NATIONAL SERVICE TRAINING PROGRAM 1(NSTP1)

MODULES
NSTP-CWTS/LTS/ROTC

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 About NSTP Modules
National Service Training Program (NSTP) is a program that enhance civic consciousness and
defense preparedness in e youth by developing the ethics of service and patriotism. Each component shall be
taken for to two (2) semesters with fifty-four (54) to ninety (90) training hours for an academic year.

Common module is the phase where all enrolled in NSTP are required to undergo to have common
understanding on relevant topics. As mentioned in the Rule III. Program Implementation. Section
4. Coverage. Par. C. all enrolled in first semester shall undergo a common module phase for twenty-five
(25) hours covering: citizenship training; drug education; disaster, preparedness and management;
environmental and health protection; and other national security concerns. During this phase, the students
have no specific component yet.

Upon completion of the Common Module phase, the students must select the specific NSTP
component the he/she will pursue. The specific modules will be thought for 29 hours covering the topics
which are aligned to the current needs of the society and to produce expected graduates of the program. The
total allotted time for the common modules and specific modules would satisfy the required 54 minimum
training hours for the NSTP 1. Moreover, the Higher Education Institutions (HEIs) have the prerogative to
maximize the 90 training hours by introducing the optional modules for 36 hours which are also aligned and
consistent with requirements of the law. At this phase, students are being exposed and prepared to the real
community scenario.

During the NSTP 1 phase, the students are expected to gain knowledge, skills and attitude towards
deepened understanding and heightened appreciation of their role in the promotion of common good and the
general welfare. Further, they are expected to demonstrate learning by applying concepts and principles on
practical situations in pursuit of community development for the task of nation building.

The specific modules (29 hours) was designed for non-military components – CWTS and LTS,
which shall be taken after completing the common modules phase. The CWTS is the program component 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, moral of the citizenry and other social welfare services. While LTS is
designed to train students to teach literacy and numeracy skills to school children, out-of- school youth and
other segments of society in need of their services. The ROTC shall remain to be under the policies,
regulations and programs of the Department of National Defense per Rule III. Program Implementation.
Section 8. Monitoring and Evaluation, Paragraph a.4. Management of the IRR of R.A. 9163.

The defined topics will help the students acknowledge their roles in the society they belong
especially in engaging themselves to activities contributory to the general welfare as what the components
are intended to.

In this phase, students are being introduced to the community-based activities as preparation of their
involvement to the National Service Reserve Corps (NSRC) which they will be part of when they completed
NSTP. The National Service Training Corps (NSRC) is an organization composed of graduates of the CWTS
and LTS components tasked to provide a trained, motivated, and organized manpower reserve that can be
tapped by the State for DRRM, civic welfare, literacy, national emergency, environment protection and other
similar endeavors in the service of the nation.

The number of hours is defined according to the scope and depth of the topics. Completing the
common and specific module phases will satisfy the 54 minimum training hours for NSTP 1.

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 In NSTP 2 phase, the students will be trained and prepared to become active members of the NSRC
and to the communities they belong. After completing the NSTP 1 and NSTP 2, the graduates are expected
to be skilled and prepared for literacy and civic welfare services.

To understand the content of this study module, student activities have been prepared. You must
complete all these exercises, to check how well you have understood the module. These activities reinforce
what you have learned.

Thus, to the university and college students, who have no other choice but to engage NSTP 1 if only
for the sake of getting a passing grade in this mandatory course on National Service Training Program, try to
approach the subject with a sense of curiosity and mystery, at least. Then at the end of the course, ask whether
they will be willing to treat this subject with due reverence.

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 CHAPTER 1
CITIZENSHIP TRAINING
INTENDED LEARNING OUTCOMES
After going through this topic, you are expected to:
1. Discuss the principles underpinning good citizenship, rights and responsibilities of citizen service
and volunteerism for national development
2. Explain the history and significance of the establishment of National Service Training Program;
3. Discuss the significance of the Philippine Constitution and Bill of Rights;
4. Create awareness and understanding of the and duties and obligations of every citizen;
5. Relates the Flag and Heraldic Code of the Philippines; and
6. Responds community spirit in volunteerism, good citizenship values and the voter’s education.

TIME FRAME Suggested allotment time: 6 hours

If you set an average of 3 hours per week, you should be able to complete the module comfortably
by the end of the assigned week. Try to do all the learning activities.

DO NOT LEAVE ANY QUESTION

UNANSWERED

Citizenship Training is a program wherein it develops our characters to become more mindful of
our responsibilities, rights and roles in the society. In this chapter, you can learn a citizenship education which
gives people the knowledge and skills to understand, challenge and engage with democratic society including
politics, they media, civil society, the economy and the law. Democracies need active, informed and
responsible citizens - citizens who are willing and able to take responsibility for themselves and their
communities and contribute to the political process.
Through National Service Training Program (NSTP) education, the student will help to develop
self-confidence and a sense of agency, and successfully deal with life changes and challenges such as
bullying and discrimination. It gives them a voice: in the life of their schools, their communities and society
at large. It enables them to make a positive contribution by developing the knowledge and experience
needed to claim their responsibilities. It prepares them for the challenges and opportunities of adult and
working life.
NSTP also brings benefits for schools, or other educational organizations and for society at large.
For schools and other educational organizations, it helps to produce motivated and responsible learners,
who relate positively to each other, to staff and to the surrounding community. For society, it helps to create
an active and responsible citizenry, willing to participate in the life of the nation and the wider world and
play its part in the democratic process.

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 Lesson 1.1 NSTP Orientation and Its Physical Organization

The Ilocos Sur Polytechnic State College (ISPSC) aims at the empowerment of the youth by
providing education grounded on academic excellence and strength of character. Students are expected to
develop the passion of volunteerism and upholds the reinforcement of time-honored values learned in
school and at home directed towards the development of a strong moral fiber that will contribute to his /her
personal well-being as well as that of the members of the society.
ISPSC continues to enhance their curriculum in
training the students to become more responsible citizens
who could greatly contribute to the general welfare of the
country. It utilizes the students’ talents
and technical expertise in assisting the community’s
development. The program is constantly changing and To discuss the history of the
adjusting to the needs of the students and the community. establishment of NSTP
To explain the significance of the
It is clearly asserts that the 1935 Constitution of NSTP
the Philippines which the prime duty of the state is to To create awareness on the
safeguard the common welfare of its citizens. “The importance of the program
welfare of the people is the primordial reason for the
existence of a state hence; government service is a public trust, the so-called distributive justice”. On the
other hand, every citizen has the duty to fulfill his/her responsibility in the achievement of progress and
development through his/her cooperation and active participation in the affairs and activities of the state – to
serve the state in times of emergency as stated in the constitution (the so-called legal justice).
As a preparation for this noble responsibility, the 1935 Constitution require male and female
students to take Reserve Officer Training Corps (ROTC) aimed to train, discipline and prepare them
responsive citizens. In the 1987 Constitution however, ROTC for female students was voluntary.
The smooth implementation of ROTC was disrupted by questions arising from moral degradation
and unscrupulous practices by people charge to supervise and implement the subject. In the late 1990’s the
problem of ROTC’s relevance regarding its objective and purpose was evident. Corruption, exploitation, and
devious practices were rampant until its constitutionality was put to a test or question. This paved the way to
the enactment of the Republic Act 9163 otherwise known as the National Service Training Program
(NSTP) Act of 2001.
Recognizing the youth’s significant role in the task of nation-building, the state shall promote civic
consciousness among them and shall develop their physical, moral, spiritual, intellectual and social well-
being. It shall inculcate the values of patriotism, nationalism, and advance their involvement in public and
civic affairs.

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 In pursuits of these goals, the youth as the most valuable resource of the nation, shall be motivated,
trained, organized and mobilized in military training, literacy, civic welfare and other similar endeavors in
the service of the nation.
To attain this goal, the NSTP was made a part of the curriculum. Tertiary students, male and female
of any baccalaureate degree course or at least two (2) years technical-vocational courses in public and private
educational institutions are required to complete one (1) of the NSTP components as requisite for graduation.
ROTC which was originally mandatory was made optional and voluntary. Under this program, students are
given the freedom to choose from among the three (3) program components of the National Service Training
Program namely: a) Reserved Officers’ Training Corps b) Literacy Training Services, and c) Civic Welfare
Training Services.
Reserved Officers’ Training Corps (ROTC) which provides military training to tertiary level
students in order to motivate, train, organize and mobilize them for national defense preparedness. It aims to
instill patriotism, moral virtues, respect for rights of civilians, and adherence to the Constitution, among
others. Literacy Training Service (LTS) which is designed to train students and to become mentors of literacy
and numeracy skills to school children, out-of-school youth, and other segment of the society in need of their
service. Civic Welfare Training Service (CWTS) which promotes activities contributory to the general
welfare and 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 morals of citizenry.

FOR YOUR INFORMATION…

LEGAL BASIS OF THE NSTP. The 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 purpose,” was enacted last January 2002 to
amend the Expanded ROTC. This program aimed to enhance civic consciousness and defense
preparedness in the youth by developing the ethics of service and patriotism while undergoing training in
any of its three (3) program components, specifically designed to enhance the youth’s active contribution
to the general welfare.
COVERED BY THE NSTP LAW. (a) 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
component; (b) All higher and technical-vocational education institutions must at least offer one (1) other
NSTP component; (c) State Universities and Colleges (SUCs), shall offer the ROTC component and at
least one (1) other NSTP component; (d) The Philippine Military Academy (PMA), Philippine Merchant
Marine Academy (PMMA), Philippine National Police Academy (PNPA), and other SUC’s of similar
nature, in view of the special character of these institutions, are exempted from the NSTP; (e) 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).
DURATION AND EQUIVALENT COURSE UNIT OF EACH OF THE NSTP COMPONENT.
Each of the NSTP components 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.
COVERED BY THE SUSPENSION OF ROTC REQUIREMENT. The completion of ROTC
training as a requisite for graduation is set aside for students who have completed all their academic
requirements for their respective courses as certified by the school on or before the effectivity of the NSTP
Act of 2001, which is March 23, 2002. The concerned students may apply for graduation in their
respective schools.

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FURTHER ACTIVITIES
1. Make a video presentation about your reasons why you choose to study at ISPSC then recite the Vision,
Mission, Goals and Objectives (VMGO) and what is your expectation of the course subject NSTP I. Post
your video presentation at your facebook account and tag to your instructor. Be sure your video is presentable,
sound and clear. (100 pts)
Evaluation Rubric for Video Presentation
Subject Content Technical Aspects
• is interesting • Presents interesting information • Camera is stable, smooth movements and pans
• is educational • Language is used properly and effectively • Subject is framed well, images are well composed
• is relevant to audience • Images and/ or graphics relate well to content • Subject is lit and clearly visible
• provides insight into topic • Student(s) behave professionally on camera • Sound is clear and understandable
• is discussed thoroughly • Student(s) demonstrate thoughtful approach to • Video is edited effectively, flows well
• is entertaining subject • Titles are used effectively
Concept Score out of 30 • Transitions are used effectively
Content Score out of 30 • Project was completed in a timely manner
Content Score out of 40
Comments Comments Comments

Final Score

LEARNING EXERCISES NO. 1.1

Name: Score:
Course/Year: Date:
Time Started: Time Finished:

I. IDENTIFICATION. Identify what component of NSTP is being referred to in the following services by
writing the answer that correspond the correct component in the space provided before the item number.
1. Information dissemination campaign about COVID-19 and minimum health standard.
2. Teaching and demonstrating rifle disassembling and assembling.
3. Awareness building women’s and child’s rights.
4. Conducting a dry-run on disaster preparedness.
5. Providing leadership training and seminar.
6. Discuss the legal bases of gender and development.
7. Backyard and urban gardening.
8. Teaching the students health care, hygiene and sanitation.
9. Explaining the fundamentals of military service.
10. Training students defense tactics.
11. Information dissemination campaign about AIDS.
12. Teaching calamity and disaster management/preparedness.
13. Conducting a seminar on solid waste management.
14. Showing certain methods and strategies of teaching.
15. Organizing the farmers and fisherfolks.
16. Training students of their duty to defend the country in times of foreign invasion.
17. Training students to become teachers of numeracy skills to school children.
18. Information drive on human rights and drug education.
19. Discussing the relevance of community organizing and team building.
20. Conducting a tree planting activity in the community.

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II. ESSAY. Explain briefly the following.
1. What is the importance/benefits of the R.A. 9163 to young citizens and to national development? As a
student, what is your main role in the task of nation building and in the community service?

2. Are you willing to participate in any activities that will be benefitted to the school or community? Justify
your answer?

Essay Composition Scoring Rubric

TARGET ACCEPTABLE UNACCEPTABLE
HIGH LOW
7-8 6
9-10 4-5
Content out of Direct to the point. Interesting Some interesting content; Conventional ideas or Cursory; gives the
10 points content and presentation; ideas points not sustained or not clichés; little impression of writing just
well conceived and developed fully developed. supporting detail to complete the
with sufficient examples. included. assignment.
5 4 2-3 0
Punctuation, Spelling, out of 5 Correct spelling (including Occasional mechanical Frequent mechanical English spelling and
and Presentation points accents) and punctuation; errors. errors. punctuation: no accents;
neatly typed with correct mechanical errors in most
format as specified (MLA). sentences.
Total out of
15 points

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 Lesson 1.2 PHILIPPINE CONSTITUTION AND THE BILL OF RIGHTS

A country is run by the government, judicial bodies, its people, and most importantly by the
Constitution. The constitution serves as the backbone of the country. Without it, the Law and Jurisdiction
will not hold up and fall apart in no time, but they are meant to stand strong. The constitution is the
embodiment of fundamental regulations and principles according to which the country, state, and its people
are supposed to work.
Constitution is the basic principles and laws of a nation, state, or social group that determine the
powers and duties of the government and guarantee certain rights to the people in it. It is a written instrument
embodying the rules of a political or social organization. (Merriam Webster Dictionary)
A constitution serves as the fundamental law of
land of the land. It is a character that creates a government
and speaks for the entire people from whom it derives its
claim to obedience. It establishes the basic framework
and underlying principles of government. It refers to the
“body of rules and principles in accordance with which
1. To explain the
powers of sovereignty are regularly exercised.” (de of the
importance/significance
Leon, 2005)
constitution
The 1987 Philippine Constitution was ratified To create awareness and
by the Filipino people in a plebiscite held on February 2, understanding of Bill of Rights
1987. Embodied in the constitution is the Preamble To determines of duties and
which is the prologue. It provides an introduction to the obligations of every citizen
main subject. It sets down the origin and purpose of the
constitution and serves as an aid in its interpretation. The preamble of the 1987 Constitution is as follow:
“We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and
humane society and establish a government that shall embody our ideals and aspirations, promote the
common good, conserve and develop our patrimony, and secure to ourselves and our posterity the blessings
of our democracy under the rule of law and a regime of truth, justice, freedom, love, equality, and peace, do
ordain and promulgate this Constitution.”
Section 1 of the Philippine Constitution provides that the following are the citizens of the
Philippines:
1. Those who are citizens of the Philippines at the time of the adoption of the constitution;
2. Those whose fathers or mothers are citizens of the Philippines;
3. Those born before January 17, 1973 of Filipino mothers, who elect the Philippine citizenship
upon reaching the age of majority; and
4. Those who are naturalized in accordance with law.
For every right, there is always a corresponding responsibility. The following are important duties
and obligations of every person who lives in a constitutional democracy like the Philippines. (dela Cruz, [Link],
2005)
1. To be loyal to the Republic
2. To defend the State
3. To contribute to the development and welfare of the State
4. To uphold the Constitution and obey the laws
5. To cooperate with duly constituted authorities
6. To exercise rights responsibly and with due regard for the right of others
7. To engage in gainful work
8. To register and vote

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 Article III of the Philippine Constitution is the Bill of Rights. This is an enumeration of the people’s
rights and privileges which the Constitution is to protect against violations and abuses. It establishes the
relationship of the individual to the State and defines the rights of the individual by limiting the lawful powers
of the State. It is one of the most important political achievements of the Filipinos. This section presents the
summary of rights

ARTICLE III
BILL OF RIGHTS
Section 1. No person shall be deprived of life, liberty, or property without due process of law, nor shall
any person be denied the equal protection of the laws.
Life – the right of an individual to his body in its completeness, frees from dismemberment, and
extends to the use of God-given faculties which make life enjoyable.
Liberty – the chief elements of the guaranty to liberty (right to contract, the right to choose one’s
employment, the right to labor and the right to locomotion.
Property – includes anything that can come under the right of ownership and be the subject of
contract (Right to secure, use and dispose)
Due Process – a law that hears before it condemns, which proceed upon inquiry and renders
judgment only after trial
Equal Protection Of The Law – all persons or things similarly situated should be treated alike,
both as to rights conferred and responsibilities imposed.
Section 2. The right of the people to be secure in their persons, houses, papers, and effects against
unreasonable searches and seizures of whatever nature and for any purpose shall be inviolable, and no
search warrant or warrant of arrest shall issue except upon probable cause to be determined personally by the
judge after examination under oath or affirmation of the complainant and the witnesses he may produce, and
particularly describing the place to be searched and the persons or things to be seized.
Search Warrant – an order in writing issued in the name of the People of the Philippines signed
by a judge and directed to peace officer, commanding him to search for personal property
Warrant Of Arrest – an order to take a person into custody in order that he may be bound to
answer for the commission of an offense
Section 3. (1) The privacy of communication and correspondence shall be inviolable except upon lawful
order of the court, or when public safety or order requires otherwise, as prescribed by law.
(2) Any evidence obtained in violation of this or the preceding section shall be inadmissible for any
purpose in any proceeding.
Instances When Privacy of Communication and Correspondence Is Waived
1. Upon lawful order of the court
2. When public safety or order requires otherwise as may be provided by law
Section 4. No law shall be passed abridging the freedom of speech, of expression, or of the press, or the
right of the people peaceably to assemble and petition the government for redress of grievances.
When Permit Is Not Required
1. Rally is done in freedom parks
2. Inside a private a private property; however one must get the permission of the owner of the
private property
3. Campuses of state colleges and universities
Duties of Leaders and Rallyists
1. Leaders should inform the members their duties to keep the peace and act within the bounds
of law
2. They should police their ranks
3. They should cooperate with local officials in maintaining peace and order
Section 5. No law shall be made respecting an establishment of religion, or prohibiting the free exercise
thereof. The free exercise and enjoyment of religious profession and worship, without discrimination or
preference, shall forever be allowed. No religious test shall be required for the exercise of civil or political
rights.
Scope of the Non-Establishment Clause
1. The State cannot set up a church

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 2. The State cannot pass laws which aid one religion or prefer one over another
3. The State cannot influence a person to go to or remain away from any church against his will
4. The State cannot force anybody to profess a belief or disbelief in any religion
Section 6. The liberty of abode and of changing the same within the limits prescribed by law shall not be
impaired except upon lawful order of the court. Neither shall the right to travel be impaired except in the
interest of national security, public safety, or public health, as may be provided by law.
Section 7. The right of the people to information on matters of public concern shall be recognized. Access
to official records, and to documents and papers pertaining to official acts, transactions, or decisions, as well
as to government research data used as basis for policy development, shall be afforded the citizen, subject to
such limitations as may be provided by law.
Section 8. The right of the people, including those employed in the public and private sectors, to form
unions, associations, or societies for purposes not contrary to law shall not be abridged.
Section 9. Private property shall not be taken for public use without just compensation.
Section 10. No law impairing the obligation of contracts shall be passed.
Limitations to the Freedom to Contract
1. Police Power – pre-existing contracts can yield to the reasonable exercises of police power
especially with reference to the promotion of social justice
2. Power of Eminent Domain – may impair contracts. Social justice cannot be invoked to
trample of the rights of property owners who are also entitle to protection
3. Power of Taxation – the guarantee against impairment of contract will not serve as a
limitation to the powers of the government to impose taxes
4. Freedom of Religion – free exercise of religious belief is superior to contractual rights
Section 11. Free access to the courts and quasi-judicial bodies and adequate legal assistance shall not be
denied to any person by reason of poverty.
Section 12. (1) Any person under investigation for the commission of an offense shall have the right to be
informed of his right to remain silent and to have competent and independent counsel preferably of his
own choice. If the person cannot afford the services of counsel, he must be provided with one. These rights
cannot be waived except in writing and in the presence of counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free will shall be
used against him. Secret detention places, solitary, incommunicado, or other similar forms of detention are
prohibited.
(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be inadmissible in
evidence against him.
(4) The law shall provide for penal and civil sanctions for violations of this section as well as compensation
to the rehabilitation of victims of torture or similar practices, and their families.
Section 13. All persons, except those charged with offenses punishable by reclusion perpetua when evidence
of guilt is strong, shall, before conviction, be bailable by sufficient sureties, or be released on recognizance
as may be provided by law. The right to bail shall not be impaired even when the privilege of the writ of
habeas corpus is suspended. Excessive bail shall not be required.
Bail – the security given for the release of a person in custody of the law, furnished by him or a
bondsman, conditioned upon this appearance before any court as required under the conditions
hereinafter specified, Bail may be given an in the form of corporate hereinafter specified/ Bail may
be given in the form of corporate surety, property bond, cash deposit, or recognizance.
Recognizance – is an obligation of record, entered into before some court or magistrate duly
authorized to take it, with the condition to do some particular act, the most usual condition in
criminal cases being the appearance of the accused for trial.
Section 14. (1) No person shall be held to answer for a criminal offense without due process of law.
(2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary is proved, and
shall enjoy the right to be heard by himself and counsel, to be informed of the nature and cause of the
accusation against him, to have a speedy, impartial, and public trial, to meet the witnesses face to face, and
to have compulsory process to secure the attendance of witnesses and the production of evidence in his
behalf. However, after arraignment, trial may proceed notwithstanding the absence of the accused: Provided,
that he has been duly notified and his failure to appear is unjustifiable.
Section 15. The privilege of the writ of habeas corpus shall not be suspended except in cases of invasion or
rebellion, when the public safety requires it.

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 Writ – is issued by a court directed to a person detaining another, commanding him to produce the
body of the prisoner at a designated time and place, with the day and the cause of his caption and
detention, to do, to submit to, and to receive whatever the court or judge awarding the writ shall
consider in his behalf.
Habeas Corpus – restores the liberty of an individual subject to physical restraint
Section 16. All persons shall have the right to a speedy disposition of their cases before all judicial,
quasi-judicial, or administrative bodies.
Section 17. No person shall be compelled to be a witness against himself.
Section 18. (1) No person shall be detained solely by reason of his political beliefs and aspirations.
(2) No involuntary servitude in any form shall exist except as a punishment for a crime whereof the party
shall have been duly convicted.
Servitude – is the state of entire subjection of one person to the will of another
Peonage – is the voluntary submission of a person to the will of another bacause of his debt
Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman punishment inflicted.
Neither shall death penalty be imposed, unless, for compelling reasons involving heinous crimes, the
Congress hereafter provides for it. Any death penalty already imposed shall be reduced to reclusion perpetua.
(2) The employment of physical, psychological, or degrading punishment against any prisoner or
detainee or the use of substandard or inadequate penal facilities under subhuman conditions shall be dealt
with by law
Section 20. No person shall be imprisoned for debt or non-payment of a poll tax.
POLL TAX Or Personal Or Capitation Tax – is a tax of a fixed amount imposed on individuals residing
within a specified territory, whether citizens or not, without regard to their property or the occupation in
which they may be engaged.
Residence Tax – is in the nature of a poll tax
TAX is not a personal debt.
Section 21. No person shall be twice put in jeopardy of punishment for the same offense. If an act is
punished by a law and an ordinance, conviction or acquittal under either shall constitute a bar to another
prosecution for the same act.
Acquittal – is always based on the merits, that is, the accused is acquitted because the evidence
does not show his guilt beyond reasonable doubt. It is immediately final and cannot be reconsidered.
Dismissal – does not decide the case on its merits or that the accused is not guilty. It is based on the
fact that the court is not a court of competent jurisdiction or the complain or information is not valid
or sufficient in form. For dismissal to be a bar under double jeopardy, it must have the effect of an
acquittal.
Section 22. No ex post facto law or bill of attainder shall be enacted.
Characteristics of Ex Post Facto Law
1. it is penal
2. it is retroactive
3. it is prejudicial to the accused
Bill Attainder – is a legislative act that inflicts punishment without trial

In cases of violation of such rights and prior to any questioning during custodial investigation, the
person must be warned that he has corresponding rights. This is so called the “Mirinda Doctrine”. However,
the defendant may waive effectuation of these rights, provided the waiver is voluntary, knowingly, and
intelligently. The wording used when a person is read the Miranda Warning, also known as being
“Mirindarized,’ is clear and direct:
“You have the right to remain silent. Anything you can say and will be used against you in a court
of law. You have the right to an attorney. If you cannot afford an attorney, one will be provided for you. Do
you understand the rights I have just read to you? With these rights in mind, do you wish to speak to me?”

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Universal Declaration of Human Rights
The Universal Declaration of Human Rights is a milestone document in the history of human
rights. Drafted by representatives with different legal and cultural backgrounds from all regions of the world,
the Declaration was proclaimed by the United Nations General Assembly in Paris on December 10, 1948 as
a common standard of achievements for all peoples and all nations.

DUTIES AND RESPONSIBILITIES OF A FILIPINO CITIZEN

1. Defend our country from enemies and invaders
2. Pay his or her taxes willingly or promptly
3. Be loyal to our country
4. Take care and conserve our natural resources
5. Help our country for growth and development
6. keep our surroundings clean
7. Study well and become a productive individual
8. Obey the laws and maintain peace and order in the community
9. Preserve the Filipino culture and identity
10. Participate actively in various government program
11. Vote wisely and choose candidates who can serve the people and our country
12. Respect of the rights of others

RIGHTS OF STUDENTS IN SCHOOL (EDUCATION ACT OF 1982)

1. Right to receive, primarily through competent instruction, relevant quality education in line with
national goals and conducive to their full development as persons with human dignity.
2. The right to freely choose their field of study subject to existing curricula and to continue their
course therein up to graduation except in cases of academic deficiency, or violation of disciplinary
regulations.
3. The right to school guidance and counseling services for making decisions and selecting the
alternatives in fields of work suited to his potentialities.
4. The right to access one’s own school records the confidentiality of which the
school shall maintain and preserve.
5. The right to the issuance of official certificates, diplomas, transcript of records, grades, transfer
credentials, and other similar documents within 30 days from request.
6. The right to public a student newspaper and similar publications, as well as the right to invite
resource persons during assemblies, symposia and other activities of similar nature.
7. The right to free expression of opinions and suggestions and to effective channels of
communications with appropriate academic and administrative bodies of the school or institution.
8. The right to form, establish, join and participate in organizations and societies recognized by the
school to foster their intellectual, cultural, spiritual and physical growth and development or to form,
establish, join and maintain organizations and societies for purposes not contrary to law.
9. The right to be free from involuntary contributions, except those approved by their own
organizations or societies.

DUTIES AND RESPONSIBILITIES OF STUDENTS (EDUCATION ACT OF 1982)

1. Exert his utmost to develop his potentialities for service, particularly by undergoing an education
suited to his abilities, in order that he may become an asset to his family and to society.
2. Uphold the academic integrity of the school, endeavor to achieve academic excellence. And abide
by the rules and regulations governing his academic responsibilities and moral integrity.

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 3. Promote and maintain the peace and tranquility of the school by observing the rules of discipline,
and by exerting efforts to attain harmonious relationships with fellow students, the teaching and
academic staff and other school personnel.
4. Participate actively in civic affairs and in the promotion of the general welfare, particularly in the
social, economic and cultural development of his community and in the attainment of a just,
compassionate and orderly society.
5. Exercise his rights responsively the knowledge that he is answerable for any infringement or
violation of the public welfare, and of the rights of others.

