MODULE 1

LESSON 1. INTRODUCTION
TOPICS
1. Course Description and Grading System
2. Gender and Development

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. recognize the GAD implementation in the Philippines;
2. apply gender equality as a fundamental value that
should be reflected in development choices; and
3. identify the relative position of men and women in the
society.

TOPIC 1: COURSE DESCRIPTION AND GRADING SYSTEM

Subject Code : CW01

Description : Community Welfare Training Service 1 (CWTS 1)
No. of Hours :
No. of Units : Three (3)
Grading System :

COMPONENT PERCENTAGE
Activities 40%
Exam 60%
Total 100%

FINAL GRADE
Mid-tem Grade 40%
Pre-final Grade 60%
Total 100%
 TOPIC 2: GENDER AND DEVELOPMENT

Gender and Development (GAD) – refers to the development perspective and

process that is participatory and empowering, equitable, sustainable, free from
violence, respectful of human rights, supportive of self-determination and actualization
of human potentials. It seeks to achieve gender equality as a fundamental value that
should be reflected in development choices and contends that women are active agents
of development, not just passive recipients of development;

How Gender and Development Started?

Gender and Development was developed in the 1980’s as an alternative to the

Women in Development (WID) approach.

Unlike WID, the GAD approach is not concerned specifically with women, but with
the way in which a society assigns roles, responsibilities, and expectations to both men
and women.

GAD applies gender analysis to uncover the ways in which men and women work
together, presenting results in neutral terms of economics and competence.

GAD focus primarily on two major frameworks, Gender Roles and Social Relations
Analysis. Gender role focus on social construction of identities within the household, it
also reveals the expectations from ‘maleness and femaleness’ in their relative access to
resources. Social relations analysis exposes the social dimensions of hierarchical power
relations imbedded in social institutions; also it’s determining influence on ‘the relative
position of men and women in society. In an attempt to create gender equality, (denoting
women having same opportunities as men, including ability to participate in the public
sphere) GAD policies aim to redefine traditional gender role expectations.

Gender and Development in the Philippines

Philippine Plan for Gender and Development, 1995-2025, is a National Plan that
addresses, provides and pursues full equality and development for men and women.
Approved and adopted by former President Fidel V. Ramos as Executive No. 273, on
September 8, 1995, it is the successor of the Philippine Development Plan for Women,
1989-1992 adopted by Executive No. 348 of February 17, 1989.

Three years after, DENR Administrative Order No. 98 – 15 dated May 27, 1998
came up as the Revised Guidelines on the Implementation of Gender and Development
(GAD) Activities in the Department of Environment and Natural Resources (DENR) in order
to strengthen the DENR GAD Focal Point System and accomplishing the GAD vision
“Partnership of Empowered Men and Women for Sustainable Development”.

Republic Act No. 9710, otherwise known as the Magna Carta of Women was
approved on August 14, 2009 which mandates non-discriminatory and pro-gender
equality and equity measures to enable women’s participation in the formulation,
implementation and evaluation of policies and plan for national, regional and local
development.

A Memorandum Circular No. 2011 – 01 dated October 21, 2011 was released
addressing to all Government Departments including their attached agencies, offices,
bureaus, State Universalities and Colleges (SUCs), Government-Owned and Controlled
Corporations (GOCCs) and all other government instrumentalities as their guidelines and
procedures for the establishment, strengthening and institutionalization of the GAD Focal
Point System (GFPS).

Gender Equality

Gender equality refers to the principle asserting the equality of men and women
and their right to enjoy equal conditions realizing their full human potentials to contribute
to and benefit from the results of development, and with the State recognizing that all
human beings are free and equal in dignity and rights.

Gender Equity

Gender equity refers to the policies, instruments, programs, services, and actions
that address the disadvantaged position of women in society by providing preferential
treatment and affirmative action. Such temporary special measures aimed at accelerating
de facto equality between men and women shall not be considered discriminatory but
shall in no way entail as a consequence the maintenance of unequal or separate
standards. These measures shall be discontinued when the objectives of equality of
opportunity and treatment have been achieved.

Gender Socialization

Gender socialization is the process by which we learn our culture's gender-related

rules, norms, and expectations. The most common agents of gender socialization—in
other words, the people who influence the process—are parents, teachers, schools, and
the media. Through gender socialization, children begin to develop their own beliefs
about gender and ultimately form their own gender identity.
Sex vs. Gender

The terms sex and gender are often used interchangeably. However, in a
discussion of gender socialization, it’s important to distinguish between the two.
Sex is biologically and physiologically determined based on an individual's
anatomy at birth. It is typically binary, meaning that one's sex is either male or female.

Gender is a social construct. An individual's gender is their social identity resulting

from their culture's conceptions of masculinity and femininity. Gender exists on a
continuum.

Individuals develop their own gender identity, influenced in part by the process of
gender socialization.

Task/Activity

1. From the animated movie Mulan (1998) site the hardship/s that the main
character have experienced. Write your answer on the space provided.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Is gender equality a concern for men? Support your answer.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. From the illustration (next page), choose the number that best describe the
following: (a) equality, (b) equity and (c) justice. Explain your answer and write it
on the space provided.
 1 2 3

(Source:http://www.theinclusionsolution.me/equity-vs-equality-eliminating-opportunity-gaps-education/)

Equality- ____________________________________________________
____________________________________________________
____________________________________________________
Equity - ____________________________________________________
____________________________________________________
____________________________________________________
Justice - ____________________________________________________
____________________________________________________

LESSON 2. THE ANTI-BULLYING ACT

TOPICS
1. What is Bullying?
2. Effects of Bullying
3. The Relationship Between Bullying and Suicide

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. summarize Republic Act 10627, or “Anti-Bullying Act;”
2. intensify awareness on the effects of bullying; and
3. intensify awareness on the relationship between
bullying and suicide.
 TOPIC 1: THE ANTI-BULLYING ACT

Introduction

Republic Act 10627, or the Anti-Bullying Act (the “Act”), aims to protect children enrolled
in kindergarten, elementary, and secondary schools and learning centers (collectively, “Schools”)
from being bullied. It requires Schools to adopt policies to address the existence of bullying in their
respective institutions.

What is Bullying?

Bullying, as defined under the Act, is any severe or repeated use by one or more students of a
written, verbal or electronic expression, or a physical act or gesture, or any combination thereof,
directed at another student that has the effect of actually causing or placing the latter in reasonable
fear of physical or emotional harm or damage to his property; creating a hostile environment at
school for the other student; infringing on the rights of the other student at school; or materially
and substantially disrupting the education process or the orderly operation of a school; such as,
but not limited to, the following:

 Any unwanted physical contact

between the bully and the victim
like punching, pushing, shoving,
kicking, slapping, tickling,
headlocks, inflicting school pranks,
teasing, fighting and the use of
available objects as weapons;
 Any act that causes damage to a
victim’s psyche and/or emotional
well-being;
 Any slanderous statement or accusation (Source:https://rossieronline.usc.edu/school-
that causes the victim undue emotional bullying-outbreak-infographic/)
distress like directing foul language or profanity at the target, name-calling, tormenting
and commenting negatively on victim’s looks, clothes and body; and
 Cyber-bullying or any bullying done through the use of technology or any electronic
means. The term shall also include any conduct resulting to harassment, intimidation, or
humiliation, through the use of other forms of technology, such as, but not limited to
texting, email, instant messaging, chatting, internet, social media, online games, or other
platforms or formats.

 Social bullying, or any deliberate, repetitive and aggressive social behavior intended to
hurt others or to belittle another individual or group.
 Gender-based bullying, or any act that humiliates or excludes a person on the basis of
perceived or actual sexual orientation and gender identity.
 As such, any person who commits any of the foregoing acts, is considered a
bully. Furthermore, any act of retaliation against a person who reports bullying, who provides
information during an investigation of bullying, or who is a witness to or has reliable information
about bullying, is likewise prohibited.

Where may bullying be committed?

Bullying may happen at the following:

 School grounds;
 Property immediately adjacent to School grounds;
 School-sponsored or School-related activities, functions or programs whether on or off
School grounds;
 School bus stops;
 School buses or other vehicles owned, leased or used by a School; or
 School buses or School services privately-owned but accredited by the School.

Bullying may also occur at unrelated locations, functions or programs, through the use of
technology or an electronic device or other forms of media, regardless if such is owned, leased, or
used by the School.

TOPIC 2: EFFECTS OF BULLYING

Bullying can affect everyone—those who are bullied, those who bully, and those
who witness bullying. Bullying is linked to many negative outcomes including impacts on
mental health, substance use, and suicide. It is important to talk to kids to determine
whether bullying—or something else—is a concern.

Kids Who are Bullied

Kids who are bullied can experience negative physical, social, emotional,
academic, and mental health issues. Kids who are bullied are more likely to experience:

 Depression and anxiety, increased feelings of sadness and loneliness, changes in

sleep and eating patterns, and loss of interest in activities they used to enjoy.
These issues may persist into adulthood.
 Health complaints
 Decreased academic achievement—GPA and standardized test scores—and
school participation. They are more likely to miss, skip, or drop out of school.
 A very small number of bullied children might retaliate through extremely violent
measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of
being bullied.

Kids Who Bully Others

Kids who bully others can also engage in violent and other risky behaviors into
adulthood. Kids who bully are more likely to:

 Abuse alcohol and other drugs in adolescence and as adults

 Get into fights, vandalize property, and drop out of school
 Engage in early sexual activity
 Have criminal convictions and traffic citations as adults
 Be abusive toward their romantic partners, spouses, or children as adults

Bystanders

Kids who witness bullying are more likely to:

 Have increased use of tobacco, alcohol, or other drugs

 Have increased mental health problems, including depression and anxiety
 Miss or skip school

TOPIC 3: THE RELATIONSHIP BETWEEN BULLYING AND SUICIDE

Media reports often link bullying with suicide. However, most youth who are
bullied do not have thoughts of suicide or engage in suicidal behaviors.

Although kids who are bullied are at risk of suicide, bullying alone is not the cause.
Many issues contribute to suicide risk, including depression, problems at home, and
trauma history. Additionally, specific groups have an increased risk of suicide, including
American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual, and
transgender youth. This risk can be increased further when these kids are not supported
by parents, peers, and schools. Bullying can make an unsupportive situation worse.

Task/Activity

Follow the instructions enumerated:

1. Cut the outline of a full body person (Appendix A).

2. Write unkind, rude, and disrespectful statements all over the outline like,
“pango, bobo, baboy.”
3. After it is completely filled with a variety of negative comments, crumple the
drawing and then un-crumple it.
4. Imagine that you are the person the drawing.

Questions (be honest in answering these questions):

1. How do you feel?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. What do you realized?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

LESSON 3. NSTP PROGRAM

TOPICS
1. Legal Basis of National Service Training Program
(NSTP)
2. Components of NSTP
3. Seven Dimensions of NSTP – CWTS Development

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. have knowledge on the legal basis of the National
Service Training Program (NSTP);
2. be familiar on the components of NSTP;
3. be aware on the programs of NSTP; and
4. be familiar on the 7 Dimensions of NSTP-CWTS
Development.
 TOPIC 1: LEGAL BASIS OF THE NSTP

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

What is NSTP?

It is a program aimed at enhancing civic consciousness and defense preparedness

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

TOPIC 2: COMPONENTS OF NSTP

• Reserve Officer’s Training Corps

[ROTC] – is a program NSTP
institutionalized under Section 38
and 39 of Republic Act No. 7077,
designed to provide military training
ROTC CWTS LTS
to motivate, train organize and
mobilize them for national defense
preparedness.
• Civic Welfare Training Service [CWTS] - refers to the program or activities
contributory to the general welfare and the betterment of life for the members of
the community or the enhancement of its facilities, especially those devoted to
improving health, education, environment, entrepreneurship, safety, recreation
and moral of the citizenry.
• Literacy Training Service [LTS] – is a program designed to train the students to
become teachers of literacy and numeracy skills to school children, out-of-school
youth and other segments of society in need of their service.

Programs of NSTP

Who are covered by the NSTP Law?

• All incoming freshmen students, male, female, starting school year (SY) 2002-
2003, enrolled in any baccalaureate and in at least two (2) year technical-
vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement;
 • All higher and technical-vocational education institutions must at least offer one
(1) of the NSTP components.
• All incoming freshmen students, male, female, starting school year (SY) 2002-
2003, enrolled in any baccalaureate and in at least two (2) year technical-
vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement;
• All higher and technical-vocational education institutions must at least offer one
(1) of the NSTP components.
• Private higher education and technical-vocational education institutions with at
least 350 student cadets, may offer the ROTC component and consequently
establish / maintain a Department Of Military Science and Tactics (DMST), subject
to the existing rules and regulations of the Armed Forces Of The Philippines (AFP).

What is the duration and equivalent course unit of each of the NSTP Component?

Each of the NSTP component shall be undertaken for an academic period of two
(2) semesters for 54 to 90 training hours per semester. It shall be credited for three (3)
units per semester.

What fees shall be charged to students taking any of the NSTP components?

No other fees shall be collected except basic tuition fees, which should not be
more than 50% of the charges of the school per academic unit.

Who will manage the NSTP implementation?

