M.0. Preliminaries 0.2.1.

University of Saint Louis: Vision-Mission 

VISION
USL is a global learning community recognized for science and technology across all
disciplines, strong research, and responsive community engagement grounded on the
CICM mission and identity for a distinctive student experience.

MISSION
USL sustains a Catholic academic community that nurtures persons for community,
church and society anchored on CICM’s Missio et Excellentia.

M.0. Preliminaries 0.2.2. University of Saint Louis: Educational Philosophy and Core Values

Educational Philosophy and Core Values

The University of Saint Louis upholds the philosophy that education is for building of
self and persons for the Church and the Society. Wisdom builds. To these ends, the
following are University of Saint Louis’s core values integral in the formation of every
member of the Louisian community.
 Christian Living. We are witnesses to the Gospel values as taught and lived by
Christ thus making God’s love known and experienced by all.
 Excellence. We seek and maintain uncompromising standard of quality in
teaching, learning, service, and stewardship of school resources.
 Professional Responsibility. We are committed to efficiently and responsibly
apply the learned principles, values and skills in the chosen field of discipline, taking
initiative and command responsibility in one’s professional advancement.
 Social Awareness and Involvement. We engage ourselves with society by
listening to the prevailing issues and concerns in the society, thereby initiating and
participating in constructive and relevant social activities for the promotion of justice,
peace and integrity of creation and for people’s wellness and development consistent
with the CICM charism.
 Innovation, Creativity and Agility. We keep ourselves relevant and responsive to
the changing needs of our stakeholders by being flexible, solution oriented, and having
cutting-edge decisions and practices.

M.0. Preliminaries 0.2.3. University of Saint Louis: General Educational

Objectives
 General Educational Objectives
1. To form an educational community of administrators, faculty, students, personnel
and parents who are conscious that their knowledge, skills and attitudes should be
geared as a sign of the kingdom and that by this they realize their highest human
dignity.
2. To bring about a new Christian outlook on God, life, culture, world, neighbor,
society and personal human dignity.
3. To give the educational community an adequate exposure to the Catholic faith, in
catechesis as well as in liturgy and practice, to enable Catholics to grow to maturity and
faith, and to be inviting and open to non-Catholics and non-Christians through sound
ecumenism and mutual respect.
4. To animate the lay people in our institutions through the Church and CICM
vision on education, in promoting the teaching profession, in whatever field, as a
special charismatic service to God’s people.
5. To reflect continually, in the light of the Catholic faith, on the growing treasure
of human knowledge and to transmit it through teaching, research and various services
to our communities.
6. To be committed to the service of the people of God and human society in
general: to study contemporary problems such as the dignity of human life, promotion
of justice and peace, and a just sharing in the world’s resources.
7. To look for ways and means to give the same chances to the children of as many
disadvantaged families as possible.
8. To serve as a dynamic base for the CICM Institute by which it creates awareness
for the missionary task of the universal church and engages in vocation animation.
9. To cooperate with the local church by striving for a common vision while
respecting the authority of the local church and the CICM orientation.
10. To integrate and promote the life-giving aspect of the cultural and moral values
of the people; and,
11. To maintain an academic standard which allows the faculty and students to work
on a level needed for their professional competency.

M.0. Preliminaries 0.2.4. University of Saint Louis: Specific Educational

Objectives
Specific Educational Objectives
1. Concern for the poor and handicapped
The school is aware of the many factors under the present conditions, which tend to
keep the disadvantaged outside the school community; positive steps are taken to
counteract these obstacles. This concern is expressed by such means as:
1. scholarship programs for the poor
2. involvement in non-formal education
3. service programs
4. support for efforts to uplift the disadvantaged in society
5. simplicity of life-style in the schools
2. Concern for the non-Christians and non-Catholics
3. Service to the local church in a subordinate role
4. Integration
5. Dynamic Base

M.0. Preliminaries 0.3. Course Description and Objectives

Course Description:
Civic Welfare Training Service aims to inculcate nationalistic and patriotic values
among the student through relevant community service. Moreover, it is designed to
contribute to the general welfare and betterment of life for the members of the
community or the enhancement of its facilities. It is devoted to improve health,
education, environment, entrepreneurship, safety, recreation and moral of the citizenry. 
Through this program, the students will be able to realize its important role in the
society and what it can positively do to effect positive change on the community.

Course Objectives:
At the end of one semester, the students are expected to:

1. Understand the nature of civic welfare training service and its relevance to the
personal growth of the students
2. Inculcate sense of altruism and nationalism among the students
3. Develop a strong sense of attachment and contribution to the students community
4. Work together as a potent resource group in the service of the community.
5. Develop a harmonious working relationship with the community.

M.0. Preliminaries 0.4. NSTP Online Policies

NSTP Online Policies
 

 Academic Intellectual Property Rights: Materials posted over NEO-LMS are the

property of USL, NSTP and Facilitators. Students are not allowed to share it to any
third party individuals not part of the class without any permission from the owners.
 Assessments are synchronous for all classes. Low MB usage will be utilized to
ensure easy access. Failure to submit on time requires the student to provide written
explanation. The decision to allow the student to take another exam is within the
discretion of the facilitator.

M1- NSTP: An Approach to National Development 1.0 Module Objective

At the end of Module 1 you should be able to:
 Recognize the role of USL as a public-service university, and Louisians as public
servants;
 Be acquainted with the University’s NSTP Framework;
 Be oriented with the course goals and class policies;
 Distinguish the rationale behind and the rules governing the conduct of the
NSTP;
 Explain the purpose of the 1987 Philippine Constitution;
 Apply the principles of the 1987 Philippine Constitution and its state policies to
specific cases and issues involving the socio-economic welfare of the people.

M1- NSTP: An Approach to National Development 1.2.1. NSTP - Legal

Bases
Republic Act (R.A.) 7722 – also known as The Higher Education Act of 1994
Republic Act 7722 is the act creating the Commission on Higher Education which
covers both the public and private institutions of higher education as well as degree-
granting programs in all post-secondary educational institutions, be it public or
private. One of the powers and functions of this act which is in line with the goal of
National Service Training Program [NSTP] is to identify, support and develop
potential centers of excellence in program areas needed for the development of world-
class scholarship, nation building and national development.
Republic Act (R.A.) 9163 – also known as National Service Training Program
(NSTP) Act of 2001
Republic Act 9163 is an act establishing the National Service Training Program
(NSTP) for tertiary level students, amending for the purpose Republic Act 7077 and
Presidential Decree 1708 and for other purposes.This was  enacted on January 23,
 2002- also the date of approval and signature of former President Gloria Macapagal-
Arroyo.

M1- NSTP: An Approach to National Development 1.2.2. NSTP and

Components
Definition and Program Components

Definition
National Service Training Program refers to the program aimed at enhancing civic
consciousness and defense preparedness in the youth by developing the ethic of service
and patriotism while undergoing training in any of its three (3) program components.
Program Components

1. Reserve Officers’ Training Corps (ROTC). It refers to the program that is

designed to provide military training to tertiary level students in order to maintain,
train, organize, and mobilize them for national defense preparedness.
2. Literacy Training Service (LTS). It refers to the program that is designed to train
the students to teach literacy and numeracy skills to school children, out-of-school
youths and other segments of society in need of their services.
3. Civic Welfare Training Service (CWTS). It refers to the program that is designed
to contribute to the general welfare and betterment of life for the members of the
community or the enhancement of its facilities. It is devoted to improve health,
education, environment, entrepreneurship, safety, recreation and moral of the citizenry.

M1- NSTP: An Approach to National Development 1.2.3. Guiding

Principles of NSTP
Guiding Principles/ Importance

Guiding Principle.
 All citizens should defend the security and promote the general welfare of the
State through military or civil service.
 Section 2 of R.A. 9163 affirmed that it is the prime duty of the government to
serve and protect its citizens. In turn, it shall be the responsibility of the citizens to
defend the security of the state and in fulfillment thereof, the government may require
each citizen to render personal, military or civil service.
 Role of Youth
 In recognition of the vital role of the youth in nation-building, the State shall
promote civic consciousness among them and shall develop their physical, moral,
spiritual, intellectual and social well-being. It shall inculcate the ideals of patriotism,
nationalism, and advance their involvement in public and civic affairs.
 As the most valuable resources of the nation, they shall be motivated, trained,
organized, and involved in military, literary, civic welfare programs and other similar
endeavors in the service of the nation.

M1- NSTP: An Approach to National Development 1.2.4. Program

Implementation Features
Program Implementation Features

o All incoming first year students, male and female, starting School Year 2002-
2003, enrolled in any baccalaureate and in at least two (2) year technical-vocational or
associate courses, are required to complete one (1) NSTP component of their choice, as
a graduation requirement.
o All higher and technical-vocational education institutions must offer at least one
(1) of the NSTP components.
o State Universities and Colleges (SUCs), shall offer the ROTC component and at
least one (1) other NSTP component.
o The Philippine Military Academy (PMA), Philippine Merchant Marine Academy
(PMMA), and the Philippine National Police Academy (PNPA) are exempted from the
NSTP.
o Private higher and technical-vocational education institutions with at least 350
student cadets, may offer the ROTC component and consequently establish and
maintain a Department of Military Science and Tactics (DMST), subject to the existing
rules and regulations of the Armed Forces of the Philippines (AFP).

Duration and Equivalent Course Unit

 Each of the NSTP components shall be undertaken for an academic period of two (2)
semesters. It shall be credited for three (3) units per semester, for fifty-four (54) to ninety (90) training
hours per semester.
 Earned NSTP units shall not be included in the computation of Grade Point Average (GPA)
grades of college graduating students.
 
 Organization of NSTP Graduates
 Graduates of non-ROTC components of NSTP shall belong to the National Service Reserve
Corps (NSPC), and could be tapped by the State for literacy and civic welfare activities, especially in
times of calamities through joint efforts of DND, CHED, TESDA, in coordination with DILG,
DSWD, and other concerned agencies/ associations.
 Graduates of the ROTC program shall form part of the Citizens Armed Force pursuant to RA
7077, subject to the requirements of DND
 

M1- NSTP: An Approach to National Development 1.2.5. NSTP Values

NSTP Values
 Citizenship
 Patriotism
 Moral Virtues
 Respect for the rights of civilians
 Adherence to the Constitution

M1- NSTP: An Approach to National Development 1.2.5. Historical

Contexts of NSTP
Historical Context of NSTP
 

1. National Defense Act/ Commonwealth Act No. 1.

This act highlighted the necessity of national defense of the country against colonizers
considering the historical background of massive military advancement of adventurist
and power-driven Western nations poised to extend their territories and resources. This
took effect on the auspices of the US government and was still working its way towards
achieving full independence.
 
This act emphasized

1. The preservation of the State as the obligation of every citizen.

2. The employment of the nation’s citizens and resources for national defense
through national mobilization, which included the execution of all measures necessary
to pass from a peace to a war footing.
3. The supremacy of the civil authority and the responsibility of the President of the
Philippines, as Commander-in-Chief of all military forces to see to it that the
mobilization measures are prepared at all times.
4. A national mobilization in any case of threatened or actual aggression
 
This act mandated

1. All Filipinos are liable to military service, for which they are obliged to go
through Preparatory Military Service (PMT) beginning with youth in school, starting at
the age of ten years until he reached age of twenty-one years.
2. It authorized the establishment and maintenance of Reserve Officer Training
units at colleges and universities.
 

2. Citizen Armed Forces/ Republic Act No. 7077

 
This act is summarized as follows:

1. The maintenance of a standing or regular military forces in times of peace

consonant to its adequate and actual needs for the security of the State but which can be
rapidly executed by the well-disciplined Citizen Armed Force in the event of war,
invasion, or rebellion.
2. Maximum opportunity for the CAF to participate in safeguarding the security of
the State and in assisting socioeconomic development.
3. Organization, training and maintenance of the CAF to ensure their readiness to
immediately respond to the call to service.
4. Promotion and development of public support to the important role of CAF as
the protector of the people and the State
Military training for students enrolled in colleges, universities and similar institutions
of learning is mandatory pursuant to the provisions of the National Defense Act and the
1987 Constitution.
 

