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 Chapter 1 - The National Service Training Program
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Introduction: Learning Objectives:

After completing this chapter you
The National Service Training should be able to:
Program (NSTP) is a newly mandated
program in the curricula of all baccalaureate 1. Familiarize with the Mission, Vision,
degree, courses of at least two (2) year Goals, Objectives, and Policies of
technical-vocational or associate courses in UA NSTP-CWTS.
State Universities and Colleges (SUCs),
Private Higher and Technical-Vocational 2. Explain the guiding principles of
educational institutions, and is a Republic Act No. 9163.
requirement for graduation in compliance
with Section 4 Rule III of the Implementing 3. Explain the coverage, components,
Rules and Regulations (IRR) of Republic duration and program
Act No. 9163 otherwise known as the implementation provided in the Act.
National Service Training Program (NSTP)
Act of 2001. 4. Identify the roles of the agencies
This revised module focuses on the with joint responsibilities for the
Common Module topics as per Revised adoption of the implementing rules
2010 NSTP IRR. and regulations of this Act.

NSTP in UA

Here at UA, ROTC and CWTS are offered to all first year students. The administration opted
to offer two components to provide the students with more choices based on their interests. It
therefore provides choices for you as a student. Considering that the population of the country is
composed of relatively young citizens, your choice can be a meaningful experience in the process
of nation building. And you know what? After you finish either CWTS, you will become
members of the National Service Reserve Corps. You can be tapped by the state for literacy and
civic welfare activities, especially in times of calamities or disasters. They also provide assistance
in relief and rescue during disaster or calamities.

Interesting, right?

By now, you must have realized that the heart of NSTP is service.— service to
your fellowmen. Would you agree with me if I say that service to others should actually be done
with or without legislations? That it should naturally reign in the heart of everyone? However,
before you can claim to have helped other people improve the quality of their lives, as the program
aims to do, you must begin with yourself as a student, as a son/daughter, as a citizen. As the
Filipino diplomat and Pulitzer Prizewinner Carlos p. Romulo stated in his book, I walked with
heroes:
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A. UA NSTP-CWTS Mission, Vision, Goals and Objectives
1. Mission

The UA CWTS will provide capability enhancement for civic welfare geared toward
encouraging youth in improving their skills, knowledge and attitudes on various endeavor that will
develop their interest in community service and be more responsive in attaining peace and other
development.
2. Vision

The UA CWTS envisions to build-up valuable and effective members of National Service
Reserve Corps who may serve as agent in attaining a better quality of life, and help sustain peace,
cooperation and growth of the target communities.
3. Goal

To develop civic consciousness among the students particularly those that enhance their total
well-being as agent in the pursuit of national development.
4. Specific Objectives

a. To inculcate among the students the ideals of patriotism, nationalism and enhance
their involvement in public and civic oriented activities;
b. To train the students in various fields of endeavor imbued with moral values that
enhance their intellectual, physical, moral, spiritual and social well-being;
c. To produce service oriented and responsive students that will be of help to the
locality/community

Grading System

The University of Antique Grading System shall be adopted.

1. Students who attended almost half of the course but did not continue shall be given
a grade of 5.0 ( Failed ).
2. Students without attendance shall be given a grade of 5.0 (Dropped)
3. Students with major lacking requirement shall be given an INC.
( Incomplete ). Students who have incurred an “Incomplete” Remark on the Final
Report of Grades must complete the requirements within one semester from the
issuance of the incomplete grade. If not complied with, the course shall not be given
NC or No Credit.

Bases for Students’ Evaluation

Attendance/Aptitude - - - 30% = (Following rules and
regulations and attitudes
towards the program )
Reports/Examination - - - 40% = ( If the student is visible, he can
participate in, say, Group
Reports, Class Participation,
Tests and Exercises )
2
Project - - - 30% = ( Impact of Projects Participated
and Accomplished )

B. The National Service Training Program (NSTP)

1. THE EVOLUTION OF THE NATIONAL SERVICE TRAINING PROGRAM

Our Constitution provides that the prime duty of the Government is to serve and protect the
people. The Government may call upon the people to defend the State and in the fulfillment
thereof, all citizens may be required, under conditions provided by law, to render personal military
or civil service.
Commonwealth Act Number 1, otherwise known as the National Defense Act, was the
very first statutory enactment by the Commonwealth government on December 23, 1935.
Commonwealth Act Number 1 required the compulsory military training of all college students.
Executive Order Nr 207 was later issued by President Manuel L Quezon requiring all college
students to undergo military instructions pursuant to Commonwealth Act Nr 1. The very rationale
of military training is the defense of the state, whether actual or in preparation to make it more
effective in case of need.
In 1967, then President Ferdinand Marcos issued Executive Order No. 59 making ROTC
mandatory at all educational institutions with enrollment of at least 250 students. The National
Defense Act was amended in 1980 by Presidential Decree No. 1706 (The National Service Law)
which directs that military service will no longer be compulsory, but leaving the national service
or training to be in effect. Military Training Service (MTS), Civic Welfare Service (CWS), Law
Enforcement Service (LES) make up the National Service Program. But the CWS and LES
component were suspended, leaving only the MTS program, which is the present ROTC program.
In SY 1993-1994 DND, CHED and DILG formed a tripartite committee, the Basic ROTC
Program was expanded upholding three (3) programs of the National Service Law (MTS, LES and
CWS). It was implemented in 1996 but failed since only five percent (5%) of the students enrolled
in CWS and LES components while ninety-five percent (95%) took the MTS (ROTC).

In 1991, the congress passed RA No. 7077, the Citizen Armed Forces of the Philippines
Reservist Act. Sections 38 and 39 of this law mandated obligatory military education for two years
(Basic ROTC) for all male college students, while an additional two years of ROTC program
(Advance ROTC) was voluntary, pursuant to the provisions of the National Defense Act of 1935
and the 1987 Constitution. The underlying philosophy of these acts was a belief in the role of
Filipinos to be both citizen and soldier — both the intellectual and martial guardians of the
democracy in which they live.

What is the National Service Training Program (NSTP) Act of 2001?

The National Service Training Program (NSTP) Act of 2001 is The National Service Training
Republic Act No. 9163 that had been passed by the House of Program (NSTP) is aimed at
Representatives and the Senate on December 19, 2001 and enhancing civic consciousness
signed into law by Her Excellency, President Gloria Macapagal- and defense preparedness in
Arroyo on January 23, 2002, amending RA No. 7077 in the youth by developing the
response to the public clamor for reforms in the Reserve ethics of service and
Officers Training Corps (ROTC) Program. 3
patriotism.
What are the Program Components of the NSTP?
Program Components of NSTP
1. “Reserve Officer’s Training Corps 1. The Reserve Officers’ Training
(ROTC)” is a program institutionalized under sections corps (ROTC)
38 and 39 of Republic Act 7077 designed to provide 2. Literacy Training Service (LTS)
military training tertiary level students in order to 3. Civic Welfare Training Service
motivate, train, organize and mobilize them for (CWTS)
national defense preparedness.
2. “Literacy Training Service” is a program designed to train students to become teachers
of literacy and numeracy skills to school children, out of school youth, and other segments of society
in need of their service.
3. “Civic Welfare Training Service” refers to programs or activities contributory to the
general welfare and the betterment of life for the members of the community or the enhancement
of its facilities, especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and moral of the citizenry.

2. PRIMER ON THE NATIONAL SERVICE TRAINING PROGRAM (NSTP)

Who shall take the NSTP?

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

When will the NSTP be implemented?

The NSTP will be implemented starting school year 2002-2003.

How will the NSTP be taken up?

Each of the NSTP components shall be undertaken for an academic period of two (2)
semesters and be credited for three (3) units per semesters with fifty four (54) to ninety (90) training
hours per semester.

What if a student cannot take the NSTP during the regular semester?

A one summer program in lieu of the two (2) semester program may be designed. Formulated
and adopted by DND, CHED, and TESDA, subject to the capability of the school and AFP to handle
the same.

What if the NSTP component of the student’s choice is not offered in his/her school?

Schools that do not meet the required number of students in order to conduct a program
component or do not offer the component chosen by their students shall allow them to cross enroll
to other schools, irrespective of whether that school is under CHED or TESDA; and for the ROTC,
whether they are managed by different AFP Branches of Services.

These students, however, shall be subjected to the existing rules and regulations of their
school origin and the accepting school.

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Are currently enrolled students covered by the NSTP law?

Male 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 March 23, 2002.

What if a male student has completed two semesters of the E- ROTC/NSTP?

He is deemed to have complied with the NSTP requirement.

What if a male student has only taken one (1) semester of basic ROTC or E-ROTC/NSTP?

He shall take one more semester of any of the NSTP components to qualify for graduation.
(Applicable only if the ROTC course was taken prior to the implementation of the Program).
What will become the NSTP graduates?

Graduates of the non-ROTC components shall belong to the National Service Reserve Corps
(NSRC) which could be tapped by the state for literacy and civic welfare activities. Graduates of
the ROTC components shall form part of the AFP Citizen Force, subject to DND requirements.

How can a student continue to qualify for enlistment in the AFP Reserve Force?

He/She may qualify for enlistment in the AFP reserve force as long as he/she has completed
the two (2) semester of basic ROTC.

How much fee will be charge for an NSTP component?

No fees shall be collected for any of the NSTP component except basic tuition fees which
should not be more than fifty (50) percent of the charges of the school per academic unit.

Are there any student incentive provided for by the NSTP?

The following incentives are to be provided to student when they take up NSTP:
a. A program of assistant/incentives for ROTC students from DND which will be in accordance
with existing laws and regulations and subject to the availability of funds.
b. School authorities concerned, CHED and TESDA shall ensure that the health and accident group
insurance are provided to students enrolled in any of the NSTP components.
c. A special scholarship program for qualified NSTP students shall be administered by CHED and
TESDA subject to the availability of funds.

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Who is responsible in supervising the NSTP to students?
School authorities shall exercise academic and administrative supervision over the design,
formulation, adaptation and implementation of the different NSTP components in their respective
school.
In the case of the ROTC, the school authorities and the DND shall exercise joint supervision
over its implementation.
What lead agencies will monitor the implementation of the NSTP?
CHED regional offices, TESDA provincial and district offices and DND-AFP through major
service reserve commands and their ROTC units shall oversee and monitor the implementation of
the NSTP under their respective jurisdiction, to determine if the training conducted are in
consonance with this act.
Is the NSTP available in all school and universities?
All higher and technical-vocational educational institutions will be offering at least one (1)
of the NSTP components while state universities and colleges will offer the ROTC component and
at least one other NSTP component. Private schools who have at least 350 students/cadets will be
offering the ROTC component through its Department of Military and Tactics (DMST).

Important Terms defined in the Implementing Rules and Regulations?

a. “National Service Training Program “(NSTP) – refers to the program aimed at enhancing
civic consciousness and defense preparedness in the youth by developing the ethics of
service and patriotism while undergoing training in any of its three (3) program components.
Its various components are specially designed to enhance the youth’s active contribution to
the general welfare.
b. “Reserve Officer’s Training Corps” (ROTC) refers to the program component
institutionalized under sections 38 and 39 of Republic Act 7077 designed to provide .
military training tertiary level students in order to motivate, train, organize and mobilize
them for national defense preparedness.
c. “Literacy Training Service” (LTS) - refers to the program component designed to train
students to become teachers of literacy and numeracy skills to school children, out of school
youth, and other segments of society in need of their service.
d. “Civic Welfare Training Service” (CWTS) - refers to the program component of activities
contributory to the general welfare and the betterment of life for the members of the
community or the enhancement of its facilities, especially those devoted to improving
health, education, environment, entrepreneurship, safety, recreation and moral of the
citizenry and other welfare services.
e. “Program Component” - refers to the service components of the NSTP as defined herein.
f. “Clustering” - refers to the grouping of students enrolled in the different school and taking
up the same NSTP component into one (1) group under the management and supervision
of the designated school.
g. “Cross Enrollment” - refers to the system of enrollment where a student is officially enrolled
in an academic program of a school but allowed to enroll in the NSTP component of other
school.
h. “Non-Government Organization” (NGO) - refers to any private organization duly
accredited by CHED or recognized by TESDA
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Hello..! Before moving to the next chapter,
let’s find out how well you understand the topics
discussed. Please answer the prepared quiz for
Chapter 1. Thank you!

