UNIVERSITY OF ANTIQUE

SIBALOM, ANTIQUE

2024-2025

NSTP 1
MODULE
Civic Welfare Training Service 1
 Chapter 2 - Citizenship Training

Introduction: Learning Objectives:

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

1. THE BASIC VALUES OF THE FILIPINOS

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

“We, the sovereign Filipino people

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

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

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

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

The Maka-Kalikasan
Cluster
16. Concern for the
environment

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What are the Duties and Obligations of the Filipino Citizens?

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

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

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

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

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

2. NATIONALISM AND PATRIOTISM

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

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

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

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

The Philippine Flag

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

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

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

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

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

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

Half-Mast

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

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

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

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

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

It shall be prohibited:

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

PLEDGE TO THE FLAG

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

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

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

HOW TO FOLD THE PHILIPPINE NATIONAL FLAG

 THE NATIONAL ANTHEM

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

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

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

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

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

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

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

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

THE NATIONAL MOTTO

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

THE NATIONAL COAT OF ARMS

The National Coat of Arms shall have:

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

THE GREAT SEAL

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

3. LEADERSHIP AND THE YOUTH

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

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

What is Leadership?

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

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

1. What are the Functions of Leadership

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

THE 7 HABITS OF HIGHLY EFFECTIVE PEOPLE

Habit 1: Be Proactive

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

Habit 2: Begin With the End in Mind

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

Habit 4: Think Win-Win

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

Habit 7: Sharpen the Saw

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

What are the Characteristics of Principle-Centered Leaders?

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

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

Transformational Leadership

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

does the following:

1. Creating an Inspiring Vision of the Future

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

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

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

2. Motivating and Inspiring People

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

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

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

3. Managing Delivery of the Vision

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

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

4. Coaching and Building a Team to Achieve the Vision

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

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

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

Ten (10) Qualities of a Good Leader

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

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

Introduction Learning Objectives:

Drug education is the planned provision of After completing this chapter

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

1. THE NATURE OF DRUG AND DRUG ABUSE

What is a drug?

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

What is drug abuse?

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

What is Drug Dependence?

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

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

What are the Signs of Drug Abuse?

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

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

What are the Different Classification of Drugs?

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

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

a. Alcohol/Liquor

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

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

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

b. Narcotics

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

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

1) What are the Effects of Narcotics?

 Gives a short-lived feeling of euphoria.

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

2) How are Narcotics Abused?

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

3) What are Withdrawal Symptoms?

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

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

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

c. What are Types and Effects of Different Drugs?

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

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

3) Hallucinogens produce perceptual distortions, such as when the body or mind feels light.
The most commonly used drug of this type is marijuana, which people use for the
relaxation and intoxication it causes. Other hallucinogens, such as mescaline, LSD
(lysergic acid diethylamine), and PCP (phencyclidine), often produce a feeling of
exhilaration. Hallucinogens have a relatively low potential for causing physical
dependence, but chronic use of these drugs can lead to psychological dependence.
 Chapter 7- Self-Awareness and Values Development

Introduction Learning Objectives:

A thing has valued when it is
perceived as good and desirable. Food, After completing this chapter, you should be
money, and housing have a value able to:
because they are perceived as good and
the desire to acquire them influences  manifest in actual life an abiding faith in God as
attitudes and behavior. a reflection of being a spiritual being;
 develop self-worth and self-esteem as a moral
Not only material goods but also being;
ideals and concepts are valuable, such  develop the ability to cultivate the intellect and
as truth, honesty, and justice. For will for academic and personal formation;
instance, if truth is a value for one, it  appreciate how values are developed or formed
commands in one an inner commitment and its relation to one’s choices and decisions;
which in turn translates itself into one’s and
daily speech and action. Truth is good  understand the meaning and importance of self-
and desirable; it influences attitudes and awareness for your holistic development.
behavior.

Values are the bases of judging what attitudes and behavior are correct and desirable and what
are not. It is therefore of crucial importance that there be an appropriate framework as well as
strategy for providing the context and operational guidelines for implementing a values
education program. The values education framework hereby suggested is designed to translate
values from the abstract into the practical. The importance of this is underscored by the fact that
values, when defined in a book or in the classroom or discussed at the family table, tend to be
abstract. Values such as discipline and concern for the poor are ineffective unless they are
internalized and translated into action. Therefore, there is need for values education that is
meaningful and effective.

A. Values Development

How is Values Defined?

Etymologically speaking, the word “values” comes from the Latin word “valere,” which
means – “to measure the worth of something.”

Values are the elements of life prevailing in any society. They lie at the core of man’s
life. They color his choice. They shape and determine an individual’s or group’s decision, to like
or dislike, favor or disfavor, change or not to change.
 Acts reveal the person’s value preferences. Like the prism that reflects the invisible
spectrum of colors, a person’s acts manifest his invisible order of values.

Values may be positive or negative. They create an atmosphere – hence, the sense of
values. They are of diverse types and they transcend facts and clamor for existence and
realization. There are also subjective and objective values. Value experience involves a subject
valuing and the object valued. For example, a watch has a sentimental value to someone, which
is the subjective value. Life as opposed to death is an objective value. There are also moral
values that refer to the good or evil nature of acts.

What is Values Education?

It is life itself. It is the search for human good. It is not prescriptive, as values cannot be
imposed. It is descriptive as it attempts to present the desirable value system on the basis of
an understanding of the human person.
It is conceptual as it lists ideals that have to be internalized in the education process. It is
broad and flexible enough for adaptation to specific contexts.

What are the Objectives of Values Education?

Values education is directed towards:

1) Academic formation – where the intellect trained to know the truth; and

2) Personal formation – where the human will is trained to choose the good.

What is the Characteristic of Values Education?

Values education is founded on a sound philosophy of the human person with all its
philosophical implications. The supreme value that characterizes education is HUMAN
DIGNITY, and all other values are pursued because of the inner worth of the human person.

1) Man, as physical being, must maintain his health in accord with nature. He
should not abuse or overuse his body; his physical nature calls for harmony with
material world.

2) As an intellectual being, gifted with mind and the faculty of knowing, he must
constantly search for the truth. He seeks knowledge that would transform
society and the world. It is not enough to discover data and the known facts, but
he must develop creative and critical thinking to meet the challenges of the
modern world.

3) As a moral being, endowed with the faculty of freely choosing and loving, man
must go out to others and in fact to all humanity in the spirit of love. It implies
the quest for personal dignity, development of self-worth and self-esteem,
honesty and personal discipline that mark a mature person and a useful citizen.
 4) As a spiritual being capable of higher concerns and rising above the material
things, man must cultivate a sense of spirituality in consonance of his nature and
respond to God in faith. The cultivation of faith is what is meant by spirituality.

5) Man, as economic being has the obligation to help achieve economic efficiency
from the community aside from his own financial uplift.
How are Values Actualized?

The foregoing values pertain to the person as self. However, these values are actualized
in the society. As a social being living in a community, man must cultivate the sense of social
responsibility, be 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 people.

Social responsibility, first of all, means the strengthening of the family, a basic
autonomous social institution, if we wish to be vigorous in our attempt to weather the impact of
modernization and technology. Mutual love, mutual respect, and fidelity are traditional values
that preserve the unity and sanctity of family life.

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 problems. The work
ethic is imperative, particularly in a country with a depressed economy. Man aims to produce
food, goods, basic commodities by the manufacturers for the survival and well-being in the
community, and the production of machines that produce answers the problems.

How can We Become Aware of Values?

Being aware of values is valuing process originated by Dr. Harold Laswell of Yale
University and adapted to the field of education by Dr. W. Ray Rucker and associates. This
valuing process is founded on a holistic framework of universal needs of man, which are as
follows: affection, respect, skills, enlightenment, influence (or power), wealth, well-being, and
responsibility (or rectitude). All human wants and needs are contained within one or more of
these value categories.

Becoming aware of values considers a three-dimensional process of valuing.

First Dimension: to develop within man each one of these basic need areas. Man needs
to see himself as someone important, someone unique. He needs to be able to understand that he
is the only one of his kind on earth that he has the contribution to make that no one else can
make.

Second Dimension: to participate in sharing and shaping of the eight basic needs of man
in the likes of others. Man must identify those whom he respects, what characteristics in other
people he respects, and the reasons why he respects them.
 Third Dimension: to recognize the ways in which others influence the shaping and
sharing of values within man. He must recognize those who have respect for him, and the
methods by which respect has been shown. Man must see the ways in which he has been
honored, or admired recognized by a unique person.

B. Self and Self-Awareness

What is the Nature of Self and Self-Awareness?

According to Birch (1997), one of the most crucial processes in the early years of the child
is the development of sense of self. Gardner (1982) suggests that there are a number of factors
that the children should know. They should:

 Be aware of their own body, its appearance, state and size (body size);
 Be able to refer to themselves appropriately through language and be able to distinguish
descriptions which apply to self and which do not;
 Be aware of their own personal history, experiences they have had, skills and abilities
acquired, their own needs and wishes.

We have self-awareness if we can see ourselves by taking account of the attitudes and
perspective of others. Self-esteem is that part of self-concept in which we judge our own
competence in comparison to others.

What is Emotional Self-Assessment?

Self-assessment is the ability to know our inner resources, abilities and limits and to be
aware of our strengths and weaknesses. We can only know our potentials and limitations if we
are positive to constructive criticisms. We have to develop new perspectives about ourselves and
must always be motivated for professional growth. Hence, we have the ability to target areas for
personal change and improvement.

To possess the competency for accurate self-assessment, one should:

 have a sense of humor about him or herself;

 be aware of own strengths and weaknesses; and
 be open to feedback.

What is Self-Confidence?

This is the belief in your own self, your capability to accomplish the task. This competency
is an acknowledgment of your potentials that you are the best for your job. It is also about
conveying your ideas and opinions with self-confidence and having positive impact on others.

We can develop self-confidence if we are equipped with sufficient knowledge and sure of
what we are doing and try to act decisively. We can improve ourselves if we accept feedback
positively. By doing so, we can be sure that we can change for the better.
How Should We Understand Our Self?

Every one of us has an obligation to ourselves, but there are times that we are facing
difficulties in understanding these obligations. One of the reasons is how we understand exactly
what “self” is.

One way to understand this selfhood, is to conceive it as a personal role that one plays in
the general drama of life. In the totality of human history, we have our own unique role to play
because of the presence of individual differences. It is a role that includes responsibilities that are
to be faced, decisions that are to be made, relationships and involvements that are to be lived and
work that is to be performed.
In understanding our selfhood, there are certain moral obligations that arise. If a person has
a particular life to live then he has a basic responsibility toward that life. He has the obligation to
see that life is “lived” to its fullest. He should play his role as well as he cannot neglect it.

What is The Meaning of Man as a Person?

To speak of man as a being-with-others is to speak of man as a person. Consequently, ample

consideration is rendered in an inquiry on personalism.

Personalism, as a philosophical movement, was founded by Borden Parker Browne and was
developed later by Max Scheler, Emmanuel Mounier, Henri Bergson, and Martin Buber. As a
philosophical movement, personalism is a study of man as a person. Thus, it pays much interest
on the personhood of man and not so much on the nature of man.

Since personalism takes man as its main concern, it rejects the legalistic connotation of the
term person as that which refers to anything or any reality which is endowed with rights since
this definition treats of person both in the context of things, establishments, or institutions and
human beings. Thus, in personalism the term person is solely attributed to man in as much as it
requires freedom and rationality as defined by Beothius.

Man, as a person, then, means that man is unique, a who, a subject, and a self, man is never
alone in his existence in the world; man has that indelible trademark of his “being-with”
existence in the world.
 Chapter 8 - Dimensions of Development

Introduction Learning Objectives:

What is essential to the human being is

creativity. This could mean creating a work of After completing this chapter, you
art, poetry, a new product or service or a new should be able to:
way of understanding or of doing things. In
this sense it can be argued, human creativity, 1. Define health and discuss the principles
and hence human functioning requires the underlying it;
institutional conditions of freedom and
sociality. 2. Appreciate the importance of proper
hygiene and sanitation and the need to be fit
Freedom is necessary for creativity for healthy living;
because creativity requires intellectual space
to make a leap of the imagination. As 3. Enumerate and discuss comprehensively
Asadullah Ghalib the great poet asked: “If the the concerns of global education;
first footstep of my creative imagination
covers the universe, where will the second 4. Appreciate Filipino entrepreneurial skills
step take me?” and competencies and values.

Allama Iqbal in the same vein suggests: “Take the development of the Self to such
heights, that God may ask the human individual, what be your inclination?” Thus, the
institutional conditions of freedom, of human rights, of gender equality, of human security,
and the economic conditions that enable a life of self-respect, are all essential to the process
of development.

Human creativity, while it involves individual reflection, crucially involves social

interaction. The ‘Other’ who is different, is a vital fertilising force in the growth of the ‘Self’.
Hence, Shah Hussain the Sufi poet says: “In meeting you, I am replenished.” Peace, as a state
of inner harmony is vital to the creative impulse, and love leads us to this state. So Rabia
Basra, the great woman Sufi saint, says: “How will you ever find peace unless you yield to
love.”

Human interaction socially and with the transcendent is essential to the flowering of
human creativity. Thus love, as much as discussion and debate are vital to human functioning.
The institutional structure of democracy and development must ensure the spaces where this
becomes possible.
A. HEALTH
Some Important Terms to Define:

a. Health - is the complete fitness of the body, soundness of mind, and wholesomeness of
the emotion, which make possible the highest quality of effective living and of service.
b. Health Education - is the sum total of the experiences which favorably influence habits,
attitudes and knowledge relating to individual community.
c. Hygiene - is the science of promoting and prolonging health.
d. Public Health - is the science and art of preventing disease and promoting and
prolonging life through organized effort.
e. Sanitation - refers to the establishment of environmental conditions favorable to
health.
f. School Health - includes all the acts carried out in a school system in the interest of the
student’s health.

