadership position amplifies personal flaws. Whatever negative baggage you
have in life only gets more difficult to bear when you’re trying to lead others.

Insecure leaders have several common traits:

38
 1. They Don’t Provide Security for Others. “You cannot give what you do not have.”
2. They Take More from People than They Give.
3. They Continually Limit Their Best People.
4. They Continually Limit the Organization.

To improve your security, do the following:

- Know yourself.
- Give away the credit.
- Get some help.
-
“Nothing is a greater impediment to being on good terms with others than being ill at ease with
yourself.” – Honore de Balzac in The Human Comedy.

18. SELF- DISCIPLINE: The First Person You Lead Is You

The first and best victory is to conquer self. – Plato

A man without decision of character can never be said to belong to himself … He belongs
to whatever can make captive of him. – John Foster

If you want to become a leader for whom self-discipline is an asset, follow these action points:
1. Develop and Follow Your Priorities. “To do important tasks, two things are necessary: a
plan and not quite enough time.” – anonymous.
2. Make a Disciplined Lifestyle Your Goal.
3. Challenge Your Excuses. “Almost all our faults are more pardonable than the methods we
think up to hide them.” – Francois La Rochefoucauld.
4. Remove Rewards Until the Job Is Done. “Any business or industry that pays equal
rewards to its goof-offs and its eager-beavers sooner or later will find itself with more
goof-offs than eager-beavers.” – Mike Delaney.
5. Stay Focused on Results.

Author H. Jackson Brown Jr. quipped, “Talent without discipline is like an octopus on roller
skates. There’s plenty of movement, but you never know if it’s going to be forward, backwards,
or sideways.”

To improve your self-discipline, do the following:

- Sort out your priorities.
- List the reasons. Post the benefits of practicing your disciplines where you will see them
daily.
- Get rid of excuses. Don’t leave yourself any reasons to quit.
A nursery in Canada displays this sign on its wall: “The best time to plant a tree is twenty-five
years ago…The second best time is today.”

19. SERVANTHOOD: To Get Ahead, Put Others First

The true leader serves. Serves people. Serves their best interests, and in so doing will not
always be popular, may not always impress. But because true leaders are motivated by loving

39
concern rather than a desire for personal glory, they are willing to pay the price. – Eugene B.
Habecker

You’ve got to love your people more than your position. – John Maxwell.

What does it mean to embody the quality of servanthood? A true servant leader:
1. Puts Others Ahead of His Own Agenda.
2. Possesses the Confidence to Serve
3. Initiates Service to Others.
4. Is Not Position-Conscious.
5. Serves Out of Love.

If you really want to become the kind of leader that people want to follow, you will have to settle
the issue of servanthood. If your attitude is to be served rather than to serve, you may be
headed for trouble. If this is an issue in your life, then heed this advice:

- Stop lording over people, and start listening to them.

Stop role-playing for advancement, and start risking for others’ benefit.
Stop seeking your own way, and start serving others.

To improve your servanthood, do the following:

- Perform small acts. Start with those closest to you.
- Learn to walk slowly through the crowd. Make your agenda getting to know each person’s
needs, wants, and desires.
- Move into action. Begin serving with your body, and your heart will eventually catch up.
Keep at it until your heart changes.

Albert Schweitzer wisely stated, “I don’t know what your destiny will be, but one thing I know:
The ones among you who will be really happy are those who have sought and found how to
serve.”

20. TEACHABILITY: To Keep Leading, Keep Learning

Value your listening and reading time at roughly ten times your talking time. This will
assure you that you are on a course of continuous learning and self-improvement. – Gerald
McGinnis

It’s what you learn after you know it all that counts. – John Wooden

Leaders face the danger of contentment with the status quo. Why should we keep growing?
Simple:
Your growth determines who you are.
Who you are determines who you will attract.
Who you attract determines the successes of your organization.

Five guidelines to help you cultivate and maintain a teachable attitude:

1. Cure Your Destination Disease. “As long as you’re green, you’re growing. As soon as
you’re ripe, you start to rot.” – Ray Kroc.

40
 2. Overcome Your Success. If you have been successful in the past, beware.
3. Swear Off Shortcuts. “The longest distance between two points is a shortcut.” – Nancy
Dornan.
4. Trade In Your Pride. “The greatest mistake one can make in life is to be continually
fearing you will make one.” – Elbert Hubbard. Emerson wrote, “For everything you gain,
you lose something.” To gain growth, give up your pride.
5. Never Pay Twice for the Same Mistake. “He who makes no mistakes makes no progress.”
– Teddy Roosevelt. That’s true. But the leader who keeps making the same mistakes also
makes no progress.

To improve your teachability, do the following:

- Observe how you react to mistakes. Do you admit your mistakes? Do you apologize when
appropriate?
- Try something new. Challenges change us for the better.
- Learn in your area of strength. Continuing to learn in an area where you are already an
expert prevents you from becoming jaded and unteachable.

21. VISION: You Can Seize Only What You Can See
A great leader’s courage to fulfill his vision comes from passion, not position. – John
Maxwell

The future belongs to those who see possibilities before they become obvious. – John
Sculley

To get a handle on vision and how it comes to be a part of a good leader’s life, understand these
things:
1. Vision Starts Within.
2. Vision Draws on Your History.
3. Vision Meets Others’ Needs.
4. Vision Helps You Gather Resources. Edwin Land the founder of Polaroid, advised, “The
first thing you do is teach the person to feel that the vision is very important and nearly
impossible. That draws out the drive in winners.”

To find the vision that is indispensable to leadership, you have to become a good listener. You
must listen to several voices.
- The Inner Voice.
- The Unhappy Voice. Notice what doesn’t work. Discontent with the status quo is a great
catalyst for vision.
- The Successful Voice.
- The Higher Voice. A truly valuable vision must have God in it.

To improve your vision, do the following:

- Measure yourself. Talk to several key people, such as your spouse, a close friend, and
key employees, asking them to state what they think your vision is. If they can articulate it,
then you are probably living it.

41
 - Write it down.
- Do a gut check. What makes you cry? What makes you dream? What gives you energy?

Supplementary resources:
https://www.youtube.com/watch?v=um1pRZj-2Y8
https://www.youtube.com/watch?v=9zupaY5KK9s

Activity 9 Multiple Choice. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

Transformational leadership is defined as a leadership approach that causes change in

individuals and social systems. In its ideal form, it creates valuable and positive change in the
followers with the end goal of developing followers into leaders. Enacted in its authentic form,
transformational leadership enhances the motivation, morale and performance of followers
through a variety of mechanisms. These include connecting the follower's sense of identity and
self to the mission and the collective identity of the organization; being a role model for followers
that inspires them; challenging followers to take greater ownership for their work, and
understanding the strengths and weaknesses of followers, so the leader can align followers with
tasks that optimize their performance. (https://www.langston.edu/sites/default/files/basic-content-
files/TransformationalLeadership.pdf

What are the 4 types of transformational leadership?

There are four main components of Transformational Leadership:
1. Individualized Consideration,
2. Intellectual Stimulation,
3. Inspirational Motivation, and
4. Idealized Influence.

Supplemental Resources:
https://www.youtube.com/watch?v=9u8_ctKso0Y
https://www.youtube.com/watch?v=urrYhnaKvy4&pbjreload=101

10 Transformational Leadership Characteristics

https://yscouts.com/10-transformational-leadership-
characteristics/#:~:text=Transformational%20leadership%20seeks%20to%20create,and%20innovation%20within%20the%20or
ganization.

Transformational leadership seeks to create a positive change in those who follow.

The leader enhances the morale, performance, and motivation of employees, inspires change
driven by a strong purpose, and is able to create a culture of trust and innovation within the
organization.

The following are some of the characteristics of transformational leaders.

42
1. Keep their ego in check

It is easy to let ego take over when you are in a position of power. However, in
transformational leadership, it is important for the leader to keep their ego under control
and not let it interfere with the best interest of their team or the organization. By keeping
their ego in check, the transformational leader is able to put the organization before their
own personal gain and also elicit the best performance from others.

2. Self-management

Transformational leaders typically don’t need much direction from others, and are able to
manage themselves well. They are also highly internally motivated, and they use this
motivation to direct the organization to the right path. These leaders do what they love,
and the values are aligned with those of the organization that they lead.

3. Ability to take the right risks

The ability to take calculated risks is a key characteristic of a transformational leader.

They trust their instinct, and use the intelligence gathered by team members to make
informed decisions. A transformational leader’s team is right behind them and is ever
willing to do the research that is necessary to evaluate the situation appropriately. The
leader seeks inputs from the team to make risky decisions that facilitate growth.

4. Make difficult decisions

Being a leader is not always smooth sailing, you often have to make tough decisions.
Transformational leaders do not shy away from difficult decisions. They make their
decisions with a clear focus on the values, vision, objectives, and goals of the
organization.

5. Share collective organizational consciousness

A transformational leader shares and understands the collective consciousness of the

entire organization. This makes them particularly attuned to the feelings of their team
members, and gives them a clear idea of what actions to take to elicit desired actions
from the employees. Since they’re tapped into the organizational consciousness, they are
able to make decisions that spur growth, and also create a shared vision for the
organization that all employees feel a part of.

6. Inspirational

People seek to be inspired and transformational leaders are perhaps the most inspiring of
all. They have the ability to motivate others to rise to the occasion. Their style of
inspiration is not just limited to formal acknowledgement of a job well done, rather they
treat each employee as a valued individual and take the time to understand what
motivates them.

7. Entertain new ideas

43
 Transformation can rarely be achieved if the leader is not open or receptive to new ideas.
Transformational leaders understand the truth that success is dependent on the effort of
the entire team, and growth happens only in an organization with a culture of openness to
new ideas from all levels. A transformational leader makes deliberate efforts to solicit new
ideas from team members, and also use their insights in making decisions.

8. Adaptability

The leader knows that it is important to constantly adapt to changing market conditions to
keep moving forward. They are ever willing to adapt to new situations, and seek creative
ways to respond to the dynamic business environment.

9. Proactive

These leaders are proactive in their approach. These leaders take risks, and take an
active role in growing the organization.

10. Lead with vision

Transformational leaders set a realistic and achievable vision for the organization. They
then communicate the vision effectively to their followers, and also inspire a sense of
commitment and purpose. By getting every person to buy into the common vision,
transformational leaders are able to strongly guide the organization in the direction that
they want.

Virtues as Foundations of Leadership

The following Virtues are considered the Foundations of Leadership:

1) Prudence — the habit which enables man to direct his actions to human life’s goals of
knowing the right thing to do and applying it.

2) Justice — the habit of each one his due with constant and perpetual will; gives
stability which man needs to work without fear and anxiety in the search for happiness.

3) Fortitude — the habit of overcoming the difficulties and pressures of life in the pursuit
of good.

4) Temperance — the habit of bringing the desires and natural inclinations of man under
the control of right reason.

5) Industry — the habit of working hard and working under pressure.

6) Loyalty — the habit of remaining true to your friends and to your principles (goals) in
spite of difficulties.

44
 7) Responsibility — the habit of being accountable for one’s actions, duties, obligations;
readiness to answer to the consequences of one’s actions.

8) Cheerfulness — the habit of being optimistic and positive, always seeing the bright
side of things.

9) Generosity — the habit of sharing things that one has with other people; thinking first
of the people around him and looking for ways he can help and serve them.

10) Magnanimity — the habit of having great ideals and ambitions of doing good;
being concerned with doing great deeds of service to serve his country or to help
people.

Activity 10 True/False. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

Activity 11 Essay. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN ACCESS

IN ANSWERING THIS ACTIVITY.

TOPIC 4

GOOD CITIZENSHIP VALUES

(https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.26-s2005.pdf)
https://slideplayer.com/slide/2477398/

PAGKAMAKA–DIYOS (The Good Citizenship Value of Faith in the Almighty God)

45
 This is the basic value to put God in the center of your lives and communicate with Him
by means of prayers. ... With this experience, you become fully aware of the things you can
accomplish when you live a life of faith.

FAITH IN THE ALMIGHTY GOD

Jesus said to them “Have faith in God. Whoever says to the mountain, ‘Be lifted up and thrown
to the sea’, and does not doubt in his heart but believes that what he says will happen, it shall be
done for him”.
Mark 11:22-23

“For just as a body without a spirit is dead, so also faith without works is dead”.
James 3:26

The only limit to our realization of tomorrow will be our doubts of today; let us move forward with
strong and active faith. Franklin D. Roosevelt

FAITH IN THE ALMIGHTY GOD in Action

Participants may choose to integrate the value of Faith in God in their subject
areas/lessons, in their family life through the arrangement of stronger faith practices in the home
(e.g. praying before having meals, praying of the rosary, encouraging children to develop a habit
of prayer and reflection especially when faced with moral discernment), and in their daily lives by
always attributing one’s efforts to God and making Him a part of the choices and decisions that
one makes.

Personal Resolution

Considering the significance of prayer in my life and in my country’s history, I am more

fully aware of the things I can accomplish when I live a life of Faith. I have in me the desire to
do the right things, make moral decisions, and work to the best of My God-given gifts. I shall
strive to hold my moral ground when I am confronted with things that undermine my values and
those which may injure the well being of others.

My faith is a gift that strengthens me in times of crisis and helps me arrive at

conscientious decisions. I am aware of its manifold benefits and I shall strive to nurture this gift
through prayer and reflection. I also understand that my faith in God can bring me to appreciate
myself, my family, friends and colleagues, my job and my people better. Thus, I will do my best
to be a discerning individual with God as my source of wisdom in everything that I do. With my
resolve to be a better person, I can go further by putting my faith into action. I shall live a life that
is based on the right values and serve as an inspiration to others who may be struggling to
strengthen their own faith in God.

o I have the gift of Faith in God;

o The gift of Faith in God in me needs to be nurtured;
o My life is strengthened by my faith in God;

46
 o A strong Faith in God, coupled with other important values, will improve my
life and those of others.

Faith in God
Faith Alone
Bro. Andrew Maria, MMHC

A devout widow who was known to be a living saint was crossing a bridge with her child
when an accident happened. Her son fell off the bridge and plunged into the deep water below.
At this, some men got ready to jump into the water to save the child. However, the widow
forbade them.

“Do not move,” she told the men, “my faith alone can save the child.”

After she had said this, the widow knelt on the bridge and prayed with great faith. In a
short while, the child drowned and died. The widow wept.

Moral: Faith alone, without work, is useless.

Faith in God

The Rescue Boats

By Fr. Bel San Luis, SVD

Mang Juan was a devout Christian but rather bull-headed. When a flood hit their town,
he climbed to the roof of his house. A rescue boat came by but Mang Juan begged off their
help. “No, thanks. I have faith in the Lord. He will save me.”

The waves rose and Mang Juan climbed to the tip of the roof. Another boat came by to
save him, but he waved it off professing his faith for the Lord.

When the waves began slapping at his feet, he clambered up the chimney. A helicopter
swooped down to save him, but he still begged off, trusting in God’s providence. You can guess
what happened afterwards. Poor Mang Juan drowned.

When he stood the Lord, he complained, “Lord, I had such faith in you. Why did you fail
me?” to which the Lord said reprimanding him, “What more did you want? I sent two boats and a
helicopter! But you did not use them.”

The Good Citizenship Value of Respect for life

RESPECT FOR LIFE

God created man in His image; in the divine image He created him; male and female he created
them.

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Do you not know that your body is a temple of the Holy Spirit within you, whom you have from
God, and that you are not your own? For you have been purchased at a price. Therefore
glorify God in your body. 1 Corinthians 6:19-20

I have come that they may have life, and have it to the full. John 10:10

Life is raw material. We are artisans. We can sculpt our existence into something beautiful, or
debase it into ugliness. It’s in our hands. Cathy Better

Personal Resolution

I am a person of worth and dignity. My own humanity is a gift from God. I am aware
that my life is sacred and that I ought to take care of it. As my natural human rights protect me
from anything that may endanger my life and well being. I should also be responsible for
upholding the rights of others. I recognize the value of every person. Hence, I will keep an
open mind and charitable attitude that I may be able to appreciate their own giftedness and
special roles in my life and society. I shall not be an advocate of violence or any means that
may harm the life and dignity of others.

o Life is precious, it has to be developed and protected;

o I am responsible for taking care of my body and to be mindful of how I affect
the health of others around me because I am aware that it is through my
body that I am able to appreciate my gift of life;
o Recognizing the dignity of others is a way of respecting life in itself;
o I am responsible for the rights of others as they are of mine;
o Any form of violence defiles the sanctity of life.

Respect of Life

The House of Life

Bro. Andrew Maria, MMHC

The crowd said to the Mystic: We found a big and beautiful house called LIFE. Without
giving any thought to whom the House of Life might belong, we rushed inside it. Yet, to our
dismay, the House of Life was empty and there was nothing in it. Life is empty, Life has no
meaning.”

The Mystic went to the House of Life to see if it really was empty. He knocked on the
door before entering and someone from within opened it. He stayed inside the house for quite
sometime while the crowd waited outside. It was already evening when the Mystic went out.

“Is the House of Life empty as we told you?” the crowd questioned him.

The Mystic answered the crowd, “The House of Life is not empty. When I was inside, I
saw the most beautiful rooms with golden chairs, silver tables, and jeweled walls. Above all
these, I dined and conversed with the Master of Life himself.”

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 “How can that be? The Crowd insisted. “When we were inside the House of life, it was
empty, yet now you tell us that it is not.”

The Mystic rebuked the crowd, “You found the House of Life empty because you did not
knock before you entered it. You rushed into life without even knocking, as if the house
belonged to you. The Master of Life, seeing that you lacked respect for life and reverence for it,
took away its beauty because you would not know how to use it. You are proud and vain to act
as if you are the master of your own life. For this reason, the Master of Life gave you the house
of Life to look at but not to live in. If only you had knocked before you entered, then you would
have seen the beauty I saw and conversed with the Master of Life himself.

“Tell us, please,” the crowd begged the Mystic, “what does it mean to knock on the Door
of Life?”

The Mystic solemnly spoke, “To knock on the door of Life is to be humble enough to
accept that the house does not belong to you but to the Master. To knock on the door of life is
to seek the Master of the House and not the treasure in the House. To knock on the Door of
Life is to wait with patience for the Master to open it from within and not force it from outside. To
knock on the Door of Life is to follow the statutes and commandments of the Master of Life.”

“Top knock on the Door of Life is to pray to the Master of Life that you may love him since
he not only owns the house but your very selves as well.”

They left the mystic after they heard this. The crowd returned to the house of Life and
they knocked before entering. The Master of the House of Life opened it from within. Once
inside, the crowd saw the beautiful things the Mystic had seen. But most of all, they were able
to dine and converse with the Master of Life himself.

Life, after all, is not empty.

Moral: Treat life with respect and life itself will reveal its beauty to you.

The Good Citizenship Value of Order

ORDER

Then Jesus entered the temple area and proceeded to those who were selling things, saying to
them, “It is written, ‘My house shall be a house of prayer, but you made it a den of thieves”.
Luke 19:45-46

God is not the God of disorder but of peace. 1 Corinthians 14:33

Order is the sanity of the mind, the health of the body, the peace of the city, the security of the
state. As the beams of the house, as the bones of the body, so is order to all things.
Southey

Order in Action

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 Some examples of how participants may cultivate and encourage the value of Order in their
area of concern:

a. Teachers:

1. Encourage students to pass quality work on time.

2. Prepare your lesson plans and syllabi religiously and earnestly.
3. Teach your students the value of cleanliness and the habit of relying on time and
resources management, budgeting, organization as well as other values that promote
the value of order in the conduct of their daily lives/routines.

b. Barangay Officials:

1. Design an efficient system in the delivery of basic community services (tanod/security,

garbage disposal, youth development, “greening of the community”, community help
desk, health care).
2. Encourage barangay servants to maintain clean and orderly work areas and
manageable daily work routines that will enable them to serve the community more
efficiency.
3. Sort/prioritize community projects and set up an effective financial system so that the
resources of the community are well-accounted for.
4. Set up a system of accountability among barangay servants and officials.

c. Students:

1. Develop a good set of study habits and zealously follow through everyday.
2. Develop your organization skills and train yourself to always practice good grooming
and gentlemanly/lady-like conduct.
3. Learn to manage your resources, studies and extra-curricular activities well. Learn to
identify your priorities. Remember that your main priority as a student is to study well
and work towards developing and perfecting your talents and gifts.
4. Follow and respect rules and regulations in and outside the school. Know that the
rules are meant to keep things in order so that you may be properly formed into a
good citizen and a person of worth.

Personal Resolution

As a good citizen, I understand that the value of order is important in my quest to improve
myself as a person and as a citizen. I shall strive to arrange my life in a certain way that will
allow me to be a more productive citizen. I shall inspire others by my example to live peaceful
and more meaningful lives by living the value of order every day.

Order
Your Own House First
Bro. Andrew Maria, MMHC

Cassius the Zealot entered the monastery because he wanted to atone for the sins of men.
As a monk, he practiced all sorts of rigorous penances and sacrifices for this single purpose.
“Lord,” he often prayed, “I offer my life for the atonement of the sins of the world.”
50
 One night, Cassius had a dream. He saw himself in a certain village were all the houses
were dilapidated. Driven by his zeal and kindness, Cassius started rebuilding one house after
the other. After he had rebuilt all the houses, Cassius was approached by the Lord.

“Cassius,” said the Lord, “I mean to stay in your house.”

Cassius pointed to his house while he walked with the Lord. “Master,” he said, “That is my
house.”

The Lord stopped when he saw how dilapidated Cassius’ house was. “I cannot stay in such
a house,” the Lord told him. “Your house is ready to fall down.”

“But, my Lord,” Cassius defended himself, “I was not able to fix my house because I spent all
my time rebuilding other people’s house.”

“The Lord said to Cassius, “Before you build my dwelling place in other men’s hearts, be sure
that I have one in yours.”

With that, the Lord disappeared.

Moral: Charity begins at home.

The Good citizenship Value for Work

WORK

Six days you shall labor and do all your works; on the seventh day you shall rest.
Exodus 20:9-10

If a man will not work, he shall not eat. 2Thessallonians 3:10

Give fish to a man and he will have food to eat for a day; teach him how to fish and he shall
have food to eat throughout his lifetime. Confucius

WORK in Action

Participants may go into a period of personal reflection as to how they value work each
day. They may begin to make a sincere personal commitment to strive to work hard and have
the right values and attitudes towards their work and dealings. Participants may also opt to
evaluate their actual work attitudes, motivation and priorities. This will allow them to direct
themselves towards performing their work with a sounder disposition, clearer understanding of
their priorities and more meaningful motivations. Teachers may inculcate the value of work—
hard work, honest work and quality work in their students by being more affirming, inspiring and
appreciative of their students’ efforts toward achieving quality results in their schoolwork.
Community leaders may develop a more positive outlook and attitude towards the value of work
51
among their peers and subordinates by highlighting the importance of each other’s unique
community function or assignments as well as the integral role each plays in the success of
community undertakings.

Personal Resolution

I am a person that has been endowed with gifts that allow me to continually work for a
better life. I shall continually strive to develop my talents and gifts and learn to be self-reliant. I
am a productive member of society and I do my share in improving the quality of life of the
people I serve and those whom I indirectly affect. I believe in the value and benefit of hard work,
quality work, and honest work. Hence, I shall strive to always use sound moral principles in my
dealings and apply my God-given gifts in my work and settle for nothing less than excellent
results. I am a discerning individual where my priorities are concerned and my work-related
actions are steadfastly governed by an unwavering faith and conviction in doing what is moral,
honest and just.
o Every person has the inherent ability to work;
o Hard work, Quality work, and Honest work are what make a citizen a good,
productive, and self-reliant member of society.
o Work is a key to national progress.

Work
Anecdotes of the Great
That Help Build a Better Life
Compiled by J. Maurus

Norman Vincent Peale was to see Herbert Hoover. He asked the secretary how
Hoover was getting on. “Well,” she answered, “he’s in there working hard. He works about
seven or eight hours a day.”

“But he’s 85,” protested Peale.

“Yes,” the secretary agreed, “but he doesn’t know that.”

Moral: Work is a timeless occupation. It is both for the young and old.

-oOo-

Seventy-five drafts of Thomas Gray’s poem “Elegy Written in a Country

Churchyard” may be seen in the British Museum. The Poet did not like the way he wrote it
the first time nor the second nor the third. He was satisfied only when he had written the
poem over and over 75 times.