7
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 Chapter 2 - Citizenship Training
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Introduction: Learning Objectives:

In a primitive society where the After completing this chapter you
primordial principle is “might makes right,” should be able to:
the rulers acquire and maintain their power
through the use of force, intimidation or 1. Explain the purpose of the Filipino
threat which effectively coerce the people to people in promulgating their
obedience. In such society political Constitution
relationship is based on fear rather than 2. Identify the Citizens of the
consent of the governed, hence there is no Philippines
certainty and stability since political power is 3. Enumerate the role of the
determined not by law but by force. government and the duties and
obligations of the Filipino citizens
A society is said to be civilized, free and 4. Enumerate the basic values of the
democratic when it is governed by the rule of Filipino people embodied in the
law and where the constitution reigns Preamble
supreme, respected and implemented by the 5. Understand the fundamental
rulers, and accepted and obeyed by the ruled. concepts of human rights
In such society, the people and the rulers give 6. Explain how human rights can be
up the use of force and adopt reason, maintained and promoted
morality, and consent as the bases of political 7. Discuss the responsibilities of the
relationship. It is on these bases that social, Commission on Human Rights as
economic, and political stability is achieved, provided in our constitution.
maintained, and preserved.

1. THE BASIC VALUES OF THE FILIPINOS

NSTP as a citizenship training scheme focuses on translating the good citizenship values as
reflected in the Preamble of the Philippine Constitution into a concrete action in building a better
Philippines. Hence, emphasis is placed on the 16 basic Filipino values based on the 1987 Philippine
Constitution.

“We, the sovereign Filipino people

imploring the aid of the Almighty God,
in order to build a just and humane society
and establish a government
that shall embody our ideals and aspirations,
promote the common good, conserve and develop our patrimony,
and secure to ourselves and our posterity the blessings of independence
and democracy, under the Rule of Law and the regime of truth,
justice, freedom, love, equality, and peace,
do ordain and promulgate the Constitution.”
1) Rule of law; 2) Truth; 3) Justice; 4) freedom; 5) Love; 6) Equality; and 7)
Peace

Clustered below are the good citizenship values that are reflected in the 1987 Philippine
Constitution.

The Maka-Diyos Cluster The Maka-Tao Cluster The Maka-Bayan Cluster

1. Faith in the Almighty
God 11. Unity
6. Love
2. Respect for Life 12. Equality
3. Order 7. Freedom 13. Respect for the Law
4. Work and the Government
8. Peace
5. Concern for the 14. Patriotism
Family and the Future 9. Truth 15. Promotion of
Generations 10. Justice Common Good

The Maka-Kalikasan
Cluster
16. Concern for the
environment

The following Good Citizenship Values enshrined in the Constitution will serve as
guidelines to daily life of government officials as well as all citizens and persons living in the
Philippines if they are to enjoy the blessings of independence and democracy:

1. FAITH IN THE ALMIGHTY GOD – Be God-fearing and live according to His will.
The 1935, 1973 and 1987 Constitutions are one in recognizing the existence of an all-
powerful Supreme Being who guides the destinies of nations.

2. RESPECT FOR LIFE – Recognize the absolute value of human life and the human
dignity of every person. Do not inflict harm on others. Preservation of human life is a
fundamental value in society and that respect for life transcends individual, religious and
diverse cultural values. It is a foundational value of all societies in which reasonable
people would want to live.

3. ORDER – Respect the human rights of one another and comply with your duties
and responsibilities. Orderliness and being organized is important as opposed to chaos
and disorder. God Himself is a God of order, and from a practical viewpoint, it makes
things simpler and smoother for us and others.

4. WORK – Be diligent and earn an honest living. Do not engage in crime and
corruption. We have a moral obligation to exercise our personal capabilities of mind,
muscle, and spirit in a way that will return to the Lord, our families, and our society the
fruits of our best efforts. To do less is to live our lives unfulfilled. It is to deny ourselves
and those dependent upon us opportunity and advantage. We work to earn a living, it is
true; but as we toil, let us also remember that we are building a life. Our work determines
what that life will be.

5. CONCERN FOR THE FAMILY AND THE FUTURE GENERATIONS – Look after
the welfare of your family and the future generation

6. LOVE – Look after the good and welfare of one another. This refers to the concern for
a person as a human being created by God. It necessarily includes respect for his human
dignity which entitles him to a recognition of his rights and claims on society to realize his
best self. Love carries responsibilities and duties to oneself and to others. It is the key to
attainment of truth, justice, freedom, equality and peace.

7. FREEDOM – Assert your rights to be able to do the right things. This means not only
absence of restraint from state interference, but also opening of opportunities for the
individual to realize the perfection of his personality.

8. PEACE - Live and work together in harmony. Avoid violence as a way of settling
disputes. This means calmness of mind and tranquility of the heart arising from freedom
from fear and want. Peace is a state of order and security in a community because of the
rule of law and justice. It is freedom from harassment and disturbance. Peace is harmony
in personal and social relations.

9. TRUTH – Stand up for the truth and avoid intrigue and mudslinging. This means that
the people’s expectation that the acts, words or statements, judgment, or idea of the highest
leaders of the country should simply accord with fact, common sense or reality logically.
They should not engage in lies, perversions or distortions of truths and values, or
manipulations of minds to achieve their personal and selfish political purposes.

10. JUSTICE – Give everyone their due. Do not oppress or take advantage of anyone.
Justice, in its social aspect, envisions a society without poverty, where the individual
enjoys the minimum economic precondition for the enjoyment of human rights. In its
criminal aspect, it means bringing retribution and just punishment to those who violated
the civil and political rights guaranteed by the Constitution, those who damaged the
national economy to amass unexplained wealth through graft and corruption and use of
state power, influence or connections.

11. UNITY - Work together and share with one another. Unity is being together or at one
with someone or something. It's the opposite of being divided. This is a word for
togetherness or oneness.

12. EQUALITY – Treat one another as brothers and sisters being children of one God
and one nation. This means not only equality before the law or legal equality but equality
of opportunity to seek the perfection of one’s self and achieve self-fulfillment.
13. RESPECT FOR THE LAW AND THE GOVERNMENT – Obey the laws of the land
and support government programs. The recognition of rights and freedom is the function of
law. No society or community is possible without the rule of law. The rule of law is the
guarantor and protector of civil and political rights as well as social, economic, and cultural
rights against abuse or misuse of power.

14. PATRIOTISM - Place the good of the country above one’s own. There are, actually, a
lot of ways to demonstrate your patriotism. Waving the flag is an obvious way, but
anything that celebrates your country or makes it stronger is a great display of patriotism.
Whenever a country is at war, people are more vocal about their patriotism,
playing patriotic songs and making speeches full of national pride.

15. PROMOTION OF COMMON GOOD - Put the welfare of the greater number of
people over one’s own. Do not be greedy and selfish. It is imperative that no
one...indulge in a merely individualistic morality. The best way to fulfill one's
obligations of justice and love is to contribute to the common good according to one's
means and the needs of others, and also to promote and help public and private
organizations devoted to bettering the conditions of life.

16. CONCERN FOR THE ENVIRONMENT - Keep your surroundings clean and conserve
our natural resources. As human beings, we have our own wants and needs, as well as our
own hopes and dreams for the future. Our wants, needs, and dreams drive our actions and
affect the ways in which we treat and interact with the environment around us.

What are the Duties and Obligations of the Filipino Citizens?

We should always remember that for every right we are enjoying as enumerated in the
Bill of Rights of our Constitution, it is coupled with corresponding obligation. The following are
the important duties and obligations of every Filipino citizen:

1. To be loyal to the Republic. Our country is our home, the seat of our affections and the
source of our happiness and well-being. We have to manifest our love and devotion to our
country, and faith and confidence to our government, by respecting our customs, traditions,
language, institutions, and to be proud of being a Filipino.

2. To defend the State. Considering the fact that our country is our home and we receive
benefits and protection from the State, it is our prime duty and honor to love and defend it
at all cost against any threat and peril whether from within or from without.

3. To contribute to the development and welfare of the State. We can contribute to the
development and welfare of the Sate by paying our taxes willingly and promptly, by helping
maintain peace and order, by conserving our natural resources, by patronizing local products
and by engaging in productive work.

4. To uphold the Constitution and obey the laws. Disregard of the law and the Constitution
would enhance instability of peace and order situation and would lead to the collapse of our
country. It is our prime obligation to uphold the Constitution and obey the laws.
5. To cooperate with duly constituted authorities. Respect of authority is a condition needed
to regulate the affairs and relationship of the people in a given society. If the citizens do not
cooperate with the duly constituted authorities, it will be hard for the government to succeed
in its endeavor to attain the common good of the people.

2. NATIONALISM AND PATRIOTISM

Nationalism and patriotism are often used interchangeably, meaning one for the other.
There is, however, a wide distinction between nationalism and patriotism as political concepts.
Nationalism, etymologically, means love, care for, preservation and patronage of one’s native
land and everything in it—the country of birth of a national, whether it be Filipino or otherwise.

To be a Filipino nationalist, therefore, the ethnological ramifications of nationalism must

all be present in one’s being. This implies a heartfelt dedication for the love, care, and
preservation of the Philippines and everything that is identified with it: the Philippine territory,
the inhabitants, Philippine sovereignty, its government, all things that represent and symbolize
the country; the aspirations, hopes, dreams and needs of the Filipino people.

On the other hand, patriotism is taken from the Latin term pater, which literally means
“father”. Patriotism is the willingness and determination to lay down one’s life for the
fatherland—the constant resolve to sacrifice one’s life and limb for the preservation of the State.
It is the total realization of that love for the country, which is nationalism. In other words, to be
patriotic is to be nationalistic. Conversely, one cannot be patriotic without being nationalistic.

The Philippine Flag

The Philippine flag, one of the national symbols of the country, has a rich story behind it as
it ‘stood as witness to the glorious events’ of Philippine history. While it symbolizes the nation’s
ideals, patriotism, and aspirations, the flag also stands for the freedom that Filipino revolution
leaders and ancestors had fought and died for.

The earlier design of the current Philippine flag was conceptualized by Emilio
Aguinaldo during his exile in British Hong Kong in 1897. The first flag was sewn by Marcela
Mariño Agoncillo, with the help of her daughter Lorenza and Delfina Herbosa Natividad (a niece
of Propagandista José Rizal).

Today’s Philippine flag was first displayed during a battle in May 28, 1898 (hence, the date
of the Philippine Flag Day). In June 12, 1898, it was unveiled at the Aguinaldos’ mansion in
Kawit, Cavite in proclamation of the Philippine Independence. From 28th May to 12th June of
each year, the display of the Philippine Flag is symbolic of the struggles and sacrifices of
Filipino heroes who chose to fight for freedom and independence.

Construction
The flag's length is twice its width, giving it an aspect ratio of 1:2. The length of all the sides of
the white triangle are equal to the width of the flag. Each star is oriented in such manner that one
of its tips points towards the vertex at which it is located. Moreover, the gap-angle between two
neighbors of the 8 ray-bundles is as large as the angle of one ray-bundle (so 22.5°), with each
major ray having double the thickness of its two minor rays. The golden sun is not exactly in the
center of the triangle but shifted slightly to the right. This flag is waved when having ceremonies.

The flag shall be displayed in all public buildings, official residences, public plazas, and
institutions of learning every day throughout the year. The period from May 28 to June 12 of
each year is declared as Flag Days, during which period all offices, agencies and
instrumentalities of government, business establishments, institutions of learning and private
homes are enjoined to display the flag. The flag shall be permanently hoisted, and be properly
illuminated at night throughout the year, in front of the following:

1. Malacañang Palace;
2. The Congress of the Philippines building;
3. Supreme Court building;
4. The Rizal Monument in Luneta, Manila;
5. Aguinaldo Shrine in Kawit, Cavite;
6. Barasoain Shrine in Malolos, Bulacan;
7. Tomb of the Unknown Soldier, Libingan ng mga Bayani;
8. Musoleo de los Beteranos dela Revolucion;
9. All International Ports of Entry and
10. All other places as may be designated by the National Historical Institute.