 The school authorities shall exercise academic and administrative supervision on
the design, formulation, adoption and implementation of the different NSTP
components in their respective schools.
• In the case of ROTC, the school authorities and Department of National Defense
(DND), subject to the policies, regulations and programs of DND on the military
component of the training, shall exercise joint supervision over its
implementation.
• Schools who have contracted CHED accredited or TESDA-recognized Non-
Governmental Organizations (NGOs) to formulate and administer training
modules for any of the NSTP components shall jointly exercise academic and
administrative supervision with those NGOs.
• CHED Regional Offices, TESDA, Provincial/District Offices and DND-AFP (through
the Major Service Reserve Commands), shall oversee and monitor the
implementation of the NSTP under their respective jurisdiction, to determine if
the trainings are being conducted in consonance with the objectives of the NSTP
Law.
 TOPIC 3: 7 NSTP – CWTS DIMENSIONS OF DEVELOPMENT

1. Safety and Security - This area involves disaster preparedness during fire,
earthquake or other calamity that needs immediate response from any trained
civilians during emergency situations. Basic life saving seminar, fire drill and the
like are some of these examples.
2. Education - This area involves enhancement of institutional support materials and
facilities for the community and school such as providing materials containing
basic literacy skills for preschoolers, alternative learning system for out-of-school
youths and adults, mathematics and science tutorials and extended services of
skilled students.
3. Recreation - This area involves sports fest, parlor games for street children and
painting that enrich youth’s capacities to relate with one another in the
community
4. Values Formation and Moral Recovery - This involves the development of youth
to be good leaders, responsible individuals imbued with good moral values and
active agent of development of the community.
5. Industry and Entrepreneurship - This area includes programs and activities that
are vital to economic growth. CWTS students demonstrate technical skills in
communities like meat processing, silkscreen making and how to establish small
business.
6. Care for Health - This area aims to give knowledge on medical-related fields and
extend health services needed in the community. It includes medical services like
first-aid operation, vaccination, info dissemination, basic life saving seminars,
heath / nutrition technical assistance and training of youth to be first aid
assistants.
7. Environment - This area inculcates environmental awareness and its contribution
to health and related fields. It involves management of waste, environmental
protection, dissemination and application of technologies supportive of the
community needs and livelihood activities related to environment and other
related fields supportive of the national thrust.

S-afety and Security

E-ducation
R-ecreation
V-alues Formation and Moral Recovery
I-ndustry and Entrepreneurship
C-are for Health
E-nvironment
 Task/Activity

Make a sample program/project for the community that will cover one or more of
the seven NSTP – CWTS dimensions. Write it on clean sheet of bond paper (A4).

Title : The title should not be too long

Participants : Select on in tour community
Rationale : Answer the questions:
(1) What is the program/activity all about?
(2) Why will you do this activity?
(3) How will you do it?

Objectives : What is the general objective of your activity?

Specific Objectives: What are your specific objectives, give 3-4 statements?

Title : School Gardening cum Feeding Program: Reduce Child Malnourishment

Participants : Malnourish Elementary Children of Murtha, San Jose, Occ. Mindoro

Rationale :
Nutrition is a function of children’s dietary habits and the kind of food they eat. However,
many families, particularly in rural areas, do not have access to nutritious food, which leads
to malnutrition among school children.

Since the 1970s, the Philippine government has been promoting vegetable gardening
among elementary students to address malnutrition and promote vegetable production
and consumption among pupils.

With this conditions, CWTS-Murtha Campus, in collaboration with DepEd Occidental

Mindoro, DA, DOH, LGU and PTA will implement the project “School Gardening cum
Feeding Program: Reduce Child Malnourishment”.

Objective :
The main focus of this proposal is to address the malnourishment problems of elementary
school children and to become a model garden for every households .

Specifically;

 To establish Bio-Intensive Garden (BIG) planted with vitamin-rich vegetables;

 To use organic materials for the maintenance of the garden;
 To use the harvest product in feeding; and
 To have a model garden for household replication.
 MODULE 2

LESSON 4. DISASTERS AWARENESS AND MANAGEMENT

TOPICS
1. Philippines Natural Hazards
a. Typhoons
b. Pagasa’s Color Coded Rainfall Advisories
c. Volcanoes
d. Earthquakes
e. Floods
f. Tsunamis
g. Landslides
h. Drought

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify the different natural disasters in the
Philippines; and
2. develop readiness when disaster hits.

TOPIC 1: NATURAL HAZARDS

The Philippines experiences natural hazards such as typhoons, earthquakes,

floods, volcanic eruptions, landslides and fires.

A. Typhoons

Typhoons are both the most common and most destructive natural disasters in
the Philippines. Historically, the Philippines have been vulnerable to extreme weather.
Typhoons Haiyan, Thelma, Ike, Fengshen, Washi, Durian, Bopha, Trix, Amy, and Nina were
the ten deadliest typhoons on record to impact the Philippines from 1947 to 2014.
Typhoon Haiyan (Yolanda) resulted in more than 6,300 lost lives, over four million
displaced citizens, and US$2 billion in damages in 2013.
 Annually, an average of twenty tropical cyclones enters the waters surrounding
the Philippines. Approximately eight or nine tropical cyclones make landfall and cause loss
of life and extensive damage. Over the last ten years, tropical storms in the Philippines
have become more frequent and more severe. The Philippines lacks natural barriers, and
there is practically nothing buffering the Philippine islands and the sea. This further
intensifies the damage caused by typhoons.

(Source:https://thediplomat.com/2014/01/philippines-typhoon-haiyan-aftermath-part-ii/)

B. Pagasa’s Color-Coded Rainfall Advisories

(Sourcehttps://www.officialgazette.gov.ph/how-to-make-sense-of-pagasas-color-coded-warning-signals/)
 (Source:http://bagong.pagasa.dost.gov.ph/learning-tools/public-storm-warning-signal)

(Sourcehttps://www.officialgazette.gov.ph/how-to-make-sense-of-pagasas-color-coded-warning-signals/)

(Sourcehttps://www.officialgazette.gov.ph/how-to-make-sense-of-pagasas-color-coded-warning-signals/)
 C. Volcano

The Philippines is also

unique for its high level of exposure
to volcanic hazards. Located on the
‘Pacific Ring of Fire’, the country lies
at the intersection of two tectonic
plates - the Eurasian and the Pacific.
These plates move continually,
causing both volcanic events and
earthquakes. The country is home to
roughly 300 volcanoes, of which 22
are classified as active and five are
classified as highly active: Taal,
Mayon, Bulusan, Kanlaon and
Hibok-Hibok.83 In January 2018,
Mount Mayon erupted and
projected lava and volcanic ash 10
meters (32 feet) into the air. (Source:https://www.philstar.com/business/2020/01/15/19848
Approximately 20,000 local 26/taal-eruption-wont-derail-2020-growth-target-neda)
residents evacuated the area. In 2013, Mayon erupted killing five and injuring seven
individuals.84

D. Earthquakes

The Philippines’ earthquake

risk is similar to that of its volcanic risk.
The root cause of both hazards is the
same – the tectonic plate boundary.
The country has an average of roughly
20 earthquakes each day, but most of
the daily earthquakes measure 4.5 or
less, and do not cause infrastructure
damage or loss of life.85 However,
strong earthquakes are a serious risk
in the Philippines. Seismic activity is
common throughout the country
except in the Palawan region.The
population and infrastructure are
largely unprepared for a massive
earthquake. The Philippine Institute of
Volcanology and Seismology
(Source: https://www.cbc.ca/news/world/earthquake- (PHIVOLCS) has recorded twelve
philippines-dead-buried-6-1-1.5106644)
destructive earthquakes from 1968-2017.

E. Floods

Monsoon rains can be very

damaging to the many low-lying,
marginally developed areas in the
Philippines. Total annual rainfall is
expected in the Philippines ranging from
1 meter (3.28 feet) to 4 meters (13.12
feet). However, unusually strong
monsoon seasons have recently been
exacerbated by increased urban
development, which impedes the
traditional drainage channels and creates
flooding hazards in urban areas. The
Philippines is also at a relatively high risk
for sea level rise along the coast. (Source:http://archive.boston.com/bigpicture/2009/09/
typhoon_ketsana_ondoy.html)

F. Tsunamis

There is an elevated risk of tsunamis

in the Philippines due to it being an island
nation with significant seismic activity. The
coastlines are at the highest risk of tsunami
impacts and most of the coastal areas have
endured minimal impacts of a tsunami;
although, the greater and more frequent
risk in the Philippines is typhoon related
flooding. However, the nation has not
endured any substantial tsunami-related
(Source: https://www.nbcnews.com/mach/science/our- economic impacts and does not deem
tsunami-warning-system-faulty-can-these-scientists-fix- tsunamis a high-risk hazard.
it-ncna874951)

G. Landslides

Landslides often initiated by other

significant weather events, are a major
hazard in the country. Most of the nation’s
regions, with the exception of the Palawan
(Source:https://news.abs-
regions, are highly susceptible to cbn.com/news/10/31/18/philippines-races-to-free-
landslides. Landslides are commonly 30-trapped-in-landslide)
generated by a volcanic eruptions, earthquakes, and typhoons or increased monsoon
rainfall. Landslide hazards are most common in the mountainous and inland regions of
the islands and tend to impact rural populations most heavily.

H. Droughts

The islands of the Philippines

endure weather conditions related to El
Niño, including prolonged drought
conditions from postponements in
seasonal monsoon precipitation. Severe
drought conditions impact the economy
and the population. Droughts result in a
lack of clean drinking water, water
scarcity, reduced hydro-power
generation, an increase in waterborne
(Source: disease, and loss of income.
https://www.philstar.com/nation/2019/03/05/1898888/10-
provinces-experience-drought-march)

Task/Activity

Give at least three (3) Do’s and Don’ts on the following disaster:

Disaster DO’s Don’t’s

Typhoon/Flood • •
• •
• •
Earthquake • •
• •
• •
Tsunamis • •
• •
• •
Landslides • •
• •
• •
Drought • •
• •
• •
Volcanic eruption • •
• •
• •
 LESSON 5. BASIC LIFE SUPPORT
TOPICS
1. Basic First Aid for Medical Emergencies
2. Not Breathing
3. Bleeding
4. Shock
5. Heart Attack
6. Choke
7. Electrical Shock
8. Injury/Eye Injury
9. Burns
10. Exposure to Hazardous Materials
11. Broken Bones
12. Heat Stroke
13. Fainting
14. Epileptic Seizure

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. demonstrate knowledge about the basic life support
in different cases; and
2. apply the basic life support if needed.

TOPIC 1: BASIC FIRST AID FOR MEDICAL EMERGENCIES

When a serious injury occurs, you have to think and act quickly. Medical assistance
may be only minutes away, but sometimes seconds count. What you do in those first few
seconds and minutes can make the difference between life and death. Quick, calm, and
correct action can make all the difference.
“First aid” is emergency care given to the sick or injured before medical personnel
arrive. That is why a knowledge of first aid and CPR (cardiopulmonary resuscitation) is so
important.
 Task/Activity

Before we get started, let us see how much you already know about first aid.
Decide if each of the statements on the screen is true or false.
• After an accident, immediately move the victim to a comfortable
position.
– This is false.
• If a person is bleeding, use a tourniquet.
– This is also false.
• Signs of a heart attack include shortness of breath, anxiety,
and perspiration.
– This is true.
• All burns can be treated with first aid alone;
no emergency medical attention is necessary.
– This is false.
Just imagine:
• A co-worker is hurt in an accident and blood is gushing from the wound.
• One of your friends chokes on a piece of food and cannot breathe.
• Someone goes into cardiac arrest right at his workstation.
Any one of these things is possible, and it could happen any time. If it did, you
would have to act fast. A few critical minutes one way or the other could make the
difference between life and death. Would you be ready to act with speed and competence
in a workplace in case of medical emergency?
There are medical emergencies in workplaces across the country every day.
Situations calling for first aid range from burns to cuts and amputations, eye injuries,
chemical over-exposures, and much more.
 Do you know how to report a workplace medical emergency? Besides calling 911,
you also need to notify a supervisor or manager and provide as much information as you
can about the accident.

Practical Test

Describe the procedure for reporting workplace accidents and the information trainees
should be prepared to provide about the incident.
Every medical emergency is different, of course, but there are four basic rules
that apply to all medical emergencies.
• One, call for medical help immediately.
An employee on the scene should call 911
while another certified in first aid and CPR
tends to the victim. If you make the call,
explain the kind of injury and where the
victim is located.

• Two, bring help to the victim, do not bring

the victim to help. In other words, victims
should not be moved unless they are in
imminent danger where they are.
• Three, check the ABCs. “A” stands for
airway. “B” stands for breathing. And “C” stands for circulation. That means check
to make sure the throat is clear, the victim is breathing, and the victim has a pulse.
A first-aid certified employee may be called upon to perform rescue breathing or
CPR to keep the victim alive until EMS (emergency medical services) personnel
arrive.
• And four, do no further harm. Be careful not to cause additional injuries in your
attempt to help a victim.
When it is clear that a victim’s condition is immediately life threatening, such as
choking or not breathing, perform first aid immediately.
When the situation is not life threatening, there are multiple injuries, or when
there are multiple victims, take a few moments to assess the scene to make sure it is safe
for you and other helpers and to be certain you know what type of first aid is required:
 • Evaluate the scene for number of injured
and nature of the event.