Moral: Don’t settle for mediocre work. Instead, aim for excellence in everything you do.

-oOo-

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 When someone was lauding his intellectual brilliance and ability in dealing with the
most complex problems, Lord Louis Mountbatten, the last Viceroy of India, explained: “The
truth is I am a very ordinary person, and if I have any success it is only due to hard work.”

Moral: Great men are ordinary persons who work extraordinarily well.

The Good Citizenship Value of Concern for the Family and Future Generations

Concern for the Family and Future Generations

From the beginning the Creator ‘made them male and female’ and said ‘for this reason a man
shall leave his father and mother and be joined with his wife, and the two shall become one
flesh’. So they are no longer two but one flesh. Therefore, what God has joined together, let
no man put asunder. Matthew 19:4-7

When His parents saw Him, they were astonished, and his mother said to Him, ‘Son, why
have you done this to us? Your father and I have been looking for your with great anxiety…’ He
went down with them to Nazareth, and was obedient to them; and His mother kept all these
things in her heart. Luke 3:48-49, 51-52

Pilipino na sino man ang hindi marunong lumingon sa pinanggalingan ay hindi makararating
sa paroroonan. Francisco Balagtas

Concern for the Family and Future Generations in Action

Participants may choose to evaluate their own family life more deeply. They can specifically
look into how their own family cultivates love, understanding and mutual respect. They can also
assess and appraise their role in the family (e.g. as a spouse, parent, or child) and devise ways
to be a better member.

Teachers may conduct classroom practices that stress the value of respect for elders,
parents and siblings. They can also encourage parents to assume more active roles in their
children’s development by formulating activities (e.g. projects and assignments, father and son
camp-out, etc.) that promote direct parents’ involvement and participation. Teachers may also
encourage their students to form peer groups and arrange for the school to have regular family
counseling wherein students can obtain good advices and maintain a channel where they can
exchange views on how to become good and responsible children and/or siblings.

Community leaders may encourage projects and programs that encourage the development
of unity, harmony, sharing, love and work in the family. They can also establish a channel
where family members of the community can express their family concerns and obtain quality
advice.

Personal Resolution

My family is my great source of strength and inspiration and I understand that in the midst
of a harsh world, it is constantly confronted with thins that tend to destroy its values and sense of
53
unity. I also know that my family is fragile. An uncaring and unloving parent or an irresponsible
child can easily destroy it; the temptations presented by a world obsessed with material
gratification and convenience can just as easily obliterate its values and virtues; and that my own
complacency easily obliterate its values and virtues; and that my own complacency and
indecision to be a better family member can lead to the destruction of unity, harmony and the
prospect of prosperity for my family. I shall make it a point to spend quality time with my family,
enjoying the beauty of the love, unity and faith that bind us as we face the challenges of the
world together.

I hereby make a personal promise to be a loving and responsible family member and
work towards strengthening the bonds that unite my family. As a parent, I shall strive to be a
paragon of good values worthy of my children’s emulation. I shall work hard to assure them of a
good future and arm them with a strong sense of moral conviction so that they may grow to be
persons of worth and integrity. As a child, I shall strive to be responsible in my studies and in
my role as a member of my family. I shall give my elders due respect and appreciate their
sacrifices by exhibiting hard work in my tasks. I shall be prudent in my ways and discerning
when I face the realities of the world. I shall honor my parents and elders in their old age and
continue to be inspired by their example. As a person, I shall be an advocate of life and a
vanguard of its preservation. I shall resist any proposal or intent that potentially undermines the
sanctity and value of the family.

o The family is constantly challenged by the demands, trends and ills of the world,
every person should strive to defend and preserve it;
o The family is a person’s best refuge, source of love and good values in a world
constantly assailed by immorality, violence and materialism;
o Every member of the family has a role to play, the duty and right to give and
receive love and respect;
o The strength of the family lies in its values and the commitment of its members to
responsibility, hard work and morality.

Concern for the Family and Future Generations

Father’s Mistake – No Time

Fr.Bel San Luis, SVD

One night, a father came to a parent-teacher conference in a city high school. During
a talk with one of his son’s teachers, the father broke down and began to cry.

After he regained his composure, the father apologized, saying, “My son no longer
lives with me. But I still love him, and I want to know how he’s doing in school.”

The father then told the teacher how his wife and four children had left him that
afternoon.

He was a building contractor and sometimes worked 16 hours a day. Naturally, he

saw little of his family, and then slowly grew farther and farther apart.

Then the father said something sad. He said: “I wanted to buy my wife and kids all
those things I had dreamed of giving them. But in the process, I got so involved in working that I
54
forgot about what they needed most: a father who was around at nights to give them love and
support”.

Lesson: We can get so involved in what we are doing that we forget why we are doing it. We
get so involved in living that we forget the purpose of living. We can get so involved in pursuing
the things money can buy that we forget about the things that money can’t buy.

Concern for the Family and Future Generations

The Love of a Mother

Fr. Benigno P. Beltran, SVD

Once there lived a poor mother and her son. When he grew up, the son fell in love
with a woman who was not serious with him. He told her he would do anything he asked if only
she would marry him. Half in jest, she told him: “I will marry you only if you cut out you’re
mother’s heart and bring it to me. Only in this way can you prove your love.” In the dark of the
night, he went into the mother’s room, took from his belt a knife from his mother’s kitchen, and
plunged it into her breast. He cut out her heart and ran with bloodstained hands towards the
home of his loved one. As he ran with the heart of his mother in his hands, he stumbled and fell.
His mother’s heart said to him, “Be careful, my son. You might hurt yourself.”

Reflection: The love of God is expressed through the love of a mother.

The love of our parents cannot be measured by any conceivable means. They love us in ways
only they can; in ways only they know how. Love them, take care of them, and honor them.

Concern for the Family and Future Generations

Mother’s Heroic Love

Fr.Bel San Luis, SVD

It happened in South Wales, United Kingdom. A young mother was making her way
across the hills carrying her tiny baby in her arms.

On the way she was overtaken by a blinding blizzard (snow storm); she never reached
her destination alive. When her body was found beneath the snow, the rescuers discovered
that before her death, she had taken off all her outer clothing and wrapped it around her baby.

And when they un-wrapped the child, to their great surprise and joy, they found he
was alive and well. She had given her life for her child.

Years later, that child had grown to manhood, became Prime Minister of Great Britain
and, without doubt, one of England’s greatest statesmen. His name: David Lloyd George.

It was the heroic, sacrificial love of the mother that saved him and made him soar to
greatness.
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Moral: “One good mother is worth a hundred schoolmasters.”

PAGKAMAKATAO
The Good Citizenship Value of Love

LOVE

Love is patient and kind; love is not jealous or boastful; Love is not ill mannered or selfish and
irritable; love does not keep a record of the wrongs: love is not happy with evil but delights in
the truth. Love never gives up. Love never fails. Love is eternal…There are faith, hope and
love and the greatest of these is Love.
1 Corinthians 13

I give you a new commandment: love one another. John 13:34

Love is the fulfillment of the law. Romans 13:10

When man has love, he is no longer at the mercy of forces greater that himself for he, himself
becomes the powerful force. Leo Buscaglia

Love is the will to extend oneself for the purpose of nurturing one’s own or another’s spiritual
growth. M. Scott Peck

LOVE in Action

The participants may be encouraged to evaluate the way regard and express the value of
love with the people around them (family, elders, colleagues, friends, ordinary people, etc.). In
their own respective capacities, encourage participants to perform little acts of love like being a
more concerned and “available” parent to their children; being a more understanding and
charitable sibling; being a more responsible and caring child; being a sincere and trustworthy
colleague; and by being a good example of generosity; genuine concern, compassion and
integrity to their fellowmen. The participants may also be reminded of the benefits of our people’s
love for freedom and democracy and how such love never fails to unite our people and work
against injustice and tyranny as proven by our own history at EDSA. As the act of loving starts
with a person’s commitment to his personal resolution and personal evaluation, the participants
may be encouraged to reflect on their daily acts and how they affect the lives of the people
around them in the course of their performing their respective duties.

Personal Resolution

I am mindful of the fact that my life is made more meaningful by the value of love. I shall not
be a believer of violence, unkindness and greed. I shall make every effort to avoid recourses that
tend to harm others or cause them undue inconvenience. I shall appreciate my fellowmen and

56
recognize the beauty that each of them bears. I shall be a vanguard of truth, justice and
democracy because I love my country and fellowmen. It shall be my personal resolution to
perform acts of kindness and compassion as testament of my commitment to be a loving person
for others.

• From love springs other values that draw the best of every person;
• When people love, people stop resorting to violence. Thus, curing the ills that
violence causes to our nation;
• When people love, they are able to form more harmonious communities where
everyone shares the prospect for progress and personal growth;
• When people love, they become happier and develop a sense of moral and civic
purpose.

Pay It Forward…with Love.

Love can make the world of a difference for people who need it the most. An act of love
given at the right time and place can possibly save a person’s life. This sheet is our way of
“paying forward” the many acts of love given to us by God, our family, people we hold hear, and
those whose lives we affect one way or the other. On the spaces provided, make a plan to
make a specific good deed for at least three (3) people. (You may do more good deeds for
more people if your wish) Make your plans practical and achievable. As this is private, include
all the details you need including a time frame if possible to make your plans work. Keep this
sheet of paper so that you will be reminded of your still-to-be-done good deeds and so it can
continue to inspire you to do more acts of love everyday.

Who knows, you might just change the world after making one secret good deed…

Continue doing food in secret for it is your Father in heaven who sees and rewards all things
done in secret. Matthew 6:3-6

Love

Love
Andrew Maria Almonte, MMHC

While the old Gadarhin lay dying, an angel appeared to him in a dream and revealed a
heavenly secret.

“Guardian,” the angel told him, “The Diving Judge will ask you only one question at your
judgment. If you fail to answer it rightly, you’ll risk losing your salvation.”

“What is the question?”

“That’s for you to find out,” answered the angel and then left the bewildered Gadarhin.

Immediately, upon waking up from the dream, Gadarhin surprised his acquaintances
when he asked for theological and philosophical books.

57
 Wanting to gain additional knowledge, he spent each day studying the books. He
thought this was the best preparation to answer God’s questions at his judgment.

Finally, Gadarhin died and immediately an angel took his soul before the Throne of God.
Trembling before the Divine Judge, he hear the question:

“How much have you loved me and your fellowmen?”

Moral: In the end, Love is all that matters.

The Good Citizenship Value of Freedom

FREEDOM

For you were called for freedom, brothers, but do not use this freedom as an opportunity for the
flesh; rather, serve one another through love. Galatians 5:13

Freedom consists not in doing what we like, but in having the right to do what we ought.
Pope John Paul II

The great gift of being a human being lies in our freedom to continually right our wrongs and
make new persons of ourselves. Wang Yang Ming

He that would make his own liberty secure, must guard even that of his enemies; for if he
violates this duty, he established a precedent that will reach himself.
Thomas Paine

FREEDOM in Action

Participants may encourage being responsible for their freedom. Thus, they should learn
to develop a more mature notion of freedom. That is, that real freedom is one that does not
allow itself to be used to further one’s vested interests or impede others from practicing their
own freedom. Instead every person should perceive freedom as one that allows him to act
responsibly, conscientiously and charitably so that through it, he may grow to be a better
citizen and person for others. Participants will also have to be more vigilant of how their
freedom and that of others are treated and upheld by society. They must constantly remind
themselves that “freedom suppressed somewhere is freedom suppressed everywhere”. In
this aspect, for freedom to be a reality in our nation and just merely a dream, every citizen
must be a “keeper” of the other’s freedom. It is only through mutual respect and regard that
people will get to appreciate their own freedom and that of others. To be truly free, each one
of us should strive to be well informed of issues that are crucial to the defense and
preservation of our freedom. We can only act on a cause or issue if we know sufficiently
how to address it. While free press is a crucial tool in the preservation of freedom, an
ordinary citizen can do more for the cause of freedom by not remaining complacent to
relevant issues but rather, become enlightened by his own knowledge and emboldened to
fight for freedom as our heroes and martyrs did during their lifetime.
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Personal Resolution

As a citizen, I believe that the price of freedom is eternal vigilance and responsibility on
my part. I recognize its importance and the ultimate sacrifices that my ancestors gave to
secure it so that I may enjoy its fruits during my lifetime. I shall carry my freedom with
dignity and responsibility, ever mindful that my own freedom does not trample on those of
others. I hereby pledge to defend freedom boldly and unwaveringly so that I may be able
to share its legacy to future generations. I shall make myself an informed individual so that
I may remain vigilant of the way freedom in my country is treated. Lastly, I shall honor my
country’s heroes and martyrs by doing my utmost to be a citizen of worth so that I may truly
set my country and myself free from the bondage of immorality, injustice and complacency.

Freedom
Bird in the Hand

One day, a boy was walking at the park and found a bird lying on the ground. He picked
up the bird and went to an old man sitting peacefully under the shade of a tree.

Hoping to trick the old man and display his youthful “wisdom”, he approached him, held
out his clenched fists and asked, “old man, tell me: is the bird in my hand dead or alive?”

The old man thoughtfully looked at him and answered, “Little boy, if I tell you that the bird
in your hand is alive, you can easily crush the bird and say that it is dead; but if I tell you that the
bird in your hand is dead, you can easily open your hand, set the bird free and say that it is alive.
Therefore, little boy, the answer to your question is in your hands.”

Moral: God gave us our lives. He also gave us the freedom to choose what we want to make of
them. Indeed, the answer to all our dreams is in our hands. We have the power to make them
happen…but only if we choose to.

Freedom

The Old Man and the Scorpion

Fr.Benigno P. Beltran, SVD

Once there was a very old man who used to meditate early every morning under a large
tree on the bank of the Ganges River in India. One morning, having finished his meditation, the
old man opened his eyes and saw a scorpion floating helplessly in the strong current of the river.
As the scorpion was pulled closer to the tree, it got caught in the long roots that branched out far
into the river. The scorpion struggled frantically to free itself but got more entangled in the
complex network of the tree roots.

When the old man saw this, he immediately stretched himself into the extended roots and
reached out to rescue the drowning scorpion. But as soon as he touched it, the animal jerked
and stung him wildly. Instinctively, the old man withdrew his hand, but then, after having
regained his balance, he once again stretched himself out along the roots to save the agonized
scorpion. But every time the old man came within reach, the scorpion stung him so badly with
its poisonous tail that his hands became swollen and bloody and his face distorted by pain.

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 At that moment, a passer-by saw the old man stretched out on the roots struggling with
the scorpion and shouted: “Hey, stupid old man, what is wrong with you? Only a fool risks his
life for such an ugly, useless creature. Don’t you know that you may kill yourself trying to save
that ungrateful animal?”

Slowly, thes old man turned his head, and looking calmly at the stranger’s eyes, he said:
“Friend, because it is the nature of the scorpion to sting, why should I give up my own nature to
save?”

Moral: If others cease being human to us, we mustn’t cease being human to them…for it is in
our free nature to care and love.

The Good Citizenship Value of Peace

PEACE

Glory to God in the highest and on earth peace to men of goodwill.

Luke 2:14

Blessed are the peacemakers, for they will be called children of God.
Mt. 5:9

Since wars begins in the minds of men, it is in the minds of men that the defenses of peace must
be constructed. UNESCO Constitution

Peace in Action

Participants may be encouraged to reflect on how they have cultivated the value of
peace in their families, work and dealings, as well as in the manner by which they tackle
issues that affect them. Participants may also be inspired to take a more conscious effort to
highlight the value of peace in their lives by establishing order in their affairs and having the
will to stick by it amidst challenges of resorting to what is convenient though contrary to the
value of peace. Participants may be encouraged further to review their stand on certain
issues that deal with peace. These issues may well demonstrate their own appreciation and
consistency in the practice and living of the value. The following issues may be cited as worth
pondering: The War on Terror, the Oakwood Mutiny, the Mindanao Insurgency, the
Government’s Campaign Against Corruption, and the Israeli-Palestinian Conflict.

Personal Resolution

I am a person of peace, a builder of harmony among my fellowmen. I recognize my own

obligation as a person and citizen and do my best to fulfill them. I shall not make
unreasonable demands on myself and others. I am aware of my own rights and that of my
fellowmen. As I am ardent in the preservation of my rights and well-being, I am further
resolved to preserve the rights and well-being of the people around me. I shall strive to foster
the value of peace in all my personal endeavors so that I may be able to promote harmony
and friendship in my community. I abhor all means of violence and understand the
consequences of such. I shall perform my duties and safeguard my rights through active but
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 non-violent means. I further understand that the value of peace may only be present in my
life if I arrange my affairs in order. I shall strive to develop the will to live a life of order so I
can cultivate and reap the value of peace.

Living in PEACE: A Practical Guide*

1. What situations can we think of in our everyday life as illustrating the lack of peace?

a. In our hearts?
b. In our homes:
c. In our office (school)?
d. In our community?
e. In our country?
f. In our world?

2. Let us reflect on some concrete steps we can take to promote peace:

a. With regard to our relationships

b. With regard to our finances
c. With regard to orderliness in our possessions
d. With regard to improving communications

3. The four pillars of peace (the essential conditions for peace)

a. Truth: will build peace if every individual sincerely acknowledges not only his rights,
but also his own duties to others.
b. Justice: will build peace if in practice everyone respect the rights of others and
actually fulfills his duties towards them
c. Love: will build peace if people feel the needs of others as their own and share what
they have with others, specially the values of mind and spirit which they possess.
d. Freedom: will build peace and make it thrive if, in the choice of the means to that end,
people act according to reason and assume responsibility for their own actions.

4. Developing habits of peace

a. Awareness of the importance of keeping and fostering peace, internalizing the basic
value of peace, and upholding the four pillars of peace as among one’s basic values
b. Resolutions to be conscious of behavior which disturbs one’s peace and that of others
c. Identifying obstacles to peace in one’s everyday life
d. Consciously seeking to act in a peaceful way and to seek peaceful, non-violent, unity
solutions to conflict

5. Being an example as peacemaker

a. Being willing to share with others about one’s commitment to build peace;
b. Talking about the significance of having peace as a basic value;
c. Helping members of one’s family, specially one’s children, to imbibe the basic value of
peace;

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6. Praying for peace

a. Recognizing that there are limits to what one can do;

b. The immensity of the work for peace;
c. The work-and-prayer tandem
d. Keeping aware of the presence of Almighty God and the Teaching of one’s faith

Conclusion:

The Filipino people are a peace-loving people. As Filipino citizens, we must be conscious
of our desire for peace—in the various aspects of our daily life, and the need for us to take
positive action towards promoting peace. There are very specific, concrete, measures we
can take to b peacemakers. When we consciously strive to work for peace within our own
milieu, we are contributing to brining about peace in our country and in the world. We must
combine our work for peace with prayer for peace.

The Challenge:

Our hearts yearn for peace, yet there are so many situations within our daily experience
where peace is lacking. We are called to be peacemakers. What one specific resolution can I
make to promote peace this week? Beyond this week?

Daily Prayer for Peace:

Almighty God, we come to you, uniting ourselves in spirit with all the members of our family,
with Filipinos everywhere, and all mankind. We ask you to please grant us peace—in our
hearts, in our homes, in our communities, in our country, and throughout the world. There are
so many situations in our world today where peace is solely lacking. There are so many threats
to p3eace, there are threats of war. Terrorism and criminality beset us as everyday fare. There
are many families broken and hurting because of conflicts, lack of understanding, and erroneous
priorities. Many times, we find ourselves lacking in peace because of lack of order. you are a
God of Peace. You want peace to reign in our midst. We want to do our part in the work for
peace. Please enlighten and empower us all to be peacemakers, to be bearers of your peace,
to “live peace” and to “share peace”. With you nothing is impossible. We thank and praise you,
O God! We trust in you!

PEACE
Author Unknown

Juanito was an idealistic person. He wanted everybody to be happy and lead meaningful
lives. So one day, he strode to church and prayed hard for World Peace. He continued praying
for the same intention for a year yet nothing seemed to change.

One day, he decided to narrow down his scope and pray for peace in his own country
instead. He prayed for the same intention for another year yet violence and disturbance still
seemed to be in an upsurge.

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 Anxious for his prayer to be finally heard, he decided to pray for peace within his family
instead. He kept this intention for another year with no significant result.

Finally, on the verge of frustration he decided to pray for peace within himself. He prayed
for this intention for the next year. Each time he did so, he felt more at peace with himself and
his personal issues, his family, his neighbors until it reached a point in time that Juanito was
considered a man of peace, a friend of everybody especially of the neediest among his
countrymen.

Moral: Let there be peace on earth…and let it begin with me.

The Good Citizenship Values of Truth

TRUTH

If you remain in my word, you will truly be my disciples, and you will know the truth, and the truth
will set you free. John 8:31-32

But whoever lives the truth comes to the light, so that is good works may be clearly seen as
done in God. John 3:21

The truth can be hidden for a time, but it cannot be overcome. St. Augustine

Truth in Action

Some examples of how participants may cultivate and encourage the value of Truth in
their area of concern:

a. Teachers:

1. Creating an honor system of conducting classroom instruction (e.g. quizzes,

projects, researches, etc.)
2. Giving high regard and appropriate recognition of students’ effort to be honest /
truthful.
3. Volunteering for election work and proving to be a paragon of honesty and truth
worthy of emulation by other people especially the youth.

b. Barangay Officials:

1. Creating an efficient accounting and auditing system of the community’s

resources.
2. Creating projects and other initiatives that will encourage members of the
community to appreciate the value of honest work (e.g. giving people equal
access to livelihood projects).

c. Students:
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 1. Preparing well for school in terms of accomplishing assignments and
requirements.
2. Never considering cheating as an option.
3. Enthusiastically and sincerely performing one’s tasks and role as a student
guided by a sound and prudent set of priorities.

Personal Resolution

I am a person of integrity and the truth strengthens my character. I shall always

recognize its value and thus be truthful in all my dealings. I see myself as a defender of truth.
Hence, I shall not participate in any activity (corruption, deceit, etc.) that runs contrary to this
special role. I shall be steadfast in my faith that in the good fight for righteousness, the Truth
will set me free and it will always prevail.

LIES
(Famous Quotes From Famous People)

False words are not only evil in themselves, but they infect the soul with evil.
Plato (427 BC – 347 BC), Dialogues, Phaedo

Repetition does not transform a lie into a truth.

Franklin D. Roosevelt. (1882 – 1945), radio address, October 26, 1939

Liars when they speak the truth are not believed.

Aristotle (384 BD – 322 BC), from Diogenes Laertius, Lives of Eminent Philosophers

Oh what a tangled web we weave,

When first we practice to deceive!
Sir Walter Scott (1771 – 1832), Marmion, Canto vi. Stanza 17.

A lie gets halfway around the world before the truth has a chance to get its pants on.
Sir Winston Churchill (1874 – 1965)

Lying is done with words and also with silence.

Adrienne Rich

Nothing is easier that self-deceit. For what each man wishes, that he also believes to be true.
Demosthenes

Falsehood is easy, truth so difficult.

George Elliot

People never lie so much as after a hunt, during a war or before an election.
Otto Von Bismark

You can fool some of the people all of the time, and all of the people some of the time, but you
can not fool all of the people all of the time.
Abraham Lincoln
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It is better to be defeated on principle that to win on lies.
Arthur Calwell

A man who seeks truth and loves it must be reckoned precious to any human society.
Frederick the Great

TRUTH

Chase after truth like hell and you’ll free yourself, even though you never touch its coat-tails.
Clarence Darrow (1857 – 1938)

If you tell the truth you don’t have to remember anything.

Mark Twain (1835 – 1910)

Where is there dignity unless there is honesty?

Cicero (106 BC – 43 BC)

Son, always tell the truth. Then you’ll never have to remember what you said the last time.
Sam Rayburn (1882 – 1961), quoted Washingtonian, November 1978

An honest man can feel no pleasure in the exercise of power over his fellow citizens.
Thomas Jefferson (1743 – 1826), letter to John Melish, January 13, 1813

Our lives improve only when we take chances – and the first and most difficult risk we can take
is to be honest with ourselves.
Walter Anderson

No legacy is so rich as honesty.