Half-Mast

The flag shall be flown at half-mast as a sign of mourning on all the buildings and places
where it is displayed, as provided for in this Act, on the day of official announcement of the
death of any of the following officials:

a) The President or a former President, for ten (10) days;

b) The Vice-President, the Chief Justice, the President of the Senate and the Speaker of
the House of Representatives, for seven (7) days; and
c) Other persons to be determined by the Institute, for any period less than seven (7) days.

The flag shall be flown at half-mast on all the buildings and places where the decedent was
holding office, on the day of death until the day of interment of an incumbent member of the
Supreme Court, the Cabinet, the Senate or the House of Representatives, and such other persons
as may be determined by the Institute.

The flag when flown at half-mast shall be first hoisted to the peak for a moment then
lowered to the half-mast position. The flag shall again be raised to the peak before it is lowered
for the day.
Prohibited Acts

It shall be prohibited:

a) To mutilate, deface, defile, trample on or cast contempt or commit any act or omission
casting dishonor or ridicule upon the flag or over its surface;
b) To dip the flag to any person or object by way of compliment or salute;
c) To use the flag:
1) As a drapery, festoon, tablecloth;
2) As covering for ceilings, walls, statues or other objects;
3) As a pennant in the hood, side, back and top of motor vehicles;
4) As a staff or whip;
5) For unveiling monuments or statues; and
6) As trademarks, or for industrial, commercial or agricultural labels or designs.
d) To display the flag:
1) Under any painting or picture;
2) Horizontally face-up. It shall always be hoisted aloft and be allowed to fall
freely;
3) Below any platform; or
4) In discotheques, cockpits, night and day clubs, casinos, gambling joints and
places of vice or where frivolity prevails.
e) To wear the flag in whole or in part as a costume or uniform;
f) To add any word, figure, mark, picture, design, drawings, advertisement, or imprint of
any nature on the flag;
g) To print, paint or attach representation of the flag on handkerchiefs, napkins, cushions,
and other articles of merchandise;
h) To display in public any foreign flag, except in embassies and other diplomatic
establishments, and in offices of international organizations;
i) To use, display or be part of any advertisement or infomercial; and
j) To display the flag in front of buildings or offices occupied by aliens.

PLEDGE TO THE FLAG

The following shall be the Pledge of Allegiance to the Philippine flag:

Ako ay Pilipino
Buong katapatang nanunumpa
Sa watawat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, katarungan at kalayaan
Na pinakikilos ng sambayanang
Maka-Diyos
Maka-tao
Makakalikasan at
Makabansa.

Such pledge shall be recited while standing with the right hand with palm open raised
shoulder high. Individuals whose faith or religious beliefs prohibit them from making such
pledge must nonetheless show full respect when the pledge is being rendered by standing at
attention.

HOW TO FOLD THE PHILIPPINE NATIONAL FLAG

THE NATIONAL ANTHEM

The National Anthem is entitled Lupang Hinirang. The National Anthem shall always be
sung in the national language within or without the country. The following shall be the lyrics of
the National Anthem:
Bayang magiliw,
Perlas ng Silanganan
Alab ng puso,
Sa Dibdib mo'y buhay.
Lupang Hinirang,
Duyan ka ng magiting,
Sa manlulupig,
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula,
At awit sa paglayang minamahal.
Ang kislap ng watawat mo'y
Tagumpay na nagniningning,
Ang bituin at araw niya,
Kailan pa ma'y di magdidilim,
Lupa ng araw ng luwalhati't pagsinta,
Buhay ay langit sa piling mo,
Aming ligaya na pag may mang-aapi,
Ang mamatay ng dahil sa iyo

The rendition of the National Anthem, whether played or sung, shall be in accordance with
the musical arrangement and composition of Julian Felipe.

When the National Anthem is played at a public gathering, whether by a band or by singing
or both, or reproduced by any means, the attending public shall sing the anthem. The singing
must be done with fervor.

As a sign of respect, all persons shall stand at attention and face the Philippine flag, if there
is one displayed, and if there is none, they shall face the band or the conductor. At the first note,
all persons shall execute a salute by placing their right palms over their left chests. Those in
military, scouting, citizens military training and security guard uniforms shall give the salute
prescribed by their regulations. The salute shall be completed upon the last note of the anthem.

The anthem shall not be played and sung for mere recreation, amusement or entertainment
purposes except on the following occasions:

a) International competitions where the Philippines is the host or has a representative;

b) Local competitions;
c) During the "signing off" and "signing on" of radio broadcasting and television stations;
d) Before the initial and last screening of films and before the opening of theater
performances; and
e) Other occasions as may be allowed by the Institute.

All officials and employees of the national and local government, and any agency or
instrumentality thereof, including government-owned or controlled corporations, privately-
owned entities or offices displaying the national flag and government institutions of learning are
hereby directed to comply strictly with the rules prescribed for the rendition of the anthem.
Failure to observe the rules shall be a ground for administrative discipline.

THE NATIONAL MOTTO

The National Motto of the Philippines is set in law. It is contained in the Flag and Heraldic
Code of the Philippines (R.A. 8491). The National Motto shall be “Maka-Diyos, Maka-Tao,
Makakalikasan at Makabansa.”

THE NATIONAL COAT OF ARMS

The National Coat of Arms shall have:

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

THE GREAT SEAL

The Great Seal shall be circular in form. with the same specifications with
the national Coat of Arms, surrounding the arms is a double marginal circle
which the official name of the Philippines in Filipino was inscribed in. the
color of the arms shall not be deemed essential but tincture representation
must be used. The Great Seal must also bear the national motto of the
Philippines.
The Great Seal shall be affixed to or placed upon all commissions signed by
the President and upon such other official documents and papers of the
Republic of the Philippines as may be provided by law, or as may be
required by custom and usage. The President shall have custody of the Great
Seal.

3. LEADERSHIP AND THE YOUTH

Every leader has his or her own style and strategy. Further, their leadership styles and methods
will vary because they are influenced by multiple factors coupled with predicaments specific to
the nature, type and size of their organization.
As leadership expert Warren Bennis once stated, "leadership is the capacity to translate
vision into reality." Great leaders possess dazzling social intelligence, a zest for change, and
above all, a vision that allows them to set their sights on the things that truly merit attention. Not
a bad skill set for the rest of us, either.

It is the job of leaders to develop a vision—establish what matters and articulate why—set
direction, and inspire others. Recent research on the skills leaders need establishes the increasing
importance of inner resources of the psyche such as self-awareness and self-mastery.

What is Leadership?

Leadership is the process of influencing individuals or groups in such a manner as to

accomplish the organization’s mission, goals and objectives. It is likewise, the art of inducing
others to cooperate toward achieving a common goal. Leadership involves the personal
relationship of one person to another, the ability to directly influence his subordinates to
accomplish a given task.

1. What are the Functions of Leadership

a. Providing Vision – It is expected of every leader to develop a vision for the organization
through participatory management.
b. Achieving Goals – To make such vision a reality, it is very essential for the leader and
for the members of the organization to set goals or objectives.. It is the task of the leader
to see to it that the objectives set are achieved. Quality output can be assured if the
members are properly motivated by the leader.
c. Initiating Camaraderie and Smooth Relationships – Because of individual differences,
conflicts and disagreements cannot be avoided in every organization. It is the task,
therefore, of the leader to see to it that such misunderstanding be immediately resolved
so that by solving this conflict, harmonious relationship among the members of the
organization can be expected and achieved.

THE 7 HABITS OF HIGHLY EFFECTIVE PEOPLE

Habit 1: Be Proactive

Be Proactive is about taking responsibility for your life. You can't keep blaming everything
on your parents or grandparents. Proactive people recognize that they are "response-able." They
don't blame genetics, circumstances, conditions, or conditioning for their behavior. They know
they choose their behavior. Reactive people, on the other hand, are often affected by their
physical environment. They find external sources to blame for their behavior. If the weather is
good, they feel good. If it isn't, it affects their attitude and performance, and they blame the
weather.

Habit 2: Begin With the End in Mind

Focus time and energy on things that can be controlled. So, what do you want to be when
you grow up? That question may appear a little trite, but think about it for a moment. Are you--
right now--who you want to be, what you dreamed you'd be, doing what you always wanted to
do? Be honest. Sometimes people find themselves achieving victories that are empty--successes
that have come at the expense of things that were far more valuable to them. If your ladder is not
leaning against the right wall, every step you take gets you to the wrong place faster.
Habit 3: Put First Things First
To live a more balanced existence, you have to recognize that not doing everything that
comes along is okay. There's no need to overextend yourself. All it takes is realizing that it's all
right to say no when necessary and then focus on your highest priorities.

Habit 4: Think Win-Win

Most of us learn to base our self-worth on comparisons and competition. We think about
succeeding in terms of someone else failing--that is, if I win, you lose; or if you win, I lose. Life
becomes a zero-sum game. There is only so much pie to go around, and if you get a big piece,
there is less for me; it's not fair, and I'm going to make sure you don't get anymore. We all play
the game, but how much fun is it really?
Habit 5: Seek First to Understand, Then to Be Understood
Communication is the most important skill in life. You spend years learning how to read
and write, and years learning how to speak. But what about listening? What training have you
had that enables you to listen so you really, deeply understand another human being? Probably
none, right?
Habit 6: Synergize
To put it simply, synergy means "two heads are better than one." Synergize is the habit of
creative cooperation. It is teamwork, open-mindedness, and the adventure of finding new
solutions to old problems. But it doesn't just happen on its own. It's a process, and through that
process, people bring all their personal experience and expertise to the table. Together, they can
produce far better results that they could individually. Synergy lets us discover jointly things we
are much less likely to discover by ourselves. It is the idea that the whole is greater than the sum
of the parts. One plus one equals three, or six, or sixty--you name it.

Habit 7: Sharpen the Saw

Sharpen the Saw means preserving and enhancing the greatest asset you have--you. It
means having a balanced program for self-renewal in the four areas of your life: physical,
social/emotional, mental, and spiritual. Here are some examples of activities:

What are the Characteristics of Principle-Centered Leaders?

The basis for much of Covey’s theory on leadership is that ineffective people try to
manage their time around priorities, whereas effective people lead their lives and manage their
relationships according to principles—natural laws governing values that are universally valid.

1. They are continually learning - Principle-centered people are constantly educated by their
experiences. They read, they seek training, they take classes, they listen to others, they learn
through both their ears and their eyes. They are curious, always asking questions. They
continually expand their competence, their ability to do things. They develop new skills, and new
interests.
2. They are service-oriented - Those striving to be principle-centered see life as a mission, not
as a career. Their nurturing sources have armed and prepared them for service. In effect, every
morning they “yoke up” and put on the harness of service, thinking of others.
3. They radiate positive energy - The countenances of principle-centered people are cheerful,
pleasant, happy, Their attitude is optimistic, positive, upbeat. Their spirit is enthusiastic, hopeful,
believing.
4. They believe in other people - Principle-centered people believe in the unseen potential of all
people. They feel grateful for their blessings and feel naturally to compassionately forgive and
forget the offenses of others. They don’t carry grudges. They refuse to label other people, to
stereotype, categorize, and prejudge.
5. They lead balanced lives - They read, watch, observe, and learn. They are active socially,
having many friends and a few confidants. They are active intellectually, having many interests.
Within the limits of age and health, they are active physically. They have a lot of fun. They enjoy
themselves. Their actions and attitudes are proportionate to the situation—balanced, temperate,
moderate, wise.
6. They see life as an adventure - Principle-centered people savor life. Because their security
comes from within instead of from without, they have no need to categorize and stereotype
everything and everybody in life to give them a sense of certainty and predictability.
7. They are synergistic - Synergy is the state in which the whole is more than the sum of the
parts. They are change catalysts. They improve almost any situation they get into. They are
amazingly productive, but in new and creative ways. In team endeavors they build on their
strengths and strive to complement their weaknesses with the strengths of others.
8. They exercise for self-renewal - Finally, they regularly exercise the four dimensions of the
human personality: physical, mental, emotional, and spiritual. They participate in some kind of
balanced, moderate, regular program of aerobic exercise, that provides endurance—improving
the capacity of the body and brain to use oxygen—along with many other physical and mental
benefits.