Why do we need to Study Health?

a. Medical health records show that current health practices are poor.
b. People’s attitude towards health does not lead to hygienic living.
c. Lack of basic information regarding health matters.
d. Habits affect health and the school can develop health habits.

Principles Underlying Health

a. Heredity, environment and mode of living determine one’s health

b. The students’ health is a joint responsibility of the home, the school and the community
c. Teaching health in the school is principally in the hands of health teacher
d. Health education is included in the curriculum starting from kindergarten up to college.
e. The health specialist of the school should have a better understanding, sympathy,
cooperation and support in order to have an efficient health education.
f. Better accomplishment of the medical and dental and nursing services of the school lies
in the health instruction and the development of the health attitudes and habits.
g. The promotion of the teacher’s health is important to the health education program as
well as to the quality and cost of education.
h. What constitutes a valuable element in the health education of the student is the
professional skill and initiative of the teacher.
i. It is very essential to develop the health practices of the students starting from
kindergarten until he becomes old enough to understand the scientific reasons upon
which these practices rest.
Fitness and Healthy Living

Fitness relates to physical activity. Others may think of fitness simply as being free
from disease and other health problems. Yet the true definition of fitness is far broader and
more personal. It refers to your own optimal health and over-all well-being. Fitness is your
good health at its best.

Being fit relates to every aspect of your health – physical, emotional, and mental.
All the three are interconnected. And nutrition and physical activity are fundamental to each
one.

When you are fit, you have:

a. Stamina and optimism in dealing with your everyday emotional ups and downs as
well as the different mental challenges that you often encounter in your work;
b. Reduced risk for many health problems, including serious diseases, e.g. heart
disease, cancer, diabetes;
c. An attitude of looking and feeling the best in your life;
d. Physical strength and endurance to handle yourself in case of emergency;
e. A better future to become an asset in your country; and a
f. Chance for a quality life and ready to face challenges.

Food, Diet and Nutrition

Nutrition is the science that studies nutrients, determining what they are, in what quantities
they are found in different foods, how they are utilized by the body, and in what quantities they
are needed by the body.

Two Classes of Nutrients

a. Macronutrients – are nutrients which are relatively in large quantity and make up
bulks of all diets (supply energy).
b. Micronutrients – are the nutrients which are needed in smaller quantity which
serves as calorie sources, but play essential roles in the body chemistry.

Basic Elements in Food

a. Food is a substance put together by nature into plant or animal life. There are two
general groups of food: 1) Energy-growth giving foods- those that give energy for life,
growth and repair; and 2) Regulating foods – those that are needed by the body to help
do its work.
b. Carbohydrates are energy-giving foods such are starch and sugar which are rich in
carbon, oxygen and hydrogen.
 c. Fats are needed by the body tissues, specially the nerves. They give heat to the body,
serves as pads to the body organs and nerves and gives the body its rounded shape.
d. Proteins are said to be the most important of all foods because they keep the work of
the different parts of the body well balanced. Proteins come from both animal and
vegetable sources.
e. Minerals are regulating foods. They are taken in by growing plants and become part of
the roots, leaves, stems and fruit. Animals eat the plants and get in this way the
minerals which they need.
f. Calcium helps in developing the body tissue. If calcium is lacking in the diet, the bones
may be soft and poorly formed, and the teeth may decay easily.

Vitamins are important in our daily diet. The commonly known vitamins are:
a. Vitamin A – lack of this vitamin can cause slow growth, and may also result in night
blindness. Vitamin A giving foods are: fruits and vegetables specially the green and leafy
vegetables, eggs and milk.
b. Vitamin D – helps prevent some diseases like rickets. This is found in small amount in
eggs, sardines and salmon.
c. Vitamin E – has something to do with the muscle and the nervous system. It is found
among the green leaves of spinach, cabbage, cauliflower, carrots, and in seaweeds.
d. Vitamin B Complex
1. Thiamine – this helps to prevent beri-beri and is found in peas, beans, oatmeal, whole
wheat, peanuts, lean pork, milk, vegetables and fruits.
2. Riboflavin – this regulates the nervous system and is taken from liver, milk and
vegetables.
3. Nicotine Acid – it prevents and cures pellagra. It sources are liver, lean pork, peanuts,
potatoes, and vegetables.
e. Vitamin C – is also known as ascorbic acid and helps in preventing scurvy. It found
mostly in citrus fruits.
1) Vitamins A, D, and E are known as fat soluble vitamins because they are mostly easily
taken in by fat while vitamins B and C are known as water-soluble vitamins because
they are mostly easily taken in by water.
1) Water is not a food, but it plays a very essential part in changing substances for
digestion, in helping waste elimination and in regulating our body temperature.

Balanced Diet Food

a. Eat a variety of foods with different nutrients good for our body.
b. Balance the food you eat so that you can attain good health like eating grain
products which are energy giving food, vegetable, and fruits which supply other
nutrients needed by your body.
c. Choose a diet rich in grain products, vegetable, and fruits because these are
excellent sources of many nutrients like vitamins, minerals, complex carbohydrates,
as well as fiber and other healthful food substances. Legumes are also high in
protein.
 d. Choose a diet in low saturated fat, and cholesterol. Fat is essential for health. It
supplies energy, contains essential fatty acids, and carries vitamins A, D, E, and K
into your blood stream, but too much of it can cause also an ailment.
e. Choose a diet moderate in sugar because it can cause you to become a diabetic.
f. Choose a diet moderate in salt, especially if you are suffering from high blood
pressure. Sodium is a nutrient and a natural part of many foods. It helps the body
maintain fluid balance and regulates blood pressure but a person with high blood
pressure is a sodium-sensitive.
g. Drink alcoholic beverages in moderation. Drinking higher amounts is linked to many
health problems, including high blood pressure, heart disease, certain cancers, birth
defects, and diseases of the liver and pancreas.

A. EDUCATION

Peace and Global Education

a. What is Peace Education?

The Peace Education Working Group at UNICEF defines peace education as “the
process of promoting the knowledge, skills, attitudes and values needed to bring about
behavior changes that will enable children, youth and adults to prevent conflict and
violence, both overt and structural; to resolve conflict peacefully; and to create the
conditions conducive to peace, whether at an intrapersonal, interpersonal, intergroup,
national or international level.”

Many teachers are already practicing peace education without calling it by name. In
various parts of the world, peace education has been referred to as education for conflict
resolution, international understanding, and human rights; global education; social justice
education; environmental education; life skills education; and more. These terms illuminate
the depth and diversity of the field. Using the term “peace education” helps co-ordinate
such global initiatives and unite educators in the common practice of educating for a culture
of peace.

Peace Education is education that is "directed to the full development of the human
personality and to the strengthening of respect for human rights and fundamental freedoms". It
promotes "understanding, tolerance and friendship among all nations, racial or religious groups"
and furthers "the activities of the United Nations for the maintenance of peace."
UNICEF and UNESCO are particularly active advocates of education for peace. UNICEF describes
peace education as schooling and other educational initiatives that:
• Function as 'zones of peace', where children are safe from violent conflict
• Uphold children’s basic rights as outlined in the CRC
• Develop a climate that models peaceful and respectful behavior among all members of the
learning community
• Demonstrate the principles of equality and non-discrimination in administrative policies and
practices
• Draw on the knowledge of peace-building that exists in the community, including means of
dealing with conflict that are effective, non-violent, and rooted in the local culture
• Handle conflicts in ways that respect the rights and dignity of all involved
• Integrate an understanding of peace, human rights, social justice and global issues
throughout the curriculum whenever possible
• Provide a forum for the explicit discussion of values of peace and social justice
• Use teaching and learning methods that stress participation, Cupertino, problem-solving and
respect for differences
• Enable children to put peace-making into practice in the educational setting as well as in
the wider community
• Generate opportunities for continuous reflection and professional development of all
educators in relation to issues of peace, justice and rights. (Peace Education in UNICEF Working
Paper Series, July 1999)

b. When did Peace Education Originated?

In 1945, the United Nations was established to "save succeeding generations from the
scourge of war", "to reaffirm faith in the …dignity and worth of the human person [and] in the
equal rights of men and women", "to establish conditions under which justice and respect for the
obligations arising from treaties and other sources of international law can be maintained", and
"to promote social progress and better standards of life in larger freedom…".

Peace education has developed as a means to achieve these goals. It is education that is
"directed to the full development of the human personality and to the strengthening of respect
for human rights and fundamental freedoms". It promotes "understanding, tolerance and
friendship among all nations, racial or religious groups" and furthers "the activities of the United
Nations for the maintenance of peace."

In other words, peace education is an integral part of the work of the United Nations.
Through a humanizing process of teaching and learning, peace educators facilitate human
development. They strive to counteract the dehumanization of poverty, prejudice,
discrimination, rape, violence, and war. Originally aimed at eliminating the possibility of global
extinction through nuclear war, peace education currently addresses the broader objective of
building a culture of peace.

Much of the work of UNESCO is centered on the promotion of education for peace,
human rights, and democracy. The notion of a "culture of peace" was first elaborated for
UNESCO at the International Congress on Peace in the Minds of Men, held at Yamoussoukro,
Cote d’Ivoire, in 1989. The Yamoussoukro Declaration called on UNESCO to ‘construct a new
vision of peace by developing a peace culture based on the universal values of respect for life,
liberty, justice, solidarity, tolerance, human rights and equality between women and men’ and
to promote education and research for this vision. (UNESCO and a Culture of Peace, UNESCO
Publishing, 1995)

Underlying all of this work in the field of peace education are the efforts of committed
educators, researchers, activists, and members of global civil society. Acting in partnership with
the United Nations and its Specialized Agencies, Non-governmental Organizations (NGOs),
educational institutions, and citizen networks have advanced education for peace by linking
ideals with extensive research and practice. One of the first principles of this document is the
necessity of instituting systematic education for peace. According to the Agenda, their Global
Campaign for Peace Education aims to "support the United Nations Decade for a Culture of Peace
and Non-violence for the Children of the World and to introduce peace and human rights
education into all educational institutions, including medical and law schools."

"A culture of peace will be achieved when citizens of the world understand global problems,
have the skills to resolve conflicts and struggle for justice non-violently, live by international
standards of human rights and equity, appreciate cultural diversity, and respect the Earth and
each other. Such learning can only be achieved with systematic education for peace." -Hague
Appeal for Peace Global Campaign for Peace Education

c. What are the Six Paths to Peace?

1. Social, political and economic reforms

2. Consensus building and empowerment for peace
3. Peaceful negotiated settlement with conflicting groups
4. Reconciliation, reintegration, and rehabilitation
5. Conflict management and protection of civilian caught in armed conflict
6. Building, nurturing, and enabling a positive climate for peace

d. What are the Principles and Concepts about Peace?

 Love - compassion, caring, sharing, empathy, self-worth, self-respect, self-esteem
 Independence – sense of interconnectedness, active participation, creative and
collective responsibility, and cooperation
 Harmony – mutual trust and understanding, co-operation, sense of belongingness
 Tolerance – mutual respect, respect for personal and cultural differences, genuine
acceptance and accommodation, acceptance and appreciation of diversity of cultures,
courtesy, cordiality, open-mindedness
 Spirituality – inner peace, reverence and respect for life, confidence in human spirit,
magnanimity, kindness

Whatis Global Education?

a. Global Education is a creative approach of bringing about change in our society. It is an

active learning process based on the universal values of tolerance, solidarity, equality, justice,
inclusion, co-operation and non-violence. Global Education begins with raising awareness of
global challenges such as poverty or the inequalities caused by the uneven distribution of
resources, environmental degradation, violent conflicts or human rights, thus creating deeper
understanding of the complexity of the underlying causes. It aims to change people ‘s attitudes
by them reflecting on their own roles in the world. Global education motivates and empowers
people to become active, responsible global citizens.

b. Global Education addresses topics such as:

 global justice
 human rights
 sustainability
 peace
 intercultural communication

c. Global Education applies methodological approaches that are:

 learner-centered
 participatory
 partnership-based: the educator is not a teacher who transmits knowledge or skills, but is a
learner as well it addresses, in the learning process, reflection (head), emotions (heart) and
activity (hand)
 experience-based
 activating
 empowering

d. Global Education is based on values of:

 tolerance, solidarity, fairness and justice, empathy, equality
 responsibility, co-operation, non-violence
 inclusion, diversity

e. Global Education is a process, which

 begins with raising awareness of certain problems
 then creates a deeper understanding of the complex underlying issues
 encourages people to reflect on their own role in the problem, and therefore
 change their attitudes and behavior
 motivates and empowers people to become active in a responsible way

f. What are the Concerns of Global Education?

 Educating with global perspective
 Educating for ecological stewardship
 Educating for peace, human rights, and democracy
 Educating for the future

g. What are the Four Pillars of Education for the 21st Century
  Learning to know – knowledge is basic; must be deep and broad
 Learning to do – practice and application to improve skills, expertise
 Learning to be – attainment of individual and collective goals, visions
 Learning to live together – dynamic, holistic with mutual respect and understanding,
caring and sharing, tolerant

h. The Right to Education

Article 26 of the Universal Declaration of Human Rights states: "Everyone has the right to
education. Education shall be free, at least in the elementary and fundamental stages.
Elementary education shall be compulsory. Technical and professional education shall be made
generally available and higher education shall be equally accessible to all on the basis of merit."