William Shakespeare (1564 – 1616), “All’s Well that Ends Well”, Act 3 scene 5

Truth is generally the best vindication against slander.

Abraham Lincoln

Believing nothing just because a so-called wise person said it. Believe nothing just because a
belief is generally held. Believe nothing just because it is said in ancient books. Believe
nothing just because it is said to be divine origin. Believe nothing just because someone else
believes it. Believe only what you yourself test and judge to be true.
Buddha

Most truth are so naked that people feel sorry for them and cover them up, at least a little bit.
Edward R. Murrow

It is one of the severest tests of friendship to tell your friend his faults. So to love a man that you
cannot bear to see a stain upon him, and to speak painful truth through loving words, that is
friendship.
Henry Ward Beecher

If it is not right do not do it; if it is not true do not say it.

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Marcus Aurelius

It is not the possession of truth, but the success which attends the seeking after it, that enriches
the seeker and brings happiness to him.
Max Planck

Id you do not tell the truth about yourself you cannot tell it about other people.
Virginia Woolfe

The TRUTH about Lies

Lies are said in place of the truth…

Why not prefer to tell the Truth that settle for a lie?

There are no half-truths or white lies…

It’s either you say the truth of tell a lie!

A million lies cannot make up a single truth…

You can never transform a lie into a truth.

It’s easier to tell the truth than tell a lie…

With the truth, you merely have to state the facts; with lies, you’d have to cook up a thousand
alibis.

You’ll know when your lies have caught up with you…

When you begin to believe in them as being the truth.

Lies are the keys to a bad marriage, a run with the law, the destruction of friendship…
And a million other reasons than can make your life a chronicle of struggles and a testament of
misery.

In the end, we find but a single truth about lies:

That there is No Truth and No Good in Lies.

Truth

Anecdotes of the Great

That Help Build a Better Life
Compiled by J. Maurus

When Pope Leo XIII threw open the archives of the Vatican to the world, some Catholics
expressed fear and disapproval. They were afraid that some facts would not be to the glory of
the Church. Pope Leo gave the famous reply, “Great is the truth and it shall prevail.”

Moral: Be not afraid of the Truth. The Truth will set you free.

-oOo-
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 When Mahatma Gandhi appeared for the London Matriculation Examination, the paper on
general knowledge contained the following question: “What is more golden than gold?”

Gandhi wrote in reply: “Truth.”

Moral: The Truth is weightier than gold.

-oOo-

The Good Citizenship Value of Justice

JUSTICE

Treat other the way you want to have them treat you. Matthew 7:12

But Zacchaeus stood there and said to the Lord, “behold, half of my possession, Lord, I shall
give to the poor, and if I have extorted anything from anyone, I shall repay it four times over”.
And Jesus said to him, “Today, salvation has come to this house”.
Luke 19:8-9

You, Lord, are just in all your ways, faithful in all your works. Psalm 145:17

The law is not the private property of lawyers, nor is justice the exclusive province of judges and
juries. In the final analysis, true justice is not a matter of courts and law books, but of a
commitment in each of us to liberty and mutual respect. Jimmy Carter

Injustice anywhere is a threat to justice everywhere. Martin Luther King, Jr.

JUSTICE in Action

Participants may put the value of justice into action in their lives by nurturing an
attitude of vigilance and understanding of situations that tend to undermine justice in their
relationships and in the community. They may develop a renewed consciousness of
being mindful of the rights and dignity of others and maintain a high level of respect for
every individual. They may further promote the value of social justice by seeking ways of
reaching out to those who may be less fortunate in life (through volunteer

Personal Resolution

I recognize the inherent right of every person to live in dignity and liberty, secure from
oppression and any form of abuse. As a good citizen, I shall be ever mindful that I do not
trample on eth rights and dignity of others and further ensure my fellowmen of my vigilance in
the protection of their rights. I shall be fair and charitable in all my dealings. I shall do my best
to help others whose lives maybe unjustly affected by the times and by practices that undermine
their dignity as persons. I shall continue to have faith in the value of justice and act
conscientiously in seeking and rendering it.
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 Justice

To Every Man His Due

Institute for Development Education
Center for Research and Communication

There was once a poor farmer who would come to town everyday in order to supply a
baker with homemade bibingka. In exchange for five pounds of bibingka, he baker would give
the farmer five pounds of bread for his family.

One day, the baker decided to weigh the bibingka. He discovered that the bibingka was
one pound short. This made the baker very angry, and he accused the farmer of having
cheated him.

But the farmer very calmly declared, “you see sir, I am poor and I have no weighs at
home. So I take the five pounds of bread you give me and use it as a standard. In this way, I
am sure of giving you an equal amount of bibingka.

Moral: Justice is giving every man his due.

PAGKAMAKA-BAYAN
The Good Citizenship Value of Unity

UNITY

Behold how good and pleasant it is for brethren to dwell together in unity.
Psalms 133:1

If a kingdom is divided against itself, that kingdom cannot stand. And if a house is divided
against itself, that house will not be able to stand.
Mark 3:24-25

Make my joy complete by being of the same mind, maintaining the same love, united in spirit,
intent on one purpose.
Philippians 2:2

As a body is one though it has many parts, and all the parts of the body, though many, are one
body, so also Christ.
1 Corinthians 12:12

Remember upon the conduct of each depends the fate of all.

Alexander the Great

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UNITY in Action

Some examples of how participants may cultivate and encourage the value of
Unity in their area of concern:

1. Be united with the nation.

Listen and/or read the news. Make a united stand with the rest of the
country especially with regard issues that affect the rights of our people,
protection of justice and the fight against the various social ills that beset
our country.

2. Be united with your people.

Know your people’s plight. Know what impedes their progress and happiness.
In your own ways, give them hope and make them understand that you are
there for them in any way you can, as a responsible and loving
countryman.

3. Be united with your local community.

Have a more active and dynamic involvement your community.
BE a faithful advocate of good values and civic duty.

4. Be united with your Organization of Work.

Share in the mission of your organization by being a competent worker who
constantly aims for excellence. BE a dynamic and productive worker and share
in the success of your organization.

5. Be united with your family.

Be a loving and faithful family member. Look upon your responsibilities
with hope and enthusiasm. Look after your family and ensure that it is
strengthened only with right and good values.

Personal Resolution

As a citizen, I recognize my role to foster unity among my fellowmen. I believe that I am

an integral member of my country and that I can contribute to its success or instigate its failure
by remaining complacent to the call for every Filipino to be united especially at this time when
our country is assailed by many ills. I shall stand by my countrymen in the defense of peace and
justice and further commit myself to be united in the goal of our leaders to build a country based
on good values, integrity and peace and do my own share in helping my fellowmen in achieving
lasting peace and real freedom from poverty, graft and corruption, injustice and violence.

The Praying Lion

Fr. Bel San Luis, SVD

Three bulls fed in a field together in the greatest peace and safety.

A lion had long watched them in the hope of making prey of them, but found little
chance so long as they kept together. He therefore began secretly to spread evil and
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slanderous reports of one against another till he fomented jealousy and distrust among
them.

Soon, they began to avoid each other and each took to feeding alone. This gave
the lion the opportunity it had been waiting for. He fell on them singly and made an easy prey
of them all.

Moral: Whether in our country or our organizations, civic or church, we ought to be united
for the devil like the preying lion, divides and conquers.

“A kingdom divided against itself cannot stand.”

Unity

How the Tenants Solved Their Problem

Fr. Bel San Luis, SVD

Once there were six tenants sharing an apartment. Their living conditions were most
inadequate. The weather in that city was very cold and their apartment had no heater.

Running water was rationed, and there was no electricity because the landlord hadn’t had
the wires repaired. The tenants were in conflict. They quarreled because they were all worried
about their condition and personal problems.

Then one of them decided to do something about the situation. There were some things
she could not do much about. For instance, she couldn’t change the building…the
weather…the water shortage in the neighborhood. But instead of focusing her attention on the
problems, she looked for solutions.

She began by convincing the other renters that they had to join hands together and stop
being selfish and quarrelling. Somehow, her appeal worked. The renters began to share the
kitchen and little water there was. They were able to eat well and there was water for everyone.

Later they agreed to present a joint complaint to the landlord that the electric wiring be
repaired and heating facilities possibly provided. These were gradually effected.

Indeed, they did not have the power to change everything but by changing the
relationship among themselves and putting aside their individual interests and squabbling, they
were able to solve their problems and live more humane lives.

Moral: We too can change our society and overcome seemingly insurmountable problems if we
eradicate our selfishness and build peaceful relationships.

The Good Citizenship Value of Equality

EQUALITY
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Then God said: Let us make man in our image, after our likeness. Genesis 1:26

Injure not the poor because they are poor, nor crush the needy at the gate; for the Lord will
defend their cause.... Proverbs 22:22-23

We hold these truths to be self-evident; that all men are created equal; that they are endowed by
their Creator with inalienable rights; that among these are life, liberty, and the pursuit of
happiness. Thomas Jefferson

Now is the time to open the doors of opportunity to all of God’s children. Now is the time to lift
our nation from the quick sands of injustice to the solid rock of brotherhood.
Marting Luther King, Jr.

Equality in Action

Some examples of how participants may cultivate and encourage the value of
Equality in their area of concern:

a. Teachers:

1. Avoid having “favorites” in the class. Affirm your students as much as

you can to raise their level of confidence and self-worth.
2. Do not judge your students subjectively. Remember that they are in
school for a special reason: to learn and be molded into persons of
integrity and good values. Therefore, it is perfectly normal if you see
some “imperfections” in your students; after all, they are in school
and it is your mission to teach and form them. So be kind and patient to
them. Be charitable and fair in treating the young people entrusted to
your care.
3. Develop an atmosphere of understanding, community and harmony in
your classes. Motivate your students to look after one another and treat
each other as brothers and sisters. Teach them to see beyond each
other’s inadequacies and learn to appreciate each other’s uniqueness.
Teach them the value of sharing so that each will have an equal
opportunity to grow fully as a person, having shared in the benefits of an
atmosphere of love, understanding and charity.

b. Barangay Officials:

1. Serve the members of your community fairly, Accord to each one the
respect and courtesy he/she deserves as a person. Be a happy and
cheerful public servant. When you serve everyone equally with joy, your
joy becomes pervasive and positively affects the members of your
community.
2. The value of equality demands that we give preferential option to the less-
privileged, the poor, powerless, and abused, so that they may
experience the same happiness and joy in living in a loving and caring
community that every person deserved to be in. Do not be complacent to
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 the plight of these people. They are the ones that will provide the
strongest testament of your living the values of love and equality.
3. Encourage all community officials to deal with each member of the
community fairly; to serve everybody’s interest and to be unselfish in his
sense towards everyone.
4. Adopt relevant slogans that inspire and motivate the members of the
community to live out the value of Equality everyday.
(e.g. Serbisyong Tapat, Kaunlaran Nating Lajat.)

c. Students:

1. Treat your classmates kindly and fairly. Don’t bully those who are weak
among you. When confronted with such a temptation, reflected by
putting yourself on the other person’s place. Be charitable instead to
those who are less-fortunate than you are. Let the weakness of others
be your inspiration to help and serve them so that they may feel adequate
and blessed by your love and concern for them.
2. Learn to judge every person based on his/her own uniqueness and
giftedness. Know that no one is perfect but that each one has the
capacity to feel and the ability to love. Be patient with people and be
able to appreciate the beauty in each one. If you live by this principle,
you are bound to experience the joys of true friendship and harmony with
the people around you.
3. Encourage others to live out the value of Equality by being a good and
consistent example to them. Team others to be fair and equitable in
their judgments, decisions, and actions.

Personal Resolution

I believe that all men are created equal. I further believe that every person has
right to be treated fairly in the interest of love and justice. I therefore pledge to refrain from
judging people subjectively. I shall treat everyone with respect as part of their inherent gift of
dignity as persons. I shall be more charitable in my thoughts and deeds so that I may not
trample on the rights and dignity of my fellowmen. I promise to be of service to everyone,
especially the less-fortunate, the poor, abused and abandoned so that they may share in the
promise of a brighter future. I shall act conscientiously and decisively to protect each person’s
right to equality which is most essential in establishing a community of happy, loving, caring and
peaceful people.

Equality

Skulls
Andrew Maria Almonte, MMHC

One day, a group of skulls in a cemetery had a conversation.

“Hey,” said a skull to another, “who were you when you were alive?”

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 “I was a king,” answered the skull with an air of pride.

“Yes, I was once his slave,” replied another skull. “He was a tyrant, a ruthless and
merciless king!”

“How dare you speak about me like that!” countered the king-skull. “I am your king,
remember?”

“Shut up!” shouted the slave-skull. “You are no longer my king nor am I your slave
anymore! We are the same now - rotten skulls!”

Moral: Each man may differ in worldly stature, but each one bears the same amount of dignity
as another and all share one common destiny.

The Good Citizenship Value of Respect for Law and Government

Respect for the Law and Government

They respect that the demands of the law are written in their hearts, while their conscience also
bears witness and the conflicting thoughts accuse or even defend them.
Romans 2:15

Let every person be subordinate to the higher authorities, for there is no authority except from
Go, and those that exist have been established by God. Therefore, whoever resists authority
opposes what God has appointed, and those that oppose it will bring judgment upon themselves.
For rulers are not causes of fear to good conduct, but to evil.
Romans 13:1-3

Where law ends, there tyranny begins. William Pitt

Respect for Law and Government in Action

Some examples of how participants may cultivate and encourage the value of
Respect for Law and government in their area of concern:

a. Teachers:

1. Motivate students to obey basic school rules and regulations and encourage
them to be more responsible in their actions when they are outside of the
home/school.
2. Help students understand the significance and principles of some basic laws
and the role of the government (traffic rules, no-littering, money laundering, rule of
law, government functions/hierarchy).

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 3. Be good examples to students by being law-abiding and never compromising
one’s own value of respect for law (rules) and government (authority) when
confronted by a challenging situation.

b. Barangay Officials:

1. Be good examples to your constituents. BE law-abiding and supportive of

government programs and initiatives.
2. Have a more efficient and effective law enforcement group in your community
(e.g. tanod and security)
3. Develop slogans and/or programs that motivate community members to
respect the law and the government as well as take a more active role in
the promotion of government programs.

c. Students:

1. Develop a conscious habit of abiding by rules and regulations starting with

those in school and your home.
2. Seek to understand the laws and roles of the government as well as your own
role as a citizen more fully.
3. Be a good example for your friends and family by being law-abiding and by
respecting the work of the government.

Personal Resolution

I believe that the laws and the government are meant to serve my own interests as
a citizen. I shall seek ways to understand the laws more so that I may be able to follow them
more knowingly. I shall also strive to understand the government and its functions so that I can
contribute to her efforts of improving the lives of our countrymen. In my own capacity as a
citizen, I shall always be law-abiding. I shall not allow my values to be compromised by illegal
acts and practices. I shall strive to take a more critical stand in making a decision to
follow laws and appreciate the work of government. I shall perform my patriotic duty of
always maintaining a sense of respect for her duly constituted right and authority to promote
order and peace for the sake of all citizens.

Respect for Law and Government

The Boss Explains ‘Clearly’

Fr.Bel San Luis, SVD

A company employing several thousand people was attempting to institute a pension plan.
But the plan could not be implemented without one-hundred percent participation.

Every employee signed up except, one man. Many efforts were made to win over, but the
man kept on resisting. Finally the President of the company called the man into his office.

“Here is a copy of the proposed pension plan and here is a pen,” he said. “Sign up or
you’re fired.” Whereupon, the man immediately picked up the pen and signed his name.

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 The President of the company said, “I don’t understand why you refused to sign until now.
What was your problem?”

To which the man replied, “Sir, you’re the first person who explained it to me clearly.”

Moral: Every person must learn and understand the laws of the land, the role of our leaders and
his own duties and responsibilities that he may act accordingly as a good citizen.

The Good Citizenship Value of Patriotism

PATRIOTISM

For whoever wishes to save his life will lose it, but whoever loses his life for my sake will save it.
Mark 8:35

The Filipino is worth dying for. Sen. Benigno Aquino, Jr.

Patriotism is not a short outburst of emotions but a lifetime of dedication.

Adlai E. Stevenson

The willing sacrifice of the innocent is the most powerful answer to insolent tyranny that has yet
been conceived by God and man.
Mahatma Gandhi

PATRIOTISM in Action

Some concrete examples of how we may cultivate and encourage the value of
Patriotism in our area of concern:

1. We must love our country by being vigilant and ready to defend it from internal and
external threats.
2. We must patronize our country’s products. In the dawn of globalization, let us not
disregard our country’s products and good works. Let us be proud of our own
products by being supportive of these in the midst of formidable foreign
commercial competition.
3. We must uphold and live good citizenship values so that we may serve as an
inspiration to our fellowmen to strive to become good citizens themselves.
4. We must be proud of our heritage and national identity by learning and
understanding our history.
5. We must be vigilant and proactive citizens by being well informed of the issues
affecting our country.
6. We must be law-abiding citizens by respecting and upholding the constitution and
all the other laws of the land.
7. We must do simple acts of service to our fellowmen without string attached.
8. We must be good workers by performing our duties as we should and with a high
level of competence, aiming always for excellence.
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 9. We must be kind and compassionate to others who may not be as fortunate as we
are in terms of material wealth. Let us share our blessings with our fellowmen.
10. In our undertakings, we must bear in mind the integrity and welfare of our country.
We must enter into undertakings that tend to go against national interest.
11. We must carry ourselves as Filipinos with dignity and pride. WE must not be
dissuaded by material temptations.
12. We must be responsible voters by choosing candidates according to the dictate of
our conscience, considering the candidates’ personal values and integrity.**
13. We must be true to ourselves by being faithful to our very own family and country.

Personal Resolution

I am a Filipino, proud and true. I honor my heritage and take pride in my

commitment to be a good citizen in my daily life. I shall from here on, dedicate
myself to perform simple acts of heroism that nevertheless will have positive effects in the lives
of my countrymen. I shall always be mindful of my country’s interest in my dealings; that I
may not harm her by going into unfair or illegal activities. I shall strive to be vigilant so that I
may fulfill my duty as a citizen of upholding her laws, preserving her dignity and promoting
her welfare.

Patriotism

An excerpt from “Don’t We All”

(Unknown Author)

I was parked in front of the mall wiping off my car. I had just come from the car wash and
was waiting for my wife to get out of work. Coming my way from across the parking lot was
what society would consider a bum. From the looks of him, he had no car, no home, no clean
clothes, and no money. There are times when you feel generous but there are other times that
you just don’t want to be bothered. This was one of those “don’t want to be bothered times.” “I
hope he doesn’t ask me for any money,” I thought. He didn’t….

That’s a very pretty car,” he said. He was ragged but he had an air of dignity around him,
I said, “Thanks,” and continued wiping off my car. As the silence between us widened
something inside said, “Ask him if he needs any help.” I was sure that he would say “yes” but
held true to the inner voice. “Do you need any help? I asked. He answered in 3 simple but
profound words that I shall never forget. We often look for wisdom in great men and women.
We expect it from those of higher learning and accomplishments. I expected nothing but an
outstretched grimy hand. He spoke the 3 words that shock me. “Don’t we all?” he said. I was
feeling high and mighty, successful and important, above a bum in the street, until those 3 words
hit me like a 12 gauge shotgun….

No matter how much you have, no matter how much you have accomplished, you need
help, too. No matter how little you have, no matter how loaded you are with problems, even
without money or a place to sleep, you can give help.

Maybe God looked down, called an angel, dressed him like a bum, then said, “go minister
to that man cleaning the car, that man needs help.” Don’t we all.

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Moral: Sometimes, somehow, everybody needs somebody to lean on; for no one is so rich or
poor that he can’t accept or receive help, love and care from others.

Patriotism

Anecdotes of the Great

That Help Build a Better Life
Compiled by J. Maurus

As a young girl, Princess Juliana watched a parade from her palace balcony in The
Hague. “Do all these people belong to me?” she asked her mother. “No, indeed, child,” replied
Queen Wilhelmina, “We belong to all those people.”

Moral: Power and prestige do not set us apart from other people. Rather, they bring us closer
to them as they put us in a better position to help others in need.

TO BE A HERO
Uldarico Viray

It is not all who die in battle,

Are heroes of our time.
It is not all who lead the masses,
Are heroes to be sung.

Each of us can be a hero

In the daily life we live,
Each of us can be a hero,
It is easy if we please.

If we learn to share with the poor

If we stand for what is right,
If we are true, not dishonest,
We are heroes in the right.

If we help those who are in need,

If we comfort those who are sad,
If we give joy to the lonely,
Aren’t we heroes in this life?

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The Good Citizenship Value of Promotion of the Common Good

Promotion of the Common Good

All who believed were together and had all things in common; they would sell their property and
possessions and divide them among all according to each one’s need.
Acts 2:44-45

Common Good is a “substantial and extremely fertile estate’, no crowding or diminishment as it

is shared with others.
St.Augustine

Promotion of the Common Good in Action

Some examples of how participants may cultivate and encourage the value of
Promotion of the Common Good in their area of concern:

a. Teachers:

1. Motivate students to be kind and charitable. Encourage them to help their

classmates who have difficulty in their studies by forming peer/study groups.
Motivate students to maintain a good level of academic competition without
compromising the value of helping others and the sharing of gifts and talents.
2. Avoid favoritism with students. Favoritism will prevent you from serving the
common good/majority of your students. Let you teaching ministry touch as
many lives as possible.
3. Teach your students how to develop a genuine sense of concern for others
(especially the poor) by giving them opportunities to participate in immersion and
outreach activities, community interaction and societal research (interviews, field
exposures, etc.).
4. Inspire your students to be critical thinkers and sensitive persons. Make
them realize the consequences and implications of their decisions and actions
not only with regard themselves and their immediate groups but, more so, with
the larger community and the nation itself.

b. Barangay Officials:

1. Motivate community members to develop an attitude of service towards

each other. Establish community support groups (e.g. women’s group, youth
group, a disaster volunteer group/corps) to cater to the needs and interest of the
whole community.
2. Allocate community resources fairly and judiciously. Always have the
interest of the majority or the whole community in mind when making decisions
regarding the disposition of community resources.
3. Be supportive of the programs of the government and cooperate with other
communities. Remember that the community is not be excluded from national
affairs. Your community forms a corps of responsible individuals who are willing
and dedicated to improve and uplift the lives of all people, including those
outside your immediate community/barangay. Where the welfare of the whole
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 nation is concerned, the barangay should b ready to launch and support
government initiatives aimed at improving the welfare of the common good.

c. Students:

1. Learn to think beyond yourself. In the conduct of your decisions and

actions, consider the effects to your family members, friends and classmates,
teachers, and the people around you.
2. Learn to reach out to the many people who are not as fortunate as you are.
Develop compassion and concern towards them. Be inspired to move into
action by helping them in any way you can through simple acts of charity,
kindness and sincere understanding.
3. Be ready to render volunteer service in times of emergencies, disasters and
occasions wherein your gifts as a youth may be required in helping other people.
4. Actively participate in immersion, outreach and social exposure activities so
that you may be informed of the plight of people around you and so that you can
initiate actions that my benefit them.

Personal Resolution

I understand that I live in a community of people sharing in the same pursuit for
happiness and dream for peace. I promise to be more charitable and concerned for the
welfare of my fellowmen in the course of my life. I shall do my best to work along the
principle of serving the interest of the common good before serving my own. By this truly
heroic act, I hope to inspire others to develop in themselves as well a genuine concern and
love for others so that we may all truly live in a world of love, harmony, understanding, and
progress. I shall steadfastly remain vigilant and dedicated to the preservation and
promotion of the common good and shall foster this value in my own life at all times.

Commonality
BB

Though I have my own destiny,

It is one I share with all.
Among all other blessings,
These are the things I share
With every man whose dreams
I also bear:

Life…
Whose boundless horizons have inspired men to seek freedom and liberty; to conquer those that
seem indomitable.

The seas…

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 Whose mysteries and unfathomable depths have moved man to launch countless adventures
from its shores that marked the triumph of the human spirit amidst rough and uncharted courses.

The earth…
From whose bosom man’s life is nourished; whose landscapes man tames by the sweat of his
brows.

Nature…
From whose gentle breeze, cool springs and teeming oceans, lush forests and azure skies, the
life of man is sustained and made full.