Transformational Leadership

According to the idea of transformational leadership , an effective leader is a person who

does the following:

1. Creating an Inspiring Vision of the Future

A vision is a realistic, convincing and attractive depiction of where you want to be in the
future. Vision provides direction, sets priorities, and provides a marker, so that you can tell that
you've achieved what you wanted to achieve.
Therefore, leadership is proactive – problem solving, looking ahead, and not being satisfied
with things as they are.

Once they have developed their visions, leaders must make them compelling and
convincing. A compelling vision is one that people can see, feel, understand, and embrace.
Effective leaders provide a rich picture of what the future will look like when their visions have
been realized. They tell inspiring stories , and explain their visions in ways that everyone can
relate to.

Here, leadership combines the analytical side of vision creation with the passion of shared
values, creating something that's really meaningful to the people being led.

2. Motivating and Inspiring People

A compelling vision provides the foundation for leadership. But it's leaders' ability to
motivate and inspire people that helps them deliver that vision. For example, when you start a
new project, you will probably have lots of enthusiasm for it, so it's often easy to win support for
it at the beginning. However, it can be difficult to find ways to keep your vision inspiring after
the initial enthusiasm fades, especially if the team or organization needs to make significant
changes in the way that it does things. Leaders recognize this, and they work hard throughout the
project to connect their vision with people's individual needs, goals and aspirations.

What's particularly helpful here is when leaders have expert power . People admire and
believe in these leaders because they are expert in what they do. They have credibility, and
they've earned the right to ask people to listen to them and follow them. This makes it much
easier for these leaders to motivate and inspire the people they lead.

Leaders can also motivate and influence people through their natural charisma and appeal,
and through other sources of power , such as the power to pay bonuses or assign tasks to people.
However, good leaders don't rely too much on these types of power to motivate and inspire
others.

3. Managing Delivery of the Vision

This is the area of leadership that relates to management . Leaders must ensure that the
work needed to deliver the vision is properly managed – either by themselves, or by a dedicated
manager or team of managers to whom the leader delegates this responsibility – and they need to
ensure that their vision is delivered successfully.

Leaders also need to make sure they manage change effectively. This helps to ensure that
the changes needed to deliver the vision are implemented smoothly and thoroughly, with the
support and backing of the people affected.

4. Coaching and Building a Team to Achieve the Vision

Individual and team development are important activities carried out by transformational
leaders. To develop a team, leaders must first understand team dynamics. e.g. Bruce
Tuckman's Forming, Storming, Norming, and Performing theory .
A leader will then ensure that team members have the necessary skills and abilities to do
their job and achieve the vision. They do this by giving and receiving feedback regularly, and
by training and coaching people to improve individual and team performance.

Leadership also includes looking for leadership potential in others. By developing

leadership skills within your team, you create an environment where you can continue success in
the long term. And that's a true measure of great leadership.

Ten (10) Qualities of a Good Leader

Here’s a list of qualities I reckon you need to lead. I think they account for most situations.

1. Appreciative – A wise leader values their team and the person. Success is only achieved
with the help of others. What’s more, genuine appreciation provides encouragement,
develops confidence, and builds on strengths.
2. Confident – Trust and confidence in leadership is a reliable indicator of employee
satisfaction. Good leaders aren’t afraid of being challenged. Their confidence inspires.
3. Compassionate – Compassion is a strength. A good leader uses compassion to perceive
the needs of those they leads and to decide a course of action that is of greatest benefit to
the person and the team.
4. Courageous – Perhaps I should have put this at the top of my list? A courageous
leader is prepared to take risks when no one else will. A courageous leader has faith in
other people. A courageous leader raises difficult issues, is ready to give difficult
feedback, and share unpopular opinions.
5. Diligent – To persevere in conviction, courage, creativity, compassion, and character we
need diligence. Good leaders work hard.
6. Fair – Fairness is what people want. Good leaders don’t have favorites in the team. They
reward for results not partiality; they promise fairness.
7. Flexible – The good leader is able to flex. They alter and adapt their style according to the
situation, context and circumstances they experience. They welcome new ideas and
change.
8. Honest – Wise leaders are not afraid of communicating the truth to their people. Honesty
is about being truthful, having integrity, and building trust. Honesty leads to better more
productive relationships.
9. Impartial – Good leaders are impartial. They recognize their biases, prejudices, and
predispositions. They also recognize biases in others and face them.
10 Responsive – Good leaders are responsive to the needs of those they lead. They adjust their
behavior to best match the situation. They listen to their team; they value their team.

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 Chapter 3 – Drug Education



Introduction Learning Objectives:

Drug education is the planned provision of After completing this chapter

information, resources, and skills relevant to living you should be able to:
in a world where psychoactive substances are 1. Develop the knowledge, skills
widely available and commonly used for a variety and attitudes to appreciate the
of both medical and non-medical purposes, some benefits of healthy living.
of which may lead to harms such
as overdose, injury, infectious disease such 2. Enumerate the general
as HIV or hepatitis C, or addiction. classification of drugs and how
Drug education enables children, youth and it can be abused.
adults to develop the knowledge, skills and
attitudes to appreciate the benefits of healthy 3. Explain the evil effects of drug
living, promote responsibility towards the use of and substance abuse;
drugs and relate these to their own actions and
those of others, both now and in their future lives. 4. Identify the symptoms of drug
It also provides opportunities for people to reflect abuse
on their own and others' attitudes to various
psychoactive substances, their use and the people
who use them.

1. THE NATURE OF DRUG AND DRUG ABUSE

What is a drug?

A drug is a chemical substance that affects the functions of the body or mind when taken
into the body or applied through the skin.

What is drug abuse?

Drug Abuse is the overuse of a drug without due regard to accepted medical practices
resulting in the individual’s physical, mental, emotional or behavioral impairment.

What is Drug Dependence?

Drug Dependence is a behavior brought about by drug abuse. It can either be physical or
psychological.
What is a Drug Abuser?

A Drug Abuser is another term for a drug addict which refers to an individual who is
dependent on a certain drug or drugs.

What are the Signs of Drug Abuse?

1. Persons who were once calm and courteous become aggressive.

2. Persons who are neat and well-groomed, become careless in their grooming. They wear
dark glasses and become dirty looking.
3. They become highly excited and display fits of anger.
4. They lose interest in their work in school, office and other fields.
5. Presence of hypodermic needles, vials and drug in their possessions.

What are the Different Classification of Drugs?

Drugs which are abused can be classified in various ways. The general classification
of drugs are:

a. Alcohol/Liquor
b. Narcotics ( Opium-based drugs )
c. Cannabis Sativa ( Marijuana )
d. Depressants ( Sedatives )
e. Stimulants ( Synthetic )
f. Hallucinogens
g. Tranquilizers
h. Inhalants

a. Alcohol/Liquor

The term alcohol refers to alcoholic beverages, whose effects are related to their alcoholic
content and to the level of alcohol in the blood resulting from their misuse.
Alcohol which is extracted from chemical compound, ethyl and hydrocarbon, is a
dangerous chemical substance which triggers the central nervous system and may damage
vital human organs.
Like any other drug dependent, alcoholics prefer a brand of liquor that works fast, such
as gin, whisky, rhum and brandy, because of the percentage of alcohol mixture.
1) What are the Effects of Alcohol Use?
 Gives a feeling of relaxation and loss of inhibitions.
 A sense of excitement due to release of inhibition.
 Motor activity, motor skills and coordination are disrupted.
 Deep intoxication causes disturbance in bodily processes.
 Superficial blood vessels are dilated causing warm feeling.
 Deep intoxication can lead to coma and death.
 Consciousness begins to wane and cause mental dullness.
 Loss of self-control resulting in violent behavior.
2) How are Alcohol/Liquor Abused?

Alcohol depresses the action of the central nervous system, and is not a stimulant as is
frequently thought. Its action is the same as that of other general anesthetic.

Prolonged and excessive use of alcohol will result in damage to the brain with symptoms of
tremors, cirrhosis of the liver, damage to digestive system, and associative malnutrition. Small
amount of alcohol could affect coordination.

b. Narcotics

Narcotics or opiates are sedatives that relieve pain. In many people, but not all, they produce
a euphoric and relaxed feeling. The narcotics include morphine, codeine and heroin. These
drugs, especially heroin, generally cause intense physical and psychological dependence when
used in large doses continually.

The effects of drugs can vary. The same dose of a drug may produce quite different reactions
in different people and in the same person on different occasions (Bardo & Risner, 1985). Why?
Physiological processes, such as metabolism and absorption by tissues, vary from one person to
the next and within each individual over time. Partly because very young people and the elderly
have lower rates of metabolism than others do, they tend to experience relatively strong reactions
to drugs. Stress can also influence the effects of a drug. Being under stress causes physiological
changes that may increase a drug’s impact.

1) What are the Effects of Narcotics?

 Gives a short-lived feeling of euphoria.

 Narcotics tend to reduce the size of the pupils of the eyes causing reduced vision.
 Causes drowsiness and decreased physical activity.
 Large dosage causes nausea, vomiting and difficulty in breathing.
 Repeated use results in tolerance which finally leads to drug dependence.
 Larger doses may induce coma with slow, shallow respiration.
 Overdose causes convulsion, followed by the stopping of breathing that can lead to death.

2) How are Narcotics Abused?

Narcotics are usually abused by sniffing, smoking, or administered through the skin or skin-
popping and intravenously by means of injections. Cough syrups with narcotic content are
usually taken in large doses by addicts to get the desired narcotic effect.

3) What are Withdrawal Symptoms?

Discontinuation of narcotics can produce increased excitability of the user’s bodily function
due to habitual use. With the deprivation of narcotic the usual withdrawal symptoms are:

1. Complaints, demands and begging pleas of the user are encountered.

 Eyes become watery, there is profuse perspiration and runny nose.
 The user falls into a restless sleep.
 As deprivation continues, the user becomes restless, irritable, and loses his appetite,
insomnia sets in, bodily tremors are observed and severe sneezing begin to occur
which continues for three (3) days.
 The patient is weakened physically and emotionally depressed due to nausea and
vomiting. Diarrhea and stomach cramps are common.
 Both blood pressure and heart rate are elevated. There is excessive sweating
accompanied by chills.
 Pains in the bones and muscles occur due to muscle spasms and kicking movements.
At this point, the user becomes suicidal. Most of these symptoms will disappear in
even (7) to ten (10) days at most.

c. What are Types and Effects of Different Drugs?

1) Stimulants are chemicals that produce physiological and psychological arousal, keeping
the user awake and marking the world seem to race by. This category of drugs includes
amphetamines, caffeine, and cocaine, which can be inhaled, injected, or smoked
(“crack”). Chronic use of stimulants can produce mental confusion, exhaustion, and
weight loss-and can lead to psychological dependence. Physical dependence on
amphetamines, cocaine, or caffeine can develop; the withdrawal symptoms often are
subtle, but are still very influential on behavior.

2) Depressants decrease arousal and increase relaxation. People use these drugs to reduce
anxiety and induce sleep. Depressants include various tranquilizer (such as Valium) and
barbiturates, which are commonly called “downers”. Excessive and chronic use of
depressants interferes with motor and emotional stability and produces psychological
dependence. Addiction can develop with long-term use of depressants and can occur
rapidly for barbiturates

3) Hallucinogens produce perceptual distortions, such as when the body or mind feels light.
The most commonly used drug of this type is marijuana, which people use for the
relaxation and intoxication it causes. Other hallucinogens, such as mescaline, LSD
(lysergic acid diethylamine), and PCP (phencyclidine), often produce a feeling of
exhilaration. Hallucinogens have a relatively low potential for causing physical
dependence, but chronic use of these drugs can lead to psychological dependence.
Chapter 4
Disaster Risk Reduction and Management

Introduction Learning Objectives:

The Philippines is located in the

After completing this chapter you should be
circum-pacific belt of fire and typhoon.
able to:
This being so, the country has always
been subjected to natural disaster and 1. Enumerate the key statutes and international
calamities anytime of the year. In conventions that underpin disaster risk reduction
whatever part of the country, we have and management and other emergencies;
been experiencing yearly natural
calamities – floods, typhoons 2. Understand the operational concepts, structures
tornadoes, earthquakes, drought, fire, and priority actions relative to the Philippine
tsunamis and volcanic eruptions which Disaster Management System;
have brought incessant miseries to our
people, no to loss of lives and 3. Verbalize the basic concepts and principles
properties. involving disaster risk reduction and management.
In the mid-seventies and eighties, strong typhoons and torrential rains brought devastation to
Manila and large areas of central Luzon. The 1990 killer earthquake that hit several Luzon
provinces as well as Metro Manila and the effects of the 1991 Mt Pinatubo eruption had put the
National Disaster Coordinating Council (NDCC) in the forefront.