INDIVIDUAL VIRTUES AND GOOD HABIT OF A FILIPINO

1. Makadiyos – development of one’s spiritual prowess and deepening of one’s faith in the god one
believes in. faith practiced and manifested in day-to-day life activity by living in accordance with
one’s belief putting into action and test the tenets of adhered religion by accepting with much hope
and confidence the trials and challenges that some our way.
2. Makatao – man as the center and epitome of creation must be given preference and attention by
every human being at all times and in every activity and human endeavor. Progress and development
must center on man’s total human enhancement, deepening of relationship and respect of dignity
acknowledging that human beings are created equal.
3. Makabayan – patriotism and nationalism is a sign of loyalty and dependence to the sovereignty and
adherence to one’s own government. These values are manifested by our request and loyalty to the
Filipino flag the symbol of our liberty and integrity as Filipinos and at the same time develop the
spirit of nationalism evident in our preference and pride of the Filipino products.
4. Makakalikasan – the song “Kapaligiran” is a wakeup call and reminder of the significance and
importance of ecological balance and out duty and responsibility to care for Mother Nature. Man’s
duty and sense of responsibility to Mother Earth is supreme in the agenda of every development
knowing that what we do with our environment will greatly affect the next generation. The
continuous destruction of the ecology poses a dangerous threat to the environment and eventually
to the people. Experience and history reminds s of the wrath and fry of nature when abused or
misused. Responsibility compels us to safeguard and protect nature

INTENDED LEARNING ACTIVITIES

1. Take a picture and write a photo essay showing your patriotism and nationalism to the Philippines.

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ASSESSMENT
A. Multiple Choice. Read the statement carefully. Encircle the letter that corresponds to your answer.
1. The important role of the youth sector enshrined in RA 9163 is:
a. Defense of the country
b. Service to the country
c. National building
d. Protection of the country
2. The state shall develop among the youth civic consciousness which includes:
a. Physical and intellectual aspects
b. Moral and spiritual aspects
c. Social well-being
d. All of the above
3. National Service Training Program (NSTP) is also known as:
a. RA 9631
b. RA 9163
c. RA 3961
d. RA 6391
4. Under this law, every citizen is duty bound to:
a. Serve and protect
b. Render military and civic service
c. Defend the security of the state
d. Protect the right of citizens
5. The law inculcates in the youth the values on:
a. Love of country
b. Respect for elders
c. Patriotism and nationalism
d. Love of God
6. In service of the nation, NSTP students are expected to be:
a. Trained
b. Organized in the service of the nation
c. Motivated
d. All of the above
7. The components of NSTP includes:
a. Literacy Training Service
b. Civic Welfare Training Service
c. Reserve Officers Training Course
d. All of the above
8. The title of the law, as Act of 2001 is known as:
a. NSTR
b. NSTP
c. NTSP
d. NPST
9. After finishing the course, students will be tapped in:
a. Civil welfare service
b. Literacy training
c. Military service
d. Military, literacy and civic service
10. The law was promulgated during the administration of:
a. President Joseph “Erap” Estrada
b. President Gloria Macapagal Arroyo
c. President Fidel V. Ramos
d. President Corazon C. Aquino

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Discussion
1. The importance of NSTP to students and to the country. Give an example.
REINFORCEMENT / ENRICHMENT / ASSIGNMENT
1. Why is NSTP be a catalyst in becoming a good citizen? Give an example

RUBRICS
Subject Content Others
• is interesting • Presents interesting  Presents clear example on the
• is educational information subject
• provides insight into topic • Language is used properly and
• is discussed thoroughly effectively
• Student(s) demonstrate
thoughtful approach to subject
Concept Score 3 out of 3 Content Score 4 out of 4 Content Score 3 out of 3

Comments Comments Comments

Final Score

Comments Comments Comments

Final Score

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 Lesson 1.3 THE FLAG AND HERALDIC CODE OF THE PHILIPPINES

1. To discuss the importance Flag and Heraldic Code of the Philippines

2. To initiates and relates community spirit, patriotism and love of country among the youth.

REPUBLIC ACT NO. 8491

AN ACT PRESCRIBING THE CODE OF THE NATIONAL FLAG, ANTHEM, MOTTO, COAT-
OF-ARMS AND OTHER HERALDIC ITEMS AND DEVICES OF THE PHILIPPINES.

Section 2. Reverence and respect shall at all times be accorded the flag, the anthem and other national
symbols which embody the national ideals and traditions and which express the principles of sovereignty
and national solidarity. The heraldic items and devices shall seek to manifest the national virtues and to
inculcate in the minds and hearts of our people a just pride in their native land, fitting respect and affection
for the national flag and anthem, and the proper use of the national motto, coat-of-arms and other heraldic
items and devices.
DESIGN OF THE NATIONAL FLAG
Section 4. The flag of the Philippines shall be blue, white and red with an eight-rayed golden-yellow
sun and three five-pointed stars, as consecrated and honored by the people.

HOISTING AND DISPLAY OF THE NATIONAL FLAG

Section 5. The flag shall be displayed in all public buildings, official residences public plazas, and
institutions of learning everyday throughout the year.
Section 6. The flag shall be permanently hoisted, day and night throughout the year, in front of the
following; at
Malacanang Palace

Congress of the Philippines building

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 Supreme Court building Rizal Monument in Luneta, Manila

Aguinaldo Shrine in Kawit, Cavite Barasoain Shrine in Malolos, Bulacan

Tomb of the Unknown Soldier Libingan ng mga Bayani

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 Musuleo de los Beteranos dela Revolucion; all International Ports of Entry

Section 7. The flag shall also be displayed in private buildings and residences or raised in the open flag-
staffs in front of said buildings every April 9 (Araw ng Kagitingan); May 1 (Labor Day); May 28 (National
Flag Day) to June 12 (Independence Day); last Sunday of August (National Heroes Day); November 30
(Bonifacio Day); and December 30 (Rizal Day); and on such other days as may be declared by the President
and/or local chief executives.
Section 8. All government agencies and instrumentalities, and local government offices, government- owned
corporations and local government units are enjoined to observe Flag Day with appropriate ceremonies.
Section 9. The flag shall be flown on merchant ships of Philippine registry of more than one thousand (1000)
gross tons and on all naval vessels.
Section 10. The flag, if flown from a flagpole, shall have its blue field on top in time of peace and the red
field on top in time of war; if in a hanging position, the blue field shall be to the right (left of the observer)
in time of peace, and the red field to the right (left of the observer) in time of war.

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 Flag Pole In time of Peace In time of war

Section 11. If on stage or platform or government office, the flag shall be at the left (facing the stage) or the
left of the office upon entering.

Section 13. When displayed with another flag, the Philippine flag shall be on the right of the other flag. If
there is a line of other flags, the Philippine flag shall be in the middle of the line.

Section 14. A flag worn out through wear and tear shall not be thrown away. It shall be solemnly burned
to avoid misuse or desecration. The flag shall be replaced immediately when it begins to show signs of wear
and tear.
Section 15. The flag shall be raised at sunrise and lowered at sunset. It shall be on the mast at the start of
official office hours, shall remain flying throughout the day.

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 CONDUCT OF FLAG RAISING CEREMONY
Section 18. All government offices and educational institutions shall henceforth observe the flag-raising
ceremony every Monday morning and the flag lowering ceremony every Friday afternoon. The
ceremony shall be simple and dignified and shall include the playing or singing of the Philippine National
Anthem.
Section 21. During the flag-raising ceremony, the assembly shall stand in formation racing the flag. At the
moment the first note of the anthem is heard, everyone in the premises shall come to attention; moving
vehicles shall stop. All persons present shall place their right palms over their chests, those with hats
shall uncover, while those in military, scouting, security guard, and citizens military training uniforms
shall give hand salute prescribed by their regulations, which salute shall be completed upon the last
note of the anthem.

Section 22. During the flag lowering, the flag shall be lowered solemnly and slowly so that the flag shall
be down the mast at the sound of the last note of the anthem. Those in the assembly shall observe the same
deportment or shall observe the same behavior as for the flag-raising ceremony.
HALF-MAST
Section 23. The flag shall be flown at half-mast as a sign of mourning on all buildings and places where it
is displayed, as provided for in this Act.

CASKET
Section 24. The flag may be used to cover the caskets of the honored dead of the military, veterans of previous
wars, national artists, and of civilians who have rendered distinguished service to the nation, as maybe
determined by the local government unit concerned. In such cases, the flag shall be placed such that the white
triangle shall be at the head and the blue portion shall cover the right side of the caskets. The flag shall
not be lowered to the grave or allowed to touch the ground, but shall be folded solemnly and handed over to
the heirs of the deceased.

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 PLEDGE TO THE FLAG
Section 25. The following shall be the Pledge of Allegiance to the Philippine Flag:
Ako ay Filipino
Buong katapatang nanunumpa
Sa watawat ng Pilipinas
At sa bansang kanyang sinasagisag
Na may dangal, katarungan at kalayaan
Na pinakikilos ng sambayanang
Maka-Diyos
Maka-tao
Makakalikasan at
Makabansa

G. Flag Days
Section 26. The period from May 28 to June 12 of each year is declared as Flag Days, during which period
all offices, agencies and instrumentalities of government, business establishments, institutions of learning
and private homes are enjoined to display the flag.
PROHIBITED ACTS
Section 34. It shall be prohibited
a. To mutilate, deface, defile, trample, on or cast contempt any act or omission casting dishonor or
ridicule upon the flag over its surface;
b. To dip the flag to any person or object by way of compliment or salute;
c. To use the flag:
1. As a drapery, festoon, tablecloth

2. As covering for ceilings, walls, statues or other objects;

3. As a pennant in the hood, side, back and top of motor vehicles;

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 4. As a staff or whip;
5. For unveiling monuments or statues; and
6. As trademarks or for industrial, commercial or agricultural labels or designs.
d. Display the flag:
1. Under any painting or picture;

1. Horizontally face-up. It shall always be hoisted aloft and be allowed to fall freely;

2. Below any platform; or

4. In discotheques, cockpits, night and day clubs, casinos, gambling joints and places of vice or
where frivolity prevails.
e. To wear the flag in whole or in part as a costume or uniform;

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f. To add any word, figure, mark, picture, design, drawings, advertisements, or imprint of any nature
on the flag;

g. To print, paint or attach representation of the flag on handkerchiefs, napkins, cushions, and other
articles of merchandise;
h. To display in public any foreign flag, except in embassies and other diplomatic establishments, and
in offices of international organizations.
i. To use, display or be part of any advertisement of infomercial; and
j. To display the flag in front of buildings or offices occupied by aliens.

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 THE NATIONAL ANTHEM
Section 35. The National Anthem is entitled Lupang Hinirang.
Section 36. The National Anthem shall always be sung in the national language within or without the
country. The following shall be the lyrics of the National Anthem.
Bayang Magiliw
Perlas ng Silanganan
Alab ng puso
Sa Dibdib mo’y buhay.
Lupang Hinirang,
Duyan ka ng magiting,
Sa manlulupig
Di ka pasisiil
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula
At awit sa paglayang minamahal.
Ang kislap ng watawat mo’y
Tagumpay na nagniningning;
Ang bituin at araw niya,
Kailan pa may di magdidilim
Lupa ng araw, ng luwalhati’t pagsinta,
Buhay ay langit sa piling mo;
Aming ligaya napag may mang-aapi,
Ang mamatay nang dahil sa iyo.

THE NATIONAL MOTTO

Section 40. The national Motto shall be “MAKA-DIYOS, MAKA-TAO, MAKAKALIKASAN AT
MAKABANSA.”

OFFICIAL SEALS AND OTHER HERALDIC ITEMS AND DEVICES

INTENDED LEARNING ACTIVITY

1. Take a picture of an office with the Philippine flag at the back of the office table.
2. VIDEO PRESENTATION. Make a 2 minutes video presentation about the Filipinos values should
the youth continued, nurtured and imbibed in life, in his/her family and in the community/barangay.
Make a description before you upload your video at your facebook account and tag to your
instructor. Be sure that your presentation is presentable, sound and clear. (50 pts.)

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Subject Content Technical Aspects
• is interesting • Presents interesting • Camera is stable, smooth
• is educational information movements and pans
• is relevant to audience • Language is used properly and • Subject is framed well, images
• provides insight into topic effectively are well composed
• is discussed thoroughly • Images and/ or graphics relate • Subject is lit and clearly visible
• is entertaining well to content • Sound is clear and
Concept Score out of 10 • Student(s) behave understandable
professionally on camera • Video is edited effectively,
• Student(s) demonstrate flows well
thoughtful approach to subject • Titles are used effectively
• Transitions are used effectively
Content Score out of 20 • Project was completed in a
timely manner
Content Score out of 20
Comments Comments Comments

Final Score

ASSESSMENT
‘A. Multiple Choice. Read the statement carefully. Encircle the letter that corresponds to your answer.
1. One way of honoring the flag of the Philippines is:
a. Stand straight
b. Stand at attention
c. Walk
d. None of the above
2. The individual virtue and good habit of Filipinos on patriotism and nationalism is:
a. Pagka-makatao
b. Pagka-makabayan
c. Pagka-makabansa
d. None of the above
3. During a flag ceremony and when Lupang Hinirang is sung, all people hearing its first note should
a. Stop, face the flag and sing
b. Stop and sing
c. Stop and keep quiet
d. None of the above
4. Complete the Lupang Hinirang, "Sa simoy at sa langit mong "
a. Buhay
b. Bughaw
c. Bugbug
d. None of the above
5. The national motto of the Philippines is:
a. Maka-kapwa
b. Maka-dagat
c. Maka-bata
d. None of the above
6. The national flag day is from
a. May 26 to June 12
b. May 27 to June 12
c. May 28 to June 12
d. None of the above

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 7. When facing the flag, the blue color should
a. Left side
b. Right side
c. Top
d. All of the above
8. During a convocation where the flag should be displayed in a stage, the flag should in the
of the audience.
a. Left side
b. Right side
c. Back-center
d. All of the above
9. The flag is prohibited to be used as:
a. Draperies
b. Table-cloth
c. Car-cover
d. All of the above
10. The flag should be displayed 24 hours 7 days week on the following:
a. Flag pole of the college
b. International airport
c. Back of a public official
d. All of the above
ASSIGNMENT
1. Why is election important In a democratic society?

Essay Composition Scoring Rubric

TARGET ACCEPTABLE UNACCEPTABLE

HIGH LOW
9-10 7-8 6 4-5
Content out Direct to the point. Some interesting Conventional Cursory; gives the
of 10 Interesting content content; points not ideas or clichés; impression of
points and presentation; sustained or not little supporting writing just to
ideas well conceived fully developed. detail included. complete the
and developed with assignment.
sufficient examples.
5 4 2-3 0
Punctuation, out Correct spelling Occasional Frequent English spelling and
Spelling, and of 5 (including accents) mechanical errors. mechanical punctuation: no
Presentation points and punctuation; errors. accents; mechanical
neatly typed with errors in most
correct format as sentences.
specified (MLA).

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 Lesson 1.4 GOOD CITIZENSHIP VALUES

By living according to good citizenship values which we can derive from the preamble of the
Constitution - Faith in God, Unity, Patriotism, Work, Respect for Life, Respect for Law and Government,
Truth, Justice, Freedom, Love, Equality, Peace, Promotion of the Common Good, Concern for the Family
and Future Generations. Good citizens are widely seen as key aspects of citizenship, but just as important
are being active participants in one's community, helping others and accepting differences.
Before delving into the discussion of values – Filipino values, in particular – it is worth analyzing
the word itself. The word “value” has its root in the Latin word “valere” which means to be strong and
vigorous. This proceeds from the premise that a human person has to have strength or valor in every endeavor.
It is the basis on which his strength in facing the challenges of life should be directed.
The values of a society would be the standards
or principles for which an act is judged to be what is
right or wrong, correct or incorrect. As such, it is the
goal set for every member of the community to attain
what is desirable. In other words, values in a society give
meaning and direction to every individual’s life and 1. To explain the good citizenship
influence his human behavior. We can say that values are values
those which are considered by the society as desirable 2. To define the concept of value and
and important and have attained the status as moral Filipino values
impetus behind every action of each member geared
towards the desired end or goal.
Significantly, Filipino values would be the standards or principles for which an act is judged to be
what is right or wrong, the principles on which every member of the Filipino society should preserve to attain
in order to reach the ultimate realization of his life, regarding his person and in relation to his family and
society in general.
The basic unit in the Philippine society is the family. It is here where values and principles are
nurtured and imbibed in each member of the family. The tradition of close family ties has long been practiced
and considered as the foundation of the Philippine society. So much is the effect of this tradition that the
members of the constitutional commission of the 1987 Philippine Constitution deemed it proper to include it
as a State Policy and a chapter of the fundamental law of the land. Thus, Article XV, Section 1
of the said constitution provides that “The State recognizes the Filipino family as the foundation of the
nation.”
GOOD CITIZENSHIP VALUE TO BE FOUND IN THE NATIONAL MOTTO OF THE PHILIPPINES:
 Maka – Diyos - faith and belief in almighty God, respect for life, order, work and
concern for family and future generations
 Maka – Tao – love, freedom, peace, truth, and justice
 Makakalikasan – stewardship and love for the environment
 Makabansa – unity, equality, respect for law, patriotism and promotion for the common
good
Assignment: Answer briefly the following questions then send your answer to email address or messenger
of your instructor. (30 pts)
1. How do you demonstrate good citizenship values?
2. What do you think it means to be a good citizen?

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 LEARNING EXERCISE No. 1.4
Name: Score:
Course/Year: Date:
Time Started: Time Finished:

I. VIDEO PRESENTATION. Make a 2 minutes video presentation about the Filipinos values should the
youth continued, nurtured and imbibed in life, in his/her family and in the community/barangay. Make a
description before you upload your video at your facebook account and tag to your instructor. Be sure that
your presentation is presentable, sound and clear. (50 pts.)
Evaluation Rubric for Video Presentation
Subject Content Technical Aspects
• Presents interesting information • Camera is stable, smooth movements and pans
• is interesting • Language is used properly and effectively • Subject is framed well, images are well composed
• is educational • Images and/ or graphics relate well to content • Subject is lit and clearly visible
• is relevant to audience • Student(s) behave professionally on camera • Sound is clear and understandable
• Student(s) demonstrate thoughtful approach to • Video is edited effectively, flows well
• provides insight into topic subject • Titles are used effectively
• is discussed thoroughly • Transitions are used effectively
• is entertaining Content Score out of 20 • Project was completed in a timely manner
Content Score out of 20
Concept Score out of 10

Comments Comments Comments

Final Score

II. CONCEPT PAPER. Read the parable, “The Good Samaritan” and relate it on the topic, civic education
having civic knowledge, skills and disposition. Write the examples of good values and character that you’ve
learned from the parable and how do you apply in your daily life. (50 pts)

Evaluation Rubric for Concept Paper

Problem Statement: Background and Purpose: Grammar, Style, and Format:

 The problem is clearly  Does the concept paper  Sentences are grammatically
described in sufficient detail provide enough background
and in terms that are correct, and style is
information for decision
accessible to the audience makers (the class and appropriate.
 Technical components are instructor) to understand the Content Score out of 10
defined or described for a significance of the problem
mixed audience (specialist being addressed?
and non-experts)  The concept paper states the
upcoming project’s initial
Concept Score out of 10 purpose or objectives –clearly
and concisely. The author
attempts to identify with
some of their audience’s
goals and values and
discusses briefly how their
proposal might help them
achieve these goals.

Content Score out of 30

Comments Comments Comments

Final Score

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 Lesson 1.5 VOTERS CITIZENSHIP EDUCATION

1. To explain the voter’s education

2. To relates the youth to participate in election process

The history of electoral politics in the Philippines is blighted with cases of foul methods used by
protagonists to win votes. Vote buying, fraud, and stealing of votes are common post-election complaints.
Worst of all, partisanship can be so contentious as to ignite election-related violence.
For the voters and politicians alike, is going through all the trouble, as an essential part of a
democratic process, worth it?
Quite often, comments like “corruption in government never stops, regardless of who gets voted into
office.” Anybody can get elected to office and nobody cares, insofar as the average voter is concerned. This
does not seem to indicate they have forfeited their right to vote; on the contrary, they — within the limits of
what they know and guided by their personal beliefs — have been known to perform their civic duty well.
Voter education typically addresses voters' motivation and preparedness to participate fully in
elections. Voter education takes place to assist the election administration in its task of delivering a free,
fair, efficient and cost-effective election. Voter education provides potential voters with the necessary
information to make an informed choice in the voting booth. A core component of the Clean Elections Act
is to educate the public and voters on elections.
Voter education means providing citizens of a democracy with basic information about participating in
elections. Voter education is often provided by the state itself, often through a national electoral commission,
so it is therefore important that it is politically non-partisan. Government departments that focus on voter
education are often highly scrutinized by a third party. In addition, there are various private institutions whose
mission it is to strengthen democratic values by increasing voter education. The focus is often on how to vote
rather than who to vote for. An appropriate voter education would provide citizens with knowledge regarding:
 How to register to vote - most democracies require citizens to first register as a prerequisite to
voting in elections or referenda
 How to complete ballot papers - filling out ballots incorrectly can mean an individual’s vote is
misrepresented in the final count or counted as invalid. Therefore, clearly demonstrating how ballots
are to be correctly filled out is essential
 The electoral system - it is important that citizens know how their votes will contribute to the final
result in an election. Is the election conducted under a system of proportional representation or
first past the post? Does it involve a more complicated preferential voting system?
Educating high school students or the young youth on the importance of voting is essential as they
would eventually be joining the country's voting population. We need to have voters’ education as

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early as high school for them to understand the process, not only in selecting future leaders but also to enable
them to deeply understand the implications. All youth must be informed on the impact of vote- buying to
their future. This is not only about a question of the right to suffrage. Vote-buying has become a culture,
according to studies. Vote-buying has corrupted even the youth, who are described as more idealistic than
their elders.
Voters’ education will revolutionize the way leaders get elected because the youth will realize the
impact of their decision. We can only change this by educating would-be voters what will be the effect of
selling their votes on their future. Let us make them understand that elections are not a one-day event but it
is our future and for the next generations.

FURTHER ACTIVITY. Answer briefly the following questions then send your answer to email address or
messenger of your instructor. (15 pts)
[Link] is electoral literacy for stronger democracy in our country?
LEARNING EXERCISE No. 1.5

Name: Score:
Course/Year: Date:
Time Started: Time Finished:

I. VIDEO PRESENTATION. Make a 1-minute video presentation about your platforms about vote- buying
in your locality and how will you going to encourage the youth and the older ones not to sell their votes.
Make a description before you upload your video at your facebook account and tag to your instructor. Be
sure that your presentation is presentable, sound and clear. (50 pts.)
Evaluation Rubric for Video Presentation
Subject Content Technical Aspects
• Presents interesting information • Camera is stable, smooth movements and pans
• is interesting • Language is used properly and effectively • Subject is framed well, images are well composed
• is educational • Images and/ or graphics relate well to content • Subject is lit and clearly visible
• is relevant to audience • Student(s) behave professionally on camera • Sound is clear and understandable
• Student(s) demonstrate thoughtful approach to • Video is edited effectively, flows well
• provides insight into topic subject • Titles are used effectively
• is discussed thoroughly • Transitions are used effectively
• is entertaining Content Score out of 20 • Project was completed in a timely manner
Content Score out of 20
Concept Score out of 10

Comments Comments Comments

Final Score

II. ESSAY. Explain briefly. (30 pts)

1. If you are going to elect a leader in your community/barangay, what kind of leader you want to
win and serve to your community? Support your answer
2. Explain this quote, "If we don't vote, we are ignoring history and giving away the future."

Essay Composition Scoring Rubric

TARGET ACCEPTABLE UNACCEPTABLE
HIGH LOW
7-8 6
9-10 4-5
Content out of Direct to the point. Interesting Some interesting content; Conventional ideas or Cursory; gives the
10 points content and presentation; ideas points not sustained or not clichés; little impression of writing just
well conceived and developed fully developed. supporting detail to complete the
with sufficient examples. included. assignment.
5 4 2-3 0
Punctuation, Spelling, out of 5 Correct spelling (including Occasional mechanical Frequent mechanical English spelling and
and Presentation points accents) and punctuation; errors. errors. punctuation: no accents;
neatly typed with correct mechanical errors in most
format as specified (MLA). sentences.
Total out of
15 points

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 CHAPTER 2

DRUG EDUCATION
INTENDED LEARNING OUTCOMES
After going through this topic, you expected to:

1. Familiarize, value and synthesize the nature and effects of drug education through different
learning activities.
2. Provide knowledge and understanding on basic terms and concepts on drug education
2. Establish a society which is free from the menace of dangerous drugs;
3. Familiarize students about the commonly abused drugs and their adverse effects;
4. Make the students’, parents’, family, teacher, school and the church aware of their roles in
establishing a drug-free society; and
5. Provide support to the government in its campaign against drug abuse.

TIME FRAME Suggested allotment time: 3 hours

If you set an average of 3 hours per week, you should be able to complete the module comfortably
by the end of the assigned week. Try to do all the learning activities.

DO NOT LEAVE ANY QUESTION

UNANSWERED

Combatting illegal drugs is one of the major campaign promises of President Rodrigo R. Duterte
when he ran for office in 2016. Educating students on the dangerous implications of illegal drugs would
veer the youth away from them and eventually address the demand side of the drug problem.
The government’s Preventive Drug Education (PDE) program provides for drug education for each
grade level from Kindergarten to Grade 12, aligned with the main curriculum, but it allows schools to
introduce preventive drug education in other subject areas. DepEd is also now developing an updated
comprehensive supplemental PDE material in cooperation with DOH (Department of Health), DDB
(Dangerous Drugs Board) and other expert resource persons, which will be a major source material for
curriculum integration, co-corricular programs, teachers’ capacity building, and parents’ awareness and
education.
Aside from the PDE, the Duterte administration cited the Barkada Kontra Droga program, under
which, students and parents engage in extra-curricular activities such as basketball league or other sports
event, laro ng lahi, essay and art contests, the observance of Drug Abuse Prevention and Control Week,
putting up of the National Drug Education Program Corners, and the conduct of Parenting Seminars and
Counseling/Coaching services.
In relation to these, this chapter will provide knowledge and understanding on basic terms and
concepts on drug education. Teaching and communicating to help people especially the youth or students
avoid harm caused by the abuse of various drugs. Effective drug education is important because young people
are faced with many influences to use both licit and illicit drugs. Education can play a counterbalancing role
in shaping a normative culture of safety, moderation, and informed decision making.

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 Lesson 2.1 BASIC TERMS AND CONCEPTS ON DRUG EDUCATION

1. To enumerate the basic terms and concept on drug education

2. To describe and discuss commonly abused drugs and their adverse
effects
3. To establish a society which is free from the menace of dangerous drugs

Any drug may be harmful when taken in excess. Some drugs can also be harmful if taken in
dangerous combinations or by hypersensitive (allergic) persons in ordinary or even simple amounts. Using,
without benefit or prescription, use of drugs, which have the capacity to alter the mood or behavior. Using
drugs and substances having no legitimate medical application for purposes other than research. Using drugs
and substances for a purpose different from the one for which the drug has been prescribed.
The word “drug” originated from the Dutch word “droog” which means “to dry”. Dried plants
were then predominantly the source of ancient drugs. A drug is a chemical substance which when taken into
the body causes mental, physical, emotional, or behavioral and social impairment. Though it is legitimately
used as curative and preventive agent against a disease, it causes more harmful effects than on the human
mind and body when abused.
Drug referred to in this chapter are not being used for therapeutic purposes. These are chemical
agents either from plants (cocaine, marijuana, heroin) LSD, or synthesized in laboratories (barbituarates,
diuretics amphetamines). They are used as stimulants or depressants for shorter or longer periods, produce
an intense feeling of well-being is felt.
Drug is a chemical substance that brings about physical, emotional or behavioral change in a
person taking it. Any drug may be harmful when taken in access. Some drugs can also be harmful if taken in
dangerous combinations or by hypersensitive (allergic) persons in ordinary or even small amounts.
Substances like glue, paint thinners, gasoline and other volatile (breathable) solvents contains a variety of
dangerous chemicals.
What is drug abuse?
Drug abuse is the continuous misuse of any substance, licit or illicit which results to changes in an
individual’s physical, mental or behavioral condition. Drug abuse exists when a person continually uses a
drug other than its intended purpose. This continued use can lead to drug dependence, a state of physical and
psychological dependence or both on a dangerous drug. It is a condition where a drug is used not as a
therapeutic agent but a means to boost stamina and a temporary relief from burdens and problems in life.
Why do people turn to drugs?
 Peer pressure  Curiosity  Adventure  Feel good  Escape from reality  Easy access to drugs

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What is drug dependency?
This is the state of physical and psychological dependence, or both, on a dangerous drug, or drugs,
experienced by a person following the use of that substance on a periodic or continuous basis. It is asituation
where the presence of abused drug should be maintained in order for the body “normally”. It is the compulsive
desire or need to use the drug regularly in order to attain a feeling of serenity, security, and power.
A person dependent on drugs will experience withdrawal reactions (also known as “cold turkey”,
symptoms that occur after long-term use of a drug is reduced or stopped abruptly) after abstaining from drugs.
When the drug is absent or not taken, withdrawal symptoms are experienced. These may include fever,
convulsions, vomiting, muscle cramps, hallucinations and extreme agitation.
What is addiction?
Drug addiction is a complex, and often chronic, brain disease. It is characterized by excessive drug
craving, seeking, and use. Addiction is caused by brain changes caused by constant drug use. Drug addiction
is described as physical dependence on a drug. One’s existence is between the “high”, when one feels the joy
of heaven when he is under the influence of the drug, and “lows” with the tortures and agony in hell in the
absence of it.
Drug Abuse: By the Numbers
Estimated Drug Users in the Philippines: 1.3 Million
Mean Age: 20-29 years old
Ratio of Male is to Female Users: 10:1
What are illusionary drugs?
Illusionary drugs a term to describe these drugs because they carry the user into n unreal or
surrealistic world. The pleasures they induce produce a mental and often physical reliance on the agent, which
eventually results to dependence. The users develop tolerance which requires an increasing amount of these
drugs to be taken to produce the same pleasure felt when first used. As the dosage of a drug goes up, it
becomes more lethal and harmful.
What is drug tolerance?
Drug tolerance is a condition when user increases his/her drugs to produce the same effect as the
last time such drug was used and “good trip” was felt or experienced. It is the amount or quantity of drug
capable of affecting desired feeling of satisfaction and comfort to the user.
What is drug overdose?
It refers to the quantity of drugs taken which is beyond what is desired or prescribed. It produces
dangerous and even deadly reaction such as low breathing rate, stupor and coma.
What is polydrug use?
It is the abuse of different substance or kinds of drugs in order to attain the desired effect in the
user.

a.2 Classification of Commonly Abused Drugs

1. Depressants or “downers”
a. sedatives
b. barbiturates
c. alcohol
d. narcotics
 morphine
 codeine
 heroin
 meperidine (demerol)
 methadone
2. Stimulants
a. cocaine
b. amphetamines
c. caffeine
3. Hallucinogens or Psychedelics

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 a. lysergic acid diethylamide (LSD)
b. mescaline
c. euphrates
4. Inhalants
Commonly Abused Substances:
(1) Methamphetamine Hydrochloride (Shabu)
(2) Cannabis (Marijuana)
(3) Inhalants (Contact Cement)
Methamphetamine Hydrochloride (Shabu)
Methamphetamine hydrochloride is found to have harmful effects to the brain. It changes how the
brain functions. Studies have shown that methamphetamine abusers have reduced motor skills and impaired
verbal learning as a result of alterations in the activity of the dopamine, a neurotransmitter involved in reward,
motivation, experience of pleasure and motor function.
Street names: shabs, ice, meth, crystal, kristal, basura, tawas
Other adverse effects of methamphetamine: • Extreme weight loss • Severe dental problems
(“meth mouth”) • Anxiety • Confusion • Insomnia • Mood disturbances • Violent behavior
Cannabis Sativa (Marijuana)
Marijuana use impairs a person's ability to form new memories and to shift focus. Its active
component, tetrahydrocannabinol (THC) also disrupts coordination and balance, posture, and reaction time
(experience commonly referred to as “spacing out”). Thus, chronic marijuana use significantly reduces a
person’s capacity to learn, carry-out complicated tasks, participate in sports, driving and operating other
machineries. Studies also show that marijuana use can lead to lung cancer and other problems in the
respiratory and immune systems.
Street names: weed, jutes, pot, grass, damo, chongke
Health problems that come with the use of marijuana include: • Problems with memory and
learning • Distorted perception (sights, sounds, time, touch) • Trouble with thinking and problem solving
• Loss of motor coordination • Increased heart rate and palpitations
Inhalants
The effects of inhalants are similar to that of alcohol, including slurred speech, lack of
coordination, euphoria and dizziness. Inhalant abusers may also experience lightheadedness, hallucinations,
and delusions.
Harmful irreversible effects of inhalants include: • Hearing loss • Limb spasms • Central nervous
system or brain damage • Bone marrow damage
How can you tell if a person is on drugs?
Changes in…
1. Appearance
2. Mood
3. Behavior
4. Interest

a.3 EFFECTS OF DRUGS

A. MENTAL HEALTH/PSYCHOLOGICAL EFFECTS
a. Disturbance in Perception – auditory and visual hallucination
b. Disturbance in Orientation – paranoia, psychosis
c. Disturbance in Memory
d. Disturbance in Judgment – depression that may lead to suicide
B. PHYSICAL HEALTH/PHYSIOLOGICAL EFFECTS
a. Systemic
1. Cardiac (HEART) Pathology – irregularity of heart beat, elevated or lowered blood pressure, chest pain,
convulsions or death from cardiac arrest

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2. Pulmonary (LUNG) Illnesses
3. Hepatic (LIVER) Problems
4. Renal (KIDNEY) Diseases

EFFECTS OF DRUG ABUSE

1. Physical Effects
a. Malnutrition – a drug user may neglect not only personal hygiene but also take for granted
his/her health which eventually results to malnutrition. Anorexia (loss of appetite) may be
experienced as well as diarrhea which is a possible cause of dehydration.

b. Dependency – the use of drugs is a hard habit to break. The user finds difficulty to stop its
use and this eventually leads to drug dependence. Increasing quantity of the drug is taken.
Pleasure and confidence are only felt when the drug is present in the body.

c. Skin infections/rashers and other disease – the user of unsterilized syringes and needles
may cause skin problem such as ulcers, rashes, and even allergic reactions. Other diseases
may be acquired or developed such as hepatitis, tuberculosis, bronchitis, among others.

d. Sensory distortion – drugs affect normal sensory perception. Senses of sight, hearing and
touch may be impaired.

e. Damage to vital organs – organs such as the liver and kidneys are exposed to risk. The
excessive use of drugs and neglect of personal hygiene may be the cause of kidney failure
and hepatitis.