Dignity…
That assures man of his right to pursue happiness and live with worth and honor, to claim his
rightful place in a world born out of love, understanding, charity and peace.

Knowledge…
That brings out the best in the human genius, that which makes him superior over all worldly
mysteries.

Am I not the same as any man,

whose life is nourished by the same elements;
whose hands drive the same plow;
whose happiness I share
when he lives a life worthy
of his own destiny?

What right have I then,

to live in monopoly
of the blessings due to every man;
for am I not the same as any other;
my own life I owe
to the same Maker?

Promotion of the Common Good

A Chinese Legend
Fr. Benigno P. Beltran, SVD

Look at that curve in the River of Chi’i with the green bamboos so luxuriant.
The Book of Songsg (Waley)

Once upon a time, in the heart of the Western Kingdom, lay a beautiful garden. And
there in the cool of the day the Master of the Garden went to walk. Of all denizens of the
garden, the most beloved was a gracious and noble bamboo. Year after year, Bamboo grew
yet more noble and gracious, conscious of his Master’s love and watchful delight, but modest
and gentle withal. And often, when Wind came to revel in the garden, Bamboo could cast aside
his joyous abandon, leading the Great Dance of the Garden which most delighted the Master’s
heart.

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 One day, the master himself drew near to contemplate his Bamboo with eyes of curious
expectancy. And Bamboo, in a passion of adoration, bowed his great head to the ground in
loving greeting. The Master spoke: “Bamboo, Bamboo, I would use thee.” Bamboo flung his
head to the sky in utter delight. The day of days had come, the day for which he had been
made, the day for which he had been growing hour by hour, this day in which he would find his
completion and his destiny. His voice came low: “Master, I am ready. Use me as thou wilt.”

“Bamboo” – the Master’s voice was grave – “I would fain take thee and cut thee down!” A
trembling of great horror shook Bamboo.

“Cut…me…down! Me…who, thou, Master, hast made the most beautiful in thy entire
garden…to cut me down! Ah, not that, not that. Use me for thy Joy, O Master, but cut me not
down.”

“Beloved Bamboo” – the Master’s voice grew graver still – “If I cut thee not down, I cannot
use thee.” The garden grew still. Wind held his breath. Bamboo slowly bent his proud and
glorious head. There came a whisper: “Master, if thou cannot use me if thou cut me not
down…then…do thy will and cut.”

“Bamboo, beloved Bamboo, I would…cut thy leaves and branches from thee also.”
“Master, Master, spare me. Cut me down and lay my beauty in the dust; but wouldst thou take
from me my leaves and branches also?”

“Bamboo, alas, if I cut them not away, I cannot use thee.” The sun hid his face. A
listening butterfly glided fearfully away. And Bamboo shivered in terrible expectancy,
whispering low: “Master, cut away.”

“Bamboo, Bamboo, I would yet…cleave thee in twain and cut thine heart, for I cut not so, I
cannot use thee.” Then was Bamboo bowed to the ground. “Master, Master…then cut and
cleave.” So did the Master of the Garden take Bamboo and cut him down and hack off his
branches and strip off his leaves and cleave him in twain and cut out his heart. And lifting him
gently carried him to where there was a spring of fresh, sparkling water in the midst of his dry
field. Then, putting one end of broken bamboo in the spring and the other end into the water
channel in his field, the Master laid down gently his beloved Bamboo. And the spring sang
welcome and the clear sparkling waters raced joyously down the channel of Bamboo’s torn body
into the waiting fields. Then the rice was planted, and the days went by, and the shoots grew
and the harvest came.

In that day was Bamboo, once so glorious in his stately beauty, yet more glorious in his
brokenness and humility. For in his beauty he was life abundant, but in his brokenness he
became channel of abundant life to his Master’s world.

Moral: The real heroes among us are those who live their lives daily in genuine concern for the
welfare of others.

Pagkamakalikasan

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 The Good Citizenship Value of Concern for the Environment

Concern for the Environment

Let them have dominion over the fish of the sea, the birds of the air, and the cattle, and over all
the wild animals and all the creatures that crawl on the ground.
Genesis 1:26

You visit the Earth and water it; make it abundantly fertile. God’s stream is filled with water; with
it you supply the world with grain. Thus do you prepare the Earth; you drench plowed furrows
and level their ridges. With showers you keep the ground soft, blessing its young sprouts.
Psalm 65:10-11

How long can men thrive between walls of brick, walking on asphalt pavements, breathing the
fumes of coal and of oil, growing, working, dying, with hardly a thought of wind, and sky, and
fields of grains, seeing only machine-made beauty, the mineral-like quality of life?
Charles A. Lindbergh

For 200 years we’ve been conquering Nature. Now we’re beating it to death.
Tom McMillan

Processing Points

1. The way you felt the time you were doing your work up to the time you
beheld them reflected your sense of ownership of your work, your pride
for having done a splendid job out of your own efforts, sacrifices and
creativity, and your own determination to succeed in your given task.

2. That’s also probably how God felt when He created the world…full of
happiness, pride and determination to protect, preserve and continually
improve it.
3. That’s also probably how people who fight ardently everyday to preserve
the environment feel. These people have obviously transcended their
human nature of greed and desire for excess. These people have
learned to regard the environment as their own work in such a way that
they have dedicated their lives (in small and large measures) to preserve
and protect it. They may have well transcended the aspect of merely
looking after themselves. They have by their own dedication proven
themselves to be concerned even for future generations, for posterity who
will inherit whatever improvements and destruction our generation will
cause the environment.
4. This is how we should be as well. WE should value and develop concern
for the environment as though it were our own piece of work, a product of
our own sacrifices and creativity. We should think beyond ourselves and
our generation. We should look toward the future and secure it for our

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 children by giving them an environment that will help them become better
citizens, healthy people and concerned individuals.
5. When we destroy the environment or don’t do anything to help preserve it,
God probably feels the same way you did when your works were
destroyed. He probably feels as mad and frustrated, and probably even
more, based on the scale of destruction we deal in our environment. The
Lord, unlike us though, is forgiving and always sees hope in us. Thus,
he doesn’t stop making magnificent landscapes and forests, azure skies,
alluring oceans teeming with life, and sunsets with masterful brushstrokes.
However, God can only do so much to repair what we have damaged.
With the present sorry state of our environment, we ought to do less
destruction and more preservation. We are called upon for the special
mission of stewardship of our environment. We should not abuse God’s
patience and benevolence. It is time that we assumed fully and more
resolutely our role as stewards of life and nature.

Concern for the Environment in Action

Some examples of how participants may cultivate and encourage the values of
Concern for the Environment in their area of concern:

a. Teachers:
1. Motivate students to be more concerned about the environment by
promoting the following initiatives:

a. “Clean-as-you-go” program/behavior in the classroom/cafeteria and

on venues within the school campus. This attitude may be further
developed in the home and outside establishments.
b. Field trips to sites that highlight the beauty/destruction of the
environment.
c.Programs that cause student awareness and concern for the
environment and the way it is being treated by society.
d. Inspiring students to support pro-environment initiatives and
legislation.
e. Making students understand the process of recycling and allowing
them to apply this process in school and in their homes.

2. Fervently integrate the value of caring for the environment in one’s

lessons and instruction.

b. Barangay Officials:

1. Have a more efficient “Clean and Green” program in the barangay.

2. Motivate community members to develop the value of concern for the
environment while at the same time making the value a source of
livelihood (e.g. recycling ventures, planting of crops and fruit trees on
households and community properties, sale of seedlings and plants that
are grown within the community to schools and other institutions that
have tree planting or “greening” projects, etc.)
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 3. Develop a deeper consciousness for the environment within the
community as well as design a more efficient garbage collection system.
4. Teach and motivate community members to protect rivers and water
ways along the community by teaching them alternative waste disposal
systems and by encouraging them to use the rivers instead for
livelihood and other meaningful purposes.

c. Students:

1. Develop a more conscious and consistent habit of keeping your

surroundings clean as well as using environmental resources such as
water and electricity wisely and prudently.
2. Have a deeper understanding of the dire state of the environment and in
your own capacity contribute to the work of preserving it.

Personal Resolution

I am a steward of creation. I understand that my very existence and that of

generations after me are threatened by the destruction of the environment. I pledge to be
a more discerning individual by using all environmental resources properly and prudently. I
shall develop a conscious effort to preserve and protect the environment from further
degradation. I shall treat the environment as though it were my own masterpiece, giving it
great care and priding myself of its wonders and beauty. I shall ever be thankful of the grace
of God and the dedication of people in their work to ensure that my family and I have clean air
to breathe, clean water to drink, clean oceans to launch adventures and above all, a life that’s
healthy and a future worthy to be shared to the next generations.

Concern for the Environment

The Giving Tree

Fr. Benigno P. Beltran, SVD

Once there was a tree…and she loved a little boy. And every day the boy would gather
her leaves, make them into a crown and play king of the forest. The boy would also play hide
and seek, climb her branches and eat her mangoes. At the end of the day when he was tired,
the boy would sleep in her shade. And the boy loved the tree…very much…and the tree was
very happy.

But the time went on… And the boy grew older. And the tree was often alone. Then
one day the boy went to the tree who said: “Come, boy and climb up my trunk, swing from my
branches, eat my mangoes, play in the shade and be happy.” “I am too big to climb and play
and I don’t have money,” said the boy, “If only I can have some money.” “I am sorry,” said the
tree, “but I don’t have money. Go take my mangoes, boy, and sell them to the market. That
way, you will have enough money and you will be happy.” And so the boy gathered all her
mangoes and carried them away. And the tree was happy.

But the boy stayed away for a long time… Then one day the boy came back to the tree
who shook with joy and said: “Come, boy, come and climb up my trunk, swing from my branches,
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eat my mangoes, play in the shade and be happy.” “I am too busy to climb trees.” said the boy.
“I want a house to keep me warm.” “I want a wife and children and so I need a house. Can
you give me a house?” “I have no house,” said the tree, “The forest is my house, but you may
cut my branches and build a house.” And so the boy cut off her branches and carried them
away to build his house. And the tree was happy.

But the boy stayed away for a long time… Then one day the boy came back and the tree
was so happy that she could barely speak. “Come, boy,” she whispered, “come and play.” “I
am too old to play.” said the boy. “I want a boat that will take me far away from her. Can you
give me a boat?” “Cut down my trunk and make a boat,” said the tree. “Then you can sail
away…and be happy.” And so the boy cut down the trunk and made a boat and sailed away.
And the tree was happy…but not really.

And after a time, the boy came back again. “I am sorry, boy,” said the tree. “But I have
nothing left to give you – my mangoes are gone.” “My teeth are too weak for mangoes,” said
the boy. “My branches are gone,” said the tree. “You cannot swing on them.” “I am too old to
swing on branches,” said the boy. “I am sorry,” sighed the tree. “I wish that I could give you
something…but I have nothing left. I am just an old stump. I am sorry.” “ I don’t need very
much now,” said the boy, “Just a quiet place to sit and rest. I am very tired.” “Well,” said the
tree, straightening herself up as much as she could, “Well, an old stump is good for sitting and
resting. Come, boy, sit down and rest.” And the boy did and the tree was happy.

Moral: Mother Nature is an all-giving mother. While she gives fully, man abuses her
relentlessly. It is time that we care for our ailing Mother Nature so that she will regain her
beauty and strength once again, enabling her to share her life and abundance with us.

Activity 12 Matching Type. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

Activity 13-26 Essay. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

Topic 5
Environment (Solid Waste Management)

REPUBLIC ACT NO. 9003

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 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

CHAPTER I

Basic Policies

ARTICLE 1

General Provisions

SECTION 1. Short Title. — This Act shall be known as the “Ecological Solid Waste Management
Act of 2000.”

SECTION 2. Declaration of Policies. — 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

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(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.

ARTICLE 2

Definitions of Terms

SECTION 3. Definition of Terms. — For the purposes of this Act:

(a) 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;

(b) 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;

(c) Bureau shall refer to the Environmental Management Bureau;

(d) 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;

(e) Collection shall refer to the act of removing solid waste from the source or from a
communal storage point;

(f) Composting shall refer to the controlled decomposition of organic matter by micro-
organisms, mainly bacteria and fungi, into a humus-like product;

(g) Consumer electronics shall refer to special wastes that include worn-out, broken, and
other discarded items such as radios, stereos, and TV sets;

(h) Controlled dump shall refer to a disposal site at which solid waste is deposited in
accordance with the minimum prescribed standards of site operation;

(i) Department shall refer to the Department of Environment and Natural Resources;

(j) Disposal shall refer to the discharge, deposit, dumping, spilling, leaking or placing of
any solid waste into or in any land;

(k) Disposal site shall refer to a site where solid waste is finally discharged and
deposited;

(l) 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;

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(m) Environmentally acceptable shall refer to the quality of being re-usable, biodegradable
or compostable, recyclable and not toxic or hazardous to the environment;

(n) Generation shall refer to the act or process of producing solid waste;

(o) Generator shall refer to a person, natural or juridical, who last uses a material and
makes it available for disposal or recycling;

(p) 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;

(q) 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;

(r) Materials recovery facility — includes a solid waste transfer station or sorting station,
drop-off center, a composting facility, and a recycling facility;

(s) 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;

(t) 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;

(u) 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;

(v) Person(s) shall refer to any being, natural or juridical, susceptible of rights and
obligations, or of being the subject of legal relations;

(w) 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;

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(x) Receptacles shall refer to individual containers used for the source separation and the
collection of recyclable materials;

(y) 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;

(z) 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;

(aa) Recycled material shall refer to post-consumer material that has been recycled and
returned to the economy;

(bb) 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;

(cc) 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;

(dd) 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;

(ee) 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;

(ff) 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;

(gg) 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;

(hh) Secretary shall refer to the Secretary of the Department of Environment and Natural
Resources;

(ii) 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;
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(jj) 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;

(kk) 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.

(ll) 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;

(mm) 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;

(nn) 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;

(oo) Source separation shall refer to the sorting of solid waste into some or all of its
component parts at the point of generation;

(pp) 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;

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(qq) Storage shall refer to the interim containment of solid waste after generation and prior
to collection for ultimate recovery or disposal;

(rr) 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 wastes as an activity incidental to the conduct
of a refuse collection and disposal business.

(ss) Waste diversion shall refer to activities which reduce or eliminate the amount of solid
waste from waste disposal facilities;

(tt) 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

(uu) 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.

CHAPTER II

Institutional Mechanism

SECTION 4. 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);

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(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

(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.

Provided, further, That the Secretaries of the member agencies of the Commission shall
formulate action plans for their respective agencies to complement the National Solid Waste
Management Framework.

The Department Secretary and a private sector representative of the Commission shall serve as
chairman and vice chairman, respectively. The private sector representatives of the Commission
shall be appointed on the basis of their integrity, high degree of professionalism and having
distinguished themselves in environmental and resource management. The members of the
Commission shall serve and continue to hold office until their successors shall have been
appointed and qualified. Should a member of the Commission fail to complete his/her term, the
successor shall be appointed by the President of the Philippines but only for the unexpired
portion of the term. Finally, the members shall be entitled to reasonable traveling expenses and
honoraria.

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The Department, through the Environmental Management Bureau, shall provide secretariat
support to the Commission. The Secretariat shall be headed by an executive director who shall
be nominated by the members of the Commission and appointed by the chairman.

SECTION 5. 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

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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;

(r) Encourage all local government agencies and all local government units to patronize
products manufactured using recycled and recyclable materials;

(s) Propose and adopt regulations requiring the source separation and post separation
collection, segregated collection, processing, marketing and sale of organic and designated
recyclable material generated in each local government unit; and

(t) 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.

SECTION 6. Meetings. — The Commission shall meet at least once a month. The
presence of at least a majority of the members shall constitute a quorum. The chairman, or in his
absence the vice chairman, shall be the presiding officer. In the absence of the heads of the
agencies mentioned in Sec. 4 of this Act, they may designate permanent representatives to
attend the meetings.

SECTION 7. The National Ecology Center. — There shall be established a National

Ecology Center under the Commission which shall provide consulting, information, training, and
networking services for the implementation of the provisions of this Act.

In this regard, it shall perform the following functions:

(a) Facilitate training and education in integrated ecological solid waste management;

(b) Establish and manage a solid waste management information data base, in
coordination with the DTI and other concerned agencies:

(1) on solid waste generation and management techniques as well as the management,
technical and operational approaches to resource recovery; and

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(2) of processors/recyclers, the list of materials being recycled or bought by them and
their respective prices;

(c) Promote the development of a recycling market through the establishment of a

national recycling network that will enhance the opportunity to recycle;

(d) Provide or facilitate expert assistance in pilot modeling of solid waste management
facilities; and

(e) Develop, test, and disseminate model waste minimization and reduction auditing
procedures for evaluating options.

The National Ecology Center shall be headed by the director of the Bureau in his ex officio
capacity. It shall maintain a multi-sectoral, multi-disciplinary pool of experts including those from
the academe, inventors, practicing professionals, business and industry, youth, women and
other concerned sectors, who shall be screened according to qualifications set by the
Commission.

SECTION 8. Role of the Department. — For the furtherance of the objectives of this Act,
the Department shall have the following functions:

(a) Chair the Commission created pursuant to this Act;

(b) Prepare an annual National Solid Waste Management Status Report;

(c) Prepare and distribute information, education and communication materials on solid
waste management;

(d) Establish methods and other parameters for the measurement of waste reduction,
collection and disposal;

(e) Provide technical and other capability building assistance and support to the LGUs in
the development and implementation of local solid waste management plans and programs;

(f) Recommend policies to eliminate barriers to waste reduction programs;

(g) Exercise visitorial and enforcement powers to ensure strict compliance with this Act;

(h) Perform such other powers and functions necessary to achieve the objectives of this
Act; and

(i) Issue rules and regulations to effectively implement the provisions of this Act.

SECTION 9. Visitorial Powers of the Department. — The Department or its duly

authorized representative shall have access to, and the right to copy therefrom, the records
required to be maintained pursuant to the provisions of this Act. The Secretary or the duly
authorized representative shall likewise have the right to enter the premises of any generator,
recycler or manufacturer, or other facilities any time to question any employee or investigate any
fact, condition or matter which may be necessary to determine any violation, or which may aid in

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the effective enforcement of this Act and its implementing rules and regulations. This Section
shall not apply to private dwelling places unless the visitorial power is otherwise judicially
authorized.

SECTION 10. Role of LGUs in Solid Waste Management. — Pursuant to the relevant
provisions of R.A. No. 7160, otherwise known as the Local Government Code, the LGUs shall be
primarily responsible for the implementation and enforcement of the provisions of this Act within
their respective jurisdictions.

Segregation and collection of solid waste shall be conducted at the barangay level specifically
for biodegradable, compostable and reusable wastes: Provided, That the collection of non-
recyclable materials and special wastes shall be the responsibility of the municipality or city.

SECTION 11. Provincial Solid Waste Management Board. — A Provincial Solid Waste
Management Board shall be established in every province, to be chaired by the governor. Its
members shall include:

(a) All the mayors of its component cities and municipalities;

(b) One (1) representative from the Sangguniang Panlalawigan to be represented by the
chairperson of either the Committees on Environment or Health or their equivalent committees,
to be nominated by the presiding officer;

(c) The provincial health and/or general services officers, whichever may be
recommended by the governor;

(d) The provincial environment and natural resources officer;

(e) The provincial engineer;

(f) Congressional representative/s from each congressional district within the province;

(g) A representative from the NGO sector whose principal purpose is to promote
recycling and the protection of air and water quality;

(h) A representative from the recycling industry;

(i) A representative from the manufacturing or packaging industry; and

(j) A representative of each concerned government agency possessing relevant

technical and marketing expertise as may be determined by the Board.

The Provincial Solid Waste Management Board 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 selected through a process designed by themselves and shall be endorsed by
the government agency representatives of the Board: Provided, further, That in the Province of

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Palawan, the Board shall be chaired by the chairman of the Palawan Council for Sustainable
Development, pursuant to Republic Act No. 7611.

In the case of Metro Manila, the Board shall be chaired by the chairperson of the MMDA and its
members shall include:

(i) All mayors of its component cities and municipalities;

(ii) A representative from the NGO sector whose principal purpose is to promote recycling
and the protection of air and water quality;

(iii) A representative from the recycling industry; and

(iv) A representative from the manufacturing or packaging industry.

The Board 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 selected through a process designed by themselves and shall be endorsed by
the government agency representatives of the Board.

The Provincial Solid Waste Management Board shall have the following functions and
responsibilities:

(1) Develop a provincial solid waste management plan from the submitted solid waste
management plans of the respective city and municipal solid waste management boards herein
created. It shall review and integrate the submitted plans of all its component cities and
municipalities and ensure that the various plans complement each other, and have the requisite
components. The Provincial Solid Waste Management Plan shall be submitted to the
Commission for approval.

The Provincial Plan shall reflect the general program of action and initiatives of the provincial
government in implementing a solid waste management program that would support the various
initiatives of its component cities and municipalities.

(2) Provide the necessary logistical and operational support to its component cities and
municipalities in consonance with subsection (f) of Sec. 17 of the Local Government Code;

(3) Recommend measures and safeguards against pollution and for the preservation of
the natural ecosystem;

(4) Recommend measures to generate resources, funding and implementation of projects

and activities as specified in the duly approved solid waste management plans;

(5) Identify areas within its jurisdiction which have common solid waste management
problems and are appropriate units for planning local solid waste management services in
accordance with Section 41 hereof;

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(6) Coordinate the efforts of the component cities and municipalities in the implementation
of the Provincial Solid Waste Management Plan;

(7) Develop an appropriate incentive scheme as an integral component of the Provincial

Solid Waste Management Plan;

(8) Convene joint meetings of the provincial, city and municipal solid waste management
boards at least every quarter for purposes of integrating, synchronizing, monitoring and
evaluating the development and implementation of its provincial solid waste management plan;

(9) Represent any of its component city or municipality in coordinating its resource and
operational requirements with agencies of the national government;

(10) Oversee the implementation of the Provincial Solid Waste Management Plan;

(11) Review every two (2) years or as the need arises the Provincial Solid Waste
Management Plan for purposes of ensuring its sustainability, viability, effectiveness and
relevance in relation to local and international developments in the field of solid waste
management; and

(12) Allow for the clustering of LGUs for the solution of common solid waste management
problems.

SECTION 12. City and Municipal Solid Waste Management Board. — Each city or
municipality shall form a City or Municipal Waste Management Board that shall prepare, submit
and implement a plan for the safe and sanitary management of solid waste generated in areas
under its geographic and political coverage.

The City or Municipal Solid Waste Management Board shall be composed of the city or
municipal mayor as head with the following as members:

(a) One (1) representative of the Sangguniang Panlungsod or the Sangguniang Bayan,
preferably chairpersons of either the Committees on Environment or Health, who will be
designated by the presiding officer;

(b) President of the Association of Barangay Councils in the municipality or city;

(c) Chairperson of the Sangguniang Kabataan Federation;

(d) A representative from NGOs whose principal purpose is to promote recycling and the
protection of air and water quality;

(e) A representative from the recycling industry;

(f) A representative from the manufacturing or packaging industry; and

(g) A representative of each concerned government agency possessing relevant

technical and marketing expertise as may be determined by the Board.

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The City or Municipal Solid Waste Management Board may, from time to time, call on any
concerned agencies or sectors as it may deem necessary.

Provided, That representatives from the NGOs, recycling and manufacturing or packaging
industries shall be selected through a process designed by themselves and shall be endorsed by
the government agency representatives of the Board.