To enhance the people’s preparedness and ensure precision and spontaneity in responding to
emergencies or catastrophes, the NDCC which was changed to National Disaster Risk Reduction
Management Council or NDRRMC, together with the concerned agencies conduct regular
mobilization exercises and drills at all levels with the participation of the private agencies
concerned and the non-government organization.

1. OVERVIEW OF THE PHILIPPINE DISASTER MANAGEMENT SYSTEM

REPUBLIC ACT NO. 10121, known as the "Philippine Disaster Risk Reduction and Management
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 PAan, appropriating Funds therefore and For
Other Purposes.”

Salient Features of Republic Act 10121 s 2010

1. NDCC became National Disaster Risk Reduction and Mgt. Council or NDRRMC
2. Formulation of a National Disaster Risk Reduction and Management Framework and the
National Disaster Risk Reduction Plan
3. Framework for Climate Change Adaptation & Disaster Risk Reduction and Management
4. RDCC,PDCC,C/MDCC into Local Disaster Risk Reduction & Management Councils
5. OCD directors as Chair of the Regional Disaster Risk Reduction & Management Council
with Regional DSWD,DILG,DOST & NEDA as V-Chairs except Mindanao where the
Regional Gov acts as Chair and OCD as secretariat of the RDRRMC
6. BDCC integrated with the Barangay Development Council
7. Creation of the Local Disaster Risk Reduction & Management Office
8. Accreditation, mobilization and protection of Disaster Volunteers & National Service
Reserve Corp, CSO’s and the Private Sector
9. Integration of Disaster Risk Reduction Education into school curricula & SK Programs
as well as Mandatory Training for Public Sector Employees

2. DISASTER RISK REDUCTION AND MANAGEMENT CONCEPTS

Definition of Terms;

1. "Hazard" - a dangerous phenomenon, substance, human activity or condition that may cause
loss of life, injury or other health impacts, property damage, loss of livelihood and services,
social and economic disruption, or environmental damage.

2. "Risk" - the combination of the probability of an event and its negative consequences.

3. "Vulnerability" ~ the characteristics and circumstances of a community, system or asset that

make it susceptible to the damaging effects of a hazard. Vulnerability may arise from various
physical, social, economic, and environmental factors such as poor design and construction of
buildings, inadequate protection of assets, lack of public information and awareness, limited
official recognition of risks 12 and preparedness measures, and disregard for wise environmental
management.

4. "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.

5. "Adaptation" - the adjustment in natural or human systems in response to actual or expected

climatic stimuli or their effects, which moderates harm or exploits beneficial opportunities.

6. "Disaster Mitigation" - the lessening or limitation of the adverse impacts of hazards and
related disasters. Mitigation measures encompass engineering techniques and hazard-resistant
construction as well as improved environmental policies and public awareness.

7 "Disaster Preparedness" - the knowledge and capacities developed by governments,

professional response and recovery organizations, communities and individuals to effectively
anticipate, respond to, and recover from, the Impacts of likely, imminent or current hazard events
or conditions. Preparedness action is carried out within the context of disaster risk reduction and
management and aims to build the capacities needed to efficiently manage all types of
emergencies and achieve orderly transitions from response to sustained recovery

8. "Disaster Prevention" - the outright avoidance of adverse impacts of hazards and related
disasters. It expresses the concept and intention to completely avoid potential adverse impacts
through action taken in advance such as construction of dams or embankments that eliminate
flood risks, and seismic engineering designs that ensure the survival and function of a critical
building in any likely earthquake.

9. "Disaster Response" - the provision of emergency services and public assistance during or
immediately after a disaster in order to save lives, reduce health impacts, ensure public safety
and meet the basic subsistence needs of the people affected. Disaster response is predominantly
focused on immediate and short-term needs and is sometimes called "disaster relief'.

10. "Disaster Risk" - the potential disaster losses in lives, health status, livelihood, assets and
services, which could occur to a particular community or a society over some specified future
time period.

11. "Disaster Risk Reduction" - the concept and practice of reducing disaster risks through
systematic efforts to analyze and manage the causal factors of disasters, including through
reduced exposures to hazards, lessened vulnerability of people and property, wise management
of land and the environment, and improved preparedness for adverse events.

12. "Disaster Risk Reduction and Management" - the systematic process of using administrative
directives, organizations, and operational skills and capacities to implement strategies, policies
and improved coping capacities in order to lessen the adverse impacts of hazards and the
possibility of disaster. Prospective disaster risk reduction and management refers to risk
reduction and management activities that address and seek to avoid the development of new or
increased disaster risks, especially if risk reduction policies are not put in place.
DISASTER MANAGEMENT
CYCLE
CONCEPT OF CIVIL DEFENSE

The National Disaster Risk Reduction & Management Council (NDRRMC), formerly
known as the National Disaster Coordinating Council (NDCC), is a working group of various
government, non-government, civil sector and private sector organizations of the Government of
the Republic of the Philippines established by Republic Act 10121 of 2010. It is
administered by the Office of Civil Defense under the Department of National Defense. The
Council is responsible for ensuring the protection and welfare of the people
during disasters or emergencies. The National Disaster Risk Reduction and Management
Council plans and leads the guiding activities in the field of communication, warning signals,
emergency, transportation, evacuation, rescue, engineering, health and rehabilitation, public
education and auxiliary services such as fire fighting and the police in the country.

OPERATIONAL POLICIES OF NDRRMC

Upon the declaration of a state calamity by the President, priority assistance is instantly
extended to victims in terms of relief operations, medical assistance, immediate repair of vital
infrastructures which were damaged by natural disasters and resettlement of calamity victims.
Calamity funds are released directly to the implementing departments and agencies. Funds
released to the Department of Social Welfare and Development are used for emergency relief and
rehabilitation assistance to affected areas and disaster victims. Funds released to the Department
of Health are used in the procurement of needed medicines and for medical assistance to disaster
victims.

Declaration of State of Calamity

 The National Council shall recommend to the President of the Philippines the
declaration of a cluster of barangays, municipalities, cities, provinces, and regions under
a state of calamity, and the lifting thereof, based on the criteria set by the National
Council.
 The President's declaration may warrant international humanitarian assistance as
deemed necessary.
 The declaration and lifting of the state of calamity may also be issued by the local
sanggunian, upon the recommendation of the LDRRMC, based on the results of the
damage assessment and needs analysis.

3. PHILIPPINE GEOGRAPHIC HAZARDS AND DISASTER RISK PROFILE

The Philippines is considered one of the most disaster-prone countries in the world.
Its location makes it vulnerable to a variety of natural disasters. Lying on the western rim of the
pacific and along the circum-pacific seismic belt, it is subject to storms, typhoons, earthquakes,
floods, volcanic eruptions, droughts and faces other natural hazards. Disasters are a serious threat
to people and economic assets, particularly in densely populated areas. At least 60 percent of the
total land area of the country is exposed to multiple hazards, and as a result 74 percent of its
population is vulnerable.

With 268 recorded disaster events over the last three decades, the Philippines ranks
8th according to World Bank’s Natural Disaster Hotspot list of countries most exposed to
multiple hazards . Almost 30 percent of the disasters that occurred in Southeast Asia for the
period 1990-2009 occurred in the Philippines.

Historic Overview of Disasters

Earthquakes: The U.S. Geological Survey lists 168 significant (with a magnitude of 6.5+
on the Richter scale) earthquakes in the Philippines since 1959, equivalent to an event every 2.5
years. The Philippine Institute of Volcanology and Seismology (PHIVOLCS) has recorded 12
destructive earthquakes in the last 40 years; the most damaging of which were the 1976
Mindanao Earthquake, which killed approximately 6,000 and caused about US $400 million (in
present value) in damage, and the 1990 Central Luzon Earthquake, which killed over 1,000
people and caused damages of about US $400 million (in present value).

Volcanoes: Out of 220 volcanoes in the archipelago, 22 are classified as active. The most
active volcanoes in the Philippines are Bulusan, Mayon, Canlaon and Taal. The most recent
major eruption in the country is the Mount Pinatubo eruption in June 1991. PHIVOLCS forecast
of the event saved at least 5,000 lives and US $250 million worth of property and infrastructure.
A review of historic record indicates that central and southern Luzon are likely to experience a
significant eruption about once every three years, with a major eruption perhaps every few
decades. Mayon and Taal are the most active of these volcanoes.

Tropical cyclones: The climate of the Philippines is tropical and is strongly affected by
monsoon (rain-bearing) winds, which blow from the southwest from approximately May to
October and from the northeast from November to February. From June to December, an average
of twenty typhoons hits the country accompanied by strong winds, intense rainfall and flooding.
Five to seven of which are expected to be destructive. Most storms come from the southeast,
with their frequency generally increasing from south to north. Luzon has significantly higher risk
than the southern part of the country, where typhoons are heaviest in Samar, Leyte, eastern
Quezon Province and the Batanes Islands.

Flooding: Floods are usually triggered by typhoons, tropical depression and continuing
heavy rains. They are also triggered by man-made causes such as dam failures, blockage of water
ways by garbage and improper design of street drainage.

Exposure and Vulnerability

The average annual damage caused by disasters amounts to Pesos 19.7 billion in the past
two decades, equivalent to an average of 0.5 percent of GDP each year. In addition, agricultural
damage is estimated at Pesos 12 billion per annum, and an average of 1,008 people are killed
annually by natural disasters. Typhoons are the most frequent and the most damaging of all
natural disasters in the Philippines. The poor are the most vulnerable to the damage caused by
natural disasters as they are the ones left homeless and whose livelihoods are destroyed by the
vagaries of the weather. Since almost one-third of the country’s employment is based on
agriculture, natural disasters have contributed to the increasing incidence of poverty, especially
in the rural areas.

In urban areas, those living in calamity-prone areas such as riverbanks and estuaries
are vulnerable to natural and man-made disasters. Those in flood-prone areas, along the
coast and on steep slopes in upland areas are also at risk. Natural disasters increase their
vulnerability and perpetuate deprivation and marginalization.

As a result of 121 disasters that struck the country from 2000 to 2008, more than 36
million people were affected, 8,177 lives were lost, 374,798 became homeless and 6,261 were
injured.

Hazards in the Philippines

Hazards may be categorized into natural and anthropogenic hazards. Climate and
weather-related hazards, such as typhoons and droughts, as well as geophysical hazards, like
earthquakes, volcanic eruptions and tsunamis, are natural hazards. Anthropogenic, or man-made,
hazards include deforestation, mining and climate change.

1. Natural Hazard

A natural hazard is defined as a natural process or event that is potentially damaging in

that it may result in loss of life or injury, loss of property, socio-economic destruction or
environmental degradation. Climate- and weather-related hazards, in particular, refer to the direct
and indirect effects of observed changes and/or projected deviations from present-day conditions
of natural climate events (such as increases and decreases in precipitation and temperature); and
impacts of changes in the frequencies and occurrences of extreme weather/climate events (such
as tropical cyclones, droughts, and El Niño and La Niña events).

a. Geophysical Hazards

Geophysical events are destructive phenomena. However, these are part of the normal
functioning of our dynamic planet. These so called hazards are due to naturally occurring
processes in the earth's interior.

