COURSE OVERVIEW

Course No. NSTP 1101

Course Code
Descriptive Title National Service Training Program /
Civic Welfare Training Service 1

Credit Units 3 units

School Year/Term 2023-2024

Mode of Delivery Modular /On-line Learning/Flexible Learning

Name of Instructor Maria Emelee Agbayani-Bascug, RN, MAN

Course Description The Civic Welfare Training Service (CWTS) 1 as a component of

National Service Training Program (NSTP) is a course for student
which covers programs and activities of the dimension of
development namely education environment, health and safety,
livelihood, moral development and citizenry for the purpose of
empowering them in becoming a potent resource for community
development.
Course Outcome At the end of this unit of the common module you MUST be able to:
1. Explain the history and significance of the NSTP in the purview
of national security and development;
2. Appreciate the value of NSTP as a citizenship training program;
3. Understand the principles underpinning good citizenship, rights
and responsibilities of citizens, service and volunteerism for
national development;
4. Synthesize right facts about the health, legal, and social effects of
drug and substance abuse and examine how this negatively
impacts the person who uses the drugs, and his family, friends
and community;
5. Update knowledge on Disaster Risk Reduction and Management;
6. Manifest the spirit of volunteerism as a good servant of the
community.
7. Value the importance of Environmental Education as a way of
developing the youth to be good citizens.
SLSU Mission: SLSU will
a. Develop Science, Technology, and Innovation leaders and
professionals;
b. Produce high-impact technologies from research
and innovations;
c. Contribute to sustainable development through responsive
community engagement programs;
d. Generate revenues to be self-sufficient and financially-viable
SLSU Vision: A high quality corporate University of Science, Technology and
Innovation.

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 TRAINEES GUIDE ON HOW TO NAVIGATE THE MODULE

Welcome!

This course “Civic Welfare Training Service (CWTS)”, is one of the component in
National Service Training Program (NSTP) a course which comprises the knowledge, skills
and attitudes which shall form part of the curricula of all baccalaureate degree courses and of at
least two (2) year technical – vocational courses and is a requisite for graduation.

In this course, you are required to go through a series of modules in order to complete
each learning outcome. In each module, there are lessons, learning tasks and exercises. Follow
and perform the tasks and exercises on your own. If you have questions, do not hesitate to ask
for assistance from your instructor/professor.

Remember to:
 Work through all the lessons in each module. This is a self-pacing module that you can
work on at your convenient time within the term. The lessons are arranged according to
the expected outcomes and you are expected to achieve the task from the first lesson to
the last. The module is given for you to read, learn and enjoy.
 Answer the Pre-test and Post-test and answer the learning tasks given every lesson in
each module. Learning tasks and exercises are part of the lessons as an application or
assessment of how much you have learned, thus all of it should be answered.
 Complete the first module before you can perform the next module until all modules will
be finished.
 Use suggested references to supplement the materials provided in this course.

LIST OF MODULES
First Semester, Academic Year 2023-2024

Module Title Scope of Instruction

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I. GOOD Lesson 1 – The Bill of Rights of Filipinos
CITIZENSHIP • Philippine Constitution (Preamble, Bill of Rights and Duties and
Responsibilities of Filipino Citizen)

Lesson 2 – The Basic Values of the Filipinos

• Good Citizenship Values
• The Maka – Diyos cluster
• The Makatao cluster
• The Makabayan cluster
• The Makakalikasan cluster

Lesson 3 – Nationalism and Patriotism

• Flag Heraldic Code of the Philippines (RA 8491, s. 1998)
II. DRUG Lesson 1 – Nature of Drugs and Drug Abuse
EDUCATION AND • Overview on RA 9165, nature of drugs, drug
NATIONAL menace, national drug situation, controlled
SECURITY substances, and other pertinent laws
CONCERN
Lesson 2 – The Youth and Government’s Response to the Drug
Problem: A Timeline and Overview

Lesson 3 – Concept of National Security

Threats to National Security  Types of Threat

III. DISASTER RISK Lesson 1: Philippine Disaster Management System

REDUCTION AND • Disaster Risk Reduction And Management (DRRM)
MANAGEMENT
• The Philippine Disaster Risk Reduction and Management
• Republic Act No. 10121, known as the “Philippine Disaster
Risk Reduction Management (PDRRM) Act of 2010”
• The National Disaster Risk Reduction Management Council
(NDRRMC)
• The Office Civil Defense (OCD)
• Organizational Network

Lesson 2: Geographic Hazards and Disaster Risk Profile on the

Philippines
• Philippine Disaster Risk Profile
• Hazards in the Philippines
IV. ENVIRONMENTAL Lesson 1: Environmental Education and Climate Change
AWARENESS AND •Lesson 3: Vulnerability
Environmental of the Urban Environment
Education
PROTECTION • Climate Change and Global Warming

Lesson 2: Ecological Solid Wastes

• Solid Wastes/Land Pollution
• Physical Composition of Solid Waste
• Hazardous Waste
• Zero Waste Management

Lesson 3: Air Pollution Awareness and Prevention

• Types of Air Pollution
• Classes of Air Pollution
The Clean Air Act of 1999
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 OVERVIEW – “A good citizen takes responsibility for helping home, school, and
community to be a good place for everyone.” - Anonymous

Historical and Legal Bases of National Service Training Program

(NSTP)

The Philippine constitution provides for the state's “The sate recognizes the vital
protection to be a primary responsibility of the role of the youth in
government and the people. By statute, all people may nationbuilding and shall promote
be forced to render personal military or civil service in and protect their physical, moral,
fulfillment of this obligation. It further states that it is the spiritual, intellectual, and social
responsibility of the citizen to contribute in the well-being. It shall inculcate in
achievement and maintenance of a justly ordered society the youth patriotism, and
to the growth of our country. The National Service encourage their involvement in
Training Program (NSTP) Act of 2001 mandates all public and civic affairs.”
citizens, both male and female, to fulfill this civic duty. The 1987 Philippine Constitution

In response to the urgent needs of our developing world today and in the near future,
the production and enhancement of civic awareness among the young generation is equally
essential in order to ensure national security and growth. The National Service Training
Program (NSTP) therefore helps young people to be inspired, developed and used as the most

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valuable resource in the Philippine nation to be motivated, developed and utilized in regard to
their responsibilities as a citizens and in fulfillment of their civil obligations.

The imposition of the National Youth Service and Training Program in the Philippines
began with the creation of Commonwealth Act No. 1, otherwise referred to as the 1935 National
Defense Act. It is a legislative act which provides the basis for the country's national defense.

The National Defense Act was amended in 1980 to give effect to Presidential Decree No.
1706, otherwise known as the Law of National Services. It made compulsory national service
mandatory for all Filipino citizens. It was composed of three main program components,
namely: Civic Welfare Service (CWS), Law Enforcement Service (LES), and Military Service (MS).
College students were given an option to choose one among these components in compliance
with this requirement for tertiary education.

Under the authority of former President Corazon C. Aquino, the enforcement of the
National Service Law, except the provision of the Military Service, was suspended by
Presidential Memorandum Order No. 1, paving the way for the conceptualization of the basic
Reserve Officers ' Training Corps (ROTC), embodied under RA 7077, effective school year 1986–
1987.

The ROTC curriculum aimed at fulfilling the constitutional mandate of creating a strong
civilian based in the nation's defense system to complement the skilled military. It was designed
to introduce the ROTC trainees into the rudiments of soldiership, to instill discipline in them
and to correct deportation. The objective of the said program was to train all able-bodied
tertiary students for military skills in case of war.

In the course of the school year 2001-2002, ROTC was only made optional under the
National Service Program (NSP), conceiving the so-called Expanded ROTC (E-ROTC), in order to
offer an alternative in neutralizing people's aversion to this military program. The E-ROTC was
characterized by deviation from the rigid tactical training offering alternatives like rendering
civil auxiliary sources in the form of helping maintain law and order, assisting socio-economic
development projects and delivery of basic health services or aiding in addressing local
insurgency.

Many, if not all higher education institution, found the enforcement of NSP confusing
and unmanageable though. Hence, in December 2001, the NSTP Act envisioned to address the
public clamor for reforms in the ROTC and NSP Programs, was signed into law by President
Gloria Macapagal-Arroyo.

The National Service Training Program (NSTP) Law or RA 9163 also known as “An Act
Establishing the National Service Training Program (NSTP) for tertiary level students, amending
for the purpose Republic Act No. 7077 and Presidential Decree No. 1706, and for other
purposes.” was approved last January 23, 2002 to amend the Expanded ROTC. This Act shall be
known as the “National Service Training Program (NSTP) Act of 2001”.

“National Service Training Program ( NSTP)” is a program aimed at enhancing civic

consciousness and defense preparedness in the youth by developing the ethics of services and
patriotism while undergoing training in any of its three (3) program components. Its various
components are especially designed to enhance the youth’s active contribution to the general
welfare.

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 Frequently Asked Questions (FAQs) About NSTP

What is NSTP Law?

- NSTP Law or Republic Act 9163 a program aimed at enhancing civic consciousness and
defense preparedness in the youth by developing the ethics of service and patriotism
while undergoing training in any of its three (3) program components, specifically
designed to enhance the youth’s active contribution to the general welfare of Filipinos.

What are the Program Components of the NSTP?

a. Reserve Officers’ Training Corps (ROTC)

- designed to provide military training to tertiary level students in order to motivate,
train, organize, and mobilize them for national defense preparedness.

b. Literacy Training Service (LTS)

- designed to train the students to teach literacy and numeracy skills to children outof-
school-youth and other segments of society in need of their services

c. Civic Welfare Training Service (CWTS)

- refers to program 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 developed to improving health, education, environment, entrepreneurship, safety,
recreation and morals of the citizenry.

Who are covered by the NSTP Law?

- All incoming freshmen students, male, female, starting school year (SY) 2002-2003,
enrolled in any baccalaureate and in at least two (2) year technical-vocational or
associate courses, are required to complete one (1) NSTP component of their choice, as a
graduation requirement; • All higher and technical-vocational education institutions
must at least offer one (1) of the NSTP components.
How to take NSTP?

- Each of the NSTP components is undertaken for an academic period of two (2)
semesters and is credited for the three (3) units per semester with fifty-four (54) to
ninety (90) training hours per semester.
-
What if I cannot take the NSTP during the regular semester?

- A one-semester program in lieu of the two (2)-semester program, and may be designed,
formulated, and adopted by Department of National Defense (DND), Commission on
Higher education(CHED), and Technical Education and Skills Development Authority
(TESDA), subject to capability of the school and the Armed Forces of the Philippines
(AFP) to handle the same.

What if the NSTP component of my choice is not offered in my school?

- Students can cross enroll to other schools, irrespective of whether that school is under
CHED or TESDA, for ROTC, whether they are managed by different AFP Branches of
Service.
- Student are subjected to the existing rules and regulations of their original school and
the accepting school

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Are currently-enrolled students covered by the NSTP Law?

- Male and Female students currently enrolled but have not taken any program
component of the previous Expanded ROTC (E-ROTC)/ National Service Program (NSP)
are covered by the NSTP.

Will a student who has completed all his academic requirements except ROTC be allowed
to graduate?

- A student who has completed all his academic requirements except for ROTC will be
allowed to graduate provided that he is a certified candidate by the school on or before
the effectivity of the NSTP which is on March 23, 2002.

What will become of NSTP graduates?

- Graduates of non-ROTC components –belong to the National Service Reserve Corps

(NSRC) which could be tapped by the State for literacy and civic welfare activities.
- Graduates of ROTC – shall form part of the AFP Citizen Armed Force, subject to DND
requirements

Learning Guide 1
GOOD CITIZENSHIP

Module Outcomes

 Understand the principles underpinning good citizenship, rights

and responsibilities of citizens, service and volunteerism for
national government;
 Describe and analyze issues that relate to the good citizenship
values, rights and responsibilities of student-citizens in the
country;
 Make reasonable decisions, address issue, explain concepts
and/or solve problems using relevant examples pertaining to
exercise of rights; and
 Appreciate the significance of good citizenship towards the attainment of national
development

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Introduction

The citizenship education topic of the National Service Programs (NSTP) affords the
implementing institutions the opportunity to develop consciousness not only in national terms,
but also in terms of global civic rights and responsibilities. The program components of NSTP
are structured in a way that the student/trainee’s notion of the relationship between the State
and the people has changed and the service opportunities have been a core means for learning
how citizenship is applied.

The NSTP Law is a legislation that cease the youth as partners of the State in promoting
civic consciousness, and aims to develop their physical, moral, spiritual, intellectual and social
well-being through civic service. In so doing, inculcates patriotism and nationalism in the youth,
and advance their involvement in civic and public affairs.

Vocabulary List

Bill - a formal statement of a planned new law that is discussed by a government or

legislature before being voted on

Constitution - the set of political principles by which a state or organization is governed,

especially in relation to the rights of the people it governs

Rights - the legal authority to publish, copy, or make available a work

LESSON 1: The Bill of Rights of Filipinos

Intended Learning Outcomes

 Understand the Bill of Rights of the Philippine Constitution and its importance.

Activate prior Knowledge:

 Before going through the pages, find the following words:
CONSTITUTION LIBERTY SERVICE RIGHT CITIZENSHIP
GOVERNMENT PEOPLE FREEDOM BILL SECURITY

Acquire New Knowledge:

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 Article 3 of the Philippine Constitution is the Bill of Rights. It establishes the relationship
of the individual to the state and defines the rights of the individual by limiting the lawful
powers of the State.

Importance of Bill of Rights

A bill of rights is a constitutional enumeration of rights and privilege guaranteed by the

State to all persons within its territory. It is the statement of individual liberties which citizens,
the residents, and sojourners in the country enjoy abuses in against the exercise of the
government power. It is the people’s shield against government abuse.

The peaceful attainment of peace will depend on our nation’s libertarian use of freedom
- freedom of thought, speech, and association. The right proclaimed in the Bill of Rights are the
“ten commandments” of our constitutional faith. They are the means of self-government and
sovereignty. That they are the means to truth. They are the means of ends of security and
survival.

The 1987 Constitution of the Republic of the Philippines, Article III - Bill of Rights

Section 1. No person shall be deprived of life, liberty, or property without due process of law,
nor shall any person be denied the equal protection of the laws.

Section 2. The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any purpose shall be
inviolable, and no search warrant or warrant of arrest shall issue except upon probable cause to
be determined personally by the judge after examination under oath or affirmation of the
complainant and the witnesses he may produce, and particularly describing the place to be
searched and the persons or things to be seized.

Section 3. (1) The privacy of communication and correspondence shall be inviolable except
upon lawful order of the court, or when public safety or order requires otherwise, as prescribed
by law. (2) Any evidence obtained in violation of this or the preceding section shall be
inadmissible for any purpose in any proceeding.

Section 4. No law shall be passed abridging the freedom of speech, of expression, or of the
press, or the right of the people peaceably to assemble and petition the government for redress
of grievances.

Section 5. No law shall be made respecting an establishment of religion, or prohibiting the free
exercise thereof. The free exercise and enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed. No religious test shall be required for the
exercise of civil or political rights.

Section 6. The liberty of abode and of changing the same within the limits prescribed by law
shall not be impaired except upon lawful order of the court. Neither shall the right to travel be
impaired except in the interest of national security, public safety, or public health, as may be
provided by law.

Section 7. The right of the people to information on matters of public concern shall be
recognized. Access to official records, and to documents and papers pertaining to official acts,
transactions, or decisions, as well as to government research data used as basis for policy
development, shall be afforded the citizen, subject to such limitations as may be provided by
law.