The City and Municipal Solid Waste Boards shall have the following duties and responsibilities:

(1) Develop the City or Municipal Solid Waste Management Plan that shall ensure the
long-term management of solid waste, as well as integrate the various solid waste management
plans and strategies of the barangays in its area of jurisdiction. In the development of the Solid
Waste Management Plan, it shall conduct consultations with the various sectors of the
community;

(2) Adopt measures to promote and ensure the viability and effective implementation of
solid waste management programs in its component barangays;

(3) Monitor the implementation of the City or Municipal Solid Waste Management Plan
through its various political subdivisions and in cooperation with the private sector and the
NGOs;

(4) Adopt specific revenue-generating measures to promote the viability of its Solid Waste
Management Plan;

(5) Convene regular meetings for purposes of planning and coordinating the
implementation of the solid waste management plans of the respective component barangays;

(6) Oversee the implementation of the City or Municipal Solid Waste Management Plan;

(7) Review every two (2) years or as the need arises the City or Municipal Solid Waste
Management Plan for purposes of ensuring its sustainability, viability, effectiveness and
relevance in relation to local and international developments in the field of solid waste
management;

(8) Develop the specific mechanics and guidelines for the implementation of the City or
Municipal Solid Waste Management Plan;

(9) Recommend to appropriate local government authorities specific measures or

proposals for franchise or build-operate-transfer agreements with duly recognized institutions,
pursuant to R.A. 6957, to provide either exclusive or non-exclusive authority for the collection,
transfer, storage, processing, recycling or disposal of municipal solid waste. The proposals shall
take into consideration appropriate government rules and regulations on contracts, franchises
and build-operate-transfer agreements;

(10) Provide the necessary logistical and operational support to its component cities and
municipalities in consonance with subsection (f) of Sec. 17 of the Local Government Code;

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(11) Recommend measures and safeguards against pollution and for the preservation of
the natural ecosystem; and

(12) Coordinate the efforts of its component barangays in the implementation of the city or
municipal Solid Waste Management Plan.

SECTION 13. Establishment of Multi-Purpose Environment Cooperatives or Associations in

Every LGU. — Multi-purpose cooperatives and associations that shall undertake activities to
promote the implementation and/or directly undertake projects in compliance with the provisions
of this Act shall be encouraged and promoted in every LGU.

CHAPTER III

Comprehensive Solid Waste Management

ARTICLE 1

General Provisions

SECTION 14. National Solid Waste Management Status Report. — The Department, in
coordination with the DOH and other concerned agencies, shall within six (6) months after the
effectivity of this Act, prepare a National Solid Waste Management Status Report which shall be
used as a basis in formulating the National Solid Waste Management Framework provided in
Sec. 15 of this Act. The concerned agencies shall submit to the Department relevant data
necessary for the completion of the said report within three (3) months following the effectivity of
this Act. The said report shall include, but shall not be limited to, the following:

(a) Inventory of existing solid waste facilities;

(b) General waste characterization, taking into account the type, quantity of waste
generated and estimation of volume and type of waste for reduction and recycling;

(c) Projection of waste generation;

(d) The varying regional geologic, hydrologic, climatic, and other factors vital in the
implementation of solid waste practices to ensure the reasonable protection of:

(1) the quality of surface and groundwater from leachate contamination;

(2) the quality of surface waters from surface run-off contamination; and

(3) ambient air quality.

(e) Population density, distribution and projected growth;

(f) The political, economic, organizational, financial and management problems affecting
comprehensive solid waste management;

(g) Systems and techniques of waste reduction, re-use and recycling;

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(h) Available markets for recyclable materials;

(i) Estimated cost of collecting, storing, transporting, marketing and disposal of wastes
and recyclable materials; and

(j) Pertinent qualitative and quantitative information concerning the extent of solid waste
management problems and solid waste management activities undertaken by local government
units and the waste generators.

Provided, That the Department, in consultation with concerned agencies, shall review, update
and publish a National Solid Waste Management Status Report every two (2) years or as the
need arises.

SECTION 15. National Solid Waste Management Framework. — Within six (6) months from
the completion of the national solid waste management status report under Sec. 14 of this Act,
the Commission created under Sec. 4 of this Act shall, with public participation, formulate and
implement a National Solid Waste Management Framework. Such framework shall consider and
include:

(a) Analysis and evaluation of the current state, trends, projections of solid waste
management on the national, provincial and municipal levels;

(b) Identification of critical solid waste facilities and local government units which will need
closer monitoring and/or regulation;

(c) Characteristics and conditions of collection, storage, processing, disposal, operating

methods, techniques and practices, location of facilities where such operating methods,
techniques and practices are conducted, taking into account the nature of the waste;

(d) Waste diversion goal pursuant to Sec. 20 of this Act;

(e) Schedule for the closure and/or upgrading of open and controlled dumps pursuant to
Sec. 37 of this Act;

(f) Methods of closing or upgrading open dumps for purposes of eliminating potential
health hazards;

(g) The profile of sources, including industrial, commercial, domestic and other sources;

(h) Practical applications of environmentally sound techniques of waste minimization such

as, but not limited to, resource conservation, segregation at source, recycling, resource
recovery, including waste-to-energy generation, re-use and composting;

(i) A technical and economic description of the level of performance that can be attained
by various available solid waste management practices which provide for the protection of public
health and the environment;

(j) Appropriate solid waste facilities and conservation systems;

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(k) Recycling programs for the recyclable materials, such as but not limited to glass,
paper, plastic and metal;

(l) Venues for public participation from all sectors at all phases/stages of the waste
management program/project;

(m) Information and education campaign strategies;

(n) A description of levels of performance and appropriate methods and degrees of

control that provide, at the minimum, for protection of public health and welfare through:

(1) Protection of the quality of groundwater and surface waters from leachate and run-off
contamination;

(2) Disease and epidemic prevention and control;

(3) Prevention and control of offensive odor; and

(4) Safety and aesthetics.

(o) Minimum criteria to be used by the local government units to define ecological solid
waste management practices. As much as practicable, such guidelines shall also include
minimum information for use in deciding the adequate location, design, and construction of
facilities associated with solid waste management practices, including the consideration of
regional, geographic, demographic, and climatic factors; and

(p) The method and procedure for the phaseout and the eventual closure within eighteen
(18) months from the effectivity of this Act in case of existing open dumps and/or sanitary
landfills located within an aquifer, groundwater reservoir or watershed area.

SECTION 16. Local Government Solid Waste Management Plans. — The province, city or
municipality, through its local solid waste management boards, shall prepare its respective 10-
year solid waste management plans consistent with the national solid waste management
framework: Provided, That the waste management plan shall be for the re-use, recycling and
composting of wastes generated in their respective jurisdictions: Provided, further, That the solid
waste management plan of the LGU shall ensure the efficient management of solid waste
generated within its jurisdiction. The plan shall place primary emphasis on implementation of all
feasible re-use, recycling, and composting programs while identifying the amount of landfill and
transformation capacity that will be needed for solid waste which cannot be re-used, recycled, or
composted. The plan shall contain all the components provided in Sec. 17 of this Act and a
timetable for the implementation of the solid waste management program in accordance with the
National Framework and pursuant to the provisions of this Act: Provided, finally, That it shall be
reviewed and updated every year by the provincial, city or municipal solid waste management
board.

For LGUs which have considered solid waste management alternatives to comply with Sec. 37
of this Act, but are unable to utilize such alternatives, a timetable or schedule of compliance
specifying the remedial measures and eventual compliance shall be included in the plan.

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All local government solid waste management plans shall be subjected to the approval of the
Commission. The plan shall be consistent with the national framework and in accordance with
the provisions of this Act and of the policies set by the Commission: Provided, That in the
Province of Palawan, the local government solid waste management plan shall be approved by
the Palawan Council for Sustainable Development, pursuant to R.A. No. 7611.

SECTION 17. The Components of the Local Government Solid Waste Management Plan.
— The solid waste management plan shall include, but not be limited to, the following
components:

(a) City or Municipal Profile — The plan shall indicate the following background
information on the city or municipality and its component barangays, covering important
highlights of the distinct geographic and other conditions:

(1) Estimated population of each barangay within the city or municipality and population
projection for a 10-year period;

(2) Illustration or map of the city/municipality, indicating locations of residential,

commercial, and industrial centers, and agricultural area, as well as dump sites, landfills and
other solid waste facilities. The illustration shall indicate as well, the proposed sites for disposal
and other solid waste facilities;

(3) Estimated solid waste generation and projection by source, such as residential,
market, commercial, industrial, construction/demolition, street waste, agricultural, agro-industrial,
institutional, other wastes; and

(4) Inventory of existing waste disposal and other solid waste facilities and capacities.

(b) Waste characterization — For the initial source reduction and recycling element of a
local waste management plan, the LGU waste characterization component shall identify the
constituent materials which comprise the solid waste generated within the jurisdiction of the
LGU. The information shall be representative of the solid waste generated and disposed of
within that area. The constituent materials shall be identified by volume, percentage in weight or
its volumetric equivalent, material type, and source of generation which includes residential,
commercial, industrial, governmental, or other sources. Future revisions of waste
characterization studies shall identify the constituent materials which comprise the solid waste
disposed of at permitted disposal facilities.

(c) Collection and Transfer — The plan shall take into account the geographic
subdivisions to define the coverage of the solid waste collection area in every barangay. The
barangay shall be responsible for ensuring that a 100% collection efficiency from residential,
commercial, industrial and agricultural sources, where necessary within its area of coverage, is
achieved. Toward this end, the plan shall define and identify the specific strategies and activities
to be undertaken by its component barangays, taking into account the following concerns:

(1) Availability and provision of properly designed containers or receptacles in selected

collection points for the temporary storage of solid waste while awaiting collection and transfer to
processing sites or to final disposal sites;

(2) Segregation of different types of solid waste for re-use, recycling and composting;
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(3) Hauling and transfer of solid waste from source or collection points to processing sites
or final disposal sites;

(4) Issuance and enforcement of ordinances to effectively implement a collection system

in the barangay; and

(5) Provision of properly trained officers and workers to handle solid waste disposal.

The plan shall define and specify the methods and systems for the transfer of solid waste from
specific collection points to solid waste management facilities.

(d) Processing — The plan shall define the methods and the facilities required to process
the solid waste, including the use of intermediate treatment facilities for composting, recycling,
conversion and other waste processing systems. Other appropriate waste processing
technologies may also be considered provided that such technologies conform with
internationally-acceptable and other standards set in other laws and regulations.

(e) Source reduction — The source reduction component shall include a program and
implementation schedule which shows the methods by which the LGU will, in combination with
the recycling and composting components, reduce a sufficient amount of solid waste disposed of
in accordance with the diversion requirements of Sec. 20.

The source reduction component shall describe the following:

(1) strategies in reducing the volume of solid waste generated at source;

(2) measures for implementing such strategies and the resources necessary to carry out
such activities;

(3) other appropriate waste reduction technologies that may also be considered, provided
that such technologies conform with the standards set pursuant to this Act;

(4) the types of wastes to be reduced pursuant to Sec. 15 of this Act;

(5) the methods that the LGU will use to determine the categories of solid wastes to be
diverted from disposal at a disposal facility through re-use, recycling and composting; and

(6) new facilities and of expansion of existing facilities which will be needed to implement
re-use, recycling and composting.

The LGU source reduction component shall include the evaluation and identification of rate
structures and fees for the purpose of reducing the amount of waste generated, and other
source reduction strategies, including but not limited to, programs and economic incentives
provided under Sec. 45 of this Act to reduce the use of non-recyclable materials, replace
disposable materials and products with reusable materials and products, reduce packaging, and
increase the efficiency of the use of paper, cardboard, glass, metal, and other materials. The
waste reduction activities of the community shall also take into account, among others, local
capability, economic viability, technical requirements, social concerns, disposition of residual

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waste and environmental impact: Provided, That, projection of future facilities needed and
estimated cost shall be incorporated in the plan.

(f) Recycling — The recycling component shall include a program and implementation
schedule which shows the methods by which the LGU shall, in combination with the source
reduction and composting components, reduce a sufficient amount of solid waste disposed of in
accordance with the diversion requirements set in Sec. 20.

The LGU recycling component shall describe the following:

(1) The types of materials to be recycled under the programs;

(2) The methods for determining the categories of solid wastes to be diverted from
disposal at a disposal facility through recycling; and

(3) New facilities and expansion of existing facilities needed to implement the recycling
component.

The LGU recycling component shall describe methods for developing the markets for recycled
materials, including, but not limited to, an evaluation of the feasibility of procurement preferences
for the purchase of recycled products. Each LGU may determine and grant a price preference to
encourage the purchase of recycled products.

The five-year strategy for collecting, processing, marketing and selling the designated recyclable
materials shall take into account persons engaged in the business of recycling or persons
otherwise providing recycling services before the effectivity of this Act. Such strategy may be
based upon the results of the waste composition analysis performed pursuant to this Section or
information obtained in the course of past collection of solid waste by the local government unit,
and may include recommendations with respect to increasing the number of materials
designated for recycling pursuant to this Act.

The LGU recycling component shall evaluate industrial, commercial, residential, agricultural,
governmental, and other curbside, mobile, drop-off, and buy-back recycling programs, manual
and automated materials recovery facilities, zoning, building code changes and rate structures
which encourage recycling of materials. The Solid Waste Management Plan shall indicate the
specific measures to be undertaken to meet the waste diversion specified under Sec. 20 of this
Act.

Recommended revisions to the building ordinances, requiring newly-constructed buildings and

buildings undergoing specified alterations to contain storage space, devices or mechanisms that
facilitate source separation and storage of designated recyclable materials to enable the local
government unit to efficiently collect, process, market and sell the designated materials. Such
recommendations shall include, but shall not be limited to separate chutes to facilitate source
separation in multi-family dwellings, storage areas that conform to fire and safety code
regulations, and specialized storage containers.

The Solid Waste Management Plan shall indicate the specific measures to be undertaken to
meet the recycling goals pursuant to the objectives of this Act.

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(g) Composting — The composting component shall include a program and
implementation schedule which shows the methods by which the LGU shall, in combination with
the source reduction and recycling components, reduce a sufficient amount of solid waste
disposed of within its jurisdiction to comply with the diversion requirements of Sec. 20 hereof.

The LGU composting component shall describe the following:

(1) The types of materials which will be composted under the programs;

(2) The methods for determining the categories of solid wastes to be diverted from
disposal at a disposal facility through composting; and

(3) New facilities, and expansion of existing facilities needed to implement the composting
component.

The LGU composting component shall describe methods for developing the markets for
composted materials, including, but not limited to, an evaluation of the feasibility of procurement
preferences for the purchase of composted products. Each LGU may determine and grant a
price preference to encourage the purchase of composted products.

(h) Solid waste facility capacity and final disposal — The solid waste facility component
shall include, but shall not be limited to, a projection of the amount of disposal capacity needed
to accommodate the solid waste generated, reduced by the following:

(1) Implementation of source reduction, recycling, and composting programs required in

this Section or through implementation of other waste diversion activities pursuant to Sec. 20 of
this Act;

(2) Any permitted disposal facility which will be available during the 10-year planning
period; and

(3) All disposal capacity which has been secured through an agreement with another
LGU, or through an agreement with a solid waste enterprise.

The plan shall identify existing and proposed disposal sites and waste management facilities in
the city or municipality or in other areas. The plan shall specify the strategies for the efficient
disposal of waste through existing disposal facilities and the identification of prospective sites for
future use. The selection and development of disposal sites shall be made on the basis of
internationally accepted standards and on the guidelines set in Secs. 41 and 42 of this Act.

Strategies shall be included to improve said existing sites to reduce adverse impact on health
and the environment, and to extend life span and capacity. The plan shall clearly define
projections for future disposal site requirements and the estimated cost for these efforts.

Open dump sites shall not be allowed as final disposal sites. If an open dump site is existing
within the city or municipality, the plan shall make provisions for its closure or eventual phase out
within the period specified under the framework and pursuant to the provisions under Sec. 37 of
this Act. As an alternative, sanitary landfill sites shall be developed and operated as a final
disposal site for solid and, eventually, residual wastes of a municipality or city or a cluster of

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municipalities and/or cities. Sanitary landfills shall be designed and operated in accordance with
the guidelines set under Secs. 40 and 41 of this Act.

(i) Education and public information — The education and public information component
shall describe how the LGU will educate and inform its citizens about the source reduction,
recycling, and composting programs.

The plan shall make provisions to ensure that information on waste collection services, solid
waste management and related health and environmental concerns are widely disseminated
among the public. This shall be undertaken through the print and broadcast media and other
government agencies in the municipality. The DECS and the Commission on Higher Education
shall ensure that waste management shall be incorporated in the curriculum of primary,
secondary and college students.

(j) Special waste — The special waste component shall include existing waste handling
and disposal practices for special wastes or household hazardous wastes, and the identification
of current and proposed programs to ensure the proper handling, re-use, and long-term disposal
of special wastes.

(k) Resource requirement and funding — The funding component includes identification
and description of project costs, revenues, and revenue sources the LGU will use to implement
all components of the LGU solid waste management plan.

The plan shall likewise indicate specific projects, activities, equipment and technological
requirements for which outside sourcing of funds or materials may be necessary to carry out the
specific components of the plan. It shall define the specific uses for its resource requirements
and indicate its costs. The plan shall likewise indicate how the province, city or municipality
intends to generate the funds for the acquisition of its resource requirements. It shall also
indicate if certain resource requirements are being or will be sourced from fees, grants,
donations, local funding and other means. This will serve as basis for the determination and
assessment of incentives which may be extended to the province, city or municipality as
provided for in Sec. 45 of this Act.

(l) Privatization of solid waste management projects — The plan shall likewise indicate
specific measures to promote the participation of the private sector in the management of solid
wastes, particularly in the generation and development of the essential technologies for solid
waste management. Specific projects or component activities of the plan which may be offered
as private sector investment activity shall be identified and promoted as such. Appropriate
incentives for private sector involvement in solid waste management shall likewise be
established and provided for in the plan, in consonance with Sec. 45 hereof and other existing
laws, policies and regulations; and

(m) Incentive programs — A program providing for incentives, cash or otherwise, which
shall encourage the participation of concerned sectors shall likewise be included in the plan.

SECTION 18. Owner and Operator. — Responsibility for compliance with the standards in
this Act shall rest with the owner and/or operator. If specifically designated, the operator is
considered to have primary responsibility for compliance; however, this does not relieve the
owner of the duty to take all reasonable steps to assure compliance with these standards and
any assigned conditions. When the title to a disposal is transferred to another person, the new
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owner shall be notified by the previous owner of the existence of these standards and of the
conditions assigned to assure compliance.

SECTION 19. Waste Characterization. — The Department, in coordination with the LGUs,
shall be responsible for the establishment of the guidelines for the accurate characterization of
wastes including determination of whether or not wastes will be compatible with containment
features and other wastes, and whether or not wastes are required to be managed as hazardous
wastes under R.A. 6969, otherwise known as the Toxic Substances and Hazardous and Nuclear
Wastes Control Act.

SECTION 20. Establishing Mandatory Solid Waste Diversion. — Each LGU plan shall
include an implementation schedule which shows that within five (5) years after the effectivity of
this Act, the LGU shall divert at least 25% of all solid waste from waste disposal facilities through
re-use, recycling, and composting activities and other resource recovery activities: Provided,
That the waste diversion goals shall be increased every three (3) years thereafter: Provided,
further, That nothing in this Section prohibits a local government unit from implementing re-use,
recycling, and composting activities designed to exceed the goal.

ARTICLE 2

Segregation of Wastes

SECTION 21. Mandatory Segregation of Solid Wastes. — The LGUs shall evaluate
alternative roles for the public and private sectors in providing collection services, type of
collection system, or combination of systems, that best meet their needs: Provided, That
segregation of wastes shall primarily be conducted at the source, to include household,
institutional, industrial, commercial and agricultural sources: Provided, further, That wastes shall
be segregated into the categories provided in Sec. 22 of this Act.

For premises containing six (6) or more residential units, the local government unit shall
promulgate regulations requiring the owner or person in charge of such premises to:

(a) provide for the residents a designated area and containers in which to accumulate
source separated recyclable materials to be collected by the municipality or private center; and

(b) notify the occupants of such buildings of the requirements of this Act and the
regulations promulgated pursuant thereto.

SECTION 22. Requirements for the Segregation and Storage of Solid Waste. — The
following shall be the minimum standards and requirements for segregation and storage of solid
waste pending collection:

(a) There shall be a separate container for each type of waste from all sources: Provided,
That in the case of bulky waste, it will suffice that the same be collected and placed in a separate
and designated area; and

(b) The solid waste container depending on its use shall be properly marked or identified
for on-site collection as “compostable”, “non-recyclable”, “recyclable” or “special waste”, or any
other classification as may be determined by the Commission.

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 ARTICLE 3

Collection and Transport of Solid Wastes

SECTION 23. Requirements for Collection of Solid Waste. — The following shall be the
minimum standards and requirements for the collection of solid waste:

(a) All collectors and other personnel directly dealing with collection of solid waste shall
be equipped with personal protective equipment to protect them from the hazards of handling
solid wastes;

(b) Necessary training shall be given to the collectors and personnel to ensure that the
solid wastes are handled properly and in accordance with the guidelines pursuant to this Act;
and

(c) Collection of solid waste shall be done in a manner which prevents damage to the
container, and spillage or scattering of solid waste within the collection vicinity.

SECTION 24. Requirements for the Transport of Solid Waste. — The use of separate
collection schedules and/or separate trucks or haulers shall be required for specific types of
wastes. Otherwise, vehicles used for the collection and transport of solid wastes shall have the
appropriate compartments to facilitate efficient storing of sorted wastes while in transit.

Vehicles shall be designed to consider road size, condition and capacity to ensure the safe and
efficient collection and transport of solid wastes.

The waste compartment shall have a cover to ensure the containment of solid wastes while in
transit.

For the purpose of identification, vehicles shall bear the body number, the name, and telephone
number of the contractor/agency collecting solid waste.

SECTION 25. Guidelines for Transfer Stations. — Transfer stations shall be designed and
operated for efficient waste handling capacity and in compliance with environmental standards
and guidelines set pursuant to this Act and other regulations: Provided, That no waste shall be
stored in such station beyond twenty-four (24) hours.

The siting of the transfer station shall consider the land use plan, proximity to collection area,
and accessibility of haul routes to disposal facility. The design shall give primary consideration to
size and space sufficiency in order to accommodate the waste for storage and vehicles for
loading and unloading of wastes.

ARTICLE 4

Recycling Program

SECTION 26. Inventory of Existing Markets for Recyclable Materials. — The DTI shall,
within six (6) months from the effectivity of this Act and in cooperation with the Department, the
DILG and other concerned agencies and sectors, publish a study of existing markets for

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processing and purchasing recyclable materials and the potential steps necessary to expand
these markets. Such study shall include, but not be limited to, an inventory of existing markets
for recyclable materials, product standards for recyclable and recycled materials, and a proposal,
developed in conjunction with the appropriate agencies, to stimulate the demand for the
production of products containing post-consumer and recovered materials.

SECTION 27. Requirement for Eco-Labeling. — The DTI shall formulate and implement a
coding system for packaging materials and products to facilitate waste recycling and re-use.

SECTION 28. Reclamation Programs and Buy-back Centers for Recyclables and Toxics. —
The National Ecology Center shall assist LGUs in establishing and implementing deposit or
reclamation programs in coordination with manufacturers, recyclers and generators to provide
separate collection systems or convenient drop-off locations for recyclable materials and
particularly for separated toxic components of the waste stream like dry cell batteries and tires to
ensure that they are not incinerated or disposed of in a landfill. Upon effectivity of this Act, toxic
materials present in the waste stream should be separated at source, collected separately, and
further screened and sent to appropriate hazardous waste treatment and disposal plants,
consistent with the provisions of R.A. No. 6969.

SECTION 29. Non-Environmentally Acceptable Products. — Within one (1) year from the
effectivity of this Act, the Commission shall, after public notice and hearing, prepare a list of non-
environmentally acceptable products as defined in this Act that shall be prohibited according to a
schedule that shall be prepared by the Commission: Provided, however, That non-
environmentally acceptable products shall not be prohibited unless the Commission first finds
that there are alternatives available which are available to consumers at no more than ten
percent (10%) greater cost than the disposable product.

Notwithstanding any other provision to the contrary, this section shall not apply to:

(a) Packaging used at hospitals, nursing homes or other medical facilities; and

(b) Any packaging which is not environmentally acceptable, but for which there is no
commercially available alternative as determined by the Commission.

The Commission shall annually review and update the list of prohibited non-environmentally
acceptable products.

SECTION 30. Prohibition on the Use of Non-Environmentally Acceptable Packaging. — No

person owning, operating or conducting a commercial establishment in the country shall sell or
convey at retail or possess with the intent to sell or convey at retail any products that are placed,
wrapped or packaged in or on packaging which is not environmentally acceptable packaging:
Provided, That the Commission shall determine a phaseout period after proper consultation and
hearing with the stakeholders or with the sectors concerned. The presence in the commercial
establishment of non-environmentally acceptable packaging shall constitute a rebuttable
presumption of intent to sell or convey the same at retail to customers.