Four hazards are considered under this category: Earthquakes, earthquake-induced

landslides, tsunamis and volcanic eruptions. Sources of data for these hazards include the
Philippine Institute of Volcanology and Seismology (PHIVOLCS) and the Earthquake and
Natural Resource Atlas of the Philippines of 1998.

A natural process that is hazardous is the movement of lithospheric plates (the solid crust
and a few kilometers of the upper mantle), which causes the tectonic earthquakes. US
Geological Survey defines the term earthquake as "both sudden slip on a fault, and the resulting
ground shaking and radiated seismic energy caused by the slip, or by volcanic or magmatic
activity, or other sudden stress changes in the earth (i.e. event by man made explosions)".

Furthermore, the resulting ground motion due to an earthquake produces another natural
hazard such as landslides and tsunamis. Landslide is the downslope movement of soil and/or
rock.

Tsunami is a sea wave of local or distant origin that results from large-scale seafloor
displacements associated with large earthquakes, major submarine slides, or exploding volcanic
islands.

One other example of a hazard is the ascent of molten material called magma beneath the
earth's surface, which results to eruptions of a volcano. A volcano is a vent at the Earth's surface
through which magma (molten rock) and associated gases erupt, and also the cone built by
effusive and explosive eruptions.

b. Hydro-meteorological Hazard:

Typhoon, Thunderstorms, Flashflood, Flood, Coastal storm surges, El Niño, La

Niña, Tropical cyclones, Hailstorms, Tornados, Blizzards heavy snowfall, Avalanches, Drought,
Heatwaves, Cold spells
Typhoon • An extremely large, powerful and destructive storm that occurs especially in
the region of the Philippines or the China Sea.
Thunderstorm • Is a weather condition generally characterized by heavy rain, thunder and
lightning and a possibility of tornado.
Flashflood • A local flood of short duration generally resulting from heavy rainfall in the
immediate vicinity.
Flood • Generally referred too as the RUNNING and OVERLAYING of water on land
that are not ordinary covered by it.
Storm Surge • Escalating seawater to the coast above normal sea level
El Niño • A flow of unusually warm water along the western coast of South America that
causes many changes in weather in other places.
La Niña • La Niña is a climate pattern that describes the cooling of surface ocean waters
along the tropical west coast of South America. La Nina is considered to be the counterpart to El
Nino, which is characterized by unusually warm ocean temperatures in the equatorial region of
the Pacific Ocean.

c. Biological Hazards

Micro-organisms are a large and diverse group of organisms that exist as single cells or cell
clusters (Brock and Madigan 1988). Microbial cells are thus distinct from the cells of animals
and plants, which are unable to live alone in nature but can exist only as parts of multicellular
organisms.
Very few areas on the surface of this planet do not support microbial life, because micro-
organisms have an astounding range of metabolic and energy-yielding abilities and many can
exist under conditions that are lethal to other life forms.

Four broad classes of micro-organisms that can interact with humans are bacteria, fungi,
viruses and protozoa. They are hazardous to workers due to their wide distribution in the
working environment. There are three major sources of such microbes:

 those arising from microbial decomposition of various substrates associated with

particular occupations (e.g., mouldy hay leading to hypersensitivity pneumonitis)
 those associated with certain types of environments (e.g., bacteria in water supplies)
 those stemming from infective individuals harboring a particular pathogen (e.g.,
tuberculosis).

2. Anthropogenic or Technological Hazards – These are man-made hazards which

include deforestation, mining and climate change.

3. Environmental degradation: Environmental degradation has hugely contributed to

increasing natural disaster occurrence in the Philippines. Demographic growth and poor land-use
planning have led to the massive depletion of natural resources and destruction of the
environment. Flash flooding, landslides and drought have increased in the past two decades as a
result of declining forest cover. Certain areas that have substantially lost their forest cover are
also more exposed to typhoons.

What is the role of the government agencies during disaster and calamity operations?
Since the DND and the AFP possess the capability to react to natural calamities with the
DND’s unique nature of organization and network of troops and asset disposition, an inter-agency
plan headed by the DND was organized specifically to put into realization an action oriented Civil
Defense Plan with the creation of the NDCC.
a. The Secretary of DILG is responsible for the establishment of operation centers of all
local government.
b. The Secretary of Education, Culture and Sports is tasked with organizing the disaster
control and reaction teams in large building for commercial and reaction purposes.
c. The Department of Trade and Industry Secretary is responsible for the organization
of disaster control and reaction teams in large building for commercial and reaction
purposes.
d. The Secretary of Department of Social Welfare and Development is tasked with
extending emergency relief assistance and social services to victims of strategy.

During disaster operations, all other disaster coordinating councils make available their
facilities and expertise relative to the effective implementation of the councils mission. Likewise,
the office of the Civil Defense prepares the national/regional disaster and calamity preparedness
plan in accordance with the approved disaster and calamity guidelines.

What is the role of the youth during natural calamities and man-made disorders?

All able- bodied young citizens of the land should get themselves involved in civic actions
in the community where she/he lives and should be ready to render assistance anywhere and
anytime their services are needed. More than anything else, it is everybody’s moral obligation to
assist her/his countrymen in distress.

In times of natural calamities or manmade disorders, the youth (ROTC cadets/cadettes)

should be willing and ready to render direct assistance to calamity victims in any of the following
areas:

a. Sorting, loading and distribution of relief goods

b. Administering first aid treatment on victims
c. Comforting and assisting in their rehabilitation
d. Disseminating information to concerned individual
e. Surveying of affected families and areas
f. Monitoring and liaisoning work
g. Civic action activities like:
1) Environmental and ecological protection
2) River and watershed control projects
3) Tree planting/forest fire control

Likewise, the concerned youth development agencies should establish coordination and
linkages to be set up before, during and after every disaster. By using the NDCC operational
model, the leadership in the youth development agencies, the corps of officers or coordinators, in
order to succeed in their chosen endeavor should:

a. Plan the chosen activities ahead of long time before any calamity strikes.
Joint/Participate in training exercise on disaster and relief operations.
b. See to it that resources that are available could meet the needs of chosen activities.
c. Coordinate all activities properly with the City, Provincial and Municipal Disaster
Coordinator Councils.
d. Organize the corps into various brigade or cadre. Assign the members’
responsibilities which they feel they can properly handle. Confidence in what is one is doing is the
key to success.
e. Work as a TEAM. Coordinate efforts with other organizations (NGO, PO, LGO or
religious organizations)
Chapter 5
Environmental Awareness and Protection
Introduction
Learning Objectives:
Environmental education is a process
which is very useful to human beings in order
to manage well their environment and instill After completing this chapter you
the right behavior that serves as key to should be able to:
sustainable development.
1. understand and verbalize concepts and
This module discuss the current principles of environmental education;
environmental situation in the Philippines. 2. value the importance of environmental
Due to the pressures of population and education as a way of developing the youth
technology, the biophysical environment is to be good citizens;
being degraded, sometimes permanently. 3. explain why we need to protect our
This has been recognized, and governments environment;
have begun placing restraints on activities 4. discuss the guiding principles in solid
that cause environmental degradation. waste management; and
5. enumerate the different approaches to
Environmental protection is a practice of protecting thesolid
ecological natural environment
waste on individual,
management.
organizational or governmental levels, for the benefit of the natural environment and humans.
Since the 1960's, activity of environmental movements has created awareness of the various
environmental issues. There is no agreement on the extent of the environmental impact of human
activity, and protection measures are occasionally criticized.

Discussion concerning environmental protection often focuses on the role of government,

legislation, and law enforcement. However, in its broadest sense, environmental protection may
be seen to be the responsibility of all the people and not simply that of government. Decisions
that impact the environment will ideally involve a broad range of stakeholders including
industry, indigenous groups, environmental group and community representatives. Gradually,
environmental decision-making processes are evolving to reflect this broad base of stakeholders
and are becoming more collaborative in many countries.

1. BASIC CONCEPTS AND LAWS GOVERNING ENVIRONMENTAL EDUCATION

Environmental education may best be defined as a process directed at creating awareness
and understanding about environmental issues that leads to responsible individual and
group actions. Successful environmental education focuses on processes that promote critical
thinking, problem solving, and effective decision-making skills. Environmental education utilizes
processes that involve students in observing, measuring, classifying, experimenting, and other data
gathering techniques. These processes assist students in discussing, inferring, predicting, and
interpreting data about environmental issues.
Quality environmental education concentrates on the educational process. It is non-biased
and science-based. Environmental educators may consider themselves environmental advocates in
their personal lives. However, in their role as environmental educator they must remain neutral;
there is no room for personal beliefs to take center stage. It is important for environmental
educators to remember which role they are in when working with an audience.
Environmental problems and issues are complex and there are not simple answers. Often
there are many possible solutions or no obvious solution at all. It is through the processes of quality
environmental education that students can sort through the frequently biased, emotional, and
propagandized elements of environmental issues, weighing various sides of an issue in order to
make informed, balanced, and responsible decisions.

Related Laws in Promoting Environmental Education

a. Republic Act No. 9512 - Environmental Awareness and Education Act of 2008

An Act to promote environmental awareness through Environmental Education (EE), and

covers the integration of EE in the school curricula at all levels, be it public or private, including
day cares, preschools, non formal, technical, vocational, indigenous learning, and out-of-school
youth courses or programs.

Specifically, Section 2. Declaration of Policy states that:

Consistent with the policy of the state to protect and advance the right of the people to a
balanced and healthful ecology in accord with the rhythm and harmony of nature, and in
recognition of the vital role of the youth in nation building and the role of education to foster
patriotism" and nationalism, accelerate social progress, and promote total human liberation
and development, the state shall promote national awareness on the role of natural resources in
economic growth and the importance of environmental conservation and ecological
balance towards sustained national development

2. Republic Act No. 9003 - Ecological Solid Waste Management act of 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 therefore, and for other purposes.

3. Republic Act 9275 - The Philippine Clean Water Act of 2004

An act Providing for a Comprehensive Water Quality Management and for Other Purposes”

The Philippine Clean Water Act of 2004 aims to protect the country’s water bodies from
pollution from land-based sources (industries and commercial establishments, agriculture and
community/household activities). It provides for a comprehensive and integrated strategy to
prevent and minimize pollution through a multi-sectoral and participatory approach involving all
the stakeholders
4. Republic Act No. 8749 - otherwise known as the Philippine Clean Air Act,
An act providing for a comprehensive air pollution control policy and for other purposes

5. Republic Act No. 9147 - Wildlife Resources Conservation and Protection Act
An act providing for the conservation and protection of wildlife resources and their habitats,
appropriating funds therefor and for other purposes.

6. RA NO. 9175 – Chainsaw Act of 2002

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

2. THE SEVEN ENVIRONMENTAL PRINCIPLES OF NATURE

The key to understanding the environmental problems that we encounter today is to learn
about our ecosystem. This section highlights the basic environmental principles, varied types of
ecosystem, current environmental issues, anthropogenic activities that threat the environment and
the role of youth in protecting our environment.

1) Nature knows best.

This principle is the most basic and in fact encompasses all the others. Humans have to
understand nature and have to abide by the rules nature dictates. In essence, one must not go
against the natural processes if one would like to ensure a continuous and steady supply of
resources.

One natural process that needs serious attention is nutrient cycling. In nature, nutrients
pass from the environment to the organisms and back to the environment. Any disruption in the
cycle can bring about imbalance.

For example, burning of farm wastes instead of allowing them to decompose naturally
disrupts the cycle. In burning, most of the organic compounds are lost. The combustion products
bring greater havoc as in the case of carbon dioxide build-up, which results in the warming-up of
the earth, or the so-called "greenhouse" effect.

Nature has also its built-in mechanisms to maintain balance of homeostasis - the
availability of nutrients, conduciveness of the environment for growth and reproduction, and the
feeding relationships that exist between and among organisms which serve as population
controls. For example, the rat population is controlled by the presence and number of its
predators, e.g., snakes.

The use of chemical pesticides and fertilizer disrupts check and balance in the ecosystem.
Pesticides can either kill vital organisms directly or induce genetic changes that result in resistant
pests or organisms. Chemical fertilizers increase the acidity of the soil through time making a
number of nutrients unavailable and thus, unfit for the survival of plants and other organisms.
History and our experiences are full of examples to prove the validity of this principle. In
fact, this principle only surfaced when many of the detrimental effects of technology were
recognized and coined thereon as "ecological backlash."