• Assess the safety of the scene, including

the potential for toxic vapors or gases in
the air, and other risks such as electrical or
fire hazards.

• Prioritize care when there are several

injured.

• Check victims for medical alert tags.

• Perform a logical head-to-toe check for injuries.

• Move the victim only if necessary to prevent further injury from a hazard at the scene.

TOPIC 2: NOT BREATHING

Now let us look at some specific medical emergencies. We will begin with no
breathing. When a person is unconscious and not breathing, irreversible brain damage
occurs within 3 minutes. You have to act very fast.
• Someone trained in cardiopulmonary resuscitation, or CPR, should lay the person on
his or her back while someone else calls 911. Loosen the clothes around the neck and
make sure nothing is blocking the mouth or throat.
• First, give 30 chest compressions by
placing both hands in the center of the
victim’s chest with one hand on top of the
other and pressing down with the heel of
your hand 1½ to 2 inches. Press quickly at
a rate of about 100 compressions a
minute. Next, open the airway by tilting
the head slightly and lifting under the chin.
Do not move the victim’s head back if you
suspect a neck injury.
• Form a seal around the mouth and pinch
the nose. Use a pocket mask if you are trained in its proper use. Breathe two slow
breaths into the person’s mouth—enough to make the chest rise and fall. Then,
continue chest compressions.
• Once you begin CPR, continue until EMS personnel arrive.

TOPIC 3: BLEEDING

• Heavy bleeding is another serious medical emergency. If a co-worker is bleeding

heavily, you have to stop the flow of blood while you wait for EMS personnel to arrive.
• Because of the risk of blood
borne diseases, you must wear
gloves (from the first-aid kit, if
possible) when administering
first aid for bleeding.
• Next, cover the wound with a
clean bandage from the first-aid
kit.
• Then apply pressure with your
hand directly over the wound.
• Do the same thing if a finger,
hand, or other body part has
been amputated. While you are
applying pressure to the wound, have someone else place the amputated part in
a plastic bag with ice. Make sure to wrap the severed part so that it doesn’t directly
touch the ice. Give the package to EMS personnel or rush it to the hospital. In
many cases, severed limbs can be reattached.

TOPIC 4: SHOCK
In cases where a person has lost a lot of
blood, a condition known as shock can
develop. Shock is the body’s way of
reacting to severe injury. A person in shock
may appear stunned or confused. To treat
shock:
• Lay the victim down,
• Cover the victim to keep him or her
warm, and
• Raise the feet slightly above heart
level.
 Another type of shock is called anaphylactic shock. Anaphylactic shock is a severe
allergic reaction to insect bites, medicines, or certain foods. Symptoms include hives,
overall weakness, and swelling of the throat.
• Ask if the person has medication. If so, give it to him or her right away. People with
severe allergies also usually wear a medic alert tag, so look for that, too, in order to
help give EMS workers the best possible information.
• Anaphylactic shock can be deadly, so call for help fast, and
• Be prepared to start CPR.

TOPIC 5: HEART ATTACK

Signs that someone is having a heart attack include shortness of breath or

difficulty breathing; anxiety; pressure, squeezing, fullness, or pain in the center of the
chest, radiating down either arm, or in the jaw; ashen color to skin (cyanosis), and
perspiration, nausea, or vomiting. First aid for heart attacks begins with calling 911,
• Then make the victim comfortable, either
lying down or sitting,
• Loosen tight clothing at the waist and
neck,
• Ask the victim if he or she has heart
medication,
• Don’t let the victim move around, and
• Finally, do not give the person any
stimulants like coffee or tea.
If the heart stops beating, begin CPR. However, if the heart is beating and the
person is breathing, CPR is not necessary. Just keep him or her comfortable until EMS
personnel arrive.

TOPIC 6: CHOKING

A person can choke to death in a couple of minutes.

• The fastest way to find out if someone is choking is to ask, “Are you choking?” If
the person can cough or talk, he or she is not choking.
 • But if the person can’t talk or cough,
first deliver 5 back blows between the
person’s shoulder blades with the heel
of your hand.
• If the back blows don’t clear the
object from the throat, perform
abdominal thrusts:
– Stand behind the victim and wrap
your arms around the waist.
– Make a fist with one hand. Place your fist, thumb-side in, against the
victim’s stomach—above the navel but below the ribs. Grab your fist with
your other hand.
– Pull in and up sharply and repeat if necessary to dislodge whatever is stuck
in the throat.
• Repeat the sequence of 5 back blows and 5 abdominal thrusts until the object is
cleared.
If the sequence of back blows and abdominal thrusts does not clear the object,
and the victim becomes unconscious:
• Call 911 and follow their instructions. If you
can’t speak with anyone, further quick action
is needed.
• Try a “finger sweep” if the object in the
throat is clearly visible and accessible with
your fingers. Use gloves if possible. Use your
index and middle finger to grasp the object.
Don’t try the finger sweep if there’s a chance
you’ll push the object further down the
throat.
• Lay the person down on his or her back, and
perform 5 abdominal thrusts by placing your
hands one on top of the other and push the heel of your hand in and up sharply on
the abdomen just below the rib cage.
• Once the object is cleared, check the “ABCs” (airway, breathing, and circulation).
• If the person is not breathing, perform CPR until medical help arrives.
• The first rule of dealing with electrical shock is not to touch a person who is in contact
with a live electrical current. If you do, the current can pass right through the person
to you and cause the same injury.
• So the first thing you should do is to turn off the power to the electrical equipment
involved.
• Then call 911. Electrical shocks can be life threatening. You want to get EMS personnel
on the scene quickly in case the victim has stopped breathing.
• If you have to remove a person from a live wire, be very careful so you don’t get a
shock, too. Stand on something that’s an insulator, like a rubber mat; wear rubber
gloves; and use a dry stick, wooden broom handle, or board to push the person away
from the wire. Don’t use anything metal, wet, or damp.
• Once the victim is safe, check for breathing. Begin CPR if the person is not breathing.

TOPIC 7: ELECTRICAL SHOCK

The rule of dealing with electrical shock are the following:

• Do not to touch a person who is in contact with a live electrical current. If you do,
the current can pass right through the person to you and cause the same injury;

• Turn off the power to the electrical

equipment involved;

• Call 911, electrical shocks can be life

threatening. You want to get EMS personnel
on the scene quickly in case the victim has
stopped breathing;

• Remove a person from a live wire, be very

careful so you don’t get a shock, too. Stand
on something that’s an insulator, like a
rubber mat; wear rubber gloves; and use a
dry stick, wooden broom handle, or board to push the person away from the wire.
Don’t use anything metal, wet, or damp;

• Once the victim is safe, check for breathing. Begin CPR if the person is not breathing.
 TOPIC 8: INJURY/EYE INJURY

Is also known as physical trauma, it is a damage to the body caused by external

force. This may be caused by accidents, falls, hits, weapons, and other causes. Major
trauma is injury that has the potential to cause prolonged disability or death.

Eye injuries are a common workplace medical emergency. Eye protection can
prevent most injuries. But just in case, you should be familiar with first aid for different
kinds of eye injuries.
• For chemical splashes, flush eyes for at
least 15 minutes with water, and then
close the eyes and cover them with a clean
cloth. Get immediate medical attention.
• For solids (particles, dust, powders, etc.) in
the eye, flush with water until particle
comes out. If it won’t come out, cover the
eye and seek medical attention. Don’t let
the victim rub the eye.
• For a blow to the eye, apply cold
compresses for 15 minutes to reduce pain and swelling. Get medical attention.
• For cuts near the eye, bandage loosely and get medical attention. Don’t let the
victim rub the eye.
• For objects that penetrate the eye, don’t try to remove, move, or put any pressure
on the object. Immobilize it by placing a paper cup or soft, bulky dressing around
it, secured with tape. Bandage the other eye so that the victim will keep the
injured eye still. Get immediate medical attention.

TOPIC 9: BURNS

Burns are another common workplace hazard. You can be burned by hot
surfaces, hot materials, or by the properties of certain materials. First aid for burns
depends on the degree of the burn.
• First-degree burns are the least severe. They just involve the top layer of skin,
which becomes reddened and painful.
 • Second-degree burns are more serious and
include blistering in addition to reddened
skin and pain. First- and second-degree
burns may be treated with cold, running
water for relief of pain. Then cover the
burned area with a moist, sterile dressing.
Don’t break blisters on second-degree
burns.
• Third-degree burns are the most serious and
can even be life threatening. With third-degree burns the skin is destroyed, you
see charring and deep tissue damage. You may even see exposed bones. For third-
degree burns, call 911 immediately, and keep the victim comfortable until help
arrives.
Always get immediate medical attention for all burns, especially those that are severe
and those that cover large areas of the body.

TOPIC 10: EXPOSURE TO HAZARDOUS MATERIALS

Unprotected exposure to hazardous materials can sicken or even kill a person.

These are the basic first-aid procedures for these exposures.
• For exposures to the eyes, flush with
water for 15 minutes and get medical
attention.
• For exposures to the skin, flush with
water for 15 minutes and get medical
attention for burns and other damage.
• For inhalation of vapors or gases, move
the victim to fresh air immediately.
Administer CPR, if necessary.
• For ingestion, have a co-worker call 911.
Another employee can also call your local poison center for more first-aid
information, if necessary.

TOPIC 11: BROKEN BONES

The rule for treating people who may have broken bones is never to move them
unless it’s necessary for their safety. Neck and back injuries are especially risky. The wrong
move could cause paralysis or death. If you suspect broken bones, call for emergency
medical assistance, and instruct the victim not to move.
• Then look for swelling and deformity.
• Ask the victim to rate the pain, explain
how the injury happened, and if he or
she can move the injured limb.
• Treat for shock if the person shows
symptoms.
If it seems that a person might have a
broken bone, apply ice wrapped in a towel or
cloth to the area, and keep the victim
comfortable until help arrives.

TOPIC 12: HEAT EXHAUSTION

Working in a hot environment or on a hot day can be very stressful for your body,
especially if you’re not used to the heat.
Heat exhaustion may start out as discomfort and fatigue but can quickly develop into
something more serious. Symptoms of heat exhaustion include pale or flushed
appearance, weakness, heavy sweating, headache, moist and clammy skin, dizziness, and
sometimes, nausea or a slight fever.
First aid for heat exhaustion involves these
steps:
• Move the victim to a cool place;
• Have the person lie down;
• Elevate feet 8 to 10 inches;
• Loosen clothing;
• Give the victim water and encourage him
or her to drink slowly; and
• Apply cool compresses to the head and
body.

Do not administer “salt tablets,” as these are a high blood pressure risk.
 TOPIC 13: HEAT STROKE

If a person suffering from heat exhaustion is not treated promptly, it can turn
into heatstroke. Heatstroke is a life-threatening condition in which the body gets so hot
that it can’t cool down. Signs of heatstroke include very hot and dry skin, extreme
tiredness, and confusion.
• You have to act fast in cases of
heatstroke. Immediately call 911.
• While you’re waiting for help to
arrive, cool the person down by
hosing his or her body with cool water
or by fanning the body.
• Monitor the victim to make sure the
airway remains open, the person is
breathing, and the person has a pulse.
If you work in a hot environment
or if you exercise or work outdoors on hot days, you should recognize the symptoms of
heatstroke and take precautions to prevent overheating.

TOPIC 14: FAINTING

Fainting can occur when blood pools

in the legs, reducing the blood flow to the
brain. People may faint when they are
standing for a long time in the heat. Fainting
can also be brought on by stress.
• Check a person who has fainted for
breathing.
• If the person is not breathing, begin CPR.
• If the person does not regain
consciousness within a few minutes
after fainting, call for emergency medical assistance and continue to monitor
breathing.
• Otherwise, if the person quickly regains consciousness, have the person lie down with
feet slightly elevated. Loosen any tight clothing. Then allow the person to rest for 10
or 15 minutes until normal blood flow is restored, and the person feels all right again.
 TOPIC 15: EPILEPTIC SEIZURE

- A person having an epileptic seizure may

fall to the ground and have convulsions. If
a person appears to be having a seizure:
- Remove victim from any dangerous
objects or hazardous situations;
- Check for breathing;
- Don’t put anything in the victim’s mouth;

- Try to keep the person as comfortable as

possible; and
- Call for emergency medical
assistance if the seizure lasts more than 5 minutes without signs of
slowing down, if the person has trouble breathing afterwards, or if the
person is in pain or other injury is present.

Practical Test

I. Match the problem with the correct first procedure.

Bleeding   abdominal thrusts

Choking   direct pressure
No breathing/pulse   CPR
Heart attack   elevate fee
Shock   keep victim still

II. Encircle the correct answer.

1. Which is the worst kind of burn?

a. First degree
b. Second degree
c. Third degree
2. Best thing to do if you have a particle in the eye?
a. Flush with water
b. Rub eye
 c. Do nothing
3. If you inhale vapors and gases, what you should do?
a. Induce vomiting
b. Move to fresh air
c. Wear face mask
4. Best thing to do if you or someone is experiencing heatstroke?
a. Call 911
b. Don’t call 911
c. Pour cold water

LESSON 6. CORONA VIRUS

TOPICS
1. Overview
2. Prevention
3. Symptoms

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. demonstrate knowledge about NCov 19; and
2. practice of self-hygiene.