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Section 8. The right of the people, including those employed in the public and private sectors, to
form unions, associations, or societies for purposes not contrary to law shall not be abridged.

Section 9. Private property shall not be taken for public use without just compensation.

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

Section 11. Free access to the courts and quasi-judicial bodies and adequate legal assistance
shall not be denied to any person by reason of poverty.

Section 12. (1) Any person under investigation for the commission of an offense shall have the
right to be informed of his right to remain silent and to have competent and independent
counsel preferably of his own choice. If the person cannot afford the services of counsel, he must
be provided with one. These rights cannot be waived except in writing and in the presence of
counsel. (2) No torture, force, violence, threat, intimidation, or any other means which vitiate
the free will shall be used against him. Secret detention places, solitary, incommunicado, or
other similar forms of detention are prohibited. (3) Any confession or admission obtained in
violation of this or Section 17 hereof shall be inadmissible in evidence against him. (4) The law
shall provide for penal and civil sanctions for violations of this section as well as compensation
to and rehabilitation of victims of torture or similar practices, and their families.

Section 13. All persons, except those charged with offenses punishable by reclusion perpetua
when evidence of guilt is strong, shall, before conviction, be bailable by sufficient sureties, or be
released on recognizance as may be provided by law. The right to bail shall not be impaired
even when the privilege of the writ of habeas corpus is suspended. Excessive bail shall not be
required.

Section 14. (1) No person shall be held to answer for a criminal offense without due process of
law. (2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary
is proved, and shall enjoy the right to be heard by himself and counsel, to be informed of the
nature and cause of the accusation against him, to have a speedy, impartial, and public trial, to
meet the witnesses face to face, and to have compulsory process to secure the attendance of
witnesses and the production of evidence in his behalf. However, after arraignment, trial may
proceed notwithstanding the absence of the accused provided that he has been duly notified
and his failure to appear is unjustifiable.

Section 15. The privilege of the writ of habeas corpus shall not be suspended except in cases of
invasion or rebellion when the public safety requires it.
Section 16. All persons shall have the right to a speedy disposition of their cases before all
judicial, quasi-judicial, or administrative bodies.

Section 17. No person shall be compelled to be a witness against himself.

Section 18. (1) No person shall be detained solely by reason of his political beliefs and
aspirations. (2) No involuntary servitude in any form shall exist except as a punishment for a
crime whereof the party shall have been duly convicted.

Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman
punishment inflicted. Neither shall the death penalty be imposed, unless, for compelling reasons
involving heinous crimes, the Congress hereafter provides for it. Any death penalty already
imposed shall be reduced to reclusion perpetua. (2) The employment of physical, psychological,
or degrading punishment against any prisoner or detainee or the use of substandard or
inadequate penal facilities under subhuman conditions shall be dealt with by law. Section 20.
No person shall be imprisoned for debt or non-payment of a poll tax.

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Section 21. No person shall be twice put in jeopardy of punishment for the same offense. If an
act is punished by a law and an ordinance, conviction or acquittal under either shall constitute a
bar to another prosecution for the same act.

Section 22. No ex post fact law or bill of attainder shall be enacted.

Application:
Answer the following questions

1. What responsibilities comes with your rights?

_________________________________________________________________

Assessment:
List three (3) possible criteria you would use to describe a responsible citizen.
Explain the reason why being a responsible citizen is necessary to live in a free society.

Criteria 1 ______________________________________________________________________________________
Reason _________________________________________________________________________________________

Criteria 2 ______________________________________________________________________________________
Reason _________________________________________________________________________________________

Criteria 3 ______________________________________________________________________________________
Reason _________________________________________________________________________________________
LESSON 2: Basic Values of the Filipinos

Intended Learning Outcomes

 Understand the Basic Filipino Values and how it is related in the Preamble of
Constitution into concrete action in building a better Philippines.

Activate prior Knowledge:

 Before going through the pages, try to look at this photo. What is the Filipino Value do
you think this photo shows? Write your answer in the box provided below.

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 Acquire New Knowledge:
Preamble is derived from the Latin word “preambulare” which means “to walk before”. It
is the prologue of the constitution. Clustered below are the good citizenship values that are
reflected in the Preamble of the 1987 Philippine Constitution:

Maka-Dios Makatao Preamble

Cluster Cluster We, the sovereign Filipino
people, imploring the aid of
 Love Almighty God, in order to
 Faith in the  Freedom build a just and humane
Almighty God  Peace
society and establish a
Government that shall
 Respect for  Truth embody our ideals and
life  Justice aspirations, promote the
 Order common good, conserve and
develop our
 Work
patrimony, and secure to
 Concern for ourselves and our
the family and posterity the blessings of
future independence and
generations democracy under the rule of
law and a regime of
truth, justice, freedom,
Makakalikasan Cluster love, equality, and peace,
do ordain and promulgate
 Concern for the environment this Constitution.

THE MAKA-DIOS CLUSTER

 Faith in the Almighty God - Being God-fearing and living according to what God wanted us to
be. “Faith makes things possible, not easy” Luke 1:37

 Respect for Life - Life is a gift from God and it is important to learn to value human life.

 Order - The Bible says in Colossians 3:15, “Let the peace of Christ rule in your hearts, since as
members of one body you were called to peace and be thankful.”

 Work - Confucius says, “Give fish to a man, he will have food to eat for a day; teach him how to
fish and he shall have food throughout his lifetime.”

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 Concern for Family and Future Generations - Family is an essential factor in the general,
social and political life. Constant living together contributes to the development of a strong
sense of duty, an aptitude heroic sacrifices, and love of future generations of the traditional
and moral conquest. (cited in facebook.com/pages/Jose-panganiban-artist/guild/).

THE MAKATAO CLUSTER

 Love - Looking after one another. Including someone or people to be part of yourself.

 Freedom - According to Pope John Paul II, “freedom consists not in doing what we like but in
having right to do what we ought.”

 Peace - The Preamble of the UNESCO Constitution reminds us that “since wars begin in the
minds of men, it is in the minds of men that the defenses of peace must be constructed.

 Truth - Seek and speak of only the truth.

 Justice - Giving justice to anyone is a fair treatment to everyone.

THE MAKABAYAN CLUSTER

 Unity - The value of Unity can be realized by practicing the virtues of being United. As
Publius Syrus mentioned, "Where there is Unity, there is always victory."

 Equality - Treat one another as your own siblings, and be just to everyone.

 Respect for the law and government - Respect the law and support the government.

 Patriotism - Love our country, Philippines and promote National Pride.

THE MAKAKALIKASAN CLUSTER

 Concern for the Environment – Philippines has a very rich land area and as a citizen of this
country, there is a need to develop a consistent habit of keeping the surroundings clean, be
cautious in using environmental resources. Preserve nature, have a proper disposal to the
garbage, recycle materials and practice “Leave No Trace” principle in visiting new areas.

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THE GOOD CITIZENSHIP VALUES

By living the Good Citizenship Values Enshrined in the Constitution: Be God-fearing and
live according to His will. Work together and share with one another. Place the good of one’s
country above one’s own. Be diligent and earn an honest living. Do not engage in crime and
corruption. Recognize the absolute value of human life and the human dignity of every person.
Do not inflict harm in others. Obey the laws of the land and support government programs.
Stand up for the truth and avoid intrigue. Give everyone their due. Do not oppress or take
advantage of anyone. Assert your right to be able to do right things. Look after the good and
welfare of others. Treat one another as brother and sisters being children of one God and one
nation. Live and work together in harmony, and avoid violence as a way of settling disputes. Do
not be greedy and selfish. Look after your family and the future generations. Keep your
surroundings clean and conserve natural resources. Respect human rights and of one another
and comply with your duties and responsibilities.

Application:
Answer the following questions

1. What are the effects of faith and prayer in our lives?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Assessment:

Create a short poem for each of the good citizenship clusters reflecting the values that
falls thereto.
Maka-Dios Makatao Makabayan Makakalikasan
Cluster Cluster Cluster Cluster

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 LESSON 3: Nationalism and Patriotism

Intended Learning Outcomes

 Understand the spirit of Nationalism and Patriotism in our Country.

Activate prior Knowledge:

What makes you proud as a Filipino?

Acquire New Knowledge:

The History of nationalism and patriotism in our country is as old as the history of
humankind. The term “Nationalism” is generally used to describe two things, first is the attitude
that the members of a nation have which includes the concept of national identity such as
common origin, ethnicity and cultural ties. The other one is the actions that the members of the
nation take when seeking to achieve self-determination. These involve having full statehood
with complete authority over domestic and international affairs. On the other hand, “Patriotism”
is love and devotion to one’s country. Patriotism is strengthened by adherence to a native
religion, particularly because such a community usually has its holy places inside its
motherland. This also implies a value preference for a specific civic or political community.

Salient Provisions of Flag and Heraldic Code of the

Philippines
(As Embodied in R.A. 8491 of 2002)

A flag is a sacred and respected feature of the nation which it symbolizes. It

shows unity of as people of the country and it stands for high ideals and noble heritage.
Showing respect to the flag is like showing respect for our country. The flag is a symbol
of nationalism and patriotism.

The national flag of the Philippines is a horizontal bi-color with equal bands of
blue and red, and with a white equilateral triangle based at the hoist side, at the center of
the triangle is a golden yellow

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sun with eight primary rays, each containing three individual rays, and at each corner of the
triangle is a five-pointed golden yellow star. The sun with eight rays in the flag represents the
first eight provinces that revolted and fought for independence from the Spanish rule-Manila,
Bulacan, Pampangga, Nueva Ecija, Tarlac, Laguna, Batangas, and Cavite.

The flag was first conceptualize by Emilio Aguinaldo, the first flag was sewn in Hong
Kong by Marcela Agoncillo. The flag is displayed with the blue field on top in times of peace, and
with the red field on top in times of war. The Philippine Flag is unique in the sense that it can
indicate a state of war when the red field is displayed on top or on the observer’s left.
Flag Protocol - The flag should be displayed in all government buildings, official residences,
public plazas, and schools everyday throughout the year. The days of the 28 th of May (National
Flag Day) and the 12th of June (Independence Day) are designated as flag days, during which all
offices, government agencies, business establishments, institutions of learning and private
homes are enjoined to display the flag.

Half-mast - The flag may be flown at half-mast as a sign of mourning. Upon the official
announcement of the death of the President, or former president, the flag should be flown at
half-mast for 10 days. Seven days half-mast following the death of Vice-President, Chief Justice,
Senate President and Speaker of the House of Representatives.

Folding the Flag

1. The flag must be handled by two people on

opposite ends of the flag.

2. The blue field must be aligned to the

lefthand side of the person standing at the head of
the flag (where the sun is), and fold it over.

3. Another fold must be quartering the flag

lengthwise, completely hiding the red field.

4. One end of the flag must be folded

diagonally to forms a small triangle.

5. Repeatedly fold the same way keeping the

triangular shape intact.

6. The folded flag must have one of the stars

and only a silver of the blue field visible

Prohibited Acts - In section 34 of R.A. 8491, the flag cannot be used in the following:

1. Defacing or ridiculing the flag by dipping the flag as a salute, or adding additional marks;
2. As a drapery, festoon, tablecloth, covering or as part of a costume or uniform;
3. As a trademark for commercial or agricultural labels or designs; 4. As part of merchandise
or in any advertisement or infomercial; and
5. As pennant in the hood, side, back and top of motor vehicles.

National Motto - “MakaDiyos, Makatao, Makakalikasan at Makabansa” (Section 39, R.A.No. 8491)

16
Pledge - The Pledge of Allegiance to the Philippine Flag should be recited with the right hand
with palm open raised shoulder high. It is required by law to show full respect when the pledge
is being rendered by standing at attention.

Panunumpa sa Watawat ng Pilipinas

Ako ay Pilipino, Buong katapatang nanunumpa sa watawat ng Pilipinas at sa Republikang

kanyang sinasagisag, Na may dangal, katarungan at kalayaan, Na pinakikilos ng
sambayanang maka-Diyos, Maka-kalikasan, maka-tao at maka-bansa.Ikinararangal ko na
ako ay isang Pilipino
The National Anthem - It is entitled “Lupang Lupang Hinirang
Hinirang”. It shall always be sung in the national
Bayang magiliw,
language within or outside the country. The
Perlas ng silanganan,
rendition of the National Anthem whether sung Alab ng puso Sa dibdib
or played, shall be in accordance with the musical mo’y buhay. Lupang
arrangement by hinirang,
Julian Felipe. Duyan ka ng magiting, Sa
manlulupig Di ka
pasisiil.
National Coat-of-Arms - The National Coatof-
Sa dagat at bundok,
Arms shall have: Paleways of two pieces, azure
Sa simoy at sa langit mong bughaw,
and gules; a chief argent studded with three May dilag ang tula At awit sa
mullets equidistant from each other, paglayang minamahal.
and, in point of honor, ovoid argent all Ang kislap ng watawat mo’y
over the sun rayonnant with eight Tagumpay na nagniningning; Ang
minor and lesser rays. Beneath shall be bituin at araw niya, Kailan pa ma’y
the scroll with the words, di magdidilim.
Lupa ng araw, ng luwalhati’t pagsinta,
“REPUBLIKA NG PILIPINAS”,
Buhay ay langit sa piling mo;
inscribes thereon. (Section 41, R.A. Aming ligaya na ‘pag may mang-aapi,
No .8491) Ang mamatay nang dahil sa iyo.

The Great Seal - It shall be in circular form, with the arms as

described in the preceding section, but without the scroll and
the inscription thereon. Surrounding the whole shall be a
double marginal circle, within which shall appear the words, “
Republika ng Pilipinas”. For the purpose of placing the great
seal that the color of the arms shall not be deemed essential but
tincture representation must be used. The Great Seal also bear
the National Motto. It shall be affixed to placed upon all
commissions signed by the President and upon such other
official documents in papers of the Republic of the Philippines as may be provided by law,
or as many be required by custom and usage. The President shall have custody of the
great seal (Section 42-43, R.A. No. 8491).

Twelve (12) Things for our Country are Small Acts of Patriotism

(An Adaptation from: 12 Little things Filipino can do to help our Country by Alexander
Lacson)
1. Follow traffic rules, follow the Law
2. Always ask for an official receipt
3. Don’t buy smuggled goods. Buy local.
4. Speak positively about us and our country.

17
 5. Respect traffic officers, policemen, and other public servants.
6. Throw your garbage properly. Segregate. Recycle. Conserve.
7. Support your Church
8. During elections, do your solemn duty.
9. Pay your employees well

10. Pay your taxes

11. Adopt a scholar or a poor child.
12. Be a good parent. Teach your kids to love your country.

Leadership and the Youth - Leadership is the highest potent quality of an individual to
be greatly successful in life. It is the key dynamic factor that can encourage one to actively
participate in many ventures that lead to the attainment of the goals. It is also the key
force to developing teamwork to ensure completion of common goals.
Leadership Defined - Leadership is a process of giving control, guidance, headship,
direction and governance to a group of organization. It is the art of influencing and
directing others to do assigned tasks to attain them. There is obedience, respect, loyalty
and cooperation.

 Leadership is the ability to inspire, to build confidence, and gain support among the
people to attain organizational goals.
 Leader as a guide, is one who assumes the role of director, organizer, mentor or
adviser.
 Leader as a frontrunner is one who can spearhead, shading light, and groundbreaker.
 Leader as a head, is one who can be called as chief, manager, principal, boss, and
superior.

Servant Leadership - is a kind of servant-hood and done as a sense of vocation. It also

implies stewardship of good citizenship and community. It is a means of serving others
more than himself.