3. National Service Training Act/ Republic Act No. 9163.

This act made ROTC as an optional component and included female students in the
training program.
 M1- NSTP: An Approach to National Development 1.3.1. Overview of the
Constitution
Overview of the Constitution
Meaning of Constitution
Constitution is that written instrument by which the fundamental powers of the
government are established, limited, and defined and by which these powers are
distributed among the several departments or branches for their safe and useful exercise
for the benefit of the people.
 
Note: The three essential parts of a Constitution are: the bill of rights, governmental
organization and functions, and method of amendment.
Nature and Purpose of the Constitution

1. Serves as the supreme or fundamental law. It is binding on all individual citizens

and all organs of the government. It is the law to which all other laws must conform
and in accordance with which all private rights must be determined and all public
authority administered.
2. Establishes basic framework and underlying principles of government. It
prescribes the permanent framework of the system of government and to assign to the
different department or branches, their respective powers and duties, and to establish
certain basic principles on which the government is founded.

Kinds of Constitution
Origin and History
 Conventional or enacted. One which is enacted by the constitutional assembly or
granted by a monarch to his subjects.
 Cumulative or evolved. One which is a product of growth or a long period of
development originating in customs, traditions, judicial decisions, etc., rather than from
a deliberate and formal enactment.

Form
 One which has been given definite written form at a particular time by a specially
constituted authority.
 One which is entirely the product of political evolution, consisting largely of a
mass of customs, usages and judicial decisions together with a smaller body of statutory
enactments of a fundamental character, usually bearing different dates.
 Manner of Amending
 Rigid or inelastic. One regarded as a document of special sanctity, which cannot
be amended or altered except by some special machinery more cumbrous than the
ordinary legislative process.
 Flexible or elastic. One which possesses no higher legal authority than ordinary
laws and which may be altered in the way as other laws.
 
Note: The Philippine Constitution is classified as conventional or enacted, written, and
rigid or inelastic.

M1- NSTP: An Approach to National Development 1.3.2. Features of a

Written Constitution
Features of Written Constitution
Advantages and Disadvantages of a Written Constitution
1. It has the advantage of clearness and definiteness over an unwritten one. This is
because it is prepared with great care and deliberation.
2. Its disadvantage lies in the difficulty of its amendment. This prevents the
immediate introduction of needed changes and may retard the healthy growth and
progress of the state.
 

Requisites of a Good Written Constitution

Form

1. Brief. In a few provisions, it outlines the structure of the government of the

whole state and the rights of the citizens.
2. Broad. It describes the powers and functions of the government, and of the
relations between the governing body and the governed as comprehensive as possible.
3. Definite. It is clear enough to draw opposing interpretations of essential features
of the constitution.

Contents

1. Constitution of the Government. This part deals with the framework of

government and its power. It also defines the electorate.
2. Constitution of Liberty. This sets forth the fundamental rights of the people and
imposes certain limitations on the powers of the government as a means of securing the
enjoyment of these rights.
3. Constitutions of Sovereignty. This points out the mode or procedure of amending
or revising the Constitution.

M1- NSTP: An Approach to National Development 1.3.3. Constitution vs

Statute
Constitution vs. Statute
Constitution distinguished from statute
 

Constitution Statute
It is a legislation from the people’s
It is legislation from the people.
representative.
It states the general frameworks of the law It provides details of the subject of which it
and government. treats.
It is intended not merely to meet existing It is intended primarily to meet the existing
conditions but to govern the future. conditions only.
It is the supreme or fundamental law of the
It conforms with the Constitution.
land.
 

The Hierarchy of Laws

 Respect for the hierarchy of laws is fundamental to the rule of law, as it dictates how
the different levels of law will apply in practice. In general, the fundamental levels of
hierarchy consist of: a constitution or founding document; statutes or legislation;
regulations; and procedures.
 

The Hierarchy of Laws – A Snapshot

Constitution Establishes the innate characteristics of the state and its sovereignty; outlines the rights
and responsibilities of its citizens – as such it is the supreme law.
Establishes the country’s governance structure.
All other laws must adhere to the constitution.
 The constitution should reflect and adhere to a country’s international obligations.
Trans-border agreements that have different impacts on the country’s law, depending on
the treaty language and the way a country’s constitution manage them.
International
Laws Sometimes only a limited degree of compliance with treaties, and some treaties that
enshrine fundamental rights are not always followed through in the signatory nation’s
constitution, or through domestic enforcement.
Statutes are enacted by the legislative branch of government, and govern a wide range of
issues that require regulation in a modern, democratic state – including elections.
Statutes
Must adhere to the constitution and international law.
/Legislation
Amended by the same process as first enacted, and enforced by a country’s enforcement
agencies.
Common law is law made by the courts, not legislature, and is not a level of hierarchy per
se.
It consists of the judgments of courts, to interpret the wording of statute law, to protect the
Common Law /
principles of natural justice, to fill a gap in the law, or to deal with an unforeseen situation
Case Law
not covered by statute.
A judgment of a court may award damages, punishment, sanction or other remedial
action, enforced by a country’s enforcement agencies.
A form of delegated legislation, developed and enacted by ministers, department heads, or
by an independent body or commission, to administer their responsibilities.
Must adhere to the constitution, international law, and governing statute, and can be
Regulations enforced in the same way as statutory law.
Provide detail on the administration of principles in the law.
A violation of a regulation can be treated as an offense and enforced as such.
A procedure is a description of the required steps necessary to complete a process.
Procedures are generally written by an administrative body to ensure that the law and
regulations are applied consistently and fairly to all parties.
Procedure
Enforcement of a procedure is generally achieved by requesting compliance as a condition
of completing a process or receiving a benefit (for example, candidacy) – rather than
sanction or punishment.
A written set of rules, principles or standards to govern the behavior of certain groups.
Codes of Enforcement of codes of conduct depends on whether they are considered “soft” or “hard”
Conduct law. Codes of conduct are considered “soft law” when they are not passed by a
lawmaking body and thus rely on voluntary compliance.
Guidelines, Terms such as “guidelines” and “instructions” are uncertain in meaning and can result in
Instructions, and ambiguity, particularly with regard to enforceability.
 “Policies” are broad, informative statements of intent regarding principles to be followed,
priority programs.
Policies
These should not be used as if they were elements of the structure of the hierarchy of
laws.

 
Note: In terms of the basic elements of the hierarchy, a constitution states the grounding
legal and democratic principles that its government is obligated to uphold, and because
of this is considered the supreme law in a country or state to which all other laws must
adhere. A statute is a law enacted by a legislature to govern society, and its authority is
derived from the constitution or founding document of a country, which authorizes the
legislature to enact it. Regulations are issued under the authority of a statute by a
division of the government or by a special body, such as BIR, DENR, NEDA and
others. For this reason, they are sometimes referred to as “delegated” legislation, and
they provide administrative and technical detail to carry out the purpose of the statute.
Finally, procedures describe the required steps necessary to complete a process, and are
generally written by an administrative body to ensure that the law and regulations are
applied consistently and fairly to all parties.

M1- NSTP: An Approach to National Development 1.3.4. Basic Principles

of the Constitution
Basic Principles underlying the 1987 Constitution

The Constitution is founded upon certain fundamental principles of government which

have become part and parcel of our cherished democratic heritage as a people. Among
these principles are as follows:

1. Recognition of the aid of the Almighty God

2. Sovereignty of the People
3. Renunciation of War as an Instrument of National Policy
4. Supremacy of Civilian Authority over the Military
5. Separation of the Church and the State
6. Recognition of the Importance of the Family as the Basic Social Institution and
of the Vital Role of the Youth in Nation-Building
7. Guarantee of Human Rights
8. Government through Suffrage
9. Separation of Powers
10. Independence of the Judiciary
11. Guarantee of Local Autonomy
12. High Sense of Public Service Morality and Accountability of Public Officers
13. Nationalization of Natural Resources and Certain Private Enterprises affected
with Public Interest
14. Non-suability of the State
15. Rule of the Majority. The observance of the rule of the majority is an unwritten
law of popular government. The wishes of the majority prevail over those of the
minority. The devise of the majority is practicable rule of law based on reason and
experience. Democracy assumes that in a society of rational beings, the judgment and
experience of the few; and hence, that the verdict of the majority will more likely be
correct than that of the minority.
16. Government of Laws and Not of Men. Rule of Law is meant that no man in this
country is above or beyond the law. Every man, however high and mighty his position
may be, possesses no greater rights than other man in the eyes of the law.

M1- NSTP: An Approach to National Development 1.4.1. State Policies -

Section 9
Section 9. The State shall promote a just and dynamic social order that will
ensure the prosperity and independence of the nation and free the people
from poverty through policies that provide adequate social service, promote
full employment, a rising standard of living, and an improved quality of life
for all.

Just and dynamic social order

The Preamble calls for the “establishment of a just and humane society.” Such a society
must insure the prosperity and independence of the nation and free the underprivileged
and the marginalized sectors of our population from poverty.
 
The goal is to reduce the political and economic power of a privileged few by
equalizing widely differing standards and opportunities for advancement and to raise
the masses of our people from the poverty to a qualitative worthy of human dignity.
With the eradication of mass poverty, the State solves at the same time a chain of social
problems that comes with it- social unrest, breakdown of family systems, diseases,
ignorance, criminality and low productivity.

M1- NSTP: An Approach to National Development 1.4.2. State Policies -

Section 10
Section 10. The State shall promote social justice in all phases of national
development.
Social Justice
  The State must give preferential treatment to the welfare of the less fortunate members
of the community- the poor, the underprivileged, those who have less in life.

M1- NSTP: An Approach to National Development 1.4.3. State Policies -

Section 11
Section 11. The State values dignity of every human person and guarantees
full respect of human rights.

Human Dignity and Human Rights

In a democratic state, the individual enjoys certain rights which cannot be modified or
taken away by the law-making body. These right s are recognized or guaranteed
because of the belief in the inherent dignity and worth of every human person.
The value accorded to human dignity is measured by the extent of respect of human
rights. In pursuit of this constitutional policy, it is the duty of the State to enact
measures and develop programs that will promote human dignity and protect the people
from any threat of violence or use of force or deception for the purpose of exploitation.

M1- NSTP: An Approach to National Development 1.4.4. State Policies -

Section 12
Section 12. The State recognizes the sanctity of family life and shall protect
and strengthen the family as a basic autonomous social institution. It shall
equally protect the life of the mothers and the life of the born from
conception. The natural and primary right and duty of parents in the rearing
of the youth for civic efficiency and the development of moral character
shall receive the support of the Government.

Strengthening the family as a basic autonomous social institution

The State is mandated to recognize the sacredness of family life and to strengthen the
family. Under the provision, the government may not enact any law or initiate measures
that would break up or weaken the family as a social unit or in the guise of protecting
 the family, interfere in purely internal family maters which does not involve the social
order or any public policy.
The Civil Code of the Philippines lays down the general principles which sustain the
solidarity of the family not only for the guidance of the courts and administrative
officials but also for their wholesome influence upon the members of the family.
 

Rearing the Youth for Civic Efficiency and Development of Moral

Character
1. A duty both of parents and government. – The common welfare of society as
well as the good of the individual depends to a great extent upon the proper education
and training of children. The youth of today will be tomorrow’s citizen. These citizens
will be as they have been prepared and guided in the youth. The government, therefore,
should equally, share in the inherent right and duty of parents in the training of their
children to be good, useful, and worthy citizens by giving them support to prepare their
children for future positions of responsibility.
2. Right of State to interfere with education of children. – The State cannot by law
compel the parents to make their children accept instruction in public schools only.
Such a law constitutes an unreasonable interference with the liberty of parents to direct
the upbringing of parents to direct the upbringing and education of children under their
control. The State, however, has the power reasonably regulate all schools, their
children and pupils; to require that all children of proper age attend school, that teachers
shall be of good moral character and patriotic disposition, that certain studies plainly
essential to good citizenship must be taught, and that nothing be taught which is
manifestly inimical to pubic welfare.  
3. The State and Parental Obligations. – While the primary responsibility for
educating the child rests in the family, the State has a distinct interest in this matter
since a proper education- humanistic, vocational, moral, religious, civic- is necessary
for social well-being. It is the duty of the State to see that these obligations are fulfilled
by parents, and to supply the essential educational facilities which private initiate is
unable to furnish.