Any person who is a manufacturer, broker or warehouse operator engaging in the distribution or
transportation of commercial products within the country shall file a report with the concerned
local government unit within one (1) year from the effectivity of this Act, and annually thereafter,

110
a listing of any products in packaging which is not environmentally acceptable. The Commission
shall prescribe the form of such report in its regulations.

A violation of this Section shall be sufficient grounds for the revocation, suspension, denial or
non-renewal of any license for the establishment in which the violation occurs.

SECTION 31. Recycling Market Development. — The Commission together with the
National Ecology Center, the DTI and the Department of Finance shall establish procedures,
standards and strategies to market recyclable materials and develop the local market for
recycled goods, including but not limited to:

(a) measures providing economic incentives and assistance including loans and grants
for the establishment of privately-owned facilities to manufacture finished products from post-
consumer materials;

(b) guarantees by the national and local governments to purchase a percentage of the
output of the facility; and

(c) maintaining a list of prospective buyers, establishing contact with prospective buyers
and reviewing and making any necessary changes in collecting or processing the materials to
improve their marketability.

In order to encourage establishment of new facilities to produce goods from post-consumer and
recovered materials generated within local government units, and to conserve energy by
reducing materials transportation, whenever appropriate, each local government unit may
arrange for long-term contracts to purchase a substantial share of the product output of a
proposed facility which will be based in the jurisdiction of the local government unit if such facility
will manufacture such finished products from post-consumer and recovered materials.

SECTION 32. Establishment of LGU Materials Recovery Facility. — There shall be

established a Materials Recovery Facility (MRF) in every barangay or cluster of barangays. The
facility shall be established in a barangay-owned or -leased land or any suitable open space to
be determined by the barangay through its Sanggunian. For this purpose, the barangay or
cluster of barangays shall allocate a certain parcel of land for the MRF. The determination of site
and actual establishment of the facility shall likewise be subject to the guidelines and criteria set
pursuant to this Act. The MRF shall receive mixed waste for final sorting, segregation,
composting, and recycling. The resulting residual wastes shall be transferred to a long-term
storage or disposal facility or sanitary landfill.

SECTION 33. Guidelines for Establishment of Materials Recovery Facility. — Materials

recovery facilities shall be designed to receive, sort, process, and store compostable and
recyclable material efficiently and in an environmentally sound manner. The facility shall address
the following considerations:

(a) The building and/or land layout and equipment must be designed to accommodate
efficient and safe materials processing, movement, and storage; and

(b) The building must be designed to allow efficient and safe external access and to
accommodate internal flow.

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 ARTICLE 5

Composting

SECTION 34. Inventory of Markets for Composts. — Within six (6) months after the
effectivity of this Act, the DA shall publish an inventory of existing markets and demands for
composts. Said inventory shall thereafter be updated and published annually: Provided, That the
composting of agricultural wastes, and other compostable materials, including but not limited to
garden wastes, shall be encouraged.

SECTION 35. Guidelines for Compost Quality. — Compost products intended to be

distributed commercially shall conform with the standards for organic fertilizers set by the DA.
The DA shall assist the compost producers to ensure that the compost products conform to such
standards.

ARTICLE 6

Waste Management Facilities

SECTION 36. Inventory of Waste Disposal Facilities. — Within six (6) months from the
effectivity of this Act, the Department, in cooperation with the DOH, DILG and other concerned
agencies, shall publish an inventory of all solid waste disposal facilities or sites in the country.

SECTION 37. Prohibition Against the Use of Open Dumps for Solid Waste. — No open
dumps shall be established and operated, nor any practice or disposal of solid waste by any
person, including LGUs, which constitutes the use of open dumps for solid waste, be allowed
after the effectivity of this Act: Provided, That within three (3) years after the effectivity of this Act,
every LGU shall convert its open dumps into controlled dumps, in accordance with the guidelines
set in Sec. 41 of this Act: Provided, further, That no controlled dumps shall be allowed five (5)
years following the effectivity of this Act.

SECTION 38. Permit for Solid Waste Management Facility Construction and Expansion. —
No person shall commence operation, including site preparation and construction of a new solid
waste management facility or the expansion of an existing facility until said person obtains an
Environmental Compliance Certificate (ECC) from the Department pursuant to P.D. 1586 and
other permits and clearances from concerned agencies.

SECTION 39. Guidelines for Controlled Dumps. — The following shall be the minimum
considerations for the establishment of controlled dumps:

(a) Regular inert cover;

(b) Surface water and peripheral site drainage control;

(c) Provision for aerobic and anaerobic decomposition;

(d) Restriction of waste deposition to small working areas;

(e) Fence, including provision for litter control;

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(f) Basic record-keeping;

(g) Provision of maintained access road;

(h) Controlled waste picking and trading;

(i) Post-closure site cover and vegetation; and

(j) Hydrogeological siting.

SECTION 40. Criteria for Siting a Sanitary Landfill. — The following shall be the minimum
criteria for the siting of sanitary landfills:

(a) The site selected must be consistent with the overall land use plan of the LGU;

(b) The site must be accessible from major roadways or thoroughfares;

(c) The site should have an adequate quantity of earth cover material that is easily
handled and compacted;

(d) The site must be chosen with regard for the sensitivities of the community’s residents;

(e) The site must be located in an area where the landfill’s operation will not detrimentally
affect environmentally sensitive resources such as aquifer, groundwater reservoir or watershed
area;

(f) The site should be large enough to accommodate the community’s wastes for a
period of five (5) years during which people must internalize the value of environmentally sound
and sustainable solid waste disposal;

(g) The site chosen should facilitate developing a landfill that will satisfy budgetary
constraints, including site development, operation for many years, closure, post-closure care and
possible remediation costs;

(h) Operating plans must include provisions for coordinating with recycling and resource
recovery projects; and

(i) Designation of a separate containment area for household hazardous wastes.

SECTION 41. Criteria for Establishment of Sanitary Landfill. — The following shall be the
minimum criteria for the establishment of sanitary landfills:

(a) Liners — a system of clay layers and/or geosynthetic membranes used to contain
leachate and reduce or prevent contaminant flow to groundwater;

(b) Leachate collection and treatment system — installation of pipes at the low areas of
the liner to collect leachate for storage and eventual treatment and discharge;

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(c) Gas control and recovery system — a series of vertical wells or horizontal trenches
containing permeable materials and perforated piping placed in the landfill to collect gas for
treatment or productive use as an energy source;

(d) Groundwater monitoring well system — wells placed at an appropriate location and
depth for taking water samples that are representative of groundwater quality;

(e) Cover — two (2) forms of cover consisting of soil and geosynthetic materials to protect
the waste from long-term contact with the environment:

(i) a daily cover placed over the waste at the close of each day’s operations, and

(ii) a final cover, or cap, which is the material placed over the completed landfill to control
infiltration of water, gas emission to the atmosphere, and erosion.

(f) Closure procedure — with the objectives of establishing low maintenance cover
systems and final cover that minimizes the infiltration of precipitation into the waste. Installation
of the final cover must be completed within six (6) months of the last receipt of wastes; and

(g) Post-closure care procedure — During this period, the landfill owner shall be
responsible for providing for the general upkeep of the landfill, maintaining all of the landfill’s
environmental protection features, operating monitoring equipment, remediating groundwater
should it become contaminated and controlling landfill gas migration or emission.

SECTION 42. Operating Criteria for Sanitary Landfills. — In the operation of a sanitary
landfill, each site operator shall maintain the following minimum operating requirements:

(a) Disposal site records of, but not limited to:

(1) Records of weights or volumes accepted in a form and manner approved by the
Department. Such records shall be submitted to the Department upon request, accurate to within
ten percent (10%) and adequate for overall planning purposes and forecasting the rate of site
filling;

(2) Records of excavations which may affect the safe and proper operation of the site or
cause damage to adjoining properties;

(3) Daily log book or file of the following information: fires, landslides, earthquake
damage, unusual and sudden settlement, injury and property damage, accidents, explosions,
receipt or rejection of unpermitted wastes, flooding, and other unusual occurrences;

(4) Record of personnel training; and

(5) Copy of written notification to the Department, local health agency, and fire authority of
names, addresses and telephone numbers of the operator or responsible party of the site;

(b) Water quality monitoring of surface and ground waters and effluent, and gas
emissions;

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(c) Documentation of approvals, determinations and other requirements by the
Department;

(d) Signs —

(1) Each point of access from a public road shall be posted with an easily visible sign
indicating the facility name and other pertinent information as required by the Department;

(2) If the site is open to the public, there shall be an easily visible sign at the primary
entrance of the site indicating the name of the site operator, the operator’s telephone number,
and hours of operation, an easily visible sign at an appropriate point shall indicate the schedule
of charges and the general types of materials which will either be accepted or not;

(3) If the site is open to the public, there shall be an easily visible road sign and/or traffic
control measures which direct traffic to the active face and other areas where wastes or
recyclable materials will be deposited; and

(4) Additional signs and/or measures may be required at a disposal site by the
Department to protect personnel and public health and safety;

(e) Monitoring of quality of surface, ground and effluent waters, and gas emissions;

(f) The site shall be designed to discourage unauthorized access by persons and
vehicles by using a perimeter barrier or topographic constraints. Areas within the site where
open storage or pounding of hazardous materials occurs shall be separately fenced or otherwise
secured as determined by the Department. The Department may also require that other areas of
the site be fenced to create an appropriate level of security;

(g) Roads within the permitted facility boundary shall be designed to minimize the
generation of dust and the tracking of material onto adjacent public roads. Such roads shall be
kept in safe condition and maintained such that vehicle access and unloading can be conducted
during inclement weather;

(h) Sanitary facilities consisting of adequate number of toilets and handwashing facilities,
shall be available to personnel at or in the immediate vicinity of the site;

(i) Safe and adequate drinking water supply for the site personnel shall be available;

(j) The site shall have communication facilities available to site personnel to allow quick
response to emergencies;

(k) Where operations are conducted during hours of darkness, the site and/or equipment
shall be equipped with adequate lighting as approved by the Department to ensure safety and to
monitor the effectiveness of operations;

(l) Operating and maintenance personnel shall wear and use appropriate safety
equipment as required by the Department;

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(m) Personnel assigned to operate the site shall be adequately trained in subject pertinent
to the site operation and maintenance, hazardous materials recognition and screening, and
heavy equipment operations, with emphasis on safety, health, environmental controls and
emergency procedures. A record of such training shall be placed in the operating record;

(n) The site operator shall provide adequate supervision of a sufficient number of qualified
personnel to ensure proper operation of the site in compliance with all applicable laws,
regulations, permit conditions and other requirements. The operator shall notify the Department
and local health agency in writing of the names, addresses, and telephone number of the
operator or responsible party. A copy of the written notification shall be placed in the operating
record;

(o) Any disposal site open to the public shall have an attendant present during public
operating hours or the site shall be inspected by the operator on a regularly scheduled basis, as
determined by the Department;

(p) Unloading of solid wastes shall be confined to a small area as possible to

accommodate the number of vehicles using the area without resulting in traffic, personnel, or
public safety hazards. Waste materials shall normally be deposited at the toe of the fill, or as
otherwise approved by the Department;

(q) Solid waste shall be spread and compacted in layers with repeated passages of the
landfill equipment to minimize voids within the cell and maximize compaction. The loose layer
shall not exceed a depth approximately two feet before compaction. Spreading and compacting
shall be accomplished as rapidly as practicable, unless otherwise approved by the Department;

(r) Covered surfaces of the disposal area shall be graded to promote lateral runoff of
precipitation and to prevent pounding. Grades shall be established of sufficient slopes to account
for future settlement of the fill surface. Other effective maintenance methods may be allowed by
the Department; and

(s) Cover material or native material unsuitable for cover, stockpiled on the site for use or
removal, shall be placed so as not to cause problems or interfere with unloading, spreading,
compacting, access, safety, drainage, or other operations.

ARTICLE 7

Local Government Solid Waste Management

SECTION 43. Guidelines for Identification of Common Solid Waste Management Problems.
— For purposes of encouraging and facilitating the development of local government plans for
solid waste management, the Commission shall, as soon as practicable but not later than six (6)
months from the effectivity of this Act, publish guidelines for the identification of those areas
which have common solid waste management problems and are appropriate units for clustered
solid waste management services. The guidelines shall be based on the following:

(a) the size and location of areas which should be included;

(b) the volume of solid waste which would be generated;

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(c) the available means of coordinating local government planning between and among
the LGUs and for the integration of such with the national plan; and

(d) possible lifespan of the disposal facilities.

SECTION 44. Establishment of Common Waste Treatment and Disposal Facilities. —

Pursuant to Sec. 33 of R.A. 7160, otherwise known as the Local Government Code, all
provinces, cities, municipalities and barangays, through appropriate ordinances, are hereby
mandated to consolidate, or coordinate their efforts, services, and resources for purposes of
jointly addressing common solid waste management problems and/or establishing common
waste disposal facilities.

The Department, the Commission and local solid waste management boards shall provide
technical and marketing assistance to the LGUs.

CHAPTER IV

Incentives

SECTION 45. Incentives. — (a) Rewards, monetary or otherwise, shall be provided to

individuals, private organizations and entities, including nongovernment organizations, that have
undertaken outstanding and innovative projects, technologies, processes and techniques or
activities in re-use, recycling and reduction. Said rewards shall be sourced from the Fund herein
created.

(b) An incentive scheme is hereby provided for the purpose of encouraging LGUs,
enterprises, or private entities, including NGOs, to develop or undertake an effective solid waste
management, or actively participate in any program geared towards the promotion thereof as
provided for in this Act.

(1) Fiscal Incentives — Consistent with the provisions of E.O. 226, otherwise known as
the Omnibus Investments Code, the following tax incentives shall be granted:

(a) Tax and Duty Exemption on Imported Capital Equipment and Vehicles — Within ten
(10) years upon effectivity of this Act, LGUs, enterprises or private entities shall enjoy tax and
duty-free importation of machinery, equipment, vehicles and spare parts used for collection,
transportation, segregation, recycling, re-use and composting of solid wastes: Provided, That the
importation of such machinery, equipment, vehicle and spare parts shall comply with the
following conditions:

(i) They are not manufactured domestically in sufficient quantity, of comparable quality
and at reasonable prices;

(ii) They are reasonably needed and will be used actually, directly and exclusively for the
above mentioned activities;

(iii) The approval of the Board of Investment (BOI) of the DTI for the importation of such
machinery, equipment, vehicle and spare parts.

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Provided, further, That the sale, transfer or disposition of such machinery, equipment, vehicle
and spare parts, without prior approval of the BOI, within five (5) years from the date of
acquisition shall be prohibited, otherwise, the LGU concerned, enterprises or private entities and
the vendee, transferee or assignee shall be solidarily liable to pay twice the amount of tax and
duty exemption given it.

(b) Tax Credit on Domestic Capital Equipment — Within ten (10) years from the effectivity
of this Act, a tax credit equivalent to 50% of the value of the national internal revenue taxes and
customs duties that would have been waived on the machinery, equipment, vehicle and spare
parts, had these items been imported shall be given to enterprises, private entities, including
NGOs, subject to the same conditions and prohibition cited in the preceding paragraph.

(c) Tax and Duty Exemption of Donations, Legacies and Gift — All legacies, gifts and
donations to LGUs, enterprises or private entities, including NGOs, for the support and
maintenance of the program for effective solid waste management shall be exempt from all
internal revenue taxes and customs duties, and shall be deductible in full from the gross income
of the donor for income tax purposes.

(2) Non-Fiscal Incentives — LGUs, enterprises or private entities availing of tax incentives
under this Act shall also be entitled to applicable non-fiscal incentives provided for under E.O.
226, otherwise known as the Omnibus Investments Code.

The Commission shall provide incentives to businesses and industries that are engaged in the
recycling of wastes and which are registered with the Commission and have been issued ECCs
in accordance with the guidelines established by the Commission. Such incentives shall include
simplified procedures for the importation of equipment, spare parts, new materials, and supplies,
and for the export of processed products.

(3) Financial Assistance Program — Government financial institutions such as the

Development Bank of the Philippines (DBP), Landbank of the Philippines (LBP), Government
Service Insurance System (GSIS), and such other government institutions providing financial
services shall, in accordance with and to the extent allowed by the enabling provisions of their
respective charters or applicable laws, accord high priority to extend financial services to
individuals, enterprises, or private entities engaged in solid waste management.

(4) Extension of Grants to LGUs — Provinces, cities and municipalities whose solid waste
management plans have been duly approved by the Commission or who have been commended
by the Commission for adopting innovative solid waste management programs may be entitled
to receive grants for the purpose of developing their technical capacities toward actively
participating in the program for effective and sustainable solid waste management.

(5) Incentives to Host LGUs — Local government units who host common waste
management facilities shall be entitled to incentives.

CHAPTER V

Financing Solid Waste Management

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SECTION 46. Solid Waste Management Fund. — There is hereby created, as a special
account in the National Treasury, a Solid Waste Management Fund to be administered by the
Commission. Such fund shall be sourced from the following:

(a) Fines and penalties imposed, proceeds of permits and licenses issued by the
Department under this Act, donations, endowments, grants and contributions from domestic and
foreign sources; and

(b) Amounts specifically appropriated for the Fund under the annual General
Appropriations Act.

The Fund shall be used to finance the following:

(1) products, facilities, technologies and processes to enhance proper solid waste
management;

(2) awards and incentives;

(3) research programs;

(4) information, education, communication and monitoring activities;

(5) technical assistance; and

(6) capability building activities.

LGUs are entitled to avail of the Fund on the basis of their approved solid waste management
plan. Specific criteria for the availment of the Fund shall be prepared by the Commission.

The fines collected under Sec. 49 shall be allocated to the LGU where the fined prohibited acts
are committed in order to finance the solid waste management of said LGU. Such allocation
shall be based on a sharing scheme between the Fund and the LGU concerned.

In no case, however, shall the Fund be used for the creation of positions or payment of salaries
and wages.

SECTION 47. Authority to Collect Solid Waste Management Fees. — The local government
unit shall impose fees in amounts sufficient to pay the costs of preparing, adopting, and
implementing a solid waste management plan prepared pursuant to this Act. The fees shall be
based on the following minimum factors:

(a) types of solid waste;

(b) amount/volume of waste; and

(c) distance of the transfer station to the waste management facility.

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The fees shall be used to pay the actual costs incurred by the LGU in collecting the local fees. In
determining the amounts of the fees, an LGU shall include only those costs directly related to the
adoption and implementation of the plan and the setting and collection of the local fees.

CHAPTER VI

Penal Provisions

SECTION 48. 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 or established pursuant to this
Act;

(3) The open burning of solid waste;

(4) Causing or permitting the collection of non-segregated or unsorted waste;

(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 dumping in bulk of collected domestic, industrial, commercial and
institutional wastes in areas other than centers or facilities prescribed 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;

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(15) The construction of any establishment within two hundred (200) meters from open
dumps or controlled dumps, or sanitary landfills; 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.

SECTION 49. Fines and Penalties. — (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;

(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.

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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.

SECTION 50. 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.

CHAPTER VII

Miscellaneous Provisions

SECTION 51. Mandatory Public Hearings. — Mandatory public hearings for the national
framework and local government solid waste management plans shall be undertaken by the
Commission and the respective Boards in accordance with the process to be formulated in the
implementing rules and regulations.

SECTION 52. Citizen Suits. — For purposes of enforcing the provisions of this Act or its
implementing rules and regulations, any citizen may file an appropriate civil, criminal or
administrative action in the proper courts/bodies against:

(a) Any person who violates or fails to comply with the provisions of this Act or its
implementing rules and regulations; or

(b) The Department or other implementing agencies with respect to orders, rules and
regulations issued inconsistent with this Act; and/or

(c) Any public officer who willfully or grossly neglects the performance of an act
specifically enjoined as a duty by this Act or its implementing rules and regulations; or abuses
his authority in the performance of his duty; or, in any manner, improperly performs his duties
under this Act or its implementing rules and regulations: Provided, however, That no suit can be
filed until after thirty-day (30) notice has been given to the public officer and the alleged violator
concerned and no appropriate action has been taken thereon.

The Court shall exempt such action from the payment of filing fees and shall, likewise, upon
prima facie showing of the non-enforcement or violation complained of, exempt the plaintiff from
the filing of an injunction bond for the issuance of a preliminary injunction.

In the event that the citizen should prevail, the Court shall award reasonable attorney’s fees,
moral damages and litigation costs as appropriate.

SECTION 53. Suits and Strategic Legal Action Against Public Participation (SLAPP) and
the Enforcement of this Act. — Where a suit is brought against a person who filed an action as
provided in Sec. 52 of this Act, or against any person, institution or government agency that
implements this Act, it shall be the duty of the investigating prosecutor or the Court, as the case
may be, to immediately make a determination not exceeding thirty (30) days whether said legal
action has been filed to harass, vex, exert undue pressure or stifle such legal recourses of the
person complaining of or enforcing the provisions of this Act. Upon determination thereof,
evidence warranting the same, the Court shall dismiss the case and award attorney’s fees and
double damages.
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This provision shall also apply and benefit public officers who are sued for acts committed in
their official capacity, there being no grave abuse of authority, and done in the course of
enforcing this Act.

SECTION 54. Research on Solid Waste Management. — The Department, after

consultations with the cooperating agencies, shall encourage, cooperate with, and render
financial and other assistance to appropriate government agencies and private agencies,
institutions and individuals in the conduct and promotion of researches, experiments, and other
studies on solid waste management, particularly those relating to:

(a) adverse health effects of the release into the environment of materials present in solid
wastes, and methods to eliminate said effects;

(b) the operation and financing of solid waste disposal programs;

(c) the planning, implementation and operation of resource recovery and resource
conservation systems;

(d) the production of usable forms of recovered resources, including fuel from solid waste;

(e) the development and application of new and improved methods of collecting and
disposing of solid waste and processing and recovering materials and energy from solid waste;

(f) improvements in land disposal practices for solid waste (including sludge); and

(g) development of new uses of recovered resources and identification of existing or

potential markets of recovered resources.

In carrying out solid waste researches and studies, the Secretary of the Department or the
authorized representative may make grants or enter into contracts with government agencies,
nongovernment organizations and private persons.

SECTION 55. Public Education and Information. — The Commission shall, in coordination
with DECS, TESDA, CHED, DILG and PIA, conduct a continuing education and information
campaign on solid waste management. Such education and information program shall:

(a) Aim to develop public awareness of the ill-effects of and the community-based
solutions to the solid waste problem;

(b) Concentrate on activities which are feasible and which will have the greatest impact
on the solid waste problem of the country, like resource conservation and recovery, recycling,
segregation at source, re-use, reduction and composting of solid waste; and

(c) Encourage the general public, accredited NGOs and people’s organizations to
publicly endorse and patronize environmentally acceptable products and packaging materials.

SECTION 56. Environmental Education in the Formal and Non-formal Sectors. — The
national government, through the DECS and in coordination with concerned government
agencies, NGOs and private institutions, shall strengthen the integration of environmental

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concerns in school curricula at all levels, with particular emphasis on the theory and practice of
waste management principles like waste minimization, specifically resource conservation and
recovery, segregation at source, reduction, recycling, re-use and composting, in order to
promote environmental awareness and action among the citizenry.

SECTION 57. Business and Industry Role. — The Commission shall encourage
commercial and industrial establishments, through appropriate incentives other than tax
incentives, to initiate, participate and invest in integrated ecological solid waste management
projects, to manufacture environment-friendly products, to introduce, develop and adopt
innovative processes that shall recycle and re-use materials, conserve raw materials and
energy, reduce waste, and prevent pollution, and to undertake community activities to promote
and propagate effective solid waste management practices.

SECTION 58. Appropriations. — For the initial operating expenses of the Commission and
the National Ecology Center as well as the expenses of the local government units to carry out
the mandate of this Act, the amount of Twenty million pesos (P20,000,000.00) is hereby
appropriated from the Organizational Adjustment Fund on the year this Act is approved.
Thereafter, it shall submit to the Department of Budget and Management its proposed budget for
inclusion in the General Appropriations Act.