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2. Social Effects
a. Community Hazards – drug users are social hazards regardless of whether they are “high”
on rugs or not. Their being a drug use makes their behavior unpredictable. Other users are
troublesome, aggressive and even violent. Their disposition becomes questionable.

b. Criminal involvement – drug addicts/users are social menace because they resort to rape,
theft, murder and other illegal acts just to get what they want. They become reckless in life
and out of control.

c. Inadequacy of communication with others – a drug abuser shuns and isolates himself
from the rest of the community; cuts relationship with none users of drugs and depend on
fellow users. He is suspicious of the people around him and loses trust in them.

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3. Mental Effects
a. Adverse effects on the central nervous system – the regular use of large doses of
dangerous drugs affects the brain and the central nervous system. The activity of the brain
decreases and is accompanied by change in mood and behavior especially in dealing with
people.

b. Deterioration of the mind – a person under the influence of drugs has impaired senses.
The dependent becomes “mentally incapable” of thinking what is right and making good
decisions in quite impossible. The user becomes “out of focus” and unable to control his
senses and emotions.

4. Economic Effects
a. Inability to hold a stable job – losing one’s job is just one of the many consequences of
drug abuse. Lack of concentration and difficulty to perform well in the work place may be
experienced.

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 b. Dependence on family resources – the uncontrollable use and dependence on drugs may
cause financial resources to suffer. Family possessions may be disposed to maintain the
vice. A user depends on family resources to finance his “expensive habit.”

c. Accidents in industry – due to dependence on drugs, accidents may occur in the work
place. Carelessness and lack of concentration in the performance of one’s task may be
observed/. This negligence and irresponsibility may cause his termination from his job or
affect the jobs of others.

Signs of Drug Abuse

Check if the person is lying. One of the first signs of drug use is the person begins to lie. First of all,
they are probably going to lie about any potential drug use. However, it does not stop there. While under the
influence of drugs, a person begins to go through denial about their problem and they start lying about other
things as well. The person's lies may seem obvious to you, but the user will see it differently.
Watch out for stealing. Much like a drug user starts lying, they also may start stealing. This does
not mean that you will see them stealing from stores, but rather, and even more disappointing, they may steal
from friends and family. If you live with someone whom you suspect to be a drug user, and begin to notice
things missing, then there may be more to it. Often times a drug user steals to make money for their habit.
Notice if they have a lack of hygiene. Drug users begin to deteriorate on many levels and one of the
things they truly stop caring about is how they look and their hygiene. Since they may spend a majority of
their time on drugs, they do not notice their lack of appearance. You may start to see someone wearing the
same clothes for days in a row, and stop showering. This will be hard to watch and will be an obvious sign
that something is going on.
Keep an eye out for drugs and drug paraphernalia. This may be the most obvious sign of someone
using drugs: if you find drugs or paraphernalia lying around. The person you suspect of using these drugs
will probably deny that the stuff is theirs, and that is where some of the lying will come into play. If you start
to see consistent drugs or items for using drugs, then the person you are worried about may be doing drugs.
Drug use can cause many physical problems for the user, but even more so it can ruin families and
relationships. Next time you begin to see some of these signs of drug use, confront the person and try to get
them help fast.

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 The profile of a drug dependent or a substance abuser is as follows:
 Changes in attendance in school or work
 Changes in the normal capabilities in school/
 Abrupt changes in overall attitude
 Generally lazy, irritable, discourteous, aggressive
 Usually untrustworthy and lacks self-confidence
 Manipulative and have a distorted view of reality
 Low frustration tolerance
 Con-game player
 Lacks interest in his studies/work (withdrawal from responsibilities)
 Blames everybody but himself (blame tosser) and no respect for the rights of others
 Prefers to stay with peers (barkada)
 May frequently go to odd places (to take drugs)
 Poor physical appearance (unconcerned with grooming and hygiene)
 Wearing of sunglasses at inappropriate times
 Unusual effort to cover arms to hide needle marks (long- sleeved garments)
 Stealing items which can be readily sold
 Unusual borrowing of money from relatives and friends
 Association with known drug abusers
Substance abusers can be classified according to the frequency of their substance use.
1. Experimenters – people who abuse the drug(s) for experimental basis.
2. Occasional Users – abuse the drug occasionally/whenever there are special occasions. They
abuse the drug once every two (2) weeks to two (2) times a week.
3. Regular Users – abuse the drug on a regular basis approximately three (3) to four (4) times a
week or every other day.
4. Drug Dependents – people who tend to abuse the drug(s) everyday (almost everyday) or about
five (5) to seven (7) times a week.
5. Mentally Ill Chemical Abuser/Substance Induced Psychosis – drug abusers who manifest
signs and symptom of psychotic disorders caused by the effects of drugs (hallucinations,
disorientation, delusions, etc.)
What are the criteria for drug dependency?
 Withdrawal symptoms
 Need to take drugs to overcome withdrawal symptoms
 Compulsion
 Tolerance Relapse
 Reduced social/occupational act
How can you stay away from drugs?
 Devote yourself to your studies and other productive activities at home or in school
 Stay away from people, places and events that promote drug use
 Learn to manage feelings and cope with stress without using drugs
 Develop a strong moral and spiritual foundation
 Educate yourself about the effects of drug abuse
 Always say NO
Top 5 ways to prevent Drug Abuse and Addiction
1. Effectively deal with peer pressure. The biggest reason teens start using drugs is because their
friends utilize peer pressure. No one likes to be left out, and teens (and yes, some adults, too) find themselves
doing things they normally would not do, just to fit in. In these cases, you need to either find a better group
of friends that won’t pressure you into doing harmful things, or you need to find a good way to say no. Teens
should prepare a good excuse or plan ahead of time, to keep from giving into tempting situations.
2. Deal with life pressure. People today are overworked and overwhelmed, and often feel like a
good break or a reward is deserved. But in the end, drugs only make life more stressful — and many of us

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all too often fail to recognize this in the moment. To prevent using drugs as a reward, find other ways to
handle stress and unwind. Take up exercising, read a good book, volunteer with the needy, create something.
Anything positive and relaxing helps take the mind off using drugs to relieve stress.
3. Seek help for mental illness. Mental illness and substance abuse often go hand-in-hand. Those
with a mental illness may turn to drugs as a way to ease the pain. Those suffering from some form of mental
illness, such as anxiety, depression or post-traumatic stress disorder should seek the help of a trained
professional for treatment before it leads to substance abuse.
4. Examine the risk factors. If you’re aware of the biological, environmental and physical risk
factors you possess, you’re more likely to overcome them. A history of substance abuse in the family, living
in a social setting that glorifies drug abuse and/or family life that models drug abuse can be risk factors.
5. Keep a well-balanced life. People take up drugs when something in their life is not working, or
when they’re unhappy about their lives or where their lives are going. Look at life’s big picture, and have
priorities in order.
a.4 General orientation on RA 9165, nature of drugs, drug menace,
national drug situation, controlled substances and other pertinent
laws
PROHIBITS THE FOLLOWING:
1. Sale, Trading, Administration, Dispensation, Delivery, Distribution and Transportation of
Dangerous Drugs and/or Controlled Precursors and Essential Chemicals (Sec. 5)
2. Maintenance of a Den, Dive or Resort. (Sec 6)
3. Manufacture of Dangerous Drugs and/or Controlled Precursors and Essential Chemicals (Sec 8)
4. Manufacture or Delivery of Equipment, Instrument, Apparatus, and Other Paraphernalia for
Dangerous Drugs and/or Controlled Precursors and Essential Chemicals (Sec 10)
5. Possession of Dangerous Drugs (Sec 11)
6. Possession of Equipment, Instrument, Apparatus and Other Paraphernalia for Dangerous Drugs
(Sec 12)
7. Possession of Dangerous Drugs During Parties, Social Gatherings or Meetings (Sec 13)
8. Possession of Equipment, Instrument, Apparatus and Other Paraphernalia for Dangerous Drugs
During Parties, Social Gatherings or Meetings (Sec 14)
9. Use of Dangerous Drugs (Sec 15)
10. Cultivation or Culture of Plants Classified as Dangerous Drugs or are Sources (Sec 16)
11. Maintenance and Keeping of Original Records of Transactions on Dangerous Drugs and/or
Controlled Precursors and Essential Chemicals (Sec 17)
12. Unnecessary Prescription of Dangerous Drugs (Sec 18)
13. Unlawful Prescription of Dangerous Drugs (Sec 19)

Possession of Dangerous Drugs

 The penalty of life imprisonment to death and a fine ranging from Five hundred thousand pesos
(P500,000.00) to Ten million pesos (P10,000,000.00) shall be imposed upon any person, who, unless
authorized by law, shall possess any dangerous drug in the following quantities, regardless of the degree of
purity thereof:
(a) 10 grams or more of opium;
(b) 10 grams or more of morphine;
(c) 10 grams or more of heroin;
(d) 10 grams or more of cocaine or cocaine hydrochloride;
(e) 50 grams or more of methamphetamine hydrochloride or “shabu”;
(f) 10 grams or more of marijuana resin or marijuana resin oil;
(g) 500 grams or more of marijuana; and
(h) 10 grams or more of other dangerous drugs such as, but not limited to,
methylenedioxymethamphetamine (MDMA) or “ecstasy”, paramethoxyamphetamine (PMA),
trimethoxyamphetamine (TMA), lysergic acid diethylamine (LSD), gamma hydroxybutyrate

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 (GHB), and those similarly designed or newly introduced drugs and their derivatives without having
any therapeutic value or if the quantity possessed is far beyond therapeutic requirements, as
determined and promulgated by the Board in accordance with Section 93, Article XI of the Act.
Otherwise, if the quantity involved is less than the foregoing quantities, the penalties shall
be graduated as follows:
(1) Life imprisonment and a fine ranging from Four hundred thousand pesos
(P400,000.00) to Five hundred thousand pesos (P500,000.00), if the quantity of methamphetamine
hydrochloride or “shabu” is ten (10) grams or more but less than fifty (50) grams;
(2) Imprisonment of twenty (20) years and one (1) day to life imprisonment and a fine
ranging from Four hundred thousand pesos (P400,000.00) to Five hundred thousand pesos
(P500,000.00), if the quantities of dangerous drugs are five (5) grams or more but less than ten
(10) grams of opium, morphine, heroin, cocaine or cocaine hydrochloride, marijuana resin or
marijuana resin oil, methamphetamine hydrochloride or “shabu”, or other dangerous drugs such as,
but not limited to, MDMA or “ecstasy”, PMA, TMA, LSD, GHB, and those similarly designed or
newly introduced drugs and their derivatives, without having any therapeutic value or if the quantity
possessed is far beyond therapeutic requirements; or three hundred (300) grams or more but less
than five hundred (500) grams of marijuana; and
(3) Imprisonment of twelve (12) years and one (1) day to twenty (20) years and a fine
ranging from Three hundred thousand pesos (P300,000.00) to Four hundred thousand pesos
(P400,000.00), if the quantities of dangerous drugs are less than five (5) grams of opium, morphine,
heroin, cocaine or cocaine hydrochloride, marijuana resin or marijuana resin oil, methamphetamine
hydrochloride or “shabu”, or other dangerous drugs such as, but not limited to, MDMA or “ecstasy”,
PMA, TMA, LSD, GHB, and those similarly designed or newly introduced drugs and their
derivatives, without having any therapeutic value or if the quantity possessed is far beyond
therapeutic requirements; or less than three hundred (300) grams of marijuana.

Possession of Equipment, Instrument, Apparatus and Other Paraphernalia for Dangerous Drugs
 The penalty of imprisonment ranging from six (6) months and one (1) day to four (4) years and
a fine ranging from Ten thousand pesos (P10,000.00) to Fifty thousand pesos (P50,000.00) shall be
imposed upon any person, who, unless authorized by law, shall possess or have under his/her control
any equipment, instrument, apparatus and other paraphernalia fit or intended for smoking,
consuming, administering, injecting, ingesting, or introducing any dangerous drug into the body:
Provided, that in the case of medical practitioners and various professionals who are required to
carry such equipment, instrument, apparatus and other paraphernalia in the practice of their
profession, the Board shall prescribe the necessary implementing guidelines thereof.
 The possession of such equipment, instrument, apparatus and other paraphernalia fit or intended
for any of the purposes enumerated in the preceding paragraph shall be prima facie evidence that
the possessor has smoked, consumed, administered to himself/herself, injected, ingested or used a
dangerous drug and shall be presumed to have violated Section 15 of the Act.
Possession of Dangerous Drugs during Parties, Social Gatherings or Meetings
 Any person found possessing any dangerous drug during a party, or at a social gathering or
meeting, or in the proximate company of at least two (2) persons, shall suffer the maximum penalties
provided for in Section 11 of the Act, regardless of the quantity and purity of such dangerous drugs.
 The phrase "company of at least two (2) persons" shall mean the accused or suspect plus at least
two (2) others, who may or may not be in possession of any dangerous drug.
Possession of Equipment, Instrument, Apparatus and Other Paraphernalia for Dangerous Drugs
during Parties, Social Gatherings or Meetings
 The maximum penalty provided for in Section 12 of the Act shall be imposed upon any person,
who shall possess or have under his/her control any equipment, instrument, apparatus and other
paraphernalia fit or intended for smoking, consuming, administering, injecting, ingesting, or
introducing any dangerous drug into the body, during parties, social gatherings or meetings, or in
the proximate company of at least two (2) persons.

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  The phrase "company of at least two (2) persons" shall mean the accused or suspect plus at least
two (2) others, who may or may not be in possession of any equipment, instrument, apparatus and
other paraphernalia for dangerous drugs.
Use of Dangerous Drugs
 A person apprehended or arrested, who is found to be positive for use of any dangerous drug,
after a confirmatory test, shall be imposed a penalty of a minimum of six (6) months rehabilitation
in a government center for the first offense, subject to the provision of Article VIII of the Act. If
apprehended using any dangerous drug for the second time, he/she shall suffer the penalty of
imprisonment ranging from six (6) years and one (1) day to twelve (12) years and a fine ranging
from Fifty thousand pesos (P50,000.00) to Two hundred thousand pesos (P200,000.00): Provided,
that this Section shall not be applicable where the person tested is also found to have in his/her
possession such quantity of any dangerous drug provided for under Section 11 of the Act, in which
case the provisions stated therein shall apply.
EXSAMPLES:

PERSONS RESPONSIBLE IN PREVENTING OF DRUG ABUSE

1. The Person Himself

2. The Parents

3. The Teacher

4. Schools

5. The Community

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 6. The Church

WAYS IN AVOIDING THE USE OF ILLEGAL DRUGS

1. Devote yourself to your studies and other productive activities at home or in school
2. Stay away from people, places and events that promote drug use
3. Learn to manage feelings and cope with stress without using drugs
4. Develop a strong moral and spiritual foundation
5. Educate yourself about the effects of drug abuse
6. Always say NO

PHILIPPINE NATIONAL POLICE DRIVE ON ILLEGAL DRUG

1. Oplan Tokhang – a Visayan word meaning “Toktok” and “Paki-usapan”. Convincing drug users
and pushers to change.
2. Oplan Double Barrel – Arresting drug users and pushers. Whe they resist arrest and if there is a
threat from these users to the police, they (police) are given the chance to eliminate this threats
before they get hurt.

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 LEARNING EXERCISES No. 2.1
Name: Score:
Course/Year: Date:
Time Started: Time Finished:

INTENDED LEARNING ACTIVITIES

1. Make a poster-slogan on peace and order in a drug-free community

2. What are the harmful effects of drug abuse? Complete the table.

Physical Effects Mental Effects Social Effects Economic Effects

ASSESSMENT
Discussion
1. One negative effect on the use of illegal drugs? Give an example
2. Peer Pressure or Peer Group Factor could lead to the use of illegal drugs.

ACTIVITIES. Answer briefly the following questions then send your answer to email address or
messenger of your instructor. (20 pts)

1. What are the factors that leads to drug abuse? Discuss briefly.

2. Who are the persons responsible in preventing drug abuse and what is their function?
II. MULTIPLE CHOICE. Choose the correct phrase being described by encircling that corresponds to the
correct answer. (10 pts)
1. Drug is a chemical substance that brings about
a. physical change b, behavioral change c. emotional change d. all of the above
2. Intravenous drug users are prone to
a. AIDS b. blood borne diseases c. hepatitis B d. none of the above
3. Methamphetamine Hydrochloride is commonly known as
a. marijuana b. shabu c. angel’s dust d. ecstasy
4. Which of the following institutions can help in the campaign against drug abuse?
a. church b. family c. school d. all of the above
5. Cocaine, amphetamines and caffeine are
a. depressants b. hallucinogens c. stimulants d. inhalants
[Link] of the following leads to drug abuse?
a. Mass media b. family factor c. peer pressure d. all of the above
7. The deliberate use of a substance or drug other than its intended purpose.
a. drug dependence b. drug addiction c. drug abuse d. both a & b
8. Which of the following is not a depressant or downers?
a. barbiturates b. psychedelics c. sedatives d. narcotics
9. Which is not a physical effect of drug abuse?
a. damage to vital organs b. community hazard c. sensory distortion d. malnutrition
10. Which is an economic effect of drug abuse?
a. instability to have a job b. dependence on family c. accident in industry d. all of the above

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III. ESSAY. Explain briefly. (40 pts)
1. Why do people turn to drugs?

2. What are the harmful effects of drug abuse? Complete the table.

Physical Effects Mental Effects Social Effects Economic Effects

3. As a student, how can you help to solve the problem of drug abuse and promote a “drug free
society”?

4. Are you willing or favor of drug testing in colleges and universities? Elaborate your answer.

REINFORCEMENT / ENRICHMENT / ASSIGNMENT

‘1. Why is there a need to be prepared in case of disaster?

Essay Composition Scoring Rubric

TARGET ACCEPTABLE UNACCEPTABLE

HIGH LOW
9-10 7-8 6 4-5
Content out Direct to the point. Some interesting Conventional Cursory; gives the
of 10 Interesting content content; points not ideas or clichés; impression of
points and presentation; sustained or not little supporting writing just to
ideas well conceived fully developed. detail included. complete the
and developed with assignment.
sufficient examples.
5 4 2-3 0
Punctuation, out Correct spelling Occasional Frequent English spelling and
Spelling, and of 5 (including accents) mechanical errors. mechanical punctuation: no
Presentation points and punctuation; errors. accents; mechanical
neatly typed with errors in most
correct format as sentences.
specified (MLA).

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 CHAPTER 3
DISASTER AWARENESS, PREPAREDNESS, AND
MANAGEMENT
INTENDED LEARNING OUTCOMES

After going through this topic, you expected to:

1. Update, discuss and demonstrate the knowledge and skills on Disaster Risk Reduction and
Management.
2. Familiarize the concepts and principles of disaster preparedness.
3. Realize the importance of disaster preparedness and risk reduction.
4. Demonstrate student capability building in disaster preparedness and risk reduction.
5. Instill positive values and attitudes which are essential in making students’ safeguarding and
protecting the Mother Earth.

TIME FRAME Suggested allotment time: 8 hours

If you set an average of 3 hours per week, you should be able to complete the module comfortably
by the end of the assigned week. Try to do all the learning activities.

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 DO NOT LEAVE ANY QUESTION
UNANSWERED

Disaster is a natural or human-caused hazard that causes 'a serious disruption of the functioning of
a community or a society involving widespread human, material, economic or environmental losses and
impacts, which exceeds the ability of the affected community or society to cope using its own resources.
(Disaster Risk Reduction in the Philippines: Status Report 2019. Bangkok, Thailand, United Nations Office
for Disaster Risk Reduction (UNDRR), Regional Office for Asia and the Pacific)
The concern over natural disasters is increasing globally. During the last two decades, loss of life
and property due to disasters has increased. Disasters like floods, earthquakes, fire, etc pose serious threat to
people.
Disaster education, which includes education on disaster risks, mitigation and preparedness
strategies, is one approach to reducing the negative consequences of disasters. It is imperative to increase the
knowledge and attitude of people regarding the natural and man-made disasters in order to make them able
to cope up with their adverse effects.
There are basically natural disasters against which essential preparedness planning and mitigation
are needed in order to minimize the threat of damage to life and property. However, the extent of disaster
response planning in the schools in the county was inadequate to effectively prevent and mitigate disaster;
thus, casting aspersions on their level of disaster awareness and preparedness.
In this chapter an attempt has been made to access the knowledge, attitudes, and practices regarding
disaster awareness, preparedness and management. It shows that there is a general lack of information among
students regarding disaster awareness and preparedness. This highlights the need for disaster safety
education. Students can be proving useful workforce in disaster situation. College students need to know
basic strategies carried out in disaster and perform basic first aid training to help the
community.

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 Lesson 3.1 CONCEPTS AND PRINCIPLES ON DISASTER SAFETY EDUCATION

1. To understand the R.A. 10121

2. To familiarize concepts and principles on disaster safety education
3. To perform training and capability building in disaster preparedness and risk
reduction

Philippine Disaster Risk Profile

The geographical location of the Philippines makes the country uniquely exposed to a plethora of
hazards, including recurrent typhoons, earthquakes and 53 active volcanoes, eruptions of which are classified
as the most deadly and costly globally (Doroteo, 2015). The subduction zone between the two tectonic plates
(Eurasian and Pacific) creating the seismic activity in the region are predicted to have the capacity to generate
major earthquakes in the near future, and in the vicinity of metropolitan cities (Pailoplee & Boonchaluay,
2016). Other hazards include floods, landslides, tsunamis and wildfires, all of which are occurring in a
frequency which has fundamentally changed the perception of hazards in the country.

Hazards and Climate Change

Disasters in the past, measured during the period between 1900-2014, illustrate extreme spatial
variability. Frequency and the extent of impacts are unevenly distributed across the regions, with majority of
the events affecting Central Luzon, Cordillera Administrative Region and the Central Visayas (Doroteo,
2015).

On average, about 20 tropical cyclones enter the Philippines waters each year, with approximately
eight or nine making landfall (ESCAP/WMO, 2009; Bankoff, 2003). They are also the largest contributors to
disaster damage. Of all the disasters, cyclones and the accompanying landslides, storm surges and floods
have caused the largest losses of life and property (Huigen & Jens, 2006; Bankoff, 2003), mostly because
majority of the population is living within 60km from the coast. However, 80% of all the damages and deaths
caused by typhoons between 1970-2014 have been caused by 6 super-scale events, Haiyan included (Espada,
2018). Based on vulnerability studies, the most vulnerable regions to tropical cyclones in the country are the
National Capital Region (NCR), Southern Tagalog, Cagayan Valley, Central Luzon, the Cordillera
Administrative Region, and Bicol Province (Cruz, et al., 2017). Visayas and Mindanao are likewise becoming
more at risk due to an increasing number of tropical cyclones entering the southern part of the country.

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 Furthermore, the varying geomorphology affects the distribution of hazards. For example, the
Baguio district is most landslide prone region due to highest recorded rainfalls resulting from the interaction
of the monsoon season, cyclones, and the orographic lifting of air by the Cordillera mountains (Nolasco-
Javier, et al., 2015). Severe, reoccurring flooding on the other hand is common in the lowland areas (Bankoff,
2003). Earthquakes also tend to have their unique characteristics depending on the local context. Seismic
activity produces severe secondary impacts in areas with cohesionless soil conditions. Liquefaction is a
significant concern in central Luzon, especially in the provinces of Pangasinan and Tarlac (Bankoff, 2003).
Extremely destructive earthquakes and associated tsunamis have been known to occur during the known
history and are a likely threat in the future. In terms of climate, the Philippines is among the top countries at
risk of adverse impacts of climate change due to sensitive ecological systems (including reefs and marine
fauna), large numbers of coastal populations and exposure to frequent weather extremes which are likely to
grow in intensity. Climate change effects are considered to be a key factor contributing to the occurrence of
stronger typhoons, sea-level rise, and elevated storm surges in coastal regions. Intensified storm surges are
predicted to affect more than 40% of the coastal population living in informal settlementsm and they are
likely to face the first impacts of increased storm surges and flooding (CFE-DM, 2018).

Studies indicate that temperature and precipitation have increased steadily during the past six
decades, and temperature extremes are becoming more frequent (Cinco, et al., 2014). Data also illustrates
temporal and spatial variability of rainfall which has unique regional characteristics of increased precipitation
in western and central regions.

However, the country has undergone an overall climatological drying trend outside of the monsoon
(Villafuerte, et al., 2014). These changes are reflected in rice production losses, as the crops are most sensitive
to temperature changes, and in some extent, to typhoons and excessive flooding. Production variability in the
past has largely correlated with soil moisture changes (Stuecker, et al., 2018), indicating that future droughts
may pose the highest risk to crop yields and thus to national food security. Conversely, increased monsoonal
precipitation will likely increase the risk of flash flooding and landslides.

Exposure

Nearly half of the population is residing in urban centers, 25% of which in the capital alone.
Massive urban sprawl has expanded the metropolis of Manila into the Greater Manila Area, now covering
parts of the neighboring provinces as well. This expanded metropolitan area has a population of about 25
million (The Centre of Expertise on Asia, 2016).

Informal settlement and unplanned city expansion are prevalent issues, resulting in urban
congestion as well as compounding physical, social and environmental vulnerabilities to hazards in the
National Capital Region (NCR). Rapid urbanization, conversion of agricultural lands to residential areas and
concreting open spaces have resulted in the loss of topsoil and destruction of the natural ecosystems, which
drastically reduce the ground’s capacity to absorb water (OCD-NDRRMC, 2015). This will further exacerbate
the impacts of heavy rainfall and flooding.

An estimated one third of the inhabitants of Metro Manila reside in informal settlements, where
inadequate housing and lack of infrastructure are often highlighted as the most prevalent issues (Morin, et
al., 2016). Demographic growth and urbanization have also affected the provision of services, resulting in
inadequate solid waste management among other issues. The urban poor are also often highly vulnerable to
natural hazards, partly due to rapid urban growth and lack of tenure which have forced many to inhabit
hazard-prone areas such as flood plains, riverbanks, the coasts and on steep slopes (Swiss NGO DRR
Platform, 2014).