M1- NSTP: An Approach to National Development 1.4.5. State Policies -

Section 13
Section 13. The State recognizes the vital role of the youth in nation-
building and shall promote and protect their physical, moral, spiritual,
intellectual and social well-being. It shall inculcate in the youth patriotism
and nationalism, and encourage their involvement in public and civic affairs.
 Role of the Youth in Nation Building
1. Today’s youth, more knowledgeable and intelligent. – Today’s youth are better
educated and far more well-informed and articulate and politically conscious.
2. Duty of the State. – The youth constitute a rich reservoir of productive
manpower. Recognizing their vital role in shaping the country’s destiny, the
Constitution lends it support to the promotion of their welfare. It is the duty of the State
to enable the youth to develop physically, morally, spiritually, intellectually, and
socially, in a wholesome and normal manner, and thus, transform them into healthy,
upright, intelligent, and useful citizens and potential community leaders. It shall
inculcate in the youth, patriotism and nationalism, promote positive personal and social
values among them, and encourage their active involvement and participation in public
and civic affairs to the fullest extent possible.
3. Today’s youth, tomorrow’s leaders. – By harnessing the enterprising spirit and
progressive idealism of the youth, young people can become effective players in our
collective effort to build a modern Philippines and, properly trained and guided, will in
time, assume dignity and honor the places of their elders in the high councils of the
nation.

M1- NSTP: An Approach to National Development 1.4.6. State Policies -

Section 18
Section 18. The State affirms labor as a primary social economic force. It
shall protect the rights of workers and promote their welfare.

M1- NSTP: An Approach to National Development 1.4.7. State Policies -

Section 22
Section 22. The State recognizes and promotes the rights of indigenous
cultural communities within the framework of national unity and
development.
 

Rights of indigenous cultural communities

Indigenous cultural communities refer to those non-dominant groups in our country
which possess and wish to preserve ethnic, religious, or linguistic tradition or
characteristics markedly different from the rest of the population.
 The State must promote their rights. The State is bound to consider the customs,
traditions, beliefs and interests of indigenous cultural minorities in the formulation and
implementation of state policies and programs.

M1- NSTP: An Approach to National Development 1.0 Module Objective

At the end of Module 1 you should be able to:
 Recognize the role of USL as a public-service university, and Louisians as public
servants;
 Be acquainted with the University’s NSTP Framework;
 Be oriented with the course goals and class policies;
 Distinguish the rationale behind and the rules governing the conduct of the
NSTP;
 Explain the purpose of the 1987 Philippine Constitution;
 Apply the principles of the 1987 Philippine Constitution and its state policies to
specific cases and issues involving the socio-economic welfare of the people.

M1- NSTP: An Approach to National Development 1.2.1. NSTP - Legal

Bases
Republic Act (R.A.) 7722 – also known as The Higher Education Act of
1994
Republic Act 7722 is the act creating the Commission on Higher Education which
covers both the public and private institutions of higher education as well as degree-
granting programs in all post-secondary educational institutions, be it public or
private. One of the powers and functions of this act which is in line with the goal of
National Service Training Program [NSTP] is to identify, support and develop
potential centers of excellence in program areas needed for the development of world-
class scholarship, nation building and national development.

Republic Act (R.A.) 9163 – also known as National Service Training

Program (NSTP) Act of 2001
Republic Act 9163 is an act establishing the National Service Training Program
(NSTP) for tertiary level students, amending for the purpose Republic Act 7077 and
Presidential Decree 1708 and for other purposes.This was  enacted on January 23,
 2002- also the date of approval and signature of former President Gloria Macapagal-
Arroyo
.

M1- NSTP: An Approach to National Development 1.2.2. NSTP and

Components
Definition and Program Components
Definition
National Service Training Program refers to the program aimed at enhancing civic
consciousness and defense preparedness in the youth by developing the ethic of service
and patriotism while undergoing training in any of its three (3) program components.

Program Components
1. Reserve Officers’ Training Corps (ROTC). It refers to the program that is
designed to provide military training to tertiary level students in order to maintain,
train, organize, and mobilize them for national defense preparedness.
2. Literacy Training Service (LTS). It refers to the program that is designed to train
the students to teach literacy and numeracy skills to school children, out-of-school
youths and other segments of society in need of their services.
3. Civic Welfare Training Service (CWTS). It refers to the program that is designed
to contribute to the general welfare and betterment of life for the members of the
community or the enhancement of its facilities. It is devoted to improve health,
education, environment, entrepreneurship, safety, recreation and moral of the citizenry.

M1- NSTP: An Approach to National Development 1.2.3. Guiding

Principles of NSTP
Guiding Principles/ Importance
Guiding Principle.
 All citizens should defend the security and promote the general welfare of the
State through military or civil service.
 Section 2 of R.A. 9163 affirmed that it is the prime duty of the government to
serve and protect its citizens. In turn, it shall be the responsibility of the citizens to
defend the security of the state and in fulfillment thereof, the government may require
each citizen to render personal, military or civil service.

Role of Youth
 In recognition of the vital role of the youth in nation-building, the State shall
promote civic consciousness among them and shall develop their physical, moral,
spiritual, intellectual and social well-being. It shall inculcate the ideals of patriotism,
nationalism, and advance their involvement in public and civic affairs.
 As the most valuable resources of the nation, they shall be motivated, trained,
organized, and involved in military, literary, civic welfare programs and other similar
endeavors in the service of the nation.

M1- NSTP: An Approach to National Development 1.2.4. Program

Implementation Features
Program Implementation Features
o All incoming first year students, male and female, starting School Year 2002-
2003, enrolled in any baccalaureate and in at least two (2) year technical-vocational or
associate courses, are required to complete one (1) NSTP component of their choice, as
a graduation requirement.
o All higher and technical-vocational education institutions must offer at least one
(1) of the NSTP components.
o State Universities and Colleges (SUCs), shall offer the ROTC component and at
least one (1) other NSTP component.
o The Philippine Military Academy (PMA), Philippine Merchant Marine Academy
(PMMA), and the Philippine National Police Academy (PNPA) are exempted from the
NSTP.
o Private higher and technical-vocational education institutions with at least 350
student cadets, may offer the ROTC component and consequently establish and
maintain a Department of Military Science and Tactics (DMST), subject to the existing
rules and regulations of the Armed Forces of the Philippines (AFP).

Duration and Equivalent Course Unit

 Each of the NSTP components shall be undertaken for an academic period of two
(2) semesters. It shall be credited for three (3) units per semester, for fifty-four (54) to
ninety (90) training hours per semester.
 Earned NSTP units shall not be included in the computation of Grade Point
Average (GPA) grades of college graduating students.
 
Organization of NSTP Graduates
 Graduates of non-ROTC components of NSTP shall belong to the National
Service Reserve Corps (NSPC), and could be tapped by the State for literacy and civic
 welfare activities, especially in times of calamities through joint efforts of DND,
CHED, TESDA, in coordination with DILG, DSWD, and other concerned agencies/
associations.
 Graduates of the ROTC program shall form part of the Citizens Armed Force
pursuant to RA 7077, subject to the requirements of DND

M2: Human Person & Filipino Values – 2.0. Module Objectives

INTRODUCTION
The task of education is to help the Filipino develop his potential to contribute to the
growth of Philippine culture. By controlling the environment and making use of human
and non-human resources, he builds appropriate structures and institutions for the
attainment of a “just and humane society”. Thus, the person can become more human
through education, for this would aid him to know and appreciate his purpose as a
human being.
 

OBJECTIVES
At the end of Module 2 you should be able to:
 understand that the human person undergoes growth in different phases
 appreciate the human person as a multi-dimensional being
 take pride in our identity as a Filipino
 uphold Filipino Values in contemporary times

M2: Human Person & Filipino Values – 2.2.1. Understanding Self-

Concept
Human Person & Filipino Values
Definition.
Self-concept refers to our conscious or unconscious perceptions and feelings about
ourselves with regard to our worth as persons.
Early Development.
Self-concept begins during our early development, how we are told about who we are
and what worth we have. In the process, we acquire a picture of ourselves and we begin
to qualify our experiences according to this view of ourselves.
 Inferiority and Superiority Complexes.
These are symptoms of a poor self-concept.
 A person with superiority complex tries hard to “exhibit” his worth to others by
overstressing his strength. In truth, he is not really sure of his worth. A person who
believes in his worth does not feel the need to prove himself to others.
 A person with an inferiority complex overstresses his weaknesses. He suffers
from extreme feelings of negative self-worth. These feelings are so strong and deeply
etched in his personality that he is unable to recognize his strengths and potentials. 

Significant Roles of Self-Concept

1. Self-concept serves as a mirror because it reflects the picture of ourselves, either
positive or negative. We are happy or miserable depending on the mirror image that our
self-concept presents to us.
2. Self-concept filters our experiences so that we interpret them according to our
pre-existing perception of ourselves.

M2: Human Person & Filipino Values – 2.2.2. Steps to Take toward a
Healthy Self-Concept.
Three Dimensions of Self-Concept
Self-Image
It refers to all our perceptions and feelings about our worth with regard to physical and
social appearance. Our physical appearance includes our genetic inheritance, such as
sex and race, and our physical attributes such as height, build weight, and others. Our
social appearance includes our name, roles, status, and titles. A person with a positive
self-image recognizes some of his physical and social limitations but does not all these
to deter him from feeling good about how he appears. He has learned his limitations
and therefore, feels at home with himself.

Self-Confidence
It refers to all perceptions and feelings about our worth with regards to our capabilities.
This involves our ability to do things, to achieve, and to develop more competencies.
Self-confidence paves the way to productivity because the person believes in his
potentials. He allows these potentials to develop by trying. He is not afraid of making
mistakes. He does not fall into the trap “being perfect”. The development of his abilities
is measured within his own standard of development.
 Self-Esteem
It refers to all our perceptions and feelings about our worth with regards to our
lovability. This relates to our basic ability to love and be loved. A person with high
self-esteem believes he is lovable. He does not reject and put down himself even when
others seem to reject him. He does not subject his lovability to conditions. If other
persons love him, he celebrates in it. But he does not let the love of others be a factor in
determining his lovability. A person with high self-esteem can love more freely and
spontaneously.

M2: Human Person & Filipino Values – 2.2.3. The Human Person as a
Multi-Dimensional Being
The Human Person as a Multi-Dimensional Being
Individual is distinguished between the person as self and the person in the community.

As an individual/ self.
He is not just body and soul, but he is an embodied spirit.

1. As physical (made of matter), man must maintain health and harmony with

nature.
2. As intellectual (gifted with mind, the faculty of knowing), he must constantly
search for the truth. He seeks knowledge that would transform society and the world.
3. As moral (endowed with the faculty of freely choosing and loving), he must go
out to others and, in fact, to all humanity in love.
4. As spiritual (capable of higher concerns and of rising above the material), he
must cultivate a sense of spirituality in consonance with his nature and respond to God
in faith.

As a person in the community

1. As social (living in community), he must cultivate the sense of social
responsibility, aware of his unique participation in the pursuit of the welfare of the
family and the common good of the larger society so that society can, in turn, look after
the common good and well-being of the inhabitants.
2. As economic (bound to concerns of livelihood), he has the obligation to help
achieve economic efficiency for the community.
3. As political (member of the nation). He must foster the sense of nationalism and
patriotism, by which he identifies with the people and joins hands with them in the
pursuit of common goals. As a member of the world community, he must cultivate a
 sense of global solidarity for the emerging concerns and problems of one country can
no longer be considered in isolation of others.

M2: Human Person & Filipino Values – 2.3.1. The Filipino and His Value
System
Definitions.
A value is something that is freely chosen from alternatives and is acted upon; that
which the individual celebrates as being part of his creative integration in development
as a person.
Value clarification is a process by which we help a person to discover values through
behavior, feelings, ideas, and through important choices he has made and is continual,
in fact, acting upon in and through his life.
A person is continually developing his values; values can never be static but must be
continually rechosen as the person grows in his world. As a person grows in his identity
and interdependence, he is continually choosing values and fashioning his hierarchy of
values

M2: Human Person & Filipino Values – 2.3.3. Value System

Categories
Categories.
Choosing.
 The value must be chosen freely, There must be no coercion, the person
makes a free choice and is totally accountable for the choice he makes.
 The choice must be made from alternatives.
 The consequences of each of the alternatives must be judged.