Principles of Servant Leadership

According to Spears (2002), these are the principles underpinning servant leadership.

1. Listening - seeks to identify the will of the group, listen carefully and helps
clarify that will
2. Empathy - understand and empathize with others
3. Healing - the potential of healing one’s self and others
4. Awareness - understand issues involving ethics and values and view most situations
from a more integrated and holistic position
5. Persuasion - the reliance on persuasion rather than positional authority in making
decisions
6. Conceptualization - nurture abilities to “Dream great Dreams”
7. Foresight - understand the lessons from the past, the realities to the present and the
likely consequences of a decision for the future
8. Building Community - suggests that true community can be created among those who
work in business and other institutions.

Summary:

18
The National Service Training Program (NSTP) promotes and integrates values education,
leadership, sustainable social mobilization the development of the youth, national
security, the spirit of patriotism and promote national pride. It gives the opportunity to
learn the Rights relating to the Bill of Rights, understand the basic Filipino Values relating
to the Preamble of the Philippine Constitution and to improve one's self on how to be a
good citizen and a responsible servant leader in our beloved Country.

Application:

Find a pair (member of the family, friend or neighbor), take series of photos or
a video showing the proper way in folding the Philippine flag.

Assessment:

Think-Pair-Share

Questions:
1. As a student, how can you promote National Pride?
2. Which do you prefer, being a responsible citizen or being a servant leader?
THINK PAIR SHARE
Write down your answer Listen to your partner and write Talk with your partner and write down
down their ideas what you want to share with the class,

19
 Learning Guide 2
DRUG EDUCATION AND NATIONAL SECURITY CONCERN

Anyway, no drug, not even alcohol, causes the fundamental ills of society. If we’re looking
for the source of our troubles, we shouldn’t test people for drugs, we should test them for
stupidity, ignorance, greed and love of power. – P.J. O’Rourke

Module Outcomes

 Explore the nature and effects of drugs and substance abuse such as alcohol,
tobacco, and others on personal health and social relations;
 Synthesize right information on health, legal, and social consequences of drug and
substance abuse and examine how this negatively impacts the person who uses
the drugs, and his family, friends and community; and
 Value one’s contribution in preventing and controlling drugs and substance abuse.

Introduction

The youth drug education program is a significant undertaking for freeing them
from danger and keeping them away from drugs. The youth’s today comprise the most
vulnerable group that can be affected by illegal drugs commonly abused.

According to Gen. Edgar C. Galvante, former Executive Director of the Dangerous

Drugs Board (DDB), most drug users start their habit early, usually during their teenage
years. They particularly susceptible to the prohibited drugs experience because
adolescence is the period of
experimentation, exploration, curiosity,
and search of identity.

Young people with dysfunctional

backgrounds are thought to be more
vulnerable and more likely to continue to
misuse drugs once they have begun, and
if not treated, to develop other
aggravating issues. In
challenging situations, these young
people are associated with
deprivation, disintegration of the family,
displacement, prejudice and lack of suitable alternative
activities.

Drug abuse prevention trough awareness,

education and strategy implementation is very

20
 vital to the success in controlling and stopping drug abuse. Positive behavior,
including constructive handling of feelings and responsibilities should be installed and
encouraged in our own families during the early stage of life.

It has been acknowledged that the biggest reason our young people are drawn into the
pit of substance addiction is the family’s lack of guidance itself. This explanation has
facets to it. Next, maybe the parents are too busy with their jobs and give kids less
time. Second, parents did not complete schooling, leaving them less educated and less
tolerant of the consequences of illegal substances. Third, the type of discipline of the
parents includes physical violence, thus, in most cases in the Philippines drives away
the kid from home

The second most predominant reason

for adolescence is the period where wants
exceed necessities. A teenager spends more
time with friends or peers rather than at home.
It is the stage where a youngster has continuing
searching of identity and place in the society.
The influence of peers, either friends or activity
partners has been proven as a strong force of
initiation into drug addiction among the youth.

A drug addict is usually an adult who is emotionally dysfunctional until he or she

takes up the habit. Without help the person may face painful situations. He’s little to no
self-control. He or she forbids suffering physically, psychologically or morally. As we say,
every single person can’t stand alone. A person attempting to use drugs is a friend who
insists, for friendship’s sake. This weakness is a predator and hard to dismantle for most
teenagers.

Truly substance addiction is a killer, a demon preying

on young curious minds like the teenagers. This module
therefore zeroes in on uncovering substance addiction
issue among young people and seeking ways and means
by which this social challenge could be lessened, if not
completely defeated.

https://www.siena.edu/offices/health-promotion/alcohol-and-other-drugs/

21
LESSON 1: The Nature of Drugs, Drug Abuse and the National
Situation

Intended Learning Outcomes

 Know and Understand the Nature of Drugs and Drug Abuse and its routes of
administration

Activate prior Knowledge:

 Before going through the pages, explain in your point of view on the
different information in each item.

Make simple illustration using the box.

1. Injection marks of an addict

2. Unusual effort made to cover arms in order to hide needle marks

22
Acquire New Knowledge:

What is a drug?

A drug is a chemical substance used in the treatment, cure, prevention, or diagnosis of

disease or used to otherwise enhance physical or mental well-being.

How are drugs administered?

ROUTE HOW DRUG ARE ADMINISTERED
1. ORAL Having person swallow drug
• Enteral - administered through enteral tube
• Sublingual - Placing drug under the tongue
• Buccal - Placing drug between cheek and gum
2. PARENTERAL Injecting drugs into
• Subcutaneous - Subcutaneous tissue
• Intramuscular - Muscle tissue
• Intradermal - Under epidermis
• Intravenous - Vein
3. TOPICAL Relating or applied directly to a part of the body
• Vaginal - Vagina
• Rectal - Rectum
• Skin - Transdermal patch application
4. PULMONARY - Having person inhale drug

When are drugs harmful?

Any drug may be harmful when taken in excess. Some drugs can also be harmful if
taken in dangerous combinations or by hypersensitive person in ordinary or even
small dosage.

Why do people turn to drugs?

23
 There are different reasons – this may range from the reason “medicine” can solve
problems, to widespread access to different drugs, to “peer pressure”, to the notion
that drugs give users enjoyment and in the context of being used as an alcoholic
substitute. This may also be the product of work loss, death of a love one, divorce of
finances. Physically many people use drugs to increase their stamina, improve their
concentration, or at some stage enhance their appearance.

What is drug abuse?

Drug Abuse is the use of chemical substance, licit or illicit, which results in an
individual’s physical, mental or social impairment. It may refer to any of the following
practices:
a. Using without benefit or prescription, useful drugs which have the capacity to
alter mood or behavior;
b. Using drugs and substances for purpose different from one for which the drug
has been prescribed; and
c. Using drugs and substances having no legitimate medical application for
purposes other than research.

Are there products other than drugs ever abused?

Substances like glue, paint thinners, gasoline and other volatile (breathable)
solvents contain a variety of dangerous chemicals. Similarly, tobacco has a chemical
called nicotine that gives you a little rush of pleasure and energy. The effect can wear
off fast and leave you wanting more. You can abuse and get addicted to the nicotine in
cigarettes, just like other drugs such as OTC drugs for cough and cold medicine that
have dextromethorphan, which in high doses can make you feel drunk or intoxicated.

What drugs that are commonly abused?

a. Stimulants – drugs which

increase alertness and physical
disposition.
Examples: amphetamine,
cocaine, caffeine, nicotine

b. Hallucinogens (Psychedelics) – drugs

which affect sensation, thinking, self-awareness and emotion. Changes in time and
space perception, delusions (false belief) and hallucinations may be mild or
overwhelming, depending on dose and quantity of the drug.
Examples: lysergic acid diethylamide (LSD), mescaline, and marijuana

c. Sedatives – drugs which may reduce anxiety and excitement

Examples: barbiturates, non-barbiturates, tranquilizers, alcohol

d. Narcotics – drugs that relieve pain and often induce sleep

Examples: opium and its derivatives such as morphine, heroin, codeine

Who is a drug abuser?

Anyone can be a drug abuser. Drug abuse is no respecter of age, sex and social status.
It is very difficult to come up with an accurate profile of a drug abuser that can be
applied to all because people are different in many ways.

24
How can you tell when one is abusing drugs?

A lot of changes – in behavior, in appearance and in mood

Warning signs of drug abuse

Physical
• Bloodshot eyes, pupils larger or smaller than usual
• Changes in appetite or sleep patterns. Sudden weight loss
or weight gain
• Deterioration of physical appearance, personal grooming
habits
• Unusual smells on breath, body, or clothing
• Tremors, slurred speech, or impaired coordination

Behavioral
• Drop in attendance and performance at work or school
• Unexplained need for money or financial problems. May borrow or steal to get it.
• Engaging in secretive or suspicious behaviors
• Sudden change in friends, favorite hangouts, and hobbies
• Frequently getting into trouble (fights, accidents, illegal activities)

Psychological
• Unexplained change in personality or attitude
• Sudden mood swings, irritability, or angry outbursts
• Periods of unusual hyperactivity, agitation, or giddiness
• Lack of motivation; appears lethargic or “spaced out”
• Appears fearful, anxious, or paranoid, with no reason

The National Situation

Common Abused Drugs

Three major abused drugs dominate the drug scene

in the Philippines: Methamphetamine commonly known as “Shabu”,
Marijuana, and Methylene Dioxymethamphetamine ( MDMA) or Ecstacy.

1. Shabu. Shabu is another name for methamphetamine hydrochloride, also known as

crystal meth. Meth is a highly addictive stimulant that causes its user irreversible
harm, physically and mentally. Usually, the drug is used to create a sense of euphoria,
increase wakefulness, physical activity, and it suppresses appetite. Shabu can be
snorted, smoked, injected and dissolved in water.

Effects
Short-term
The effects are similar to cocaine but last longer- 4 to 16 hours.
• Heightened attention and energy
• Excessive talking
• Euphoria, decreased fatigue
• Increased activity, increased sexuality
• Decreased appetite

25
 • Increased respiration

Long-term
• Dependence
• Anxiety, confusion, and insomnia
• Addiction psychosis, Paranoia
• Hallucinations, visual and auditory
• Mood disturbances
• Repetitive motor activity
• Weight loss https://druginfo.sl.nsw.gov.au/news/what-
• Violent behaviour, homicidal or suicidal thoughts difference-between-ice-
and-speed
• 'Crank bugs' - Formication (sensation of insects creeping on the
skin) causing users to pick at themselves causing ulcerations on the
hand and arms.
• Disturbed sleep patterns; decreased sleep needs
• Disinterest in usual social interactions, sex, food

2. Ecstasy. Ecstasy (MDMA methylene dioxymethamphetamine)

is a synthetic, psychoactive drug chemically similar to the
stimulant methamphetamine and the hallucinogen mescaline. It
is an illegal drug that acts as both a stimulant and psychedelic,
producing an energizing effect, as well as distortions in time
and perception and enhanced enjoyment
from tactile experiences. https://aod.wellness.upenn.edu/ecstasy/

The primary effects are on neurons in the brains which communicate with
other neurons using the chemical serotonin. The serotonin plays a major role in the
control of mood, aggression, sexual behaviour, sleep and pain sensitivity.
Ecstasy Side Effects
Physical and
Mental:
• A sense of intense wellbeing (euphoria)
• Heightened sensitivity
• Increased physical and emotional energy
• Sweating
• Ataxia, or the loss of full control of bodily movements
• Blurred or double vision
• Mild intoxication
• Muscle tension
• Insomnia
• Memory loss
• Anxiety
• Paranoia
• Loss of appetite
• Rapid mood swings
• Depression
• Psychosis
• Cardiovascular collapse

3. Marijuana. Marijuana refers to the dried leaves, flowers,

stems, and seeds from the Cannabis sativa or Cannabis indica
plant. The plant contains the mind-altering chemical
Tetrahydrocannabinol (THC) and other similar compounds.

26
 How do people use marijuana?

People smoke marijuana in hand-rolled cigarettes (joints) or in pipes (bongs) or

water bottle. They also smoke it in blunts—emptied cigars that have been refilled with
marijuana in part or in full. Many may use vaporizers to protect them from inhaling
smoke. Such machines take out the marijuana active ingredients (including THC) and
store their vapor in a storage tank.
People can mix or brew marijuana in food (edibles), such as
brownies, cookies, or candy, as a tea. A newly common use
https://www.drugabuse.gov/publication method is to smoke or eat various types of THC-rich
resins s/drugfacts/marijuana

Effects

Marijuana over activates parts of the brain that contain the highest number of
brain cell receptors. This causes the "high" that people feel. Other effects include:
• altered senses (for example, seeing brighter colors)
• altered sense of time
• changes in mood
• impaired body movement
• difficulty with thinking and problem-solving
• impaired memory
• hallucinations (when taken in high doses)
• delusions (when taken in high doses)
• psychosis (risk is highest with regular use of high potency marijuana)

Myth versus Fact: Drug Abuse and Illicit Trafficking

1. Why the big outcry? Drugs aren’t really a big problem. The fact is . . . . .

They are a huge problem, the gravity of which is becoming ever more apparent
every day. Millions of drug users worldwide abuse all kinds of illegal substances.
These people harm their health and well-being and endanger their chances of a
healthy and productive life.

2. “Recreational” use of drugs is not harmful. The fact is . . . . .

All illegal drugs are dangerous and cause physical and psychological change in the
user. Prolonged drug use exacerbates these harmful effects that can lead to addiction.
The health hazards of these drugs are very real and, for much the same reason,
prescription drugs should always be properly administered and used only at the
discretion of a physician.

3. Marijuana is no worse than using alcohol or tobacco. The fact is . . . . .

Marijuana is dangerous. Unlike alcohol, which usually leaves the body within 24
hours because it is water-soluble. Marijuana is a fat-soluble, which means that the

27
 psycho-active chemicals attached themselves to the fatty parts of the body and be
detected up to thirty
(30) days after initial use. Extensive research has indicated that marijuana:
• Impairs short-term memory and slows learning;
• Interferes with normal reproductive functions;
• Adversely affects heart functions;
• Serious effects on perception and skilled performance, such as driving and
other complex tasks involving judgment or fine motor skills; and  Impairs
lung and respiratory functions.

4. Everybody is taking drugs. The fact is . . . . .

This common argument is used by drug users in an effort to gain acceptability for
their deviant behavior. Peer pressure is always difficult to cope with and it takes more
courage and strength to stand up for what you know is right, and to resist drugs, when
friends try to convince you that “everybody is doing it”. In fact, everybody is not using
drugs; those who use them are far less likely to have happy and productive lives than
those who remain drugfree.

5. Only weak individuals become addicts. The fact is . . . . .

The reverse is true. Addicts become weak individuals. No one begins taking drugs
with the aim of becoming addicted. People take drugs for a variety of reasons,
including to escape from reality, to cope with daily life, or to be accepted by others.
Drugs are very seductive because, in most cases, they initially provide what the user is
seeking. The drug addict often becomes so obsessed with attaining more of the drug
that he or she will exhaust money and assets, ruin marriage and family life, and lose a
career before admitting to addiction, because of the view that only weak individuals
become addicts. Addiction is a difficult disease to accept.

6. Peddling drugs is one way the poor can earn money. The fact is . . . . .

Most drug peddlers are addicts or become addicts. The money they earn does not
help them or their families, they are merely supporting a drug habit. As their addiction
deepens, new “clients” must be found to bring in more money to buy more drugs.

The Comprehensive Dangerous Drugs Act Of 2002

REPUBLIC ACT NO. 9165

An act instituting the Comprehensive Dangerous Drugs Act of 2002, repealing
Republic Act no. 6425, otherwise known as the Dangerous Drugs Act of 1972, as amended,
providing funds therefor, and for other purposes.