Coastal areas are also increasingly exposed and vulnerable to the impacts of climate and sea-level
rise, impacts of which are only exacerbated by the environmental degradation (pollution, habitat destruction,
and erosion) prevalent in resource-rich coastal communities (Sales Jr., 2009). Thus, disaster and climate
resilient urban development is crucial to safeguard people and sustainable development,

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especially in major cities like Metro Manila, which contributes to about 35 % of the Philippine economy
(The World Bank, 2017).
The impacts of climate change and environmental degradation do not impact the populations
equally. Among various socioeconomic groups in coastal communities, especially small-scale enterprising
poor such as fishers and shellfish gatherers, have been found to be most vulnerable to coastal flooding, coastal
erosion and saltwater intrusion (Sales Jr., 2009). This is due to increasing coastal hazards, lack of household
resources, environmentally dependent sources of livelihoods and exposure to frequent hazards, among other
factors. Small-scale farmers are the other most vulnerable group; household levels often carry the brunt of
disaster impacts, suffering from food insecurity and other ripple effects due to lack of diverse coping
strategies (Danilo & Roehlano, 2012; Anttila-Hughes & Hsiang, 2013). Some vulnerabilities have strong
gendered characteristics, as men’s and women’s vulnerability to disasters is influenced by cultural norms and
perceptions influencing gendered behavior. For example, evidence from Central Philippines suggests that
cultural norms and perceptions of modesty significantly lower the swimming capabilities of women and girls,
which also has transgenerational effect (Hunter, et al., 2016).

Disaster Risk Reduction and Climate Action Interventions

Disaster risk reduction and climate action have been embraced as compulsory functions of all
levels of governance required to sustain productivity, and to shelter development gains in the Philippines.
DRR and institutionalization of disaster risk management have become permanent elements of the official
governance, in recognition of the fact that disasters and climate change are increasingly threatening the
national security. The following chapters shed light on the process and key interventions on disaster risk
reduction (DRR) and climate change adaptation (CCA), in consideration of the global policy frameworks:
Sendai Framework for Disaster Risk Reduction (SFDRR), Sustainable Development Goals (SDGs) and the
Paris Climate agreement.
The Philippines is located in the circumpacific belt of fire and typhoon. This being so, the country
has always been subjected to natural disaster and calamities anytime of the year, in whatever part of the
country, we have been experiencing yearly natural calamities – floods, typhoons, tornadoes, earthquakes,
drought, tsunamis and volcanic eruptions which have brought incessant miseries to our people, loss of lives
properties. In the mid-seventies and eighties, strong typhoons and torrential rains brought devastation to
Manila and large areas of central Luzon. The 1990 killer earthquake that hit several Luzon provinces as well
as Metro Manila and the effects of the 1991 Mt. Pinatubo eruption had put the National Disaster Coordinating
Council (NDCC) in the forefront. To enhance the people’s preparedness and ensure precision and spontaneity
in responding to emergencies or catastrophes, the NDCC, together with the concerned agencies conduct
regular mobilization exercises and drills at all levels with the participation of the private agencies concerned
and the non-government organization.

The National Disaster Risk Reduction & Management Council (NDRRMC), formerly known
as the National Disaster Coordinating Council (NDCC), is a working group of various government, non-
government, civil sector and private sector organizations of the Government of the Republic of the
Philippines established by Republic Act 10121.

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LEGAL BASES ON THE IMPLEMENTATION OF DRRM

In implementation of Disaster Risk Reduction and Management (DRRM), the NSTP shall be
guided with reference from:

Republic Act 9163 Section 11

The creation of the National Service Reserve Corps – There is hereby created a National Service
Reserve Corps, to be composed of the graduates of the non-ROTC components. Members of this corps may
be tapped by the state for literacy and civic welfare activities through the joint effort of the DND, CHED,
and TESDA.

Republic Act 10121

Section 13. Accreditation, Mobilization and Protection of Disaster Volunteers and National Service
Reserve Corps, CSOs and the Private Sector. – The government agencies, CSOs, private sector and LGUs
may mobilize individuals or organized volunteers to augment their respective personnel complement and
logistical requirements in the delivery of disaster risk reduction program and activities.
The agencies, CSOs, private sector and LGUs concerned shall take full responsibility for the
enhancement, welfare and protection of volunteers, and shall submit the lists of volunteers to the OCD,
through the LDRRMOs for accreditation and conclusion in the database of community disaster volunteers.
A national roster of ACDVs, National Service Reserve Corps, CSOs and the private sector shall be
maintained by the OCD through the LDRRMOs. Accreditation shall be done at the municipal level.
Mobilization of volunteers shall be in accordance with the guidelines to be formulated by the NDRRMC
consistent with the provisions of this Act.

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 Any volunteer who incurs death or injury while engaged in any of the activities defined under this
Act shall be entitled to compensatory benefits and individual personnel accident insurance as may be defined
under the guidelines.

Definition of Terms. Here are the terminologies often used in disaster response and rescue operations:
• CALAMITY – refers to a situation that is associated with catastrophic events where a number of
persons are plunged with hardship and suffering that are caused by problems like shortage of food, clothing,
medical care and other basic necessities.
• DISASTERS – are progressive or sudden events brought about by natural or human-induced
hazards that cause losses and sufferings to consequence of which results to people and communities
undertaking extra- ordinary measures to cope with their impacts.
• DISASTER CONTROL – refers to the act of limiting the effect of disaster through the
introduction of measures designed to prepare the inhabitants before, during and after a disaster.
• DISASTER MANAGEMENT – the efficient and effective utilization of resources and the
application of measure that will mitigate the impact of unfortunate events and facilitate return to normalcy
and redevelopment.
• FLOOD – a state or condition when water overflows from natural waterways caused by heavy
rainfall resulting in the water accumulation in low lying areas.
• HAZARDS – are natural or man-induced phenomena or activities, the presence of which poses
a threat to people’s lives, limbs, properties and socio-economic conditions.
• NATIOANAL DISASTER COORDINATING COUNCIL – the highest government body
responsible in advising the President of the country on the status of disaster preparedness program and
disaster relief and rehabilitation effort at the national level
• POLLUTION – refers to any discharge of liquid, solid substance or gases into land, soil, waters,
atmosphere, air or space which will create or render such environmental elements and atmospheric air
harmful or detrimental or injurious to human beings, animals, plants and the nature’s environment and
ecological balance.
• RADIO ACTIVE FALL-OUT – dust particles of Earth and debris, together with the radioactive
materials that cling to them and are drawn up into mushroom clouds resulting from detonation of a nuclear
weapon or devise and which are carried by the wind and sent back to earth.
• REHABILITATION – refers to the restoration of a person’s economic dependency to a stable
living either physically, economically, socially or emotionally.
• RELIEF – refers to anything that is done to alleviate the condition of those who are suffering
from the effects of a calamity/disaster and who at that particular time are completely helpless.
• RISKS – refers to the degree or chance and frequency that such hazards will affect or impact
people and communities.
• SPACE DEBRIS – these are remains of artificial satellites and other components as well as their
means of carriage aloft which fall back to earth.
• STATE OF CALAMITY – it is a condition that is declared by the President of the country in the
event of a widespread destruction to property and lives due to destructive forces of nature and emergencies.
• VOLCANIC ERUPTION – an occurrence characterized by an ejection of volcanic materials
such as molten lava, rock fragments, ashes, lahar flow, steam and other gases through the fissure brought
about the tremendous pressure which forces open the rock formation or steam reservoirs beneath the Earth’s
crust.
• VULNERABILITY – the level of susceptibility or resiliency of the people and communities
against the impact of the prevailing hazards based on the state of physical, social, and economic conditions
in a given area.

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THE DISASTER EQUATION AND THE DISASTER MANAGEMENT CYCLE
Disaster is characterized by several elements namely hazards, risk, people or community and
vulnerability.
Types of Disaster
A. Natural Hazards/Emergencies
 Typhoons, Hurricanes, Storm Surges
 Climatic Variability (La Niña, El Niño)
 Flash Floods
 Earthquakes
 Tsunami
 Volcanic Eruptions
 Landslides
 Pestilence
 Drought
B. Man-made
 Fire Incident
 Marine/Air Disaster
 Structural Collapse
 Hazardous Spill
 Nuclear Accidents
 Water Suppy Brreakdown
 Food Scarcity
 Pollution

General Effects of Disaster

1. loss of life
2. injury
3. damage to and destruction of property/infrastructure
4. disruption of production and destruction of subsistence and cash crops/loss of
livelihood/economic loss.
5. disruption of production and destruction of subsistence and cash crops/loss of
livelihood/economic loss.
6. emotional and psychological disturbance.

Hazards (H) or the physical impact of the disturbance, either man-made or natural, is heightened
by the amount of risk (R) to the people and the community. Moreover, the degree of the vulnerability (V)
of all the involved further fuels the magnitude of a disaster. This is presented in the Disaster Equations as
shown below:
H x R + V = DISASTERS
The concept of disaster risk management accepts that some hazard events may occur but tries to
lessen the impact by improving the community’s ability to absorb the impact with minimum damage or
destruction. The Disaster Management Cycle is a traditional approach to disaster management wherein
disaster measure is regarded as a number of phased sequences of action or a continuum. It aims to reduce the
vulnerabilities in the community. In addition, when sustained over long term, it reduces unacceptable risk to
acceptable levels and makes a community become disaster resistant or resilient. This is represented as a cycle.
This is illustrated below:
a. Pre-Disaster Risk Reduction Phase
• Preparedness
• Development
• Mitigation
b. Post-Disaster Recovery Phase
• Response

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 • Rehabilitation
• Recovery
The comprehensive risk management process has the potential to break the cycle of damage and
reconstruction when a community is subjected to repeated natural hazards. It refers to a range of policies,
legislative mandates, professional practices, social, structural and non- structural adjustments and risk
transfer mechanisms to prevent, reduce or minimize the effects of hazards on a community. To be effective,
a strategy must be in place and ready for immediate implementation when necessary. This can only be done
through advance preparation and planning.

The following are risk management measures:

a. Engineering measures (keep hazard away from people).
b. Land use planning and management measures (Keep people away from hazard).
c. Control and protection works (modifying the hazard).
d. Early warning (predicting hazard)
e. Preparedness planning (prepare in anticipation of a hazard event). f. Reconstruction planning
after a disaster with the aim of reducing the vulnerability. g. Mainstreaming risk management in
development practice and institutionalization.

ACTIVITIES. Answer briefly the following questions then send your answer to email address or
messenger of your instructor. (30 pts)

1. In your own opinion, what is all about calamity awareness and preparedness?

2. As a student, why is disaster preparedness and training important?

3. As a member of the community, how can we prevent a disaster?

LEARNING EXERCISES No. 3.1

Name: Score:
Course/Year: Date:
Time Started: Time Finished:

I. MULTIPLE CHOICE. Choose the correct phrase being described by encircling that corresponds to the
correct answer. (25 pts)

1. The word disaster comes from

a. Greek word b. Latin word c. French word d. German
2. Which of the following is not a component of disaster management cycle?
a. Preparedness b. Response c. Construction d. Recovery
3. The instrument which records earthquake wave is called
a. Climograph b. Seismograph c. Hythergraph d. None of the above
4. Which is known as seismic wave?
a. Tsunami b. Hurricane c. El Nino d. Typhoon
5. Which wave of the earthquake produces rolling effect along the surface?
a. P wave b. S wave c. L wave d. None of the above
6. Which one of the following is a geological disaster?
a. Tsunami b. Storm surge c. Flood d. Wild fire

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7. The cycle of disaster consists of the following components
a. Mitigation, Preparedness, Response, Recovery
b. Preparedness, Vulnerability assessment, Risk assessment, Recovery
c. Mitigation, Risk assessment, Response and Recovery
d. None of the above
8. What is drought?
a. No rainfall for a long continuous period
b. Heavy rainfall for a long continuous period
c. Moderate rainfall for a long continuous period
d. None of the above
9. Volcanic erupted material when inside the hill/earth/mountain it is called
a. Lava b. Magma c. Lahars d. None of these
10. Cyclones occurring in North Atlantic Ocean are called
a. Typhoon b. Hurricanes c. Tornado d. None of the above
11. Disaster Management includes:
a. Mitigation b. Reconstruction c. Rehabilitation d. All of the above
12. Tsunami’s can occur only during
a. Evening b. Afternoon c. Any time of the day or night d. Morning
13. United Nations disaster management team are responsible for solving problems resulting fromdisaster
in a. Asia b. Africa c. Australia d. All continents
14. Effective hazard management largely rely on
a. Govt. agencies b. Emergency responses c. Pre-disaster planning d. Volcanoes
15. Which of the following is seasonally related hazard
a. Earthquake [Link] eruption c. Terrorist attack d. None of the above
16. The level of harm by a hazard is governed by
a. Magnitude of the hazard
b. Frequency of the hazard
c. Intensity at the impact point
d. All of the above
17. Which of the following is not an atmospheric hazard
a. epidemic in human b. typhoon c. heavy rainfall d. storm surges
18. The level of risk of a disaster depends on
a. Nature of the hazard
b. Vulnerability of the elements which are affected
c. Economic value of the elements which are affected
d. All of the above
19. The extent to which a community, structure, services or geographic area is likely to be damaged or
disrupted by the impact of particular hazard is termed as
a. Capacity b. Vulnerability c. Risk d. Hazard assessment
20. The Richter scale expresses an earthquake
a. Magnitude b. Location c. Duration d. Depth
[Link] point of the earth’s surface directly above the point where an earthquake occurs is called the:
a. Focus b. Epicenter c. Fracture d. Fault
22. Which of the following is a man-made disaster
a. Terrorism b. Major fire c. Pollution d. All of the above
23. Vulnerability analysis comes in which part of the Disaster Management Cycle
a. Mitigation b. Preparedness c. Response d. Recovery
24. Floods can be prevented by
a. Afforestation b. Cutting the forest c. Tilling the land d. Removing the top soil
[Link] word Tsunami has been derived from
a. French word b. Latin word c. Japanese word d. Greek word

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II. IDENTIFICATION. Identify the following items. Write your answer in the space provided. Erasures
means wrong. (15 points)
1. It refers to a situation that is associated with catastrophic events where a number of
persons are plunged with hardship and suffering that are caused by problems like shortage of food, clothing,
medical care and other basic necessities.
2. Progressive or sudden events brought about by natural or human-induced hazards that
cause losses and sufferings to consequence of which results to people and communities undertaking extra-
ordinary measures to cope with their impacts.
3. It refers to the act of limiting the effect of disaster through the introduction of measures
designed to prepare the inhabitants before, during and after a disaster.
4. It is the efficient and effective utilization of resources and the application of measure that
will mitigate the impact of unfortunate events and facilitate return to normalcy and redevelopment.
5. It is a state or condition when water overflows from natural waterways caused by heavy
rainfall resulting in the water accumulation in low lying areas.
6. It is a natural or man-induced phenomena or activities, the presence of which poses a
threat to people’s lives, limbs, properties and socio-economic conditions.
7. The highest government body responsible in advising the President of the country on the
status of disaster preparedness program and disaster relief and rehabilitation effort at the national level
8. It refers to any discharge of liquid, solid substance or gases into land, soil, waters,
atmosphere, air or space which will create or render such environmental elements and atmospheric air
harmful or detrimental or injurious to human beings, animals, plants and the nature’s environment and
ecological balance.
9. It refers to the restoration of a person’s economic dependency to a stable living either
physically, economically, socially or emotionally.
10. It refers to anything that is done to alleviate the condition of those who are suffering
from the effects of a calamity/disaster and who at that particular time are completely helpless.
11. It refers to the degree or chance and frequency that such hazards will affect or impact
people and communities.
12. It is a condition that is declared by the President of the country in the event of a
widespread destruction to property and lives due to destructive forces of nature and emergencies.
13. It is an occurrence characterized by an ejection of volcanic materials such as molten
lava, rock fragments, ashes, lahar flow, steam and other gases through the fissure brought about the
tremendous pressure which forces open the rock formation or steam reservoirs beneath the Earth’s crust.
14. The level of susceptibility or resiliency of the people and communities against the
impact of the prevailing hazards based on the state of physical, social, and economic conditions in a given
area.
15. It is a traditional approach to disaster management wherein disaster measure is regarded
as a number of phased sequences of action or a continuum.

REINFORCEMENT / ENRICHMENT / ASSIGNMENT

1. Prepare a powerpoint presentation on your barangay’s DRRM plans, actions and activities.

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 Lesson 3.2 PREPARATORY MEASURES AND DISASTER MANAGEMENT

1. To discuss and enumerate the preparatory measures in case of disaster

2. To apply the guide measures in case of typhoons, tsunamis, earthquakes,
floods and volcanic eruptions
3. To identify the approaches, constraints and policies in disaster management

A Chinese philosopher once said, “Nature has no heart” but like the fabled Phoenix, which rises
from its own ashes, a Filipino rise from the rubbles, and overcome the wraths of nature. Filipinos are known
by nature resilient and enduring. Like a bamboo they are plaint but do not break. Throughout time Filipinos
have been undergoing a lot of problems and difficulties, and have experienced devastating trials and
challenges but remained strong in spirit.

Disaster and calamities may strike anytime, anywhere without warning. Like a thief in the night
they sneak into our lives and if caught unprepared, the damage and havoc they cause is devastating and
severe. It could mean a life-death situation; loss of life and property. Disaster and calamities choose no place
strike whether at home, in school, in the church, in the workplace or in the streets, reason for us to be always
ready and prepared for less damage and loss.

Being prepared is everybody’s concern and responsibility. Though the prime duty of the
government is to avert and safeguard people from incoming disaster and other forms of catastrophe, citizens
as well are encouraged to do their part in the prevention of incoming disaster that might destroy lives and
properties.

Disaster preparedness refers to measures taken to prepare for and reduce the effects of disasters.
That is, to predict and, where possible, prevent disasters, mitigate their impact on vulnerable populations, and
respond to and effectively cope with their consequences.

Emergency managers think of disasters as recurring events with four phases: Mitigation,
Preparedness, Response, and Recovery.

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Preparatory Measures

Tropical cyclone, also called typhoon or hurricane, an intense circular storm that originates
over warm tropical oceans and is characterized by low atmospheric pressure, high winds, and heavy rain.

GENERAL EFFECTS OF DISASTER

1. Loss of life
2. Injury
3. Damage to and destruction of property/infrastructure
4. Disruption of production and destruction of subsistence and cash crops/loss of
livelihood/economic loss
5. Disruption of essential and basic services
6. Emotional and psychological disturbance

RESPONSIBILITIES OF INDIVIDUALS/GROUPS IN CASE OF DISASTER

1. Provision and dissemination of warning
2. Search and rescue
3. Survey, assessment, and reporting of disaster effects
4. Treatment and care of victims
5. Clearance of debris and rehabilitation of roads, airfields, railway system, ports, and other key areas
6. Provision of emergency food and water supplies
7. Provision of shelter
8. Evacuation of individuals, groups, and communities and livestock
9. Provision of health and sanitation measures
10. Restoration of essential services such as communication, water and power supplies
11. Direction and coordination of counter-disaster measures
12. Information and advice to the public
13. Immediate financial assistance to the victims
14. Maintenance of public morale
15. Counseling of victims and relatives control and distribution of emergency supplies
16. Liaison with the media
17. Rehabilitation of crops, production, and other aspects of subsistence and livelihood
18. Emergency building programs
19. Measures for long-term recovery
20. Application of emergency regulations

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 PREPARATORY MEASURES IN DIFFERENT DISASTER
A. TYPHOON

IN CASE OF TYPHOONS

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 1. Stay indoors and keep calm
2. Monitor TV and radio reports
3. Secure your home
4. Trim trees near your dwellings
5. Keep roads clear for emergency vehicles
6. If your house is in a flood prone area, go to the nearest designated evacuation center
7. Have a flashlight and radio handy, with fresh batteries
8. Stock up on food, potable water, kerosene, batteries and first aid supplies
9. In case of flooding, turn off the main sources of electricity., gas and water in your home
10. Stack your furniture above the expected flood level. Keep appliances, valuables, chemicals, toxic
substances, and garbage beyond reach of floodwaters
11. Avoid low-lying areas, riverbanks, creeks and coastal areas, slopes, cliffs and foothills. Rains can
trigger landslides, rockslides or mudslides
12. Avoid wading through flooded areas. Do not attempt to cross flowing streams
13. Do not operate any electrical equipment during a flood
14. Do not use gas or electrical appliances that have been flooded

PUBLIC STORM WARNING SIGNALS

1. Public Storm Warning Signal #1. This means that strong winds of up to 60 kph are
expected within 36 hours. Because of the long lead time, it’s common for people to think
that the weather forecast is wrong. Damage is evident mostly on rice crops, light-weighed
structures —nipa huts and cogon huts— and banana plants. Coastal communities are
expected to be prepared for possible evacuation at any time. At this PSWS level,
preschool classes within affected areas are automatically suspended.
2. Public Storm Warning Signal #2. At this level, kids from preschool to high school
“celebrate” because of class suspension. Within 24 hours, winds of 60 to 100 kph are
expected. Not just crops but also galvanized roofs may be damaged from such winds.
Travel by water, especially by boat and other small seacraft, should be avoided.
3. Public Storm Warning Signal #3. Most offices and all schools up to colleges and
universities are closed because it is dangerous for anyone to travel. Very strong winds of
100 to 185 kph are expected within 18 hours. Aside from the damages mentioned in the
previous PSWS numbers, electricity and water supply may also be affected. Air and sea
travel are both risky at this point. Classes in all levels are suspended. Communities
affected should expect major damage to crops and property.
At this point, communities should be wary of the “eye” of the storm. Winds are
at their strongest nearest the eye, but die down to fair weather for about two hours as the
eye passes over. After this, the storm resurges, bringing strong winds in the opposite
direction.
4. Public Storm Warning Signal #4. Winds with speed of over 185 kph are expected to hit
the area within 12 hours. Residential, agricultural, and industrial properties may be
severely damaged. Electricity and communication may also be disrupted. Residents along
coastal areas and other danger zones are advised to evacuate as soon as possible.

B. TSUNAMI – is a gigantic sea wave generated by disturbances associated primarily with earthquakes
occurring below or near the ocean floor. It is a series of traveling ocean of extremely long length. These
generally appear as a large, steep wave face and produce rapid flooding of low-lying coastal areas.

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IN CASE OF TSUNAMIS
1. A strong earthquake is a natural tsunami warning. Do not stay in low-lying and seashore areas
after an earthquake. A tsunami might occur within minutes.
2. Other natural signs include sudden lowering of the sea level or an unusual rise and fall of the sea
level
3. Fish and other marine life may be exposed when the sea retreats. Never go down to the beach to
collect these. Tsunami waves might rush back anytime and carry you to the sea with great force.
4. Tsunamis are also preceded and/or accompanied by unusual sounds. Be alert for these signs, too.
5. Immediately vacate and seek higher ground. Stay there until all signs of danger have passed.

C. EARTHQUAKE – is a feeble shaking to violent trembling of the ground produced by sudden

displacement of rock materials below the earth’s surface.

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IN CASE OF EARTHQUAKES
1. If you are in a structurally sound building, protect yourself by getting under a sturdy table or desk
and holding on to it while shaking occurs; or you can also protect your head with your arms.
2. If you are inside a moving vehicle, do not attempt to cross bridges, overpass, or flyovers which
may have been damaged.
3. If you are near the shore and feel an earthquake, it is safest to assume that a tsunami might occur.
Move to higher ground
4. It you are outside, move to an open area. Stay away from power lines, posts, and concrete
structures that may fall or collapse.
5. Move away from mountainous areas or near a steep hill slope where landslides might occur.
6. Stay calm and don’t panic. Once the shaking stops, take the fastest, and safest way out of a
building in an orderly and calm manner. Do not use elevators. Use the stairs.
7. Check yourself and others for injuries. Administer first aid if trained to do so., otherwise, seek
immediate assistance from nearby authorities necessary.
8. Do not enter partially damaged buildings after an earthquake. Strong aftershocks may cause these
structures t collapse.
9. Check for spills of chemicals, toxic, and flammable materials to avoid potentially disastrous
situations.
10. Check for files and if there are any, have them extinguished
11. Check water and electrical lines for damage; if any damage is suspected, switch off water and
electricity
12. Should you decide to evacuate, leave a note stating where you will go
13. Bring along items essential for your survival. Do no overburden yourself
14. Follow official adversaries and warnings
15. Avoid needless telephone and road use to allow authorities unhampered use of these for relief and
rescue operations

INTENSITY SCALE OF AN EARTHQUAKE

Intensity 1. Scarcely Perceptible - Perceptible to people under favorable circumstances. Delicately
balanced objects are disturbed slightly. Still Water in containers oscillates slowly
Intensity 2. Slightly Felt - Felt by few individuals at rest indoors. Hanging objects swing slightly. Still
Water in containers oscillates noticeably.
Intensity 3. Weak - Felt by many people indoors especially in upper floors of buildings. Vibration is
felt like one passing of a light truck. Dizziness and nausea are experienced by some people. Hanging
objects swing moderately. Still water in containers oscillates moderately.
Intensity 4. Moderately Strong - Felt generally by people indoors and by some people outdoors. Light
sleepers are awakened. Vibration is felt like a passing of heavy truck. Hanging objects swing
considerably. Dinner, plates, glasses, windows and doors rattle. Floors and walls of wood framed
buildings creak. Standing motor cars may rock slightly. Liquids in containers are slightly disturbed.
Water in containers oscillate strongly. Rumbling sound may sometimes be heard
Intensity 5. Strong - Generally felt by most people indoors and outdoors. Many sleeping people are
awakened. Some are frightened, some run outdoors. Strong shaking and rocking felt throughout
building. Hanging objects swing violently. Dining utensils clatter and clink; some are broken. Small,
light and unstable objects may fall or overturn. Liquids spill from filled open containers. Standing
vehicles rock noticeably. Shaking of leaves and twigs of trees are noticeable.
Intensity 6. Very Strong - Many people are frightened; many run outdoors. Some people lose their
balance. motorists feel like driving in flat tires. Heavy objects or furniture move or may be shifted.
Small church bells may ring. Wall plaster may crack. Very old or poorly built houses and man-made
structures are slightly damaged though well-built structures are not affected. Limited rock falls and
rolling boulders occur in hilly to mountainous areas and escarpments. Trees are noticeably shaken.
Intensity 7. Destructive - Most people are frightened and run outdoors. People find it difficult to stand
in upper floors. Heavy objects and furniture overturn or topple. Big church bells may ring. Old or
poorly-built structures suffer considerably damage. Some well-built structures are slightly damaged.
Some cracks may appear on dikes, fish ponds, road surface, or concrete hollow block walls. Limited
liquefaction, lateral spreading and landslides are observed. Trees are shaken strongly.

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 (Liquefaction is a process by which loose saturated sand lose strength during an earthquake and behave
like liquid).
Intensity 8. Very Destructive - People panicky. People find it difficult to stand even outdoors. Many
well-built buildings are considerably damaged. Concrete dikes and foundation of bridges are destroyed
by ground settling or toppling. Railway tracks are bent or broken. Tombstones may be displaced, twisted
or overturned. Utility posts, towers and monuments mat tilt or topple. Water and sewer pipes may be
bent, twisted or broken. Liquefaction and lateral spreading cause man- made structure to sink, tilt or
topple. Numerous landslides and rock falls occur in mountainous and hilly areas. Boulders are thrown
out from their positions particularly near the epicenter. Fissures and faults rapture may be observed.
Trees are violently shaken. Water splash or stop over dikes or banks of rivers.
Intensity 9. Devastating - People are forcibly thrown to ground. Many cry and shake with fear. Most
buildings are totally damaged. bridges and elevated concrete structures are toppled or destroyed.
Numerous utility posts, towers and monument are tilted, toppled or broken. Water sewer pipes are bent,
twisted or broken. Landslides and liquefaction with lateral spreadings and sand boils are widespread.
the ground is distorted into undulations. Trees are shaken very violently with some toppled or broken.
Boulders are commonly thrown out. River water splashes violently on slops over dikes and banks.
Intensity 10. Completely Devastating - Practically all man-made structures are destroyed. Massive
landslides and liquefaction, large scale subsidence and uplifting of land forms and many ground fissures
are observed. Changes in river courses and destructive seiches in large lakes occur. Many trees are
toppled, broken and uprooted

D. VOLCANO – is a mountain or a hill formed by the piling up of materials, mostly molten and
originating from the earth’s interior that had been ejected from a vent or conduit.

IN CASE OF VOLCANIC ERUPTION

1. Residents living around an erupting volcano are faced with volcanic hazards that may ensue: this
include pyroclastic flows, ash fall and lahar.
2. Hazard maps that show areas likely to be affected by any of these hazards are available from proper
authorities prior to eruption. Follow all advisories and warnings, as these can save your lives.
3. Avoid the declared permanent danger zones in your locality. Also rivers where hazardous volcanic
substances can flow should be avoided
4. Should ash fall occur, cover your nose with a well cloth for better breathing
5. Food should always be covered to prevent contamination
6. Always clean your roofs when heavy ash fall occurs to prevent collapse
7. If you are inside a moving vehicle, seek shelter immediately
8. If you are along the path of potential lahar flows, move to higher ground or to a designated
evacuation site immediately.

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E. FLOODS as defined by UNESCO and the World Meteorological Organization are a rise, usually brief,
in the water level in a stream to a peak from which the water level recedes at a slower rate. A phenomenon
brought about by intense and excessive precipitation which can be disastrous.

IN CASE OF FLOODS
1. Be vigilant, monitor water level
2. Go to the nearest designated evacuation center if your house is in a flood prone area
3. Take precautionary measures. Turn off the main sources of electricity, gas, and water. Operating
any electrical equipment during a flood or that have been flooded is dangerous.
4. Stack your furniture and appliances, valuables, toxic chemicals, and substances as well as garbage
above the expected flood level
5. Avoid wading through flooded areas. Do not attempt to cross flowing streams, just stay in a safe
place.

Yellow means “caution”. Residents are advised to monitor the news for further updates. “Yellow
warning” represents 7.5-15 mm rain in an hour which could also cause flooding.

Green means “go”. Go ahead and prepare for possible evacuation. “Green warning” stands for 15-30 mm
rain in an hour that is also expected to continue within the next two hours. At this point, low-lying areas are
expected to suffer from floods because of relatively heavy downpour. The memorable Typhoon Pedring
(Nesat), which hit the country on September 27, 2011, fell within the green warning range as it had a
recorded rainfall of about 15-25 mm per hour.