Prizing
This means that a person who chooses a value must be happy about what he
has chosen and hold it as something dear to him.
 Cherishing and being happy with the choice
 Willing to affirm the choice publicly

Acting.
 There must be a commitment-in-action that would change one’s behavior and
which would make evident to other people that there is a value present. If
something is really a value, it would be acted upon and acted upon repeatedly.
 Actually doing something with the choice

4. Actually repeated in some patterns of life

M2: Human Person & Filipino Values – 2.3.4. Value-Ranking

Value-Ranking.
It is the process whereby a person examines, as comprehensively as possible, all of his
values and then ranks them, prioritizes them, or put them within a hierarchy of values.
Value-ranking is a conscious, deliberate, well-articulated, well-thought-out ranking of
chosen values. Growth and personal identity are accomplished when an individual has
the opportunity to clarify his attitudes, weight the priorities operative in the formation
of these attitudes, and come to chosen value-rankings which please and enhance him as
a person.

M2: Human Person & Filipino Values – 2.3.5. Primary Values

Primary Value.
This helps a human being develop to the best of his capacity, and therefore, he has a
goal beyond normal functioning in society to exceptional function. This is basic and
necessary for development to take place.

1. Self-value. This is the ability to accept that “I am of total worth to others.”

2. Value of others. This is the ability to accept that “Others are of total worth, as I
am.”

M2: Human Person & Filipino Values – 2.3.6. Related Values

Related Values.
The Value Education program of the Department of Education, Culture, and
Sports (DECS) identifies human dignity as the supreme values that
characterize education: the human person is of infinite value. Human dignity is
the overarching value; all other values are pursued because of the inner worth
of the human person.
1. Health implies physical fitness and cleanliness.
2. Truth implies the tireless quest for knowledge in all its forms. It is not
enough to discover data and know facts, but one must develop creative and
critical thinking to meet the challenges of the modern world.
3. Love implies the quest for personal integrity and the development of self-
worth or self-esteem, honesty, and personal discipline which are marks of a
mature person and a useful citizen.
4. Spirituality is the cultivation of faith.
5. Social responsibility means strengthening the family as the “foundation of
the nation” and “a basic autonomous social institution”.
6. Economic Efficiency is achieved by man through work, the exercise of
human mastery over the resources of nature, and creative imagination in the
solution of complex problems.
7. Nationalism and Patriotism mean the love of country and the people as a
distinct political unit bound by a common history, committed to a common
cause, and share a common destiny.

M2: Human Person & Filipino Values – 2.3.7. Value Orientation of Filipino
Adolescents
Value Orientation of Filipino Adolescent
According to Wilma Reyes in his study on the Adolescent’s Value system
 The values of the subjects cluster around six value themes:
pananampalataya sa Diyos, buhay, pamilya, saril, kapwa and edukasyon.
 Youth consider faith in God as the most important value in life because
this is the center of life itself. This is the animating force of life.
 The family is considered as a significant part of their own life. Self and
life are not complete without the family.
 The self is seen not as a separate entity but always related to other
people.
 From the values of pananampalataya, buhay, pamilya and sarili spring
the love for kapwa. Everything is meaningless unless it is shared with the
kapwa.
 Education is considered important because an educated person is well
respected in our society and social mobility is directed towards having good
jobs and economically stable conditions.
 M2: Human Person & Filipino Values – 2.4. References
Padilla, R. A.. Civil Welfare Service: A Component of the Expanded ROTC
Program. Rex Bookstore Inc. Manila, Philippines. 

M3: The Challenge of Leadership for the Youth of Today - 3.0 Module
Objectives
OBJECTIVES:
 
At the end of the session, students are expected to:

1. Learn the basic concept of leadership and what legitimates an individual to lead.
2. Know and understand the different factors of effective leadership.
3. Gain proper leadership skills, leadership virtues, and styles for them to become
effective leader in the future to contribute to national growth and development
4. Demonstrate understanding of the characteristics and development of
effective teams.
5. Explore and identify the various roles and skills of team members in
building effective teams.
6. Examine the characteristics of effective team leaders and their impact on
team development.

M3: The Challenge of Leadership for the Youth of Today? 3.2 - A. Concept
of Leadership

Leadership is the process of influencing individuals or groups to achieve goals. It is

related to direction, interaction, initiation, persuasion, motivator, reinforcer,
cheerleader, facilitator, coach, nurturer, and delegator.
Leadership is a planned process that results in the following:

1. Challenging people to work collaboratively toward an ever-expanding

vision of excellence in the achievement of organizational and personal/ professional
goals and objectives.
2. Creating a threat-free environment for growth so that the creative talents
and skills of each person are used to the best advantage.
 3. Encouraging and building working relationships that are individually and
organizationally satisfying, unifying, and strengthening in the realization of mutually
determined goals and objectives.
4. Optimizing available and human resources.

M3: The Challenge of Leadership for the Youth of Today? 3.3 -

Characteristics and Traits
Characteristics of Leadership

1. Goal Orientation. The leader sees the bigger picture and understands the purpose
of life and work of the group or organization. To lead implies that the leader has
foresight and a sense of direction.
2. Enablement. Effective leaders seek to enable others to experience life in its
fullness.
3. Concern. Leaders must show concern for person. Human beings are the most
important resource leaders have. Without people, material and financial resources are
worthless.
4. Self-Development. Leaders must develop a healthy self-image and a positive
attitude.
 
Psychological traits of leaders:

a. Capacity: intelligence, alertness, verbal facility, originality, judgment.

b. Achievement: scholarship, knowledge, accomplishments
c. Responsibility: dependability, initiative, persistence, aggressiveness, self-
confidence, desire to excel
d. Participation: activity, sociability, cooperation, adaptability, humor
e. Status: socio-economic position, popularity
f. Situation: mental ability, skills, needs and interests of followers, objectives to be
achieved, and tasks to be performed

M3: The Challenge of Leadership for the Youth of Today? 3.4 Leadership
Styles
Leadership Styles
1. The Three Elements. Leadership involves an inter-relationship among three elements:

i. The qualities, skills and needs of the leader.

ii. The needs and expectations of the group.
iii. The demands or requirements of situations.
This inter-relationship suggests that no style of leadership serves best for all situations. The
best style is the one most appropriate in a given situation.

2. Leadership is Situational. Leadership styles change from group to group and from

situation to situation. Exercising strong directive power provides effective leadership when
group lack a sense of direction or purpose. When groups have clear directions and function
well, non-directive styles of leadership work more effectively. Groups sometimes need
reorientation. At other times, they need encouragement.

3. Leadership as a Process. There are two major parts of the leadership process: task-oriented
and relationship-oriented. Leaders need an awareness of both parts and they also need to strike
a balance between them because they can easily and unknowingly overemphasize one of more
of these aspects. To overemphasize the task results in short-time effectiveness and longer-
range human problems. Overemphasis on maintenance or relationship results in groups so
involved with their feelings that they neglect the task.

4. Leadership Dilemma. Leaders find themselves within a societal and organizational

environment of constraints and challenges, of limitations and freedom. The basic dilemma of
leadership lies between what they believe desirable and what they can actually do in practice.
Effective leaders ask themselves questions such as:
 How democratic can I be?
 How authoritarian must I be?
They struggle with series of dilemma:
 Competition is healthy, but we must cooperate.
 We must get the job done and be efficient, but I must listen to all points of view.
 We are pushed for time, but I want teamwork in decision-making- and this takes time.
 I can see opportunities for quick results in one-personal decisions but shared
responsibility motivates better and brings about longer lasting solutions.

5. Leadership Patterns

i. Telling. - Leaders identify problems, consider options, choose one solution, and tell
their followers what to do. Leaders may consider members’ views, but members don’t
participate directly in decision-making.
ii. Persuading. – Leaders make decisions and try to persuade group members to accept
them. They point out that they have considered the organization goals and the interests of
group members. They even point out how members will benefit from carrying out decisions
iii. Consulting. – Group members have opportunities to influence the decision-making
from the beginning. Leaders present problems and relevant background information. Leaders
invite the group to suggest alternative actions.
iv. Participating. - Leaders participate as members in the discussion and agree in advance
to carry out whatever decision the group makes.
v. Delegating. – Leaders define the boundaries within which to solve problems or
accomplish tasks. Then, they turn it over to the group to work out solutions or to implement
the tasks.

M3: The Challenge of Leadership for the Youth of Today? 3.5 Factors
Affecting Leadership Styles
Factors Affecting Leadership Styles
1. Personality of Leaders
 Value systems: This refers to the belief and upbringing of the leader, which eventually
have effect on how he directs, leads, and decides.
 Confidence in Group Members: Leaders differ in the amount of trust they have in other
people. Leaders may have more confidence in their own capabilities than in those of group
members.
 Leadership Inclinations: Directive leaders issue orders and resolve problems easily.
Some leaders operate best in a team role where they continually share functions with
subordinates.
 Feelings of Security in Uncertain Situations: Leaders who release control over the
decision-making process reduce the predictability of outcomes.

2. Personality of Group Members. Leaders also need to understand individual differences of

each individual within the organization.

3. Nature of the Task. Critical pressures on leaders include the following:

i. The Problem Themselves: Do members have the needed knowledge? Do the

complexities of the problems require special experience, competence, or a one-person
solution?
ii. The Pressure of Time: The more leaders fell the need for immediate decisions, the more
difficult it is to involve other people. Situations may arise needing immediate decisions, but
some organizations operate in a state of crisis.

4. Nature of the Environment

i. Structure of the Organization: Organizations have values and traditions that influence

the behavior of the people who work in them.
 ii. Outside Pressures: These pressures include the social, economic, and political
situations. a

M3: The Challenge of Leadership for the Youth of Today? 3.6 Comparing
Leadership Styles
Comparing Leadership Styles
1. Authoritarian Style shows certain characteristics, such as:

i. Generally strong-willed, domineering, and aggressive.

ii. Have their own way, which for them, seems the only way.
iii. Look upon subordinates as subjects than as persons, and the best subordinates, follow
directions without questions.
iv. Not ready to listen to views and suggestions of others, if they offer different opinions
v. Do not encourage equal relationships. They do not allow themselves to get close to
employees.
vi. Have business-like and task-oriented attitudes. The job comes first.
vii. Blame poor results on the inability of others to carry out instructions correctly.

2. Democratic or Participative Style demonstrates the following:

i. Generally concerned with maintaining group effectiveness as with completing the task
to be done.
ii. Encourage members in their groups to express their ideas and feelings because they
believe that such a climate leads to greater creativity and commitment.
iii. Seek the help of the group in removing resistance or resolving the conflicts.
iv. Encourage joint decision-making as well as shared goal setting.
v. Set policies without explaining the reasons and proposing them to their groups, when
they can, for suggestions and criticism.
vi. Believe that responsibility for getting a job done depends as much on the group.
vii. Allow group members as good deal of freedom in their work, once they have shown
their ability to do it.
viii. Keep looking for better ways to do things and are open to change when convinced that
such changes seemed called for and would lead to greater effectiveness
ix. Believe in the effectiveness of the group work.
A shared commitment to the group and its task leads to:
 Interdependent efforts from its members to find the best way to complete those tasks,
which in turn lead to
 a degree of shared success in achieving those targets, and this accomplishment leads to
 confidence in the group’s potential and back to
 renewed commitment to the group and to its ongoing tasks.
 M3: The Challenge of Leadership for the Youth of Today? 3.7
Function and Skills
Function and Skills

1. The need to accomplish the common task. Many tasks cannot be done by

individuals alone and, therefore, groups must do them. These groups exist for a
specific purpose
2. The need to remain as a cohesive social unity. The group needs to stay together.
Leaders measure the effectiveness of their cohesion by their moral and team spirit.
People need to work in a coordinated fashion in the same direction. Unless the group
deals effectively with arguments, tensions, and conflicts, differences can lead to
divergent ideas and to lack of cooperation.
3. The individual needs of group members. Individuals have their own needs even
when they work in groups, such as

i. To clearly know their responsibilities.

ii. To have feedback about their performance.
iii. Recognition and appreciation of their contribution
iv. Opportunities to develop their talents and potentialities.