2) All forms of life are important.

Each organism plays a fundamental role in nature. Since such occupational or functional
position, otherwise known as niche, cannot be simultaneously occupied by more than one specie,
it is apparent that all living things must be considered as invaluable in the maintenance of
homeostasis in the ecosystem.

It is easy to appreciate the beautiful butterflies, especially knowing their important role in
pollination. The giant beasts – the elephants, the whales, the alligators – are objects of awe and
the products they yield – ivory, oil, leather, respectively – are highly prized. But when it comes
to unlovely, wriggly, and troublesome creatures, this principle is unusually overlooked.

For instance, it has been customary for many to step on any wriggling creature (e.g.
earthworms) without even considering why God made them in the first place. People also react
adversely to the presence of snakes. At home, spiders are looked at with disdain. Awareness of
the snakes' role in limiting the rat population and of the spiders' role in checking the population
of mosquitoes and flies may, however, change this attitude.

3) Everything is connected to everything else.

This principle is best exemplified by the concept of the ecosystem. In an ecosystem, all
biotic and amniotic components interact with each other to ensure that the system is perpetuated.
Any outside interference may result in an imbalance and the deterioration of the system.

In a lake ecosystem, the organisms are linked to one another through their feeding
habit/level and are also dependent on other physico-chemical factors in the lake (e.g. amount of
nutrients, amounts and types of gases, temperature, PH, etc.). At the same time, the physico-
chemical factors in the lake are influenced by the terrestrial environment that surrounds it. The
fertilizers that reach the lake cause a faster growth of phytoplankton, which may lead to algae
bloom, red tide, or other such phenomena.

This principle may be discussed in local, regional, or global perspective. Deforestation in

the mountains may affect the lowlands through floods, drought, and erosion. Whatever happens
to one country may affect other countries. An example of this is the Chernobyl accident, which
affected a lot of countries through the transfer of radioactive substances by natural agents such as
wind and water, as well as human activities like the export of contaminated food.

4) Everything changes.

It is said that the only permanent thing is change. As a general classification, change may
be linear, cyclical or random. As example of linear change is evolution of species, which has
brought about higher and more complex types of organisms. Cyclical change may be exemplified
by seasons and the rhythms in floral and faunal life stages that go with the seasons. An example
of random change is the eruption of Mt. Pinatubo, which brought about great upheaval in many
parts of Luzon and changes in the topography of the land.

The environment is constantly changing. Organisms also evolve through time. However,
man’s technology has affected these natural changes often to a problematic extent. Although
mutation is a natural change, pesticides have induced insect mutations, which are not matched by
natural checks and balances.

Humans should rethink their relationship with the environment. Changes that they think
may be beneficial to the environment often turn out to be disastrous. Environmental technologies
should be given priority if man would want more positive changes in the environment.

5) Everything must go somewhere.

When a piece of paper is thrown away, it disappears from sight but it does not cease to
exist. It ends up elsewhere. Gases released in smokestacks may disperse but it will end up a
component of the atmosphere or brought down by rains. What a particular type of waste does to
the earth's repository should be of concern to us. It may be a pollutant or a resource depending on
certain factors.

Since wastes are not lost to oblivion, and even goes back to one's own backyard in some
other forms, it is important that one becomes aware of the different types of wastes – whether
they are hazardous or not. Classification of wastes facilitates their proper disposal and
minimizes, if not prevents, the entry of toxic wastes in vital ecosystems and ensures reconversion
into useful forms.

6) Ours is a finite earth.

The earth’s resources can be classified as either renewable or non-renewable. Renewable

resources are those that can easily be replenished by natural cycles (e.g. water, air, plants, and
animals) while non-renewable resources are those that cannot be replenished through natural
cycles (e.g. ores of various metals, oil, coal).

Although renewable resources can be replenished, it is important to note that these are
renewable only as long as they are not overused nor destroyed from such factors such as
pollution. To ensure that these resources will be continually replenished, it is essential to know
how much of a resource can be consumed at a given time to balance the rate of exploitation with
the rate of replenishment.

Just how long would the earth be able to sustain demands on its resources? This is a
question that needs serious reflection. Unless the factors of population growth, lifestyles, and
polluting technologies are checked, the collapse of the earth might be inevitable.

Awareness of the earth's limited resources leads to a conscious effort to change one's
consumerist attitude as well as to develop processes and technology that would bring about
effective recycling of a great number of resources.
7) Nature is beautiful and we are stewards of God’s creation.

Among all creatures, humans are the only ones made in God's image and have been given
the right to have dominion over all His creations. Being the most intelligent and gifted with
reason, humans are capable of manipulating creation to their own advantage. Yet, creation exists
not to be ravaged or abused but to be taken care of. Humans cannot exist without nature. They
are co-natural with the environment they live in. If the environment they live in is destroyed,
with it will go Homo Sapiens.

This principle is inherent in all religious and tribal beliefs. Teachings of Christianity,
Buddhism, and Islam enjoin everyone to respect all life and the order of nature. Words of Chief
Seattle, Macli-ing Dulag, and Chito Mendez point to our duty to discern the true worth of
modern systems and techniques to reject those that degrade, and promote those that elevate the
human condition.

3. CLIMATE CHANGE

Climate change is a change in the usual weather found in a place. This could be a change
in how much rain a place usually gets in a year. Or it could be a change in a place's usual
temperature for a month or season. Climate change is also a change in Earth's climate. This
could be a change in Earth's usual temperature. Or it could be a change in where rain and snow
usually fall on Earth. Weather can change in just a few hours. Climate takes hundreds or even
millions of years to change.

Climate change, also called global warming, refers to the rise in average surface
temperatures on Earth. An overwhelming scientific consensus maintains that climate change is
due primarily to the human use of fossil fuels, which releases carbon dioxide and other
greenhouse gases into the air. The gases trap heat within the atmosphere, which can have a range
of effects on ecosystems, including rising sea levels, severe weather events, and droughts that
render landscapes more susceptible to wildfires.

What are the causes of climate change?

The primary cause of climate change is the burning of fossil fuels, such as oil and coal,
which emits greenhouse gases into the atmosphere—primarily carbon dioxide. Other human
activities, such as agriculture and deforestation, also contribute to the proliferation of greenhouse
gases that cause climate change.

What are the effects of climate change?

Even small increases in Earth’s temperature caused by climate change can have severe
effects. The earth’s average temperature has gone up 1.4° F over the past century and is expected
to rise as much as 11.5° F over the next. That might not seem like a lot, but the average
temperature during the last Ice Age was about 4º F lower than it is today.

Rising sea levels due to the melting of the polar ice caps (again, caused by climate
change) contribute to greater storm damage; warming ocean temperatures are associated with
stronger and more frequent storms; additional rainfall, particularly during severe weather events,
leads to flooding and other damage; an increase in the incidence and severity of wildfires
threatens habitats, homes, and lives; and heat waves contribute to human deaths and other
consequences.

4. ECOLOGICAL SOLID WASTE MANAGEMENT

Definition of Terms

1. Biodegradable – any material that can be broken down by naturally- occurring organisms such
as bacteria and fungi in air, water, and soil.
2. Compost – decayed organic material for use as soil conditioner or fertilizer.
3. Composting – biological degradation under controlled conditions.
4. Domestic Waste – refuse from households, as distinguished from industrial waste, agricultural
waste, hospital waste, etc. which maybe classified as biodegradable or non-biodegradable.
5. Food materials – include certain kinds of seeds, pulp, peelings, pickles, sweets or candies or
snacks.
6. Non-biodegradable – any material that cannot be degraded or decomposed by naturally
occurring- organisms such as bacteria in air, water, and soil.
7. Putrescible – a substance that decomposes at a certain temperature in contact with air and
moisture; generally containing nitrogen.
8. Recycling – the re-use, retrieval, recommission of element/ matter for any and all purposes
necessary to healthful and productive living; the process by which waste materials are transformed
into new products in such a manner that the original products may lose their identity.
9. Solid wastes – Solid wastes may be defined as all wastes arising from human and animal
activities that are solid and that are discarded as “useless” or “unwanted”. Others define waste
simply as “matter in the wrong place.” This simple definition implies that a material becomes
wastes only when one ceases to have use of it.

Republic Act 9003 or the Ecological Solid Waste Management Act of 2000 specifically
refers to the following materials as solid waste:

1. Discarded household waste.

2. Commercial waste
3. Non-hazardous institutional and industrial waste
4. Street sweepings
5. Construction debris
6. Agricultural waste, and
7. Other non-hazardous/non-toxic solid waste
Classification of Solid Wastes

Generally there are only two kinds of solid wastes: biodagradable (nabubulok) and non-
biodagradable (hindi-nabubulok). These can further be classified into the following categories:

A. Compostable/Biodegradable
A1. Kitchen Wastes A2. Garden Wastes
 Leftover/spoiled food Leaves
 Fruits/vegetable peelings Branches/twigs
 Fish/fowl cleanings Weeds
 Seeds Flowers
 Bones Roots
A3. Animal Wastes A4. Human Wastes
 Manure  Soiled wipes (tissue papers, cotton
 Carcass swabs,
 Excreta
B. Recyclable/Non-Biodegradable Wastes
 Metals  Styrofoam
 Glasses  Cloth/dry processed fiber
 Rubber  Dry leathers/feathers
 Dry paper/cartons  Hard shells
 Aluminum cans  Recyclable plastics/plastic
containers
C. Non-Recyclable/Residual Wastes
 Sanitary napkins  Ceramics
 Disposable diapers  Composite packaging
 Used/worn-out rugs  Candy wrappers/sachets
 Polyvinyl chloride (PVC)  Containers made from multiple
containers layers
D. Special/Hazardous Household Wastes
 Paints  Tires
 Thinners  Large worn-out household
 Batteries appliances
such as refrigerators, washing
 Spray canisters
machines
 Worn-out radios, stereos and TV
sets
The Three R’s of Solid Waste Management

1. Reduce: Avoid wasteful consumption of goods. Begin by asking the question: “Do I really
need it?” In so doing, we minimize waste and conserve our natural resources. Conservation, like
charity begins at me.

Key Message:
 Reduce the amount of unnecessary packaging; and
 Adopt practices that reduce waste toxicity

2. Reuse: Whenever practicable, reuse items that are still useful instead of just throwing them
away. It would greatly help if we prioritize goods that are reusable, rather than throwaway types.

Key Message:
 Consider reusable products;
 Maintain and repair durable products;
 Reuse bags, containers, and other items;
 Borrow, rent or share items used infrequently; and
 Sell or donate goods instead of throwing them out.

3. Recycle: Waste can be a valuable resource. Items that are useless or of little value to
someone who wants to dispose them are very often of significant value to others at another
setting and/or time. The process whereby portions of these wastes are sorted out and used for
something of benefit is called recycling.

Key Message:
 Choose recyclable products and containers and recycle them;
 Select products made from recyclable materials;
 Compost yard trimmings, food scraps, and other biodegradable wastes. Do not burn.