Red means “stop”. Better stop what you are doing now if PAGASA says your area is under a “red
warning.” Evacuate. Think about the amount of rain at Typhoon Ondoy’s (Ketsana) peak when it hit the
country on September 26, 2009. The recorded rainfall at that time was approximately 56 mm in an hour.
According to PAGASA, if more than 30mm rain is observed in an hour, and is expected to continue in the

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next two hours, then low-lying areas are expected to experience serious flooding. Residents in areas that
have low elevation, such as coastal towns and cities, the CAMANAVA (Caloocan, Malabon, Navotas,
Valenzuela) area, are advised to evacuate immediately.

F. FIRE - is the perceptible phase of burning or combustion of oxygen in the air with carbon contained in
matter

CLASSES OF FIRE
1. Class A - Fires that consist of ordinary combustibles such as wood, paper, trash or anything else that
leaves an ash. Water works best to extinguish a Class A fire.
2. Class B - Fires are fueled by flammable or combustible liquids which include oil, gasoline, and other
similar materials. Smothering effects which deplete the oxygen supply work best to extinguish Class
B fires.
3. Class C - Fires that usually originates from electrical connections.
4. Class D - Fires are combustible metal fires. Magnesium and Titanium are the most common types
of metal fires. Once a metal ignites, do not use water in an attempt to extinguish it. Only use a Dry
Power extinguishing agent.
5. Class K - Fires that involve cooking oils, grease or animal fat and can be extinguished using Purple
K, the typical agent found in kitchen or galley extinguisher.

CAUSES OF FIRE
1. Improper use of combustible materials
2. Human error/negligence
3. Faulty electrical wirings
4. Short or overload circuits
5. Loose electrical connections

PROCEDURE IN CASE OF FIRE

1. DO NOT PANIC
2. S - Sound or call alarm - Before hitting alarm bell and calling the fire brigade, assess the volume
of the fire first
3. A - Advise fire brigade - Call the nearest fire station and notify authorities about the fire
4. F - Fight fire - If the fire is manageable, and you are certain that you can put it off, stop the fire
using the prescribed fire prevention devices and supplies.
5. E - Evacuate - Evacuate to avoid being burned. Follow the evacuation procedure based on the
existing plan.
6. T - Tell others - Announce to the neighborhood to lessen the casualties and damages brought by
fire.
7. Y - You get clear -When the fire is out, look for survivors and help the injured but don't forget to
watch out from falling object,

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 10 FIRE SAFETY RULES
1. Don't play with matches and lighters. If you see matches or a lighter where you can reach them, don't
touch them. Go tell a grown up right away.
2. Ask your parents to install smoke detectors on every floor and in the sleeping areas of your home.
Smoke detectors can save lives. Ask your parents to show you where each one is located.
3. Remind your parents to test your smoke detectors every month. Make sure everyone in your family
is familiar with its piercing sound. Teach them that this sound means danger, and they must escape quickly.
4. When your parents change the time on your clocks for Daylight Savings, ask them to change your
smoke alarm batteries. Give it fresh batteries and your smoke alarm will stay awake and watch for fire
while you are sleeping.
5. In case of fire: DON'T HIDE, GO OUTSIDE! Fires are scary, but you should NEVER hide in closets
or under beds when there is a fire.
6. To escape during a fire; Fall & Crawl. It is easier to breath in a fire if you stay low while getting out.
Use the back of your hand to test if a door is hot before you open it. If it is hot, try to use another way out.
7. If your clothes are on fire; Stop, Drop, and Roll until the fire is out. Shout for help, but don't run.
Running makes fire burn faster.
8. Have an escape plan and practice it with your family. Find two ways out of every room in case one
way is blocked by fire or smoke. Practice escaping by both routes to be sure windows are not stuck and
screens can be taken out quickly.
9. Choose a meeting place outside, such as a big tree or the end of the driveway, so you will know that
everyone has gotten out safely. NEVER go back into a burning building for any reason. If someone is
missing, tell the firefighters. They have the clothing and equipment to safely rescue people.
10. Know your local emergency number. Put stickers and magnets with emergency numbers on your
refrigerator and every telephone in the house. If there is a fire at your house, choose one family member to
leave your meeting place and call the fire department from a neighbors phone

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G. STORM SURGE - is a rise above the normal water level along a shore resulting from strong onshore
winds and / or reduced atmospheric pressure.

Height of the water during a storm surge

1. The intensity of the cyclone - as the winds increase, the sea water is piled higher and the waves on
top of the surge are taller.
2. The forward speed of the cyclone - the faster the cyclone crosses the coast, the more quickly the
surge builds up and the more powerfully it strikes.
3. The angle at which the cyclone crosses the coast - in general, the more head?on the angle, the higher
the surge. However other angles can lead to local zones of enhanced surge in areas such as narrow
inlets and bays.
4. The shape of the sea floor - the surge builds up more strongly if the slope of the sea bed at the coast
is shallow. If the sea bed slopes steeply, or if fringing reefs are present, then the surge will be less.
5. Local topography - bays, headlands and offshore islands can funnel and amplify the storm surge

Preparing for a storm surge

 Check your house and land for any potential dangers related to flooding. Identify any vulnerability
and repair it.
 Sandbags are a valuable tool to prevent water from entering your home. This approach requires
specific instructions from your local emergency officials.
 Learn how to turn off the gas and electricity in your house. You may be instructed by local
authorities to shut these off.
 If you live in an area that is subject to flooding, do not store your important documents in the
basement. Keep them at a higher level, protected from flood damage.
 Ensure that your family has an emergency kit and plan.

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  Ensure your emergency kit is portable, in a back-pack or suitcase with wheels.
 Your local chapter of St. John Ambulance can teach you first aid and CPR. Your local Red Cross
can teach you survival techniques in the water through their swimming and boating courses.

If a storm surge is forecast

 Check supplies including medications, radio, flashlight and batteries.

 You may have to evacuate. Keep your emergency kit close at hand.
 Make sure the basement windows are closed.
 Fuel your car. If evacuation becomes necessary, it will be hard to stop for gas.

During a storm surge

 Stay inside where you are protected from the water. It's best to be on the downwind side of the
house, away from windows.
 Monitor the storm's progress and listen for warnings or instructions from local officials.
 Before driving anywhere, listen carefully to rescue officials who will be coordinating evacuation
plans.
 Do not drive through flood waters.
 Be aware of risks such as hypothermia from cold water or drowning from running water.

H. MARINE AND AIR DISASTER

I. OIL SPILL

J. NUCLEAR DISASTER

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IMPORTANT TOOLS, EQUIPMENT, SUPPLIES, ETC, IN A DISASTER
‘1. First aid kit
f. Medicines
i. Fever
ii. Loose Bowel Movement
iii. Cough
iv. Colds
v. Wounds
vi. Other ailments
2. Flashlights, candles, matches and fresh spare batteries
3. Portable radio and fresh spare batteries
4. Portable drinking water in sealed containers. Store water for everyday use in other pails an drums
5. Basic equipment for the needs of infants, the elderly, and the disabled.
6. Non-perishable foodstuffs sufficient for three days.
7. Blankets, clean clothes, raincoats, rubber boots, tissue paper, and other sanitary supplies
8. Bring some money, including loose change
9. Large and sturdy plastic bags that can be used to store and protect various important items and
documents

APPROACHES TO DISASTER MANAGEMENT

1. Prevention – these are actions designed to impede the occurrence of a disaster or its harmful
effects on communities and key installations
2. Mitigation – these are programs intended to reduce the ill effects of disaster
3. Preparedness – these are measures which enable governments, organizations, communities, and
individuals to respond rapidly and effectively to disaster situations.
4. Disaster impact – this reminds us that effects of different kinds of disaster vary.
5. Recovery – this is a process by which communities and organizations are assessed in returning to
their proper level of functioning a disaster.
6. Development – this provides the link between disaster-related activities and national
development.

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Constraints/Challenges in Disaster Management
1. Lack of appreciation and support to the disaster Preparedness Program by duty holders.
2. Lack of strong and effective Disaster Coordinating Council at the local level
3. Absence of Disaster Preparedness Planning
4. Lack/absence of effective linkages for disaster operation
5. Absence of a functional Disaster Operation Center especially at the local level
6. Erroneous disaster reporting and monitoring; and
7. Insufficient knowledge and training on disaster management

Disaster Management Policies

1. Self-reliance through self help and mutual assistance
2. Maximum use of resources in the affected areas
3. Planning and operation to be done at the 71 barangay level, in an inter agency, multi-sectoral basis
to optimize existing resources
4. Documentation of plans of Disaster Operation Center members
5. Local leadership to take charge at their respective levels
6. National government to support local government efforts
7. Conduct of exercise and periodic drills at the local level to ensure the preparedness of all
concerned

INTENDED LEARNING ACTIVITIES / ASSESSMENT

ACT-IT-OUT. Prepare a video presentation showing a simulation of any preparedness approach. Include
your family members in the simulation activity.
1. Identify at least five (5) disasters or potential hazards affecting and or likely to affect your town or
barangay. List down the ill-effects and measures to be undertaken during the incident. Use table below.
(30 pts)

Name of Disaster Ill Effects Measures

Essay Composition Scoring Rubric

TARGET ACCEPTABLE UNACCEPTABLE

HIGH LOW
9-10 7-8 6 4-5
Content out Direct to the point. Some interesting Conventional Cursory; gives the
of 10 points Interesting content content; points not ideas or clichés; impression of
and presentation; sustained or not little supporting writing just to
ideas well conceived fully developed. detail included. complete the
and developed with assignment.
sufficient examples.
5 4 2-3 0
Punctuation, out Correct spelling Occasional Frequent English spelling and
Spelling, and of 5 points (including accents) mechanical errors. mechanical punctuation: no
Presentation and punctuation; errors. accents; mechanical

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 neatly typed with errors in most
correct format as sentences.
specified (MLA).

LEARNING EXERCISE No. 3.2

Name: Score:
Course/Year: Date:
Time Started: Time Finished:

I. MULTIPLE CHOICE. Choose the correct phrase being described by encircling that corresponds to the
correct answer. (10 pts)

1. The ability to respond to incoming calamities with effective and appropriate measures in order to lessen,
thwart and abate possible dangers and destruction it brings to lives and property.
a. Disaster preparedness b. Rehabilitation c. Relief d. All of the above
2. Which of the following is not a natural hazard/ emergency?
a. Climatic Variability b. Drought c. Hazardous spills d. Pestilence
3. Which is not a man-made disaster?
a. Fire Incidence b. Tsunami c. Drought d. Lightning
4. A gigantic sea wave generated by disturbances associated primarily with earthquakes below or near the
ocean floor.
a. Typhoon b. Cyclone c. Tidal wave d. Hurricane
5. These are programs intended to reduce the ill effects of disaster.
a. Mitigation b. Prevention c. Response d. Recovery
6. Insufficient knowledge and training on disaster management leads to
a. Depressions b. Damage/Loss of property c. Spread of diseases d. All of the above
7. A feeble shaking to violent trembling of the ground produced by sudden displacement of rock materials
below the earth’s surface.
a. Earthquake b. Cyclone c. Tidal Wave d. Hurricane
8. Before the coming of a strong typhoon, one should not
a. Stay indoors b. Trim trees c. Monitor TV reports d. Stay close to slopes
9. Which is not an effect of disaster or calamity.
a. Loss of life b. Disruption of services c. Emotional disturbances d. All of the above
10. The immediate action taken in order to facilitate the employment of necessary assistance to disaster.
a. Relief b. Restoration c. Rehabilitation d. All of the above

REINFORCEMENT / ENRICHMENT / ASSIGNMENT

ACTIVITY: Send your assignment to email address or messenger of your instructor. (50 pts)

1. Present a summary of the Disaster Plan of your barangay. Attached the support documentations
(pictorials, photocopy of resolutions, letters, funding source and linkages).

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 Lesson 3.3 SIGNAL SOS, FIRST AID, BASIC LIFE SUPPORT AND RAPPELLING

1. To understand the signal SOS, first aid, basic life support and rappelling
2. To apply and perform training and capability building in disaster
preparedness

SOS in Morse Code

It is a method of transmitting information of a series of on-off tones, or clicks that can be directly
understood by a skilled listener or observer without special equipment. It is named for Samuel F. B. Morse,
an inventor of the telegraph. The International Morse code encodes the ISO basic Latin alphabet, some extra
Latin letters, the Arabic numerals and a small set of punctuation and procedural signals (prosigns) as
standardized sequences of short and long signals called “dots” and “dashes”, or “dits”, as in amateur radio

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practice. Because many non- English natural languages use more than 26 Roman letters, extensions to the
Morse alphabet exist for those languages.
Each Morse code symbol represents either a text character (letter or numeral) or a prosign and is
represent by a unique sequence of dots and dashes. The duration of a dash is three times the duration of a
dot. Each dot or dash is followed by as short silence, equal to the dot duration. The letters of a word are
separated by a space equal to three dots (one dash), and the words are separated by a space equal to seven
dots. The dot duration is the basic unit of time measurement in code transmission. To increase the speed of
the communication, the code was designed so that the length of each character in Morse varies approximately
inversely to its frequency of occurrence in English. Thus, the most common letter in English, the letter “E”,
has the shortest code, a single dot.
In an emergency, Morse code can be sent by improvised methods that can be easily “keyed” on an
off, making it one of the simplest and most useful methods of telecommunication. The most distress signal
is Save Our Soul (SOS) or three dots, three dashes and three dots, internationally recognized by treaty.

Different Ways to Signal SOS

a. Fire – Build three first in a triangle or in a straight line, with about 100 feet between them. Three
fires are an internationally recognized distress signal.
b. Whistle – The International Whistle Code for helps is much easier. All you have to do to signal
SOS is to blow the whistle three times. Two blasts of the whistle are a call-back signal which means
“Come here”. One blast can mean “Where are you?” or it can be a call-back signal if you hear
anything that sound like a code.
c. Flashlight or Mobile Phone – If you have a target you are attempting to signal, flash out SOS
in Morse (three short flashes, three long flashes, three short flashes) in its direction. If you don’t
have a flashlight use your mobile phone. That of course, assuming that you don’t have signal to
make calls
d. Torch – Built a fire you can signal SOS at night using torch. Find something to cover the light
of the torch from the angle of the targeted plane, ship or helicopter. Move the objects that covers
the light to signal SOS
e. Parts of your body – Wave your arms and hands sideways and down to attract attention. If the
potential rescue vehicle is close, simply stand with your hands and arms in the air

First Aid
In Encyclopedia Britannica states First Aid as “measures to be taken immediately after accident
not with an idea to cure but in order to prevent further harm being done”. It uses the available human and
material resources at the site of accident to provide initial care to the victim of injury or sudden illness until
more advance care is provided.
A simple way to remember the aims of first aid is to think of the “Three P’s” (Preserve, Prevent,
and Promote).
a. Preserve Life – your first aim is to preserve life by carrying out emergency first aid procedures.
For example, opening a casualty’s airway or performing cardiopulmonary resuscitation (CPR).
Preserving life should always be the overall aim of all first aiders. Remember though, this includes
your own life. You should never put yourself or others in danger.
b. Prevent Deterioration – the second aim of first aid is to prevent the casualty’s condition from
deteriorating any further. For example, asking a casualty with a broken limb to stay still and padding
around the injury will prevent the fracture from moving and causing further injury or pain. In
addition, this aim includes preventing further injuries. You should attempt to make the area as safe
as possible and removing any dangers. If removing danger is not possible, you should attempt to
remove the patients from the patient from the danger or call for specialist for help.
c. Promote Recovery – finally, you can promote recovery by arranging prompt emergency medical
help. In addition, simple first aid can significantly affect the long-term recovery of an injury. For
example, quacking cooling a burn will reduce the risk of long-term scarring and will encourage early
healing.

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Characteristics of a Good First Aider
a. Gentle – should not cause pain.
b. Resourceful – should make the best use of things at hand.
c. Observant – should notice all signs.
d. Tactful – should not alarm the victim.
e. Emphatic – should be comforting. f. Respectable – should maintain a professional and caring
attitude.

Hindrances in Giving First Aid

a. Unfavorable Surroundings
• Night Time
• Crowded city lights; churches; shopping malls
• Busy Highways
• Cold and Rainy weather
• Lack of necessary materials or helps.
b. The Presence of Crowds
• Crowds curiously watch, sometimes heckle, and sometimes offer incorrect advice.
• They may demand haste in transportation or attempt other improper procedures.
• A good examination if difficult while a crowd looks on.
c. Pressure from Victim or Relatives
• The victim usually welcomes help, but if he is drunk, he is often hard to examine and
handle, and is often misleading in his responses.
• The hysteria of relatives or the victim, the evidence of pain, blood and possible early
death, exert great pressure on the first aider.
• The first aider may fail to examine carefully and may be persuaded to do what he would
know in calm moments to be wrong.
How to Deal with Injuries?
Treatment of Wounds – a wound is usually treated by bandaging.
Locate wound position – wound in different locations demand different treatment, therefore it is
most important when a victim is still conscious not to move a lot and to remain in a seating or
standing position (position of head should be the highest).
Pay attention to the human body’s anatomical shape – during the treatment of a wound, the body’s
anatomy has to be noticed, because it will affect the bandaging method.
Identify size of the wound (extent and intensity of blood outflow)
The size of a wound determines the treatment method, even though it follows the same principles.
Cover wound and stop the bleeding. There are four methods to stop bleeding: applying pressure,
bandaging, bandaging and applying pressure (tourniquet) and total bandaging.
When trying to stop bleeding, do not bind too loose as blood will not stop but also do not bind too
tight, as this will stop blood from flowing to the wounded area. Therefore, it is necessary to ask a victim,
whether the bandage is too loose or too tight. When no response can be obtained from the victim, the bandage
tightness is done in such a way that the pulse can still be felt beneath the bandage.

Objective of First Aid

Participants will be able to simulate the treatment and bandaging techniques of bleeding wounds.
The principle of treating bleeding wounds is to as quickly as possible stop blood outflow, because it can be
fatal if blood outflow exceeds 20% of the total blood in the body.
The next principle is to as quickly as possible cover the wound, because open skin presents an
entrance for bacteria and other germs to the body. A sterile cloth should be used when applying a bandage to
prevent the wound from catching an infection, or one should apply disinfectant to the wound if available.
Another important point is that the bandage applied to a wound should not too tight, because this
might obstruct other parts, or too loose, because otherwise the bleeding will not stop. If the victim is
conscious please ask him/her about the bandage tightness, but if the victim is unconscious one should check
for pulse signs around the wound area.

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Bleeding wound treatment on round body part
• Determine if the wound needs a pressing tool or not, if considered necessary apply a pressing
tool.
• Prepare an already folded bandage.
• Start binding starting from the wound
• Bind around the head in circles, upon arriving opposite of the wound area, cross the bandage
• After crossing, tie bandage in shape of a parcel (not in the direction of first binding) until
arriving at the position of the wound. When reaching the same position as the wound, tie with a
slipknot
• If a wound exists on the chin or upper forehead, a triangular cloth is needed to prevent the
bandage from coming loose.
• After the wound is pressed, tie a pair of strings from bottom to behind the head, going above the
ears. Then tie with a slipknot.
• Tie another pair of strings to the direction of behind the head via below the ears. Make sure
binding is not too loose and not too tight.

Broken Bone refers to a wound which occurs on a bone, in the form of cracking, breaking or
sticking out of the body. Broken bones are injuries most common during earthquakes.

The cause of a broken bone is for instance being struck by building debris, trampled on, getting
squeezed.
3 Types of broken bone wounds
1. Fractured bone: a bone experiences trauma/impact it may cause the bone to crack, but
not break apart.
2. Closed broken bone: a bone breaks, but is still inside the body.
3. Open broken bone: a bone breaks and sticks out through the skin.

Symptoms of broken bone wounds

Several symptoms easily recognizable are among others:
• Black and blue
• Swollen
• Very painful when touched or moved
• Change in form
• Broken neck bone can be noticed when there are wounds on both head and neck
• Broken backbone can be noticed when there is a difference in the length of the legs
• Broken rib-bone is followed by breathing difficulties

The first aid principles to address a broken bone wound is through fixation to rest/minimize activity
of the two joints that flank the broken bone. This is necessary to prevent friction of the broken bone. Friction
of a broken bone can aggravate the wound. Treatment of Broken wounds Treatment of a broken bone wound
(fixation) is known as splint bandaging. Fixation is done by applying two splints comprising of wood lined
with thin cloth/sponge. The splints, each two centimeter in length are meant to flank the fracture location,
which are then bound with a rope, and tightened to support the broken body part and prevent it from
suspending.
Treating a broken neck is by propping up the neck to prevent any movement, whether left and right,
to and from, as well as turning around.
A broken back does not need first aid, but needs special aid from competent persons. What should
be exercised is to make victim remain in a lying down position, and to make use of a flat and hard palanquin
when transferring the victim to a different location. When treating a victim with a broken collarbone, no
splints are needed, only a shoulder binder to retain its position and prevent the victim from stooping. In the
case of an open broken bone, first step is to cover the wound, and thereafter conduct a fixation against the
broken bone.
Keep in mind: In treating broken bone wounds, do not try to restore the bone to its original position,
by pressing, pulling or reinserting the stuck-out bone. If no splints are available, part of the

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victim’s body can be utilized as a splint. For instance, in the case of a broken lower arm, fixation can be
done by binding the broken arm to the victim’s body

Basic Life Support (BLS)

Basic life support (BLS) is a level of medical care which is used to victims of life-threatening
illnesses or injuries until they can be given full medical care at a hospital. It can be provided by trained
medical personnel, including emergency medical technicians, paramedics, and by qualified bystanders.

Background
• Approximately 700,000 cardiac arrests per year in Europe.
• Survival to hospital discharge presently approximately 5-10%.
• Bystander CPR vital intervention before arrival of emergency services – double or triple
survival from SCA (sudden cardiac arrest).
• Early resuscitation and prompt defibrillation (within 1-2 minutes) can be result in >
60% survival.
CPR – or Cardiopulmonary Resuscitation – is an emergency lifesaving procedure performed
when the heart stops beating.
Chain of survival sequences of procedures performed to restore the circulation of oxygenated
blood after a sudden pulmonary and/or cardiac arrest.
Chest compression and pulmonary ventilation performed by anyone who knows how to do it
anywhere, immediately, without any other equipment protective devices.

a. APPROACH SAFELY
• Scene
• Rescuer
• Victim
• Bystanders
b. CHECK RESPONSE
Shake shoulders gently ask “Are you all right?” If he responds
• Leave as you find him.
• Find out what is wrong.
• Reassess regularly
c. SHOUT FOR HELP
d. OPEN AIRWAY
 Head tilt and chin lift
• Lay rescuers.
• Non-healthcare rescuers.
 No need for finger sweep
• Unless solid material can be seen in the airway. Head tilt, chin lift + jaw thrust
e. CHECK BREATHING
• Look, listen and feel for NORMAL breathing.
• Do not confuse agonal breathing with NORMAL breathing AGONAL
BREATHING
• Occurs shortly after the heart stops in up to 40% of cardiac arrests.
• Described as barely, heavy, noisy or gasping breathing.
• Recognize as a sign of cardiac arrest (Erroneous information can result in
withholding CPR from cardiac arrest victim)

Potentially Reversible Causes (5 H’s & 5 T’s)

 Hypoxia
 Hypovolemia
 Hypothermia
 Hyper/hypoK +and metabolic disorders
 H+ ions (acidosis)

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  Tension pneumothorax
 Tamponade
 Toxic/therap disturbances
 Thrombosis coronary
 Thrombosis pulmonary

f. CALL 9-1-1

g. CHEST COMPRESSIONS
• Place the heel of one hand in the center of the chest.
• Place other hand on top.
• Interlock fingers.
• Compress the chest.
o Rate 100 min-1
o Depth 4-5 cm
o Equal compression: relaxation
• When possible change CPR operator every 2 min.

h. RESCUE BREATHS
• Pinch the nose.
• Take a normal breath
. • Place lips over mouth.
• Blow until the chest rises.
• Take about 1 second.
• Allow chest to fall.
• Repeat. Breathing: Mouth to Nose (When to use)
• Can’t open mouth.
• Can’t make a good seal.

When can I stop CPR?

• Victim revives
• Trained help arrives
• Too exhausted to continue
• Unsafe scene
• Physician directed (do not resuscitate orders)
• Cardiac arrest of longer than 30 minutes)

Why CPR may fail?

• Delay in starting.
• Improper procedures (ex. Forget to pinch nose)
• No ACLS follow-up and delay in defibrillation
o Only 15% who receive CPR live to go home.
o Improper techniques.
• Terminal disease or unmanageable disease (massive heart attack).

Injuries related to CPR

• Rib fractures
• Laceration related to the tip of the sternum
o Liver o Lung
o Spleen

Complicated of CPR
• Vomiting
• Aspiration
• Place victim on left side
• Wipe vomit from mouth with fingers wrapped in a cloth.

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 • Reposition and resume CPR.

Bandaging
It is used to hold a dressing in place over a wound, to create pressure over a bleeding wound for
control of hemorrhage, to secure a splint to an injured part of the body, and to provide support to an injured
part.
Any clean cloth or material used to hold the dressing in place.
• To control bleeding.
• It secures a split.
• To immobilize and support body parts.

Four (4) Methods of Triangular Bandage

• Open Phase
• Broad Cravat Phase
• Semi-Broad Cravat Phase
• Narrow Cravat Phase
Application
a. Must be proper, neat, and correct.
b. Apply neatly not too loose, not too tight.
c. Always check for tightness may cause later swelling.
d. Tie ends with a square knot.

Two (2) Types of Square Knot

How to tie a Square Knot

Rules in tying square knot: left end over right end then right end over left end and (vice versa).
a. Pass the left end (dark) over and under the right.
b. Bring both ends up again.
c. Pass the right end (dark) over and under the left.
d. Pull the ends firmly to tighten; tuck ends.

How to untie a Square Knot

a. Pull one end and one piece of bandage apart.
b. Hold the knot; pull the end through it and out.

Five (5) Different techniques on bandaging

1. Triangle of Forehead or Scalp - The triangle of forehead or scalp (fronto - occipital) is used to
hold dressing on the forehead or scalp.
a. Place middle of base of triangle so that edge is just above the eyebrows and
bring apex back, allowing it to drop over back of head (occiput). Bring ends of
triangle backward above ears.
b. Cross ends over apex at occiput, carry ends around forehead, and tie them in a
square knot.
c. Turn up apex of bandage toward top of head. Pin with safety pin or tuck in
behind crossed part of bandage.
2. Triangular Arm Sling - A triangular arm sling (brachio-cervical triangle) is used for the support
of fractures or injuries of hand, wrist, and forearm.
Two version of this sling are discussed below:
a. In this method of applying the sling, the forearm is supported from both shoulders by
the sling. • Bent arm at elbow so that little finger is about a hand-breadth above level of
elbow.
• Place one end of triangle over shoulder on injured side and let bandage hang
down over chest with based forward hand and apex toward below elbow.
• Slip bandage between body and arm.

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 • Carry low end up over shoulder on uninjured side.
• Tie and two ends, by square knot, at the neck, not in the middle where it could
cause discomfort when patients is lying on back.
• Draw apex of bandage toward elbow until snug, bring it around to front, and
fasten with safety pin or adhesive tape. b. If it is desirable to support the forearm
without pressure on the collarbone or should of the injured side, the following
steps are taken.
• Bend arm at elbow so that the little finger is about a hand- breadth above level
of elbow.
• Drape upper end of triangle over uninjured shoulder
• Slip bandage between body and arm.
• Carry lower and up over flexed forearm (ends of fingers should extend slightly
beyond base of triangle)
• Slide lower end of bandage under injured shoulder between arm and body and
secure the two ends with square knot.
• Draw apex toward elbow until snug, and secure with safety pin or adhesive
tape.
3. Triangle of Chest or Back - This bandage is used to hold dressing on burns or wounds
of chest or back.
a. Drop apex of triangle over shoulder on injured side. Bring bandage down over
chest (or back) to cover dressing, so that middle of base of bandage is directly
below injury. Turn up a cuff a base.
b. Carry ends around and tie in a square knot, leaving one end longer than the
other.
c. Bring apex down and tie to long end of first knot.
4. Cravat of Head or Ear - The purpose of this bandage is to apply pressure to control
hemorrhage from wounds of scalp, or to hold dressings on wounds of ear or lower scalp.
a. Place middle cravat over dressing
b. Pass each end completely around head.
c. Tie in square knot.
5. Cravat to Jaw - The Cravat of Jaw (mento-vertico-occipital cravat) is used to
dressings on the chin, cheeks, and scalp ends upward with one end longer than the other.
a. After making a triangular bandage into a cravat of proper width, place it
under the chin carry ends upward with one end longer than the other.
b. Bring longer end over top of head. Cross both ends on side of head. (Ends
should now be of equal length).
c. Pass ends around head in opposite directions and tie with square knot on other
side of head on primary turn of cravat.

Rappelling

Rappelling, also referred to as rapping or the European “abseiling” (from the German word
abseilen, meaning “to rope down”, is the controlled descent down a steep terrain using a fixed rope. The
original body rappel, known as the “Dulfersitz”, ran the rope around the rappeller’s body for friction. Modern
rappelling techniques employ some type of descender or friction device. This permits a rescuer to quickly
access an injured or stranded subject in technical terrain.

It is important to understand that rappelling is dangerous. Rappelling accidents resulting in injury

or death are frighteningly common.