M3: The Challenge of Leadership for the Youth of Today? 3.8 Effective
Leadership
Effective Leadership.
To be effective, leaders must aim to satisfy the three areas of need:
1. Achieve the task. Leaders’ primary responsibility involves accomplishing the tasks for
which the group or organization exists. Their main contributions toward achieving the
required results lie in:

i. Determining the objectives: Leaders must define the important objective they want and
when they want it. They should state this accurately, briefly, and clearly in writing.
ii. Planning necessary activities: They must decide what to do to achieve the end results.
iii. Organizing the program: They must make a checklist of all-important things to do,
then arrange those tasks in order of priority. Good leaders break down each activity and
identify the sequential matters.
iv. Preparing a timetable: Leaders need to prepare a work schedule in which they set a
time for the completion of each step in the program.
v. Clarifying responsibilities and accountability: They must clearly define all delegated
responsibility, authority and relationships and then coordinate them.
vi. Maintaining channels of communication: Leaders must keep their associates and
subordinates fully informed. They must make it convenient for those associates to keep them
advised on all pertinent
vii. Developing cooperation: Leaders should thoroughly explain the results they want and
their expectations of every individual and group affected.
viii. Establishing control points: Leaders must determine where and when they will review
progress made. They must resolve problems, determine remedial actions, and make necessary
adjustments

2. Build the Team.  Characteristics of effective teamwork

1.

i. Group goals/ objectives. All group members must clearly understand group goals.
Teamwork also requires ownership of team goals; therefore, members need to participate in
setting team goals, and commit to them.
ii. Roles and responsibilities- Who does what on the team. As group members work
together, they also build expectations of one another. Conflict over roles and responsibilities
may occur because of differing expectations.
iii. Group procedures or work progress. Effective teamwork requires clear and agreed-
upon procedures in several key areas:

1. Decision-making. Teams usually make decisions by consensus.
However, leaders may reserve the right to make the final decision after consulting with all or
some part of the team, depending on factors such as nature of decision, who has more
knowledge and whom does the decision most affect.
2. What should be communicated within the team, to whom, how
frequently, by what methods?
3. Group members generally complain among themselves that team
meetings are dull, repetitive, ineffective, too long, too frequent, dominated by a few, cover the
wrong subjects, are ineffective, a waste of time.
iv. Interpersonal relationships. When people have to work closely together to achieve a
common task, they naturally develop feelings towards each other. The extent to which they
mutually trust, support, communicate, and feel comfortable in resolving conflicts with one
another greatly influences the way they work together.

1. Mutual Trust. Teamwork requires trust and openness so that members
can state their views and differences openly without fear of ridicule or retaliation.
2. Mutual Support. When group members have a strong sense of belonging
and of mutual support, they achieve teamwork. Members get and give help from one another
without setting conditions.
3. Members can freely and confidently say what they feel and how they
react to each other. When they communicate, they know that the rest of the team listens and
will work hard to understand.
4. Conflict Resolution. The group’s ability to examine its process to
improve itself characterizes teamwork. Group members accept differences as inevitable and
 desirable. They do not suppress them or pretend they don’t exist. They work through them
openly as a team.
v. Group leadership needs. Teamwork requires that they share leadership needs (such as
initiating or clarifying), among the group so that all grow through the group experience.
Leadership styles used by group leaders greatly affect the team’s communication and work
processes.
vi. Using member resources. Teamwork requires the maximum use of the different
resources of individuals in the group, such as abilities, knowledge, and experience. They
accept, and give counsel, support to each other while recognizing individual accountability
and specialization.
vii. Organizational environment. When groups have flexibility and sensitivity to each
other’s needs, and they encourage differences, and members do not feel pushed to conform to
rigid rules, they have achieved teamwork.

3. Individual Development. For leaders to have a sense of satisfaction, leaders must see to it

that they:

i. Have a sense of personal achievement in the jobs they do. When people can actually
complete assignments, they feel that they have achieved tangible results and are achievement-
motivated to tackle the next assignment.
ii. Receive adequate recognition for their achievements. Recognition reinforces
feelings of worth, especially when recognition comes from leaders who can influence the
person’s future.
iii. Feel they have worthwhile contributions toward the group objective, that they
perform satisfactorily, that they understand in what way they fail, and also receive
adequate help to improve. Workers are likely to become achievement-motivated when they
can readily understand the contribution their work makes towards the achievement of the
organizational goals.
iv. Find the job itself challenging, demanding their best efforts, with responsibilities
that match their capacities. Workers consistently challenged to stretch their abilities and
skills to achieve are more achievement-motivated than those who know their work so well that
they do not have to put forth additional effort to accomplish it.
v. Have the opportunity to develop their potential so they can advance in experience
and skills. Achievement-minded leaders recognize workers who have potential and show
more interest in advancing their careers than those only interest in having a job.

M4: The Environment and Society - 4.1 The Red Moon

Motivation: Read and reflect on this short story.
  
The Red Moon
 
There was once a little grey planet that was very sad. The people living there had not looked
after it, despite them having all the inventions and spaceships you could ever need. They
had contaminated the whole countryside so much with rubbish and pollution that there were
no plants or animals left.
 
One day, a little boy was walking on the planet, when he passed a cave and noticed a small
red flower inside. The flower was very sick - almost dying - so the boy carefully dug up the
flower, with roots, soil, and everything. Then, he started looking for a place where he could
look after it. He searched all over the planet, but everywhere was so contaminated that there
was no place the flower could possibly live in. Then he looked up at the sky and noticed the
moon. It seemed to the boy that maybe the plant could survive there.
 
So, the little boy put on his astronaut suit, and climbed into a spaceship. He put the little red
flower in the back, and off they went to the moon.
 
Far away from all that pollution - and with the boy visiting it every day to tend it - the flower
started to grow. The flower was so well cared for, that it had soon germinated, giving birth to
others, and these other flowers spread onto other flowers. Before long, the whole moon was
completely covered with flowers.
 
That is why, whenever the little boy's flowers open up, for a few minutes the moon takes on a
soft red sheen, like a warning light. Maybe it's telling us that if you don't look after your
planet, a day will come when flowers will only be able to grow on the moon.
 
Questions to ponder:
 
Do you want that this REEL story become REAL in the future?
Make some actions NOW!

M4: The Environment and Society - 4.2 Why is the Environment

Important?
Why is the Environment Important?
 Interconnectedness/ Interdependence. Our life-support system's health is maintained by
all the species that make-up the biosphere—from the smallest to the largest (our
biodiversity). The survival of all these species is interconnected and dependent on each
other. Bacteria and insects break down organic material to produce soil and nutrients so
plants can grow. Plants provide oxygen and food for animals and many other benefits. Bees,
other insects, and animals pollinate the plants so they can reproduce and keep the cycle
going. They also maintain the health of plants and spread their seeds. The actual processes
that take place between species and the environment are extremely complex and vulnerable.
If humanity causes the extinction of one species—it's really the extinction of many species
and the decline of our life-support system for ourselves and future generation.
 Source of raw materials. Technically, what man consumes and uses to survive and live
depend highly its raw materials from the natural environment.
 Aesthetic value. Nature provides a sense of recreation for family and friends. Going to
the park, outing in a beach, climbing to the mountain provide aesthetic value to human
beings.
 Environmental Rage/ Destruction. These refer to the recent atrocities experienced by
countless humans as a result of denuded mountains, logging, slash and burn. These are
indeed alarming and posit the thought whether we are secured from any potential harms/
threats when natural disasters take place. We may be safe from any military warfare but the
rage of the environment seems so inevitable and we don’t know whether we are capable of
protecting ourselves when the environment turns its back from humanity.

M4: The Environment and Society - 4.3 Need for Environmental

Education
The Need for Environmental Education
 
Environmental education increases public awareness and knowledge about
environmental issues or problems. In doing so, it provides the public with the necessary skills
to make informed decisions and take responsible action.
 
It refers to organized efforts to teach about how natural environments function and,
particularly, how human beings can manage their behavior and ecosystems in order to live
sustainably. The term is often used to imply education within the school system, from
primary to tertiary level. However, it is sometimes used more broadly to include all efforts to
educate the public and other audiences, including print materials, websites, media
campaigns, etc.
 
Environmental education is a learning process that increases people’s knowledge and
awareness about the environment and associated challenges, develops the necessary skills
and expertise to address the challenges, and fosters attitudes, motivations, and
commitments to make informed decisions and take responsible action (UNESCO, Tbilisi
Declaration, 1978).
 
Environmental education enhances critical thinking, problem-solving, and effective
decision-making skills, and teaches individuals to weigh various sides of an environmental
issue to make informed and responsible decisions. Environmental education does not
advocate a particular viewpoint or course of action.

M4: The Environment and Society - 4.4 Component of Environmental

Education
The Component of Environmental Education
 

1. Awareness. To help social groups and individuals acquire an awareness of and

sensitivity to the total environment and its allied problems.
2. Knowledge. To help social groups and individuals gain a variety of experience in and
acquire basic understanding of, the environment and its associated problems.
3. Attitudes. To help social groups and individuals acquire a set of values and feelings of
concern for the environment and the motivation for actively participating in environmental
improvement and protection.
4. Skills. To help social groups and individuals acquire the skills for identifying and
solving environmental problems.
5. Participation. To provide social groups and individuals with an opportunity to be
actively involved at all levels in working towards the solution of environmental problems.

M4: The Environment and Society - 4.5 Basic Concepts of

Environmental Education
Basic Concepts of Environmental Education
 

1. The ecosystem is the basic unit of the ecospheres in which living things interact with
the physical components and are interdependent with one another.
2. Most of our energy originates from the sun and flows through an ecosystem some
being lost at each step till all available energy is gone. Hence the need for the conservation
of energy. Materials are continuously cycled and recycled within and among ecosystems. As
a result, in the natural cyclic system nothing is wasted. When people introduce artificial
systems such as industrial processes, wastes are produced pollution occurs and moves from
one natural cycle to another.
3. An ecosystem has a carrying capacity, that is, the ability to support a given number of
each species in it. If the components of the system are interfered with, then population
stability will not be maintained.
4. People are part and parcel of the environment yet they have the greatest capability of
altering the ecosystems by activities that reduce its ability to support life. The technology that
they have devised to help them exploit nature can either be used to deteriorate or enhance
the ecosystems.
5. The survival of mankind as a species depends on harmonizing their activities with the
ecosystem processes. This can be achieved by developing a moral and ethical responsibility
towards the environment.

M4: The Environment and Society - 4.6 Environmental Awareness

ENVIRONMENTAL AWARENESS
According to Frontiers 2018/19: Emerging Issues of Environmental Concern (UN
Environment 2019), there is an alarming concern with respect to balancing the need
for advancement and environmental preservation.
 
Here are some parts of the report:
 
Large-scale industrialization has resulted in widespread fragmentation of previously
intact landscapes around the globe. From the clearance of richly populated rainforests
to the damming of mighty, arterial rivers, the knock-on effect of isolated, impacted
ecosystems is detrimental to the health of flora and fauna alike, and in severe cases,
threatens species extinction. Landscapes are also not limited to the terrestrial realm
 as ecosystem connectivity extends beyond continental shores into marine seascapes
and the oceans.
 
Initiatives to promote landscape connectivity are offering hope in various global
locations, but much more focus in planning to reconnect habitat patches or preserve
existing connectivity is needed. This is vital to preserving the remaining biodiversity
and to protect the interlinked ecosystems on which we all depend. National efforts
require expansion to the international level, as ecosystems are not bounded by
country borders. From marine reserves to wildlife corridors and beyond, this wide-
ranging chapter explores the issues of, and solutions to, fragmentation in the natural
world and the imperative for joined-up thinking in planning for the preservation and
conservation of biodiversity and species survival.
 
With rising global temperatures, the Arctic is warming twice as fast as the global
average and scientists are becoming increasingly alarmed at the accelerating rate of
permafrost thaw. While research is ongoing, too little is currently known of the intricate
relationships and dynamics between the perennially frozen ground that is permafrost
and the insulating layer of dead plant remains – or peat – that covers a significant
percentage of the Northernmost areas of our planet.
 