TOPIC 1: OVERVIEW

Coronavirus disease (COVID-19) is an

infectious disease caused by a newly discovered
coronavirus.

Most people infected with the COVID-19

virus will experience mild to moderate respiratory
illness and recover without requiring special
treatment. Older people, and those with
underlying medical problems like cardiovascular
disease, diabetes, chronic respiratory disease, and cancer are more likely to develop
serious illness.

The best way to prevent and slow down transmission is be well informed about
the COVID-19 virus, the disease it causes and how it spreads. Protect yourself and others
from infection by washing your hands or using an alcohol based rub frequently and not
touching your face.

The COVID-19 virus spreads primarily through droplets of saliva or discharge from
the nose when an infected person coughs or sneezes, so it’s important that you also
practice respiratory etiquette (for example, by coughing into a flexed elbow).

At this time, there are no specific vaccines or treatments for COVID-19. However,
there are many ongoing clinical trials evaluating potential treatments. WHO will continue
to provide updated information as soon as clinical findings become available.

TOPIC 2: PREVENTION

To prevent infection and to slow transmission of COVID-19, do the following:

 Wash your hands regularly with soap and water, or clean them with alcohol-based
hand rub.
 Maintain at least 1 meter distance between you and people coughing or sneezing.
 Avoid touching your face.
 Cover your mouth and nose when coughing or sneezing.
 Stay home if you feel unwell.
 Refrain from smoking and other activities that weaken the lungs.
 Practice physical distancing by avoiding unnecessary travel and staying away from
large groups of people.

TOPIC 3: SYMPTOMS
COVID-19 affects different people in different ways. Most infected people will
develop mild to moderate illness and recover without hospitalization.

Most common symptoms:

 fever
 dry cough
 tiredness

Less common symptoms:

 aches and pains

 sore throat
 diarrhea
 conjunctivitis
  headache
 loss of taste or smell
 a rash on skin, or discoloration of fingers or toes.

Serious symptoms:

 difficulty breathing or shortness of breath

 chest pain or pressure
 loss of speech or movement

Seek immediate medical attention if you have serious symptoms. Always call
before visiting your doctor or health facility.

People with mild symptoms who are otherwise healthy should manage their
symptoms at home.

On average it takes 5–6 days from when someone is infected with the virus for
your symptoms to show, however it can take up to 14 days.

Task/Activity

Enumerate and discuss the most common measures practice in your community
to combat Corona Virus (please refer to your barangay captain and/or health workers).
________________________________________________________________________
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 MODULE 3

LESSON 7. NATIONAL SECURITY CONCERN

TOPICS
1. Defining National Security
2. Nation Security Vision

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify the major pillars of national security in the
country; and
2. deepen understanding about the country’s vision.

TOPIC 1: DEFINING NATIONAL SECURITY

“There can never be real, tangible and felt development without making
our people feel secure.”

“Enduring peace can be attained only if we meet the fundamental needs

of every man, woman and child.”

PRESIDENT RODRIGO DUTERTE

First State of the Nation Address
25 July 2016

The concept of national security has changed, evolved and expanded in immerse
ways over time. No longer does it exclusively refer to the traditional notions of internal
and external defense, but now also encompasses virtually every aspect of national life
and nation-building. In the new framework, economic development and security are
inextricably linked and mutually reinforcing concepts. Development, or economic and
social well-being, is a precondition for national, internal and external security – and vice
versa. Prosperity leads to a greater social peace and stability, and greater peace and
stability leads to more progress.
 For the Philippines and the Filipino people, national security is defined as “a state
or condition wherein the people’s welfare, well-being, ways of life; government and its
institutions; territorial integrity; sovereignty; and core values are enhances and
protected.”

Three Major Pillars of National Security

1. Safeguarding the Philippines’ national unity, its democracy and its social
institutions.
2. Ensuring the security of the State and preserving and protecting its sovereignty,
territorial integrity, and institutions.
3. Protection of properties, infrastructures and keeping the people safe from all
forms of threats, both here and abroad, and to the extent possible, creating jobs
in order to bring back home overseas Filipino workers where their physical safety
can be fully guaranteed by our Government.

TOPIC 2: NATIONAL SECURITY VISION

“My dream is that all Filipinos will say they are Filipinos. No longer from
left or right, Moro rebels or terrorists, and live in peace.”
PRESIDENT RODRIGO R. DUTERTE
Business Forum, Davao City
21 June 2016

“We will strive to have a permanent and lasting peace before my term
ends. That is my goal, that is my dream.”

PRESIDENT RODRIGO R. DUTERTE

First State of the Nation Address
25 July 2016

The government faces a gamut of national development and security problems

that would require aggressive modernization strategies to achieve the national security
vision. This NSP aims to transform and change for the better the democratic institutions,
society, agriculture, infrastructure, industrial outputs, rural economies, and military and
police forces.

The Government envisions a Philippines that by 20200 shall become “a secure and
prosperous nation wherein people’s welfare, well-being, ways of life and core values;
government and its institutions; territorial integrity and sovereignty are protected and
enhanced and confident of its place in the community of nations.”

This is in line with Executive Order No. 5 (s. of 2016) regarding Filipinos’ Vision:
 “In 2040, we will all enjoy a stable and comfortable lifestyle, secure in the
knowledge that we have enough for our daily needs and unexpected expenses, that we
can plan and prepare for our own and our children’s future. Our family lives together in
a place of our own, and we have the freedom to go where we desire, protected and
enables by a clean, efficient and fair government.”

This NSP establishes the Philippines’ national security goals and strategic
objectives with primary focus on the political, economic, socio-cultural, technological,
environmental, informational, diplomatic and military aspects, which are vital to nation-
building.

LESSON 8. NATIONAL SECURITY INTERESTS

TOPICS
1. Public Safety, Law and Order and Justice
2. Socio-Political Stability
3. Economic Solidarity and Sustainable Development
4. Territorial Integrity
5. Ecological Balance
6. Cultural Cohesiveness
7. Moral and Spiritual Consensus
8. International Peace and Cooperation

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify and understand the eight National Security
Interests.
 “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 ideas and aspirations, to
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
(Source: https://thedailyopium.wordpress.com/2016/12/19/a-
briefer-on-philippine-foreign-policy-promoting-national-security/
equality and peace, do ordain and
promulgate this constitution.”

PREAMBLE, CONSTITUTION OF THE

PHILIPPINES

TOPIC 1: PUBLIC SAFETY, LAW AND ORDER AND JUSTICE

The most fundamental duties of the State are to ensure public safety, maintain
law and order, and dispense social justice within the purview of the constitutionally
enshrined principles of democracy, rule of law and respect for human rights. The
Governments seeks to enhance its ability to execute the above mandate by strengthening
the five pillars of the criminal justice system – law enforcement, the courts, prosecution,
penology and the community. Central to this goal is the concept of participatory
governance, in which all sectors are fully engaged in a meaningful partnership with the
Government for the task of building a safer and more tranquil society. It speaks of
collaborative relationship between the Government and the people particularly with
respect to public safety issues involving the protection of human lives, private property,
public assets and critical infrastructure.

TOPIC 2: SOCIO-POLITICAL STABILITY

This is a condition where peace prevails even in diversity and where cooperation
and support exists between government and the people under an atmosphere of mutual
respect and empathy, bound by a strong notion of nationhood and sense of duty to
respect the rule of law and serve the common good.
 TOPIC 3: ECONOMIC SOLIDARITY AND SUSTAINABLE DEVELOPMENT

Building an economy that is strong and capable of supporting and sustaining

human livelihood and national endeavors is the overarching thrust of the Philippines’
developmental plans and goals. Reducing poverty and income gaps, creating equal
economic opportunities for all, and distributing the fruits of development to the broadest
segments of society are key objectives of the desired economic growth and national
security outcomes. This component likewise emphasizes the development of a
stakeholder mind-set among the Filipinos, which can form the basis for collective
economic initiatives at the community level. It encourages community groups and
grassroots organizations to organize themselves around a framework of solidarity and
self-reliance to confront their problems and satisfy their needs.

TOPIC 4: TERRITORIAL INTEGRITY

This condition ensures that the territory of the country is intact and inviolable, and
under the effective control and jurisdiction of the Philippine Government. Within the
bounds of pertinent international laws, this involves the exercise of sovereign rights over
land, aerial domain and maritime territories within the Philippines’ exclusive economic
zone (EEZ) and continental shelf. This includes the right of the Philippines government to
protect and defend all land, marine and sub-marine features and resources within its
territory from invasion and illegal incursions and resource exploitation.

TOPIC 5: ECOLOGICAL BALANCE

Rapid economic growth and industrialization are transforming society and

improving the lives of many Filipinos, but it comes at a great cost to the environment. The
impact of global warming and climate change, blamed largely on harmful patterns of
industrial and human practices, could be more severe for the Philippines – one of the
most disaster-prone countries in the world. This real and present danger makes it
imperative for the country to pursue a developmental path that is sustainable, and
beneficial to both present and future generations. The Philippines must be able to
maximize the rewards of its rich natural resources while at the same time conserving and
protecting these finite resources for the sake of the future generation.

TOPIC 6: CULTURAL COHESIVENESS

National unity is an essential cornerstone of nationhood and national survival.

Without it, there is no future for the country. Filipinos must continue to embrace the
values and belief systems, the moral and ethical standards, the traditions and cultural
heritage which have made them truly distinct and earned a respected place in the
community of nations. Amid, diversity such qualities have served as the invisible but
potent force that teaches the Filipino to care and work for the common good and to help
their fellow Filipinos especially during times of tragedies and disasters. The Government
must continue to fully harness these attributes and value systems in order to strengthen
the Filipino family, promote national harmony and keep the spirit of patriotism and
national pride – the most fundamental pillars of national unity – alive in the hearts and
minds of every Filipino.

TOPIC 7: MORAL AND SPIRITUAL CONSENSUS

This component speaks of a moral and spiritual consensus among Filipinos on the
wisdom and righteousness of the national vision, as enunciated by the country’s national
leadership. It presupposes the people’s trust and confidence in the Government’s
commitment and capability to lead the nation toward this desired national vision. Such
trust and confidence inspires and motivates the citizens to get involves and to participate
vigorously in the implementation of governmental programs that promote peace and
development.

TOPIC 8: INTERNATIONAL PEACE AND COOPERATION

The Philippines as a democratic country is committed to the promotion of global

peace, development and humanitarianism. Within this framework, the security of the
state is best enhances through the pursuit of amity and cooperation with all nations and
partnership with like-minded countries and strategic partners. The country must pursue
constructive and cordial relations with all peoples, but remain free from any control,
interference of aggression from any of them.

LESSON 9. NATIONAL SECURITY CHALLENGES

TOPICS
1. Internal Environment
2. External Environment
3. Other Strategic Issues and Challenges

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. develop a high sense of understanding that confronting
the society.
 “There are many amongst us who
advance the assessment that the
problems that bedevil our country today
which need to be addressed with
urgency, are corruption, both in the high
and low echelons of government,
criminality in the streets, and the
rampant sale of illegal drugs…. For I see
these ills as mere symptoms of a virulent
social disease that creeps and cuts into
the moral fiber of Philippine society. I
sense a problem deeper and more
serious than any of those mentioned or all of them put together. Erosion of faith
and trust in government – that I the real problem that confronts us.”

PRESIDENT RODRIGO R. DUTERTE

Inaugural Speech
30 June 2016

TOPIC 1: INTERNAL ENVIRONMENT

a. Law and Order and Administration of Justice

The Philippines has grappled for years with a serious peace and order problem.
The national crime rate, considered as one of the highest in Southeast and East Asia. Has
posed a significant deterrent to investments as well as constrained the country’s overall
development potential. While the number of reported crimes has been rising, the ability
of the police to solve crime has decreased. The twin scourge of corruption and patronage
politics plaguing law enforcement institutions and Government sector as a whole has
made it extremely hard, if not impossible , to bring the crime rate down.

Clearly, ensuring public security and enforcing the rule of law is one of the key
governance challenges confronting the Philippine Government. This has amplified the
need to undertake crucial reforms aimed at cleansing and strengthening the five pillars of
criminal justice system, namely: law enforcement, the courts, prosecution, correctional
institutions, and the community.

b. Internal Armed Conflicts

The communist rebellion being waged by the Communist Party of the Philippines
and its armed wing, the New People’s Army (NPA), continues to pose serious peace and
order problems in the country. The insurgency is one of Asia’s longest running conflicts
and has claimed an estimated 30,000 lives since the 1960s. While the NPA is believed to
have fewer than 4,000 soldiers now, down peak of 26,000 in the 1980s, it retains support
among the extremely poor in the rural Philippines. There are persistent challenges to the
tree-decade old peace negotiations with the communists, but the Government will keep
forging on until both parties agree to end the fighting.