The following are important safety considerations relating to rappelling;

• Verify the rope reaches the target.
• Double check your harness, carabiners, and all rigging prior to going over the edge.
• Check the carabiners are locked and not cross loaded.
• Use a buddy check system to have your rigging inspected by other rescuers.
• Employ a secondary conditional self- belay (autoblock, VT Prusik, etc.) as a backup.

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 • Keep the brake hand below the descending device – NEVER LET GO!
• Keep hair and clothing away from the descending device.
• Carry a cutting tool and a backup Prusik for emergencies.
• Remember that a rope under tension cuts extremely easily.
• Avoid dislodging rocks with the rope
. • Do not bounce during a rappel- dangerously shocks the rappel anchor
• Descend slowly and avoid excessive heat buildup
• Use well-fitting gloves when rappelling – otherwise they become a safety hazard. Prior to
rappelling, you should check every aspect of your system.

The rappelling safety acronyms B.R.A.K.E.S., developed by Cyril Shokoples 10 years ago and
now widely used by climbing schools, can easily be employed as a pre-rappel checklist. It’s a good idea to
go through this list out loud by stating each letter and touching the part of the system you’re checking.
Confirm with your partner when possible that each component of the system has been set up appropriately
and is going to be applied correctly.

B – Buckles: Check the buckles on your harness. Make sure they are snug and that all appropriate
straps are doubled-back.
R – Rappel Device/Ropes: Check that the carabineer at attached to your device is locked, both
strands of the rope have been loaded correctly in the device, and the rope is properly threaded
through the rappel anchor.
A – Anchor: Confirm that the anchor is strong. If it’s a tree, make sure it’s alive, large enough to
hold your weight, and that is has a good root base. If it’s a boulder, ensure that it is not going to
move. If rappelling off bolts or gear, confirm that they are suitably strong enough. Double- check
that any webbing or cord isn’t damaged or too faded.
K – Knots: Check all the knots in the system. Make sure that knots adjoining two ropes in a double-
rope rappel are correctly tied with enough tail.
E – Ends: Confirm that the ends of your ropes are on the ground or that they reach the next anchor.
Confirm that your system is closed with knots at the end of your rappel lines.
S – Safety Backup/Sharp Edges: Use an auto block back-up and check to make sure that you
aren’t going to rappel over any sharp edges.

FURTHER ACTIVITY. Post your output presentation at your facebook account and tag to your
instructor. (50 pts)

1. Make a video presentation regarding the different ways to signa SOS, first aid training, basic life support,
bandaging and rappelling activity. Be sure you perform the different activities and observe safety first. Post
your output video presentation at your facebook account and tag to your instructor. Be sure your video is
presentable, sound and clear.
LEARNING EXERCISE No. 3.3

Name: Score:
Course/Year: Date:
Time Started: Time Finished:

I. IDENTIFICATION. Identify the following items. Write your answer in the space provided. (10 pts)

1. It is a level of medical care which is used to victims of life-threatening illnesses or

injuries until they can be given full medical care at a hospital.
2. It also referred to as rapping or the European “abseiling” (from the German word
abseilen, meaning “to rope down”, is the controlled descent down a steep terrain using a fixed rope
3. It is used to hold a dressing in place over a wound, to create pressure over a bleeding
wound for control of hemorrhage, to secure a splint to an injured part of the body, and to provide support to
an injured part.
4. It refers to a wound which occurs on a bone, in the form of cracking, breaking or
sticking out of the body

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 5. A wound is usually treated by bandaging.
6. It uses the available human and material resources at the site of accident to provide
initial care to the victim of injury or sudden illness until more advance care is provided.
7. A symbol represents either a text character (letter or numeral) or a prosign and is
represent by a unique sequence of dots and dashes.
8. Any clean cloth or material used to hold the dressing in place.
9. The most distress signal have three dots, three dashes and three dots, internationally
recognized by treaty.
10. It is used to hold dressing on the forehead or scalp.

II. ESSAY. Explain briefly. (40 pts)

1. How do you signal SOS in Morse code?

2. What is first aid and why is it important?

3. How do you do Cardiopulmonary Resuscitation (CPR)?

4. Is rappelling dangerous? Elaborate your answer.

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 CHAPTER 4
CLIMATE CHANGE AND ENVIRONMENTAL PROTECTION

INTENDED LEARNING OUTCOMES

After going through this topic, you expected to:

1. Value, practice and apply the concepts, principles and importance of Environmental Education
2. Define the concepts of climate change and its impacts to the environment.
3. Familiarize the possible solutions to climate change in our environment.
4. Realize the importance of environmental education, protection and management.
5. Demonstrate student capability building in protecting and safeguarding Mother Earth.
6. Instill positive values and attitudes as a role of the youth in the environmental protection and
management.

TIME FRAME Suggested allotment time: 3 hours

If you set an average of 3 hours per week, you should be able to complete the module comfortably
by the end of the assigned week. Try to do all the learning activities.

DO NOT LEAVE ANY QUESTION

UNANSWERED

Climate change is happening now and it's happening, not in far-flung corners of the world, but in
human communities. Ongoing effects include rising sea levels due to thermal expansion and melting of
glaciers and ice sheets, and warming of the ocean surface, leading to increased temperature stratification.
Other possible effects include large-scale changes in ocean circulation.

The Philippines is highly vulnerable to the impacts of climate change, including sea level rise,
increased frequency of extreme weather events, rising temperatures and extreme rainfall. ...
The Philippines lies in the world's most cyclone-prone region, averaging 19–20 cyclones each year, of which
7–9 make landfall. The most recent scientific assessments have confirmed that this warming of the climate
system since the mid-20th century is most likely to be due to human activities; and thus, is due to the observed
increase in greenhouse gas concentrations from human activities, such as the burning of fossil fuels and land
use change.

In this chapter the student will able to gain knowledge, attitudes, and practices regarding the climate
change and its impact to the environment; environmental protection and management; and environmental
conservation and development. It shows that there is a general lack of information among students regarding
environmental awareness and protection. This highlights the need for environment education, protection and
management. Students can be proving useful workforce in any environmental situation. College students
need to know and familiarize the basic concepts and principles of environment on how to protect and preserve
the Mother Earth.

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 Lesson 4.1 CLIMATE CHANGE AND ITS IMPACT TO THE ENVIRONMENT

1. To define the concepts of climate change and its impact to environment

2. To identify the causes of climate change and the human contribution
to climate change
3. To show and promote environmental protection in the community

Healthy ecosystems and rich biodiversity are fundamental to life on our planet. Climate change is
affecting the habitats of several species, which must either adapt or migrate to areas with more favorable
conditions. Even small changes in average temperatures can have a significant effect upon ecosystems.
Climate change is expected to affect, in many cases negatively, crop yields and food security, as
floods, droughts, and storms can wipe out fields. Warmer summer temperatures may make growing some
crops, like corn, more difficult. Pest infestations and pathogen exposure are likely to increase.
Biodiversity loss can have significant direct human health impacts if ecosystem services are no
longer adequate to meet social needs. Indirectly, changes in ecosystem services affect livelihoods, income,
local migration and, on occasion, may even cause political conflict.
Loss of biodiversity appears to affect ecosystems as much as climate change, pollution and other
major forms of environmental stress, according to results of a new study by an international research team.
... Studies over the last two decades demonstrated that more biologically diverse ecosystems are more
productive.
Humans and wild animals face new challenges for survival because of climate change. More
frequent and intense drought, storms, heat waves, rising sea levels, melting glaciers and warming oceans can
directly harm animals, destroy the places they live, and wreak havoc on people's livelihoods and
communities.
Forces that contribute to climate change include the sun's intensity, volcanic eruptions,
and changes in naturally occurring greenhouse gas concentrations.
Climate change increases the risk of illness through increasing temperature, more frequent heavy
rains and runoff, and the effects of storms. Health impacts may include gastrointestinal illness like diarrhea,
effects on the body's nervous and respiratory systems, or liver and kidney damage.
With the plastic free, zero waste, and low impact movements gaining traction, plastic has become
vilified, but plastic isn't really the problem.
Recycling helps reduce greenhouse gas emissions by reducing energy consumption. Using recycled
materials to make new products reduces the need for virgin materials. This avoids greenhouse gas emissions
that would result from extracting or mining virgin materials.
To reduce the negative impact of climate change on biodiversity we recommend: encouraging a
move away from static targets for biodiversity conservation; and ensuring climate change adaptation
activities are integrated across as many sectors/ministries as possible, whilst avoiding conflicting targets.
Global Warming
Global warming is an increase in the overall temperature of the earth's atmosphere. It's generally
attributed to the greenhouse effect caused by increased levels of carbon dioxide and other gases. What is
climate change? Climate change is caused by global warming.
Climate changes Climate Change?
Climate change is a change in the statistical distribution of weather over periods of time that range
from decades to millions of years. It can be a change in the average weather or a change in the distribution
of weather events around an average (for example, greater or fewer extreme weather events). Climate change
may be limited to a specific region, or may occur across the whole Earth.

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What makes the Climate Change?
The Earth‘s climate is influenced by many factors, mainly by the amount of energy coming from
the sun, but also by factors such as the amount of greenhouse gases and aerosols in the atmosphere, and the
properties of the Earth‘s surface, which determine how much of this solar energy is retained or reflected back
to space.
Causes of Climate Change
A. Natural causes
1. Continental drift - 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.
2. Volcanoes - When a volcano erupts, it throws out large volumes of sulfur dioxide, water
vapor, 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 sulfur dioxide gas can reach the upper levels of the atmosphere (called
the stratosphere) from a major eruption. The gases and dust particles partially block the
incoming rays of the sun, leading to cooling. Sulphur dioxide combines with water to form
tiny droplets of sulfuric 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.
3. The earth's tilt - Changes in the tilt of the earth can affect the severity of the seasons
- more tilt means warmer summers and colder winters; 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
masses, so heat transport through the 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. Ocean currents have been known to change
direction or slow down. Much of the heat that escapes from the oceans is in the form of
water vapour, the most abundant greenhouse gas on Earth. Yet, water vapor also
contributes to the formation of clouds, which shade the surface and have a net cooling
effect.
B. Human causes Greenhouse gases and their sources
a. Carbon dioxide - the most important greenhouse gas in the atmosphere. Changes in land use
pattern, deforestation, land clearing, agriculture, and other activities have all led to a rise in the
emission of carbon dioxide.
b. Methane - about ¼ of all methane emissions are said to come from domesticated animals such
as dairy cows, goats, pigs, and horses. These animals produce methane during the cud-chewing
process. Methane is also released from rice or paddy fields that are flooded during the sowing and
maturing periods. When soil is covered with water it becomes anaerobic or lacking in oxygen.
Under such conditions, methane-producing bacteria and other organisms decompose organic matter
in the soil to form methane. Methane is also emitted from landfills and other waste dumps. If the
waste is put into an incinerator or burnt in the open, carbon dioxide is emitted. Methane is also
emitted during the process of oil drilling, coal mining and also from leaking gas pipelines (due to
accidents and poor maintenance of sites).
c. Nitrous oxide - a large amount of nitrous oxide emission has been attributed to fertilizer
application. This in turn depends on the type of fertilizer that is used, how and when it is used and
the methods of tilling that are followed.

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 d. Nitrogen - contributions are also made by leguminous plants, such as beans and pulses that add
nitrogen to the soil.

Human Contribution to Climate Change

All of us in our daily lives contribute our bit to this change in the climate. Give these points a good,
serious thought:
 Electricity is the main source of power in urban areas. All our gadgets run on electricity
generated mainly from thermal power plants. These thermal power plants are run on fossil fuels
(mostly coal) and are responsible for the emission of huge amounts of greenhouse gases and other
pollutants.
 Cars, buses, and trucks are the principal ways by which goods and people are transported in most
of our cities. These are run mainly on petrol or diesel, both fossil fuels.
 We generate large quantities of waste in the form of plastics that remain in the environment for
many years and cause damage.
 We use a huge quantity of paper in our work at schools and in offices.
 Timber is used in large quantities for construction of houses, which means that large areas of
forest have to be cut down. A growing population has meant more and more mouths to feed.
Because the land area available for agriculture is limited (and in fact, is actually shrinking as a
result of ecological degradation!), high-yielding varieties of crop are being grown to increase the
agricultural output from a given area of land. However, such high-yielding varieties of crops
require large quantities of fertilizers; and more fertilizer means more emissions of nitrous oxide,
both from the field into which it is put and the fertilizer industry that makes it. Pollution also results
from the run-off of fertilizer into water bodies.

What impacts of climate change have already been observed?

Regional climate change is already affecting many natural systems. For instance, it is increasingly
being observed that snow and ice are melting and frozen ground is thawing, hydrological and biological
systems are changing and in some cases being disrupted, migrations are starting earlier, and species'
geographic ranges are shifting towards the poles. Despite remaining gaps in knowledge, it is likely that these
effects are linked to human influence on climate. At the regional level, however, responses to natural
variability are difficult to separate from the effects of climate change. Some previously unanticipated impacts
of regional climate change are just starting to become apparent. For instance, melting glaciers can threaten
mountain settlements and water resources, and damage associated with coastal flooding are increasing.

How do people adapt to climate change?

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

Possible Solutions to Climate Change

A. House & Garden

1. Grow your own food. Planting things like garden vegetables and herbs will help you eat locally
and organic.
2. Redecorate with Eco-products. If you need to repaint your house, use latex paint rather than
oilbased. Latex paint releases significantly fewer harmful fumes while drying and smells a lot better
- it's healthier for you, too.
3. Buy energy-efficient appliances. These will require less energy to do their job, meaning lower
bills and fewer fossil fuels being burned. If you can't do this, use your existing appliances

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efficiently; make sure the dishwasher and washing machine are full before running them to save
energy and money. Hang-dry your laundry rather than putting it in the dryer and put them outside
on a clothesline on dry days. Hang-drying will also make your clothes last much longer.
4. Reduce your electricity use. Unplug your cell phone charger, TV and other electronics from the
wall when you are not using them, because they use energy when plugged in and on standby. The
process can be made easier if you have everything plugged into a surge protector with its own
switch. Turn off lights and other energy-sucking devices when they aren’t being used. Replace
older light bulbs with energy-saving fluorescent bulbs. Fluorescent light bulbs are a little more
expensive, but much more efficient - they use about a seventh of the power and last about 12 times
longer. Replace fluorescent light bulbs with Ultra Compact LEDs (UCLEDs). These use less
energy and last longer than fluorescent light bulbs. Additionally, UCLEDs do not contain any
dangerous mercury. Even though LED light bulbs are currently more expensive, remember that
your money is spent for a good cause: it will pay for the development of cheaper and more effective
generation of LEDs. If you're leaving your computer for a while, put it on stand-by. You'll be able
to restart it quickly, and it'll take less energy than shutting it down and then restarting it.
5. Reduce the usage of refrigerants and air-conditioners.
6. Pack your refrigerator more tightly to reduce cooled air.

B. Water Conservation

1. Take short showers and share bathwater. Showers use much less water. The other choice is to
fill a bucket with water and take a can or a jug, and keep filling it with water from the bucket and
pouring it over your head - if you have some extra water save it for some other person to use. You
can lather yourself up with the water turned off in the middle of the shower.
2. Pollute less. When washing dishes, wash greasy pans last to keep the water clean.
3. Turn off taps properly. Especially when brushing your teeth - every little bit helps.
4. Fix dripping taps. The constant drip wastes water, energy and money, so repair them as soon as
possible. You can also save by installing an inexpensive "flow control" device in shower heads and
faucets.
5. Use appliances efficiently. Running the clothes washer with a full load and using cold water (30
degrees Celsius) whenever possible can lead to big energy savings. Use detergents that clean
clothes effectively in colder water.

C. Transportation

1. Use a bike. With gas prices so high, it will pay for itself. Ride it to work or school, for short
distances, to run errands, or to have fun. Everyone benefits when you ride a bike. You help conserve
our limited oil resources, you are not polluting, and you are exercising.
2. Walk short distances rather than drive. It may be convenient to drive, but let's face it, it probably
takes longer than walking would, and emits pollutants to boot.
3. Use public transportation or carpool for long trips. These options may take a little longer, but
you can read, listen to headphones, or talk to people instead of having to stare straight ahead for
the length of your commute.
4. Consolidate your trips. If you must drive to do grocery, shopping, etc., plan to do all weekly
errands on one day. You can get everything you need in one trip, saving you money and time. It's
also more fuel efficient to start a car if it's already warmed up.
5. Research biodiesel. This is a diesel made from a percentage of plant and animal fat (in some
cases reused fat). This is not suitable for all diesel engines.
6. Research energy efficient, electric, hybrid and diesel engines when buying a new car, motorbike
or scooter.

D. Shopping

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 1. Buy only post-consumer recycled paper products, including toilet paper and tissues. The paper
industry is the third greatest contributor to global warming emissions. Buying recycled is as
important as recycling - it’s called “closed loop" recycling.
2. Avoid using plastic bags from grocery stores. Bring canvas bags to carry your grocery items.
Use reusable bags and boxes. If you need a plastic one, make sure you use it again and again!

E. Community

1. Knowledge is power. Learn everything you can about global warming. What is it? How does
global warming work? Why is it happening? What are the causes? What are the critics saying?
2. E-mail relevant articles to your friends and family to get them up to speed about global
warming.
3. Write to your local council to ask for environmentally minded services such as recycling
collection.
4. Educate yourself, you family, your friends, and everyone you meet. Our culture is just waking
up to issues that have existed for years. The more people are aware of the issues the more likely
they are to make decisions that will be constructive!

ACTIVITIES. Send your answer to email address or messenger of your instructor. (20 pts)

1. Who is affected by climate change?

2. How do we reduce the negative effects of climate change?

LEARNING EXERCISE No. 4.1

Name: Score:
Course/Year: Date:
Time Started: Time Finished:

I. IDENTIFICATION. Identify the following items. Write your answer in the space provided. (10 pts)

1. The most important greenhouse gas in the atmosphere.

2. The 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
3. This gas is also made by leguminous plants, such as beans and pulses that add nitrogen
to the soil.
4. It is the main source of power in urban areas. All our gadgets run on electricity
generated mainly from thermal power plants.
5. It throws out large volumes of sulfur dioxide, water vapor, dust, and ash into the
atmosphere.
6. It is an increase in the overall temperature of the earth's atmosphere.
7. 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.
8. It is a change in the statistical distribution of weather over periods of time that range
from decades to millions of years.
9. Changes in the tilt of the earth can affect the severity of the seasons - more tilt means
warmer summers and colder winters; less tilt means cooler summers and milder winters.

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 10. It can be a change in the average weather or a change in the distribution of weather
events around an average. It may be limited to a specific region, or may occur across the whole Earth.

II. ESSAY. Explain briefly. (20 pts)

1. In your community, what impacts of climate change have already been observed?

2. Give a possible solution to climate change at your home, barangay and school.

III. ACT-IT-OUT
Extend your services to the community by establishing any of the following and collect accounts of your
actions through a portfolio compilation.
a. Vegetable Home Garden with compose pit
b. Nursery of Fruit Bearing Trees
c. Barangay Greening Program
d. Establishing Compose Pit through Practice of Waste Segragation

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Lesson 4.2 ENVIRONMENTAL EDUCATION, PROTECTION AND MANAGEMENT

1. To discuss the terms and concepts of environmental education, protection

and management
2. To elaborate the RA 9512 -Environmental Awareness and Education Act of
2008
3. To show positive values and attitudes as a role of the youth in the
environmental protection and management

Environment refers to the complex physical, chemical and biotic factors outside an individual
necessary for progress and development. Studies and experiences clearly manifest that abuse of the
environment causes tremendous effect and changes in climate brought about by the abuse and misuse of the
environment and its natural resources. Although the most of the things that belong to the environment and
its natural resources are given to man as free its abuse has become a global concern due to global warming,
pollution and other hazards that pose a threat to man’s existence. The effect is alarming and causes
devastating effect to man’s survival.

The basic concepts in environment that environment is interdependence or interconnectedness;

diversity and stability; change; balance of nature; fitness of resource; material cycle; carrying capacity;
cooperation; and stewardship. The basic environmental principles are as follows: a) nature knows best; b) all
forms of life are important; c) everything is connected to everything else; d) everything changes; e) everything
must go somewhere: f) ours is finite Earth; and g) nature is beautiful and we are stewards of God’s creation.

Environmental education is a process that allows individuals to explore environmental issues,

engage in problem solving, and take action to improve the environment. As a result, individuals develop a
deeper understanding of environmental issues and have the skills to make informed and responsible
decisions.

The components of environmental education are:

 Awareness and sensitivity to the environment and environmental challenges
 Knowledge and understanding of the environment and environmental challenges
 Attitudes of concern for the environment and motivation to improve or maintain environmental
quality
 Skills to identify and help resolve environmental challenges
 Participation in activities that lead to the resolution of environmental challenges

Environmental education does not advocate a particular viewpoint or course of action. Rather,
environmental education teaches individuals how to weigh various sides of an issue through critical thinking
and it enhances their own problem-solving and decision-making skills.

Environmental Education is More Than Information about the Environment

Environmental Education Environmental Information

Increases public awareness and knowledge of Provides facts or opinions about environmental
environmental issues issues
Does teach individuals critical-thinking Does not necessarily teach individuals critical-
thinking
Does enhance individuals' problem-solving and Does not necessarily enhance individuals'
decision-making skills problem-solving and decision-making skills
Does not advocate a particular viewpoint May advocate a particular viewpoint

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 Environmental education for sustainability (EEfS) is more than just communicating information
about the environment and the ways in which it is currently threatened by human activity.

Environmental protection is the practice of protecting the natural environment by individuals,

organizations and governments. Its objectives are to conserve natural resources and the existing natural
environment and, where possible, to repair damage and reverse trends.

Government’s commitment to long-term sustainable development is achieved, when explicit

recognition is given in its policy-making processes that its economic systems are essentially products of and
dependent on social systems, which in turn are products or, and dependent on, natural systems.
Effective management of the interdependencies between ecosystem health, social equity and
economic growth will further require a significant change in current governance practices, in adopting an
integrated and co-operative environmental management approach to governance that includes an accurate
valuation of environmental goods and services.
Environmental management is “a purposeful activity with the goal to maintain and improve the
state of an environmental resource affected by human activities.
Environmental Management can be defined as “the management of the interaction and impact of
human activities on the natural environment”.
Environmental management further aims to ensure that ecosystem services and biodiversity are
protected and maintained for equitable use by future human generations, and also, maintain ecosystem
integrity as an end in itself by taking into consideration ethical, economic, and scientific (ecological)
variables. Environmental management tries to identify the factors that have a stake in the conflicts that may
rise between meeting the needs but protecting the environment.
 Identification: Via complaints/concerns from the community we identify a certain environmental
problem
 Evaluation: Inspections with relevant Government Departments (Provincial and National) we
determine the extent of the problem
 Control: The problem is brought to the attention of the transgressor/polluter and the person/company
who is informed to stop the illegal activity and address the problem or concerns which include the
rehabilitation of the area(s).
To protect the environment for the present and the future generations, “Everyone has the right –
(a) to an environment that is not harmful to their health or well-being; and
to have the environment protected, for the benefit of present and future generations,
through reasonable legislative and other measures that –
prevent pollution and ecological degradation;
promote conservation; and
(iii) secure ecologically sustainable development and use of natural resources
while promoting justifiable economic and social development”.
Sustainable Development is defined as Development that “meets the needs of the present
generation without compromising the ability of future generations to meet their own needs.”
The objectives, powers and functions of national, provincial and local government. The objectives
for local government are to:
 Provide democratic and accountable government for local communities;
 Ensure the provision of services to communities in a sustainable manner;
 Promote social and economic development;
 Promote a safe and healthy environment; and
 Encourage the involvement of communities and community organizations in the matters
of local government.
The following are of particular relevance to the management of the environment:
 Air pollution
 Fire-fighting services
 Local tourism

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  Municipal planning
 Municipal health services
 Storm water management in built up areas
 Water and sanitation services (limited to potable water supply systems and domestic
waste-water and sewerage disposal systems)
 Beaches
 Cleansing
 Local amenities
 Municipal parks and recreation
 Noise pollution
 Public places
 Refuse removal, refuse dumps and solid waste removal

Republic Act No. 9512 – ENVIRONMENTAL AWARENESS EDUCATION ACT

The Department of Education (DepEd), the Commission on Higher Education (CHED), the
Technical Education and Skills Development Authority (TESDA), the Department of Social Welfare and
Development (DSWD), in coordination with the Department of Environment and Natural Resources
(DENR), the Department of Science and Technology (DOST) and other relevant agencies, shall integrate
environmental education in its school curricula at all levels, whether public or private, including in barangay
daycare, preschool, non-formal, technical vocational, professional level, indigenous learning and out-of-
school youth courses or programs.

Environmental education shall encompass environmental concepts and principles, environmental

laws, the state of international and local environment, local environmental best practices, the threats of
environmental degradation and its impact on human well-being, the responsibility of the citizenry to the
environment and the value of conservation, protection and rehabilitation of natural resources and the
environment in the context of sustainable development.

Role of Youth for A Cleaner and Greener Environment

As we saw in the past, there are many more rules, laws, conventions are made for protecting the
environment but there is no effective implementation. For this implementation youth play a vital role.

 Young people constitute a large part of the world’s population and young people will have
to live longer with the consequences of current environmental decisions than will their
elders. Future generations will also be affected by these decisions and the extent to which
they have addressed concerns such as the depletion of resources, biodiversity loss, and
long-lived radioactive wastes.
 Young people can play an active role in protecting and improving the environment. They
can change their lifestyle and how it affects the environment. They can make their homes,
schools and youth organizations more environmentally friendly by adopting
environmentally friendly practices, recycling of different materials as well as preserving
resources such as water and electricity. Engaging youth in environmental protection not
only creates direct impact on changing youth behaviors and attitudes, but possibly
influence their parents, relatives and families.
 Youth are back bone of the nation. They can change the future of the society with their
well-being and courageous behavior. Unfortunately, today we find the youth those who are
more interested in other places which are not useful to them as well as nationally. They
choose to spend their days doing drugs and playing video games. They spend their nights
partying and living it up, so to speak. More and more young men of this age group are
sitting at home in front of their televisions playing games all day instead of bettering
themselves or going to work. They have no vision and if they do have dreams, they do not
have the drive to make any attempt at achieving them.

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  The environment is simply defined as our surrounding, including both living and non-
living things and youth are the young people. Environmental protection is a broad subject.
Environmental problems are rising day by day and everyone is concerned about global
warming and climate change as globally but local and national environmental problems are
less concerned. Protecting the environment starts with pollution control therefore, youth
can help reduce waste by paying attention to minor details in their daily lives, for example,
not to take extra plastic bags when we go shopping. Actually, there are many other tips for
greener environment.
 By applying the greening knowledge at home and schools, we can help to market city, a
greener city. Discarding computers, electrical appliances and rechargeable batteries can
seriously harm the environment. Youth role is to implement recycling programs for used
computers and electrical appliances. You can arrange for collection services with them.
There are also many collection points for recycling of rechargeable batteries, so do not
simply throw them away. Youth have a role to play in environmental and conservation
efforts that will improve livelihoods.

Young people can play an active role in protecting and improving the environment. They can make
their homes, schools and youth organizations more environmentally friendly by adopting environmentally
friendly practices, recycling of different materials as well as preserving resources such as water and
electricity.

Students need to promote the plantation in surrounding areas. They should help the government
and non-government organization in preventing pollution from the society by actively participating in
programs and by giving the information’s of those who pollutes the environment.
This is a very important topic for our discussion and attention. The extent to which the youth address their
concern on issues such as the depletion of resources, biodiversity loss, and long-lived radioactive wastes
determines the fate of our environment. Young people have a big role in protecting and improving the
environment.

Youth can make their homes, schools and youth organizations more environmentally friendly by
adopting environmentally friendly practices, recycling of different materials as well as preserving resources
such as water and electricity. Engaging youth in environmental protection not only creates direct impact on
changing youth behaviors and attitudes, but possibly influence their parents, relatives and families.

Youth participation should be increased for the environment protection. The participation of youth
can be sought at all levels ranging from grass root activism to policy bodies to non-Governmental
organizations (NGOs). Their role can be institutionalized in policy making through advisory bodies such as
Youth councils. Sustainable development should become a key element in the programs of youth
organizations throughout the world. While every segment of society is responsible for maintaining the
environmental integrity of the community, young people have a special interest in maintaining a healthy
environment because they will be the ones to inherit.

ACTIVITIES. Send your answer to email address or messenger of your instructor. (30 pts)

1. Explain the following quotations:

a. “The process of change is the only thing that is permanent in the world.”

b. “The waste you throw will return a greater waste to you.”

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 REPUBLIC OF THE PHILIPPINES
CONGRESS OF THE PHILIPPINES

Metro Manila

Fourteenth Congress
Second Regular Session

Begun and held in Metro Manila, on Monday, the twenty-eight day of July, two thousand eight.

REPUBLIC ACT NO. 9512

December 12, 2008

AN ACT TO PROMOTE ENVIRONMENTAL AWARENESS THROUGH ENVIRONMENTAL

EDUCATION AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

Section 1. Title. – This Act shall be known as the “National Environmental Awareness and
Education Act of 2008“.

Section 2. Declaration of Policy. – Consistent with the policy of the State to protect and advance
the right of the people to a balanced and healthful ecology in accord with the rhythm and harmony of nature,
and in recognition of the vital role of the youth in nation building and the role of education to foster patriotism
and nationalism, accelerate social progress, and promote total human liberation and development, the state
shall promote national awareness on the role of natural resources in economic growth and the importance of
environmental conservation and ecological balance towards sustained national development.