Permafrost thaw not only has direct impacts on the ecology and infrastructure of the
peatland regions, it is also a potential ‘tipping element’ towards a runaway
greenhouse effect. Preservation of these rich soil-carbon deposits is imperative to
cushion the global effects of climate change and to avoid the worst effects and risks of
unlocking these frozen assets, which keep carbon and other greenhouse gases
sequestered underground and out of the atmosphere. Likely scenarios and the
collaborative research urgently needed to ensure preservation of these crucial
deposits are thoroughly explored in this chapter, from the ground up.
 
Broadly speaking, evolution depends on successful adaptation, and maladaptation
results in failure. In terms of climate change, strategies for adaptation need to address
vulnerabilities and increase resilience on a global scale and avoid short-term fixes that
may only have local benefits. It is becoming clear that international cooperation and
planning are needed to avoid adaptations that may appear to offer mitigation, but
which actually compound the problem.

M4: The Environment and Society - 4.7 Philippines and the

Environment
PHILIPPINES AND THE ENVIRONMENT
 
As cited in the Philippine Climate Change Commission Report, major institutions have
provided their projections about the country’s environmental condition; here are some.
 

1. Major Rainfall changes in patterns and distribution

2. Threats to natural ecosystem
3. Dying corals
4. More intense droughts
5. Higher sea level rise
6. Water scarcity

M4: The Environment and Society - 4.8 Climate Change

CLIMATE CHANGE
Climate change is a change in the statistical distribution of weather over periods of time that
range from decades to millions of years. It can be a change in the average weather or a
change in the distribution of weather events around an average (for example, greater or
fewer extreme weather events). Climate change may be limited to a specific region, or may
occur across the whole Earth.
 
WHAT MAKES THE CLIMATE CHANGE?
 
The Earth‘s climate is influenced by many factors, mainly by the amount of energy coming
from the sun, but also by factors such as the amount of greenhouse gases and aerosols in
the atmosphere, and the properties of the Earth‘s surface, which determine how much of this
solar energy is retained or reflected back to space.

M4: The Environment and Society - 4.8.1 Human Contribution to

Climate Change
HUMAN CONTRIBUTION TO CLIMATE CHANGE
 
All of us in our daily lives contribute our bit to this change in the climate. Give these points a
good, serious thought:
 Electricity is the main source of power in urban areas. All our gadgets run on
electricity generated mainly from thermal power plants. These thermal power plants are run
on fossil fuels (mostly coal) and are responsible for the emission of huge amounts of
greenhouse gases and other pollutants.
 Cars, buses, and trucks are the principal ways by which goods and people are
transported in most of our cities. These are run mainly on petrol or diesel, both fossil fuels.
 We generate large quantities of waste in the form of plastics that remain in the
environment for many years and cause damage.
 We use a huge quantity of paper in our work at schools and in offices.
 Timber is used in large quantities for construction of houses, which means that large
areas of forest have to be cut down. A growing population has meant more and more mouths
to feed. Because the land area available for agriculture is limited (and in fact, is actually
shrinking as a result of ecological degradation!), high-yielding varieties of crop are being
grown to increase the agricultural output from a given area of land. However, such high-
yielding varieties of crops require large quantities of fertilizers; and more fertilizer means
more emissions of nitrous oxide, both from the field into which it is put and the fertilizer
industry that makes it. Pollution also results from the run-off of fertilizer into water bodies.
M4: The Environment and Society - 4.8.2 Impacts of Climate Change
WHAT IMPACTS OF CLIMATE CHANGE HAVE ALREADY BEEN OBSERVED?
 
Regional climate change is already affecting many natural systems. For instance, it is
increasingly being observed that snow and ice are melting and frozen ground is thawing,
hydrological and biological systems are changing and in some cases being disrupted,
migrations are starting earlier, and species' geographic ranges are shifting towards the
poles.
 
Despite remaining gaps in knowledge, it is likely that these effects are linked to human
influence on climate. At the regional level, however, responses to natural variability are
difficult to separate from the effects of climate change. Some previously unanticipated
impacts of regional climate change are just starting to become apparent. For instance,
melting glaciers can threaten mountain settlements and water resources, and damage
associated with coastal flooding are increasing.

M4: The Environment and Society - 4.8.3 Adaptation to Climate

Change
HOW DO PEOPLE ADAPT TO CLIMATE CHANGE?
 Humans need to adapt to the impacts of climate change, for instance through
technological solutions such as coastal defenses and changes in consumption habits.
 Vulnerability of human populations to climate change and its consequences can be
affected by other factors, such as pollution, conflicts, or epidemics such as AIDS. An
emphasis on sustainable development can help human societies reduce their vulnerability to
climate change.
 Mitigation measures that aim to reduce greenhouse gases emissions can help avoid,
reduce or delay impacts, and should be implemented in order to ensure that adaptation
capacity is not exceeded.

M4: The Environment and Society - 4.9 Seven Environmental

Principles.
Seven Environmental Principles.
 
1. Everything is connected to everything else. (Ang lahat ng bagay ay magkakaugnay.)
Human interaction with nature oftentimes alters the ecosystems. The waste we improperly
dispose of brings about the deterioration of land and water quality. This may in turn reduce
their capacity to provide life for other organisms. Deforestation causes soil erosion and the
earth deposited on the water bodies covers the coral reefs resulting to fishery loss.
Suspended particulates from vehicular and stationary sources may cause lung problems
among city residents. War causes destruction of wildlife and habitats. There is a cause and
effect chain, even when it is neither always visible nor observable.
2. All forms of life are important. (Ang lahat na may buhay ay mahalaga.) All living
organisms were created for a purpose in relation to humans, other species on earth and
global ecosystem in general. Thus, when a species becomes extinct, it is like removing a
piece of a jigsaw puzzle from the web of life. The variety of life forms, manifested by the
different levels of biological diversity – community, species, and genes – contributes to the
stability of the environment. Food webs, food chains and ecological relationships link plants
and animals together in the web of life. Even bacteria, insects, snakes, and rats have
ecological functions even though humans perceive them as parasites or pests. The
composition of biological diversity naturally changes slowly but the rate of transition has
become faster due to factors such as habitat destruction. Deforestation may diminish forest
species such as birds that are vulnerable to modification of their home. Pollution of waters
reduces the quantity of fishes, shells, algae and other aquatic life. Over harvesting of natural
products likewise contributes to the unsustainable use of food and material resources. To
maintain ecological balance, therefore, the conservation of genes, species and ecosystems
becomes essential to keep life together. Biodiversity conservation strategies commence with
the protection of both terrestrial and aquatic ecosystems. Land uses, such as protected
areas, ensure that the natural state of these habitats continue to exist in designated areas.
Community-based approaches in conservation maximize citizens’ participation in protected
areas. Integrity of natural ecosystems can likewise be guarded through the preservation of
indigenous species.
3. Everything must go somewhere. (Ang lahat ng bagay ay may patutunguhan.) By-
products of consumption go back to the environment. Everything that we throw away –
pieces of paper, left-over food, peelings of fruits, plastic wrappers, used containers – have to
go somewhere. Even plants and animals have their own wastes – feces, urine, dead leaves,
and branches. It is the law of nature that the by-products of metabolism return to the soil,
acted upon first by worms, bacteria, and fungi, and then converted into minerals, to be again
absorbed by plants and eaten by animals. In short, they enter into a material cycle that is an
integral part of the ecosystem. But what happens if what we throw is an artificial product
such as plastic? Then natural bacteria can not recognize them and may not be capable of
breaking them apart. These non-biodegradable products must enter another material cycle –
the one that goes to the factory to be manufactured into a new product. Thus, the retrieval,
collection and recycling of these materials become necessary so that they do not pollute land
and water habitats.
4. Ours is a finite earth. (Ang kalikasan ay may hangganan.) Everything that we need is
provided by nature in abundance – food, water, energy, minerals, and air. However, some
resources that we depend upon nowadays are extracted excessively but are slow to replace.
These non-renewable resources experience limits of supply. For instance, fossil fuels
produced over thousands of years may be exhausted in a hundred years. Some energy
sources like water, and wood may be replaced easier but have become inaccessible due to
pollution and excessive extraction. Diminishing forest cover have resulted from logging,
ineffective reforestation, and continued land conversion. However, food scarcity and poverty
may have resulted from failed distribution systems rather than inability of the land and water
bodies to yield food. It can be argued that increasing population decreases the amount of
resources available to each person. Carrying capacity, or the ability of the ecosystem to
support a number of people, may be influenced by limit of resources due to an increasing
population. Competition increases as the carrying capacity is reached. Per capita
consumption must also be considered because people in Northern countries generally
consume more food, energy and resources than people in the developing Southern
countries. Carrying capacity may be addressed two ways: increase resources and reduce
population growth. Agricultural productivity for instance may be increased with better
availability of water and farm inputs. Pollution reduces the absorbing capacity of air and
water. Pollution likewise reduces the availability of land and water to produce food for human
consumption. A river classified a Class IV means that it becomes fit only for only for
navigation and can no longer sustain life forms. Likewise, oil spills from accidents or war
destroy bays and rivers. Waterways that have become cesspool of domestic wastes cannot
contain fishes and shells or if they do might transmit toxins and harmful bacteria to
consumers.
5. Nature knows best. (Ang kalikasan ang mas nakakaalam.) Nature manifests certain
processes that enable it to maintain balance and remain in a state of equilibrium. The
nutrient cycling of nitrogen, carbon, sulfur and phosphorous in the air, water and land
indicates that minerals are utilized within the confines of the earth. The flow of energy from
the sun enables light to be converted into sugar in plants through photosynthesis, and later
for consumer organisms to obtain energy from plant starch. Food chains and food webs
allow transfer of energy from producers and consumers and provide the means for all living
organisms to acquire nutrition. Population control also occurs naturally through predator –
prey relationships. The equilibrium in the ecosystem is maintained, thus if humans intervene,
unforeseen negative impacts known as ecological backlash, may arise. Floods are often
times backlashes of excessive felling of trees. The importation of golden kuhol, that became
a pest, reminds us that biological organisms may not acclimatize in a new environment or
may cause harm to indigenous species.
6. Nature is beautiful and we are stewards of God’s creation. (Ang kalikasan ay maganda
at tayo ang tagapangasiwa ng lahat na nilikha ng Diyos.) Different religions from Islam to
Buddhism to Judeo-Christian to indigenous people’s animism express the belief of caring for
the earth, including all creatures. Thus it is the goal of environmental education and
biodiversity conservation education to motivate target audiences towards developing an eco-
spirituality that moves them into a more meaningful relationship with nature and a greater
participation in the biophysical economic processes that make this world a better place to
live in.
7. Everything changes. (Ang lahat ay nagbabago.) Changes in the biophysical world
occur naturally. As they say, there is nothing more permanent in this world than change.
Consider the following examples. Metamorphosis of caterpillars to butterflies illustrates
morphological changes that occur in living forms. The increase of vegetation on earth
augmented the amount of oxygen in the atmosphere through time. Seasons are cyclic
changes that contribute to the diversity of flowers, fruits, vegetables and other crops during
the year. Random changes manifested by natural catastrophe such as typhoons destroy
forests, coral reefs and mangroves. Volcanic eruptions annihilate surface flora and
submerge rivers. Human-induced alteration such as climate change may cause more
massive repercussions. Land use change – from forests to agricultural land to human
settlements – change the composition of vegetation and animals. Human-induced changes
can be managed so that the negative impacts are minimized and positive changes
accentuated. Environmental impact assessment (EIA) provides a tool for the projection,
planning and management of change brought about by industrialization and human
settlement expansion. Effluents can be managed through policy and pollution control
techniques by both industry and government to achieve clean air and water Sustainable
development presents a paradigm of change for the 21st Century. Sustainable development
promotes ecological integrity, equitable sharing of resources and people empowerment as
pillars of growth. Biodiversity conservation contributes to ecological integrity, through both in-
situ and ex-situ techniques. Biodiversity conservation becomes successful only if coupled
with poverty alleviation, improving equity of access to resources, and instituting social
change. Environmental education facilitates social transformation by modifying attitudes and
behavior of people towards an ecological ethic.