SECTION 59. Implementing Rules and Regulations (IRR). — The Department, in

coordination with the Committees on Environment and Ecology of the Senate and House of
Representatives, respectively, the representatives of the Leagues of Provinces, Cities,
Municipalities and Barangay Councils, the MMDA and other concerned agencies, shall
promulgate the implementing rules and regulations of this Act, within one (1) year after its
enactment: Provided, That rules and regulations issued by other government agencies and
instrumentalities for the prevention and/or abatement of the solid waste management problem
not inconsistent with this Act shall supplement the rules and regulations issued by the
Department, pursuant to the provisions of this Act.

The draft of the IRR shall be published and be the subject of public consultations with affected
sectors. It shall be submitted to the Committees on Environment and Ecology of the Senate and
House of Representatives, respectively, for review before approval by the Secretary.

SECTION 60. Joint Congressional Oversight Committee. — There is hereby created a Joint
Congressional Oversight Committee to monitor the implementation of the Act and to oversee the
functions of the Commission. The Committee shall be composed of five (5) Senators and five (5)
Representatives to be appointed by the Senate President and the Speaker of the House of
Representatives, respectively. The Oversight Committee shall be co-chaired by a Senator and a
Representative designated by the Senate President and the Speaker of the House of
Representatives, respectively.

SECTION 61. Abolition of the Presidential Task Force on Waste Management and the
Project Management Office on Solid Waste Management. — The Presidential Task Force on
Waste Management which was created by virtue of Memorandum Circular No. 39 dated
November 2, 1987, as amended by Memorandum Circular No. 39A and 88 is hereby abolished.
Further, pursuant to Administrative Order No. 90 dated October 19, 1992, the Project
Management Office on Solid Waste Management is likewise hereby abolished. Consequently,
their powers and functions shall be absorbed by the Commission pursuant to the provisions of
this Act.
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SECTION 62. Transitory Provision. — Pending the establishment of the framework under
Sec. 15 hereof, plans under Sec. 16 and promulgation of the IRR under Sec. 59 of this Act,
existing laws, regulations, programs and projects on solid waste management shall be enforced:
Provided, That for specific undertaking, the same may be revised in the interim in accordance
with the intentions of this Act.

SECTION 63. Report to Congress. — The Commission shall report to Congress, not later
than March 30 of every year following the approval of this Act, giving a detailed account of its
accomplishments and progress on solid waste management during the year and make the
necessary recommendations in areas where there is need for legislative action.

SECTION 64. Separability Clause. — If any provision of this Act or the application of such
provision to any person or circumstances is declared unconstitutional, the remainder of the Act
or the application of such provision to other persons or circumstances shall not be affected by
such declaration.

SECTION 65. Repealing Clause. — All laws, decrees, issuances, rules and regulations, or
parts thereof inconsistent with the provisions of this Act are hereby repealed or modified
accordingly.

SECTION 66. Effectivity. — This Act shall take effect fifteen (15) days after its publication in
at least two (2) newspapers of general circulation.

Approved on January 26, 2001

Supplemental Materials:
https://www.youtube.com/watch?v=A-LFAUtGyMk

https://www.youtube.com/watch?v=nL354fxAfBk

https://www.youtube.com/watch?v=_NkqwMitQ8o

Activity 27 Vlog. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN ACCESS IN

ANSWERING THIS ACTIVITY.

Activity 28 Recycling Projects. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE

AN ACCESS IN ANSWERING THIS ACTIVITY.

Activity 29 RA 9003. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN

ACCESS IN ANSWERING THIS ACTIVITY.

Activity 30 Provisions of RA 9003. PLEASE REFER TO YOUR MOODLE ACCOUNT TO

HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

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 TOPIC 6
DISASTER PREPAREDNESS

DISASTER – is a tragic event that disrupts the normal routing of life, causing loss/damage to
property and life and brings suffering.

TWO TYPES OF DISASTER:

a. Natural Disaster – caused by nature such as typhoon, volcanic eruption, earthquake,

tsunami etc.
b. Man-made Disaster – disaster caused by man such as fire, gas explosion etc.

LEGAL BASIS OF DISASTER PREPAREDNESS:

A. P.D. 1566 – promulgated on June 11, 1978, calls for the “Strengthening of the
Philippine Disaster Control Capability and Establishing the National Program for
Community Disaster Preparedness”.

B. P.D. 1096 – otherwise known as the National Building Code of the Philippines.

C. P.D. 1165 – otherwise known as the Fire Code of the Philippines.

PURPOSE OF THE CIVIL DEFENSE:

a) Prevent loss of life by rescue and removal of people to places of safety.

b) Prevent needless suffering of people.

c) Protect property; and

d) Minimize damages during disasters and calamities.

Civil Defense is therefore involved in the safety and welfare of people as well as in the
saving or protection of property.

NDCC

The National Disaster Coordinating Council (NDCC), which is the highest policy
determining body for major disaster, is composed of almost all members of the cabinet under the
chairmanship of the Secretary of National Defense. The NDCC whose main function is to
advice the President on the status of the national disaster preparedness program, disaster
operations and rehabilitation efforts undertaken by the government and the private sector,
utilizes the facilities and services of the Office of the Civil Defense Camp Aguinaldo, Quezon City.
All the members of the Council contribute their manpower facilities and expertise to effectively
carry out the functions of the NDCC.

RDCC

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 The Regional Disaster Coordinating Council (RDCC) shall be responsible for the regional
preparedness programs, disaster operation and rehabilitation activities by the government and
the private sector and advise the National Disaster Coordinating Council through the OCD’s 13
regional centers on the status of disaster preparedness and operations in the regions.

The functions of the Office of Civil Defense are:

a) To establish and administer a comprehensive civil defense and civil assistance

program.

b) To formulate plans and policies for the protection and welfare of the civilian
population in time of war directly involving the Philippines or other national
emergencies of equally grace character.

c) To estimate the total materials, manpower ad fiscal requirements for carrying

out of the civil defense program, and allocate to the provinces, cities,
municipalities and barangays such aid in facilities, materials, and funds as may
be available from the national government.

d) To develop and coordinate a program for informing, educating and training the
general public, members of the disaster coordinating councils and disaster
control groups on civil defense and civil assistance measures.

WARNING

Warnings of likely emergencies are possible for some situations such as floods, typhoons,
tsunamis and volcanic eruption. The type of warning locally, whether by siren or other means, is
decided by the Disaster Coordinating Council and is the signal to listen for information and
instruction on the radio.

a) TYPHOONS – PAG-ASA advises the public on the latest weather bulletins and
announcements through the radio.

PUBLIC STORM SIGNAL NO. 1 – means that winds of 30 to 60 kilometers per

hour may be expected within 36 hours. Alert is on but business may be continued
as usual except when flood occurs.

PUBLIC STORM SINGAL NO. 2 – means that winds greater than 60 to 100
kilometers per hour may be expected within 24 hours. People are advised to take
precautionary measures.

PUBLIC STORM SIGNAL NO. 3 – means that the center of the tropical cyclone is
expected to pas very close or over the areas where Signal No. 3 is raised. Winds
greater than 100 Kph to 185 Kph would be expected over these areas within the
next 18 hours. People are advised to seek their shelter in strong buildings and stay
indoors.

PUBLIC STORM SIGNAL NO. 4 - means winds greater than 185 Kph may be
expected within 12 hours. People should stay indoor s in strong building.
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 b) FLOOD – Flood forecasts and warnings are issued by the Central Luzon Flood
Forecasting and Warning System, through the Civil Defense Operation Center, to be
broadcast to the public.

Before Disaster Strikes, make the following simple and sensible preparations:

1) Make sure you have in the house a flashlight, preferably kept at your bedside, some
candles and matches. A First Aid Book and Kit and that your family know where
these are. If you have a transistor radio, keep it handy.

2) Know how and where to turn off your electricity, gas and water.

When Disaster Occurs, Follow these simple rules

1) Listen and remain tuned to the nearest operating radio station serving your community
and carry out any instruction given. Transistor radio may be necessary – power may
be off.

2) Do not use your telephone for anything less than for saving lives. If this warning is
ignored, telephone exchanges will be overload and rescue, medical and other services
will be gravely affected in their efforts.

3) Contact your neighbors – they may need help.

4) If your need help or can give help – contact your nearest disaster operation center.

5) Sightseeing is forbidden – you will only hinder essential work and traffic and endanger
yourself.

IN THE EVENT OF TYPHOON

1) Keep your radio and listen for the latest PAG-ASA bulletins and announcements.

2) Get away and stay away from low-lying beaches or other locations which may be
swept by high tides or storm waves. If your only passage to high ground is over roads
likely to be under water during a severe storm then leave early.

3) If your house is out of danger of high tides, is well build or anchored, then it is probably
the best place to weather out the storm.

4) Use good lumber to securely fasten your windows and doors. Whenever possible,
anchor your house and other structures with strong guy wire or cable to protect them
from toppling down.

5) Get extra food, especially things which can be eaten every little preparation or without
cooking and which can last for 3 to 4 days. Remember that electric power may be cut
off.

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 6) Store water as water service may be cut off.

7) Have a flashlight in working condition and keep it handy.

8) Check on everything that may be blow away or turned loose. Flying objects become
dangerous during typhoons.

9) If the eye of the typhoon passes over your place, there may be a lull lasting for a few
minutes to half an hour. Stay in safe place. Make emergency repairs if necessary, but
remember the wind will blow suddenly from the opposite direction frequently with even
greater violence.

10) Cut down loose tree branches.

11) Be calm. Your ability to meet the emergency will inspire and help others.

EARTHQUAKE
If indoors

1) Stay inside. If you run outside you may be hit by falling debris.

2) Protect your body from falling debris by bracing yourself in a doorway or by getting
under a sturdy desk or table.

3) Put out domestic fires.

4) If damage has occurred turn off electricity, gas and water.

5) Do not use a match or open flame if leaking gas is suspected.

If outdoors

1) Get away from power lines, post, walls and the like.

2) If caught besides a big building, seek refuge under archways, door-ways. Which offer
protection from falling debris.

3) Do not re-enter badly damaged large buildings.

In crowded place like stores, theaters and shopping malls:

1) Do not rush to the exit.

2) Get out calmly in an orderly manner.

When driving a vehicle:

1) Pull out the side of the road and stop.

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 2) Do not attempt to cross bridges, flyovers or overpasses, which may have been
damaged.

3) If you are in the mountain pass road, stop the car and stay clear from steep
escarpments which may be affected by landslides.

FLOOD

If you are likely affected to be affected:

1) Act on any warning and instructions given over the radio or by civil defense officials or
the police.

2) Disconnect electrical appliances.

3) Move all valuable personal and household goods, foods, clothing, and etc. out of each
of water.

4) Remove weed killers, insecticides, etc. out of water as these could cause dangerous
pollution.

If you have to evacuate:

1) Turn off electricity, gas, and lock the doors and windows.

2) Take with you food, warm clothing, personal and family documents, any essential
medicines and infant care and personal toiletry items.

3) Carry some means of identification.

STORM SURGE (Big waves, tsunami or tidal waves)

For Coastal Towns

If you are in low-lying area next to the sea and you are warned by the Police or your local
civil defense organization by any other means:

1) Tune in to the nearest operating radio station and follow instructions.

2) Go to higher ground or at least 600 yards (about 550 meters) inland.
3) Keep away from streams flowing into the sea.
4) If the sea recedes, do not go down to the beach – the water can return rapidly.

“DO NOT GO TO THE SEA COAST – SIGHT SEEING IS FORBIDDEN.”

WHAT TO DO IN CASE OF:

FIRE

I you are in any large multi-storey building when fire breaks out, follow these rules:
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 1. If you detect a smoke or evidence of fire, turn in alarm immediately.
2. Take time to plan for exit.
3. Feel the door before you open it. If it does not feel hot, open it slightly, hold head away,
brace door with foot, put hands across the opening to test heat of air.
4. If hallway is not safe, stuff up any openings or cracks using wet towels, sheets, blankets,
etc.
5. Open windows slightly, stay near it, keep calm. Avoid hysteria. Do not jump out. Wait
for rescue to come.

TYPHOONS

1. Keep you radio or TV on and listen for the latest weather bulletin and announcements.
Have spare fresh batteries for emergency use.
2. Stay away from low-lying beaches or other locations which may be reached by high tide
or storm waves.
3. Board up windows. Use good lumber to securely fasten windows.
4. Get extra food and water and have flashlight in working condition.
5. Check everything that may blow up or turn loose. Flying objects become dangerous
during typhoon.
6. If the eye of the typhoon passes over your place, there may be a lull lasing for a few
minutes to half an hour. Stay in a safe place and make emergency repairs during the lull.
Remember the wind will suddenly return from the opposite direction, often with even
greater ferocity. Be calm. Your ability to meet emergency/ies will inspire others and help
them.

CONCEPT OF SUPPRESSING SABOTAGE

WHAT TO DO IN CASE OF BOMB THREATS:

1. If you receive a bomb threat through telephone, be calm and secretly inform the person
nearest you who will be the one to relay the information to the command control or the
President. Try to ask the caller where the bomb is.
2. Call the Phil. Army Disposal Unit at telephone numbers 232-2466 local 6468.
3. Call the Philippine National Police SWAT TEAM at telephone no. 231-5890.
4. Evacuation Execution: If total evacuation has been ordered, the evacuation team wing
leaders will guide the students to evacuation center. The respective head of office or
departments must search their area of uncommon item being placed in the area. If partial
evacuation has been ordered (we should know the place where the bomb is. The bomb
is at the 4th floor, evacuate all 4th floor occupants. Evacuate all flammable materials and
open all doors and windows.
5. Search Team: If the threat is in the entire building start searching from the ground floor,
then going up to the building. Divide the group and the area to be searched. If suspected
item to be found, do not touch, inform the group and barricade the area using the rope.
Don’t let anybody enter the area except the Bomb Disposal Unit.
6. Tools during the search operation: Flashlight, small mirror, wire cutter, all-purpose knife,
masking tape, screw driver, ladder and rope. During the search, don’t open the light, don’t
use handheld radios for communications.

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 IF IT IS A PACKAGE: Sabotage may be attempted by terrorist by bringing in a package by
known or unknown person/s. This kind of sabotage may be in the form of bombs, explosives
or any detonating materials intended to create chaos, disorder or destabilizing the school by
destroying its facilities.

1. Gate guards shall inspect all persons and vehicles entering the school especially those
with suspicious materials or packages. Inspect the content of packages especially when
intended for the school officials. The guard shall likewise inform the concerned person to
whom the package shall be delivered.
2. If possible, get the complete name and address of the sender.

BOMBS OR EXPLOSIVES may be planted in any facilities/building or laboratory room. This

means that the enemy has already penetrated the school.

WHAT TO DO Upon Discovery of a Planted Bomb:

1. Any person, upon the discovery of the planted bomb, shall immediately inform the school
officials or any member of the Disaster Council;
2. Occupants of the building shall immediately vacate the area by observing the prescribed
evacuation procedures; and
3. Bomb and Explosives Disposal Unit shall be requested to deactivated the bomb.

CONCEPT OF SUPPRESING EARTHQUAKE

COUNTER MEASURES DURING OR AFTER AN EARTHQUAKE

The initial shock of an earthquake may last from a few seconds to almost a minute to be
followed by aftershocks which are generally lesser in intensity that the first. Aftershocks may
come in rapid succession immediately after the initial shock or the interval of the aftershocks
may vary from a few minutes to several hours or days and may keep repeating for weeks or
months. The degree of damaged to life and property will depend upon the intensity of the initial
shock or aftershocks. The occurrence of an earthquake cannot as of now be predicted, but
efforts are being exerted to develop instruments that can warn of an impending earthquake.
The following are the prescribed precautionary measures and instructions:

1. Wherever you are, DO NOT PANIC. BE CALM.

2. If you are inside the building:
a. Seek cover under heavy furniture like tables, bed or couches. These will serve as
shock absorbers from falling walls, debris and heavy objects.
b. Do not try to get out the premises for you may not have the time to do so.
3. After the initial shock or tremor:
a. slowly get out of the place where you sought cover, if you can, then;
b. Shut of all main switches like gas and electricity;
c. Calmly get out of the building and go to an open space from where you can keep a
distance of about ½ the height of the tallest building in the area.
d. In going out of the building, DO NOT use the elevator.
e. Wait for further announcements from proper authorities.
f. Do not believe in wild rumors and unfounded predictions.
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 4. If you are in the streets between tall structures and walls:

a. You first action should be to seek cover. Inside parked cars, motor vehicles or
strong structures are the best places to seek shelter.
b. Beware of falling electric post and wires, falling debris from buildings and
signboards, street signs, etc.
c. Stay away from loosely hanging objectives that may easily fall.

5. When you are inside a moving vehicle:

a. In a mountainous are – maintain presence of mind. Stop vehicle in a safe place

away from landslide may occur, but stay inside the vehicle.
b. After the initial shock or tremor, slowly drive your vehicle and avoid passing near
landslides, damaged dams which are causing overflows of water and floods, and
avoid crumbling walls and fallings debris when driving in cities and towns.

6. After the earthquake:

a. Activate the Disaster Team at once.

b. Implement pre-planned action, if necessary.
c. Report losses, if any, to higher authorities.

EVACUATION TEAM LEADER: The Evacuation Team Leader is responsible for supervising
and expediting the planned and controlled movement of all building occupants in an emergency.
Under the general direction of the Chairman, the Evacuation Team Leader serves as Head of
the Evacuation Team and performs the following:

1. plans personnel movement routes and establishes movement procedures to give effect to
the provisions of the plans;
2. assigns and trains Floor/Wing Area Leaders and other related personnel, as required by
the building configuration or layout;
3. supervises and directs the movement of personnel within/into/out of the building as
required by the building self-protection plan during the drills and actual emergencies;
4. ensures that all building occupants, including members of the organization, comply with
the procedures indicated by the alarm signals, as specified in the plan;
5. cooperates with the Medical Team Leader in providing first-aid instructions to Evacuation
Team personnel; and
6. supervises and directs the activities of Floor/Area/Wing Leaders, Room ad Stairway
Monitors, and any messenger assigned to duty with the Service Leader.

Floor/Area/Wing Leaders: Under the general direction of the Evacuation Team Leader, these
leaders supervise and expedite the movement of personnel within or outside of their assigned
part of the building. Their duties are:

a. To ensure that personnel movement routes are already identified and made known to the
regular occupants of that part of the building;
b. To regularly maintain a roster of physically handicapped persons in the area and making
appropriate special provisions for their movement in an emergency;
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 c. To ensure that the procedures to be followed upon the receipt of warning signals are
known to all regular occupants in each floor, area or wing, including the specific
procedures to be followed on “ALERT”, “TAKE OVER”, “FIRE” and any other alarm
signals provided for in the plan;
d. To direct a quick and orderly flow of personnel during drills and on actual emergencies,
along the prescribed personnel movement routes;
e. To assure that all persons have vacated the assigned areas as required in the plan; and
f. To coordinate the activities of Room and Stairway Monitors in the assigned areas.

Room and Stairway Monitors: Assure that rooms are vacated, that windows and doors are
closed, and that electrical appliances are switched off in their assigned areas of the building.
Stair Monitors are posted in assigned places or stairway. They control the flow of personnel into
the stairway. Monitors may also be assigned to positions on landing to regulate and expedite
the safe flow of personnel.

FIRE BRIGADE TEAM: The Fire Brigade Leader organizes the Fire Fighting Teams for initial
fire fighting operations. His duties are:

1. To provide firefighting instructions through available sources such as training schools,

local fire departments, etc.,
2. To assure the firefighters know their stations, locations of firefighting equipment in their
area of responsibility and the alarm signals which direct them to their stations;
3. To deploy firefighting personnel to fire areas to extinguish or contain the fire pending the
arrival of other firefighting sources; and
4. To coordinate with the Medical Team Leader and arrange for First Aid training for fire
fighters and to work closely with the chairman o matters of fire prevention and protection.

RESCUE TEAM LEADER: The Rescue Team Leader is responsible for locating injured or
trapped persons, removing and transferring them to a place where they can be scared for safely
in an emergency. He performs the following duties:

1. Organizes and trains the rescue team or teams provided for in the facility plan;
2. Obtains appropriate equipment (e.g. hand tools, ladders, ropes, etc.) for rescue
operations in cooperation with the Medial Team Leader;

SECURITY TEAM LEDER: The Security Team Leader shall be responsible for:

1. Security vacated building or areas of evacuation center and areas of operations; and
2. Coordinating with the local Philippine National Police (PN) for the security of the areas.

DAMAGED CONTROL TEAM LEADER: The Security Team Leader is responsible for
controlling utilities in the facility or building during an emergency. The functions of the Damaged
Control Team are:

1. Establishing a plan to attend to mechanical devices, ventilation, water, gas and steam
valves power stitches, etc.;
2. Dispatching individuals or teams at the sound of emergency alarms to prearranged
control points for pre-planned or directed action; and
3. Deploying personnel, after fire to reconnoiter and correct damaged utilities or to report
conditions which require other assistance.
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Supplemental materials:
https://www.youtube.com/watch?v=M-o-F6HDuyY

https://www.youtube.com/watch?v=M-o-F6HDuyY

https://www.youtube.com/watch?v=BgpKpX6in_A

Activity 30 Disaster Relief Operation Plan. PLEASE REFER TO YOUR MOODLE ACCOUNT
TO HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

Relief Operation Project Plan

Make a Disaster Relief Operation Plan using the sample template below:

CEBU INSTITUTE OF TECHNOLOGY

UNIVERSITY
Community Extension Services
PROJECT PROPOSAL FORM
Project Title PROJECT PangkabuHYGIENE: Livelihood Program about Low-cost Hygienic
Products
Objectives 1. To educate the stay-at-home parents on how to make low-cost hygienic
products like fabric conditioner, liquid soaps etc;
2. To educate the GMP (Good Manufacturing Procedure) in making these
hygienic products;
3. To educate the stay-at-home parents on basic costing and selling of the
hygienic products; and
4. To practice proper disposal of waste after the making the hygienic products
Rationale The project will be about educating the beneficiary community of Barangay
Sawang Calero on how to make hygienic products like fabric conditioner and
liquid soaps. Parents that took care of everyday washing of clothes or doing
household chores are the direct buyers of these products. This project will help
them to cut down cost of buying such products on a daily basis and will also
provide them a livelihood opportunity by selling the products they have been
trained to produce.
The Chemical Engineering students of CIT University has undergone these
experiments as part of their curriculum requirement and they are very willing to
share such knowledge they have learned.
Venue, Date And Time Barangay Sawang Calero
Module 3: February 23, 2019 by 9:00AM-11:30AM
Module 4: February 25, 2019 by 9:00AM-11:30AM
Beneficiary Stay-at-home parents of Barangay Sawang Calero.
Mechanics/Details Program Content
Part 1: EDUCATE
This part is a seminar about the importance of hygienic products to be introduced
and its safety measures, proper waste disposal and marketing strategies to sustain
the cause of such project.
Part 2: CREATE
This part is where the actual making of hygienic products to be taught to the
participants.

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 Part 3: EVALUATE
This part is where volunteers evaluate the participants performance, participants
evaluate the entire seminar and the barangay personnel provide feedback
regarding the project.

Modules are the following:

Implementing Unit
Potential Partners
Success Indicators
Module 1: DISHWASHING LIQUID MAKING
Module 2: FABRIC CONDITIONER MAKING
Module 3: SOAP OUT OF USED COOKING OIL MAKING
Module 4: PERFUME MAKING
Community Extension Services Department and Junior Philippine Institute of
Chemical Engineers (JPIChE) CIT University Chapter
Department of Chemical Engineering; CLUB MEGA
Indicators Performance Measure
Venue must be set by 8:00 AM, registration of
participants must start by 8:30 AM, and
Time Management
program must start by 9:00 AM and end on
11:30AM.
Number of parents to attend At least 30 individuals/ mothers
At least 2-3 bar soaps and/or 2-3 (100mL)
Volume of products to produce
bottles per participant
Evaluation Rating At least 3.5 out of 4.0

Committee Task Desription Committee Head

REGISTRATION - This committee will usher the participants. MARY DOROTHY DINAMPO
- This committee shall take note of the number of
participants before and after the event. DANIELLE S. HOMECILLO
- They are also responsible of the attendance of the
members of JPIChE during the event.
FOOD - This committee is responsible for the preparation of DOMINIC CANILLO
provisions and snacks of the participants.
JOHN RAY CLARIN
FINANCE - This committee shall collect and keep track of the GERMAINE L. VILLAVER
money to be used to fund the program.