The right to at least a primary education is seen as so important that the United Nations
gave it the second highest priority in the Millennium Development Goals, after the eradication of
extreme poverty and hunger.

The importance of education is that it creates opportunities and choices for individuals,
offering chances to improve standards of living while creating citizens who are skillful, well-
informed and equipped to help their country achieve economic and social prosperity.

What is Education for All (EFA)?

a. Education For All (EFA) is a global movement led by UNESCO (United Nation
Educational, Scientific and Cultural Organization), aiming to meet the learning needs of all
children, youth and adults by 2015.
UNESCO has been mandated to lead the movement and coordinate the international efforts to
reach Education for All. Governments, development agencies, civil society, non-government
organizations and the media are but some of the partners working toward reaching these goals.

The EFA goals also contribute to the global pursuit of the eight Millennium Development
Goals (MDGs), especially MDG 2 on universal primary education and MDG 3 on gender equality
in education, by 2015.

b. Education for All (EFA) is an international initiative first launched in 1990 to bring the
benefits of education to “every citizen in every society.” To realize this aim, a broad coalition of
national governments, civil society groups, and development agencies such as UNESCO and the
World Bank Group committed to achieving six specific education goals:

1. Expand and improve comprehensive early childhood care and education, especially for
the most vulnerable and disadvantaged children.
2. Ensure that by 2015 all children, particularly girls, those in difficult circumstances, and
those belonging to ethnic minorities, have access to and complete, free, and compulsory
primary education of good quality.
 3. Ensure that the learning needs of all young people and adults are met through equitable
access to appropriate learning and life-skills programs.
4. Achieve a 50% improvement in adult literacy by 2015, especially for women, and
equitable access to basic and continuing education for all adults.
5. Eliminate gender disparities in primary and secondary education by 2005, and achieve
gender equality in education by 2015, with a focus on ensuring girls' full and equal
access to and achievement in basic education of good quality.
6. Improve all aspects of the quality of education and ensure the excellence of all so that
recognized and measurable learning outcomes are achieved by all, especially in literacy,
numeracy and essential life skills.

Education is one of the five corporate priorities in the World Bank's overall assistance
strategy to help countries reduce poverty. Overarching goals in education are to help countries
(i) attain Education for All, and especially ensure that by 2015 every boy and girl completes a
primary education of good quality, and (ii) compete successfully in the global knowledge-driven
markets. In setting out to achieve Education for All, the World Bank provides loans to help
countries develop holistic education systems and, through Education for the Knowledge
Economy, build dynamic knowledge societies that are the key to competing in global markets.
Through a mix of finance and knowledge transfers the Bank aims to help countries develop
education systems that are holistic, sustainable, and emphasize education quality and learning
outcomes.

The Global Campaign for Education (CGE) is an organization of Non-Government

Organizations (NGOs) and teachers' unions from over 150 countries striving to attain universal,
quality education. It promotes education as a basic human right, and, through mobilizing public
opinion, pressures governments and the international community to fulfill their promises to
provide free, compulsory, and public basic education for all people, particularly for children,
women and other disadvantaged sections of society.

UNESCO is the United Nation's specialized agency for education. UNESCO's close links
with education ministries and other partners in 190 countries put it in a key position to press
for action. It's mission is to: promote education as a fundamental right, improve the quality of
education and stimulate experimentation, innovation and policy dialogue. It has oversight of
Education for All and the United Nations Literacy Decade 2003-2012.
C. ENTREPRENEURSHIP

1. Overview

The Philippines is a highly entrepreneurial country. The main reason that drives its
entrepreneur spirit is its poverty. Small and medium-sized enterprises (SME) account for the
largest share of Philippine entrepreneurs. SMEs, including micro-enterprises, account for 99
percent of all business establishments and 60 percent of the exporting firms in the Philippines.
SMEs currently employ about 55 percent of the Philippine labor force and contribute 30
percent to total domestic volume sales.
Challenges for entrepreneurs in Philippines include a lack of research and development,
inadequate access to technology, financing—most entrepreneurs starting small business in the
Philippines have difficulty acquiring capital, a lack of marketing advice and logistical problems in
setting up and maintaining the competitiveness in the community. For this reason, the
Philippine government has identified the need to foster entrepreneurial spirit to jumpstart the
lagging economy.
To overcome these challenges today, the government is promoting Entrepreneurship and
giving Filipinos the proper knowledge and tools in starting their own businesses.
The Philippine government sees that Entrepreneurial efforts will help ignite economic
growth, improve living standards, and build a worldwide market for Philippine products.

2. The Concept of Entrepreneurship:

The word “entrepreneur” is derived from the French verb enterprendre, which means ‘to
undertake’. This refers to those who “undertake” the risk of new enterprises. An enterprise is
created by an entrepreneur. The process of creation is called “entrepreneurship”.

Entrepreneurship is a process of actions of an entrepreneur who is a person always in

search of something new and exploits such ideas into gainful opportunities by accepting the risk
and uncertainty with the enterprise.

Entrepreneurship is a complex term that's often defined simply as running your own
business. But there's a difference between a "business owner" and an "entrepreneur," and
although one can be both, what distinguishes entrepreneurship is a person's attitude.
"Entrepreneurship is much broader than the creation of a new business venture," said
Bruce Bachenheimer, a clinical professor of management and executive director of
the Entrepreneurship Lab at Pace University. "At its core, it is a mindset – a way of thinking and
acting. It is about imagining new ways to solve problems and create value."

3. Characteristics of Entrepreneurship:

Entrepreneurship is characterized by the following features:

a. Economic and dynamic activity:

Entrepreneurship is an economic activity because it involves the creation and operation

of an enterprise with a view to creating value or wealth by ensuring optimum utilization of
scarce resources. Since this value creation activity is performed continuously in the midst of
uncertain business environment, therefore, entrepreneurship is regarded as a dynamic force.

b. Related to innovation:

Entrepreneurship is the dynamic process of creating incremental wealth and innovating

things of value that have a bearing on the welfare of an entrepreneur. It provides civilization
with enormous amount of goods and services and enhances the growth of social welfare.

The man behind the entrepreneurship is an action oriented and highly motivated
individual who is ready to achieve goals. M. Kirzner (1973) observes entrepreneurs as; “one
who perceives what others have not seen and acts upon that perception”.
Thus, entrepreneurs take the economy and the society that is the whole civilization to the state
of progress and prosperity.

4. What is an Entrepreneur?
Economic growth is initiated by enterprising men and women who produce not
necessarily for personal profit but for nobler, less selfish reasons. These men and women
promote new goods and new methods of production, use new sources of materials and explore
new market because:
 They find joy in creating or in producing
 They feel a sense of fulfillment in getting things done
 They like to achieve for achievement’s sake

An entrepreneur is someone who plans, organizes and puts together all the resources
required to bring a new enterprise into existence and to run and manage it in a long-term basis.

These resources which an entrepreneur puts together are human resources (workers,
managers, customers, and suppliers) and non-human resources (land and building, money,
machines, materials, and methods).

 An entrepreneur is a man or woman who:

 perceives business opportunities in the environment;

 takes risks to make use of these business opportunities;
 invests his own or borrows money to use in the business;
 introduces innovations or improvements to make the business better, more efficient and
more profitable;
  makes plans and decisions for the business; and
 makes profit from the business.

5. What are the General Character Traits of a Successful Entrepreneur?

Entrepreneurs are a different breed - they think different, act different, and live different
than the rest of society. However, the successful ones all seem to share a few of the same traits
with each other. Here are 12 of the most common:

1) They take what they do seriously.

Entrepreneurs understand that the success of the business ultimately rests upon their
shoulders. When you run a startup, whether or not rent is paid depends on how you run the
business. Because of this, all successful entrepreneurs take their work very seriously.

2) They make it all about the customer

Customers are why a business exists. Their sales dollars determine the success of any business.
Successful entrepreneurs realize this early on and make their business about the customers.
Studies show that customers are four times more likely to switch to a competitor if they have a
customer service concern versus a price or product issue.

3) They make the big decisions carefully.

Every decision has consequences, whether good or bad. Over time, those consequences shape
our reality and tell the story of our lives. Entrepreneurs who are doing well take note and
carefully identify the potential long-term effects of each decision, while seeking counsel before
making major decision.

4) They aren’t scared of the road less traveled.

Following the crowd only leads to where others have been before. Successful entrepreneurs
aren’t afraid to venture out on their own with a company and blaze a new trial. That’s their
defining characteristic. Some of the best inventions and designs have come from the minds of
those who weren’t afraid to be different.

5) They harness technology.

Things change constantly, and they change especially quickly in business. To best serve their
customers, successful entrepreneurs keep up to date with the best technology can offer to
them. Take, for example, live chat. It can make a huge difference in your company’s customer
service results and overall growth.
6) They invest in themselves.

You can’t make other people better unless you make yourself better first. Entrepreneurs who
are successful make a point to carve out time from their calendar and money from their budget
to invest in themselves. This investment may be further education or a well-earned vacation.
Either way, successful entrepreneurs find ways to recharge and propel themselves further.

7) They are constantly learning.

There’s always something you don’t know and something else that has just been discovered.
Both are essential for entrepreneurs. You can’t build a business around something you don’t
know about, and you can’t improve products and services using outdated methods.
Entrepreneurs are always on the prowl to learn more about what they do and what the
competition is working on.

8) They’re not afraid of risks

The best things in life are often found on the other side of a worthwhile risk; in that way, the
best business you can build may be on the other side of possible failure. Entrepreneurs don’t
shy away from the unknown or the uncharted. They know that’s where the future sales dollars
and profits are. While uncalculated risks can cause terrible consequences, calculated risks are
the sweet spot of a new business venture.

9) They’re willing to experience failure

Very few successful entrepreneurs have made it without living through some failure, large or
small. They realize failure is just information about what doesn’t work, not the end of the
journey. They continue trying long after most would have given up.

10) They adapt to the current needs of the customer and market

As conditions and society go through changes, so do the needs of customers. The successful
businesses of tomorrow will be those that learn how to meet those needs quickly and don't get
left behind in the heap of non-adapters.

11) They know how to sell themselves

Successful entrepreneurs know when something is valuable, even if no one else does yet. They
can explain and prove why their product or service is worth the price or investment. Finding a
way to sell yourself before anyone believes in you or your business is the key to successful
entrepreneurship.
12) They network, network, network

Not everyone is going to be jumping at the chance to use a new product and service, and some
still won’t adopt even after a lot of compelling information. So, entrepreneurs’ network; not
only to find clients, but also to meet others who share their passion and desire and who can
help them go even further.

6. What are the Personal Entrepreneurial Competencies (PECs)?

1. Integrity - the entrepreneur has a clear sense of values and beliefs that underpin the
creative and business decisions that they make; and that influence the actions they take,
particularly when in difficult or challenging circumstances

2. Conceptual Thinking - the entrepreneur is prepared to use fresh approaches; comes up

with crazy ideas that may just work, leading to radical change or significant
improvements; and takes time to listen to new ideas without pre-judgment

3. Risk Taking - the entrepreneur understands that risk taking means trying something new,
and possibly better, in the sense of stretching beyond what has been done in the past;
and that the constant challenge is to learn how to assess choices responsibly, weighing
the possible outcomes against his/her values and responsibilities

4. Networking - the entrepreneur understands that networking is a key business activity

which can provide access to information, expertise, collaboration and sales; and that
careful planning and preparation helps achieve desired results

5. Strategic Thinking - the entrepreneur understands and values the planning process,
thinking and planning over a significant timescale; recognizes external trends and
opportunities; and is able to think through any complex implications for the business

6. Commercial Aptitude – the entrepreneur keeps up to date with developments in the

sector; seeks out best practice; and identifies and seizes opportunities that are not
obvious to others

7. Decisiveness - the entrepreneur resolves issues as they arise; does not get bogged down in
analysis during decision making; and responds flexibly to deal with changing priorities

8. Optimism - the entrepreneur persists in pursuing goals despite obstacles and setbacks;
operates from hope of success rather than from fear of failure; and sees setbacks as due
to manageable circumstance rather than a personal flaw
9. Customer Sensitivity - the entrepreneur builds trust and long-term relationships with
customers; generates an expectation of high level of customer service; and regularly
exceeds customer expectation

10. People Focus - the entrepreneur creates common purpose with colleagues through
shared vision and values; walks the talk; sees and values the best in others; builds the
total capability of the immediate and wider team; and always considers the principles of
inclusiveness in planning and dealing with others.

Let’s see how good an entrepreneur you could be.