The Muslim separatist struggle being waged by non-state armed groups and
extremist movements remains a major source of instability in resource-rich but
impoverished parts of the southern Philippines (Mindanao). The on-and-off peace process
with the Moro Islamic Liberation Front (MILF) – the largest and most organized of the
myriad radical groups operating in Mindanao – made a promising breakthrough when
finally a peace deal was signed in March 20214. A draft Bangsamoro Basic Law (BBL),
which forms the backbone of the 2014 peace accord, is pending approval by Philippine
Congress

c. Terrorism and Transnational Crimes

International terrorism and transnational crime pose a direct threat to the security
of individual countries and to international peace and prosperity. These twin problems
are a persistent global threat that know no borders, nationality or religion, and operate
outside the rule of law. Transnational terrorists and crime syndicates are usually well-
organized international and domestically. They are well-resourced, have access to the
latest technologies and skills, and will use unlimited or any form of violence to achieve
their goals and objectives.

The Philippines faces continuing threats from terrorism, both foreign and
domestic origin. The Abu Sayyaf Group (ASG) remains as the foremost terror group
actively inflicting severe socio-political and economic disruptions. The ASG is an extremist
organization known for its bandit-like tactics and notorious for beheadings and kidnap-
for-ransom activities in Mindanao.

The problem of transnational crimes has become more pressing. Given its
archipelagic attributes, the Philippines’ borders are porous and vulnerable to the
activities of international crime syndicates. These illegal transborder activities include:
drug trafficking; human trafficking of children, women, illegal migrants and labor; illegal
fishing/poaching; arms smuggling; and money laundering.

d. Economic and Social Threats

Poverty remains pervasive and is not expected to change significantly in the near
future. As the population continues to grow, more Filipinos are expected to join the ranks
of the poor so long as the poverty rate remains largely unchanged.

Income inequality between the rich and the poor and between urban and rural
areas has remains high and will likely persist into the future. The poorest 20% of Filipinos
own less than 5% of the country’s total income and the richest 10% of the population
accumulate income 2.7 times more than that of the poorest 40%. Moreover, average
yearly unemployment and underemployment rates for the past five years remains steady
at around 6% and 18%, respectively. In absolute terms, about 2.8 million Filipinos were
unemployed and 6.4 million Filipinos were underemployed (PSA January 2017).

Demographic migrations, in addition to social problems and the growth of crime,

can lead to increased instability and insecurity. Infectious diseases are also on the rise
particularly human immunodeficiency virus (HIV) and acquired immune deficiency
syndrome (AIDS). Many of the HIV/AIDS cases were reported among overseas Filipino
workers (OFWs) and among workers engaged in business process outsourcing.

TOPIC 2: EXTERNAL ENVIRONMENT

a. Overlapping Territorial Claims and Maritime Domain Issues

The country needs to address the disputes concerning maritime boundaries as

they affect a complex range of national security concerns as well as threaten regional
peace and stability. The Philippines must ensure good order within its sea boundaries and
develop appropriate maritime domain awareness and response force capability to
address the presence of hostile forces at sea, pirates, terrorists, traffickers, illegal fishers,
and other environmental transgressors.

b. Global and Regional Geopolitical Issues

There are other inter- and intra-states flashpoints of immediate to the Philippines.
These includes the intensifying conflicts in the Middle East and Africa (MENA region),
persisting tension in the Korean Peninsula, unresolved territorial disputes in Northeast
and Southeast Asia, unsettled Sabah issue, China-Taiwan conflict, and other power
rivalries where the hegemony of the United States is contested and threatened.

c. Global Uncertainties and Proliferation of Weapons of Mass Destruction

1. Increased Global Economic Uncertainties

The slowdown in major economies of the world such as US, China and the
European Union will have an impact on virtually every country in the world
including the Philippines. Economic downturns abroad could temper demand
for Philippines exports, slow down foreign investments and hurt the overall
business climate in the country.

2. Global Security Issues and the Welfare of OFWs

 Conflicts abroad and other emerging global security threats pose a direct
danger to overseas Filipinos workers (OFWs), who contribute significantly to
the national economy, accounting for most of the country’s net factor income
from abroad (NFIA) through their remittances.

3. Proliferation of Weapons of Mass Destruction (WMDs)

Rapid technological advancement and greater access to scientific

knowledge are changing the face of the world in unimagined ways. Scientific
and technological breakthrough are creating wealth and progress everywhere,
but are also spawning new and increasingly dangerous triggers for global
insecurity.

Three Classification of WMDs

 Nuclear weapons
 Chemical warfare agents
 Biological warfare agents

TOPIC 3: OTHER STRATEGIC ISSUES AND CHALLENGES

a. Rising Threat of Cybercrime – credit card fraud, ATM theft, call center scams, and
other computer or web-based forms of deception schemes and identity theft.

b. Climate Change – There are five channels through which climate change could
affect security:
i. threat to the well-being of the most vulnerable communities,
ii. impact to economic development --- halting or significantly slowing-down
growth thereby worsening poverty and increasing desperation,
iii. second-order effect of unsuccessful adaptation in the form of
uncoordinated coping or survival strategies of local population,
iv. threat posed by climate change to the viability and even survival of a
number of sovereign states,
v. availability or access to natural resource and the resultant competition and
possible territorial disputes between countries.

c. Institutional Concerns – reforms in the security and judicial sectors with emphasis
on the following:
i. Modernizing and professionalizing the armed services;
ii. Strengthening the judicial system;
iii. Strengthening legislative oversight on security agencies;
iv. Improving the national security and intelligence community.
 Renewed focus should be given to the following key governance issues:
i. Stamping out corruption and professionalizing the bureaucracy;
ii. Removing institutional obstacles to academic and scientific research and
development;
iii. Improving the government’s auditing rules and regulations; and
iv. Enhancing the Government’s ability to deliver basic services.

Task/Activity

1. Create a video of yourself reciting the preamble of the Philippine Constitution. You
may use different effects to make it more beautiful. Submit to your Instructor thru
messenger.

2. Is corona virus can be considered as national security issues? Explain and write
your answer on the space provided.

3. As a citizen of this country, what can you contribute to help the Government attain
its vision? Write your answer on the space provided.
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 MODULE 4

LESSON 10. HEALTH ISSUES

TOPICS
1. Mental Health
2. Drug Education

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. demonstrate deep understanding about the issue of
mental health; and
2. perceive that there is no good in drugs.

TOPIC 1: MENTAL HEALTH

“Mental health is not a destination but a process. It’s about how you drive,
not where you’re going.”
NOAM SHPANCER, PhD.
What is Mental Health?

Mental health includes our emotional, psychological, and social well-being. It

affects how we think, feel, and act. It also helps determine how we handle stress to
others, and make choices. Mental health is important at every stage of life, from
childhood and adolescence through adulthood.

Factors Contribute to Mental Health

1. Biological factors –genes or brain chemistry

2. Life experiences – trauma or abuse
3. Family history of mental health problems
Early Warning Signs

Experiencing one or more of the following feelings or behaviors can be an early

warning sign of a problem:
 Eating or sleeping too much or too little
 Pulling away from people and usual activities
 Having low or no energy
 Felling numb or like nothing matters
 Having unexplained aches and pains
 Feeling helpless or hopeless
 Smoking, drinking, or using drugs more than usual
 Feeling usually confused, forgetful, on edge, angry, upset, worried, or scared
 Yelling or fighting with family and friends
 Experiencing severe mood swings that cause problems in relationship
 Having persistent thoughts and memories you can’t get out of your head
 Hearing voices or believing things that are not true
 Thinking of harming yourself or others
 Inability to perform daily tasks like taking care of your kids or getting to work or
school

Positive mental health allows people to:

 Realize their full potential

 Cope with the stresses of life
 Work productively
 Make meaningful contributions to
their communities

Ways to maintain positive mental health:

 Getting professional help others

 Connecting with others
 Staying positive
 Getting physically active
 Getting enough sleep
 Developing coping skills

Task/Activity

True or False. Read the statement below carefully. Place a T on the line if you think
the statement is True and F if you think the statement is False.
_____ 1. Children do not experience mental health problems.
_____ 2. People with mental health problems are violent and unpredictable.
_____ 3. Personality weakness or character flaws are the causes of mental health
problems.
_____ 4. There is hope for people with mental health problems.
_____ 5. Therapy and self-help cannot help treating mental health.
_____ 6. It is impossible to prevent mental illnesses.
_____ 7. Mental illnesses is a form of intellectual disability or brain damage.
_____ 8. Mental health problems cannot affect me.

TOPIC 2: DRUG EDUCATION

What is drug?
It is a chemical substance that is intended to be taken or administered for the
purpose of altering, sustaining or controlling the recipients’ physical, mental, or
emotional state (PDEA, 2010).
As Dictionary.com defines it, drug is a habit-forming medicinal or illicit substance,
especially a narcotic.
What is drug abuse?

Drug abuse, as defined by PDEA (2010), is the use of any chemical substance, licit
or illicit, resulting to individual’s physical, mental, or social impairment.
Drug abuse may refer to any of the following practices (PDEA, 2010):
Using, useful drugs, which have the capacity to alter the mood or behavior without
benefit or prescription.
Using drugs and substances for a purpose different from the one from which the
drug has been prescribed.
What is drug addiction?
According to WebMD (2018), addiction is a disease that affects the brain and
behavior. When one is addicted to drugs, he or she can’t resist the desire to use them, no
matter how much harm the drugs may cause. At first, one may choose to take a drug
because of the way it makes him or her feel. One might think it’s controllable to use that
specific drug for but over time, it will bring change on how the brain works and later on,
it will make one lose self-control which can lead to negative or unlikeable behaviours.
Addiction vs. Abuse
How does drug addiction and drug abuse differ? Drug abuse is when someone use
illegal or even legal substances in ways he or she should not. Usually, one can still be able
to change this unhealthy habit or stop using altogether. On the contrary, addiction is
when someone can’t stop, not even when it puts his or her health in danger or even when
it causes emotional, financial and relational problems WebMD (2018).
Take note:
Human brain is wired to make people want to repeat experiences that make them
feel good. That motivates them to do these again since the drugs taken that may be
addictive target the brain’s reward system. This is because of the chemical called
dopamine which will be released and trigger a feeling of intense pleasure. So one has the
tendency to keep taking the drug to chase that high (WebMD, 2018).
Classification of drugs

A. Origin
1. Natural- anything that comes from nature
2. Synthetic- anything that is produced artificially or processed in the laboratory

B. Pharmacological
1. Stimulants
2. Depressants
3. Hallucinogens

1. Stimulants

Any of a group of drugs that excite the central nervous system and are also known
as “uppers”. It increase alertness, alleviate fatigue, reduce hunger and provide a
feeling of satisfaction and well-being. Its examples are cocaine,
methamphetamine (shabu).
2. Depressants
Any drug or chemicals that decrease the activity of any bodily function and are
also called as the downers or barbs. The term is most often used to refer to drugs
that reduce the activity of the central nervous system. Examples are sedatives,
sleeping pills, tranquilizers, alcohol.
3. Hallucinogens

Any natural or synthetic psychoactive drug that produce marked distortion of the
senses and the changes in perception. This was also called as “psychedelics”. This
 type of drug was originally developed as an appetite suppressant. Examples are
MJ, LSD, ecstacy and ketamine.

C. Illegal and Legal

1. Legal- for examples are tobacco, caffeine, and alcohol. These may be subject to
restrictions based on age, location of use, and driving regulations.
2. Illegal- for examples are cocaine and heroine. These are not subject to quality or
price controls and the amount of active ingredient varies.
Commonly Abused Drugs
1. Methamphetamine Hydrochloride or
Shabu
Shabu is another name for
methamphetamine hydrochloride, also known
as crystal meth or simply meth and ice. It is a
highly addictive stimulant that causes its user
irreversible harm, physically and
mentally. Shabu can be snorted, smoked,
injected and dissolved in water. (Source:https://www.thecabinchiangmai.com/blog/shab
u-use-in-the-philippines/
Contents:

 Ephedrine- (classified as dangerous drugs) its main ingredient which can cause
brain damage
 Toluene- chemical used for paints, adhesives, etc.
 Acetone- nail cleaner
 Lithium batteries- cancer-causing components
 Battery acid- corrosive chemical
 Drain cleaner- liquid soap
 Hydrochloric acid- muriatic acid
 Chloroform-cancer-causing solvent
Immediate effects:

 Produces anxiety, tension, irritability, irrational behavior, talkativeness, euphoria

and elation
 Results in loss of appetite and self-control and inability to sleep and loss
 Can lead to acute psychotic reactions, violent and destructive behavior and
recklessness that may result in accidents
 Includes chest pain, irregularity of heart beat, elevated or lowered blood pressure
Long term effects

 Prolonged use or even a single exposure, especially if administrated intravenously,

can lead to manifestations of full blown “psychosis” which is similar to the
symptoms of schizophrenia characterized by the presence of paranoid delusions,
auditory and visual hallucinations. This paranoia may also lead to violent and
aggressive behavior.

