TOP ACHIEVERS PRIVATE SCHOOL, INC.

(TAPS)
Alicia; Cauayan; Santiago; Sta. Ana; Roxas; Ilagan; Solano Campus
“Education Beyond Technology”

MODULE in VALUES 10
LESSON 9: UNLOCKING THE GREAT COSMIC CODE
Are you an observer or apart from it? Are you a connected soul, or a separate mass of flesh and
bones? In this lesson, you will discover the great revelation that will shake the very foundation of your mode
of understanding what makes the world tick and where the humane person fits in this dynamic process.
Change is inevitable and dynamic. From the first ray of sunlight that reaches your eyes in the morning
to the last breath that we will all take, it is always and forever there. Creation did not end on the last page of
the Bible or the history book. But rather, it is always there-the everyday creation is the missing spirituality
within all of us. Creation spirituality is the great cosmic code
Creation spirituality starts with original blessing, rather than with original sin. It reinforces the
understanding that our original and true nature, the original and true nature of all things, is "very good."
Although this good original self has been obscured and distorted by alienation and sin, it is still our authentic
self. Redemption comes to us, not as a power alien to our natures, but as an "aha" experience that puts us back
in touch with our authentic nature. Redemption also reconnects us with our relational nexus. We re- connect
with the relationship of reason and intuition, consciousness and embodiment, Ourselves and others-humans,
animals, plants. Creation spirituality unleashes vitality, creativity, and playfulness. It is generous, mutually
affirming of diversity, and noncompetitive. Unlike fall-redemption spirituality, it does not set up competitive
dual- isms between male and female, celibate and married, heterosexual and homosexual, white and black,
Christian and non-Christian, us and them. It is egalitarian and pluralistic, rejoicing in the "many-ness" of
beings that interconnect in a rich cosmic community. It allows us to lay aside our defenses, our need to
control, to dominate, and to destroy the other. It is the spirituality that is needed for an ecological,
peacemaking, and just world community.