For your output in this area of concern, and in
conjunction with the solid waste management,
make an item recycled from empty plastic bottles or
any recyclable waste material. This will comprise
part of your grade. This shall be submitted on or
before the Final Examination. Below are some
helpful ideas to come up with your project.
References:

BOOKS
 Gamez, Clarita B (2006) New Trends for Alternative Learning for
Community Service Program in the Realization of ESD, TUP, Ayala BLvd.
Ermita, Manila.
 Gasilla – De la Cruz, Sonia (2005) National Development via National
Service Training Program (Literacy Training Service 1) Adriana Printing Co.,
INC, Quezon City, Metro Manila
 Jimena, Edgar (2006) Resource Materials in Teaching CWTS Vol. 1 , MECS
Publishing House, Inc. Lagao, Gen. Santos City
 Labuguen, Florida C., et al.(2012) Understanding the National Service
Training Program Mutya Publishing House, Inc., Potrero, Malabon City

INSTRUCTIONAL HANDBOOKS/HANDOUTS

 Teaching CWTS-Scouting (Civic Welfare Training Service) Scouting

Dimension
 Proceedings, 1st National Congress of National Service Training Program-
Civic Welfare Training Service (NSTP-CWTS) Implementors. Pampanga
Agricultural College, Magalang Pampanga.
 Official Gazette of the Republic of the Philippines
 Revised Implementing Rules and Regulations, RA 9163
 "STET-VIP/NSTP Instructional Handout

INTERNET

 www.philippineconsulatela.org/wp-content/.../PROPER-DISPLAY-OF-
THE-FLAG.
 www.deped.gov.ph/.../do-60-s-2007-guidelines-on-the-proper-display-of-
the-philippine flag
 https://www.sunstar.com.ph/article/79611/Protocol-of-the-Philippine-flag
 https://www.leadershipthoughts.com/10-qualities-of-a-good-leader/
 http://hoopthoughts.blogspot.com/2011/01/8-characteristics-of-principle-
centered.html
 http://www.lifehack.org/articles/communication/10-impressive-
characteristics-great-leaders-have.html
 www.ndrrmc.gov.ph/attachments/article/41/NDRRM_Plan_2011-2028.pdf
 https://www.slideshare.net/irpex/disaster-risk-reduction-and-management-
28415360
 http://www.dlsu.edu.ph/offices/sps/rotc/pdf/ms1/threat-NatlSecurity.pdf
 http://www.kacee.org/what-environmental-education-0
 http://119.92.161.2/embgovph/eeid/Resources/FactSheets/tabid/1397/aid/64/
Default.
 http://why-sci.com/climate-change/
 emb.gov.ph/laws-and-policies-solid-waste-management-3/
 ap.fftc.agnet.org/ap_db.php?id=153&print=1
 https://www.files.ethz.ch/isn/161643/SR45_Philippines.pdf
 Chapter 9- Moral Citizenry
Introduction: LEARNING OBJECTIVES:
As citizens, we must appreciate, After reading this chapter, you should
acknowledge and act on our rights and be able to:
responsibilities in all spheres of life and
work. We have the responsibility to be 1. Understand the human rights
good citizens of the state, if for nothing and explain how are human
else but to have a clear conscience. rights protected, how can we
contribute to the protection of
In this chapter, you will remind about human rights and how we can
our rights and responsibilities to promote human rights.
become a good Filipino citizen; to 2. Explain what is a good Filipino
exercise and to practice those Citizen and how can we become
fundamental truths and liberties; to a good Filipino Citizen.
encourage young people to actually 3. Describe the unique
apply their knowledge and skills, and to characteristics of being a
act morally and socially. Filipino.
4. Define the term globalization,
the concept and its factors that
affecting globalization
5. Understand the principles and
concepts about peace
6. Enumerate the Preamble,
Pledge of Allegiance to the
Philippine Flag and the Patriotic
Oath.

A. What is a good Filipino Citizen

A good Filipino Citizen is the one who plays an active and intelligent role as a
member of a community. He is the one who fulfills his/her duties and obligations of the
Government and society. He possesses the traits of respectfulness, courtesy and
consideration for parents and elders and for others. He observes punctuality, promptness,
and good moral Conduct.
B. How can we become good Filipino citizens?
By living up the Preamble.
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build
a just and humane society and establish a Government that shall embody our ideals and
aspirations, promote the common good, conserve and develop our patrimony, and secure to
ourselves and our posterity the blessings of independence and democracy under the rule of
law and a regime of truth, justice, freedom, love, equality, and peace, do ordain and
promulgate this Constitution.

80
Philippine Constitution
The Constitution of the Philippines (Filipino: Saligang Batas ng Pilipinas or
Konstitusyon ng Pilipinas, Spanish: Constitución de la República de Filipinas) is the
constitution or supreme law of the Republic of the Philippines. Its final draft was completed
by the Constitutional Commission on October 12, 1986 and was ratified by a nationwide
plebiscite on February 2, 1987.
Three other constitutions have effectively governed the country in its history: the
1935 Commonwealth Constitution, the 1973 Constitution, and the 1986 Freedom
Constitution.
The earliest constitution establishing a "Philippine Republic", the 1899 Malolos
Constitution, was never fully implemented throughout the Philippines and did not establish a
state that was internationally recognized, due in great part to the eruption of the Philippine–
American War following its adoption.
C. What are the four characteristics of an individual shall a Filipino have?
1. Makatao (Humane) - this trait shows compassion and benevolence towards other people.
Kindness and respect are the best words to describe this trait.
2. Maka-Diyos (Godly) - this trait shows the love of someone for their Lord. It shows
religious commitment, dedication, and passion in serving the Lord.
3. Makakalikasan (Nature Lover) - this trait shows the love and care of someone for the
environment. Those who are makakalikasan preserves and takes good care of the
surroundings and they often help in maintaining the cleanliness of the nature and
they also take care of our Mother Earth.
4. Makabansa (Patriotic) - this trait shows the love for the country and its countrymen. It is
protecting the country by following rules and regulation, and being a role model to
other citizens.
Pledge of Allegiance to the Philippine Flag (Panunumpa ng Katapatan sa Watawat)
The Pledge of Allegiance to the Philippine Flag is the pledge to the flag of the
Philippines. It is one of two national pledges, the other being the Patriotic Oath, which is the
Philippine national pledge.
Panunumpa ng katapatan sa watawat ng Pilipinas
Ako ay Pilipino
Buong katapatang nanunumpa
Sa watawat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, katarungan at kalayaan
Na pinakikilos ng sambayanang
Maka-Diyos
Maka-tao
Makakalikasan at Makabasa

81
 Patriotic Oath (Philippines) The Patriotic Oath (Panatang Makabayan) Recitation of
the Panatà is required by law at all public and private educational institutions meant for Filipinos
or containing a majority of Filipino nationals. This guideline was set in Republic Act No. 1265,
one of many national symbols laws, which was approved on 11 July 1955. The act was
implemented in schools through Department Order No. 8 of what is now the Department of
Education, which was approved on 21 July 1955. The Panatà was revised in November 2001 by
then Secretary of Education Raul Roco, using shorter lines in less formal Tagalog.

Although Department Order No. 8 states that the Panatà may be recited in English or any
Philippine language, the Panatà is usually recited today in Filipino, of which two versions exist:
the current text is a shorter rendering of the English original, while the older version is a more
direct translation.

Panatang Makabayan (Patriotic Oath)

Iniibig ko ang Pilipinas,

aking lupang sinilangan,
tahanan ng aking lahi;
kinukupkop ako at tinutulungang
maging malakas, masipag at marangal.
Dahil mahal ko ang Pilipinas,
diringgin ko ang payo
ng aking magulang,
susundin ko ang tuntunin ng paaralan,
tutuparin ko ang tungkulin
ng mamamayang makabayan:
naglilingkod, nag-aaral at nagdarasal
nang buong katapatan.
Iaalay ko ang aking buhay,
pangarap, pagsisikap
sa bansang Pilipinas.
D. HUMAN RIGHTS
What are Human Rights?
According to Kofi Annan, Secretary-General of the United Nations, “Human Rights
are what reason requires and conscience demands. They are us and we are them.” Human
Rights are those rights that enhance man’s dignity as a human being and which are
essential for the preservation of his life, dignity and property within society. It should be
respected because it is the foundation of a just, humane and peaceful Filipino society, which
in turn, contributes to world peace and understanding.
Huma rights are so basic that those who are lucky enough to have them may take
them for granted. We drink clean water; have sufficient, uncontaminated food and access
good health care; are able to go to school, say or write what we think (within limits), practice
our beliefs, safely earn a living and vote for a political party; and expect to be treated fairly by
others.

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 The Universal declaration of Human Rights (UDHR) was adopted by the United
Nations on December 10, 1948. It outlines the rights of all people. The rights stated in the
declaration can be grouped as:

 civil and political rights- rights that protect individual freedoms and participation in
the decision-making processes of the community and those that relate to freedom of
thought, opinion and religion (see Articles 2-21)
 economic, social and cultural rights- rights that achieve a minimum standard of living
(food, health care) and which ensure a share in a country’s economic welfare
(employment, education) (see Articles 22-27)
Human rights are considered universal, indivisible and fundamental for development
and democracy. All people must have access to all rights in order for the world to be safe
and secure place.
How are human rights protected?
The Universal Declaration on Human Rights outlines the hopes of its writers for free
and fairer world, but signatories are not legally bound to uphold its recommendations.
However, since its adoption a number of conventions and protocols that are legally binding
have been developed to improve the protection of human rights for all people. These
include:

 The Convention relating to the Status of Refugees (1954)

 The International Covenant on Civil and Political Rights (1966)
 The International Covenant on Economic, Social and Cultural Rights (1966)
 International Convention on the Elimination of All Forms of Racial Discrimination
(1969)
 The Convention on the Elimination of All Forms of Discrimination against Women
(1981)
 Convention against Torture and Other Cruel, inhuman or Degrading Treatment or
Punishment (1984)
 The Convention on the Rights of the Child (1990).
After signing one of these formal documents a country must develop laws to
formalize its commitment, and it must report on its progress in implementing the relevant
convention to groups within the United Nations Office of the High Commissioner for Human
Rights (or the UN Office of the High Commissioner for Refugees protects refugees for the
Convention relating to the Status of Refugees). Various bodies of experts and review
committees may investigate a country’s implementation of its commitment to the conventions
and respond to complaints by other countries and individuals. The findings of these
investigations may lead to recommendations for improvement or even sanctions.
How can we contribute to the protection of human rights?
It is important that we learn about our rights and responsibilities and how to protect
them so we can assist in guaranteeing access to rights for all people. Until everyone can
enjoy their right to life, liberty and security the world will remain an unsafe and unfair place.
We must learn the skills of active tolerance and compromise to overcome difference and
foster cross-cultural communication and advocacy to uphold the rights and freedoms of
disadvantaged or oppressed individuals and communities. This may mean reviewing our
attitudes and behaviors so that the way we live our lives does not limit the rights of others.

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 Acts of terrorism, deliberate attacks on civilians, have taken an appealing toll in
recent years. In trying to address these human rights abuses governments have taken
measures that have restricted individual civil rights.

How can we maintain our human rights?

1. Exercise our rights and freedom in the spirit of human solidarity
2. Respect and defend the rights and freedom of others
3. Assert, defend and protect our sovereignty
4. Preserve and enhance our culture and identity
5. Respect and obey the laws of our country
6. Denounce and resist violations of our basic rights and freedom
How can we loss our rights and liberties
1. Through direct and or expressed waiver of our rights and liberties
2. Through failure to exercise our rights and liberties
3. By legal statutory prescriptions sanctioned by law
4. Through executive suspension during emergency situations as provided by law.
How can we promote human rights?
1. Help people become aware of their rights
2. Support information/education programs on human rights
3. Support human rights groups and organizations
4. Maintain a vigilant posture in the exercise of rights and liberties
5. Denounce every violation and suppression of human rights
The Commission on Human Rights
Section 17 of Article XIII of our Constitution provided for the creation of the
Commission on Human Rights. It shall be responsible to:
1. Investigate human rights violations involving civil and political rights
2. Provide appropriate legal measures for the protection of human rights of all persons
within the Philippines, as well as Filipinos residing abroad.
3. Provide legal aid services to the underprivileged whose human rights have been
violated or need protection.
4. Establish a continuing program or research, education and information to enhance
respect for the primacy of human rights.
5. Monitor the Philippine Government’s compliance with international treaty obligations
on human rights.
E. World Peace
What is Globalization?
There are many different definitions of globalization, but most acknowledge the
greater movement of people, goods, capital and ideas due to increased economic integration
which in turn is propelled by increased trade and investment. It is like moving towards living
in a borderless world.
Globalization provides opportunities and challenges. Bigger markets can mean
bigger profits which leads to greater wealth for investing in development and reducing

84
poverty in many countries. Weak domestic policies, institutions and infrastructure and trade
barriers can restrict a country’s ability to take advantages of the changes. Each country
makes decisions and policies that position them to maximize the benefits and minimize the
challenges presented by globalization.

Basic Concepts
1. One world, one destiny. The earth is our home
2. Relevant education aims to make learners cope with new context and human
realities
3. Educators need to respond and predict demands of the changing and complex global
community
Four Factors of Globalization
1. Micro-electronic revolution
2. Reduction of barriers to trade and investment
3. Industrialization of developing countries, mostly through relocation of MNC’s
4. Foreign investment/global trading
Dangers of Globalization to Developing Nations
1. Inability to compete with the developed ones
2. The developed nations may flood the developing nations with their products
3. Loss of national identity due to direct and increased exposure to foreign products and
culture
4. It may lead to more inequality
Principles and Concepts about Peace
1. Love-compassion, caring, sharing, empathy, self-worth, self-respect, self-esteem
2. Independence- sense of interconnectedness, active participation, creative and
collective responsibility, and cooperation
3. Harmony-mutual trust and understanding, cooperation, sense of belongingness
4. Tolerance- mutual respect, respect for personal and cultural differences, genuine
acceptance and accommodation, acceptance and appreciation of diversity of
cultures, courtesy, cordiality, open-mindedness
5. Spirituality- inner peace, reverence and respect for life, confidence in human spirit,
magnanimity, kindness
Six Paths to Peace
1. Social, political and economic reforms
2. Consensus building and empowerment for peace
3. Peaceful negotiated settlement with conflicting groups
4. Reconciliation, reintegration, and rehabilitation
5. Conflict management and protection of civilian caught in armed conflict
6. Building, nurturing and enabling a positive climate for peace
Holistic Concept of Development
1. Human life is more important than money
2. Control of resources by locals through self-reliance
3. The basic necessities of life are for all

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 4. Respect for earth and the diversity and complexity of all things and creations
Sustainable Development

 Meaning- Development that ensures that the utilization of resources and the
environment today does not damage the prospect for their use by future generations.