This acts as a roadmap to enforcing the country’s dangerous substance prevention

and regulation, and leads us in the best approach to substance-oriented issues.

1. What are the common responsibilities of CHED and TESDA?

RA 9165, Article IV mandates the following functions:

28
 a. Provide continuing in-service training of teachers on the effective utilization of the
support instructional materials and on teaching strategies on drug education.
b. Continuously monitor and evaluate the effectiveness and overall impact of drug
education program.
c. Secure funds from local and foreign donors for the implementation of the drug
education program.

2. What are the other functions of CHED and TESDA regarding drug abuse
prevention? The CHED is responsible for:

a. Enriching and updating the integration of dangerous drug prevention concept

in the general education of all higher education courses offerings and in
the professional courses, especially in health-related and science education
programs.

The TESDA is responsible for:

a. Integrating drug abuse prevention concepts in the technical, vocational and

agroindustrial program.
b. Integrating drug abuse prevention concepts in appropriate instructional materials
for technical education and skills development.

3. Should drug abuse prevention and control be part of the school curricula?

Yes, Asticle IV, Section 43 of RA 9165 stipulates that instruction on drug abuse
prevention and control shall be integrated in the elementary, secondary and tertiary
curricula of all public and private schools, whether general, technical, vocational or
agro-industrial as well as in non-formal, informal and indigenous learning systems.

4. What are the topics on drug abuse prevention and control that should be
integrated in the instruction?

According to Article IV, Section 43, the following topics should be covered:
a. Adverse effects of the abuse and misuse of dangerous drugs on the person, the
family, the school and the community;
b. Preventive measures against drug abuse;
c. Health, socio-cultural, psychological, legal and economic dimensions and
implications of the drug problem;
d. Steps to take when intervention on behalf of a drug dependent is needed, as well as
the services available for the treatment and rehabilitation of drug dependents; and

e. Misconceptions about the use of dangerous drugs such as, but not limited to, the
importance and safety of dangerous drugs for medical and therapeutic use as well
as the differentiation between medical patients and drug dependents in order to
avoid confusion and accidental stigmatization in the consciousness of the students.

Application:

With your creative talent, how would you describe the national drug situation, if you
were ask to perform TV Reporter (make an annotation of a news)

29
 _____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Assessment:

1. In your capacity as a NSTP trainee, what can you do to support the

implementation of RA 9165?
__________________________________________________________________________________________
_______
__________________________________________________________________________________________
_______

2. What is the importance of Comprehensive Dangerous Drug Law, specifically

to NSTP students and the community?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
LESSON 2: The Youth and Government’s Response to the
Drug Problem:
A Timeline and Overview

Intended Learning Outcomes

 Appreciate the youth and government response to the drug problem

Activate prior Knowledge:

 Before going through the pages, explain in your point of view on the different
information in each item.

Having Drug Education as a program, what specific topics do you want to learn?
Rank by numbers 1, 2, 3, etc. on the space provided for:

_______ Adverse effect of the abuse and misuse of dangerous drugs on the person,
the family, the school, and the community

________ Preventive measures against drug abuse

________ Health, socio-cultural, psychological, legal and economic dimensions and

implications of the drug problem

________ Steps to take when intervention on behalf of a drug dependent is needed

________ Service available for the treatment and rehabilitation of drug dependents
that can solve problems, help to gain better friends, give enjoyment, etc.

30
 ________ Misconceptions about the use of dangerous drugs such as, but not limited
to the importance and safety of dangerous drugs of medical and
therapeutic use

________ Differentiation between medical patients and drug dependents in order to

avoid confusion and accidental stigmatization in the consciousness of the
students

Acquire new knowledge

The role of the youth in the nation building is crucial. They are problem solvers,
have a positive influence in other young people and the nation, and are extremely
ambitious. They have the ability to create and identify for themselves and move the nation
forward.

B. Legislation for illicit drug control

1. 1972 – The Dangerous Drug Act was established

2. 2002 – The Comprehensive Dangerous

C. Government Response to the Problem

1. Preventive education program

2. Treatment and rehabilitation program
3. Intensified campaigns against illegal drugs and trafficking
4. Judicial and legislative measures
5. National, regional and international cooperation to fight illegal trafficking and
abuse of dangerous drugs
6. Drug testing
7. Drug Information and Action Line

D. 10 Ways to Say No to Drugs

1. Be vocal, just say “NO” to drugs and mean it.

2. Project an image of a clean living for yourself
3. Get into sports
4. Choose your friends and influence them positively
5. Get involved into community-based projects
6. Join organization (church, school, community, or social) or youth clubs or form
your drama group
7. Learn how to manage stress
8. Join seminars on anti-drug abuse prevention
9. Talk to your family, listen to the problems of your sisters and brothers
10. Enhance your talent and skills by taking part on workshops, trainings or seminars

As responsible youth of today, be strong and always remember:

S – teadfast
T – rustworthy in words and in deed

31
 R – espectable in relating with others
N – oble character
G – ustly actions and ideals

Application

As a student of the NSTP / CWTS, prepare an appeal letter to the authorities

concerned in an effort to find solutions to the community / country drug issue.
Below is a template that you can use for the said purpose.
____________________

__________________________________
__________________________________

__________________________________:

____________________________________________________________________________

_______________________________________________________________________________________________________
_______
_______________________________________________________________________________________________________
_______
_______________________________________________________________________________________________________
______.

________________________________________________________________________________________________________
______
Sincerely your,
__________________________________

Assessment

The song below tells the negative effects of drug abuse, this was considered as the
memorable song of many drug rehabilitation program and give the infectious
hook of ingredients for an individual who underwent treatment.

Bawal Na Gamot
By: Willy Garte
Bawa't yugto ng sandaling halos 'di ko alam
Naglalakbay ang diwa sa ligayang nakamtan
Gamot na bawal ay ayaw ko nang tigilan Hinahanap-
hanap ko at inaasam
O, kay sarap ng buhay
Kung siya'y aking nalalanghap
Akala ko ang mundo ay wala nang katapusan
At nang ako ay magising sa kasalanang nagawa
Kinabukasan ko ay nawala

32
 Chorus:
Pangarap ko'y 'di maabot
Dahil sa bawal na gamot
Labis ko nang
pinagsisihan Ang aking
kamalian Instrumental:
O, kay sarap ng buhay
Kung siya'y aking nalalanghap
Akala ko ang mundo ay wala nang katapusan
At nang ako ay magising sa kasalanang nagawa
Kinabukasan ko ay nawala

Repeat Chorus

A. Fill up the boxes with what is being asked.

a. Design a campaign slogan on drug awareness for prohibited drugs.

_____________________________________________________________________________________________
_____________________________________________________________________________________________

b. Write your personal prayer for victims of prohibited drugs.

______________________________________________________________________________________
_______
______________________________________________________________________________________
_______

LESSON 3: Concept of National Security

Intended Learning Outcome

 Understand the concept and threats of national security

Activate prior Knowledge

 Before going through the pages, find the following words:
ETHNIC RELIGIOUS CULTURAL TERRORISM MURDER REBELLION
R O M E R N M E N R E L I G I O U S R I T Y R
A D C U L T U R A L T R E E D O M C Q L I F I
P X C O R U T U T U H I R E B L L I O N L P G
K I L A S D M L H R N O P I F D M G S R A O H
S E R V I R E B M S I Y L I B E R T Y P W I T

33
 Z L V N B T R R I T C T E R R O R I S M N M Z

“One is left with horrible feeling now that war settles nothing; that to win a war is a disastrous as to
lose one.” – Agatha Christie

Acquire New Knowledge

Security is a national concern which every Filipino must recognize in order to

ensure the state's peaceful existence. It will be the primary concern of the Administration,
as well as to protect its constituents.

National Security is a state or condition where our most cherished values and
beliefs our democratic way of life, our institutions of governance and our unity, welfare
and well- being as a nation and people are permanently protected and continuously
enhanced.

According to Leozek Busgynski, ASEAN IV National Security in the Part-Cold War

Era, the absence of threat to territorial integrity entails the maintenance of a harmonious
relationship between its political systems and values the external environment.

It is a condition or state of being where the Filipino people’s values, way of life,
institutions, welfare and well-being, sovereignty and strategic locations are protected and
enhanced

The 1987 Constitution mandates civilian control of the military and establishes
the President as commander in chief of the Armed Forces. The President also heads the
National Security Council, ostensibly the policy-making and advisory body for matters
connected with national defense.

Responsibility for national security was vested in the Department of National

Defense. The principal functions of the department in 1991 were to defend the State
against internal and external threats and, through the Philippine National Police, to
maintain law and order.

Threats to National Security

Many security threats to the Philippines are non-military in nature. Pressing

security concerns like terrorism, poverty, and environmental degradation, need to be
addressed in an informed and intelligent manner.

Internal Threats. In its internal aspect, national security relates to the defense of the
nation’s government against hostile local elements seeking its replacement with their own
government. In this sense, national security refers to the measure aimed at countering
domestic or internal challenges to the existing political and socio-economic order.

1. Moro Islamic Liberation Front (MILF) – the MILF in constructive peace negotiation,
the armed activities of the group continue to be a source of serious concern,
particularly the build-up its defensive and offensive capabilities. Hand in hand with
this security problem is the threat from the Abu Sayyaf Group (ASG), a small band of
highly mobile terrorists with suspected links to international networks.

34
2. The Communist Party of the Philippines/New People’s Army/National Democratic
Front (CPP/NPA/NDF) - continuous serious threat to national security, although
presently weakened in comparison with their peak strength in the period 1985-87.

3. Organized crime - is a national security concern. The challenge of illegal drugs in

particular, has grown into a major threat to the national community.

4. Grave incidence of poverty -is also a serious threat to national security, especially to
the extent that it breeds rebellion, crime and dissidence. Poverty incidence affects
about onethird (1/3) of Filipino nationwide.
5. Economic sabotage- undermines the market economy, the financial system and the
nation’s resources. Under this category are underground activities such as
counterfeiting, money laundering, large-scale smuggling, inter-oceanic poaching and
commercial dumping.

6. Graft and corruption -has become another threat to our national security by virtue of
the huge scale by which it saps public resources, undermines the morale of the civil
service and affects the delivery of quality basic services.

7. Severe calamities - causes serious food shortages, abet hoarding and profiteering tool
stands at more than 13,000 lives lost and p179 Billion worth of property destroyed.

8. Persistent environment degradation –poses a long term security threat. The attrition
of forest and watersheds, air-land-water pollution and the proliferation of toxic
substances are a cause of sickness, death and the diminution of national productivity
and well-being.

External Threats. In its external aspect, national security is concerned with safeguarding
the state against outside or foreign forces, pressures, or influence designed to conquer it
or undermine its sovereignty, or placing under the domination or control of some foreign
states. In this sense, national security embraces the defense arrangements directed at
insuring the safety of the state against foreign intervention or domination.

1. The multi-lateral dispute over the Spratly Island, is a source of intermittent tensions,
owing to the buildup structures, believed to be military -oriented, by some claimant
countries in the area.

2. The smuggling firearms and contraband, illegal migration and occasional movement
of foreign terrorists through the porous borders of our southwestern frontier have
elicited transnational concern. Philippine law enforcement agencies work closely
with international police organizations, bilaterally and multilaterally, to check these
activities.

3. The lingering effects of the currency crisis affecting the countries within the
Association of South East Asian Nations (ASEAN) are a cause of regional anxieties
which tend to aggravate the political instabilities and socio-economic dislocations
involving the poorest people.

4. The serious economic disparity between rich and poor nations keeps the world in a
state of instability and virtually on the brink of war in many places.

35
 5. Ethnic, religious and cultural conflict pervades many regions and nations including
our own. It is constantly exacerbated by mass poverty, limited access to resources,
denial of human rights, lack of national integration and international issues.

Types of Threats

1. Rebellion or Insurrection – a refusal to obedience or order. It may, therefore, be seen

as encompassing a range of behaviors from civil disobedience and mass nonviolent
resistance, to violent and organized attempts, to destroy an established authority
such as the government.

2. Terrorism – the unlawful use of violence and intimidation, especially against

civilians, in the pursuit of political aims.

3. Murder – the unlawful killing of another human without justification or valid excuse,
especially the unlawful killing of another human with malice aforethought. This state
of mind may, depending upon the jurisdiction, distinguish murder from other forms
of unlawful homicide, such as manslaughter.

4. Kidnapping and serious illegal detention – is taking away or transportation of a

person against the person’s will, usually to hold the person in false imprisonment, a
confinement without legal authority.

5. Hijacking/highway robbery – a crime of taking or attempting to take something of

value by force or threat of force and or by putting the victim in fear.

Application

If given a chance to be the overall in-charge of the National Security Council of the
country, what will be your three (3) top priority security programs for your
countrymen? Explain briefly.
_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Assessment

Read each item carefully, write true if the statement is correct and write false if
the statement is incorrect.
_______________ 1. National security in the Philippines does not play an important role in the lives
of Filipino people.

_______________ 2. The President of the Philippines serves as the commander in chief in terms of
emergencies.

_______________ 3. The main function of the Department of National Defense is to defend the

36
 state against internal and external threats and, through the Philippine National
Police, to maintain law and order.
_______________ 4. Persistent environment degradation –poses a long term security threat.

_______________ 5. Ethnic, religious and cultural conflict pervades many regions and nations
including our own.

Learning Guide 3

37
 DISASTER RISK REDUCTION AND MANAGEMENT

Module Outcome

 Update knowledge on Disaster Risk Reduction and Management;

 Acquire skills in responding on disaster incidence with their capacity; and
 Appreciate the impact of disaster by building sustainable and resilient
communities.

Introduction:

In this module, you would be able to learn about the basic information of Disaster Risk
Reduction and Management which includes its meaning, importance, essentials,
assumptions,
categories and
functions. Its outcomes
contributes to your
awareness on Disaster
Risk Reduction and
Management, it will let
you be able to analys e
the concepts Disaster
Risk Reduction and
Management.

Vocabulary List:
Hazards- A situation that poses a level threat to life, health, property or environment.

Risk- probability or threat of a damage, injury, liability, loss, or other negative

occurrence that is caused by external or internal vulnerabilities, and that may be
neutralized through preemptive action.

Vulnerability- The level of susceptibility or resiliency of the people and communities

against the impact of the prevailing hazards based on the state of physical, social, and
economic conditions in a given area.

38
 Disaster- A serious disruption of the functioning of a community or a society
involving widespread human, material, economic or environmental losses and
impacts, which exceeds the ability of the affected community or society to cope using
its own resources.
Lesson 1: Philippine Disaster Management
System
Intended Learning Outcome
 At the end of this modular unit, the students are expected to update knowledge
on Disaster Risk Reduction and Management.

Activate prior Knowledge

 Below, there are boxes. On the first box is a picture, look at the picture and give
your own thoughts about it. Write your thoughts inside the second box provided.

__________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________

Acquire New Knowledge

DISASTER RISK REDUCTION AND MANAGEMENT (DRRM)

As an archipelago located at the south- eastern and climatic part of Asia, the
Philippines is exposed to both climatic and geological hazards. It is situated in the Pacific
Ring of Fire where two major tectonic plates, the Pacific Plate and the Eurasian Plate meet.
With several fault line crossing the country earthquakes could have very devastating
effect. There are 220 volcanoes22 of the which are classified as active (NDCC 2008).

The Philippines is also located along the typhoon belt on the north pacific basin in
the pacific where 75 percent of the typhoons originate. There are 20 to 30 typhoons
passing through the country, 5-7 of which can be destructive (NDCC landslide have
become prevalent since 2000.