Section 3. Scope of Environmental Education. – The Department of Education (DepEd), the

Commission on Higher Education (CHED), the Technical Education and Skills Development Authority
(TESDA), the Department of Social Welfare and Development (DSWD), in coordination with the
Department of Environment and Natural Resources (DENR), the Department of Science and Technology
(DOST) and other relevant agencies, shall integrate environmental education in its school curricula at all
levels, whether public or private, including in barangay daycare, preschool, non-formal, technical vocational,
professional level, indigenous learning and out-of-school youth courses or programs. Environmental
education shall encompass environmental concepts and principles, environmental laws, the state of
international and local environment, local environmental best practices, the threats of environmental
degradation and its impact on human well-being, the responsibility of the citizenry to the environment and
the value of conservation, protection and rehabilitation of natural resources and the environment in the
context of sustainable development. It shall cover both theoretical and practicum modules comprising
activities, projects, programs including, but not limited to, tree planting; waste minimization, segregation,
recycling and composting; freshwater and marine conservation; forest management and conservation;
relevant livelihood opportunities and economic benefits and other such programs and undertakings to aid the
implementation of the different environmental protection law.

Section 4. Environmental Education and Activities as Part of National Service Training

Program. – The CHED and the TESDA shall include environmental education and awareness programs and
activities in the National Service Training Program under Republic Act No. 9163, as part of the Civic Welfare
Training Service component required for all baccalaureate degree courses and vocational courses with a
curriculum of at least two (2) years.

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 Section 5. Declaration of Environmental Awareness Month. – Pursuant to the policy set forth in
this Act, the month of November of every year shall be known as the “Environmental Awareness Month”
throughout the Philippines.

Section 6. Interagency and Multi-sectoral Effort. – The DepEd, CHED, TESDA, DENR, DOST
and other relevant agencies, in consultation with experts on the environment and the academe, shall lead in
the implementation of public education and awareness programs on environmental protection and
conservation through collaborative interagency and multi-sectoral effort at all levels.

The DENR shall have the primary responsibility of periodically informing all agencies concerned
on current environmental updates, including identifying priority environmental education issues for national
action and providing strategic advice on the environmental education activities. The DepEd, CHED, TESDA,
DENR, DOST, DSWD and barangay units shall ensure that the information is disseminated to the subject
students.

The DOST is mandated to create programs that will ensure that students receive science-based
quality information on environmental issues to encourage the development of environment-friendly
solutions, devices, equipment and facilities.

Section 7. Capacity-Building. – The DepEd, CHED and TESDA, in coordination with the DENR
and other relevant agencies, shall undertake capacity-building programs nationwide such as trainings,
seminars, workshops on environmental education, development and production of environmental education
materials, and teacher-education courses and related livelihood programs.

Section 8. Separability Clause. – If any part, section or provision of this Act shall be held invalid
or unconstitutional, the other provisions shall not be affected thereby.

Section 9. Repealing Clause. – All other acts, laws, executive orders, presidential issuances, rules
and regulations or any part thereof which are inconsistent with this Act are hereby repealed or modified
accordingly.

Section 10. Effectivity. – This Act shall take effect fifteen (15) days after its publication in the
Official Gazette or in at least two (2) newspapers of general circulation.

Approved,

SGD. MANNY VILLAR SGD. PROSPERO C. NOGRALES

President of the Senate Speaker of the House of Representative

This Act which is a consolidation of Senate Bill No. 1699 and House Bill No. 4381 was finally
passed by the Senate and the House of Representatives on October 8, 2008.

Sgd. MARILYN B. BARUA-YAP

Sgd. EMMA LIRIO-REYES
Secretary General
Secretary of the Senate
House of Representatives

Approved: December 12, 2008

SGD. GLORIA MACAPAGAL ARROYO

President of the Philippines

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 REPUBLIC ACT NO. 9003

“AN ACT PROVIDING FOR AN ECOLOGICAL SOLID WASTE MANAGEMENT PROGRAM,

CREATING THE NECESSARY INSTITUTIONAL MECHANISMS AND INCENTIVES,
DECLARING CERTAIN ACTS PROHIBITED AND PROVIDING PENALTIES, APPROPRIATING
FUNDS THEREFOR, AND FOR OTHER PURPOSES”

This Act shall be known as the “Ecological Solid Waste Management Act of 2000.”

It is hereby declared the policy of the State to adopt a systematic, comprehensive and ecological
solid waste management program which shall:
(a) Ensure the protection of public health and environment;
(b) Utilize environmentally-sound methods that maximize the utilization of valuable resources and
encourage resource conservation and recovery;
(c) Set guidelines and targets for solid waste avoidance and volume reduction through source
reduction and waste minimization measures, including composting, recycling, re-use, recovery, green
charcoal process, and others, before collection, treatment and disposal in appropriate and environmentally
sound solid waste management facilities in accordance with ecologically sustainable development principles;
(d) Ensure the proper segregation, collection, transport, storage, treatment and disposal of solid
waste through the formulation and adoption of the best environmental practice in ecological waste
management excluding incineration;
(e) Promote national research and development programs for improved solid waste management
and resource conservation techniques, more effective institutional arrangement and indigenous and improved
methods of waste reduction, collection, separation and recovery;
(f) Encourage greater private sector participation in solid waste management;
(g) Retain primary enforcement and responsibility of solid waste management with local
government units while establishing a cooperative effort among the national government, other local
government units, non-government organizations, and the private sector;
(h) Encourage cooperation and self-regulation among waste generators through the application of
market-based instruments;
(i) Institutionalize public participation in the development and implementation of national and local
integrated, comprehensive and ecological waste management programs; and
(j) Strengthen the integration of ecological solid waste management and resource conservation and
recovery topics into the academic curricula of formal and non-formal education in order to promote
environmental awareness and action among the citizenry.

Definition of Terms. — For the purposes of this Act:

Agricultural waste shall refer to waste generated from planting or harvesting of crops, trimming
or pruning of plants and wastes or run-off materials from farms or fields;
Bulky wastes shall refer to waste materials which cannot be appropriately placed in separate
containers because of either its bulky size, shape or other physical attributes. These include large worn-out
or broken household, commercial, and industrial items such as furniture, lamps, bookcases, filing cabinets,
and other similar items;
Bureau shall refer to the Environmental Management Bureau;
Buy-back center shall refer to a recycling center that purchases or otherwise accepts recyclable
materials from the public for the purpose of recycling such materials;
Collection shall refer to the act of removing solid waste from the source or from a communal
storage point;
Composting shall refer to the controlled decomposition of organic matter by micro-organisms,
mainly bacteria and fungi, into a humus-like product;
Consumer electronics shall refer to special wastes that include worn-out, broken, and other
discarded items such as radios, stereos, and TV sets;
Controlled dump shall refer to a disposal site at which solid waste is deposited in accordance
with the minimum prescribed standards of site operation;

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 Department shall refer to the Department of Environment and Natural Resources;
Disposal shall refer to the discharge, deposit, dumping, spilling, leaking or placing of any solid
waste into or in any land;
Disposal site shall refer to a site where solid waste is finally discharged and deposited;
Ecological solid waste management shall refer to the systematic administration of activities which
provide for segregation at source, segregated transportation, storage, transfer, processing, treatment, and
disposal of solid waste and all other waste management activities which do not harm the environment;
Environmentally acceptable shall refer to the quality of being re-usable, biodegradable or
compostable, recyclable and not toxic or hazardous to the environment;
Generation shall refer to the act or process of producing solid waste;
Generator shall refer to a person, natural or juridical, who last uses a material and makes it available
for disposal or recycling;
Hazardous waste shall refer to solid waste or combination of solid waste which because of its
quantity, concentration, or physical, chemical or infectious characteristics may:
(1) cause, or significantly contribute to an increase in mortality or an increase in serious
irreversible, or incapacitating reversible, illness; or
(2) pose a substantial present or potential hazard to human health or the environment when
improperly treated, stored, transported, or disposed of, or otherwise managed;
Leachate shall refer to the liquid produced when waste undergo decomposition, and when water
percolate through solid waste undergoing decomposition. It is contaminated liquid that contains dissolved
and suspended materials;
Materials recovery facility — includes a solid waste transfer station or sorting station, drop-off
center, a composting facility, and a recycling facility;
Municipal waste shall refer to wastes produced from activities within local government units which
include a combination of domestic, commercial, institutional and industrial wastes and street litters;
Open dump shall refer to a disposal area wherein the solid wastes are indiscriminately thrown or
disposed of without due planning and consideration for environmental and health standards;
Opportunity to recycle shall refer to the act of providing a place for collecting source-separated
recyclable material, located either at a disposal site or at another location more convenient to the population
being served, and collection at least once a month of source-separated recyclable material from collection
service customers and to providing a public education and promotion program that gives notice to each person
of the opportunity to recycle and encourage source separation of recyclable material;
Person(s) shall refer to any being, natural or juridical, susceptible of rights and obligations, or of
being the subject of legal relations;
Post-consumer material shall refer only to those materials or products generated by a business or
consumer which have served their intended end use, and which have been separated or diverted from solid
waste for the purpose of being collected, processed and used as a raw material in the manufacturing of a
recycled product, excluding materials and by-products generated from, and commonly used within an original
manufacturing process, such as mill scrap;
Receptacles shall refer to individual containers used for the source separation and the collection of
recyclable materials;
Recovered material shall refer to material and by-products that have been recovered or diverted
from solid waste for the purpose of being collected, processed and used as a raw material in the manufacture
of a recycled product;
Recyclable material shall refer to any waste material retrieved from the waste stream and free from
contamination that can still be converted into suitable beneficial use or for other purposes, including, but not
limited to, newspaper, ferrous scrap metal, non-ferrous scrap metal, used oil, corrugated cardboard,
aluminum, glass, office paper, tin cans and other materials as may be determined by the Commission;
Recycled material shall refer to post-consumer material that has been recycled and returned to the
economy;
Recycling shall refer to the treating of used or waste materials through a process of making them
suitable for beneficial use and for other purposes, and includes any process by which solid waste materials
are transformed into new products in such a manner that the original products may lose their identity, and
which may be used as raw materials for the production of other goods or services: Provided, That the
collection, segregation and re-use of previously used packaging material shall be deemed recycling under
this Act;

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 Resource conservation shall refer to the reduction of the amount of solid waste that are generated
or the reduction of overall resource consumption, and utilization of recovered resources;
Resource recovery shall refer to the collection, extraction or recovery of recyclable materials from
the waste stream for the purpose of recycling, generating energy or producing a product suitable for beneficial
use: Provided, That, such resource recovery facilities exclude incineration;
Re-use shall refer to the process of recovering materials intended for the same or different purpose
without the alteration of physical and chemical characteristics;
Sanitary landfill shall refer to a waste disposal site designed, constructed, operated and maintained
in a manner that exerts engineering control over significant potential environmental impacts arising from the
development and operation of the facility;
Schedule of Compliance shall refer to an enforceable sequence of actions or operations to be
accomplished within a stipulated time frame leading to compliance with a limitation, prohibition, or standard
set forth in this Act or any rule or regulation issued pursuant thereto;
Secretary shall refer to the Secretary of the Department of Environment and Natural Resources;
Segregation shall refer to a solid waste management practice of separating different materials found
in solid waste in order to promote recycling and re-use of resources and to reduce the volume of waste for
collection and disposal;
Segregation at source shall refer to a solid waste management practice of separating, at the point
of origin, different materials found in solid waste in order to promote recycling and re-use of resources and
to reduce the volume of waste for collection and disposal;
Solid waste shall refer to all discarded household, commercial waste, non-hazardous institutional
and industrial waste, street sweepings, construction debris, agricultural waste, and other non- hazardous/non-
toxic solid waste.
Unless specifically noted otherwise, the term “solid waste” as used in this Act shall not include:
(1) waste identified or listed as hazardous waste of a solid, liquid, contained gaseous or semi-
solid form which may cause or contribute to an increase in mortality or in serious or incapacitating
reversible illness, or acute/chronic effect on the health of persons and other organisms;
(2) infectious waste from hospitals such as equipment, instruments, utensils, and fomites of a
disposable nature from patients who are suspected to have or have been diagnosed as having communicable
diseases and must therefore be isolated as required by public health agencies, laboratory wastes such as
pathological specimens (i.e., all tissues, specimens of blood elements, excreta, and secretions obtained from
patients or laboratory animals), and disposable fomites that may harbor or transmit pathogenic organisms,
and surgical operating room pathologic specimens and disposable fomites attendant thereto, and similar
disposable materials from outpatient areas and emergency rooms; and
(3) waste resulting from mining activities, including contaminated soil and debris.

Solid waste management shall refer to the discipline associated with the control of generation,
storage, collection, transfer and transport, processing, and disposal of solid wastes in a manner that is in
accord with the best principles of public health, economics, engineering, conservation, aesthetics, and other
environmental considerations, and that is also responsive to public attitudes;
Solid waste management facility shall refer to any resource recovery system or component thereof;
any system, program, or facility for resource conservation; any facility for the collection, source separation,
storage, transportation, transfer, processing, treatment, or disposal of solid waste;
Source reduction shall refer to the reduction of solid waste before it enters the solid waste stream
by methods such as product design, materials substitution, materials re-use and packaging restrictions;
Source separation shall refer to the sorting of solid waste into some or all of its component parts at
the point of generation;
Special wastes shall refer to household hazardous wastes such as paints, thinners, household
batteries, lead-acid batteries, spray canisters and the like. These include wastes from residential and
commercial sources that comprise of bulky wastes, consumer electronics, white goods, yard wastes that are
collected separately, batteries, oil, and tires. These wastes are usually handled separately from other
residential and commercial wastes;
Storage shall refer to the interim containment of solid waste after generation and prior to collection
for ultimate recovery or disposal;

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 Transfer stations shall refer to those facilities utilized to receive solid wastes, temporarily store,
separate, convert, or otherwise process the materials in the solid wastes, or to transfer the solid wastes directly
from smaller to larger vehicles for transport. This term does not include any of the following:
(1) a facility whose principal function is to receive, store, separate, convert, or otherwise
process in accordance with national minimum standards, manure;
(2) a facility, whose principal function is to receive, store, convert, or otherwise process
wastes which have already been separated for re-use and are not intended for disposal; and
(3) the operations premises of a duly licensed solid waste handling operator who receives,
stores, transfers, or otherwise processes waste as an activity incidental to the conduct of a refuse
collection and disposal business.
Waste diversion shall refer to activities which reduce or eliminate the amount of solid waste from
waste disposal facilities;
White goods shall refer to large worn-out or broken household, commercial, and industrial
appliances such as stoves, refrigerators, dishwashers, and clothes washers and dryers collected separately.
White goods are usually dismantled for the recovery of specific materials (e.g., copper, aluminum, etc.); and
Yard waste shall refer to wood, small or chipped branches, leaves, grass clippings, garden debris,
vegetable residue that is recognizable as part of a plant or vegetable and other materials identified by the
Commission.

National Solid Waste Management Commission. — There is hereby established a National Solid
Waste Management Commission, hereinafter referred to as the Commission, under the Office of the
President. The Commission shall be composed of fourteen (14) members from the government sector and
three (3) members from the private sector. The government sector shall be represented by the heads of the
following agencies in their ex officio capacity:
(1) Department of Environment and Natural Resources (DENR);
(2) Department of the Interior and Local Government (DILG);
(3) Department of Science and Technology (DOST);
(4) Department of Public Works and Highways (DPWH);
(5) Department of Health (DOH);
(6) Department of Trade and Industry (DTI);
(7) Department of Agriculture (DA);
(8) Metro Manila Development Authority (MMDA);
(9) League of provincial governors;
(10) League of city mayors;
(11) League of municipal mayors;
(12) Association of barangay councils;
(13) Technical Education and Skills Development Authority (TESDA); and
(14) Philippine Information Agency.

The private sector shall be represented by the following:

(a) A representative from nongovernment organizations (NGOs) whose principal
purpose is to promote recycling and the protection of air and water quality;
(b) A representative from the recycling industry; and
(c) A representative from the manufacturing or packaging industry;
The Commission may, from time to time, call on any other concerned agencies or sectors as it may
deem necessary.
Provided, that representatives from the NGOs, recycling and manufacturing or packaging industries
shall be nominated through a process designed by themselves and shall be appointed by the President for a
term of three (3) years.

Powers and Functions of the Commission. — The Commission shall oversee the implementation
of solid waste management plans and prescribe policies to achieve the objectives of this Act. The Commission
shall undertake the following activities:
(a) Prepare the national solid waste management framework;
(b) Approve local solid waste management plans in accordance with its rules and regulations;

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 (c) Review and monitor the implementation of local solid waste management plans;
(d) Coordinate the operation of local solid waste management boards in the provincial and
city/municipal levels;
(e) To the maximum extent feasible, utilizing existing resources, assist provincial, city and
municipal solid waste management boards in the preparation, modification, and implementation of waste
management plans;
(f) Develop a model provincial, city and municipal solid waste management plan that will establish
prototypes of the content and format which provinces, cities and municipalities may use in meeting the
requirements of the National Solid Waste Management Framework;
(g) Adopt a program to provide technical and other capability building assistance and support to
local government units in the development and implementation of source reduction programs;
(h) Develop and implement a program to assist local government units in the identification of
markets for materials that are diverted from disposal facilities through re-use, recycling, and composting, and
other environment-friendly methods;
(i) Develop a mechanism for the imposition of sanctions for the violation of environmental rules
and regulations;
(j) Manage the Solid Waste Management Fund;
(k) Develop and prescribe procedures for the issuance of appropriate permits and clearances;
(l) Review the incentives scheme for effective solid waste management, for purposes of ensuring
relevance and efficiency in achieving the objectives of this Act;
(m) Formulate the necessary education promotion and information campaign strategies;
(n) Establish, after notice and hearing of the parties concerned, standards, criteria, guidelines and
formula that are fair, equitable and reasonable, in establishing tipping charges and rates that the proponent
will charge in the operation and management of solid waste management facilities and technologies;
(o) Develop safety nets and alternative livelihood programs for small recyclers and other sectors
that will be affected as a result of the construction and/or operation of a solid waste management recycling
plant or facility;
(p) Formulate and update a list of non-environmentally acceptable materials in accordance with the
provisions of this Act. For this purpose, it shall be necessary that proper consultation be conducted by the
Commission with all concerned industries to ensure a list that is based on technological and economic
viability;
(q) Encourage private sector initiatives, community participation and investments resource
recovery-based livelihood programs for local communities;
(r) Encourage all local government agencies and all local government units to patronize products
manufactured using recycled and recy Study and review the following:
(i) Standards, criteria and guidelines for the promulgation and implementation of an integrated
national solid waste management framework; and
(ii) Criteria and guidelines for siting, design, operation and maintenance of solid waste
management facilities.

Prohibited Acts – The following acts are prohibited:

1. Littering, throwing, dumping of waste matters in public places, such as roads,
sidewalks, canals, esteros or parks, and establishment, or causing or permitting the same;
2. Undertaking activities or operating, collecting or transporting equipment in violation of
sanitation operation and other requirements or permits set forth in established pursuant;
[Link] open burning of solid waste;
4. Causing or permitting the collection of non-segregated or unsorted wastes;
5. Squatting in open dumps and landfills;
6. Open dumping, burying of biodegradable or non-biodegradable materials in flood
prone areas;
7. Unauthorized removal of recyclable material intended for collection by authorized
persons;
8. The mixing of source-separated recyclable material with other solid waste in any
vehicle, box, container or receptacle used in solid waste collection or disposal;
9. Establishment or operation of open dumps as enjoined in this Act, or closure of said
dumps in violation of Sec. 37;

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 10. The manufacture, distribution or use of non-environmentally acceptable packaging
materials;
11. Importation of consumer products packaged in non-environmentally acceptable
materials;
12. Importation of toxic wastes misrepresented as "recyclable" or "with recyclable
content";
13. Transport and dumplog in bulk of collected domestic, industrial, commercial, and
institutional wastes in areas other than centers or facilities prescribe under this Act;
14. Site preparation, construction, expansion or operation of waste management facilities
without an Environmental Compliance Certificate required pursuant to Presidential Decree
No. 1586 and this Act and not conforming with the land use plan of the LGU;
15. The construction of any establishment within two hundred (200) meters from open
dumps or controlled dumps, or sanitary landfill; and
16. The construction or operation of landfills or any waste disposal facility on any aquifer,
groundwater reservoir, or watershed area and or any portions thereof.

Fines and Penalties of R.A. 9003

(a) Any person who violates Sec. 48, paragraph (1) shall, upon conviction, be punished with a fine
of not less than Three hundred pesos (P300.00) but not more than One thousand pesos (P1,000.00) or render
community service for not less than one (1) day to not more than fifteen (15) days to an LGU where such
prohibited acts are committed, or both;
(b) Any person who violates Sec. 48, pars. (2) and (3), shall, upon conviction, be punished with a
fine of not less than Three hundred pesos (P300.00) but not more than One thousand pesos (P1,000.00) or
imprisonment of not less than one (1) day to not more than fifteen (15) days, or both;
(c) Any person who violates Sec. 48, pars. (4), (5), (6), and (7) shall, upon conviction, be punished
with a fine of not less than One thousand pesos (P1,000.00) but not more than Three thousand pesos
(P3,000.00) or imprisonment of not less than fifteen (15) days but not more than six (6) months, or both;
(d) Any person who violates Sec. 48, pars. (8), (9), (10) and (11) for the first time shall, upon
conviction, pay a fine of Five hundred thousand pesos (P500,000.00) plus an amount not less than five
percent (5%) but not more than ten percent (10%) of his net annual income during the previous year.
The additional penalty of imprisonment of a minimum period of one (1) year, but not to exceed
three (3) years at the discretion of the court, shall be imposed for second or subsequent violations of Sec. 48,
paragraphs (9) and (10).
(e) Any person who violates Sec. 48, pars. (12) and (13), shall, upon conviction, be punished with a
fine of not less than Ten thousand pesos (P10,000.00) but not more than Two hundred thousand pesos
(P200,000.00) or imprisonment of not less than thirty (30) days but not more than three (3) years, or both;
(f) Any person who violates Sec. 48, pars. (14), (15) and (16) shall, upon conviction, be punished
with a fine not less than One hundred thousand pesos (P100,000.00) but not more than One million pesos
(P1,000,000.00), or imprisonment not less than one (1) year but not more than six (6) years, or both.
If the offense is committed by a corporation, partnership, or other juridical entity duly organized in
accordance with law, the chief executive officer, president, general manager, managing partner or such other
officer-in-charge shall be liable for the commission of the offense penalized under this Act.
If the offender is an alien, he shall, after service of the sentence prescribed above, be deported without further
administrative proceedings.
The fines herein prescribed shall be increased by at least ten percent (10%) every three (3) years to
compensate for inflation and to maintain the deterrent function of such fines.

Administrative Sanctions. — Local government officials and officials of government agencies concerned
who fail to comply with and enforce rules and regulations promulgated relative to this Act shall be charged
administratively in accordance with R.A. 7160 and other existing laws, rules and regulations.

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PROHIBITED ACTS | FINES AND PENALTIES | REPUBLIC ACT 6969 TOXIC SUBSTANCES,
HAZARDOUS AND NUCLEAR WASTE CONTROL ACT OF 1990

Prohibited Acts. – The following acts and omissions shall be considered unlawful:
a. Knowingly use in chemical substance or mixture which is imported, manufactured, processed or
distributed in violation of this Act or implementing rules and regulations or orders;
b. Failure or refusal to submit reports, notices or on the information, access to records as required
by this Act, or permit inspection of establishment where chemicals are manufactured, processed,
stored or otherwise held;
c. Failure or refusal to comply with the pre-manufacture and pre-importation requirements; and
d. Cause, aid or facilitate, directly or indirectly, in the storage, importation or bringing into
Philippine territory, including its maritime economic zones, even in transit, either by means of land,
air or sea transportation or otherwise keeping in storage any amount of hazardous and nuclear wastes
in any part of the Philippines.

Criminal Offenses and Penalties.

a) i. The penalty of imprisonment of six (6) months and one day to six (6) years and one day and a fine ranging
from Six hundred pesos (Php600.00) to Four thousand pesos (PhP4,000.00) shall be imposed upon any person
who shall violate section 13(a) to (c) of this Act and shall not be covered by the Probation Law. If the offender
is a foreigner, he or she shall be deported and barred from any subsequent entry into the Philippines after serving
his or her sentence;

ii. In case any violation of this Act is committed by a partnership, corporation, association or any juridical
person, the partner, president, director or manager who shall consent to or shall knowingly tolerate such
violation shall be directly liable and responsible for the act of the employees and shall be criminally liable as a
co-principal;
iii. In case the offender is a government official or employee, he or she shall, in addition to the above penalties,
be deemed automatically dismissed from office and permanently disqualified from holding any
elective or appointive position.
b) i. The penalty of imprisonment of twelve (12) years and one day to twenty (20) years, shall be imposed upon
any person who shall violate section 13 (d) of this Act. If the offender is a foreigner, he or she shall be deported
and barred from any subsequent entry into the Philippines after serving his or her sentence;

ii. In the case of corporations or other associations, the above penalty shall be imposed upon the managing
partner, president or chief executive in addition to an exemplary damage of at least Five hundred thousand pesos
(PhP500,000.00). If it is a foreign firm, the director and all officers of such foreign firm shall be barred from
entry into the Philippines, in addition to the cancellation of its license to do business in the Philippines;
iii. In case the offender is a government official or employee, he or she shall in addition to the above penalties
be deemed automatically dismissed from office and permanently be disqualified from holding any elective or
appointive position.
c) Every penalty imposed for the unlawful importation, entry, transport, manufacture, processing,
sale or distribution of chemical substances or mixtures into or within the Philippines shall carry with it the
confiscation and forfeiture in favor of the Government of the proceeds of the unlawful act and instruments,
tools or other improvements including vehicles, sea vessels and aircraft used in or with which the offense
was committed. Chemical substances so confiscated and forfeited by the Government at its option shall be
turned over to the Department of Environment and Natural Resources for safekeeping and proper disposal.

d) The person or firm responsible or connected with the bringing or importation into the country of
hazardous or nuclear wastes shall be under obligation to transport or send back said prohibited wastes;

e) Any and all mean of transportation, including all facilities and appurtenances that may have been
used in transporting to or in the storage in the Philippines of any significant amount of hazardous or nuclear
wastes shall at the option of the government be forfeited in its favor.

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PROHIBITED ACTS | FINES AND PENALTIES | REPUBLIC ACT 9275 PHILIPPINE CLEAN
WATER ACT OF 2004

What are the prohibited acts under R.A. 9275?

Among others, the Act prohibits the following:

• Discharging or depositing any water pollutant to the water body, or such which will impede
natural flow in the water body
• Discharging, injecting or allowing to enter into the soil, anything that would pollute groundwater
• Operating facilities that discharge regulated water pollutants without the valid required permits
• Disposal of potentially infectious medical waste into sea by vessels
• Unauthorized transport or dumping into waters of sewage sludge or solid waste.
• Transport, dumping or discharge of prohibited chemicals, substances or pollutants listed under
Toxic Chemicals, Hazardous and Nuclear Wastes Control Act ([Link] No. 6969)
•Discharging regulated water pollutants without the valid required discharge permit pursuant to
this Act
• Noncompliance of the LGU with the Water Quality Framework and Management Area Action
Plan
• Refusal to allow entry, inspection and monitoring as well as access to reports and records by the
DENR in accordance with this Act
• Refusal or failure to submit reports and/or designate pollution control officers whenever required
by the DENR in accordance with this Act
• Directly using booster pumps in the distribution system or tampering with the water supply in
such a way to alter or impair the water quality
• Operate facilities that discharge or allow to seep, willfully or through grave negligence,
prohibited chemicals, substances, or pollutants listed under R.A. No. 6969, into water bodies.
• Undertake activities or development and expansion of projects, or operating wastewater
treatment/sewerage facilities in violation of P.D.1586 and its IRR.

What are the fines and penalties imposed on polluters?

The following are among the fines and penalties for violators of this Act and its IRR:
 Upon the recommendation of the Pollution Adjudication Board (PAB), anyone who
commits prohibited acts such as discharging untreated wastewater into any water body will
be fined for every day of violation, the amount of not less than Php 10,000 but not more
than Php 200,000.

 Failure to undertake clean-up operations willfully shall be punished by imprisonment of

not less than two years and not more than four years. This also includes a fine of not less
than Php 50,000 and not more than Php 100,000 per day of violation. Failure or refusal to
clean up which results in serious injury or loss of life or lead to irreversible water
contamination of surface, ground, coastal and marine water shall be punished with
imprisonment of not less than 6 years and 1 day and not more than 12 years and a fine of
Php 500,000/day for each day the contamination or omission continues.

 In cases of gross violation, a fine of not less than Php 500,000 but not more than Php
3,000,000 will be imposed for each day of violation. Criminal charges may also be filed.

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PROHIBITED ACTS | FINES AND PENALTIES | REPUBLIC ACT 8749 PHILIPPINE CLEAN AIR
ACT OF 1999

Section 1. Fines and Penalties for Violations of Other Provisions in the Act
For violations of all other provisions provided in the Act and these Implementing Rules and Regulations, fine
of not less than Ten Thousand Pesos (P 10,000.00) but not more than One Hundred Thousand Pesos (P
100,000.00) or six (6) years imprisonment or both shall be imposed. If the offender is a juridical person, the
president, manager, directors, trustees, the pollution control officer or officials directly in charge of the
operations shall suffer the penalty herein provided.

Section 2. Burning of Municipal Waste

Any person who burns municipal waste in violation of Sections 1 and 3 of Rule XXV shall be punished with
two (2) years and one (1) day to four (4) years imprisonment.

Section 3. Burning of Hazardous Substances and Wastes Any person who burns hazardous
substances and wastes in violation of Section 1 of Rule XXV shall be punished with four (4) years and one
(1) day to six (6) years imprisonment.

Section 4. Burning of Bio-Medical Waste. Any person who burns bio-medical waste in violation
of Section 4 of Rule XXV shall be punished with four (4) years and one (1) to six (6) years imprisonment.