86
 Chapter 10 – Leadership Training

Introduction: Learning Objectives:

A leader is an essential element in any After completing this chapter, you
organization. Every organization is always on should be able to:
the look-out for people who possess great
skills and who are willing to learn and to 1. describe leadership;
sacrifice to achieve their full potential to 2. identify the characteristics of a leader;
provide direction and guidance. Being a leader and
is always a tough and demanding but also a 3. express commitment to teamwork.
srewarding job because of the responsibilities
and the sense of fulfillment and achievement
involved. The challenge facing today’s leader
is greater than ever.

Leadership Defined

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

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

FUNCTIONS OF LEADERSHIP

1. Providing Vision – It is expected of every leader to develop a vision for the

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

VIRTUES AS FOUNDATION OF LEADERSHIP

The following virtues are considered the foundations of Leadership

1. PRUDENCE – the habit which enables man to direct his actions to human life’s goals
of knowing the right thing to do and applying it.
2. JUSTICE - the habit of giving each one his due with constant and perpetual will; gives
stability which man needs to work without fear and anxiety in the search for happiness
3. ..
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 4. FORTITUDE – the habit of overcoming the difficulties and pressures of life in the
pursuit of good.
5. TEMPERANCE – the habit of bringing the desires and natural inclination of man under
the control of right reason.
6. INDUSTRY – the habit of working hard and working under pressure.
7. LOYALTY – the habit of remaining true to your friends and to your principles (goals)
in spite of difficulty.
8. RESPONSIBILITY – the habit of being accountable for one’s actions duties, obligation,
readiness to answer to the consequences of our actions.
9. CHEERFULNESS – the habit of being optimistic, positive always seeing the bright side
of things
10. GENEROSITY – the habit of sharing the good that one has with other people, thinking
first of people around him and looking for ways he can help and serve them.
11. MANANIMITY – the habit of having great ideals and ambitions of doing good, being
concerned with great deeds of service to others by devoting his life to serve his country
or to help people.

Characteristics of Principles-Centered Leaders

Stephen Covey (1990) identifies the following characteristics of principles-centered
leaders:

1. They are continually learning

2. They are service oriented
3. They radiate positive energy
4. They believe in other people
5. They lead balanced life
6. They see life as an adventure
7. They are synergistic
8. They exercise for self-renewal

ROLES AND FUNCTIONS OF A LEADER

1. A leader is a MANAGER – he manifests the following skill and competencies:

MANAGEMENT. Ability of a MAN -of-age to handle Men in the accomplishment of a

TASK. A leader has management skills when he coordinates resource of the
organization/program toward accomplishing objectives.

SUPERVISION. Ability to see people with optimistic “super” “vision”

MOTIVATION. Ability to modify behavior and gear it up with energy to work
RELATIONSHIP. Ability to interact harmoniously with people, touch their hearts and leave a
STORY in their LIFE
DEVELOPMENT. Ability to bring out the best in people enabling them to become the best of
what they are capable of BECOMING.
2. A leader is a CATALYST. In Chemistry, a catalyst is defined as a chemical substance that
facilitates change. TIME changes. Today the name of the game is CHANGE. We need to go
with times. We need to let go without losing our values.

3. A leader is an ADVOCATE. An advocate is an INITIATOR. He needs to encourage, build and

affirm

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 4. A leader is a MAXIMIZER. Maximizers make things happen. They are ACHIEVERS and
achieve significantly. They internalize values and integrate all experience in life. They energize
internally and spiritually and they march towards a vision.

5. A leader is a PRECURSOR. He is a precursor of truth. He prepares the way and rids it of all
blocks and hindrances. A program may fall when communication is blocked. He clears the way
of all barriers so that communication can flow freely. Lack of openness, trust and belief in
people, fear of rejection and seclusion, lack of courage to take risks are common barriers that
impede communication and development in an organization. A leader teaches and shows how
to stand firm, make sound decision, and inculcate values for total development

6. A leader is a UNIFIER. He is an agent of peace. Harmony and unity amidst adversity. He is

different because of his different experiences. But it is this varied difference that enriches a
person and makes him grow better. He is unique. He handles things in his own unique and
different way.

U- plift one another

N-eed one another
I-ntimately relate with one another
T-rust one another
Y-ield to one another

7. A leader is a CHALLENGER/DARER. A leader dares to be different. He dares to take risk.

He dares to dream. So many realities begin with dreams

8. A leader is a VISIONARY. A leader makes his followers see the future. He makes them see
that they are special, that they can accomplish, that they can be what they dream to be.

9. A leader is a SAVIOR. He is a Knight in Shining Armor whom his followers can run to, rely
on, cry on and just look at in difficult times. He is the person from whom they can derive
strength most especially when things go wrong

10. A leader is a ROLE MODEL. The leader who is a paragon of values is a role model. He
models life. Life is a journey where people need people to touch their lives. He models LOVE
because the true essence of service is love. Love could only be if it were given away to make
others feel capable and beautiful. He models HUMANITY. He shares his strength and
weaknesses. He models SELFLESSNESS, DEDICATION, and COMMITMENT. And
above all, he models CHRIST the leader of all leaders in all we do.

BEHAVIORS OF A TRANSFORMATIONAL LEADER

1. Articulate in creating compelling vision of the future

2. Uses stories and symbols to communicate his/her vision and message
3. Specifies the importance of having a strong sense of purpose and a collective mission
4. Talks optimistically and enthusiastically and expresses self confidence that goals will be
achieved
5. Engenders the trust and respect of his/her followers by doing the right thing rather than simply
doing things right
6. Instills pride in employees
7. Talks most about important values and beliefs
8. Considers the moral and ethical consequences of decisions
9. Seeks different perspectives when solving problems
10. Encourages employees to challenge old assumptions and to think about problems in new
ways
11. Spends time teaching and coaching
12. Considers each individual employee’s different needs, abilities, and aspirations
89
13. Compassionate, appreciative, and responsive to each employee and recognizes and celebrates
each employee’s achievements

FOUR COMPONENTS OF TRANSFORMATIONAL LEADERSHIP

1. Charisma. The leader’s charisma or idealized influence is envisioning and bui8lding
confidence and he/she sets high standards to be followed.
2. Inspirational motivation. The leader’s inspirational motivation provides followers with
challenges and meanings/reasons for engaging in shared goals and undertakings.
3. Intellectual stimulation. The leader’s intellectual stimulation moves followers to question
assumptions and generate more creative solutions to problems.
4. Individualized consideration. The leader treats each follower as an individual and provides
coaching, mentoring and growth opportunities.

TEN ESSENTIAL CHARACTERISTICS OF A GOOD LEADER

1. Vision. Good leaders know where they want to go and they can motivate people to believe in
their vision for their country, community, and family. Good leaders view things as what
they could be and not simply as what they are.
2. Wit. Good leaders can make sound judgements and decisions even during crucial situations.
3. Passion. Good leaders are very passionate and intensely obsessed in whatever they are focused
on, be it business, sport or hobby.
4. Compassion. Good leaders show compassion for their supporters and followers. They possess
exemplary coaching and developing skills. While these leaders have goals to accomplish,
they can still consistently care for their constituents. They are not selfish individuals who
think only about their own wants and needs. They have a heart for others.
5. Charisma. Good leaders are captivating, charming individuals who tend to draw people
toward them. It could be because of the way they talk or carry themselves. They excel in
building relationships and eliciting performance from their groups.
6. Communication Skills. Good leaders are usually great orators and persuaders. They can
express their ideas clearly and convincingly.
7. Persistence. Good leaders are determined to attain their goals despite the obstacles and
problems. They believe that the benefits of attaining their goals outweigh the risks and
hardships.
8. Integrity. Good leaders mean what they say. They walk the talk, practice what they preach,
and keep their promises. They are reliable.
9. Daring. Good leaders are bold, willing to take risks, and determined to chase their dreams
amid the reality of fear and uncertainty. Winston Churchill states that courage is the
virtue on which all other virtues rest.
10. Discipline. Good leaders observe self-control and order. Where most people are easily
distracted or dejected, good leaders manage to stay focused and steady regardless of the
situation.

Maxwell (1999) says that a leader should recognize, develop, and refine certain personal
characteristics needed to be a truly effective leader, the kind of leader people will want to follow.
These are some of the traits of that leader:

1. Character is the quality of a person’s behavior as revealed by his/her habits, thoughts and
expressions, attitudes and interests, actions, and personal philosophies in life. There are
always two paths to choose from: character and compromise. Opt for character.
2. Charisma is a special spiritual gift bestowed temporarily by the Holy Spirit on a group or an
individual for the general good. It is an extraordinary power in a person, group, or cause,
which takes hold of popular imagination and wins popular support.

90
3. Commitment engages one to do something as a continuing obligation. It is a state of
intellectual and emotional adherence to some political, social, and religious theory of
action.
4. Communication is a two-way process of reaching mutual understanding, in which participants
do not only exchange (encode-decode) information but also create and share meaning.
The meaning of communication is in the response and not in what is said or how it is
said.
5. Competence indicates a sufficiency of knowledge and skills that enable someone to act in a
wide variety of situations. It is the capacity of a person to understand a situation and to
respond to it accordingly and reasonable. A core competency is fundamental knowledge,
ability, or expertise in a specific area.
6. Courage is the quality of the mind that enables a person to face difficulty and danger without
fear. It begins with an inward battle. It is making things right, not just smoothing them
over. It inspires commitment from followers. Life expands in proportion to one’s
courage.

TEAMWORK
Teamwork is the process of working collaboratively with a group of people to achieve a
goal. It is often a crucial part of a business as it is often necessary for colleagues to work well
together and try their best in any circumstance. Teamwork means that people will try to
cooperate by using their individual skills and providing constructive feedback, despite any
personal conflict between individuals. Teamwork brings people together for a common purpose
or goal and subordinates the needs of individuals to the needs of the group. Many management
gurus define team as a group of individuals passionately committed to their end goal. When
groups have common goals, teamwork is vital to success. Teachers expect teamwork among
students; employers expect employees to function effectively as a team; and most organizations
convene teams to handle problems or projects. Therefore, it is important to learn teamwork skills
even if you prefer to work independently.

DECISION-MAKING
Decision-making is a process that involves selecting the most logical choice from
among two or more options. An example is deciding whether to move to a new apartment, or
to live with the in-laws, or stay in the same apartment. Decision-making is instrumental in the
survival and prosperity of human beings. The right choice is what sets an average individual
from the rest.

DIFFICULTIES IN DECISION-MAKING
 Fear of consequences brings division and disagreement.
 Conflicting loyalties of one person as a member of different groups frequently leads
to divided loyalties about decisions.
 Interpersonal conflicts and personal differences evoke various feelings among
members, which interfere with sound decision-making.
 Hidden agenda or secret movie can hinder decision-making for reasons a member
does not share with the group.
 Blundering methods include using rigid procedure that leaves little room for
expressing different views, substituting personal opinions for adequate information,
and disregarding proper consultation or consensus.
 Inadequate leadership restricts the expression of opinions and discussion on issues.
Leaders fail to provide assistance in selecting appropriate methods for decision-
making or are insensitive to the factors that cause difficulty in the group.
 Clash of interest occurs when different groups or individuals within an organization
have opposing interests.
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 Chapter 11 – Introduction to Community Based
Management

Introduction: Objectives:
The youth is a potent force that After completing this chapter, you
could greatly contribute to National should be able to:
Development.
1. Define community immersion as
The Civil Welfare Training Service an approach and strategy of
(CWTS) component of National Service developing projects in serving
Training Program (NSTP) is geared people and communities;
towards encouraging the skills, knowledge 2. Enrich knowledge and
and attitudes on various endeavors that will competencies on community
develop their interest in community service immersion process for
and be more responsive in attaining peace development;
and development 3. Enhance civic consciousness and
develop ethic of service imbued
with good citizenship values

COMMUNITY IMMERSION

Community immersion programs are designed to get prospective or existing college or

university students acquainted with issues in their local communities or abroad. Students usually
do some volunteer work on service projects that deal with environmental, social or economic issues
the community faces.

Community immersion is an approach of bringing the NSTP-CWTS students to the

deprived, depressed, and underprivileged (DDU) communities and to underserved and
marginalized sectors, providing them the venue where they may encounter paradigm shifts from
being mere spectators of community action, nonchalant and passive citizens to responsible and
effective change agents who are empowered to touched the lives of other people.
What are the Elements of a Community?
The Elements of Community:

 Demographics – (include population distribution and density)

 History – (events of the past that contributed to the development of the community
 Culture – (ways of living of the people)
 Economy – (income level, occupation of the people)
 Structures – (physical, political and social structures

PERSONAL GAINS A STUDENT MAY GET FROM COMMUNITY IMMERSION?

1. Opportunity for the students to comprehend people’s lives because of the chance
given to them to see real life situations, live, identify and associate with the
people therein;
2. Gain social acceptance derived from community relations coupled with the right
to offer services;
3. Enhance experiences in conducting asset mapping such as identifying
geographic coverage, point out resources and the use, and the relationships of
people with the existing resources;
4. Establish rapport and relationship with different people who may be of help to
them at some future time;
5. It helps them realize issues that will help solve problems in the community. It is
important for them to do something that can change their situation.
6. Acquire first-hand experiences in dealing with community works; and the
7. Chance to learn life skills that will enrich and better their persons.
WHAT YOU SHOULD DO AND SHOULD NOT DO IN COMMUNITY IMMERSION

THINGS TO REMEMBER THINGS TO AVOID

Before the conduct of community immersion:

1. Familiarized yourself with the basic

information and theories regarding Never forget to
community life. inform and get the consent of your
parents/guardians about the activities
2. Secure a waiver from the NSTP Office line up
prior to the visit and have it signed by
your parents.