The impact of climate change in the Philippines are becoming better understood
(Cruz et al, 2007). There has been an increase in the annual mean rainfall since the 9180s
and in the number of rainy days since the 1990s (Cruz et al.: 10.2.2). On average, 20

39
cyclones cross the Philippines Area of responsibility (PAR) with about 8-9 making landfall
each year.

The natural risks associated with these trends are aggravated by human activities,
particularly in the exploitation of resources such as forests and minerals and development
intervention that do not incorporate responsible risk assessments.

According to the International Red Cross and Red Crescent Societies, the Philippines was
the fourth most accident-prone country in the world in 2015.Accordingly, 31,835 Filipinos
were killed and 94,369,462 others were affected by natural disasters and calamities in a
span of 20 years.

It is for the foregoing reasons that this module is focused on disaster risk
reduction and management.

The Philippine Disaster Risk Reduction and Management

I. Republic Act No. 10121, known as the “Philippine Disaster Risk Reduction
Management (PDRRM) Act of 2010”

“An Act Strengthening the Philippine Disaster Risk Reduction and Management System,
Providing for the National Disaster Risk Reduction and Management framework and
Institutionalizing the National Disaster Risk Reduction and Management Plan, Appropriating
Funds Therefore and For Other purposes”

Section 2. Declaration of Policy

1. Upholding people’ s right to life and property and adherence to internationally

accepted principles, norms and standards for capacity building in DRRM and
humanitarian assistance:
2. Adoption of a holistic, comprehensive, integrated, proactive and multi sector approach
in addressing the impacts of disasters, including climate change;
3. Development, promotion and implementation of a comprehensive National Disaster
Risk Reduction and Management Plan (NDRRMP);
4. Mainstreaming DRR and Climate Change in national and local development plants and
development processes (e.g. policy formulation, socio- economic development
planning, budgeting and governance);
5. Mainstreaming DRR into the peace process and conflict resolution;
6. Ensuring DRR and CC- Gender responsive measures, sensitive to indigenous
knowledge and respect of human rights;
7. Strengthening capacity building of local Government Units on DRR (e.g. decentralized
powers, responsibilities, resources) and vulnerable and marginalized groups;
8. Engaging the participation of Civil Society Organization or CSO, private sectors and
volunteers in DRR;
9. Promotion of breastfeeding before and during a disaster or emergency; and
10. Ensuring maximum care, assistance and services to affected individuals and families.

Salient Features of PDRRM Act of 2010

1. Policy statements and terminologies on DRRM (Secs. 2 & 3)

2. Institutional mechanisms (Secs. 5-12)

a. DRRMCs (National, Regional, Provincial, City and Municipal Levels and
Barangay

40
 Development Council at the barangay level);
b. Office of the Civil Defense
c. Permanent Office on DRRM at the LGU level; Barangay DRRM Committee
d. Disaster Volunteers

3. Operational Mechanism (Secs. 15-18)

a. Coordination with emergencies
b. Declaration of State Calamities
c. Remedial Measures
d. Mechanism for the international humanitarian assistance network.

4. Participation, accreditation, mobilization, protection and development of disaster

volunteers.

5. Training and Education in DRR

a. Establishments of DRRM institutes
b. Mandatory training in DRR for public sector employees
c. Integration of DRR in school curricula, training for out- of- school youth,
Sangguniang Kabataan, and informal training

II. The National Disaster Risk Reduction Management Council (NDRRMC)

Leading the collaborative efforts in disaster preparedness planning and mitigation, as

well as disaster response operations and rehabilitation both in the government and
private sectors is the NDRRMC. It is the highest policy- making, coordinating and
supervising body at the national level chaired by the Secretary of National Defense thru
the Executive Director of the Office of Civil Defense (OCD), and has 14 departments and 39
line agencies as members.

The NDRRMC is also responsible for advising the President of the Republic of the
Philippines on the status of the national disaster preparedness programs and
management plans, disaster operation, and rehabilitation efforts of all stakeholders. It
also recommends to the President the declaration of the state of calamity and the release
of the national calamity fund as needed.

III. The Office Civil Defense (OCD)

The Office of Civil Defense (OCD), as the implementing arm of the National Disaster Risk
Reduction and Management Council, shall have the primary mission of administering a
comprehensive national civil defense and disaster risk reduction management program
by providing leadership in the continuous development of strategic and systematic
approaches as well as measures to reduce vulnerabilities and risks to hazards and manage
the consequences of the disasters. Its mission is to provide leadership and administration
of a comprehensive national civil defense and disaster risk reduction management
program. The vision is to become center of excellence in disaster risk reduction
management by 2020.

IV. Organizational Network

The Philippine Disaster Management System (PDMS), as embodied in P. D. 1566 and

R. A. 10121, is carried out at various political subdivision and administrative regions of
the country through the National Disaster Risk Reduction and Management Council
(NDRRMC); 17 Disaster Risk Reduction Management Council (RDRRMC); 80 Provincial
Disaster Risk Reduction and Management Councils (PDRRMC), 113 City Disaster Risk

41
Reduction and Management Councils(CDRRMC); 1, 496 Municipal Disaster Risk Reduction
and Management Councils; 41, 956 Barangay Risk Reduction and Management Councils
(BRRMC) respectively.
1. Local Disaster Risk Reduction and Management Office (LDRRMO) (Section 12, PDRRM
Act)
a. It is established in every Province, City, Municipality, and Barangay Disaster
Risk Reduction and Management in every barangay.

a. Responsibility- setting the direction, development, implementation and

coordination of disaster risk management programs within their territorial
jurisdiction.

b. LDRRMO shall be under the office of the governor, city or municipal mayor,
and barangay captain in case of the BRRMC. The LDRRMO’s initially organized
and is composed of a DRRMO, assisted by three staffs responsible for:
• Administrative and training;
• Research and planning; and
• Operations and warning. The LDRRMOs and the BRRMCs shall organize,
train and directly supervise the local emergency response teams and the
Accredited Community Disaster Volunteers (ACDV).

3. Accreditation, Mobilization, and Protection of Disaster Volunteers and National Service

Reserve Corps, Civil Society organizations and the Private Sector (Section 13, PDRRM
Act)

a. The government agencies, CSOs, private sectors and LGUs may mobilize
individuals or organized volunteers to augment their respective personnel
complement and logistical requirements in the delivery of the disaster risk
programs and activities.

b. The agencies, CSOs, private sectors and LGUs concerned shall take full
responsibility for the enhancement, welfare and protection of volunteers, and
shall submit the list of volunteers to the OCD, through the LDRRMOs, for
accreditation and inclusion in the database of community disaster volunteers.

4. Integration of DRR Education into the School Curricula and Sangguniang Kabataan (SK)
Program and Mandatory Training for the Public Sector Employees (Section 14, PDDRM
Act)

a. The DepEd, CHED, TESDA in coordination of OCD, NYC, DOST, DENR, DILG-
BFP, DOH, DSWD and the other relevant agencies, shall integrate DRRM
education in the school curricula of secondary and tertiary levels of education,
including NSTP, whether private or public, including formal and non- formal,
technical- vocational, indigenous learning, and out- of- school youth courses
and programs.

b. The NDRRMC, RDRRMCs, LDRRMOs, BDRRMCs and SK councils shall

encourage community, specifically the youth, participation in DRRM activities.

Disaster Risk Reduction and Management Concepts

The concept of disaster risk reduction and management (DRRM) accepts that some
hazard events may occur but tries to lessen the impact of improving the community’s
ability to absorb the impact with minimum damage or destruction. Disaster risk reduction

42
 and management is a series of actions (programmes, projects and/ or measures) and
instruments expressly aimed at reducing disaster risk in endangered regions, and
mitigating the extent of disasters.

Operationally, it includes risk assessment, disaster prevention and mitigation and

disaster preparedness. It is used to underscore the current trend of taking a proactive
approach to hazards posed by extreme natural phenomena.

The Disaster Equation

• Hazards (H). Physical impact of disturbance
• Risk (R). Likelihood of harm, loss, disaster
• People or Community (Exposure). Elements affected by hazard
• Vulnerability (V). Susceptibility and capacity to prepare, absorb, and recover from
hazard

Where:
• Hazards (H)
H x R+ V= Disaster
• Risk (R)
• People or Community
• Vulnerability
• Exposure. Elements affected by hazard

Disaster Risk Management: What and Who

Disaster risk reduction and management (DRRM) includes administrative

decisions and operational activities that involve:
1. Prevention
2. Mitigation
3. Preparedness
4. Response
5. Recovery
6. Rehabilitation
• Disaster risk reduction and management involves all levels of government-
decision makers and local government
• Non- governmental and community- based organizations play a vital role
in process.
• Community themselves are the first responders.

Disaster Risk Management Cycle

The disaster life cycle describes the process through which emergency managers prepare
for emergencies and disasters, respond to them when they occur, help people and
institutions recover from them, mitigate their effects, reduce risk of loss, and prevent
disaster from occurring.

Traditional Model- DM cycle. The traditional approach to disaster management is

to regard it as a number of phased sequences of action or a continuum. This can be
represented as a cycle as shown below.

43
 Disaster
Pre- Preparedness Response Post-
Disaster Disaster
Risk Development Rehabilitation Recovery
Reduction Phase
Phase Mitigation Recovery

Disaster Management Cycle

Rationale
1. Comprehensive risk management process has the potential to break the cycle of
damage and reconstruction when community is subjected to repeated natural
hazards.
2. To be effective, a strategy must be in place and ready for immediate
implementation when necessary.
3. This can only be done through advance preparation and planning.

Objectives
1. Reduce vulnerabilities in the community.
2. When sustain over a long term, reduce unacceptable risk to acceptable levels and
make the community become disaster resistant/ resilient.

Disaster risk management refers to the range of

1. Policies
2. Legislative mandates
3. Professional practices
4. Social, structural and non- structural adjustments
5. Risk transfer mechanisms to prevent, reduce or minimize the effects of hazards on
a community.

Range of Risk Management Measures

1. Engineering measures (keep hazard away from people)
2. Land use planning and management measures (keep people away from hazard)
3. Control and protection works (modifying the hazard)
4. Early warning (predicting hazard)
5. Preparedness planning (prepare of anticipation of a hazard event)
6. Reconstruction planning after a disaster with the aim of reducing the vulnerability
7. Mainstreaming risk management in development practice and
institutionalization

Evolving DM Concepts and Paradigms

Traditional Reactive Risk management Proactive
Disaster as “Acts of God” and “Acts of Nature” Disaster as “ Acts of Man”

From a humanitarian approach, relief and To a developmental approach, where

response approach in which intervention disaster is a developmental concern and may
was provided only during or immediately arise as a result of unsustainable
after a disaster. development practices

44
 From a technocratic approach, where
engineering and technological solutions
were used including prediction and
modifying the hazards
To promotion of non- sectoral and non-
engineering measures such as community-
based disaster preparedness and early
warning, indigenous knowledge, and land
use planning, emphasizing the need to
modify vulnerabilities (and capacities)
instead of the hazards

Single hazard approach Multi or all- hazards approach

Sectoral Inter- sectoral, inter- agency, all- of-

government effort

Public sector led All- of- society approach, participatory,

inclusive, transparent, gender- fair

Disaster Risk Reduction Management Paradigm

1. The Disaster Risk Reduction paradigm has become dominant in the twenty- first
century. DRR is proactive by aiming tom establish a culture of disaster prevention
and resilience. DRR measures emphasizes non- structural mitigation measures are
therefore is must.
2. Disaster Risk Management is a “range of related activities for coping with risk,
including how related activities are identified and assessed and how social
interventions to deal with risk are monitored and evaluated.”

3. DRRM is undertaken during “normal times” and before another disaster strikes
(e.g.
during recovery. It focuses on the following:

a. Mitigation and Prevention. This is a sustained measure taken before a disaster

occurs and is aimed to minimize the potential impacts of a disaster or reduce
disaster risks.

b. Preparedness. This helps reduce severity of impact or certain disasters,

particularly slow- onset disasters. Proactively with risk identification and
capacity development. Common preparedness measures: hazard maps, food
and material stockpiling, emergency drills, installation of early warning
systems, and preparation of emergency kits.

c. Risk assessment (identification and monitoring). The information generated

by this is essential to the development of non- structural mitigation measures
(e.g. institutional and capacity building, information sharing and
dissemination, land use planning).

Comprehensive Disaster Risk Management Framework

45
 Paradigm Shift from
Reactive to Proactive
Mode….

Disaster Risk Management R=HxV

Framework
C
The government pursues a comprehensive disaster management framework that
compasses disaster risk reduction, mitigation and preparedness in the pre- event, disaster
response, rehabilitation and recovery in the post- event. A framework that has evolved
and adapted to the lessons of the past disaster events as well as emerging concerns,
anchored on the national authority’s program, thrusts aimed to, among others, implement
the Hyogo framework for Action 2005- 2015: Building the resilience of Nations and
communities to Disasters with the five (5) Thematic Areas? Priorities for Action, as
follows:

1. Governance. Ensure that disaster risk reduction is a national and local priority
with a strong institutional bases for implementation.

2. Risk assessment and Early Warning. Identify, assess and monitor disaster risk and
enhance early warning.

3. Knowledge Management and Education. Use knowledge, innovation and education

to build a culture of safety and resilience at all levels.

4. Risk Management and Vulnerability Reduction. Reduce the underlying factors

5. Disaster Preparedness, strengthen disaster preparedness for effective response at

all levels.

Application:
Make a 2-5 minute video of yourself explaining your understanding about the
paragraph below.

“Natural hazards are part of life. But hazards only become disasters when people’s
lives and livelihoods are swept away… let us remind ourselves that we can and must
reduce the impact of disaster by building sustainable communities that have long-
term capacity to live with risk.”

Assessment:
Answer the following question.
1. What DRR activities can take place in the school?
2. What needs to be done to support these activities?
3. Who needs to support this process? 4. How will communities be involved?

46
 Lesson 2: Geographic Hazards and Disaster Risk Profile
on the Philippines

Intended Learning Outcome

 At the end of this modular unit, the student acquire skills in responding on
disaster incidence with their capacity

Activate prior Knowledge:

 Analyse the table below.
Disaster
Risk
Typhon PHILIPPINES
Earthquake
World War

Acquire New Knowledge:

The Philippines, by virtue of its geographic

circumstances, is highly prone to natural disasters, such
as earthquakes, volcanic eruptions, tropical cyclones
and floods, making it one of the most disaster prone
countries in the world. The disaster risk profile report
of the Philippines seeks to document the impacts of
natural disasters to social and economic development
of the Philippines; assess the country’s current capacity
to reduce and manage disaster risk; and identify
options for more effective management of that risk. The
Philippine institutional arrangements and disaster
management system tent to rely on a response, or
reactive approach, in contrast to a more effective
proactive approach, in which disasters are avoided, by
appropriate land- use planning, construction and other

47
pre- event measures which avoid the creation of disaster- prone- conditions. To evolve to
a more proactive role, it is important that a
national framework for comprehensive disaster risk
management be prepared and implemented. The
framework should incorporate the essential steps of integrated risk management, which
include risk identification, risk reduction, and risk sharing/ financing. The study identified
some specific areas under these key themes that would need to be addressed to improve
the current system, discussed through the study. The study also found currently, the
Government and individual households bear the majority of cost caused by natural
disasters. More effective option for financing disaster risk, and relieving the burden of
disasters from public sector should be explored, including the idea of a catastrophe
insurance pool, and/ or contingent credit facilities. Also found was that, despite the high
hazard risk in the Philippines, the insurance coverage for residential dwellings’
catastrophe is almost non- existent. It is stipulated the Bank should examine the ongoing
portfolio to identify how its projects can support the goal of disaster risk reduction. In the
addition, the Bank should consider more direct support to the development of an
integrated disaster management risk approach, through the provision of technical
assistance and lending.