2. Marijuana or Cannabis Sativa

Cannabis plant was also known as weed,

pot, dope, grass. When marijuana was smoked,
vaped, drank, or ate, Tetrahydrocannabinol
(THC) and other chemicals in the plant pass
from the lungs into the bloodstream, which
rapidly carries them throughout the body to the
brain.
Immediate effects:

 Illusions or hallucinations
(Source: https://www.ddb.gov.ph/newsroom/46-
sidebar/58-facts-on-drugs)
 Irregular or fast heart beat and pulse rate
 Bloodshot eye, blurred vision and rapid eye
movement
 Dry mouth and throat
 Forgetfulness and inability to think
 Altered sense of time or disorientation
 Impaired reflexes coordination and concentration
 Acute panic anxiety & sleepiness
3. Inhalants
These are volatile chemical substances that contain
psycho-active vapors producing a state of intoxication.
Examples are glue and adhesive cement, rugby, super glue
and thinner.
(Source: http://www.timpotter-
philippines.com/2013/02/philippine-drug-
Immediate effects: issue.html)

 Prone to bleeding and bruises

 Loss of memory
 Difficulty in learning and seeing things clearly
 Loss of bodily control
 Cramps, pains and bad cough
Long term effects:

 Anxiety, depression, and irritability

 Aggressive behavior
 Permanent damage to brain, liver and kidneys
 Withdrawal symptoms
 Dizziness, shaking and nausea
 Insomnia

4. Methylenedioxymethamphetamine or Ecstacy

It is a synthetic (man-made) drug made in laboratory

which comes in different colors and are sometimes
marked with cartoon-like images. Ecstasy is often
called as “the love pill” because it heightens
perceptions of sound and color and amplifies
sensations especially when one touches or caresses
another. This often contains hallucinogens, which are
(Source:
https://www.drugabuse.gov/publications/dru drugs that act on the mind and cause people to see
gfacts/mdma-ecstasymolly) or feel things that are not really there. Mixing it with
alcohol is extremely dangerous and are oftentimes lethal.
Immediate effects:

 Faintness, chills or sweating

 muscle tension and involuntary teeth clenching
 impaired judgment and false sense of affection
 depression and severe anxiety
 blurred vision and confusion
 sleep problems and nausea
Long term effects:

 long-lasting and perhaps permanent damage to the brain affecting the person’s
judgment and thinking ability.
Common reasons why people turn to drugs
1. Family problems
2. Peer pressure
3. Weak personality, desire to escape from reality
Common signs of drug abuse

 Stealing items which can be sold

  Changes in mood, depending on the drug taken.
 Poor physical appearance including inattention to dress and personal hygiene
 Association with known drug abusers
 Change from normal capabilities (work habits, inefficiency)
 Change in attendance at work or school.
 Wearing sunglasses constantly at inappropriate times or only to
hide dilated or constricted pupils but also to compensate for the
eyes’ inability to adjust to sunlight.
Drug Problem in the Philippines

When Philippine President Rodrigo R. Duterte assumed office in 2016, his

administration launched a campaign against illegal drugs since the drug problem in the
country has primarily been viewed as an issue of criminality and law enforcement. As part
of his campaign against illegal drugs, Duterte assigned the Philippine Drug Enforcement
Agency to be the sole anti-drug enforcement agency in the Philippines.
As part of this campaign was the R.A. 9165 also known as the Comprehensive
Dangerous Drugs Act of 2002 which was signed on June 7, 2002. It was published on June
19, 2020 but took effect on July 4, 2002. It is the policy of the state which highlights the
protection of the citizens, especially the youth, from the harmful effects of dangerous
drugs on their physical and mental well-being. This law also stated the re-organization of
the Philippine Drug Enforcement System. It includes the new Dangerous Drugs Board
(DDB) as the policy and strategy formulating body and the creation of the Philippine Drug
Enforcement Agency (PDEA). PDEA is a regular law enforcement agency which is an
implementing arm of DDB. It was responsible for efficient and effective law enforcement
of all provisions on any dangerous drug and/or controlled precursor and essential
chemicals.
Global Health Program of the Association of Pacific Rim Universities (APRU), a non-
profit network of 50 universities in the Pacific Rim called on to the government to address
the root causes of the illegal drug problem in the Philippines. They wanted to relay to the
leaders, policymakers, healthcare professionals, and human rights advocates in the region
to work together to protect and promote health and well-being of all populations in the
region (Simbulan, Estacio, Maligaso, Herbosa, & Withers, 2019).
Drug Education in the Philippines
According to the Drug Free World (2020), the best solution is to reach young
people with effective, fact-based drug education—before they start experimenting with
drugs. The main focus of substance abuse education is teaching individuals about drug
and alcohol abuse and how to avoid, stop or get help for substance use disorders. Teens
and young adults who know the facts about drugs are much less likely to start using them
and before they destroy their health and as well as their lives.
Importance of Drug Education

 Knowledge is power, and with accurate information about the topic, a person
will be more likely to make a factual information that will lead to informed
decision.
 People would be aware of the damage that all drugs and other substance have
which can potentially harm the body, mind, and relationship with other people.
 The information and insights that the student will learn can also be shared to
other people.
 Many misconceptions will be avoided about commonly used legal and illegal
substances, such as alcohol and marijuana. Ensuring that students are
educated about drugs can help prevent them from using these, especially the
ones that are made to sound harmless, but in reality are very addictive or
dangerous to the body.
 It will shape the future of the next generation of Filipinos and will dramatically
transform the landscape of Philippine security.
Effective drug education is important because young people are faced with many
influences and pressure to use both legal and illegal drugs. llicit drug production,
trafficking, and use remain a matter of shared concern among citizens since they hinder
development and pose a threat to security among countries. Health, a crucial qualification
for development of a person and a nation, is undesirably affected as drug use causes many
health problems or worse, death. It has also been shown to be associated with other risky
behaviors such as drunk-driving, unprotected sex, rape and needle-sharing, which can
lead to hepatitis and HIV-AIDS (Dangerous Drugs Board, 2018).
Thus, investing in efforts that would deter people, especially the youth, from using
dangerous drugs would greatly benefit the society. Drug abstinence can lead to better
learning outcomes, healthier families, more productive workforce, safer communities,
and longer life expectancy according to Dangerous Drugs Board (2018).
Important things to remember about drugs
Drug addiction is a chronic disease characterized by seeking of drugs and it
becomes uncontrollable or compulsive despite its harmful consequences.
Drug addiction is also a deteriorating disease since the brain changes which occur
over time because of the abuse of drugs challenge the self-control of the addicted person
and interfere with his or her ability to resist intense urges to take drugs.
 Relapse is the return of a person to using drug after initially attempting to stop.
Relapse also indicates that there is a need for more or different treatment.
Most drugs affect the brain's reward circuit by flooding it with the chemical
messenger dopamine. Surges of dopamine in the reward circuit cause the reinforcement
of pleasurable but unhealthy activities, leading people to repeat the behavior again and
again.
Over time, the brain adjusts to the excess dopamine, which reduces the high that
the person feels compared to the high they felt after taking a drug for the first time. This
is an effect known as tolerance. And because of this, they might take more of the drug,
trying to achieve the same dopamine high.
No single factor can predict whether a person will become addicted to drugs. A
combination of genetic, environmental, and developmental factors influences are
considered risk of a person’s addiction. The more risk factors a person has, the greater his
or her chance of taking drugs which can lead to addiction.
Drug addiction is treatable and can be successfully managed.
More good news is that drug use and addiction are preventable. Teachers,
parents, and health care providers have crucial roles in educating young people to prevent
them from drug use and addiction.

Task/Activity

1. In your own way, how can you avoid using illegal drugs? Explain your answer.

2. Prepare a slogan promoting drug education or drug awareness. It should be

written in bond paper (A4) and landscape layout.
 LESSON 11. ENVIRONMENTAL ISSUES
TOPICS
1. Climate Change
2. Solid Waste Management

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. heighten awareness on the issues of climate change;
and
2. demonstrate environmental awareness by being part of
the solution.
3.

TOPIC 1: CLIMATE CHANGE

Climate change refers to

significant, long-term changes in
the global climate.
The global climate is the
connected system of sun, earth
and oceans, wind, rain and snow,
forests, deserts and savannas,
and everything people do, too.
The climate of a place, say New
York, can be described as its
(Source: https://www.iberdrola.com/environment/climate-change-
rainfall, changing temperatures
mitigation-and-adaptation during the year and so on.

Causes of Climate Change

The earth's climate is dynamic and always changing through a natural cycle. What
the world is more worried about is that the changes that are occurring today have been
speeded up because of man's activities. These changes are being studied by scientists all
over the world who are finding evidence from tree rings, pollen samples, ice cores, and
sea sediments. The causes of climate change can be divided into two categories - those
that are due to natural causes and those that are created by man.
 Natural Causes

1. Continental drift - You may have noticed something peculiar about South America
and Africa on a map of the world - don't they seem to fit into each other like pieces
in a jigsaw puzzle?
About 200 million years ago they were joined
together! Scientists believe that back then, the
earth was not as we see it today, but the
continents were all part of one large landmass.
Proof of this comes from the similarity
between plant and animal fossils and broad
belts of rocks found on the eastern coastline of
South America and western coastline of Africa,
which are now widely separated by the
Atlantic Ocean. The discovery of fossils of
tropical plants (in the form of coal deposits) in (Source: https://www.ck12.org/book/ck-12-earth-
science-concepts-for-high-school/section/6.1/
Antarctica has led to the conclusion that this
frozen land at some time in the past, must have been situated closer to the
equator, where the climate was tropical, with swamps and plenty of lush
vegetation.

The continents that we are familiar with today were formed when the landmass
began gradually drifting apart, millions of years back. This drift also had an impact
on the climate because it changed the physical features of the landmass, their
position and the position of water bodies. The separation of the landmasses
changed the flow of ocean currents and winds, which affected the climate. This
drift of the continents continues even today; the Himalayan range is rising by
about 1 mm (millimeter) every year because the Indian land mass is moving
towards the Asian land mass, slowly but steadily.

2. Volcanoes- When a volcano erupts it throws

out large volumes of sulphur dioxide (SO 2),
water vapour, dust, and ash into the
atmosphere. Although the volcanic activity may
last only a few days, yet the large volumes of
gases and ash can influence climatic patterns for
years. Millions of tons of sulphur dioxide gas can
reach the upper levels of the atmosphere
(called the stratosphere) from a major eruption.
(Source:https://www.scientificamerican.com/article/
get-ready-for-more-volcanic-eruptions-as-the-planet-
The gases and dust particles partially block the
warms/) incoming rays of the sun, leading to cooling.
 Sulphur dioxide combines with water to form tiny droplets of sulphuric acid. These
droplets are so small that many of them can stay aloft for several years. They are
efficient reflectors of sunlight, and screen the ground from some of the energy
that it would ordinarily receive from the sun. Winds in the upper levels of the
atmosphere, called the stratosphere, carry the aerosols rapidly around the globe
in either an easterly or westerly direction. Movement of aerosols north and south
is always much slower. This should give you some idea of the ways by which
cooling can be brought about for a few years after a major volcanic eruption.

3. The earth tilt’s - The earth makes one

full orbit around the sun each year. It is
tilted at an angle of 23.5° to the
perpendicular plane of its orbital path.
For one half of the year when it is
summer, the northern hemisphere tilts
towards the sun. In the other half when
it is winter, the earth is tilted away from
the sun. If there was no tilt we would
not have experienced seasons. Changes
in the tilt of the earth can affect the
severity of the seasons - more tilt means
(Source: https://www.visionlearning.com/en/library/Earth-
warmer summers and colder winters; Science/6/Factors-that-Control-Regional-Climate/255)
less tilt means cooler summers and
milder winters.

4. Ocean currents - The oceans

are a major component of the climate
system. They cover about 71% of
the Earth and absorb about twice as
much of the sun's radiation as the
atmosphere or the land surface. Ocean
currents move vast amounts of heat
across the planet - roughly the same
amount as the atmosphere does. But
the oceans are surrounded by land
(Source: https://www.sciencenewsforstudents.org/article/climate-
masses, so heat transport through the
change-could-stall-atlantic-ocean-current water is through channels.

Winds push horizontally against the sea surface and drive ocean current patterns.
Certain parts of the world are influenced by ocean currents more than others. The
coast of Peru and other adjoining regions are directly influenced by the Humboldt
 current that flows along the coastline of Peru. The El Niño event in the Pacific
Ocean can affect climatic conditions all over the world.

Human Causes

1. Greenhouse gas emission – Gases accumulate in the atmosphere, blocking heat

from escaping, and they don’t respond to the temperature changes (the
greenhouse effect). When they remain for an extended period in the atmosphere,
they are likely to cause climate change.

Greenhouse gas emission is a major human cause of climate change, and their
sources include transportation, electricity, production, burning fossil fuel in
industries, commercial and residential application, agriculture and land use. These
gases include:
 Carbon dioxide or Carbon IV Oxide – from burning of fossil fuels like coal, oil
and gas
 Methane – from digestive systems of grazing animals, manure management
and rice cultivation
 Nitrous oxide – use of organic fertilizer, nitric acid production, fossil fuel
combustion and burning of biomass
 Chlorofluorocarbons – used in home appliances like refrigerator, air
conditioner
 Sulphur hexachloride – used in dielectric materials like dielectric liquids and
for special medical procedure

2. Deforestation - trees capture greenhouse gases such as CO2, preventing them

from accumulating on the atmosphere, which could result in warming our planet.
Most forests are getting cleared to create space for agriculture, buildings, and
other human activities.