3. Always inform your faculty in-charge of

your destination, time table and plan of
action.

4. Be armed with background information

about the area for immersion. This will be Do not go directly to
helpful in locating resources, and site the community
entry and exit points which will make your without determining
travel more convenient. Background the background
information will enable you to anticipate information about it
the general characteristics of the people
in that area.

5. Pay courtesy call to community leaders

whether formal or informal.

Avoid bringing
6. Secure documents like a letter of original copies of
acceptance from the community. signed documents in
the community

7. Bring your own personal provisions like

water,
Snacks and extra shirt.
 DURING THE ACTUAL COMMUNITY IMMERSION PERIOD

8. Be courteous to everyone whether to a vendor or a Avoid labeling and

community official. naming people with
politically incorrect
terms.
9. Act properly and discreetly. YOU ARE REPRESENTING
YOUR SCHOOL AND YOUR FELOW STUDENTS. Be
RESPONSIBLE WITH THE WORDS YOU SAY.

10. Wear proper uniforms and identification card. Do not show off in
terms of dressing up

11. It is highly advised to keep your valuables secured. Never bring out your
valuable things like
jewelry, money,
cellphone in public
places
12. Always document your visit.

13. Always ask for permission from concerned people when Never promise and
you have to take pictures. commit to task that is
beyond your
capability

AFTER COMMUNITY IMMERSION

14. Validate and evaluate if the programs and activities were

conducted appropriately and as planned.

15. Provide copies of your final documentation output to the

NSTP Office and to the community where you conducted
your immersion for records purposes.

Community Profile
The community profile is a summary of the history and present conditions of a
community. It provides a detailed demographic, economic and cultural information of the
community. It gives an overview or series of snapshots of the area and is used as the
basis for identifying its potentials.
The Community Profile includes:
 Narrative text that describes community characteristics, such as population
demographics, economic and social history of the communities, the importance of
various facilities.

 Tables or graphics that summarize important data or conclusions, such as population

demographics or employment trends.
 A visual map or maps that depict physical characteristics, such as neighborhood
boundaries, land uses, public facilities, and commercial centers.

Community Characteristics
The following are examples of the types of data to collect and incorporate into a
community profile.
1. Population and Demographic Characteristics
 Trends in population growth and demographics
 Ethnicity and race
 Age and gender distributions
 Income levels
 Educational attainment
 Employment status
 Special population subgroups, such as disable persons
 Indian tribal governments, as appropriate

2. Socio-Economic History Characters

 Community historical background and context
 Population of indigenous groups
 Community values and issues (e.g., security and solitude)
 Economic base/livelihood
 Other economic characteristics

3. Physical Characteristics
 Community centers/activity centers
 Infrastructure (e.g., roads, transit, and water and sewage systems)
 Public services and facilities (e.g., schools, police, fire, libraries, and
hospitals)
 Land-use plans and zoning
 Special areas, historic districts, and parklands
 Businesses
 Housing
  Planned and approved future development
 Community focal points or informal meeting places (e.g., places of
worship, playgrounds, hair salons, and laundromats)

4. Health Status
 Common and endemic diseases
 Diseases causes and management
 Maternal and child-care practices;
 Dietary patterns

5. Access to Service
 Groups and agencies that are providing service, and the type and
frequency of the service they provide.

6. Community Organizations
 Organizations in the barangay, their projects, activities, and
organizational set-up.

ROLES OF A COMMUNITY ORGANIZER

An organizer, while at the community, plays various roles, depending on what the
situation calls for. Below are the four basic roles they portray, at one time or another.
 A facilitator- facilities the community process through listening and
questioning and by giving continuous encouragement and support to the
local strivings.
 An Animator- stimulates the people to think critically when identifying
problems and finding new solutions.
 An enabler- consistently directed at freeing the community (through key
persons like leaders) to realize their strengths and potentials in
cooperative work.
 A catalyst- hastens the process of transformation/ change.
References:

BOOK
Labugen, Florida C, et. Al (2018) Towards a Responsive Community Action (A Modular
Worktext in NSTP 2 for Trainers and Students) Mutya Publishing House, Malabon City,
Metro Manila
Cox, F., et al., (Eds). (1987). Strategies of Community Organization. (4th ed.). Itasca, IL:
Peacock Publishing.
Neuber, K., et al. (1980). Needs assessment: A model for community planning. Beverly
Hills. CA: Sage Publications.
Marasigan, Rosario et al. (1992) Working with Communities: The Community
Organization Method. National Association for Social work Education, Inc.

Internet
https://www.cals.uidaho.edu/edcomm/pdf

https://www.reference.com/education/community-immersion-program

https://ctb.ku.edu/en/table-of-contents/assesssment/assessing-community-needs-and-
resources/conducting-needs-assessment-surveys/main
 Exposure/Agency Visit

Introduction: Learning Objectives:

After completing this

chapter you should be able to:
Exposure- (contact with something) – the experience
of coming into contact with an environment condition or 1. Explain what is the
social influence that has a harmful or beneficial effect. meaning of exposure
The purpose of a study visit is to generate an exchange of visits and its purpose.
experience and good practice between the countries. It is 2. Enumerate the constraints
enable participants to interact with and learn from each of Exposure Visits.
other, allowing them to view practical examples of successful 3. Know the tips on Do’s
integration of sustainable practices in development works and Don’ts during the
like their own. community visits.
Educational Tour gives us ideas likewise opportunities
to visit prestigious agencies that may help us visualize what
we are learning at school. This activity helps us develop our
personality since social graces and etiquette are learned too
by experience. Moreover, important to every student since it is
a part of our learning process to acquire more knowledge
through actual exposure to the different agencies.

Exposure - the state of being exposed to contact with something.

Exposure visits are organised so that people living in one place can visit another
location to observe and learn from the other community’s development activities. The purpose
of exposure visits is to learn from the experience of others outside your own community, by
direct interaction. Participating communities may be a short distance from one another, or in
some cases, in different regions or even different countries.
Advantages of Exposure Visits
 The visiting groups take very seriously lessons which are learnt from people who live
in similar
circumstances to themselves.
 Learning takes place in a real-life situation, which allows visiting groups to ask
questions about the
development activity being implemented and get first hand feedback.
 It is practical, learning from experience (not theoretical).

 Often broader information exchanges take place between the two groups, beyond the
core topic.

How to use Exposure Visits

To ensure a successful exchange visit, it is important that the visiting group is fully
involved in identifying the subject matter that they are interested in learning about.
Development organisations can help with finding suitable host communities but individual
contacts and experiences are also very useful.
  Think carefully about how participants are chosen. They should represent the whole
community and be willing to share their new knowledge when they return from the
exposure visit.

 Ensure that the visiting and host groups are both clear about the purpose of, and
arrangements for, the visit.
 Prepare a programme for the visit. This makes it efficient and cost effective with
regard to
transport, accommodation and other expenses.
 Allow adequate time for discussions and demonstrations where necessary.
 If the two communities speak a different language, a translator should be arranged in
advance.
 Photographs, video or audio tape can be used to record the experience.
 Consider the possibility of reciprocal visits or longer learning tours involving visits to
various locations.

Constraints of Exposure Visits

 The cost of travel and other expenses can be prohibitive.

 Visits require time for detailed planning.
 In some countries cultural constraints may be encountered, for example women’s
freedom to
travel outside their home communities.

TIPS DURING COMMUNITY VISITS

DO’S DON’T’S
Listen to your facilitator’s instructions Perform any task without your facilitator’s
knowledge or consent.
Wear attention-catching clothes and
Be simple jewelries. As much as possible also, avoid
bringing-out your expensive gadgets like
cellphones, MP3 players and the like.
Always go with your assigned-buddy Go to the community and wander by
yourself.
Integrate! Observe. Confine yourselves within your
group/class.
Be courteous and polite. Use po and opo Use curse or offensive terms/words.
while conserving with those who are older
than you.
Be a role model. Be aware that in Show your disgust or annoyance if any
community work, you carry not only convenience were encountered.
yourself but the name of the Institute.
Know the purpose and limitations of your Make any promises that you cannot fulfill.
visit. This will only give false hope to them.
 Visit cum Exposure on
“Industrial Disaster Risk Management”
(Part of the approved Operational Plan 2009-2012 on “Industrial Disaster Risk Management”)

ASEM thrust area: Sustainable Industrial Development

Project: Industrial Disaster Risk Management

Training organizers: InWEnt and GTZ within the framework of ASEM Programme

Countries of visit: Germany/Netherlands (focus on Cologne/Bonn and Ruhr District)

Duration of visit: October 2009, 2 weeks (excluding travel days).

Context and Overall Goal:

The basis of this “Visit cum Exposure” study tour is the provision in the approved
Operational Plan 2009-2012 on Industrial Disaster Risk Management (ref. Section F Capacity
Building).

The visit cum exposure is targeted to facilitate in general capacity building in the area of
Industrial Disaster Risk Management. Govt of India has declared DMI as the Centre of
Excellence in Chemical (industrial) Disaster Management in the month of June 2009 and this
study tour will help DMI in the Capacity Development. In the month of June 2009 MOEF, GOI
has approved the proposal of making National Action Plan for the National Guidelines of
Chemical (industrial) Disaster management of 2007 published by NDMA. The HRDP Operation
plan has linkages with National Action Plan and also describes the study tour of Europe to put
the European best practices in the national Action Plan. Further. Under the Eco Industrial
Estate Project in Andhra Pradesh, it is proposed to establish Disaster Management System in
up to 2 identified chemical industrial parks with the cooperation of the Department of
Pharmaceuticals of the Ministry of Chemicals & Fertilisers and the Andhra Pradesh Industrial
Infrastructure Corporation Ltd.

In this context, the overall goal of the visit cum exposure is:

1. To facilitate application of the learning into preparation of the National Action Plan on
Chemical (industrial) Disaster Risk Management.

2. To contribute to the preparation of plan and design and implementation of disaster

management system in up to 2 industrial parks in Andhra Pradesh.

3. To support regulators and responsible Administration in India for Industrial Disaster Risk
Management (iDRM) as well as training institutions learn from good practices, to get
input for Capacity Development Programmes and start the process for institutional
interaction.

4. To support in the development of the DMI as Centre of Excellence in Chemical

(industrial) Disaster Management.
Course objectives:

□ Exposure to an advanced system of iDRM for On-site, Off-site and industrial estate
based emergency response, control and prevention measurements including concepts
mock drills
□ Learn approaches for the design of industrial estates with focus on management,
infrastructure and operation procedures for prevention and first response
□ Experience and evaluation of capacity building processes for preventive measures in
industries, organisations of first responders and of the civil society
□ Learn about the structure and role of fire brigades incl. the corresponding rules and
processes of control
□ Discuss the regulative approaches and their implementation processes with
supervisors, first responders and disaster risk managers of industries, regulating
agencies and planners
□ Discuss first steps towards an institutional cooperation between India and Germany
□ Elaborate the lessons learned with respect to their relevance for the Indian context and
create practical visions and innovative ideas for future implementation in National
Guidelines of Chemical (industrial) Disaster management

Target groups/Participants:

Within the context and overall goal, the Target Groups include:

1. Faculty of DMI for capacity development in the area of industrial Disaster Risk
Development
2. A group of representatives from national and state officers which play a key role in
capacity building, the implementation and design of guidelines and standards for
industrial disaster risk prevention and mitigation and its control. This group will also be
responsible for implementation of National Action Plan on Chemical (industrial) Disaster
Risk Management.
3. A group from Andhra Pradesh based on the initiative of APIIC and Department of
Pharmaceuticals to create Disaster Management System in Industrial Parks.