Philippine Situation

Over the past two decades, the Philippines endured a total of 274 natural
calamities, making it the fourth most disaster- prone country in the world. This is based
on “The Human Cost of Weather Related Disasters,” a study conducted by the Geneva-
based United Nations Office for Disaster Risk Reduction (UNISDR) and the Belgian- based
Centre of the Epidemiology of Disasters (CRED).

It covered the period between 1995 and 2015. According to the report, the other
countries hit by the highest bit by the highest number of disasters were United States
(472), China (441), India (288), and Indonesia (163). The report also revealed that the
Philippines was among the top ten countries with the most number of people affected bu
disasters, at 130 billion.

Philippine Disaster Risk Profile

The Philippines is vulnerable to almost

types of natural hazards
because of its geographical
location.
1. Located within the Circum- Pacific belt of
fires and along the typhoon path, the
Philippines becomes exposed to natural
perils like earthquakes,
volcanic eruptions, typhoons and
their resultant effects like tsunami,
landslides, floods and flash floods.

2. As an archipelago with 7641 islands, the

threat of tsunami affecting the country’s
coastal areas is not far- fetched.

3. The Moro Gulf Earthquake with 7.6

intensity triggered a tsunami which affected Southern

48
 Philippines and resulted to death of around 3,800 persons and destruction
properties.

4. Yearly, the country experience an average of 20 typhoons, half of these are

destructive; is a host to 220 volcanoes, 22 of which are active, as well as active
faults and trenches that are potential sources of earthquakes.

5. The country has also its episode of human- made disasters such as urban fires, air,
land and sea mishaps, and complex emergency, mostly in Southern Philippines
because of the secessionist movement, coupled with its vulnerability to floods and
other natural hazards.

The Philippines is one of the most natural-

prone hazard countries in the world. The social and
economic cost of natural disasters in the country is
increasing due to population growth, change in land-
use patterns, migration, unplanned urbanization,
environmental degradation, and global climate change.
Reducing the risk of disaster will be the key to achieving
the development goals of the Philippines.

The Philippines Risk Profile and Disaster

management Trends Comprehensive Disaster Risk
management Framework Module 2: Philippines
Application Session:

Module 2 Philippines Application Session 1

1. The Philippine Archipelago occupies the western ring of the Pacific Ocean
(Western Segment of the Pacific ring of Fire), a most active part of the earth that is
characterized by an ocean- encircling belt of active volcanoes and earthquake
generators (faults).

2. Geological Hazards. July 16, 1990 (Intensity 8 Earthquake) 1, 666 persons dead 3,
500 persons injured P11B cost of damaged property P1.2B cost of damaged
agriculture June 1991 (Mount Pinatubo Eruption) The biggest volcanic eruption of
the century 800 persons dead P10.6B cost of damages 3 Comprehensive Disaster
Risk Management Framework Module 2: Philippines Application

3. Hydro- Meteorological Hazards. The Philippines experiences an average of 20

tropical Cyclone a year, 5 of which can be destructive. The December 2004
landslide in the
Province of Quezon & Aurora were a result of the continuous rainfall in the area 4
Comprehensive Disaster Risk Management Framework Module 2:
Philippines
Application

4. Weather System Affecting the Philippines. Tropical cyclones, Seasonal Monsoon

Southwest- June to September Northeast- November to March, Cold Front,
Intertropical Convergence Zone, Easterly Trade, Thunderstorm 5 Comprehensive
Disaster Risk Management Framework Module 2: Philippines Application

49
 5. Category of Tropical Cyclones Category Strength tropical Depression 35- 65 kph
Tropical cyclones 66- 119 kph Typhoon 120 kph or more 6 Comprehensive
Disaster Risk Management Framework Module 2: Philippines Application

6. Losses due to disasters in the 20 th Century Hazard event Number of persons Killed
Damage ($USD M) Typhoon Earthquake Volcano Flood 28, 812 9, 572 6, 331 2,
545 5,
653 517 228 431 7 Source: CRED 1998 Comprehensive Disaster Risk Management
Framework Module 2: Philippines Application

7. Disaster Management Trend. Up to the 1970’s, 1980’s, 1990’s- 2000, 2000-

present 8 Disaster Response Disaster Preparedness and Response Natural
Disaster Reduction Disaster Preparedness & Response Disasters & Development
Natural Disaster Risk Reduction Comprehensive Disaster risk Reduction
Comprehensive Risk Management Framework Module 2: Philippine Application

8. The need of paradigm shift of our disaster management approaches and strategies
from reactive to proactive DISASTER NATURE ENVIRONMENT human actions
Increase decrease Vulnerability> Natural Hazard MAN.

Hazards in the Philippines

The Philippines is prone to various natural hazards because of its geographic and
geologic setting.

Hazard Clarification
1. Natural Hazards are natural processes or phenomena occurring in the
biosphere that may constitute a damaging event. It can be classified by origin:
geographical, hydro- meteorological, and biological.
a. Geographical Hazards. Natural earth processes or phenomena in the
biosphere, which include geological, neo- tectonic, geophysical,
geomorphological, geotechnical and hydro- geological nature. Example:
earthquakes, tsunamis, volcanic activity and emissions; Mass movements
i.e. landslides, rockslides, rock fall, liquefaction, submarine slides;
subsidence, surface collapse, geological fault activity.

b. Hydro- Meteorological Hazards. Natural processes or phenomena of

atmosphere, hydrological or oceanographic nature. Example: floods, debris
and mud flows; tropical cyclone, storm surge, thunder/ hailstorms, rain
and wind storms, blizzards and other severe storms; drought,
desertification, wild land fires, heat waves, sand or dust storms;
permafrost, snow avalanches.

c. Biological Hazard. Processes of organic or those conveyed by biological

vectors, including exposure to pathogenic micro- organism, toxins and
bioactive substances. Examples: outbreak of epidemics diseases, plant or
animal contagion and extensive infestations.

2. Technological Hazards (Anthropogenic Hazards). Danger originating from

technological or industrial accidents, dangerous procedures, infrastructure
failures or certain human activities, which may cause the loss of life or injury,
property damage, social and economic disruption or environmental
degradation.

Examples:

50
 a. Industrial pollution, nuclear activities and radioactivity
b. Toxic wastes, dam failures, transport, industrial or technological accidents
(explosions, fires, spills)

3. Environmental Degradation processes induced by human behaviour and

activities (sometimes combined with natural hazards) that damage the natural
resource base or adversely alter natural processes or ecosystems.

Examples:
a. Land degradation, deforestation, desertification, wild land fires, loss of
biodiversity
b. Land, water and air pollution, climate change, sea level rise, ozone
depletion

The Philippine Hazard Scope

RP is the strategic geographical position in the Ring of Fire.

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Destructive Historical Earthquake of the
Philippines

52
Mid to late 20th century. A magnitude of 7.6 earthquake struck Casiguran, Aurora, on
August 2, 1968, at the depth of approximately 31 km. It was considered the most severe
and destructive earthquake experienced in the Philippines during the last 20 years. 270
people were reported dead and 261 were injured.

Lateral Spreading/ Fissuring

53
 Liquefaction effects sand boil subsidence

Application:
Activity: Identify and make a list of hazard in your barangay

Assessment:
A. Answer the following:
1. By virtue of its geographical circumstances, the ________________ is highly
prone to natural disaster.

2. Over the past two decades the Philippines endured a total of 274 natural
calamities, making it the _____________ most disaster- prone country in the
world.

3. It is a natural processes or phenomena occurring in the biosphere that

may constitute a damaging event. __________________

4. Processes of organic or those conveyed by biological vectors, including

exposure to pathogenic micro- organism, toxins and bioactive substances.
_________________

5. Classified as industrial pollution, nuclear activities, radioactivity and even

explosions, fire and spills. _________________

B. Essay:
Give your own understanding about the geographical hazards and disaster
risk profiles of the Philippines.

54
 Lesson 3: Vulnerability of the Urban Environment

Intended Learning Outcome

 At the end of this modular unit, students are expected to acquire skills in
responding on disaster incidence with their capacity.

Activate prior Knowledge

 Word play: Have fun, and find the following words.
VULNERABILITY POLITICAL SOCIAL CLIMATE
URBANIZATION FEASIBILITY SUSTAINABILITY
COMMUNITY ENVIRONMENTAL ADAPTATION

F E A S I B I L I T Y A B C D V
C E Y T I L I B A N I A T S U S
O F G H I J K L M N O P Q L R R
M L A T N E M N O R I V N E B F
M S U V W X E Y Z A B E C D A E
U R Q P O N T M L K R J I H N G
N S T U V L A W X A Y Z A B I C
I N M L A K M J B I H G F E Z D
T O P I Q R I I S T U V W X A Y
Y K C J I H L G F E D C B A T Z
P O L I T I C A L L M N O P I Q
S C B A T A Z Y X W V U T S O R
D E F Y G A D A P T A T I O N G

Acquire New Knowledge:

Vulnerability of the Urban Environment

The “vulnerability” perspective in the disasters, which is rapidly emerging as a

dominant view in the field, assumes that a real disaster occurs when it strikes an
underprivileged population. Vulnerability is formally defined as “the characteristics of a
person or a group and their situation that influences their capacity to anticipate, cope
with, resist, and recover from impact of a natural hazard.” Implicit here is “difference
vulnerability”; that is, different populations face
different levels of risk and vulnerability. Consequently,
policies aimed at addressing risk and vulnerability

55
must also take into account these differential impacts and outcomes of disaster. Although
the sources of vulnerability are multiple and quite diverse, some of the most important
factors that affect vulnerability include population growth and distribution and social
diversity. Several elements contribute to urban vulnerability. It is their compounding and
correlated effects that make urban disaster risk reduction challenge. These elements can
be grouped into the following vulnerability attributes:

1. Unplanned Urbanization is having increasingly devastating effects. Rapidly

exploding growth of cities is overwhelming government institutions with the
pressures of urbanization. Much of the growth is haphazard, far exceeding the
cities’ capacity to adequately plan and control development. As a result,
uncontrolled urbanization often feeds the growth of slums, reinforces poverty, and
diminishes cities’ ability to deal with disasters.

2. Continuing social and physical

degradation

New migrants and the

underprivileged move into
inner city neighborhoods
where buildings are old and
in poor maintenance
condition; access roads are
narrow and service delivery
is difficult. These old
buildings and the aging
infrastructures pose a
constant threat to their
occupants from hazards such as fires, floods and earthquakes.

3. Urban risk has been neglected. To a large extent, local authorities have been
ignoring urban risk from extreme hazards. And worse, national governments and
international organizations have been neglecting cities in setting DRR priorities
and providing funding support, respectively. The premise has been that cities,
especially megacities, have the capacity to address risk on their own; however, it is
now clear that most cities, particularly in the developing world, are not effectively
managing their risk.

4. Damages from climate change will accelerate, as the world gets

warmer. The consequences of climate change will become
disproportionately more damaging with increase the change of
triggering abrupt and large- scale changes that lead to regional
disruption, migration and conflict.

5. The link between disaster risk reduction and adaptation to

climate change. It is now recognized that reducing disaster risk through the HFA
is the key strategy for climate change adaptation.

6. Weak institutional arrangements. In most developing countries, legislative and

institutional arrangements inhibit rather than enable local action. While it is
recognized that disasters are initially local events, accountability, authority and

56
 resources are not sufficiently decentralized to enable local governments to assume
ownership and take actions to manage disaster risk effectively.

7. Lack of political feasibility. Politicians, administrators, and community leaders all

face conflicting priorities, and DRR almost invariably takes the back seat to other
needs which may be considered more pressing or easier to solve. Risk is not
managed preemptively, but through of in terms of something to be dealt with
when disaster strikes through emergency response and humanitarian assistance.
Further, the inadequacy of experience, methodology and standards for
benchmarking make DRR an unattractive proposition for local officials.

8. Insufficient knowledge, experience and capacity. Disaster risk reduction is

complex, and few administrators have experienced implementing DRR initiatives.
It takes time, effort, tools, and training to assimilate disaster risk reduction in city
functions and ongoing operations. Significant deficiencies remain throughout
cities and megacities in terms of inter- institutional coordination, warning system,
incident command and control, resource for response, relief, recovery, and
rehabilitation practice.

9. Lack of acceptable standards of practice. DRM is professional practice that still

lacks its own set of acceptable standards of practice. This results in a dispersion of
effort and an ineffective use of resources. It also erodes the political support for
local level action on DRR. Providing tools to enable translating national policies
into mainstreaming planning processes at the local level would help cities in
understanding the option that are available to them for managing risk and for
planning and implementing urban DRR.

Hence the way forward to create a Safer World are:

a. recognizing that Social Sustainability is a must for stopping a disaster

b. recognizing that Environmental Sustainability along with development is

necessary for good Risk Reduction

c. recognizing information as a form of disaster response in its own right

d. supporting better access to information and communication along with

technology for vulnerable communities

e. building a partnership for sharing information with communities, local

governments, media, telephone companies and industries; and

f. Women and men of all ages from disaster affected areas and wider local
populations, including vulnerable groups should receive information about the
assistance programme and are given the opportunity to comment to the
assistance agency during all stages.

Vulnerability Assessment

Sample Exposure Rating of Community

Single Climate Event: Flood

Community Category: Flat and/ Urban
Exposure Rating Scale: Low = 1 Moderate = 2 High = 3

57
 Instruction: Using the matrix below, assess your community’s exposure to the hazards
and risk of climate change.

Indicators of Exposure to Climate (CC)

Areas Security (Cite instances of possible exposure to the hazard of Climate Exposure
Change) Rating 1,
2, 3
In what manner has climate change threatened or affected these
security areas?
Health Occurrence of water- borne deceases (e.g. amoebiasis, cholera) 3
Life Death due to drowning and electrocution 2
Food Scarcity and/ or contamination of food supply 3
Livelihood Temporary cessation of business activities, loss of profit and/ or 3
income
Properties/ Damages to furniture, appliances, roads and bridges, houses made of 3
Structures light materials
Peace and order looting 3
Way of life (Culture) Hoarding of relief goods 3
Local Environment Uprooting of trees, landslides, contamination of potable water 3
sources
Total 23

Average 2.9

Response- Ability Rating of Community

Single Climate Event: Food

Community Category: Flatland/ Urban
Response- Ability Rating: Low = 1 Moderate = 2 High = 3

Indicators of Ability to Hazards and disasters due to Climate

Change
Response-
Community Institutions/ (Cite concrete actual or potential indicators of capabilities) Ability
Sectors Rating
In what ways the sectors are capable or prepared to respond 1- 2- 3
to hazards, threats, risks and disasters in your community?
Health education on prevention and treatment of water-
Health Workers/ Centers borne diseases 2
Free consultation, treatment and distribution of adequate
supply of medicines
Food Producers/ Donation of relief goods
Manufacturers Transport of food supply 1
(Farmers, fishermen etc.)
Businessmen/ Business Donation of cash and goods
Establishments Offering of transportation and services 2
Offering temporary shelters
Clerics/ Religious/ Solicitation and distribution of relief goods 2
Religious Groups counselling
Allocation for calamity fund
Local Government Assessments of damage 2
Mobilization of emergency response

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 Donations of relief goods and medicines
Civic Groups Transport of food supple 2
solicitation
Donation of relief goods and medicines
Non- Government Transport of food supply 2
Organizations Solicitation
Donations of relief goods and medicines
Schools Transport of food supply 2
Solicitation
Military/ Police/ Mobilization of emergency/ rescue teams
Emergency response Utilization of emergency/ disaster equipment 2
Groups
Total 17

Average 1.8

Vulnerability Assessment: Compute the vulnerability rating of your community.