Trees take in carbon dioxide and release oxygen to the atmosphere during
photosynthesis; hence, surplus carbon iv oxide is stored in the plants to help in
growth and development. When we cut trees, their stored CO2 gets emitted to
the atmosphere, which contributes to global warming.

Trees also help in regulating regional rainfall which prevents floods and drought
in the area, cutting down trees influences the rainfall patterns globally.
Deforestation also leads to changes in the landscape and the earth's surface's
reflectivity, which leads to increased absorption of energy from the sun that
results in global warming leading to changes in climate patterns.

3. Agriculture - one of the most common human causes of climate change through
emissions of gases and the conversion of forests to agricultural land.
 The modern agriculture practices and food production method using synthetic
fertilizers are great contributors to greenhouse gas emissions, global warming,
and climate change. The introduction of large scale farming has led to
deforestation and machine intensive farming, which contributes to carbon
emissions.

In livestock farming, ruminant animals digest their food through enteric

fermentation that results in methane production; there are also substantial
methane emissions from irrigated rice fields. Generally, agriculture contributes to
climate change through deforestation, biodiversity loss, acidification of the oceans
through agricultural chemical wastes, and accelerated soil erosion .

4. Industrialization - Although the industrial revolution, and industrialization, has led

to improved living conditions in various aspects, it is associated with adverse
environmental effects that cause climatic changes. With recent innovations,
human labour has been replaced with machinery that uses new sources of energy
in the industries.

Manufacturing involves the use of large amounts of power and the alteration of
natural systems; it is directly responsible for domestic emissions and indirect
emissions through electricity and fuel use. The manufacturing operations are
linked to direct greenhouse gas emissions, for instance, in the production of
chemicals, iron, or steel, which are highly energy-intensive.

People are moving to urban areas in search of employment; urbanization is

another great contributor to climate change. It results in overcrowding, pollution,
and poor sanitation; massive urbanization can also lead to deforestation, emission
of more greenhouse gases.

Increased commercialization and industrialization increase the use of fossil fuels

leading to global warming and climate change.

“We have forgotten how to be good guests, how to walk lightly on

the earth as its other creatures do.”

BARBARA WARD

Task/Activity

Give at least five (5) things that you can do to reduce the emission of GHG, which
is the biggest human causes of climate change. Write your answer on the space provided.
 1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________

TOPIC 2: SOLID WASTE MANAGEMENT

The collecting, treating, and disposing of solid

material that is discarded because it has served its
purpose or is no longer useful. Improper disposal of
municipal solid waste can create unsanitary conditions,
and these conditions in turn can lead to pollution of
the environment and to outbreaks of vector-borne
disease—that is, diseases spread by rodents and insects.
The tasks of solid-waste management present complex
technical challenges. They also pose a wide variety of
administrative, economic, and social problems that must
be managed and solved.

(Source: https://www.facebook.com/zerowastephilippinesinc/)

Solid Waste Characteristic

1. Composition and properties

The sources of solid waste include residential, commercial, institutional, and

industrial activities. Certain types of wastes that cause immediate danger to exposed
individuals or environments are classified as hazardous; these are discussed in the
article hazardous-waste management. All nonhazardous solid waste from
a community that requires collection and transport to a processing or disposal site is
called refuse or municipal solid waste (MSW). Refuse includes garbage and rubbish.
Garbage is mostly decomposable food waste; rubbish is mostly dry material such as glass,
paper, cloth, or wood. Garbage is highly putrescible or decomposable, whereas rubbish is
not. Trash is rubbish that includes bulky items such as old refrigerators, couches, or large
tree stumps. Trash requires special collection and handling.
 Construction and demolition (C&D) waste (or debris) is a significant component of
total solid waste quantities (about 20 percent in the United States), although it is not
considered to be part of the MSW stream. However, because C&D waste is inert and
nonhazardous, it is usually disposed of in municipal sanitary landfills.

Another type of solid waste, perhaps the fastest-growing component in many

developed countries, is electronic waste, or e-waste, which includes
discarded computer equipment, televisions, telephones, and a variety of other electronic
devices. Concern over this type of waste is escalating. Lead, mercury, and cadmium are
among the materials of concern in electronic devices, and governmental policies may be
required to regulate their recycling and disposal.

Solid-waste characteristics vary considerably among communities and nations.

American refuse is usually lighter, for example, than European or Japanese refuse. In the
United States paper and paperboard products make up close to 40 percent of the total
weight of MSW; food waste accounts for less than 10 percent. The rest is a mixture of
yard trimmings, wood, glass, metal, plastic, leather, cloth, and other miscellaneous
materials. In a loose or uncompacted state, MSW of this type weighs approximately 120
kg per cubic metre (200 pounds per cubic yard). These figures vary with geographic
location, economic conditions, season of the year, and many other factors. Waste
characteristics from each community must be studied carefully before any treatment or
disposal facility is designed and built.

2. Generation and storage

Rates of solid-waste generation vary widely. In the United States, for example,
municipal refuse is generated at an average rate of approximately 2 kg (4.5 pounds) per
person per day. Japan generates roughly half this amount, yet in Canada the rate is 2.7 kg
(almost 6 pounds) per person per day. In some developing countries the average rate can
be lower than 0.5 kg (1 pound) per person per day. These data include refuse from
commercial, institutional, and industrial as well as residential sources. The actual rates of
refuse generation must be carefully determined when a community plans a solid-waste
management project.
Most communities require household refuse to be stored in durable, easily
cleaned containers with tight-fitting covers in order to minimize rodent or insect
infestation and offensive odours. Galvanized metal or plastic containers of about 115-litre
(30-gallon) capacity are commonly used, although some communities employ larger
containers that can be mechanically lifted and emptied into collection trucks. Plastic bags
are frequently used as liners or as disposable containers for curbside collection. Where
large quantities of refuse are generated—such as at shopping centres, hotels, or
apartment buildings—dumpsters may be used for temporary storage until the waste is
collected. Some office and commercial buildings use on-site compactors to reduce the
waste volume.
Solid Waste Collection
1. Collecting and transporting

Proper solid-waste collection is important for the protection of public health,

safety, and environmental quality. It is a labour-intensive activity, accounting for
approximately three-quarters of the total cost of solid-waste management. Public
employees are often assigned to the task, but sometimes it is more economical for private
companies to do the work under contract to the municipality or for private collectors to
be paid by individual home owners. A driver and one or two loaders serve each collection
vehicle. These are typically trucks of the enclosed, compacting type, with capacities up to
30 cubic metres (40 cubic yards). Loading can be done from the front, rear, or side.
Compaction reduces the volume of refuse in the truck to less than half of its loose volume.

The task of selecting an optimal collection route is a complex problem, especially

for large and densely populated cities. An optimal route is one that results in the most
efficient use of labour and equipment, and selecting such a route requires the application
of computer analyses that account for all the many design variables in a large and complex
network. Variables include frequency of collection, haulage distance, type of service, and
climate. Collection of refuse in rural areas can present a special problem, since the
population densities are low, leading to high unit costs.

Refuse collection usually occurs at least once per week because of the rapid
decomposition of food waste. The amount of garbage in the refuse of an individual home
can be reduced by garbage grinders, or garbage disposals. Ground garbage puts an extra
load on sewerage systems, but this can usually be accommodated.
Many communities now conduct source separation and recycling programs, in which
homeowners and businesses separate recyclable materials from garbage and place them
in separate containers for collection. In addition, some communities have drop-off
centres where residents can bring recyclables.

2. Transfer stations

If the final destination of the refuse is not near the community in which it is
generated, one or more transfer stations may be necessary. A transfer station is a central
facility where refuse from many collection vehicles is combined into a larger vehicle, such
as a tractor-trailer unit. Open-top trailers are designed to carry about 76 cubic metres
(100 cubic yards) of uncompacted waste to a regional processing or disposal location.
Closed compactor-type trailers are also available, but they must be equipped with ejector
mechanisms. In a direct discharge type of station, several collection trucks empty directly
into the transport vehicle. In a storage discharge type of station, refuse is first emptied
into a storage pit or onto a platform, and then machinery is used to hoist or push the solid
waste into the transport vehicle. Large transfer stations can handle more than 500 tons
of refuse per day.

Solid Waste Treatment and Disposal

1. Incineration - It is a waste treatment process that involves

the combustion of organic substances contained in waste materials.

2. Composting - Another method of treating municipal solid waste is composting, a

biological process in which the organic portion of refuse is allowed to decompose under
carefully controlled conditions. Microbes metabolize the organic waste material and
reduce its volume by as much as 50 percent. The stabilized product is
called compost or humus. It resembles potting soil in texture and odour and may be used
as a soil conditioner or mulch.

3. Sanitary Landfill - Land disposal is the most common management strategy for
municipal solid waste. Refuse can be safely deposited in a sanitary landfill, a disposal site
that is carefully selected, designed, constructed, and operated to protect
the environment and public health.

4. Recycling - Recovery and reprocessing of waste materials for use in new products.
The basic phases in recycling are the collection of waste materials, their processing or
manufacture into new products, and the purchase of those products, which may then
themselves be recycled.

Solid Waste Management Program in the Philippines

Intensified Environmental Protection: Solid Waste Management

Secretary Cimatu’s main priority is to improve the quality of our environment,

particularly our air, water and address solid waste problems. Thus, the DENR will be
implementing environmental protection programs and projects.

For Solid Waste Management, the priority activities are: (1) closure if dumpsites;
and (2) establishment of material recovery facilities (MRFS).

Solid Waste Management in San Jose, Occidental Mindoro

The Department of Environment and Natural Resources - MIMAROPA Region, and

the local government unit of San Jose in Occidental Mindoro joined forces to intensify
environment protection efforts through a MOA-signing activity establishing the
municipality as a local chapter of Tayo Ang Kalikasan (TAK) on January 10 at Seasons Hotel.

As the local chapter of TAK, San Jose shall strengthen through an ordinance it
previously issued (Ordinance No. 831 of 2017: An ordinance promoting the use of reusable
and biodegradable plastic bags and prohibiting the use of non-biodegradable plastic bags
in groceries, restaurants and other establishments in the Municipality of San Jose and
providing penalties for violation thereof), waste segregation at source and prohibition of
disposable or single-use plastics including plastic bags, utensils, cups, straws, and stirrers.

The ordinance aims to reduce the volume of plastic wastes that eventually pollute
portions of the Mangarin Bay and Pandurucan River, the town’s treasured bodies of
water.

As TAK chapter, it is envisioned that San Jose would be able to prevent

degradation of the environment caused by plastic pollution.

Task/Activity

Create a do it yourself (DIY) project that will turn a discarded object/material into
something useful (be creative).
 MODULE 5

LESSON 12. VALUES FORMATION

TOPICS
1. Self-awareness
2. Leadership
3. Good Citizenship Values

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. improve the level of self-awareness by having better
mental health and stability;
2. acquire deeper knowledge about leading, working
thru challenges and improve relationship and
operation; and
3. appraise the importance of faith and family in the
face of changing community.
4.

TOPIC 1: SELF-AWARENESS

Self-awareness involves being

aware of different aspects of the self,
including traits, behaviors, and feelings. It is
the first components of the self-concept. It
becomes woven into the fabric of who you
are and emerges at different points
depending on the situation and your
personality.

People are not born completely self-

aware however; research also found that
infants do have a rudimentary sense of
(Source:https://medium.com/fhsaplang/the-importance-of-
self-awareness-fc6ed8d897bf)
sense-awareness. Infants possess the
awareness that they are a separate being from others, which is evidences by behaviors
such rooting reflex in which an infant searches for a nipple when something brushes
against his or her face.

Types of Self-Awareness

1. Public Self-Awareness

This type emerges when people are aware of how they appear to others.
Public self-awareness often emerges in situations when people are at the center
of attention, such as giving presentation or talking to a group of friends.

This type of self-awareness often compels people to adhere to social

norms. When we are that we are being watched and evaluated, we often try to
behave in ways that are socially acceptable and desirable.

Public self-awareness can also lead to anxiety in which people become

distresses, anxious, or worried how they are perceived by others.

2. Private Self-Awareness

This type happens when people become aware of some aspects of

themselves, but only in a private way.

For example, seeing your face in the mirror is a type of private self-
awareness. Feeling your stomach lurch when you realize you forgot to study for
an important test or feeling your heart flutter when you see someone you are
attracted.

Self-concept vs Self-awareness

Self-concept is generally thought of our individual perceptions of our behavior,

abilities and unique characteristic. The question that we often heard “who am I?” while
self-awareness is our understanding of ourselves. Our strengths, weaknesses, ideas,
thoughts, beliefs, etc.

Importance of Self-awareness

Self-awareness plays a critical role in how we understand ourselves and how we

relate to others. It is our first step to overcome our weaknesses and practice
introspection. It will eventually leads to a meaningful and driven life.
 “In our personal lives, if we do not develop our own self-awareness and
become responsible for first creations, we empower other people and
circumstances to shape our lives by default.”