LESSON 10: MY RIGHTS AND DUTIES IN A GLOBAL

VILLAGE
Every person is entitled to certain rights as a human being. Rights are what you are allowed to be, to
do, or to have. These rights are there for your protection against people who might want to harm or hurt you.
They are also there to help us get along with each other and live in peace Many people know something about
their rights. They know they have the right to be paid for the work they do and they have the right to vote. But
there exist many other rights.
When people are not properly informed about human rights abuses such as discrimination,
intolerance, injustice, oppression and slavery can arise. Born out of the atrocities and enormous loss of life
during World War ll, the Universal Declaration of Human Rights was created by the United Nations to
provide a common understanding of what everyone's rights are. It forms the basis for a world built on
freedom, justice, and peace.
In the global effort of men/women to achieve moral order, it is essential that they know and exercise
their human rights. For the young who are barely introduced to a world of justice and equality, the Youth for
Human Rights International is one organization that helps them learn, understand, and exercise their rights in
a global village.
With the exercise of human rights goes a duty: to respect others human rights. If you want your rights to
be respected, recognize also that other people do have rights to enjoy, to exercise, to respect, and to be
respected.
What Is Youth for Human Rights International?
Youth for Human Rights International is an independent non-profit corporation headquartered in Los
Angeles, California. Its purpose is to educate young people in the Universal Declaration of Human Rights so
they may become valuable advocates for tolerance and peace.
YHRI holds events and produces instructional tools to raise human rights awareness, such as the
award- winning music video United-a street-savvy, multi-ethnic, five-minute film in 15 languages conveying
the power of human rights awareness.
Most recently, YHRI produced a series of 30 audiovisual public service announcements, one for each
article of the United Nations' Universal Declaration of Human Rights. The first of these messages, released in
late 2005, have been Screened to more than 130 million people. YHRI also publishes the UNITED Human
Rights Handbook, providing educators and leaders with a practical tool with which to teach human rights to
the young.
YHRI Works with human rights advocates, legislators, teachers, police, and humanitarians to
encourage young peoplee to be aware of and champion human rights.
YHRI's focus is to teach the Universal Declaration of Human Rights to young people everywhere so
that they know and insist on their rights and those of others. Realizing that the Declaration had to be made
available in a form understandable to the young, in March 2002.
YHRI released the English-language edition of What Are Human Rights? This booklet contains a
simplified version of the Declaration, written especially for children. Instantly popular with teachers,
government officials, community and religious leaders, not to mention the children themselves, What Are
Human Rights? has been translated into 21 languages. It has routinely proven to be very successful in helping
children understand why human rights are vital.
POINTS TO PONDER
In a global society where members belong to different races with different cultural backgrounds,
different learnings from historical heritage, and different moral standards, there could be different
interpretations of human actions, rightful or not, that may often lead to misunderstandings. Resolving the
conflict somehow patches the dispute but does not actually bridge the gap that was the root of
misunderstanding How can one exercise his/her rights without harming the rest the global community?
Our morality must guide us in all our thinking, expression of thoughts and feelings, and acting and
reacting to our socio-cultural environment. A high level of morality sets us apart from individuals who claim
what they are entitled to but neglect the manner in which the claim is conveyed. In so doing, the values of
equality, diplomacy, and lawfulness play an important role. But rights alone are not all that is essential, along
with rights are duties and obligations that must be performed equally well. Because one is rightful in enjoying
the gift of life, he/she is also duty-bound to preserve it. Just as if he/she enjoys freedom he/she must not be an
instrument to obstruct others' freedom. Or if one exercises his global right to express his/her thoughts and
feelings, he/she must see to it that he/she does not hurt others feelings as well. So the world is happy that we
enjoy Our rights but they must be exercised rightfully and morally, and that our duties to these rights must
also be observed at all times.
A Discussion on Reactivity
A person is a rational being. His or her responses to stimuli can be spontaneous or instinctive or a
product of his or her pre- meditated plans. However, a person's reaction may be classified under types of
reactivity.
Emotional reactivity is the level 1 of these types. Under this, one's behavior may be triggered either
environmentally or by interpersonal situations. Level 2 is cultural reactivity where the behavior has been
refined and one's desires and objectives have been shaped. Level 3 is moral reactivity where behavior is
influenced by what one believes to be morally upright and is dictated by the difference between good
and evil.
Professional Reactivity
Professional reactivity, on the other hand, consists of the disciplined and educated responses
including occupational learning. It is the level 4 behavior in the ladder of moral reactivity.
To optimally reach one’s goals, both moral reactivity and cultural reactivity must be tempered with
disciplined reactions that follow professional codes or instructions, formal training, education, or years of
experience. Disciplined responses maximize survival at all levels of existence. Through training and
discipline, people are able to exist outside a food chain that depends on gross responses to thrive.
 LESSON 1: MOVING BEYOND THE WALLS
Do you practice listing the things you want to do during the day, week, or month? It you do, compare
your to-do list with your classmates' work and see if you missed some items or have items in common.
What do you have in common? Did you miss some items? Do you have the same approach? In this
lesson, you will learn the importance of careful team planning and tasking to accomplish an activity.
Read the short story on how a group of student manages to unite the whole school to face against
their greatest fear. Try to Spot the strategies they employ that you might find useful.
Mr. Dark Corner
-Ronaldo Milagroso
Almost every afternoon, Mr. Dark Corner hides in his corner, waiting to victimize someone from
our school. No one is safe – students, teachers, and parents have fallen victims to Mr. Dark Corner.
The police have tried catching him, but he is just too fast for them. So our class decided it was too
much: someone should stand up to him. It started out as a small plan, until everyone in the school started to
unite against Mr. Dark Corner.
We figured out a plan to catch him. First we consulted our Classmates on the way he operates-his
modus operandi. Then we consulted our teachers and our parents, and with Our adviser's help, our police
officers.
After the tasking, the plan was set. To trap him, we would ask a classmate to move on his "victim
zone." Our classmate will then miscall team A, which will be hiding behind the trees east of that zone, and
with that signal, the rest of team B would rush to him. lf he managed to run, back-up team C, which was
made up of the police, would grab him from his escape route.
It was a Monday afternoon when the plan was carried out. The plan worked as expected. He outran
teams A and B, but with our back-up team C, his time was up. Mr. Dark Corner put up a savage fight, but the
inevitable was certain. It took the police two hours to restrain him.
The police said they would give Mr. Dark Corner to the local Dog Pound that will take care of him
from now on. There are about 20 recorded cases of stray-dog attacks this year in our school, all credited to
Mr. Dark Corner. Well, even in the end, Mr. Dark Corner was really one tough "hot dog" to handle.
LESSON 2: THE BIG GAME PLAN
What does it take to win a game? What is your role in the team? s everything covered by the game
plan? In this lesson, you will learn how to plan, task, and decide your next move in dealing with the problem
at hand
Read the short narration commemorating the D-Day landing at Omaha Beach where individual courage
and strength won the invasion.
OMAHA BEACH
-Ronaldo Milagroso

One of the greatest plans ever to be rolled out is Operation Overlord, the Normandy invasion which
led to the eventual end of World War Il in Europe. It was a plan that at one point almost turned into a
catastrophic failure. It happened at Omaha Beach, one of the five code-named beaches of Normandy It was
where the Allied forces, particularly the AmericanS, suffered the most because the German Nazis had placed
a premium army post to defend the site. For almost half of the Sixth day of June 1944, D-Day, the first wave
of men on the deadliest beach had come into a stalemate.
 Shown in the picture is one of the horrible sights at Omaha Beach.

The soldiers couldn't move and had taken cover using whatever they could find. Bullets from German
machine guns buzzed around almost every square inch of the beach, many finding a human target. One
chaplain, sick of the carnage, stood up and said: "There are two kinds of men here, those who are dead
and those who are about to die!" That broke the stalemate. Every man found a force inside him to carry on
and secure the beachhead, and rest