Vulnerability refers to the degree of susceptibility to or inability of a community to cope
with the adverse effects of climate change.

Vulnerability Assessments Formula: Using the average data generated from Activities 1
and 2, compute the vulnerability (degree of susceptibility) of the community to the
adverse effects of climate change.

Formula: V=E–R
Vulnerability
Potential Impact (Exposure)
Adaptive Capacity (Response- Ability)
Vulnerability = Exposure – Response – Ability
Vulnerability = 2.9 – 1.8
Vulnerability = 1.1 Low Vulnerability
The community is less susceptible to the damaging effects of climate change. The
community is capable of coping with the adverse effects of climate change. Intervention
can be done to strengthen their coping capabilities.

What is the Vulnerability of your community? 1. 1

Application: Activity:
As youth of today, write five answers in creating a safer world.

59
 1. 2. 3.

4. 5.

Assessment:
Instruction: Read and answer the following.

Based on the characteristics of persons and their situation that influences the
facing natural hazards, describe two ways by which vulnerability is linked to
environment.
_______________________________________________________________________________________________
______
_______________________________________________________________________________________________
______
_______________________________________________________________________________________________
______
_______________________________________________________________________________________________
______
_______________________________________________________________________________________________
______

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 Learning Guide 4
ENVIRONMENTAL AWARENESS AND PROTECTION

Module Outcomes
 Value the importance of Environmental Education as a way of developin g the youth to
be good citizens;
 Gain and verbalize concepts, principles and importance of Environmental
Education; and

61
 Formulate action plan that shall address environmental concerns.

Lesson 1: Environmental Education and Climate Change

62
Introduction

As cities and provinces develop, our natural resources are also compromised.
Even more sadly than what was just stated, global warming has become one of the major
problems worldwide since it affects the whole planet and it slowly engulfs our world
every minute.

In the Philippines, we, Filipinos, are already feeling this effect. From low pressure
typhoons, it has evolved into super typhoons with some incidences of tornadoes. Monsoon
rain warning elicits fear as it can bring flash floods. Temperatures rise and our heat index
has increased dramatically.

There is a long list of environmental issues but in reality, they are intertwined
with each other and needs serious attention from all of us.

Since then, Philippine government exerts efforts in addressing to the environment

situations in the country.

Vocabulary List

Biodegradable—Any material that can be broken down by naturally occurring

organism such as bacteria and fungi in air, water, and soil.

Domestic Waste—refuse from households, as distinguished from industrial waste,

hospital waste, etc, which may be classified as biodegradable or non-
biodegradable

Hazardous Waste—Special types of waste containing r chemical biological and

radioactive elements which are harmful to human health.

63
 Solid Waste— Include anything thrown away such as garbage, rubbish, trash,
litter, junk and refuse of any source.

Intended Learning Outcomes

 Understand importance of environmental education and climate change and its
effects globally

Activate prior Knowledge:

Before we going through to our mean topic, try to looked at first this picture, what
are the advantages of having this wind mill and solar panel in our environment

Acquire New Knowledge:

Living is always polluting especially when one fails to manage it. The ever-increasing
human and animal population caused environmental degradation and over exploitation of
the natural resources. Environmental awareness is more significant to address this issue.

What is Environmental Education?

Environment Education is a process which is very useful to human beings in order

to manage well their environment and instill the right behavior that serves as key to
sustainable development.

It refers to organize efforts to teach about how natural environments function and
particularly, how human beings can manage their behavior and ecosystems in order to
live sustainably.

It is a learning process that increases people’s knowledge and awareness about

the environment and associated challenges, develops the necessary skills and expertise to
address the challenges and fosters attitudes, motivation and commitment to make
informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).

64
 It is a process of teaching and learning, helping, people to acquire understanding,
skills and values that the active and informed citizens in the development and
maintenance of an ecological, sustainable and socially just society. It is also define as
Contextualizing environmental issues within the physical, biological, social, economic,
historical and cultural imperatives of the Philippines.

The goal of Environmental Education

Its primary goal it to have an environmentally literate and responsible citizenry that:

 Ensure the protection and the improvement of the environment

 Bring about sustainability, social equity and economic efficiency in the use of the
country’s natural resource
 Develop a sympathetic attitude towards the diversity and sustainability of
resources on earth for the survival and stability of life

Importance of Environmental Education:

a. All major natural resources in the country are in grave danger of irreparable
damage.
b. A society cannot survive if its natural resources are rendered unfit for use by its
people.
c. The only hope of salvaging this grave situation is by making the young aware that
they need to proactively begin to protect the environment they will inherit.
d. Science and technology can help in a limited way but cannot deliver it.
e. It is moral and ethical education for changing people’s attitude.
f. To protect children living in polluted regions, environmental education represents
a relevant means of prevention.
g. It is a need of a time to propose environmental education delivered with moral
concept.
h. It is conceived to sustain participation of the citizens especially the youth
particularly in combating ill effect of climate change.

Related Laws and Directives in Promoting Environment Education

CHED Memo No. 33 S. 2009

Integration of Environmental Education in the Tertiary Education Curriculum

particularly the Civic Welfare and Training Service (CWTS) of the National Service
Training Program (NSTP).

Republic Act No. 9512/ the National Environmental Awareness and Education Act of
2008 Sec. 2
Protect and advance the right of the people to a balance and healthful ecology in
accord with the rhythm and harmony of the nature and in recognition of the vital role of
the youth in nation building and the role of education to foster patriotism and
nationalism, accelerate social progress, and promote total human liberation and
development, the state shall promote national awareness on the role of natural resources
in economic growth and the importance of environmental conservation and ecological
balance towards sustained national development.

65
Republic Act no. 9275/ Phil. Clean Water Act 2004 Sec. 2
The state shall pursue a policy of economic growth in a matter consistent with the
protection, preservation and revival of the quality of our fresh, brackish and marine
waters.

Republic Act no. 9175/ chainsaw act 2002

An act regulating the ownership, possession, sale importation and use of
chainsaws, penalizing violations thereof and for other purposes.

Republic Act no. 9147/wildlife Resources Conservation and Protection Act 2001
An act providing for the conservation and protection of wildlife resources and
their habitats, appropriating funds therefore and for other purposes

Republic Act no. 9003/ Ecological Solid Waste Management Act 2000
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 thereof and for other purposes.

Republic Act no. 8749/Phil. Clean Air Act 1999

An act providing for a comprehensive air pollution control policy and for other purposes.

Global Climate Change

Climate change refers to any significant change in measures of climate lasting for an
extended period (decades or longer). It is a factor that alters ecosystems and many
resources and services they provide

Natural factors of Climate Change

1. Water vapor
2. methane
3. carbon dioxide
4. nitrous oxide
5. ozone
6. Hydro fluoro carbon (HFC)
7. Perfluorocarbon (PFC)
8. Sulfur hexafluoride(SF6)

Are Climate Change and Global Warming the Same?

66
 Not exactly, but they’re closely related, and some people use the terms
interchangeably. Global warming causes climates to change, often refers to the warming
that can occur as a result of increased emissions of greenhouse gases from human
activities and refers to rising global temperatures, while “climate change” includes other
more specific kinds of changes, too. Warmer global temperatures in the atmosphere and
oceans leads to climate changes affecting rainfall patterns, storms and droughts, growing
seasons, humidity, and sea level.

Also, while “global warming” is planet-wide, “climate change” can refer to changes
at the global, continental, regional and local levels. Even though a warming trend is global,
different areas around the world will experience different specific changes in their
climates, which will have unique impacts on their local plants, animals and people. A few
areas might even get cooler rather than warmer.

Carbon Dioxide CO2

Naturally occurring CO2 levels have increased 31% in the last 250 years. Produced
from burning fossil fuels like coal and gas. Also produced from burning organic materials,
like trees and plants. Trees also absorb CO2.

Methane

Also known as natural gas. Produced in excess by decomposing garbage in

landfills, livestock, farming, coal mining and burning fossil fuels. Has increased in our
atmosphere by 50% in the last 250 years.

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Chlorofluorocarbons (CFCs)

Chlorofluorocarbons, or CFCs, long used as refrigerants and aerosol spray

propellants, posed a threat to the ozone layer. It was discovered that the chlorine in these
compounds reacts with and destroys ozone molecules – up to 100,000 ozone molecules
for every CFC molecule in the atmosphere. An ozone hole had formed and the thinning of
the layer was of great concern because it protects the earth from harmful ultraviolet rays.
UV rays can cause increases in skin cancer and cataracts, damage to certain crops, damage
to plankton and the marine food web, and an increase in carbon dioxide due to the
decrease in plants and plankton. For these reasons, the use of CFCs in aerosols has been
banned in the United States and elsewhere

What are the effects of Global Climate Change?

1. A rise in global sea levels
When water is heated, it expands, Sea levels rose 25cm in the 20th century. Sea
levels predicted to rise 80cm+ in the 21st century Melting glaciers and polar ice
caps, Projections of 20 feet or more increase. A rise in the ocean of 1m will
displace millions of people and swamp cities and even some whole countries

2. Changing agricultural areas and growing seasons,

some areas will become too hot to grow their
traditional crops. Northern areas might now be
warm enough to grow certain crops

3. Changing wildlife and plant ranges

Many animals and plants are sensitive to even small temperature changes.
Upwards of 1 million species could be extinct by 2050. Increase of “pest insects”
like mosquitoes due to warmer temperatures. Coral bleaching

68
 4. More unpredictable and harsher weather patterns
Increase in ocean and air temperatures will increase
droughts, typhoons and heavy precipitation, which can
lead to flooding and landslides, increased temperatures
might even change regional climates!

5. The Philippines ranks 4th on the Global Climate Risk

Index!

6. More downpours, typhoons & landslides

Typhoons and landslides in 2006 cost at least
2,500 lives and Php 20 billion, more than 300
weather related disasters over the last 25 years,
costing 21,700 lives and at least Php 215 billion

7. A rise in sea levels of One Meter will:

Affect 16 regions, Affect 64 out of 81 provinces,
Cover 703 out of 1,610 municipalities, Swamp
70,000 hectares (700 km2) of land, potentially
displace 1.5 million people, Cover
5,000 hectares of Manila, effecting 2.5
million people What can be done locally?

1. Reduce the sources of greenhouse gas emissions

2. Moderate the harmful effects of climate change
3. Support awareness raising of people in your community about climate change
4. Carry out concrete disaster prevention, mitigation and management activities
5. Suggest or advocate the integration of climate change mitigation and adaptation
6. Support climate change responsive policies and ordinances
7. Synergies efforts with other enlightened individual to reduce vulnerability to
climate change
8. Develop a stable resource mobilization system to ensure and facilitate the flow of
financial and technical support to local implementers.

I want you to read further with this article entitled Philippines Initiatives to address Environmental issues.
https://www.pcw.gov.ph/focus-areas/environment/climate-change/initiatives

69
 Application:

Explain the importance of Environmental Awareness and Education to you and to the
community.
________________________________________________________________________________________________________
______
_______________________________________________________________________________________________________
_______
_______________________________________________________________________________________________________
_______
_______________________________________________________________________________________________________
_______
_______________________________________________________________________________________________________
_______
_______________________________________________________________________________________________________
_______ _______________________

Assessment:

Activity 1:
List down the efforts of the Philippine government in mitigating this
environmental problem (Climate Change).

In chronological order, state how the Philippine laws evolve pertaining to

climate change in the country.

70
 Lesson 2: Ecological Solid Wastes

Intended Learning Outcomes

 Aware on the current situation of their community pertaining to pollution; 
Know how to determine that the particular place is polluted; and
 Raise awareness to other citizens in solving and or preventing pollution.

Activate prior Knowledge:

Activity:
 Illustrate creatively in the space provided; a safe, clean and friendly
environment that you wanted to live.

 Try to look back again your illustration, imagine it that somebody ruined it.
What will you do?
_______________________________________________________________________________________________
______

71
 _______________________________________________________________________________________________
______
_______________________________________________________________________________________________
______
______________________________________________________________________________________________
_______
______________________________________________________________________________________________
_______ ________________________________________________________.

Introduction

Pollution, in context, is the introduction of contaminants into the environment

causing adverse change. It is present through noise, air and water. As we produce more
noise, it can interfere with the behavior of certain animals in the ecosystem. Also, on some
studies, the effect of sound waves turns into heat causing a slight change in the
temperature of the environment. Air pollution is what we can often see in urban places.
Smoke belching vehicles and gases from factories are the culprits in contributing to air
pollution. On water pollution, incessant throwing of garbage and inappropriate industrial
waste disposal affects our bodies of water, which in turn cause trouble in marine life.

Vocabulary List

Contaminants—a polluting or poisonous substance that makes something impure

Waste—a material, substance, or by-product that has been eliminated or discarded as

no longer useful or required after the completion of a process.

Solid Waste/ Land Pollution— refers to the presence in land of any solid waste in such
quality, of such nature and duration, and under such conditions that would injurious
to human health or welfare, animal or plant like or property.

Recycling – the re-use, retrieval, re commission of element/matter for any and all
purposes necessary to healthful and productive living.

Acquire New Knowledge:

The alteration of our surroundings, wholly or largely as a product of man’s actions,

through direct effects of changes in pattern of chemical and physical constituents of
organisms is so called pollution. In this section discusses the nature, types, sources and
effects of pollution. It gives the general status of the pollution in the country.

Philippines was considered as with rapid growth in population that reaches today
more than a hundred millions of Filipinos. Which had been sited as one of the reasons of
the emission of pollution and even make it worse.

SOLID WASTES/LAND POLLUTION

Refers to the presence in land of any solid waste in such quality, of such nature
and duration, and under such conditions that would injurious to human health or welfare,

72
animal or plant like or property. These wastes are polluting the air, soil, and water
because most countries and communities do not have a means of safety disposal.
It takes up space also and produces unpleasant smells.

When solid waste are burned, toxic gases spread into the air, causing air pollution.
The dumping of some waste can be dangerous for public health because acids and
nondecomposable organic materials seep through the soil and contaminate the drinking
water and pollute farming land.

Solid Waste Management (SWM) refers 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.

Solid Waste is considered to be one of the most serious environmental issues in

the Philippines. The annual waste generation was estimated at 10 million tons in 2010
and this is expected to rise by 40% in 2020.

That’s why We need to Act, as part of the problem because we produce garbage
ourselves, we can also part of the solution by reducing our contribution to the waste
problem or else we will soon find ourselves buried in our own trash.

The most important reason why we have to act now is their impact on human
health. We deserve to live in a cleaner environment. We all desire for a healthy family,
neighborhood, nation and to satisfy these desires to do away with garbage that breeds
flies, roaches, rodents and harmful bacteria that can spread diseases in our home and in
our communities.

The Republic Act (RA) 9003, otherwise known as the Ecological Solid Waste
Management Act of 2000, provides the necessary policy framework, institutional
mechanisms and mandate to the local government unites (LGUs) to achieve 25% waste
reduction through establishing an integrated solid waste management plans based on 3Rs
(reduce, reuse and recycling). While the efforts of LGUs are still very limited with a mix of
results in implementing the national mandate, this paper presents the experiences of
Cebu, a second largest city in the Philippines with about one million people, has shown to
have succeeded in reducing its municipal waste generation by more than 30% over the
last three years.
National Development Agenda to improved SWM;
1. RA No. 9003 or Ecological Solid Waste Management (ECOSWAM) Act – requires
municipalities to dispose of waste in a sanitary and environmental friendly
manner.