STEPHEN COVEY
Task/Activity

Answer the following questions. Write your answer on the space provided. Please
take note that there is no right or wrong about your answer. It is only an exercise of
assessing yourself.

1. What am I good at?

________________________________________________________________________
________________________________________________________________________
2. What am I so-so at?
________________________________________________________________________
________________________________________________________________________
3. What am I bad at?
________________________________________________________________________
________________________________________________________________________
4. What makes me tired?
________________________________________________________________________
________________________________________________________________________
5. What is the most important thing in my life?
________________________________________________________________________
________________________________________________________________________
6. Who are the most important people in my life?
________________________________________________________________________
________________________________________________________________________
7. How much sleep do I need?
________________________________________________________________________
________________________________________________________________________
8. What stresses me out?
________________________________________________________________________
________________________________________________________________________
9. What relaxes me?
________________________________________________________________________
________________________________________________________________________

10. What’s my definition of success?

________________________________________________________________________
________________________________________________________________________
11. What type of worker am I?
________________________________________________________________________
________________________________________________________________________
 12. How do I want others to see me?
________________________________________________________________________
________________________________________________________________________
13. What makes me sad?
________________________________________________________________________
________________________________________________________________________
14. What makes me happy?
________________________________________________________________________
________________________________________________________________________
15. What makes me angry?
________________________________________________________________________
________________________________________________________________________
16. What type of person do I want to be?
________________________________________________________________________
________________________________________________________________________

17. What type of friend do I want to be?

________________________________________________________________________
________________________________________________________________________
18. What do I think about myself?
________________________________________________________________________
________________________________________________________________________
19. What things do I value in life?
________________________________________________________________________
________________________________________________________________________
20. What makes me afraid?
________________________________________________________________________
________________________________________________________________________

TOPIC 2: LEADERSHIP BASICS

What is leadership?

Leadership is a process by
which an executive can direct, guide
and influence the behavior and work
of others towards accomplishment of
specific goals in a given situation.
Leadership is the ability of a manager
to induce the subordinates to work
with confidence and zeal.

Leadership is the potential to

influence behaviour of others. It is also defined as the capacity to influence a group
towards the realization of a goal. Leaders are required to develop future visions, and to
motivate the organizational members to want to achieve the visions.

According to Keith Davis, “Leadership is the ability to persuade others to seek

defined objectives enthusiastically. It is the human factor which binds a group together
and motivates it towards goals.”

Characteristics of Leadership

1. It is a inter-personal process in which a manager is into influencing and guiding

workers towards attainment of goals.
2. It denotes a few qualities to be present in a person which includes intelligence,
maturity and personality.
3. It is a group process. It involves two or more people interacting with each other.
4. A leader is involved in shaping and moulding the behaviour of the group towards
accomplishment of organizational goals.
5. Leadership is situation bound. There is no best style of leadership. It all depends
upon tackling with the situations.

Importance of Leadership

Leadership is an important function of management which helps to maximize

efficiency and to achieve organizational goals. The following points justify the
importance of leadership in a concern.

1. Initiates action- Leader is a person who starts the work by communicating the
policies and plans to the subordinates from where the work actually starts.

2. Motivation- A leader proves to be playing an incentive role in the concern’s

working. He motivates the employees with economic and non-economic rewards
and thereby gets the work from the subordinates.

3. Providing guidance- A leader has to not only supervise but also play a guiding
role for the subordinates. Guidance here means instructing the subordinates the
way they have to perform their work effectively and efficiently.

4. Creating confidence- Confidence is an important factor which can be achieved

through expressing the work efforts to the subordinates, explaining them clearly
their role and giving them guidelines to achieve the goals effectively. It is also
important to hear the employees with regards to their complaints and problems.

5. Building morale- Morale denotes willing co-operation of the employees towards

their work and getting them into confidence and winning their trust. A leader
 can be a morale booster by achieving full co-operation so that they perform with
best of their abilities as they work to achieve goals.

6. Builds work environment- Management is getting things done from people. An

efficient work environment helps in sound and stable growth. Therefore, human
relations should be kept into mind by a leader. He should have personal contacts
with employees and should listen to their problems and solve them. He should
treat employees on humanitarian terms.

7. Co-ordination- Co-ordination can be achieved through reconciling personal

interests with organizational goals. This synchronization can be achieved through
proper and effective co-ordination which should be primary motive of a leader.

Qualities of a Leader

A leader has multidimensional traits in him,

which makes him appealing and effective in
behavior. The following are the requisites to be
present in a good leader:

1. Physical appearance- A leader must have a

pleasing appearance. Physique and health are very
important for a good leader.

2. Vision and foresight- A leader cannot

maintain influence unless he exhibits that he is
forward looking. He has to visualize situations and
thereby has to frame logical programmes.
(Source: https://sloanreview.mit.edu/article/the-
3.
power-of-a-clear-leadership-narrative/) Intelligence- A leader should be intelligent
enough to examine problems and difficult situations. He should be analytical who
weighs pros and cons and then summarizes the situation. Therefore, a positive
bent of mind and mature outlook is very important.

4. Communicative skills- A leader must be able to communicate the policies and

procedures clearly, precisely and effectively. This can be helpful in persuasion and
stimulation.

5. Objective- A leader has to be having a fair outlook which is free from bias and
which does not reflects his willingness towards a particular individual. He should
develop his own opinion and should base his judgement on facts and logic.
 6. Knowledge of work- A leader should be very precisely knowing the nature of work
of his subordinates because it is then he can win the trust and confidence of his
subordinates.

7. Sense of responsibility- Responsibility and accountability towards an individual’s

work is very important to bring a sense of influence. A leader must have a sense
of responsibility towards organizational goals because only then he can get
maximum of capabilities exploited in a real sense. For this, he has to motivate
himself and arouse and urge to give best of his abilities. Only then he can motivate
the subordinates to the best.

8. Self-confidence and will-power- Confidence in himself is important to earn the

confidence of the subordinates. He should be trustworthy and should handle the
situations with full will power. (You can read more about Self-Confidence.

9. Humanist-This trait to be present in a leader is essential because he deals with

human beings and is in personal contact with them. He has to handle the personal
problems of his subordinates with great care and attention. Therefore, treating
the human beings on humanitarian grounds is essential for building a congenial
environment.

10. Empathy- It is an old adage “Stepping into the shoes of others”. This is very
important because fair judgement and objectivity comes only then. A leader
should understand the problems and complaints of employees and should also
have a complete view of the needs and aspirations of the employees. This helps
in improving human relations and personal contacts with the employees.

How to be a Good Leader - What makes Leadership Effective ?

Leadership is a significant aspect of management. In order to ensure

organizational success, co-operation from subordinates as well as greater efficiency, it is
important for a manager to be a great, effective and a true leader. An effective and true
leader is one who does not put himself before others. He is very humble, deferential and
altruistic.

The required aspects of effective leadership are as follows:

 Motivation
 Commitment
 Self-sacrifice
 Honesty
 Determination
 Resourcefulness
  Daring
 Knowledge
 Good communication skills
 Passion
 Responsibility
 Judgement

Leadership is boosting an individual’s performance to a greater benchmark, the

developing of an individual’s personality crossing its standard boundaries. It is a combo
of mind frames, traits, skills, and knowledge. Leadership means adhering to the following
principles:

 Respect your followers.

 Acknowledge the followers efforts if there is success, and do not blame
them for any failure.
 Encourage participation of all in decision-making.
 Make the goals clear to all.
 Support the followers in accomplishing the objectives and in reaching their
potential.
 Discover efficient and economical ways of performing the task.
 Ensure proper and effective communication with the followers. There
should be no place for misunderstanding and misinterpretations.
 Be a trainer and not an opponent/critic.

An effective leader is one who meets the job requirements, team requirements as
well as individual requirements. While concentrating on the job, a leader would
synchronize the departmental goals with the organizational goals. He would ensure that
the employees have the required skills and competencies for performing the job
effectively and efficiently. He would provide the employees the essential resources for
performing the job such as time, knowledge and equipment. He would ensure that
employees have no difficulty in performing the tasks assigned to them. And finally, an
effective leader would review progress and give the employees a feedback of their
performance.

When a leader is focusing on people, he must be compassionate and empathic.

He should listen to the employees with understanding. He must respect their views and
ideas. He must train and coach them and make an effort to eliminate unnecessary
obstacles from the employees’ work responsibilities.

Finally, when an effective leader focuses on team, he should coordinate team’s

efforts. He must celebrate team’s success. He should review and promote friendly and
social environment. He should develop a team spirit and achievement sense among the
employees as a team.
 Task/Activity

Create a mnemonic that best describe a good LEADER.

L -
E -
A -
D -
E -
R -

TOPIC 3: GOOD CITIZENSHIP VALUES

“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 ideas and aspirations, to 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.”

PREAMBLE, CONSTITUTION OF THE

PHILIPPINES

Good Citizenship Values from the Preamble

A. Pro – God 1. Faith in Almighty God

2. Respect for Life
3. Order
4. Work
5. Concern for the family and future generation

Task/Activity

Identify the pro-God values that shows on the movie: Miracle from Heaven
(Appendix B). Write it on the space provided below.
________________________________________________________________________
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________________________________________________________________________

B. Pro – Country 1. Unity

2. Equality
3. Respect for Law and Government
4. Patriotism
5. Promotion of common good

Task/Activity

Make a short poem that emphasizes the values included on pro-country. Write
your answer on the space provided.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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C. Pro – People 1. Love

2. Freedom
3. Peace
4. Truth
5. Justice

D. Pro – Environment 1. Concern for the environment

Task/Activity

Based on the National Security Policy 2017-2022 that was previously deliberated
on Module 3 identify the pro-people and pro-environment measures that the government
had established. Write you answer on the space provided.
________________________________________________________________________
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 REFERENCES
Cherry, K (2020). Very Well Mind. https://www.verywellmind.com/what-is-self-
awareness

Cherry, K. (2020). Very Well Mind. https://www.verywellmind.com/what-is-self-

concept

Dangerous Drugs Board. (2018). Philippine Anti-Illegal Drugs Strategy. Retrieved,

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Department of Environment and Natural Resources Articles

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document/A1001001A17J16B15723D08741
APPENDICES
A. Full Body Outline – Male
Full Body Outline - Female
 B. Plot of the movie: Miracle from Heaven (2016)

Set in Burleson, Texas, between 2008 and 2012, the film centers on a 10-year-old girl
named Anna (Kylie Rogers), daughter of Christy Beam (Jennifer Garner). One day, Anna starts to
vomit, and when is examined by her doctor, he does not find anything abnormal. On March 20,
2008, Anna wakes up her family at midnight because of an intense stomach pain, severe enough
that her parents decide to take her to the hospital. Doctors find no signs of illness, except to say
it could be either acid reflux, or lactose intolerance, but Christy is not convinced by this.

The following morning, Christy finally finds a pediatrician in the hospital that is able to
diagnose Anna with an abdominal obstruction, and he tells them he must operate immediately or
she will die. After the emergency surgery is performed, the doctor explains that Anna has been
left with pseudo-obstruction motility disorder and she is unable to eat, so feeding tubes are
needed for her nutrition. The doctor then tells the Beams about America's foremost pediatric
gastroenterologist, Dr. Samuel Nurko (Eugenio Derbez), who practices in Boston, but explains it
could take months for them to be seen. In January 2009, Christy and Anna travel to Boston despite
not having an appointment with the doctor.

Dr. Nurko has a last minute opening, and when Anna is subsequently examined at Boston
Children's Hospital, the extent of her chronic illness is found. She then goes through extensive
treatment. During this ordeal, Anna and her mother befriend a local Massachusetts resident
named Angela Bradford (Queen Latifah), as well as Ben (Wayne Peré) and his daughter, Haley
(Hannah Alligood) who has cancer.

On December 29, 2011, Anna, along with her bigger sister Abbie (Brighton Sharbino),
climb up to a very high branch of an old cotton tree. While they are on that branch, it begins to
break. Anna goes to the trunk for safety, whereupon stepping on it, she falls in a hole to the base
of the tree. When Christy finds out what has happened, she desperately calls her husband Kevin
(Martin Henderson), as well as the fire department. Anna is then rescued by the firefighters, who
warn Christy to expect the worst by saying that nobody could fall 30 feet without sustaining a
serious injury; broken bones or paralysis. Once out, Anna is airlifted to a hospital, where a battery
of tests are run on her, and all of the tests come back negative. Other than a minor concussion,
Anna is uninjured.

Sometime after the fall, Anna seems to no longer be affected by her illness. When Christy
and Anna go to an appointment with Dr. Nurko, he tells Christy that Anna is miraculously cured.
Anna then recounts with her parents the experience she had during the fall. She describes how
her soul left her body during the fall, and God promised that she would be cured of her illness
upon her return to Earth. At church, Christy shares the story of how God miraculously healed her
daughter with His love. As Christy finishes her speech, one of the congregation protests, stating
that he does not believe Christy. Ben, who has traveled from Boston upon hearing the story about
Anna, believes her and tells her that Haley died peacefully because Anna gave her faith when in
the hospital, making Anna cry because Hayley was her best friend.
Note:

This movie can be watched on Netflix or you may ask

your Instructor to send you the copy of this movie.