Two Types of Recycling

a. Primary Recycling – the material is made back to the original material, Ex. newspaper to
make newsprint.
b. Secondary Recycling – waste materials are made into different products which may or
may not be recycled. Example is Cardboard from waste newspaper.
Guiding Principles in Solid Waste Management
 Waste is a resource.
 Waste prevention is better than waste regulation and control
 There is no single management and technological approach to solid waste.
 An integrated solid waste management system will best achieve solid management goals.
 All elements of society are fundamentally responsible for solid waste management.
 Those who generate waste must bear the cost of its management and disposal.
 Integrated solid waste management should be approached within the context of resource
conservation, environmental protection and health, and sustainable development.
 Integrated solid waste management programs should take into consideration the physical
and socio-economic conditions of the concerned communities, and be designed according
to their specific needs.
Ecological Solid Waste Management (ESWM or Ecowaste Management)
Ecological waste management (ESWM) 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.
Approaches to Ecological Solid Waste Management
1. Segregation of wastes at source. All the members of the household must be
informed how to segregate wastes into:
a) Compostable
b) Non-recyclable
c) Recyclable, and
d) Special or hazardous waste
2. There must be a separate container for each type of waste. Segregated recyclables
must be properly cleaned before storing them in their respective containers.
3. The use of special collection schedules and/or separate trucks or haulers must be
required for specific types of wastes.
4. Recyclable waste materials should be taken to the Materials Recovery Facility (MRF)
in every barangay or cluster of barangays where they are received, sorted, processed
and stored efficiently and in environmentally sound manner, either in the backyard
or the community composting site.
5. Hazardous waste materials are further screened and sent to appropriate hazardous
waste treatment and disposal plants.
6. The residual wastes or the non-recyclable and non-compostable wastes shall be
transferred to a long-term storage or disposal facility or sanitary landfill; or
processed into new and usable materials (e.g. hollow blocks, culverts, flower pots,
etc.).
Chapter 6 - National Security Concerns

Introduction
Learning Objectives:
National Security is a state or condition
where our most cherished values and beliefs, our
After completing this chapter you
democratic way of life, our institutions of
should be able to:
governance and our unity, welfare and well- being
as a nation and people are permanently protected
1. articulate the concept of national
and continuously enhanced. As the global
security and peace in the promotion of
political and security environment evolve, the
national development;
Philippines’ security landscape is being
influenced by numerous factors, both external and
2. identify the internal and external
internal. The nation’s defense and security
threats to national security
environment is constantly changing, bringing
about evolving challenges that the Philippine
3. manifest concrete actions in forging
government must recognize in order to carve out
national security and peace in the country
a comprehensive security strategy that fits to
achieve its national goals.

The rapid advancement and proliferation of technology, globalization, economic

uncertainty, the incessant fight for power among nation states over territories, the continuous
struggle against terrorism, and even climate change have made national security requirements
extremely complex.

The Department of National Defense (DND) recognizes the complex linkages of internal
and external security concerns. To this day, it still regards Philippine national security as a fusion
of internal security and external security.

1. CONCEPT OF NATIONAL SECURITY

Definition of Terms:

1) Subversion – It is a group conspiracy seeking to alter an existing system of

government through deceit and other unlawful means, or it is an act of individual or a group who
want to topple the government by all mean.
2) Communism – It is a theory which advocate elimination of private ownership. It
intends to make the world stateless and the society classless.
3) Agitation – It is a subversive technique to arouse hatred and anger among the
people and to the government.
4) Propaganda – It is a line of persuasion/influence the belief, emotion, behavior,
attitude and opinion of the target audience.
5) Infiltration – deceptive use of legal activities and this is being used to exert
influence and if possible, seize control of the target group.
6) Politics – it is an art or science concerning the winning or control over
government.
Fundamental Elements

There are seven fundamental elements that lie at the core of, and therefore further
amplify our definition of national security. At the same time, they constitute the most important
challenges we face as a nation and people.

1) Socio-Political Stability
2) Territorial Integrity
3) Economic Solidarity and Strength
4) Ecological Balance
5) Cultural Cohesiveness
6) Moral-Spiritual Consensus
7) External Peace

Description of Fundamental Elements

1) The first and foremost element is socio-political stability. We must achieve peace and
harmony among all Filipinos, regardless of creed, ethnic origin or social station. The government
and the people must engage in nation-building under the rule of law, Constitutional democracy
and the full respect for human rights.

2) The second is territorial integrity. We must ensure the permanent inviolability of our
national territory and its effective control by the Government and the State. This includes the
preservation of our country’s Exclusive Economic Zone (EEZ) and its protection from illegal
incursions and resource exploitation.

3) The third is economic solidarity and strength. We must vigorously pursue a free-
market economy through responsible entrepreneurship based on social conscience, respect for
the dignity of labor and concern for the public interest. We must perpetuate an economic regime
where the people take command of their own lives, their livelihood and their economic destiny.

4) The fourth is ecological balance. National survival rests upon the effective
conservation of our natural environment in the face of industrial and agricultural expansion and
population growth. We must promote sustainable development side by side with social justice.

5) The fifth is cultural cohesiveness. Our lives as a people must be ruled by a common
set of values and beliefs grounded on high moral and ethical standards, drawn from our heritage
and embodying a Filipino standard, drawn from our heritage and embodying a Filipino identity
transcending religious, ethnic and linguistic differences.

6) The sixth is moral-spiritual consensus. We must be propelled by a national vision

inspired, and manifested in our words and deeds, by patriotism, national pride and the
advancement of national goals and objectives.

7) The seventh is external peace. We must pursue constructive and cordial relations with
all nations and peoples, even as our nation itself must chart an independent course, free from
external control, interference or threat of aggression.

2. INTERNAL THREAT

1. The main internal threat arises from the Secessionists – it is an insurgency which aims
to establish an autonomous region over the province of MINSUPALA, BASILAN and TAWI-
TAWI. The first secessionist movement was organized by the former governor of Cotabato,
UDTOG MATALAM in which he issued a manifesto desiring to establish autonomous
government in the region stated.

a. The most organized secessionist movement in the south is the MNLF which was
organized by Nuru Ladji Misuari. To date, the MNLF is divided into three (3) factions namely:
Misuari, Abbas, and Salamat faction. Another secessionist group is the group under the late
Father Balweg, a renegade priest who drifted away from CPP/NPA. He aimed to establish an
autonomous region over the Cordilleras.

b. The Moro Islamic Liberation Front (MILF) has the intention of creating a Mindanao
Islamic Republic. The objective of the MILF is to curve out portions of the Philippine territory
where it intends to establish an Islamic state. To attain its objective, the MILF relies on dawah or
Islamic call and jihad or struggle in the way of Allah. To finance its activities, the MILF
conducts “ZACAT” or tax collection, kidnapping for ransom and extortion activities. It also
solicits political and financial support from local and international Islamic organization.

The MILF is the exponent of Islamic fundamentalism in the Philippines. It is headed by

Ustadz Hassim Salamat, a religious scholar, who originally served as the Vice-Chairman of the
Nur Misuari led MNLF. He led the Maguindanaon, Iranon, and Maranao followers in breaking
away from the MNLF main body due to policy and ideological differences with the MNLF
Chairman.

Unlike the MNLF which is more of a secular organization, Salamat molded his MILF
into an organization which advocates for the establishment of a genuine Islamic state in
Mindanao governed entirely by the dictates of the QUR’AN. It defines its ideology as LA
ILAHA ILLA ALLAH MUHAMAD AL RASUL ALLAH, which means that there is God
worthy to be worshipped but Allah and that worship of God must be in accordance with the
teaching of Prophet Muhammad.
c. The Al-Harakat’ul Al-Islamiya (Islamic Movement) or the so-called Abu Sayyaf
Group (ASG) is the exponent of the Islamic extremist in the Philippines. It was organized in the
early 90s by the Late Ustadz Abdurajak Abubakar Janjalani. A religious scholar who studied the
Islamic faith in Saudi Arabia. For Janjalani, Mindanao must be free from any influence of the
Christian faith. Based on this belief, the Al-Harakat’ul Al-Islamiya initially carried out
operations patterned after the terrorist activities of their counterparts in the Middle East such as
bombing and sabotage operations, kidnap for ransom activities targeting mostly Christian
religious personalities. The Abu Sayyaf Group (ASG), now made alliance with the Maute
Group, a band of terrorists with suspected links to international networks like the Islamic States
of Iran and Syria (ISIS).

2. The Communist Party of the Philippines/New People’s Army/National Democratic

Front (CPP/NPA/NDF) continue to pose a serious threat to national security, although presently
weakened in comparison with their peak strength in the 1985-87 period. During the past two
years, there has been an incipient increase of underground activities in the urban areas and a
slight upward trend in isolated terrorist acts in the countryside.

The Communist Party of the Philippines was organized on 26 December 1968 by Jose
Maria Sison with sixty seven (67) students activist after he drifted from the PKP/HMB. Its
military arm, the New People’s Army was organized by Bernabe Buscayno, another drifter from
PKP/HMB. It adheres to the teachings of Mao Tse Tung. It aims to wrest state power and
completely dissolve the existing government through protracted armed struggle which is being
done by mobilizing the peasantry from the country sides.

The CPP united front is the National Democratic Front (NDF). Its highest governing body
is the White Area Commission (WAC). It is not a separate and autonomous organization with a
life of its own. It is a façade which the CPP seeks to mobilize the people to accomplish its ends. It
has two main tasks.

The NDF has human right groups, the active core which comes from the different NDF
organizations – the League of Filipino Students (LFS), Kabataan para sa Demokrasya at
Nasyonalismo (KADENA), Kilusang Mayo Uno (KMU), Kilusang Magbubukid ng Pilipinas
(KMP) and many others.

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. The anti-drug campaign is a
major cornerstone of the government’s law and order drive, involving the police, the Local
Government Units and the private sector, and focusing on a tripartite strategy of reducing drug
supply and demand as well domestic and international cooperation. Drug use among the youth
has risen alarmingly over the past three years. The national crime rate is also exacerbated by the
drug trade, which involves a number of crime syndicates.

4. Grave incidence of poverty is also a serious threat to national security, especially to

the extent that it breeds and abets rebellion, crime and dissidence. Poverty incidence affects
about one-third of Filipino families nationwide. Consequently, the distribution of wealth has
been skewed in favor of a wealthy minority.
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. This is
being met through vigilant economic intelligence and the strict enforcement of maritime and
trade laws.

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. It has also become a disincentive to investment. The
Estrada administration has waged a vigorous campaign against graft at all levels in line with the
dictum that every peso stolen from the public coffers is a peso withheld from the upliftment of
the poor.

7. Severe calamities cause serious food shortages, abet hoarding and profiteering and
cause hunger, disease and deprivation. Over the past ten years, the disaster toll stands at more
than 13,000 lives lost and P179 Billion worth of property destroyed. The National Disaster Risk
Reduction and Management Council (NDRRMC) ensures the focused, coordinated and
systematic application of government and private manpower and resources to the tasks of
disaster mitigation, and community rehabilitation and reconstruction.

8. Persistent environment degradation poses a long-term security threat. The attrition of

forests 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 wellbeing.
Environmental protection has assumed a high priority in defense and law enforcement concerns
and is an institutional area of emphasis in the educational system.

3. EXTERNAL THREAT

The growing uncertainties that lie in the regional and global milieu make up the second
dimension of our national security environment, even as threat of external aggression against our
country remains in the remote horizon.

1. The multilateral dispute over the Spratlys Islands is a source of intermittent tensions,
owing to the build up of structures, believed to be military-oriented, by some claimant countries
in the area. This is a clear encroachment into the Philippine EEZ which is being met through a
comprehensive package of diplomatic measures.

2. The smuggling of firearms and contraband, illegal migration and the 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 Southeast Asian Nations (ASEAN) are a cause of regional anxieties, which tend
to aggravate political instabilities and socio-economic dislocations involving the poorest peoples.
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. Local or regional shortages
of fresh water, arable land, food, fisheries, and energy are already causing tensions.

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.

6. The proliferation of weapons of mass destruction (WMD) is a threat to global security.

Nuclear materials and technologies are more accessible now than at any other time in history.
The relative ease of production of both chemical and biological weapons has made these
attractive to terrorists.

7. Transnational organized crime has proliferated in the era of globalization. The

International Monetary Fund estimates that global drug trafficking now accounts for two percent
of the world economy, excluding illicit capital flight and money-laundering activity. There are
links among drug trafficking, terrorism, smuggling of illegal aliens, massive financial and bank
fraud, arms smuggling and political corruption.

8. Natural disasters and environmental issues will continue to pervade the global security
agenda. Mankind’s global activities – particularly population growth, resource consumption,
pollution, urbanization, industrialization, desertification and deforestation – will increasingly
impact on climate and weather patterns, strain fragile ecosystems, and put more pressure on
health and social support systems.

9. Cybernetic crime is a growing global threat, as experienced with computer viruses

such as Melissa and Chernobyl, which have attacked isolated or networked information systems
through the internet or through software carriers and devices. Many vital decision making
processes of our Government are now electronically-based and therefore vulnerable to this
threat.