Section 5. Smoking in Public Places Any person who smokes inside a public building or an
enclosed public place, including public
utility vehicles or other means of public transport or in any enclosed area outside of his private residence,
private place of work or any duly designated smoking area shall be punished with six (6) months and one
(1) day to one (1) year imprisonment or a fine of ten thousand pesos (P 10,000.00).

Section 6. Manufacture, Importation, Sale, Offer for Sale, Introduction into Commerce,
Conveyance or other Disposition of Leaded Gasoline.
Any person who manufactures, imports, sells, offers for sale, introduces into commerce, conveys or otherwise
disposes of, in any manner leaded gasoline shall be punished with three (3) years and one (1) day to five (5)
years imprisonment and liable for the appropriate fine as provided in Section 1.

Section 7. Manufacture, Importation, Sale, Offer for Sale, Introduction into Commerce,
Conveyance or other Disposition of Engines and/or Engine Components Requiring Leaded Gasoline.

Any person who manufactures, imports, sells, offers for sale, introduces into commerce,
conveys or otherwise disposes of, in any manner engines and/or engine components which require the
use of leaded gasoline shall be punished with three (3) years and one (1) day to five (5) years
imprisonment and liable for the appropriate fine as provided in Section 1.
Section 8. Manufacture, Importation, Sale, Offer for Sale, Dispensation, Transportation
or Introduction into Commerce of Unleaded Gasoline Fuel which do not Meet the Fuel
Specifications.
Any person who manufactures, sells, offers for sale, dispenses, transports or introduces into
commerce unleaded premium gasoline fuel in violation of Section 3 of Rule XXXI or which do not meet
the fuel specifications as revised by the DOE shall be punished with three (3) years and one
(1) day to five (5) years imprisonment and liable for the appropriate fine as provided in Section 1.

Section 9. Manufacture, Importation, Sale, Offer for Sale, Dispensation, Transportation

or Introduction into Commerce of Automotive Diesel Fuel which do not Meet the Fuel.
Specifications.
Any person who manufactures, sells, offers for sale, dispenses, transports or introduces into
commerce automotive diesel fuel in violation of Section 3 of Rule XXXI or which do not meet the fuel
specifications as revised by the DOE shall be punished with three (3) years and one (1) day to five (5) years
imprisonment and liable for the appropriate fine as provided in Section 1.

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 Section 10. Manufacture, Importation, Sale, Offer for Sale, Dispensation, Transportation
or Introduction into Commerce of Industrial Diesel Fuel which do not Meet the Fuel
Specifications.
Any person who manufactures, sells, offers for sale, dispenses, transports or introduces into
commerce industrial diesel fuel in violation of Section 3 of Rule XXXI or which do not meet the fuel
specifications as revised by the DOE shall be punished with three (3) years and one (1) day to five (5)
years imprisonment and liable for the appropriate fine as provided in Section 1.

Section 11. Manufacture, Processing, Trade of Fuel or Fuel Additive Without Prior Registration
of the Fuel or Fuel Additive with the DOE.

Any person who manufactures, processes, or engages in the trade of any fuel or fuel additive
without having the fuel or fuel additive registered with the DOE shall be punished with two (2) years and
one (1) day to four (4) years of imprisonment and liable for the appropriate fine as provided in Section 1.

Section 12. Misfuelling.

Misfuelling refers to the act of introducing or causing or allowing the introduction of leaded gasoline into
any motor vehicle equipped with a gasoline tank filler inlet and labeled “unleaded gasoline only.”

Any person who misfiles shall be punished with one (1) year and one (1) day to three (3) years
imprisonment or a fine of twenty thousand pesos (P 20,000.00)

PROHIBITED ACTS | FINES AND PENALTIES | PRESIDENTIAL DECREE 1586

ENVIRONMENTAL IMPACT STATEMENT (EIS) STATEMENT OF 1978

Legal Basis of Fines and Penalties

The fines, penalties and sanctions of the Philippine EIS System is based on the Section 9.0 provision
of P.D. 1586, as follows: " Penalty for Violation.- Any person, corporation or partnership found violating
Section 4 of this Decree, or the terms and conditions in the issuance of the Environmental Compliance
Certificate, or of the standards, rules and regulations issued by the National Environmental Protection
Council pursuant to this Decree shall be punished the suspension or cancellation of his/its certificate and/or
a fine in an amount not to exceed fifty thousand pesos (P50,000.00) for every violation thereof, at the
discretion of the National Environmental Protection Council."
Section 4 of P.D. 1586 states that "No person, partnership or corporation shall undertake or operate
any such declared environmentally critical project or area without first securing an Environmental
Compliance Certificate issued by the President or his duly authorized representative."
Suspension of ECCs
ECCs may be suspended for violation of Proponents to comply with ECC conditions. It is noted that
ECC suspension does not necessarily mean the Proponent is absolved of its responsibility in implementing
its approved Environmental Management Plan (EMP). PD 1586 does not preclude the fact that DENR may
require the Proponent to institute environmental safeguards/measures to prevent further threat or actual
damage to the environment.
Authority to Impose Fines and Penalties
Imposition of fines and penalties is vested on the Directors of the EMB Central Office or Regional
Office upon persons or entities found violating provisions of P.D. 1586 and its Implementing Rules and
Regulations.
Cease and Desist Order
The EMB Director or the EMB-RD may issue a Cease and Desist Order (CDO) based on violations
under the Philippine EIS System to prevent grave or irreparable damage to the environment which cannot be
attributed to specific environmental laws (e.g. RA 8749, RA 9275, RA 6969, etc). Such CDO shall be
effective immediately. An appeal or any motion seeking to lift the CDO shall not stay its

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effectivity. However, the DENR shall act on such appeal or motion within ten (10) working days from
filing.

Publication of Firms

The EMB may publish the identities of firms that are in violation of P.D. 1586 and its
Implementing Rules and Regulations despite repeated Notices of Violation.
Scope of Violations – Violations of provisions of PD 1586 and DAO 2003-30 are classified as follows:
Projects with or without ECCs which pose grave and/or irreparable danger to environment, life and
property;
Projects which are established and/or operating without an ECC: A project that has commenced its
implementation is deemed "operating without an ECC", whether or not it is in actual operation. The phrase
"operating without ECC" refers to all projects that were implemented without ECC that should have been
required by the P.D. 1586 IRR. Operating with an ECC secured from agencies or entities other than DENR
is also considered "operating without an ECC". Projects operating without an ECC shall not be issued EMB
regional environmental permits by EMB-PCD/EQD until such projects have complied with the PEISS in
securing an ECC.

Projects violating ECC conditions and EMP Commitments and other procedural requirements of the
Philippine EIS System:
Violations in relation to ECC conditions are classified as minor and major offenses, differentiated
by schedule of fines based on seriousness and gravity of the offense:
MINOR Offenses (violations of administrative conditions in the ECC and the EIS System procedures, rules
and regulations that will not have direct significant impact on the environment but can impede or delay
compliance against other ECC conditions and/or EMP commitments which the Proponent is required to
comply or can prevent/deter EMB from performing monitoring or audit functions on the Proponent's
environmental performance), such as:
1) non-submission or delay in submission of reports/requirements;
2) transfer of ownership of the project/ECC without prior approval from ECC-issuing
authority;
3) delay or failure to initiate formation or implementation of ECC conditions which do not
have significant impacts on the environment, such as formation of EU, MMT, EMF, EGF,
enhancement measures and other similar/equivalent requirements prior to the required
deadline in the ECC;
4) non-compliance with other administrative conditions in the ECC;
5) non-compliance with administrative and technical procedural guidelines in the DAO
2003-30 and its Revised Procedural Manual; and 6) Other offenses deemed "minor" at the
discretion of the EMB CO/RO Director.

MAJOR Offenses (violations of substantive conditions in the ECC and the EIS System procedures, rules
and regulations that will have significant impact on the environment and which the Proponent is required to
comply), such as: 1) non-implementation of substantive conditions in the ECC on the EMP and EMoP and
other related substantive commitments in the EIA Report, including modifications during EIA Report
Review, 2) exceedance of project limits or area; 3) significant addition of project component or product
without prior DENR-EMB approval; 4) major change in project process or technology resulting in
unmitigated significant impacts not addressed by approved EMP; 5) Other offenses deemed "major" at the
discretion of the EMB CO/RO Director.
misrepresentations, whether material or minor constitute violations on the theory that full disclosure in the
EIA Report is the key to the effective use of the EIS System as a planning and management tool.
Assessment and Computation of Fines
Failure to pay a fine imposed by the Secretary, EMB Director or the RD constitutes an offense
separate from the original offense that brought about the imposition of the original fine and may warrant the
imposition of another fine, and/or the issuance of a CDO.
For projects operating without an ECC:

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 The sum of P50,000.00 is set as the maximum amount of fine. The amount of fine can be
appropriately reduced at the discretion of the Secretary, the EMB Director, or the RD, considering the
circumstances of each case, i.e. impact of the violation on the environment. The project may be subjected to
penalty following the mechanics of reduction as shown in Table 2-2.
Table 2-2. Schedule of Penalty Reduction in case of "Operating without ECC"

PERCENT REDUCTION IN EQUIVALENT AMOUNT IN PESO

CRITERIA
PENALTY TO BE DEDUCTED
1. Timing of ECC Application
Proponent Applied for ECC before
25 12,500
issuance of NOV
2. Percentage Project Completion
Project is 25% complete 10 5,000
Project is > 25% but < 50% complete 5 2,500
Project is >50% complete 0 0
3. Project Cost
Project < PhP 5.0 M 20 10,000
Project is >PhP 5.0M 10 5,000
4. Project Impact on the Environment
Project does not cause adverse
25 12,500
environmental impacts
Note: A maximum of 80% reduction in penalty can only be imposed provided that the project Proponent meets
all of the above criteria.

In case of violation of ECC conditions, EMP, or EIS rules and regulations: The sum of P50,000.00 is again
set as the maximum amount of fine per violation. Violation of one condition in the ECC is an offense separate
and distinct from the violation of another condition. It is possible that a respondent be subjected to a fine of more
than P50,000.00 if more than one ECC condition is violated. However, the amount of fine per violation
may be accordingly reduced, following the schedule of fines presented in Table 2-3.

Table 2-3. Schedule of Penalty Reduction in case of Violations of ECC Conditions

CRITERIA PENALTY
1st 2nd 3rd 4th
Offense
Offense Offense Offense
PhP 50,000 plus ECC suspension with
option of DENR-EMB to cease
Minor PhP PhP
PhP 50,000.00 operations if deemed necessary but
Offenses 10,000.00 25,000.00
with corresponding requirement for
continued EMP implementation
PhP 50,000 plus ECC suspension with
option of DENR-EMB to cease
Major PhP PhP
operations if deemed necessary but
Offenses 25,000.00 50,000.00
with corresponding requirement for
continued EMP implementation
Misrepresentation in the EIA Reports or any other documents submitted by the Proponent: This
violation shall be subjected to due process and may result to a fine in a fixed maximum amount of
PhP50,000.00 for every proven misrepresentation. The Proponent and the preparer responsible for the
misrepresentation shall be solidarity liable for the payment of the fine, without prejudice to other EMB
actions towards the Proponent or Preparer who repeatedly commit the same offense.

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 LEARNING EXERCISES No. 4.2

Name: Score:
Course/Year: Date:
Time Started: Time Finished:

I. TRUE OR FALSE. Write T if the statement is correct and F if the statement is wrong.

1. Residual wastes such as sanitary napkins, disposal diapers, worn-outs clothes,

ceramics, sachets and squeezable bottles are recyclable.
2. Unsanitary, odorous and unpleasant surroundings are sometimes due to improper waste
disposal.
3. Biodegradable solid wastes should be separated from non-biodegradable solid wastes.
4. We can generate money in recycling.
5. Styrofoam and inorganic chemicals are biodegradable solid wastes.
6. Burning solid wastes results to air pollution.
7. Solid waste disposal is the concern of everyone.
8. Rotten fruits, leaves, paper animal waste and dead animals are biodegradable wastes.
9. Solid wastes are aesthetics disasters.
10. Solid wastes which are thrown to waterways can cause flooding.
11. Household wastes which are properly disposed keep the family away from disease
carrying organisms.
12. Patronizing recycled materials is environment friendly
13. Solid wastes can all be recycled.
14. Compost pit is a good place to keep plastic, glasses, cans, metals and other non-
biodegradable wastes.
15. Vermicomposting contains not only worm castings, but also bedding materials and
organic wastes at various stages of decomposition.

II. ESSAY. Explain briefly. (35 pts)

1. What are the solid waste management practices in your respective homes?

2. What are the effects of environmental destruction on the people’s lives?

3. Write an essay about the Mother Earth 20 Years from Now.

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 CHAPTER 5

INTENDED LEARNING OUTCOMES

After going through this topic, you expected to:
1. Identify, manifest and support the National Security Concerns and peace building in the country
2. Provide an overview of the country’s national security situation.
3. Define national security and its basic concept.
4. Relate peace and security to national security.
5. Recommend some measures how the youth can contribute to national security.

TIME FRAME Suggested allotment time: 5 hours

If you set an average of 3 hours per week, you should be able to complete the module comfortably
by the end of the assigned week. Try to do all the learning activities.

DO NOT LEAVE ANY QUESTION

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 For the Philippines and the Filipino people, national security is defined as he states or condition
wherein the nation's sovereignty and territorial integrity, the people's well-being, core values, and way of life,
and the State and its institutions, are protected and enhanced."
The Philippines was stable and secure in 2018. The National Security Council and the security sector
succeeded in adequately managing national security in the face of numerous issues and concerns that continue
to challenge the security of the nation. The National Security Strategy (NSS) that was issued by President
Rodrigo Roa Duterte in May 2018 was instrumental in integrating the country’s major security policies,
defining responsibilities, and coordinating the actions of all concerned agencies, to effectively address
security threats, issues, and concerns both within and outside the country.
In the external environment, the West Philippine Sea issue remained to be contentious due to
overlapping territorial claims and maritime domain concerns among the various claimants. The great powers
contest had actually shifted focus towards the contested waters of the South China Sea/West Philippine Sea,
and in Asia in general. The Philippines also pursued the development of its deterrence capabilities for a
credible defense posture, particularly through the increased funding allocation by Congress. The
improvement of facilities in the Philippine-occupied features in the West Philippine Sea were also
undertaken.
Trans-boundary issues such as terrorism, drug-trafficking, piracy, smuggling, and human trafficking
are being addressed through the strong collaborative mechanisms within the ASEAN framework. Illegal
drugs have become a national security threat. The campaign against illegal drugs has become a primary
mission and the campaign will even be more intensified to eradicate the menace.
The terrorist threat posed by local communist terrorist groups and other extremist groups continue to threaten
the lives, properties, and freedoms of the Filipino people. They hamper the country’s potential economic
gains and progress.
At the end of the chapter, the student will able to know the overview of national security in the
Philippines and how the youth can contribute to national security.

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Lesson 5.1 HUMAN SECURITY AND NATIONAL SECURITY

` 1. To present the overview of national security in the Philippines

2. To define the terms and basic concepts of national security
3. To prepare and recommend some measures how the youth can contribute to
national security

Overview of National Security in the Philippines

Various situation affecting the national security of our country have been priority concern.
Situations such as multilateral disputes on islands, terrorism, transnational crimes, crises and disasters,
pandemic and diseases pose threat to national security.

Since time immemorial, man has an awareness and knowledge about security. In ancient era, man
has devised means to protect himself from ferocious animals and harsh conditions. As the society advanced,
they learned to create tools and weapons to safeguard their lives and their properties. In our country, heroes
were born because they strive to save our people from conquerors. Currently, every country has its own way
of defending and maintaining its human and national security.

In the 1994 United Nations Development Programme (UNDP) Report, human security was referred
to as having two aspects:
“…first safety from such chronic threats as hunger, disease and repression…second, it means
protection from sudden and hurtful disruptions in the patterns of daily life – whether in homes, in jobs, or in
communities. Such threats can exist at all levels of national income and development.”

This was supplemented by an explanation from the former UN Secretary-General Kofi Annan
which states that:
“Human security, in its broadest sense, embraces far more than the absence of violent conflict. It
encompasses human rights, good governance, access to education and health care and ensuring that each
individual has opportunities and choices to fulfill his or her potential… Every step in this direction is also a
step towards reducing poverty, achieving economic growth and preventing conflict. Freedom from want,
freedom from fear, and the freedom of future generations to inherit a healthy natural environment – these are
the interrelated building blocks of human – and therefore national – security.”

Thus, according to the United Nations (UN) Commission, Human Security:

 seeks to “protect the vital core of all human lives in ways that enhance human freedoms
and human fulfillment”
 requires “protecting people from critical and pervasive threats” and "empowering them
to take charge of their own lives"
 “protection and empowerment are mutually reinforcing and cannot succeed in
isolation”

Commission puts emphasis on the “need for comprehensive, integrated and people-centered
solutions that together can help people develop the building blocks of survival, livelihood and dignity” .

Amidst this renewed global interest on Asia, the Duterte Administration adopted a “middle ground”
position signifying that the Philippines is a friend to all and an enemy to none. With this mindset, the
Philippines had embarked on an independent foreign policy that forges new partnerships with China and
Russia, while maintaining ties with traditional partners such as the United States.

In securing the country’s territorial integrity and sovereignty in the West Philippine Sea, we
continue the use of diplomatic engagements with China and other claimant states without compromising

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Philippine national interest. The Bilateral Consultative Mechanism with China was established while the
ASEAN-centered negotiations for the Code of Conduct in the South China Sea was formalized.

The threat from ISIS-affiliated groups remains despite their resounding defeat in Marawi, which is
now undergoing reconstruction and rehabilitation. Elsewhere, in areas where there are local terrorist groups
such as the Abu Sayyaf, Maute and the BIFF, the operations will be relentless. More security forces will be
deployed, as necessary.
In 2018, President Duterte issued Executive Order 70 (EO 70) providing for a Whole-of-Nation
approach in defeating the Local Communist Terrorist Groups. A National Task Force to End Local
Communist Armed Conflict (NTF-ELCAC) was created to synchronize the utilization of the government’s
instrumentalities of power with the capabilities of private sector stakeholders to finally end the 50-year long
deceit, lies and atrocities committed by the communist terrorists against the people.

The President himself is leading the way by taking the role of National Task Force Commander, he
is demonstrating resolve to fulfill his vow to provide a better future for the Filipino people. The “Whole- of-
Nation Approach” gives importance to inclusive and sustainable framework towards attaining peace. In this
light, the government remained persistent in implementing the Enhanced Comprehensive Localized
Integration Program (E-CLIP), wherein rebel returnees have found alternatives to a life of crime and violence.

On the Mindanao situation, the recent Congressional approval to extend Martial Law demonstrates
government’s commitment at maintaining peace and order and eliminating extremist influence in the region.
The extended implementation of Martial Law will be vital in ensuring the success of the upcoming plebiscite
of the Bangsamoro Organic Law in January 2019.

Prospects are bright for an even more stable and secure nation in 2019. With the NSS and the
“Whole-of-Nation Approach” in place, the security sector will become more robust in addressing future
security challenges. We are optimistic that as we are able to provide continuing stability, more developmental
prospects, small and big – such as our Build, Build, Build projects -- will see fruition. All these will translate
to improved economic standing and better living conditions of most Filipinos.
We, in the security sector, stand with the President, and remain committed to secure our territory, ensure
sovereignty, and implement law and order - all for the well-being of the Filipino and for our future
generations.

Basic Concepts of National Security

National Security is defined as the state or condition wherein the values which a nation treasures
such as territorial integrity, sovereignty, people’s way of life and well-being are protected and enhanced. It
is the requirement to maintain the survival of the nation-state through the use of economic military and
political power and the exercise of diplomacy.

The measures taken to ensure national security include:

 Using diplomacy to rally allies and isolate threats;
 Maintaining effective armed forces;
 Implementing civil defense and emergency preparedness measures (including anti-terrorism
legislation);
 Ensuring the resilience and security of critical infrastructure; and
 Using intelligence services to detect and defeat or avoid threats and espionage, and to protect
classified information.

In the Philippine context as indicated by the NSC Permanent Secretariat, National Security is
described as a condition or state of being where the Filipino people’s values, way of life, institutions, welfare,
and well-being, sovereignty and strategic relations are protected and enhanced.

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The elements of National Security are the following:
 Moral-spiritual consensus Cultural cohesiveness
 Economic solidarity
 Socio-political stability Ecological balance
 Territorial integrity
 International harmony

Originally conceived as protection against military attack, national security is now widely
understood to include also non-military dimensions, including the security from terrorism, minimization of
crime, economic security, energy security, environmental security, food security, cyber-security etc.

The National Security Policy focuses on four key elements namely: (1) Governance; (2) Delivery
of Basic Services; (3) Economic Reconstruction and Sustainable Development;
(4) Security Sector Reform.
There are seven fundamental elements of national security which constitute the most important
challenges that a nation and the people face.
1. Socio-political stability – it is to achieve peace and harmony among all Filipinos, regardless of
creed, ethnic, origin, and social status. The government and the people must engage in nation building under
the rule of law, constitutional democracy, and the full respect for human rights.
2. Territorial Integrity- means that the territory of the country is intact under effective control of
the government. It is to ensure the permanent inviolability of our national territory under strict and effective
control by the government and state.
3. Economic solidarity – is to collectively pursue and build the economy to be strong, capable of
supporting national endeavors, and derives its strength from the solidarity of the people who have an organic
stake in it through participation and ownership. This is the core interest of the national vision to ensure that
Filipinos become stakeholders in economic and business enterprises so that they will collectively defend,
protect, and improve the economic system for themselves and the future generations of Filipinos.
4. Ecological balance – dictates that national survival rest upon the effective conservation of our
natural environment in the face of industrial and agricultural expansion and population growth. This
dimension of national security seeks to support development that is environmentally sustainable for the
benefit of the nation and the people who depend on it.
5. Cultural cohesiveness – implies that the Filipinos have shown their collective sense of value to
the principles of freedom and human dignity of a person. The lives of the people must be ruled by a common
set of values and beliefs grounded on high moral and ethical standards, drawn from our heritage and
embodying a Filipino standard, identity transcending religious, ethnic and linguistic differences.
6. Moral and spiritual consensus – urge Filipino people to be propelled by the national vision
inspired and manifested in words and deeds, by patriotism, national pride and the advancement of our national
pride and the advancement of our national goals and interests. There is moral and spiritual consensus among
the Filipinos on the wisdom and righteousness of our national vision as enunciated by the President. This
shared vision inspires and motivates the citizens to get involved and participate vigorously in programs that
promote the country’s security and development goals and objectives.
7. Peace and harmony – makes Filipino pursue constructive and cordial relations with all nations
and peoples, even as our nation itself must chart an independent course, free from the external control,
inference or threat of aggression.

National Security and the NSTP Program

The 1987 Philippine Constitution enshrined in its Declaration of Principles that the Filipinos are
duty-bound to protect the country and, as such, they may be subjected to undergo service training programs
(Art. II, Sec. 14, The Philippine Constitution). The Government may call upon the people to defend the state,
and in fulfillment thereof, all citizens may be required, under conditions provided by law, to render personal,
military or civil service.
The NSTP is a program aimed at enhancing civic consciousness and defense preparedness in the
youth by developing the ethics of service and patriotism while undergoing training in any of its three (3)

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program components, specifically designed to enhance the youth's active contribution to the general
welfare.

Manpower Reservoir for National Security

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

Threats to National Security

A. Man Made Threats

a. Terrorism
b. Explosion/Bomb Threats
c. Campus Violence/Frat and Gang War
d. Kidnapping/Hostage Taking
e. Drug Addiction
f. Armed Robberies/Hold Ups
g. Snatching
h. Sabotage
i. Fire
j. Technological Threats such as gambling through number games, internet hold ups and
cybercrimes (computer hacking, computer pilferage, ATM stealing and cyber prostitution)
B. Natural Threats
a. Earthquakes
b. Typhoons
c. Floods
d. Volcanic Eruptions
e. Tsunamis

Promotion of National Security and Other Concerns

Peace and security as part of the agenda of Duterte administration to ensure proper governance and
internal stability of the country. The peace and security outline the importance of the economy and society
in resolving both internal and external threats. As issues to national security have become more composite,
strategic framework needs to be outlined to ensure an atmosphere of peace in the country.

Peace and security shall be achieved in support to the national development. The government shall
exert all efforts to win peace and ensure national security. The peace process shall center on the pursuit of
negotiated political settlement of all armed conflicts and the implementation of complementary development
tracks to address its causes. This shall anchor on conflict prevention and peace-building in conflict-affected
areas. On the other hand, national security shall involve the whole-of-nation approach, focusing on internal
stability, upholding the sovereignty and territorial integrity of the state, capability and preparedness against
natural calamities and disasters, pandemics and diseases, and reform and modernization of the security sector.

Time to Expose Youth to National Security

As a young nation, we have to recognize the power of the youth, a force which has great
potential and one that needs to be harnessed towards nation-building. The current trend of the youth
being hyper-active on the social media needs to be channeled by diverting their energy towards national
integration and building a pluralistic society.

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 Unfortunately, in Philippines, we do not expose our youth to even the rudimentary aspects of
national security and its impact on society. Besides substantial issues like the survivability of nation
states, it is important to have the youth understand the basic concept of national security and the impact
it has on “human security’ and “economic growth”. This is even more important in a country that has a
very young demographic profile. Youth would appreciate such an initiative; not only would it empower
them but also instill a greater sense of patriotism in them. The aim of such an initiative would be to
expose students to the very basics of national security and make them realize that national security
requires the active engagement of all citizens, as it is a shared responsibility.

Given the complex nature of our country with its vastness, illiteracy, poverty, massive
unemployment and demographic divide, the security forces alone are not in a position to prevent attacks
by terrorists or control unrests and conflicts. In addition to various measures like improving intelligence,
surveillance, security, coordination among security forces, provision of basic facilities and employment
of youth, we also need to sensitive society, especially the youth, to such threats and their manifestations.

Engaging the youth from all communities in India would empower and encourage them to play
a larger role in national security. Given the current reality, wherein the youth - between 15 and 25 years
of age - are being indoctrinated, it would also help to wean them away from militant or fundamentalist
organizations. The youth, in the same age bracket, are unfortunately involved in large scale violence, due
to instigation by some political parties or other groups and individuals. All such actions are highly
detrimental to national well-being and national security. There is an urgent need to promote awareness,
through educational institutions, about national security and its impact on various facets of the
country’s well-being. Under such circumstances, it would not be out of place to give serious thought to
promote awareness about challenges to national security, beginning from to the universities to high
schools (10+2), in that order, both in government and private institutions.

Once introduced, experts in this field could address various educational institutions both in the
various vernacular languages and in English. To achieve uniformity in imparting instructions and to
prevent misuse of this platform, experts would also require refresher training. They could organize
engrossing and interactive workshops on national security and varied threats, national integration,
strengths of diversity in a country, leadership, team spirit and team building, etc. Where required,
counselling sessions could also be held for the youth. The multiple challenges, including security- related
ones, posed by hyper urbanization would also require the attention of the government.

As a long-term measure, this would be a significant step, among other measures, to involve the
community, through the youth, to promote a pluralistic society, monitor unlawful activities, prevent
violence and promote national security.

ACTIVITIES. Send your answer to email address or messenger of your instructor. (30 pts)

1. Explain this quote, “Peace be with you.”

2. What are the important issues under the peace and security of the Duterte’s administration and how do
they deal it?

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 LEARNING EXERCISES No. 5.1
Name: Score:
Course/Year: Date:
Time Started: Time Finished:

I. MODIFIED TRUE OR FALSE. Write TRUE if the underlined word/s make/s the statement corrects. If
it is wrong, do not write False, instead write the correct answer. (30 pts)
1. The national security of our country had become a least priority of our top gov’t
officials.
2. The Department of National Defense defines national security as a state of condition
where our cherished values and beliefs are permanently protected and continuously enhanced.
3. Territorial integrity means the territory of our country is intact under the effective
control of the terrorists.
4. Socio-political stability is the first and foremost element of national security.
5. Ecological balance dictates that national survival rest upon the effective conservation of
cultural heritage.
6. Cultural cohesiveness implies that the Filipino values have shown their collective sense
of value to the principles of freedom and human dignity of a person.
7. The primordial element of our national survival is our physical resources, where the
people have become proud of their country.
8. The usual occurrence among nations upon becoming an independent state is the crafting
of its national security plan.
9. Security is a precondition to maintain the survival of the state through the use of
economic, diplomacy, power projection, and political power.
10. External threats are more of a domestic concern and encompasses the expression of
political through domestic process.
11. The Moro Islamic Liberation Front headed by Nur Misuari engaged recently the
government in a combat battle in Mindanao.
12. The military wing of the Communist Party of the Philippines is the Jemaah Islamiya
which remains to be a serious threat to internal security.
13. Of the 42, 797 barangays nationwide, about 12 percent are affected by this social
menace which is the illegal drugs.
14. Poverty incidence affects about one-third of Filipino families nationwide as this abets
rebellion, crime and dissidence.
15. The growth of information technology that supposes to trigger development has been
threatened by this weapon of mass destruction as it is experience computer viruses which attacked network
information system.
II. IDENTIFICATION. Put a check on the column that corresponds to the item cited. (10 pts)
No. A Security Threat Internal External
1 Cybernetic Crime
2 Abu Sayyaf Group (ASG)
3 Multilateral Disputes on Islands
4 High Poverty Incidence
5 New People’s Army (NPA)
6 Transnational Organized Crime
7 Moro National Liberation Front (MNLF)
8 Organized Crime Syndicates
9 Graft and Corruptions
10 Weapon of Mass Destructions
11 Pandemic and Diseases
12 International Terrorists
13 Disasters
14 Water Crises

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15 Forest and Wildlife Destruction

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