2. Salient Features of RA No. 9003

a. Creation of National Solid Waste Management Commission (NSWMC), The
National Ecology Center (NEC) and the SWM Board in every province, city and
unicipality in the country.

National Solid Waste Management Commission shall be responsible in the

formulation of the National Solid Waste Management Framework and the other policies
on solid waste management plan and management of SWM fund.

The National Ecology Center (NEC) shall be responsible for consulting,

information, training and networking services relative to the implementation of RA No.
9003.

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Solid Waste Manangement (SWM) board of province, city and municipalities shall be
responsible for the development of their respective SWM plans.
b. Formulation of the NSWMF, 10 year solid management plans by LGU
c. Mandatory segregation of solid waste to be conducted primarily.
d. Setting of minimum requirements to ensure systematic collection and
transport of wastes and the proper protection of the health garbage collectors.
e. Establishment of reclamation programs and buy back center for recyclable and
toxic management.
f. Promotion of eco-labelling in local products aand services.
g. Prohibition on non- environmentally acceptable products and packaging.
h. There shall be established a MRF in every barangay. It shall receive waste for
final sorting according to its type.
i. Prohibition againts the use of open dumps
j. Setting guidelined/criteria for the establishment of controlled dumps and
landfills
k. Provision of rewards and encourage LGU’s to undertake effective SWM;
l. Promotion on research on SWM ang EE in the formal and non-formal sector.

How can we solve the Solid Waste Problem?

3R’s is highly recommended formula in solving this problem the REDUCE ( the
process of lessening the fresh raw materials that affects air, water and land
pollution through proper disposal) , REUSE ( means reutelization of materials for
particular purpose) and RECYCLE (involves processing used, unwanted materials
into new products).

Prohibited under the law of SWM;

1. Littering, throwing dumping of waste in public places;
2. Open burning of solid waste;
3. Allowing the collection of non-segregated waste;
4. Squatting in open dumps and landfills
5. Open dumping or burying of waste in flood prone areas;
6. Unauthorized removal of recyclable material intended for collection by authorized
persons;
7. Mixing of recyclable material with other solid waste;
8. Manufacture, didtribution or use of non- environmentally acceptable materials;
9. Establishment or operation of open dumps; and
10. Importation of consumer products packaged in non- environmentally acceptable
materials.

Classification of Waste

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 Source Typical waste generators Types of solid wastes
Residential Single and multifamily Food wastes, paper, cardboard, plastics,
dwellings textiles, leather, yard wastes, wood, glass,
metals, ashes, special wastes (e.g., bulky
items, consumer electronics, white goods,
batteries, oil, tires), and household
hazardous wastes.).
Industrial Light and heavy Housekeeping wastes, packaging, food
manufacturing, fabrication, wastes, construction and demolition
construction sites, power materials, hazardous wastes, ashes,
and chemical plants. special wastes.
Commercial Stores, hotels, restaurants, Paper, cardboard, plastics, wood, food
markets, office buildings, wastes, glass, metals, special wastes,
etc. hazardous wastes.
Institutional Schools, hospitals, prisons, Same as commercial.
government centers.
Construction New construction sites, Wood, steel, concrete, dirt, etc.
and demolition road repair, renovation
sites, demolition of
buildings

Municipal Street cleaning, Street sweepings; landscape and tree

services landscaping, parks, trimmings; general wastes from parks,
beaches, other recreational beaches, and other recreational areas;
areas, water and sludge.
wastewater treatment
plants.
Process Heavy and light Industrial process wastes, scrap materials,
(manufacturing, manufacturing, refineries, off-specification products, slay, tailings.
etc.) chemical plants, power
plants, mineral extraction
and processing.
Agriculture Crops, orchards, vineyards, Spoiled food wastes, agricultural wastes,
dairies, feedlots, farms. hazardous wastes (e.g., pesticides).

Physical Composition of Solid Waste

General Composition Typical Composition Detailed Composition

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 Organic Food putrescibles Food, vegetables
Paper and cardboard Paper, cardboard
Plastic Polyethelyne terephitalate (PETE)
High density Polyethelyne (HDPE)
Polyvinyl chloride (PVC)
Low-density pol Polyethelyne
(LDPE)
Polypropelene (PP)
Polystyrene (PS)
Other multi-player plastics
Textiles, carpets, rubber, leather
Garden trimmings wood
Clothing/ fabric

Yard waste
Wood
Inorganic Metals Tin cans, ferrous metals,
aluminum, non- ferrous metals
Glass Colorless, colored
Dirt, ash, etc. Dirt screening, ashes,
stone, bricks Bulky items
unclassified

Hazardous Waste

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 These are solid wastes or a combination of solid waste which identify
concentration or physical, chemical or infectious characteristics may do not following;
1. Cause or significantly contribute to the increase in mortality or an increase in
serious irreversible or incapacitating reversible illness; and
2. Causea substantial present or potential hazard to human health or the
environment when improperly treated, stored or transported.

Hazardous waste Management – a comprehensive and integrated management of toxic

substances and hazardous wastes which adheres to the waste management heirarchy of
source reduction, recycling, treatment and safe disposal for the protection of personnel,
environment and property.

Characteristics of Hazardous Wastes

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The 3 main Goals of Hazardous Waste Management
1. Protection of the environment
2. Improvement of public health
3. Conservation of energy

Integrated solid waste management (ISWM)

It is the selectionof combination of techniques, technologies and management program to

achieve waste management objectives.

HIERARCHY OF ISWM

Zero Waste Management

It is an ecological methodof handling wastes that does not degrade the environment nor
pollute air, water, soli and facilitate their sanitary retrieval, reuse or recycling. This is one
of the most friendly, economical tool of contributing ecological welfare for human beings
and the community.

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 Application:

Below is the illustration of improvised trash bins in your community. List five items to be
placed inside the bins.

Reuse Reduce Recycle

Assessment:
List down activities that reduce, reuse and recycle of waste in the community. Put
your answer in the matrix.

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 Particular Reduce Reuse Recycle
Paper File in a box Art project Flower, paper mache
Clothing Fabric
Kangkong, camote
leaf stem
Plastic bottle
Tin cans
Candy wrapper

Lesson 3: Air Pollution Awareness and Prevention

Intended Learning Outcomes

 Gain and verbalize concepts on Air Pollution Awareness and Prevention; 
Aware on the current situation of their community pertaining to pollution;
 Aware in environmental situation of the Philippines.

Activate prior Knowledge:

 Before going through to the pages, find the 10 words related to the sources
of Air Pollution in the given jumbled letters below, it can be horizontally,
vertically, slanting and even inverted form. Encircle it :

P I N E G O R T I N A T Y

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 B C O E N I C A L S E T V
G U N N E R A P S P I P E
S P R A Y F U A W V E O N
L U M N A R U R I N E W I
E L L U I N S T I E M E L
A V E F O N C I E N I R O
V I L E U A G C F I D P S
I N T R O R I U T R U L A
N O R I T L E L E O N A G
G O D M E L O A V L I N O
S A V E R A Y T O H O T N
R I D E R S E E A C H S E

Introduction:
__________________________________________________________________________________________________________
____

This section discusses the nature, types, sources and effects of air pollution. It gives the
general status of air pollution in the country and summarizes the salient features of the
Clean Air Act and suggest ways by which to prevent pollution.

Acquire New Knowledge:

Air pollution—A physical and chemical alteration of the properties of air, which is harmful
to human health, vegetation and animals

AIR POLLUTION

In the Philippines, air pollution has become one of the biggest health emergencies,
recording a total of 45.3 deaths for every 100,000 people due to air pollution-the third-
highest in the world, based on the 2018 WHO study. Recent studies have also shown that
even relatively low levels of air pollution can affect people's health, and this is also very
alarming.

The air we breathe is one of the basic needs we cannot live without. The quality of our
air is crucial for human life to also live in quality.

However, air pollution has become a serious threat. Our modern day activities are
altering our atmosphere at an unprecedented scale. This has an impact on air quality and

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is affecting people's health not only in Metro Manila, but the entire country, and the world
as well.

Here's one major cause of pollution. Based on data provided by the Department of
Transportation, more than 70 percent of pollutants come from mobile sources-the car you
drive, or the jeepney or bus you ride every day to and from work, compared to those
sources that are stationary such as a building or facility that emits air pollutant, showing
that the current transport sector is a major contributor for the pollution in our
atmosphere

There are 2 types of air pollution;

1. Outdoor air pollution—is a type of pollution derived from the mixture or collection of
additional loads of chemical produced by natural events and human activities which react
with the natural components of the atmosphere thereby producing harmful effects to
living system.

The major sources of outdoor pollution are;

1. Burning of fossil fuels for power consumption
2. Photochemical and industrial smog
3. Volcanic eruption to emit sulfur dioxide and suspended particles
4. Forest fire, “kaingin” of the St. Elmo Fire and Lightning
5. Evaporation of volatile organic compounds from decaying organic matters
6. Natural Radioactive 222-gass from Uranium deposits.

Classes of Air Pollution

Pollutants Common Members Examples

Carbon Oxide
-any of the three oxides of
carbon
Nitrogen Oxide
-are believed to aggravate
asthmatic conditions, react Nitric Oxide (NO)
with the oxygen in the air to
produce ozone, which is also
an irritant and eventually
form nitric acid when
dissolved in water
VOC’s (Volatile
Organic Compound)
Carbon Monoxide(CO) -fuel burning appliance, vehicle, Fuel fired
Carbon Dioxide (CO2) heaters
Sulfur Dioxide (SO2) -burning fossil fuels and deforestation.
Sulfur Trioxide (SO3) -burning of coal and oil at power plants or from
copper smelting, air from volcanic eruptions -
SO3 is formed when sulfur dioxide reacts with
water in the air.
-It is a serious air pollutant generated by
automotive engines and thermal power plants.
-Nitrous oxide is produced/released during
agricultural and industrial activities, as well as
Nitrous Oxide (N2O)
during combustion of fossil fuels and solid waste.
-Methane is emitted during the production and
Methane(CH4) transport of coal, natural gas, and oil, livestock
Butane (C4H10) and other agricultural practices and by the decay
of organic waste in solid waste landfills.

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 SPM (Suspended Dust, Soot (Carbon)
Particulates Matter) Asbestos, Lead (Pb)
Chromium (Cr)
Arsenic (As)
Liquid Droplets Sulfuric Acid (H2SO4)
Nitric Acid (HNO3)
Photochemical Oxidants Malathion, etc. Ozone
(O3)

2. Indoor Air Pollution—-is a type of pollution derived from the accumulation or build up
of chemical, SPM, VOC’s inside the office, building, houses, school, commercial store that
are harmful to health.

Sources, Classes of Indoor Pollutants and Its Health Threats

Source Class/Type Health Threat

Aerosol sprays Trichloroethane Breathing difficulty

Chlorine treated water
Air freshener crystal and
moth balls
Tobacco and cigarettes
Carpets and plastic products
Paint stripper and thinner
Gas stove, kerosene, heater,
wood stove
Dry cleaning fluids
Chloroform Cancer
Par-chlorobenzene Cancer
Nicotine Lung cancer, Heart Disease
Styrene Liver and Kidney damage
Methylene Chloride Diabetes and Nerve disorder
Nitrogen oxide Respiratory disorder
Tetrachloroethylene Nerve, Liver and Kidney
damage

Stationary Sources of air Pollution that emits particulates, nitrates, sulfur oxides and
ammonia that contributes 88% of the total airborne sulfur oxides and 68% of nitrogen
oxide
1. Factories
2. Crematorium
3. Incinerators
4. Power plants
5. Garbage dump

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 6. Construction sites

Accumulation of gases from industrial solvents from burning of fossil fuels and
deforestation have possible effects on climate and human health.

Ozone is the major ingredients in smog. In the stratosphere it occurs naturally and
acts as a filtering mechanism for the harmful ultraviolet rays from the sun but in the lower
atmosphere comprise what mainly we see as grey smog suspended on air. Ozone is
formed by a series of complex reactions involving nitrogen oxides, volatile organic
compounds and sunlight. Smog can caused lung inflammation, decrease ability to breathe
and susceptibility to respiratory disease.

Carbon monoxide is a toxic that produced during fossil fuel or biomass burning. It
can block the oxygen to the brain and cause poor concentration, fatigue and death.
Lead in gasoline is one of the most toxic substance, it reduce the IQ of school aged
children, it increased blood pressure and hypertension.

Sulfur dioxide affects human health, it irritates the nose, throat and airways. It
affects very quickly.

Nitrogen oxide produce high temperature that can caused respiratory ailments
like asthma and eye irritation.

The main categories of pollutants are:

1. Particulates are very fine solids, collectively referred to as total suspended
particulates (TSP)
2. Carbon monoxide and oxides of nitrogen and sulfur
3. Volatile organic compounds (VOCs), and
4. Ozone

Sources of Air Pollution

1. Mobile sources – the gasoline and diesel used by 3.9 million vehicles in the whole
country
2. Stationary sources – the emission of power plants, cement plants and oil
refineries.

The Clean Air Act of 1999

1. Principles which state the over-all mandate of the state
2. Recognition of rights of citizens which the state shall guarantee
3. The noteworthy features of the air quality management system are the provisions
regarding airsheds and non-attainment areas.
4. The act gives an initial list of hazardous air pollutants and guidelines for ambient
air quality
5. Prohibition and regulation of other substances
a. Ozone- depleting substances. Consistent with the Montreal Protocol of which
the Philippines is a signatory.
b. Fluorinated greenhouse gases identified in Kyoto Protocol to the United
Nations
c. Framework convention on climate change

The needs and concerns to tackled by 8 Technical working groups (Agriculture,

Biodiversity, Coastal and Marine, Forestry, Water, Health, Energy, infrastructure)
1. Persistent Organic Pollutants

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 2. Radioactive Substances
3. Pollution from Smoking
4. Leaded Gasoline

Application:
Prepare a slogan about the Clean Air Act campaign of the Government

Assessment:

REFERENCES:
1. Labuguen, Florida C. Et. al. 2018. NSTP Understanding the National Service
Training Program. Malabon City. Mutya Publishing House, Inc.

2. What a Waste: Solid Waste Management in Asia. Hoornweg, Daniel with Laura
Thomas. 1999. Working Paper Series Nr. 1. Urban Development Sector Unit. East
Asia and Pacific
Region
3. RA 9165

4. RA 9163

5. 1987 Philippine Constitution

6. https://www.dictionary.com/ browse/drug

7. https://addictionresource.com/drugs/speed/shabu/

8. http://www.stuartxchange.org/Shabu

9. https://www.drugs.com/illicit/ecstasy.html

10. https://americanaddictioncenters.org/ecstasy-abuse/mental-and-physical-effects

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11. https://www.officialgazette.gov.ph/images/uploads/
infographic_flagfolding_june11201
4_8pm.png

12. https://www.google.com/search?q=air+pollution&tbm=isch&ved =

13. https://en.wikipedia.org/wiki/Environmental_education
https://en.wikipedia.org/wiki/Climate_change

14. https://www.iges.or.jp/en/pub/policy-implementation-republic-act-ra-9003/en
https://www.google.com/search?
q=solid+waste+management+act&source=lnms&tbm =isch&sa=

15. http://web.mit.edu/urbanupgrading/urbanenvironment/sectors/solid -
wastesources.html

16. https://www.google.com/search?
q=refuse+materials+by+kind+composition+and+sour ces&tbm

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