- This committee will also submit a financial report of

the expenses of the event
PROGRAM - This committee will include the Master/s of JABES JAMES QUIBIDO
Ceremony.

- This committee is responsible for the organized flow

of the program and the energizer.

LOGISTICS - This committee will keep track of the materials and CHRISTINE MAUREEN
equipment to be needed during the program. FERNANDEZ

TECHNICAL - This committee will prepare the needed video ED RYAN RUALES
presentations before the event. The committee is
also resposible of the sound and other media CHARLOTTE LOUISSE EGOS
presentations during the event.
- The committee will include the assigned person who
shall document the event.

Prepared by:

Noted by:

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 PROGRAMME
Time Activity Necessities In-charge
- Registration - Registration Registration Committee, Logistics
of forms Committee
participants
8:00-8:30 - Pamphlets
- Distribution of
pamphlets

Opening Technical Committee

Ceremonies
8:30-8:40
- Prayer

Opening
8:40-9:00
Remarks
Introduction of - Curriculum
9:00-9:05 Student Speaker Vitae

Talk - PowerPoint Student Speaker, Technical Committee,

Presentation/s Logistics Committee, Program
Committee
- Product
9:05-10:20
making

- Guest

Energizer - Prizes Program Committee

10:20-10:45
- Activity/game

Open Forum Extra Program Committee

- Snacks will Microphones
10:45-11:00
be distributed

11:00-11:15 Closing Remarks

Emcee:

Activity 31 Disaster Preparedness. PLEASE REFER TO YOUR MOODLE ACCOUNT TO

HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

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 TOPIC 7
SAFETY AND HEALTH

What is one’s role in the following work-related health and safety procedures?

Follow health and safety rules/procedures.

• Demonstrates a positive attitude toward safety

• Wears proper/required protective attire
• Locates emergency exit plan and fire exits
• Locates safety procedures and guidelines
• Locates emergency protection areas
• Identifies and responds to emergency alarms
• Identifies basic first aid supplies
• Maintains a clean and safe work environment
• Explains safety signs and symbols
• Explains safety procedures and guidelines
• Explains personal responsibility for following health and safety rules
• Participates in programs to improve health/safety

Prevent health or safety violations.

• Uses/Handles materials properly and safely

• Stores materials properly
• Practices proper waste disposal
• Recognizes common physical, chemical, or biological hazards
• Complies with established safety practices
• Obtains proper material handling information
• Maintains protective attire
• Encourages others to manage and reduce health/risk factors

Manage unsafe or hazardous incidents.

• Recognizes unsafe/unhealthy situation

• Reports unsafe practices to appropriate personnel
• Implements corrective actions when environment is unsafe/unhealthy
• Performs first aid skills when needed
• Maintains materials safety data sheets

FIRST AID AND OTHER BASIC LIFE SUPPORT

What is first aid?

First aid is the immediate care given to a person who has been injured or suddenly taken
ill. It includes self-help and home care if medical assistance is not available or is delayed. It
also includes well-selected words of encouragement, evidence of willingness to help, and
promotion of confidence by demonstration of competence.
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 The first aider deals with the whole situation, the injured person, and the injury or illness.
He knows what not to do as well as what to do; he avoids errors that are frequently made by
untrained persons through well-meant but misguided efforts. He knows, too, that his first aid
knowledge and skill can mean the difference between life and death, between temporary and
permanent disability, and between rapid recovery and long hospitalization.

How does one become a first aider?

The Philippine National Red Cross holds training for those who are interested to become
First Aiders. If you are physically and mentally fit, you can go to your local PNRC Chapter and
register for a fee. This will include a one-week training on basic first aid and a kit needed for the
training.

What are the values of first aid training?

Self-help – If you, as a first aider, are prepared to help others, you are better able to care
for yourself in case of injury or sudden illness. Even if your own condition keeps you
from caring for yourself, you can direct others in carrying out correct procedures to follow
in your behalf.

Help for Others – Having studies first aid, you are prepared to give others some
instruction in first aid, to promote among them a reasonable safety attitude, and to assist
them wisely if they are stricken. There is always an obligation on a humanitarian basis to
assist the stricken and the helpless. There is no greater satisfaction than that resulting
from relieving suffering or saving a life.

Preparation for Disaster – Firs aid training is of particular importance in case of

catastrophe, when medical and hospital services are limited and delayed. Catastrophe
may take the form of a flood, an earthquake, an explosion, or a fire. It may also take the
form of a single accidental death or a life-threatening illness. Knowing what to do in an
emergency helps to avoid the panic and disorganized behavior that are characteristic if
unprepared persons at such times. Knowledge of first aid is a civic responsibility. It not
only helps to save lives and prevent complications from injuries but also helps to setting
up an orderly method of handling emergency problems according to their priority for
treatment, so that the greatest possible good may be accomplished for the greatest
number of people.

Safety awareness – First training helps you to develop safety awareness and habits that
promote safety at home, at work, during recreation, and on the streets and highways.

What are the general directions for first aid?

As a first-aider, you may encounter a variety of problem situations. Your decisions and
actions will vary according to the circumstances that produces the accident or sudden illness, the
number of persons involved, the immediate environment, and the availability of medical
assistance, emergency dressings and equipment, and help from others. You will need to adapt
what you have learned to the situation at hand or will need to improvise.
In case of serious injury or sudden illness, and while help is being called, you must
immediately –

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 • determine the best way of rescue (for example, removal of an accident victim from
water, from a fire, or from a garage or room containing carbon monoxide or smoke);
• ensure that the victim has a open airway and give mouth-to-mouth or mouth-to-nose
artificial respiration if it is necessary;
• control severe bleeding; and
• give first aid for poisoning or ingestion of harmful chemicals.

Unless it is necessary for safety to move a victim at once, keep him in the position best
suited to his condition or injuries. Do not let him get up or walk around. The first aid worker is
not expected to explain the victim’s probable condition to bystanders or to reporters. He is
expected, however, to remain in charge until the victim can be placed in the care of qualified
persons (for example, a physician, an ambulance crew, a rescue squad, or a police office) or
until the victim can take care of himself or can be placed in the care of relatives. Meanwhile,
proper first aid measures should include standard specific techniques that have been taught and
that, in view of the circumstances, appear to be necessary.
Above all, as a first aid worker, you should know the limits of your capabilities and must
make every effort to avoid further injury to the victim in your attempt to provide the best possible
emergency first air care.

What is CPR?

Cardiopulmonary resuscitation (CPR) involves a combination of mouth-to-mouth rescue

breathing and chest compression. CPR keeps oxygenated blood flowing to the brain and other
vital organs until appropriate medical treatment can restore a normal heart rhythm.

• Breathing. Mouth-to-mouth rescue breathing is the quickest way to get oxygen into a
person’s lungs. However, if you’re not trained in emergency procedures, doctors
recommend skipping mouth-to-mouth rescue breathing and proceeding directly to
chest compression. The reason is that, if you are distracted by trying to perform
unfamiliar breathing techniques, valuable lifesaving minutes might be lost for the
person who need help. The most important thing you can do is to proceed directly to
chest compression to move blood to vital organs, particularly the brain and heart. If
you’re trained in emergency procedures, it’s important to do both mouth-to-mouth
rescue breathing and chest compression.
• Chest compression. Chest compressions replace the heartbeat when it has stopped.
Compressions help maintain some blood flow to the brain, lungs, and heart. You
must perform rescue breathing any time you perform chest compressions.

Before starting CPR, assess the situation.

• Is the person conscious or unconscious?

• If the person appears unconscious, tap or shake his or her shoulder and ask loudly,
“Are you OK?”
• If the person doesn’t respond, follow the steps below and get help by dialing 117 or
calling for emergency medical assistance. If you can’t leave the scene, have
someone else call.

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To perform CPR:
1. Position the person so you can check for signs of life by laying the person flat on his
back on a firm surface and extending the neck.
2. Open the person’s mouth and airway by lifting the chin forward.
3. Determine whether the person is breathing by simultaneously listening for breath
sounds, feeling for air motion on your cheek and ear, and looking for chest motion.
4. If the person is not breathing, pinch his or her nostrils closed, make a seal around the
mouth and breathe into his or her mouth twice. Give one breath every five seconds –
12 breaths each minute – and completely refill your lungs after each breath.
5. If there are no signs of life – no response, movement, or breathing – begin chest
compressions. Place your hands over the lower pat of the breastbone, keep your
elbows straight and position your shoulders directly above your hands to make the
best use of your weight.
Push down 1 ½ to 2 inches at a rate of 80 to 100 times a minute. The
pushing down and letting up phase of each cycle should be equal in duration. Don’t
jab down and relax. After 15 compressions, breathe into the person’s mouth twice.
After every four cycles 15 compressions and two breaths, recheck for
signs of life. Continue the rescue maneuvers as long as there are no signs of life.

To perform CPR on a bay:

• Cover the mouth and nose with your mouth.

• Give one breath for every five chest compressions.
• Compress the chest ½ to 1 inch at least 100 times a minute, using only two fingers.

All these are just a brief description of CPR. To learn CPR, take a first-aid training
course. Many organizations, such as the Philippine National Red Cross, offer his course.

Source: MayoClinic.com Mayo Foundation for Medical Education and Research

(MFMER).

Top 10 Most Common Health Issues

https://www.urmc.rochester.edu/senior-health/common-issues/top-ten.aspx

1. Physical Activity and Nutrition

Research indicates that staying physically active can help prevent or delay certain diseases,
including some cancers, heart disease and diabetes, and also relieve depression and improve
mood. Inactivity often accompanies advancing age, but it doesn't have to. Check with your local
churches or synagogues, senior centers, and shopping malls for exercise and walking programs.
Like exercise, your eating habits are often not good if you live and eat alone. It's important for
successful aging to eat foods rich in nutrients and avoid the empty calories in candy and sweets.

2. Overweight and Obesity

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Being overweight or obese increases your chances of dying from hypertension, type 2 diabetes,
coronary heart disease, stroke, gallbladder disease, osteoarthritis, sleep apnea, respiratory
problems, dyslipidemia and endometrial, breast, prostate, and colon cancers. In-depth guides
and practical advice about obesity are available from the National Heart Lung and Blood Institute
of the National Institutes of Health.

3. Tobacco

Tobacco is the single greatest preventable cause of illness and premature death in the U.S.
Tobacco use is now called "Tobacco dependence disease." The Centers for Disease Control
and Prevention (CDC) says that smokers who try to quit are more successful when they have
the support of their physician.

4. Substance Abuse

Substance abuse usually means drugs and alcohol. These are two areas we don't often
associate with seniors, but seniors, like young people, may self-medicate using legal and illegal
drugs and alcohol, which can lead to serious health consequences. In addition, seniors may
deliberately or unknowingly mix medications and use alcohol. Because of our stereotypes about
senior citizens, many medical people fail to ask seniors about possible substance abuse.

5. HIV/AIDS

Between 11 and 15% of U.S. AIDS cases occur in seniors over age 50. Between 1991 and
1996, AIDS in adults over 50 rose more than twice as fast as in younger adults. Seniors are
unlikely to use condoms, have immune systems that naturally weaken with age, and HIV
symptoms (fatigue, weight loss, dementia, skin rashes, swollen lymph nodes) are similar to
symptoms that can accompany old age. Again, stereotypes about aging in terms of sexual
activity and drug use keep this problem largely unrecognized. That's why seniors are not well
represented in research, clinical drug trials, prevention programs and efforts at intervention.

6. Mental Health

Dementia is not part of aging. Dementia can be caused by disease, reactions to medications,
vision and hearing problems, infections, nutritional imbalances, diabetes, and renal failure. There
are many forms of dementia (including Alzheimer's Disease) and some can be temporary. With
accurate diagnosis comes management and help. The most common late-in-life mental health
condition is depression. If left untreated, depression in the elderly can lead to suicide. Here's a
surprising fact: The rate of suicide is higher for elderly white men than for any other age group,
including adolescents.

7. Injury and Violence

Among seniors, falls are the leading cause of injuries, hospital admissions for trauma, and
deaths due to injury. One in every three seniors (age 65 and older) will fall each year. Strategies
to reduce injury include exercises to improve balance and strength and medication review. Home
modifications can help reduce injury. Home security is needed to prevent intrusion. Home-based
fire prevention devices should be in place and easy to use. People aged 65 and older are twice
as likely to die in a home fire as the general population.

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8. Environmental Quality

Even though pollution affects all of us, government studies have indicated that low-income, racial
and ethnic minorities are more likely to live in areas where they face environmental risks.
Compared to the general population, a higher proportion of elderly are living just over the poverty
threshold.

9. Immunization

Influenza and pneumonia and are among the top 10 causes of death for older adults. Emphasis
on Influenza vaccination for seniors has helped. Pneumonia remains one of the most serious
infections, especially among women and the very old.

10. Access to Health Care

Seniors frequently don't monitor their health as seriously as they should. While a shortage of
geriatricians has been noted nationwide, URMC has one of the largest groups of geriatricians
and geriatric specialists of any medical community in the country. Your access to health care is
as close as URMC, offering a menu of services at several hospital settings, including the VA
Hospital in Canandaigua, in senior housing, and in your community.

Supplemental Materials:
https://www.youtube.com/watch?v=y9lmzMHiqKQ

https://www.youtube.com/watch?v=_Di6X32RPSU

https://www.youtube.com/watch?v=CuUXdQI5LLs

https://www.youtube.com/watch?v=gn6xt1ca8A0

https://www.youtube.com/watch?v=HCFPpJvACx8

Activity 32: Poster. Make a poster about how you practice disinfection in the house.
PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN ACCESS IN ANSWERING
THIS ACTIVITY.

Activity 33: Infographic. Make an infographic about how you to prevent i

PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN ACCESS IN ANSWERING
THIS ACTIVITY.

Sample of inforgraphic: https://www.youtube.com/watch?v=S78s_DAh0Xc

143
 TOPIC 7
DRUG PREVENTION AND CONTROL

Drug Abuse – is the overuse of drug without due regard to accepted medical practice resulting
in the individual’s physical, mental, emotional, or behavioral impairment.

Drug Dependence – as based on the World Health Organization definition, it is a cluster of

physiological, behavioral and cognitive phenomena of variable intensity, in which the use of
psychoactive drug takes on a high priority thereby involving, among others, a strong desire or a
sense of compulsion to take the substance and the difficulties in controlling substance-taking
behavior in terms of its onset, termination, or levels of use.

Drug User – is another term for “drug addict,” which refers to an individual who is dependent on
a certain drug or drugs. Smith et all. (1986) define as addict as one who is dependent on a
certain drug or drugs. Smith et al. (1986) define addiction as a pathological process involving a
compulsion to use a psychoactive drug, loss of control over use of the drug, and continued use
of the drug despite adverse consequences

COMMON SIGNS OF DRUG ABUSE

1. Change in attendance at work or school.
2. Change from normal capabilities (work habits, efficiency, etc.)
3. Poor physical appearance, including inattention to dress and personal hygiene.
4. Constant wearing of sunglasses at inappropriate times (for instance, indoors or at night
not only to hide diluted or constricted pupils but also to compensate the eyes’ inability to
adjust to sunlight). Marijuana causes bloodshot eyes.
5. Unusual effort made to cover arms in order to hide needle marks.
6. Association with known drug abusers.
7. Stealing items that can be readily sold for cash (to support a drug habit).
8. Change in mood, depending on the drug taken.

CLASSIFICATION OF DRUGS AND THEIR EFFECTS

1. Alcohol liquor, which is extracted from chemical compound as ethyl and hydrocarbon, is
a dangerous chemical substance that triggers the central nervous system and may
damage vital human organs.

Effects of Alcohol use

• Gives a feeling of relaxation and loss of inhibitions
• A sense of excitement due to the release of inhibitions
• Disrupted motor activity, motor skills and coordination
• Deep intoxication that causes disturbance in bodily processes
• Dilated superficial blood vessels causing warm feeling
• Deep intoxication that can lead to “coma” and “death”
• Waning consciousness, causing mental dullness
• Loss of self-control resulting in violent behavior

2. Marijuana, Cannabis Sativa, is an annual plant that grows wild in many temperate parts
of the world.

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Effects of Marijuana
• Throat intoxication and coughing
• Increased heart beat and pulse rate
• Reddening of the eyes, dizziness, bodily incoordination
• Sleepiness and decreased physical activity
• Possible chronic bronchitis and asthma
• Feeling of excitement and friendliness
• Distortion of time and space perception
• Disturbance to brainwave activity, causing impairment of skills leading to abnormal
behavior

3. Stimulants, are drugs used to increase mental activity, relieve fatigue, increase alertness,
and offset drowsiness.
Kinds of Stimulants
Amphetamines/Cocaine/Shabu (methamphenmine, HCL)
Effects of Stimulants
• Feeling of being stronger, more decisive and self-possessed
• Extended wakefulness and increased mental alertness
• May include irritability, anxiety, and fear
• Loss of appetite resulting in decreased body weight
• Pregnant women who abused “shabu” can cause mental retardation to their unborn
babies
• Loss of sexual desire and interests towards work
• “Schizophrenia” or split personality, leading to violent behavior
• Loss of memory by chronic users
• Chronic snorters from irritation of the nose leading to frequent nose bleeding
• Injecting “shabu” using dirty needles can lead to various infections such as Hepatitis B,
blood poisoning, and AIDS.

4. Cough Syrup is also called over the counter colds/cough preparations.

a. Ephedrine, pseudo-ephedrine, phenylephrine, and phenylproppanolamine for nasal
decongestion
b. Chlorphenamine maleate for allergic asthma, nocturnal cough
c. Dextromethorphan is cough suppresant; Codeine has an antitussive effect

5. Depressants (Downers), usually known as “downers,” are drugs that act on the nervous
system, promoting relaxation and sleep.
a. Barbiturates
b. Mathaqualone

Effects of Depressants
A usual dose of a barbiturate causes a calming, relaxing effect that promotes sleep. Other
notable reactions are given.
• Relief of anxiety and excitement
• Reduced mental and physical activity
• A marked decrease in breathing
Barbiturates are used to reduce the frequency of convulsions in epileptics. An overdose of
barbiturate produces the following reaction
- Unconsciousness and decrease in breathing
- Deepening unconsciousness leading to “coma”
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6. Hallucinogens (Psychedelics) are drugs that can produce changes in mood and
behavior. They can produce delusions and hallucinations. They induce a state of
excitation of the central nervous system, shown by changes in mood. Hallucinogens
disorient the sense of direction, distance, and time of a person. A user may speak of
“hearing” colors, “seeing” sounds.
a. Mescaline c. Psilocybin
b. LSD d. Phencyclidine

Effects of Hallucinogens
• Increased heart beat and pulse rate
• Elevated or increased blood pressure
• Increase activity of the body due to the effect of the brain
• Enlarged or dilated pupils of the eyes
• Increased body temperature
• Paleness of the face and skin of the body

7. Tranquilizer are drugs used to treat nervous disorders, calm psychotic patients. They
are not habit-forming but when taken in large numbers will produce deep
unconsciousness, a drop in blood pressure, and finally respiration stops leading to death.
While the margin of safety associated with these drugs is considerable, overdose can
occur, and continuous use can lead to dependence.
a. Meprobamate
b. Diazepam

Effects of Tranquilizer
• Physical weakness and sleepiness
• Induced mental and psychological dullness
• It calms the nerves and relieves tension and anxiety.
• Overdose can lead to “coma”, respiratory failure, and death.

8. Narcotics, in medicine, refer to opium, morphine, codeine, heroin, hydromophone.

Effects of Narcotics
• Reduced size of the pupils of the eyes and reduced vision
• Drowsiness and decreased physical activity
• Nausea, vomiting, and difficulty in breathing if taken in larger dosage
• “Tolerance,” which finally leads to “drug dependence”
• Induced “coma” with slow, shallow respiration
• Convulsions, followed by the stopping of breathing that can lead to death if overdosed

9. Inhalants are volatile substances derived from ether or chloroform. It is inhaled through
the nose to experience intoxication. Recently, inhalation of different substances known
as “glue sniffing” has become popular among young people in their early teens. These
substances include the following:
- Quick-drying glue or plastic cement, like “rugby”
- Paint remover and lacquer, such as “thinner” and “solvent”
- Gasoline and other gasoline-based products
- Kerosene or commonly known as “gaas”
- Nail polish and cuticle remover
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 - Lighter fluid and dry-cleaning fluid

Effects of Inhalants
• Unsteadiness and restlessness
• Drunkenness with depression leading to unconsciousness
• Irritability and highly agitated condition
• Initial excitement thereby losing emotional control
• Irritation of the throat and nasal passages. Sometimes inhalants contain toxic elements
that are harmful to the heart and can cause sudden death when inhaled.

The most common reason why drugs are abused as follows:

- For relief from problems – personal, family, school, or work
- To experience its effect on the mind and body
- To ease depression, boredom, pain, or misery
- Giving in to pressures from “peers” or other drug users
- For curiosity, due to misinformation from acquaintances
- For security feelings – with drugs they have self-confidence

Drug abuse from the start before problems set in. There are several basic ways to do this,
namely:
a. Improvement in family relations. The parents and children must communicate with each
other and strengthen their ties to combat drug addiction;
b. Direct and sincere action on the part of the government to address the growing problems
of drug abuse;
c. Clear and noticeable reforms in the environment and economy to provide everyone with a
bright future and good life;
d. Strict enforcement of drug laws against violators and traffickers; and
e. Establishment of a dedicated judiciary so as to facilitate the delivery of aid to victims of
drug abuse;
f. Complete “crackdown” against drug pusher and syndicates; and
g. Instituting heavy penalties, specifically the “death penalty” for drug related crime and
serious drug violators.

ROLES IN PREVENTING DRUG ABUSE

SCHOOL
Every school must formulate a “drug policy” designed to help students and all school
personnel fight drug abuse. Also, the school can initiate “drug awareness” program and realistic
prevention efforts that will benefit the entire community. All students must take an active part in
making this program a success.

COMMUNITY
The community, as a whole, must work eradicating the drug menace by:
- conducting an anti-drug campaign, cooperating with authorities in the arrest of drug
pushers;
- helping drug users get treatment from drug rehabilitations centers, dismantling the drug
based network existing in the community thru police action;
- planning a community action program involving young people, civic welfare, and religious
organizations in tackling the drug problem; and

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 - organizing worthwhile and constructive activities such as recreational, social, and
economic projects that will serve as a positive alternative to drug abuse.

PARENTS
Parents must serve as a model to their children through the following:
• If parents use medicines improperly and in large dosages, children will imitate this bad
example. This should be avoided.
• Parents must teach their children not to use drugs indiscriminately so as to develop in
their children the correct drug attitude.
• Parents should advice their children on their choice of friends and inculcate the basic
knowledge about drug abuse.
• If parents discover their son or daughter is into drugs, they must face the problem and
seek professional help at once.
• Parents must create a happy family life and maintain an open communication between
them and their children.

SOME PIECES OF HELPFUL AND TIMELY ADVICE FOR THIS PROBLEM

- Maintain good physical and mental health.

- Use drugs properly. Most drugs are beneficial when used under medical advice.
- Understand your own self. Accept and respect yourself for what you are.
- Develop your potentials. Engage in wholesome, productive, and fulfilling activities.
- Learn to relate effectively with others. Have somebody to whom you can communicate
your problems and other stresses without the use of drugs.
- Seek professional help if you feel you cannot cope with your problems anymore.
- Develop strong moral and spiritual foundation in life.

From the ppt of MR. JUDE M. GARCIA

Supplemental Materials:
https://www.youtube.com/watch?v=b6Dte96WdqM
https://www.youtube.com/watch?v=5f1nmqiHIII
https://www.youtube.com/watch?v=VAlE-UESTOA
https://www.youtube.com/watch?v=b6Dte96WdqM&t=2s

Activity 34 Classification of Drugs. PLEASE REFER TO YOUR MOODLE ACCOUNT TO

HAVE AN ACCESS IN ANSWERING THIS ACTIVITY.

Activity 35 Essay. PLEASE REFER TO YOUR MOODLE ACCOUNT TO HAVE AN ACCESS

IN ANSWERING THIS ACTIVITY

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