M4: The Environment and Society - 4.10 Environmental Protection

ENVIRONMENTAL PROTECTION: INDIVIDUAL INITIATIVE
  
A. House & Garden
 Grow your own food.
 Redecorate with Eco-products.
 Buy energy-efficient appliances.
 Reduce your electricity use 
B. Water Conservation
 Take short showers and share bathwater.
 Pollute less.
 Turn off taps properly.
 Fix dripping taps.
 Use appliances efficiently.
C. Transportation
 Use a bike.
 Walk short distances rather than drive.
 Use public transportation or carpool for long trips.
 Consolidate your trips
 Research biodiesel.
 Research energy efficient, electric, hybrid and diesel engines when buying a new car,
motorbike, or scooter.
D. Community
 Knowledge is power.
 E-mail relevant articles to your friends and family to get them up to speed about global
warming.
 Write to your local council to ask for environmentally minded services such as
recycling collection.
 Educate yourself, you family, your friends, and everyone you meet.

M4: The Environment and Society - 4.10.1 Nationwide Initiative

Food security: Community-based gardening

Negros Occidental. The gulayan sa bakod program of the Eco-Entrepreneurial Greens Communities, Inc.
(EEGCI) promotes community-based food gardening as a climate change adaptation practice in the province.

Water Sufficiency: Rainwater catchment

Marikina city. Public schools like H. Bautista elementary school use rainwater harvesting systems (RHWs) to
collect water for watering plants, cleaning rooms and flushing toilets. RHWs alleviate the impacts of climate
change on water security.
Human Security: Mangroves Planting and preservation

Banacon,Bohol. The banacon island Mangrove forest is an eco-tourist ndestination with an approximate area
of 425 hectares of mangroves. Aside from sequestering carbon emissions, mangroves could protect coastal
communities from extreme weather events.

Climate smart industries and services: agroforestation

Tublay, Benguet. The municipality’s coffee-based agroforestation program, empowers the community to
participate in environmental conservation, climate change adaptation, and disaster mitigation initiatives while
gaining economic benefits from it.

Knowledge and capacity development: climate field schools

Calasiao, Pangasinan. The municipality is one of the beneficiaries of the Climate Change Commission’s
Climate Resiliency Field Schools (CRFS) Program, which was implemented by Rice Watch Action Network. The
program aims to complement the efforts of the Department of Agriculture to raise awareness on the different
climate change adaptation strategies for farming.

M4: The Environment and Society - 4.11 References

Additional Resources:
RA 9512: Environmental Awareness and Education Act of 2008
RA 9729: The Climate change Act of 2009
RA 9512: National Environmental Awareness and Education Act of 2008

M5: Sense of Community 5.0 Objectives

At the end of the module, the students should be able to:
 
-           Understand the meaning of community
-           Define community participation
-           Discuss the sense of community, community building and organization
-           Improve and facilitate the interrelationships and to promote coordination among
organizations, groups and individuals concerned with social welfare program and
services
-           Explore the mechanism of achieving community common goal
-           Clarify the role of community leaders towards such endeavor

M5: Sense of Community 5.1 Motivation

The individual person is always the motivated unit. Each person, in his/her role as community
member may have some degree, varying from weak to keen, of interest in community affairs; theories
 of motivation for community organization are the same as any other theories of motivation. A pattern
of strong community motivation is one which many or most members are strongly disposed to
achieve similar or common goals.
 
Activity: The students are asked to think or mention one team building activity and discuss then also
explain the values they get from the activity.

M5: Sense of Community 5.2 Basic Concepts

Basic Concepts of Community
 In biological terms, a community is a group of interacting organisms sharing an
environment.
 In sociology, a "community" has been defined as a group of interacting people living
in a common location.
 The word community is derived from the Latin communitas (meaning the same),
which is in turn derived from communis, which means "common, public, shared by all or
many." Communis comes from a combination of the Latin prefix com-(which means
"together") and the word munis (which has to do with the exchange of services).

M5: Sense of Community 5.3 Sense of Community

Sense of Community
 

Sense of community focuses on the experience of community rather than its structure,

formation, setting, or other features. It asks questions about the individual's perception,
understanding, attitudes, feelings, etc. about community and his or her relationship to it and
to others' participation - indeed to the complete, multifaceted community experience.
It is “the perception of similarity to others, an acknowledged interdependence with others, a
willingness to maintain this interdependence by giving to or doing for others what one
expects from them, and the feeling that one is part of a larger dependable and stable
structure
It is a feeling that members have of belonging, a feeling that members matter to one another
and to the group, and a shared faith that members’ needs will be met through their
commitment to be together.
 
 
Four Elements of Sense of Community (according to the McMillan & Chavis theory)

1. Membership. Membership includes five attributes:

 Boundaries
 Emotional safety
 A sense of belonging and identification
 Personal investment
 A common symbol system
2. Influence. Influence works both ways: members need to feel that they have some
influence in the group, and some influence by the group on its members is needed for group
cohesion.
3. Integration and fulfillment of needs. Members feel rewarded in some way for their
participation.
4. Shared emotional connection. The "definitive element for true community" It includes
shared history and shared participation (or at least identification with the history).

M5: Sense of Community 5.4 Community Building

Community Building and Community Building Approach
Community building is directed toward the creation or enhancement of community between
individuals within a regional area (such as a neighborhood) or with a common interest.
 
A community building process aims to build capacity in neighborhood institutions, strengthen
ties among residents, and assist residents to work individually and collectively toward
neighborhood change.

1.
1. Community Participation.
2. Capacity Building.
3. Neighborhood Governance
4. Collaboration
5. An Asset Orientation
Community building and organizing
In The Different Drum: Community-Making and Peace, Scott Peck argues that the almost
accidental sense of community that exists at times of crisis can be consciously built. Peck
believes that conscious community building is a process of deliberate design based on the
knowledge and application of certain rules. He states that this process goes through four
stages:

1. Pseudo-community:
2. Chaos
3. Emptiness
4. True community

M5: Sense of Community 5.5 Youth Development and Community

Engagement
Basic Concept on Community Service
Community service are those activities that engage youth. It is often called youth service. It
is a methodology that is simultaneously employed to strengthen young peoples' senses of
civic engagement and nationalism, as well as assist them in meeting educational,
developmental, and social goals.
Reasons to Get Involved:
1. It feels good. The satisfaction and pride that come from helping others are important
reasons to serve. When you commit your time and effort to an organization or a cause you
feel strongly about, the feeling of fulfillment can be endless.
2. It strengthens the community. Organizations and agencies that use youth to serve are
providing important services at low or no cost to those who need them. When a community is
doing well as a whole, its individuals are better off, too.
3. Develop young people’s connections to their own identity, culture, and community.
4. Recognize that young people are assets to and experts about their communities.
5. Engage young people as community leaders on issues that matter to them.
 
 
What is a Service Learning?
Service-Learning as a method of teaching enriches learning by engaging students in
meaningful service to their schools or communities through careful integration with
established learning objectives or curricula.
 

Service-learning is an educational strategy that links service and academic curriculum to
promote learning. It promotes students’ personal, social, and intellectual growth and provides
them with a sense of civic responsibility and opportunities for career exploration.
 
Service-learning’s key components are:

1. Student Leadership
2. Genuine community
3. Clear connections to curricular learning objectives
4. Reflection
5. Project Determination, Planning, Preparation, and Implementation:
6. Celebration

M5: Sense of Community 5.6 Project Ideas

Project Ideas for Community Service
The following enumerates the different kinds of ideas that the youth may explore in serving
the community:
 
Types of Service Projects:

1. Single Service Project. A single, large, or mid-sized project requires broad-based

support and should reflect the general interest of people in the community. Community-built
playgrounds, recreation centers, or housing require diverseresources from both adults and
young people and can be powerful visual symbols of the community’s commitment to youth.
2. Community-Wide Volunteer Day A celebration with multiple project sites requires
teaming with organizations and agencies whose projects can be accomplished in one day.
 River, highway, and park cleanups, painting, and other rehabilitation projects are good
choices and can accommodate many volunteers. A well-organized city clean-up
canaccomplish a significant amount of work in a single day and really put a shine on a
community.
3. Serve-a-thon. Serve-a-thons allow you to combine community service and fundraising
for local projects or organizations by taking pledges for hours of service. Create pledge
sheets that volunteers can use to solicit contributionsbefore the service day, and collect the
funds raised when volunteers arrive for their service projects.
4. Workshops and Training Sessions. Organize a youth-led workshop to train NGOs and
the public on skills to deal with or prevent problems your community faces (e.g. environment
racism, ethnic conflict, HIV/AIDS) or to build capacity in volunteer management and
community service.
 
Planning a Community Service Project
Factors to Consider When Planning a Project:
 Identify a need for your community.
 Define the target group.
 Focus on a specific objective or goal that is appropriate for the community.
 Involve members of the community in planning.
 Tap into available community resources.
 Decide how you will evaluate your plan or project. What worked and what did not?
 Develop partnerships with other organizations in your community. Partner with other
area chapters.
 
There are four basic phases to community service:
            1) Identifying an issue
            2) Getting organized
            3) Carrying out your plans and
            4) Follow-up planning.
 
The following outline can help you to plan your community service project:

1. Education.
a. Identify an issue
b. Research the issues' past and present history
c. Frame the issue
d. Provide internal education
2. Getting Organized.
a. Choose advocacy strategies available for the specific issue
b. Determine who else in the community will support or oppose the issue
c. Identify the target population
d. Develop a plan with alternative strategies
e. Assign tasks and target deadlines
3. Carrying Out Your Plans.
a. Implement the plan
b. Track your progress
c. Adjust your strategies
d. Identify finish lines
e. Evaluate the plan
4. Follow-up Planning
a. Evaluate success and accomplishments
b. Evaluate weaknesses and strategies that did not work

1.
 
Advocacy Planning Strategies
Strategies that can aid in planning a successful community advocacy project include:

1. Keep your project simple; stick to one specific issue that has meaning for your
community or the target population.
2. Document what you already know about the issue, research what you do not know.
3. Use existing information, research articles, reports, books, or publications.
4. Document real life examples or experiences.
5. Reach out to local settings for speaking opportunities in service groups, schools, and
other organizations.
6. Use experts on the issue for public speaking and presentations.
7. Utilize the local media for public service announcements, editorial and op-ed articles,
highlighting a fact each week.
8. Involve a public official.
9. Work with others such as parent groups, business groups, church groups, senior
groups, student groups, service clubs, local associations, neighborhood groups and
professional associations.
10. Set up regular meetings for planning, tracking progress and evaluating the project.
 

M6: National Security 6.0 Objectives

At the end of the session, the students are expected to:
 

 Understand the basics concepts on Human Security and National Security
 Determine the role of NSTP program and its students in times of national emergencies
 Determine different kinds of threats to national territory
 Identify the security of human lives as the central objective of national and
international security policy

M6: National Security 6.2 Human Security

HUMAN SECURITY
  
Since time immemorial, man has an awareness and knowledge about security. In ancient
era, man has devised means to protect himself from ferocious animals and harsh conditions.
As the society advanced, they learned to create tools and weapons to safeguard their lives
and their properties. In our country, heroes were born because they strive to save our people
from conquerors. Currently, every country has its own way of defending and maintaining its
human and national security.
 
 In the 1994 United Nations Development Programme (UNDP) Report, human security was
referred to as having two aspects:
 
“…first safety from such chronic threats as hunger, disease and repression…
second, it means protection from sudden and hurtful disruptions in the patterns of
daily life – whether in homes, in jobs, or in communities. Such threats can exist at all
levels of national income and development.”
 
This was supplemented by an explanation from the former UN Secretary-General Kofi Annan
which states that:
 
 “Human security, in its broadest sense, embraces far more than the absence of
violent conflict. It encompasses human rights, good governance, access to education
and health care and ensuring that each individual has opportunities and choices to
fulfill his or her potential… Every step in this direction is also a step towards reducing
poverty, achieving economic growth and preventing conflict. Freedom from want,
freedom from fear, and the freedom of future generations to inherit a healthy natural
environment – these are the interrelated building blocks of human – and therefore
national – security.”
 