Specifically, the visit-cum-exposure would have upto 15 participants as below:

Directorate General  Directorate General Factory Advice Service and Labour

Factory Advice Service Institutes (1 participant)
and Labour Institute
Regulators / CIF  CIF/Directorate of Industrial Safety and Health – from
following states: Andhra Pradesh, Maharashtra, Gujarat,
Rajasthan, Karnataka (total 5 participants)
Administration  MoEF (1 participant)
(responsible for  NDMA – mock drill specialist (1 participant)
chemical/industrial DRM  APIIC (1 participant)
and planning of Industrial  Department of Pharmaceuticals (MoC&F) (1 participant)
Estates)  Department of Disaster Management of Andhra Pradesh (1
participant)
 Department of Disaster Management of Karnataka (1
participant)
Training Institutions and  DMI (3 participants including Director@, DMI)
independent trainers -  National Civil Defence College Nagpur (1 participant)
(total no: 3)
@ will be technical coordinator of the participating team
Expected results

□ Study tour will be helpful in the development of the DMI as Centre of Excellence in Chemical
(industrial) Disaster Management.
□ Participants elaborate the lessons learned with respect to their relevance for the Indian context
after learning European experience and create practical visions and innovative ideas for future
implementation in National Guidelines of Chemical (industrial) Disaster management. The
National Action Plan is being prepared by DMI for NDMA.
□ Participants know best practices and are motivated to optimise planning in iDRM and for the
establishment of Disaster Management Systems in industrial parks.
□ Participants are motivated and have the background knowledge to improve existing - and
develop new - concepts, guidelines and regulations in preventive measures for
o industrial areas/parks
o process oriented on-site measurements to prevent transport, storage and process based
risks
o integrating on-site and off-site emergency planning, especially relevant for industrial
parks
□ Participants know a variety of best practice approaches for planning and implementation of
preventive measures in different set ups for MHA industries incl. buffer zones, infrastructure
requirements and operation models
□ Participants are aware of the mechanisms and importance of community focussed information
and the inclusion of civil society and organisations into the disaster risk management plans
□ Participants coming from different agencies establish contacts and understanding for future
cooperation/information exchange are made
□ Participants have an overview of the different training programmes and approaches for first
responders and disaster risk managers and can use this experience to update capacity building
efforts in India

Indicators for success/impact

□ International input leads to a professional design of DRM in a pilot activity in industrial parks. The
learning’s are reflected in the design of national action plan
□ Disaster Management System in industrial parks are installed as pilot case examples
□ The input of European Training Providers are used and adapted for Indian conditions – the
collected and discussed concepts, guidelines and background material is used for the design of
capacity building programmes in iDRM
□ The exchange of experiences between German and Indian Institutions is started and DMI’s
capacities as Centre of Excellence are improved
Contents of the visit cum exposure

Industries/Industrial areas to be included in the visit:

 Refinery
 Complex chemical plant and participation in a “Table Top Extended Exercise”
(Simulating an emergency up to the point where equipment is used
 Steel plant (metal industry)
 Port, Waterways and storage (Duisburg)
 Logistic enterprise specialised on Hazardous Chemicals
 Chemical Industrial Parks
 Pharmaceuticals industry

Institutions and Installations for Guidance, Planning and Supervision of Disaster Risks
 State Ministry of Interior (optionally)
 Federal Office of Civil Protection and Disaster Assistance (BBK)
http://www.bbk.bund.de
 Transport Accident Information and Assistance system (TUIS) – a voluntary system of
German Chemist Industry

First responders
 THW - Technical Response Force and one of their training centres
 Medical doctor in Charge (Leitender Notarzt) - (hospital) - Local Health Agency
 Fire Brigades (municipal and rural)

Training Institutions
 Institutes of Fire Brigades - Training and Organisation of (rural) Fire Brigades
 THW
 Training Institute for Disaster Management in Aarweiler
 Volunteerism
Introduction: Learning Objectives:
Volunteerism is the act, practice, or
principle of contributing one’s time, talents and
resources freely to worthwhile purposes without After completing this chapter, you
tangible compensation. It is considered the most should be able to:
fundamental act in the society. It is geared toward
1. Give the meaning and benefits of
good causes that help alleviate the suffering of
volunteerism
others. It promotes peace, solidarity and trust
among citizens. 2. Name the core values expected of
volunteers; and
Volunteerism can serve in various areas 3. Explore volunteer opportunities that
ranging from medical, environmental, and one may engage in
educational support groups to child protection and
human rights advocates, poll or election work,
peacekeeping missions and relief operations, to
name a few.

Regardless of age, economic status, sex and

educational attainment, volunteers work together
toward a common cause for which they commit
their time, know-how and expertise and sometimes
even their own money. Volunteers could be
teachers, doctors, lawyers or celebrities

Moore (2002) describes a volunteer as follows:

 “A volunteer is a person who is a light to others, giving witness in a mixed -up age,
doing well and willingly the tasks at hand, namely, being aware of another’s need and
doing something about it.
 “A volunteer is a person who strives to make other happy, who takes the loneliness out
of the alone by talking to them, who is concerned when others are unconcerned , who
has the courage to be blessing and to say the things that have to be said for the good of
all.
 “A volunteer is a person whose charity is fidelity, who is faithful in an unfaithful world,
grateful in an ungrateful world, giving when all are grasping, listening when others need
to tell about their fears and problems
Volunteers are people from all walks of life, all ages and stages, having a common
desire to make a difference in their community and their own life by giving of their time and
expertise. For young people, volunteering brings a new sense of confidence and self-
gratification. It is a good way to interact in the “grown-up world”. It enables them to develop
communication, career-building, and social skills that will be useful in other facets of their lives
Benefits of Volunteers
Volunteerism yields the following benefits
1. Community development
2. Development of the skills of volunteers
3. Peace, solidarity, and trust among citizens
4. Career opportunities for volunteers
5. Friendship among citizens
6. Experience and self-esteem gained by volunteers.

Values Expected of Volunteers

Here are some core values expected of volunteers
1. Commitment. Volunteers are attached to, identified with, and involved in
community service.
2. Professionalism. Volunteers observe work ethics in performing their responsibilities
with socially and morally accepted behavior.
3. Creativity. Volunteers search constantly for new strategies and methods of doing a
task for improved results.
4. Unity. A volunteer supports teamwork to achieve the common goal.

Volunteer Opportunities
The 2001 National Survey of Giving. Volunteering and Participating shares the following
questionnaire, the answers to which help determine what kind of volunteer opportunities will
be suited to the individual volunteer.
1. If you have all the human and financial resources in the world, what problem would
you solve, what would you change, and what would you create? Your answers will
tell you what matters the most to you.
2. What kind of time commitment are you willing to make? Are you looking for a
regular/weekly volunteer commitment or a short-term/one-time opportunity?
3. Would you like to volunteer with other people or by yourself?
4. Would you like to volunteer from your own home or would you prefer to volunteer
in an organization?
5. If you would like to volunteer away from home, where is the best location for you---
-- near your home, your work.
6. Do you have specific skills or talents that you would like to share with an
organization?
7. Would you like to develop a specific skill?
8. What are your personal goals? Would you like to re-enter the workforce or meet
new people?

Potential volunteer opportunities are as follows:

A. Based on the interests of an individual
1. If you like animals, you can help out at an animal shelter or the nearest zoo.
 2. If you like working with kids, you can involve at a day-care or preschool center
3. If you enjoy playing sports, you can play games with the kids at a nearby sports
complex
4. If you like to cook, you can get together with friends and teach moms or
housekeepers new recipes
5. If you enjoy arts and crafts, you can teach how to make curtains or bedspreads,
embroider pillowcases and towels
6. If you enjoy dancing, singing and acting, you can participate in your community’s
cultural show group
7. If you enjoy the outdoors, you can organize a clean-up drive in your street or park.
8. If your grandparents have passed away or live far away and you do not get to see
them as often you want to, you can make friends with a senior citizen
9. If you are interested in foreign culture, you can volunteer at a school that accepts
foreign students.
10. If you are concerned about people with disabilities, you can volunteer at an agency
or institution that care for people with physical or mental disabilities.

B. Based on the future career goal of an individual

1. If you like to work in the medical field, you can volunteer at a community
health center
2. If you are interested in teaching, you a volunteer at a public school
3. If you interested in science, you can volunteer at the local science museum or
zoo.
4. If you like to work in an office someday, you can volunteer at a non-profit
organization.
Community Services
Community Service is identified by the higher educational institutions (HEI) in
consultation with the local government, community-based organizations, and non-
governmental organizations as designed to improve the quality of life of community residents,
particularly low-income individuals, or to solve particular problems related to their needs.
Community Services includes the following:
1. First aid training or health care, preschool storytelling, social welfare, social services
trauma counselling, group dynamics, crime prevention recreation, street cleaning
and community improvement.
2. Serving in the youth corps as defined in the NSTP Act of 2001
3. Assisting students with disabilities
4. Tutoring supporting educational and recreational activities and counseling
Volunteer community-service can be rendered in the government office, private companies or
in any place where services may be needed. Volunteers can also work from their home.
Community volunteerism entails identifying resources, building up present strength
empowering partners or individuals to reach out their potentials, facilitating new
connections with the community and threatening such connections and fostering
relationship that enhance the ability of groups and individuals a to have a sense of
belonging and a desire to be involved.
 Chapter 4
Disaster Risk Reduction and Management

Introduction Learning Objectives:

The Philippines is located in the

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

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

1. OVERVIEW OF THE PHILIPPINE DISASTER MANAGEMENT SYSTEM

REPUBLIC ACT NO. 10121, known as the "Philippine Disaster Risk Reduction and Management
Act of 2010".

“An Act Strengthening the Philippine Disaster Risk Reduction and Management System, Providing
for the National Disaster Risk Reduction and Management Framework and Institutionalizing the
National Disaster Risk Reduction and Management PAan, appropriating Funds therefore and For
Other Purposes.”

Salient Features of Republic Act 10121 s 2010

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

2. DISASTER RISK REDUCTION AND MANAGEMENT CONCEPTS

Definition of Terms;

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

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

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

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

4. "Disaster" - a serious disruption of the functioning of a community or a society involving

widespread human, material, economic or environmental losses and impacts, which exceeds the
ability of the affected community or society to cope using its own resources.

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

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

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

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

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

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

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

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

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

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

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

OPERATIONAL POLICIES OF NDRRMC

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

Declaration of State of Calamity

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

3. PHILIPPINE GEOGRAPHIC HAZARDS AND DISASTER RISK PROFILE

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

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

Historic Overview of Disasters

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

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

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

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

Exposure and Vulnerability

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

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

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

Hazards in the Philippines

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

1. Natural Hazard

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

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

a. Geophysical Hazards

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

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

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

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

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

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

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

b. Hydro-meteorological Hazard:

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

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

c. Biological Hazards

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

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

 those arising from microbial decomposition of various substrates associated with

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

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

include deforestation, mining and climate change.

3. Environmental degradation: Environmental degradation has hugely contributed to

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

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

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

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

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

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

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

a. Sorting, loading and distribution of relief goods

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

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

a. Plan the chosen activities ahead of long time before any calamity strikes.
Joint/Participate in training exercise on disaster and relief operations.
b. See to it that resources that are available could meet the needs of chosen activities.
 c. Coordinate all activities properly with the City, Provincial and Municipal Disaster
Coordinator Councils.
d. Organize the corps into various brigade or cadre. Assign the members’
responsibilities which they feel they can properly handle. Confidence in what is one is doing is the
key to success.
e. Work as a TEAM. Coordinate efforts with other organizations (NGO, PO, LGO or
religious organizations)
 Chapter 5
Environmental Awareness and Protection
Introduction
Learning Objectives:
Environmental education is a process
which is very useful to human beings in order
to manage well their environment and instill After completing this chapter you
the right behavior that serves as key to should be able to:
sustainable development.
1. understand and verbalize concepts and
This module discuss the current principles of environmental education;
environmental situation in the Philippines. 2. value the importance of environmental
Due to the pressures of population and education as a way of developing the youth
technology, the biophysical environment is to be good citizens;
being degraded, sometimes permanently. 3. explain why we need to protect our
This has been recognized, and governments environment;
have begun placing restraints on activities 4. discuss the guiding principles in solid
that cause environmental degradation.

Environmental protection is a practice of protecting the natural environment on individual,

organizational or governmental levels, for the benefit of the natural environment and humans.
Since the 1960's, activity of environmental movements has created awareness of the various
environmental issues. There is no agreement on the extent of the environmental impact of human
activity, and protection measures are occasionally criticized.

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

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

1. BASIC CONCEPTS AND LAWS GOVERNING ENVIRONMENTAL EDUCATION

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

Related Laws in Promoting Environmental Education

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

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

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

Specifically, Section 2. Declaration of Policy states that:

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

2. Republic Act No. 9003 - Ecological Solid Waste Management act of 2000

An act providing for an ecological solid waste management program, creating the necessary
institutional mechanisms and incentives, declaring certain acts prohibited and providing
penalties, appropriating funds therefore, and for other purposes.

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

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

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

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

6. RA NO. 9175 – Chainsaw Act of 2002

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

2. THE SEVEN ENVIRONMENTAL PRINCIPLES OF NATURE

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

1) Nature knows best.

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

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

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

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

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

2) All forms of life are important.

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

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

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

3) Everything is connected to everything else.

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

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

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

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

4) Everything changes.

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

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

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

5) Everything must go somewhere.

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

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

6) Ours is a finite earth.

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

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

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

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

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

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

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

3. CLIMATE CHANGE

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

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

What are the causes of climate change?

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

What are the effects of climate change?

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

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

4. ECOLOGICAL SOLID WASTE MANAGEMENT

Definition of Terms

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

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

1. Discarded household waste.

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

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

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

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

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

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

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

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

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

Two Types of Recycling

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

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

The rapid advancement and proliferation of technology, globalization, economic

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

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

1. CONCEPT OF NATIONAL SECURITY

Definition of Terms:

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

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

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

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

Description of Fundamental Elements

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

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

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

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

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

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

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

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

2. INTERNAL THREAT

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

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

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

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

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

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

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

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

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

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

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

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

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

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

the extent that it breeds and abets rebellion, crime and dissidence. Poverty incidence affects
about one-third of Filipino families nationwide. Consequently, the distribution of wealth has
been skewed in favor of a wealthy minority.
 5. Economic sabotage undermines the market economy, the financial system and the
nation’s resources. Under this category are underground activities such as counterfeiting, money
laundering, large-scale smuggling, inter-oceanic poaching and commercial dumping. This is
being met through vigilant economic intelligence and the strict enforcement of maritime and
trade laws.

6. Graft and corruption has become another threat to our national security by virtue of
the huge scale by which it saps public resources, undermines the morale of the civil service and
affects the delivery of quality basic services. It has also become a disincentive to investment. The
Estrada administration has waged a vigorous campaign against graft at all levels in line with the
dictum that every peso stolen from the public coffers is a peso withheld from the upliftment of
the poor.

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

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

forests and watersheds, air-land-water pollution and the proliferation of toxic substances are a
cause of sickness, death and the diminution of national productivity and wellbeing.
Environmental protection has assumed a high priority in defense and law enforcement concerns
and is an institutional area of emphasis in the educational system.

3. EXTERNAL THREAT

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

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

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

3. The lingering effects of the currency crisis affecting the countries within the
Association of Southeast Asian Nations (ASEAN) are a cause of regional anxieties, which tend
to aggravate political instabilities and socio-economic dislocations involving the poorest peoples.
 4. The serious economic disparity between rich and poor nations keeps the world in a
state of instability and virtually on the brink of war in many places. Local or regional shortages
of fresh water, arable land, food, fisheries, and energy are already causing tensions.

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

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

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

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

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

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

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

such as Melissa and Chernobyl, which have attacked isolated or networked information systems
through the internet or through software carriers and devices. Many vital decision making
processes of our Government are now electronically-based and therefore vulnerable to this
threat.
 Sexual Harassment
Introduction: Learning Objectives:
Sexual harassment is a form of gender- After completing this chapter you
based discrimination. Sexual harassment may should be able to:
consist of sexual requests from a superior, tied
to the quality of the employee's job or benefits,  Identify the meaning of Sexual
Harassment
or it can be the inappropriate behavior of one
or more co-workers. It is forbidden by federal
 Familiarize the signs that mean
civil rights law and by numerous state anti-
sexual harassment
discrimination laws. These laws give you
specific rights and remedies if you experience  Identify the different types of
sexual harassment in the workplace. sexual Harassment
Sexual harassment is not just illegal; it is
harmful. The most common injuries suffered  Differentiate the difference of
sexual harassment with sexual
by victims of sexual harassment are
misconduct and sexual assault.
emotional. Victims of sexual harassment often
feel powerless, developing low self-esteem. In
 Identify the effects of Sexual
some cases, they believe that they are to Harassment
blame for the harassment or for letting it go on
as long as it did.
Sexual harassment can cause a serious
financial burden as well. An employee may be
denied a raise or passed over for a promotion
because he or she refused a superior's sexual
demands. The employee may even give up a
job rather than continue to work in a hostile
environment.

SEXUAL HARASSMENT
- Unwelcome sexual advances, requests for sexual favors, and other verbal or
physical conduct of a sexual nature when:
· Submission to such conduct is made either explicitly or implicitly a term or
condition of an individual's employment, or
· Submission to or rejection of such conduct by an individual is used as a basis for
employment decisions affecting such individual, or
· Such conduct has the purpose or effect of unreasonably interfering with an
individual's work performance or creating an intimidating, hostile, or offensive
working environment.

Unwelcome Behavior is the critical word. Unwelcome does not mean "involuntary." A victim
may consent or agree to certain conduct and actively participate in it even though it is
offensive and objectionable. Therefore, sexual conduct is unwelcome whenever the
person subjected to it considers it unwelcome. Whether the person in fact welcomed
a request for a date, sex-oriented comment, or joke depends on all the

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 circumstances. Source: Preventing Sexual Harassment (BNA Communications,
Inc.) SDC IP .73 1992 manual
Sexual harassment includes many things...
 Actual or attempted rape or sexual assault.
 Unwanted pressure for sexual favors.
 Unwanted deliberate touching, leaning over, cornering, or pinching.
 Unwanted sexual looks or gestures.
 Unwanted letters, telephone calls, or materials of a sexual nature.
 Unwanted pressure for dates.
 Unwanted sexual teasing, jokes, remarks, or questions.
 Referring to an adult as a girl, hunk, doll, babe, or honey.
 Whistling at someone.
 Cat calls.
 Sexual comments.
 Turning work discussions to sexual topics.
 Sexual innuendos or stories.
 Asking about sexual fantasies, preferences, or history.
 Personal questions about social or sexual life.
 Sexual comments about a person's clothing, anatomy, or looks.
 Kissing sounds, howling, and smacking lips.
 Telling lies or spreading rumors about a person's personal sex life.
 Neck massage.
 Touching an employee's clothing, hair, or body.
 Giving personal gifts.
 Hanging around a person.
 Hugging, kissing, patting, or stroking.
 Touching or rubbing oneself sexually around another person.
 Standing close or brushing up against a person.
 Looking a person up and down (elevator eyes).
 Staring at someone.
 Sexually suggestive signals.
 Facial expressions, winking, throwing kisses, or licking lips.
 Making sexual gestures with hands or through body movements.

Examples

VERBAL
· Referring to an adult as a girl, hunk, doll, babe, or honey
· Whistling at someone, cat calls
· Making sexual comments about a person's body
· Making sexual comments or innuendos
· Turning work discussions to sexual topics
· Telling sexual jokes or stories
· Asking about sexual fantasies, preferences, or history
· Asking personal questions about social or sexual life
· Making kissing sounds, howling, and smacking lips
· Making sexual comments about a person's clothing, anatomy, or looks
· Repeatedly asking out a person who is not interested
· Telling lies or spreading rumors about a person's personal sex life

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NON-VERBAL
· Looking a person up and down (Elevator eyes)
· Staring at someone
· Blocking a person's path
· Following the person
· Giving personal gifts
· Displaying sexually suggestive visuals
· Making sexual gestures with hands or through body movements
· Making facial expressions such as winking, throwing kisses, or licking lips
PHYSICAL
· Giving a massage around the neck or shoulders
· Touching the person's clothing, hair, or body
· Hugging, kissing, patting, or stroking
· Touching or rubbing oneself sexually around another person
· Standing close or brushing up against another person

TYPES OF SEXUAL HARRASSMENT

In addition, sexual harassment can also refer to the offensive comments or remarks
that are made about a person’s gender. However, this is more commonly called gender
discrimination.
Specifically, when this conduct occurs in a person’s work environment, it can also be
viewed as a form of employment discrimination. If proven, it is considered to be a violation of
a federal law known as Title VII of the Civil Rights Act of 1964 (“Title VII”). Title VII is one of
the laws that protects employees from employer discrimination.
In a sexual discrimination claim, Title VII legally recognizes two main types of sexual
harassment. The first is titled, “quid pro quo” sexual harassment, and the second is named,
“hostile work environment” sexual harassment.
Regardless of which type it is, both quid pro quo and hostile work environment sexual
harassment can be experienced by a person of any gender. Additionally, the victim and the
perpetrator can either be of the same sex, or of a different sex.
A. “QUID PRO QUO” SEXUAL HARASSMENT - when employment and/or
employment decisions for an employee are based on that employee’s acceptance or
rejection of unwelcome sexual behavior.
a. Quid pro quo sexual harassment normally involves a person who acts as a
supervisor to other employees asking them to do sexual favors for them in
exchange for some type of employment benefit.
b. For example, quid pro quo sexual harassment may occur when a supervising
employee requests that a lower-ranked employee do some kind of sexual
favor for them. In return, the supervising employee will then receive a perk,
such as extra pay, a higher-ranking position, or more seniority within the
company.
c. This form of sexual harassment differs from hostile work environment sexual
harassment. This is because it must involve a coworker of a higher rank than
that of the employee being sexually harassed. Generally, it only requires a
single incident of sexual misconduct in order to bring a sufficient claim, as
opposed to a pattern of this type of behavior.

B. “HOSTILE WORK ENVIRONMENT” SEXUAL HARASSMENT - can occur when

someone who is working at the company does one of the following things: makes

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 intimidating or threatening comments, jokes, or repeated sexual advances, which
then impacts the ability of an employee to do their job properly.
a. This kind of sexual harassment is focused more on the hostile and offensive
nature of the conduct that pollutes the work environment, when an individual
or group of individuals harasses a colleague or group of colleagues.
b. Examples of hostile work environment sexual harassment may include:
1. Repeatedly telling dirty jokes or sexual stories;
2. Creating images, statues, pictures, dolls, or icons that are sexual in
nature, or have a sexual undertone to them;
3. Communicating in writing through work documents, such as memos or
emails, that include details that are sexual or imply sexual advances;
4. Using insults or discriminatory remarks towards an individual or group
of individuals that are of a sexual nature; or
5. Repeatedly behaving in a manner that is inappropriate, such as
touching, rubbing, or groping someone. It may be that the sexually-
oriented behavior was not welcomed or done with permission.
Alternatively, if it is consented to, then it might be creating a hostile
work environment for others who are aware of it.
c. As mentioned, this behavior is usually recurring and creates a pattern that
causes the work environment to become hostile, as opposed to a single
incident.

C. “NON-DIRECT” SEXUAL HARASSMENT - The examples of sexual

harassment discussed above are common incidents of what is known as, direct
sexual harassment. Non-direct or indirect sexual harassment occurs when a
secondary victim has been offended by the auditory or visual sexual misconduct.
a. For instance, if a bystander hears something offensive, but it was not aimed
at them, then indirect sexual harassment may have occurred.
b. This can also happen when a bystander overhears a dirty joke or remark,
sees an email or letter that is sexual in nature, or comes across pictures (e.g.,
on another worker’s screen saver or nude photos of a colleague being passed
around at work) that are deemed to be sexually offensive.
c. Additionally, non-direct sexual harassment may relate to a person who
witnesses the sexual harassment of someone else.

What is the difference between sexual harassment and sexual

assault? What about sexual misconduct?
Sexual harassment is a broad term, including many types of unwelcome verbal and
physical sexual attention. Sexual assault refers to sexual contact or behaviour, often
physical, which occurs without the consent of the victim. Sexual harassment generally
violates civil laws—you have a right to work or learn without being harassed—but in many
cases is not a criminal act, while sexual assault usually refers to acts that are criminal. Some
forms of sexual assault include:
 Penetration of the victim’s body, also known as rape.
 Attempted rape.
 Forcing a victim to perform sexual acts, such as oral sex or penetration of the
perpetrator’s body.
 Fondling or unwanted sexual touching.

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 Sexual misconduct is a non-legal term used informally to describe a broad range of
behaviours, which may or may not involve harassment. For example, some companies
prohibit sexual relationships between co-workers, or between an employee and their boss,
even if the relationship is consensual.

Where can sexual harassment occur?

Sexual harassment can occur in the workplace or learning environment, like a school
or university. It can happen in many different scenarios, including after-hours conversations,
exchanges in the hallways, and non-office settings of employees or peers.

What can I do when I witness sexual harassment?

You may have heard the term bystander intervention to describe stepping in to help if
you see someone who might be in danger or at risk for sexual assault. Bystander
intervention can also be a helpful strategy if you witness sexual harassment. You don’t have
to be a hero to make a positive impact in someone’s life, and you can intervene in a way that
fits your comfort level and is appropriate for the situation. If you choose to step in, you may
be able to give the person being harassed a chance to get to a safe place or leave the
situation. Below are some of the steps you can take if you see someone being sexually
harassed—just remember to C.A.R.E., and of course, keep your own safety in mind at all
times.
 Create a distraction. Do what you can to interrupt the harassment, or distract those
taking part in the harassment. But remember to make sure that you aren’t putting
yourself in danger by doing this. If someone seems like they could become violent,
do not draw their attention.
 Ask directly. Talk directly with the person who is being harassed. If they are being
harassed at work or school, offer to accompany them anytime they have to meet with
the harasser. If a friend is worried about walking alone to their car at night, offer to
walk with them.
 Refer to an authority. The safest way to intervene for both you and the person
being harassed may be to bring in an authority figure. You can talk to another
employee, security guard, RA in your dorm, bartender, or bouncer, and they will often
be willing to step in.
 Enlist others. It can be hard to step in alone, especially if you are worried about your
own safety or if you don’t think you will be able to help on your own. It may be a good
idea to enlist the help of a friend or another bystander.

What are some effects of sexual harassment?

Experiencing sexual harassment may cause some survivors to face emotional,
physical, or mental health concerns. Some of them might include:
Emotional effects:
 Anger
 Fear
 Humiliation
 Shame
 Guilt
 Betrayal

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  Violation
 Powerlessness and loss of control

Mental health effects:

 Anxiety
 Depression
 Panic attacks
 PTSD
 Difficulty concentrating
 Loss of motivation
 Substance abuse
 Suicidal ideation

Physical effects:
 Increased stress levels
 Headaches
 Fatigue
 Sleep disturbances
 Eating disturbances

TERMINOLOGY
SEXISM is an attitude. It is an attitude of a person of one sex that he or she is
superior to a person of the other sex. For example, a man thinks that women are too
emotional. Or a woman thinks that men are chauvinists.
SEX DISCRIMINATION is a behavior. It occurs when employment decisions are
based on an employee’s sex or when an employee is treated differently because of
his or her sex. For example, a female supervisor always asks the male employees, in
a coed workplace, to move the boxes of computer paper. Or, a male supervisor
always asks the female employees, in a coed workplace to plan office parties.
SEXUAL HARASSMENT is a behavior. It is defined as unwelcome behavior of a
sexual nature. For example, a man whistles at a woman when she walks by. Or a
woman looks a man up and down when he walks towards her.
SUBTLE SEXUAL HARASSMENT is a behavior but not a legal term. It is
unwelcome behavior of a sexual nature that if allowed to continue could create a
QUID PRO QUO and/or a Hostile Work Environment for the recipient. For example,
unwelcome sexual comments, jokes, and innuendoes.
QUID PRO QUO HARASSMENT is when employment and/or employment decisions
for an employee are based on that employees’ acceptance or rejection of unwelcome
sexual behavior. For example, a supervisor fires an employee because that
employee will not go out with him or her.
HOSTILE WORK ENVIRONMENT is a work environment created by unwelcome
sexual behavior or behavior directed at an employee because of that employee's sex
that is offensive, hostile and/or intimidating and that adversely affects that
employee's ability to do his or her job. For example, pervasive unwelcome sexual
comments or jokes that continues even though the recipient has indicated that those
behaviors are unwelcome.

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