Thus, according to the United Nations (UN) Commission, Human Security:
 seeks to “protect the vital core of all human lives in ways that enhance human
freedoms and human fulfillment”
 requires “protecting people from critical and pervasive threats” and "empowering them
to take charge of their own lives"
 “protection and empowerment are mutually reinforcing and cannot succeed in
isolation”
 Commission puts emphasis on the “need for comprehensive, integrated and people-
centered solutions that together can help people develop the building blocks of survival,
livelihood and dignity”

M6: National Security 6.3 The National Security

NATIONAL SECURITY
 
National Security is defined as the state or condition wherein the values which a nation
treasures such as territorial integrity, sovereignty, people’s way of life and well-being are
protected and enhanced. It is the requirement to maintain the survival of the nation-state
through the use of economic military and political power and the exercise of diplomacy. The
measures taken to ensure national security include:
 
 Using diplomacy to rally allies and isolate threats;
 Maintaining effective armed forces;
 Implementing civil defense and emergency preparedness measures (including anti-
terrorism legislation);
 Ensuring the resilience and security of critical infrastructure; and
 Using intelligence services to detect and defeat or avoid threats and espionage, and
to protect classified information.
 
In the Philippine context as indicated by the NSC Permanent Secretariat, National Security is
described as a condition or state of being where the Filipino people’s values, way of life,
institutions, welfare, and well-being, sovereignty and strategic relations are protected and
enhanced.
 
The elements of National Security are the following:
 Moral-spiritual consensus
 Cultural cohesiveness
 Economic solidarity
 Socio-political stability
 Ecological balance
 Territorial integrity
 International harmony

M6: National Security 6.4 National Security and the NSTP Program
NATIONAL SECURITY AND THE NSTP PROGRAM
 
The 1987 Philippine Constitution enshrined in its Declaration of Principles that the Filipinos
are duty-bound to protect the country and, as such, they may be subjected to undergo
service training programs (Art. II, Sec. 14, The Philippine Constitution). The Government
may call upon the people to defend the state, and in fulfillment thereof, all citizens may be
required, under conditions provided by law, to render personal, military or civil service. The
NSTP is a program aimed at enhancing civic consciousness and defense preparedness in
the youth by developing the ethics of service and patriotism while undergoing training in any
of its three (3) program components, specifically designed to enhance the youth's active
contribution to the general welfare.
 
Manpower Reservoir for National Security

1. Graduates of CWTS and LTS shall belong to the National Service Reserve Corps
(NSRC) which could be tapped by the State for literacy and civic welfare activities such
assisting in disaster preparedness, mitigation, response and rehabilitation programs.
2. Graduates of the ROTC component shall form part of the AFP Citizen Armed Forces
and AFP Reserve forces, subject to DND Requirements

THREATS TO NATIONAL SECURITY

 
 
 A. Man-Made Threats

1.
a. Terrorism. Any person who commits an act punishable under any of the
following provisions of the Revised Penal Code:
 Article 122 (Piracy in General and Mutiny in the High Seas or in the
Philippine Waters);
 Article 134 (Rebellion or Insurrection);
 Article 134-a (Coup d’Etat), including acts committed by private persons;
 Article 248 (Murder);
 Article 267 (Kidnapping and Serious Illegal Detention);
 Article 324 (Crimes Involving Destruction), or under
1. Presidential Decree No. 1613 (The Law on Arson);
2. Republic Act No. 6969 (Toxic Substances and Hazardous and
Nuclear Waste Control Act of 1990);
3. Republic Act No. 5207, (Atomic Energy Regulatory and Liability
Act of 1968);
4. Republic Act No. 6235 (Anti-Hijacking Law);
5. Presidential Decree No. 532 (Anti-Piracy and Anti-Highway
Robbery Law of 1974); and,
6. Presidential Decree No. 1866, as amended (Decree Codifying the
Laws on Illegal and Unlawful Possession, Manufacture, Dealing in, Acquisition or Disposition
of Firearms, Ammunitions or Explosives
b. Explosion/Bomb Threats
c. Campus Violence/Frat and Gang War
d.  Kidnapping/Hostage Taking
e. Drug Addiction
f. Armed Robberies/Hold Ups
g. Snatching
h. Sabotage Fire
i. Technological Threats such as gambling through number games, internet hold
ups and cybercrimes (computer hacking, computer pilferage, ATM stealing and cyber
prostitution)
 
B. Natural Threats

a. Earthquakes
b. Typhoons
c. Floods
d. Volcanic Eruptions
e. Tsunamis

M6: National Security 6.6 Role Of Youth in National Security

ROLE OF YOUTH IN NATIONAL SECURITY
  
In an Article entitled “10 Ways Youth can Make an Impact”, it provided the youth means to
contribute to the country’s national security. It emphasized that the youth engagement can
bring about social change. It sends a message that the youth do not have to wait to become
adults to be significant and active members of the society.
 

1. Know your rights.

2. Learn about local issues
3. Speak out
4. Network
5. Spread the word
6. Join campaigns
7. Host a youth summit
8. Use your creativity
9. Join/create a youth organization
10. Be an inspiration.

M6: National Security 6.7 References

References:

1. Republic Act No. 9372 otherwise known as the Human Security Act of 2007
2. R.A. No. 10121, An Act strengthening the Philippine disaster risk reduction and
management system, providing for the national disaster risk reduction and management
framework, and institutionalizing the national disaster risk reduction and management plan,
appropriating funds therefor and for other purposes.

M7: Substance and Drug Abuse Prevention 7.0 Objectives

 
At the end of the module, it is expected that the students shall:

 Know basic concepts and definitions on drugs and drug abuse.
 Understand the effects and signs of drug abuse
 Classify different kinds of drug users
 Equip themselves to say no and refuse drugs

M7: Substance and Drug Abuse Prevention 7.2 Definition and

Concept
WHAT IS A DRUG?
A drug is any substance that brings physical, psychological, emotional, and behavioral
changes when used.
 
WHAT IS DRUG ABUSE?
 Drug abuse is the continuous misuse of any substance, licit, illicit which results to changes in
an individual’s physical, mental, or behavioral condition.
 
 WHY DO PEOPLE TURN TO DRUGS?
 Peer pressure
 Curiosity
 Adventure
 Feel good
 Escape from reality
 Easy access to drugs
 
HISTORY AND COMMONLY ABUSED DRUGS IN THE PHILIPPINES
A. PRE-MARTIAL LAW ERA
a. Hallucinogens – drugs which affects sensation, thinking and emotion. Example:
Marijuana, Hashish, LSD
b. Sedatives – drugs which reduces anxiety and excitement. Example:
Barbiturates, Tranquilizers, Alcohol
c. Narcotics – drugs that relieve pain and induce sleep. Example: Opium and
derivatives like Heroin, Morphine, Codeine
B. MARTIAL LAW ERA
a. Cough Syrups – with narcotic and non-narcotic cough suppressants. Example:
Corex, Endotussin, Robitussin AC, etc.
b. Inhalants – chemicals used by manufacturing industries. Example: Rugby,
Glue, Thinner
C. AFTER EDSA REVOLUTION
a. Stimulants – drugs which increases alertness. Example: Amphetamine,
Derivatives, Cocaine
 
HOW CAN YOU TELL IF A PERSON IS ON DRUGS? Changes in…

1. Appearance
2. Mood
3. Behavior
4. Interest

M7: Substance and Drug Abuse Prevention 7.3 Drug Situation in the
Philippines
DRUG OF CHOICE IN THE PHILIPPINES 

1. Methamphetamine hydrochloride (Shabu) – most abused drug in PH

2. Cannabis (Marijuana)
3. Methylenedioxy- methamphetamine (MDMA) or ecstasy
IDENTIFIED MARIJUANA PLANTATION SITES

1. Cordillera Administrative Region

2. Region 1
3. Region 2

M7: Substance and Drug Abuse Prevention 7.4 Effects of Drugs

These are several effects of drugs:

A. MENTAL HEALTH/PSYCHOLOGICAL EFFECTS

a. Disturbance in Perception – auditory and visual hallucination
b. Disturbance in Orientation – paranoia, psychosis
c.  Disturbance in Memory
d. Disturbance in Judgment – depression that may lead to suicide
B. PHYSICAL HEALTH/PHYSIOLOGICAL EFFECTS
a. Systemic
1. Cardiac (HEART) Pathology – irregularity of heart beat, elevated or
lowered blood pressure, chest pain, convulsions or death from cardiac arrest
2. Pulmonary (LUNG) Illnesses
3. Hepatic (LIVER) Problems
4. Renal (KIDNEY) Diseases
b. General Health
1. Malnutrition or weight loss
2. Infections
3. Accidents
4. Blood Transmitted Disease
C. BEHAVIORAL EFFECTS, Substance seeking behavior can lead to various criminal
and anti-social acts.

M7: Substance and Drug Abuse Prevention 7.5 Common Signs of

Drug Abuse
The profile of a drug dependent or a substance abuser is as follows:
 Changes in attendance in school or work
 Changes in the normal capabilities in school/work
 Abrupt changes in overall attitude
 Generally lazy, irritable, discourteous, aggressive
 Usually untrustworthy and lacks self-confidence
 Manipulative
 Have a distorted view of reality
 Low frustration tolerance
 Con-game player
 Lacks interest in his studies/work (withdrawal from responsibilities)
 Blames everybody but himself (blame tosser)
 No respect for the rights of others
 Prefers to stay with peers (barkada)
 May frequently go to odd places (to take drugs)
 Poor physical appearance (unconcerned with grooming and hygiene)
 Wearing of sunglasses at inappropriate times
 Unusual effort to cover arms to hide needle marks (long-sleeved garments)
 Stealing items which can be readily sold
 Unusual borrowing of money from relatives and friends
 Association with known drug abusers

M7: Substance and Drug Abuse Prevention 7.6 Classification of Drug

Abuse
Substance abusers can be classified according to the frequency of their substance
use.

1. Experimenters – people who abuse the drug(s) for experimental basis.

2. Occasional Users – abuse the drug occasionally/whenever there are special
occasions. They abuse the drug once every two (2) weeks to two (2) times a week.
3. Regular Users – abuse the drug on a regular basis approximately three (3) to four (4)
times a week or every other day.
4. Drug Dependents – people who tend to abuse the drug(s) everyday (almost everyday)
or about five (5) to seven (7) times a week.
5. Mentally Ill Chemical Abuser/Substance Induced Psychosis – drug abusers who
manifest signs and symptom of psychotic disorders caused by the effects of drugs
(hallucinations, disorientation, delusions, etc.)

M7: Substance and Drug Abuse Prevention 7.7 Substance

Dependency and Keeping Drug-Free
WHAT ARE THE CRITERIA FOR DRUG DEPENDENCY?
 Withdrawal symptoms
 Need to take drugs to overcome withdrawal symptoms
 Compulsion
 Tolerance
 Relapse
 Reduced social/occupational act
 
HOW CAN YOU STAY AWAY FROM DRUGS?
 Devote yourself to your studies and other productive activities at home or in school
 Stay away from people, places and events that promote drug use
 Learn to manage feelings and cope with stress without using drugs
 Develop a strong moral and spiritual foundation
 Educate yourself about the effects of drug abuse
 Always say NO
  
WHAT ARE THE COUNTER-MEASURES FOR SUBSTANCE ABUSE?
Classification Management
Abstainer Preventive Education
Experimenters
Occupational Users Counseling
Regular Users
Drug Dependent Drug Rehabilitation
Mentally III Chemical Abuser
Psychiatric Treatment
(Substance Induced Psychosis)

M7: Substance and Drug Abuse Prevention 7.8 The Comprehensive

Dangerous Act of 2002
These are some of the important provisions in the Republic Act 9165 also known
as the Comprehensive Dangerous Drugs Act of 2002.
 SEC 5 – sale, administration, dispensation, delivery, distribution and transportation of
dangerous drugs
 SEC 6 – maintenance of den, dive or resort
 SEC 11 – possession of dangerous drugs
 SEC 15 – use of dangerous drugs
 SEC 19 – unlawful prescription of dangerous drugs
 SEC 36 – authorized drug testing
 SEC 54 – voluntary submission of a drug dependent to confinement, rehabilitation
 SEC 60 – confidentiality of records under the voluntary submission
 SEC 61 – compulsory confinement of a drug dependent who refuses to apply under
the voluntary submission

M7: Substance and Drug Abuse Prevention 7.9 References

References
 PDEA Annual Report 2019
 Republic Act 9165