MODULE 1 : OVERVIEW Of the NATIONAL SERVICE bound.

That body was identified as Mark Welson Chua’s, a 19-

TRAINING PROGRAM(NSTP) year-old engineering student at the University of Santo Tomas
(UST). The death of Chua, a cadet who reportedly was a victim
PART 1. Introduction of illegal ROTC practices, led to unexpected massive protests
The Philippine Constitution provides that the defense by college students and their concerned parents against the
of the state is a prime duty of the government and the people, ROTC Program. The controversies and scandals paved the
and in fulfillment of this duty, all citizens may be required by way towards the proposal to change Expanded ROTC into
law to render personal military or civil service. It further “National Service Program”. However, before it could even
states that it is the duty of the citizen to contribute to our prosper; another new proposal was created which was the
country’s development in the attainment and preservation of National Service Training Program (NSTP).
a just and orderly society. The National Service Training Latest amendment was brought forth, creating
Program (NSTP) Act 2001 mandates all citizens, both male Republic Act 9163 which is also known as the “National
and female, to fulfill this civic duty. Service Training Program” (NSTP) Act of 2001. It was
Responding to the urgent needs of our developing signed into law on January 23, 2002 and the implementation
country today and in the foreseeable future, it is equally vital of this Act commenced in school year 2002-2003. NSTP
to develop and enhance civic consciousness among the young comprises three program components namely: Civic Welfare
generation to ensure national security and development. Training Service (CWTS), Literacy Training Service (LTS) and
NSTP, therefore, enables the youth, as the most valuable Reserve Officer Training Corps (ROTC).
resource of the Filipino nation, to be motivated, developed
and utilized in regard to their responsibilities as citizens and Military Service
in fulfillment of their civil obligations. Training in
Males only preparation
2yrs For National
PART 2. HISTORY OF THE NATIONAL SERVICE TRAINING
Defense
PROGRAM (NSTP) (4 semester)
The history of the National Service Training Program
(NSTP) started with the creation of Commonwealth Act No. 1, Males only (4 semester)
otherwise known as the “National Defense Act.” It is an act
to provide for the national defense of the Philippines
penalizing certain violations thereof, appropriating funds
therefore, and for other purposes under the government of
President Manuel L. Quezon (1935). Commonwealth Act No. 1
required college students, specifically males, to finish 2 years By Pres. Aquino
(4 semester)
(or 4 semesters) of Military Training to become reserved
cadets for the national defense of the Philippines.
On August 8, 1980, Commonwealth Act No. 1 was
amended to give existence to Presidential Decree No. 1706,
Reviewing the
also known as the “National Service Law”. It mandates National Service
compulsory national service from all the citizens of the Law
Philippines. It is composed of three main program 2 sem = Military
components namely: Civic Welfare Service (CWS), Law Service
Enforcement Service (LES) and Military Service (MS). College 2 sem = optional
students were required to choose one from among these
components to complete as a requirement of tertiary
education.
Briefly after the ouster of Marcos, the implementation Signed into Law:
of the National Service Law except the provisions on Military January 23,
2002
Service were suspended by the Presidential Memorandum
(2 semester)
Order No. 1 of President Corazon C. Aquino. It became Basic
Reserve Officer Training Corps (ROTC) effective school
year 1986-1987.
In the year 1991, the Implementing Rules and
Regulations of Republic Act 7077 modified PART 3. THE CONCEPTS of the NATIONAL SERVICE
the Basic ROTC Course into the The Citizen Armed Forces of TRAINING PROGRAM
the Philippines Reservist Law/ Expanded ROTC Program,
as mandated. The said modification is basically composed of REPUBLIC ACT NO. 9163
military subject in the first academic year and any of the AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING
following components (Military Training Service, Civic PROGRAM (NSTP) FOR THE TERTIARY LEVEL STUDENTS,
Welfare Service, and Law Enforcement Service) in the second AMENDING FOR THE PURPOSE OF REPUBLIC ACT NO. 7077,
year curriculum. PRESIDENTIAL DECREE NO. 1706 AND FOR OTHER
On March 18, 2001 a dead body was found wrapped PURPOSES.
in a carpet and floating on the Pasig River. His face was
wrapped with packing tape and his hands and face were

Implementing Rules and Regulations of the
NATIONAL SERVICE TRAINING PROGRAM (RA 9163)
Pursuant to Section 12 of Republic Act No. 9163
otherwise known as the National Service Training Program
(NSTP) Act of 2001, the Commission on Higher Education
(CHED), Technical Education and Skills Development
Authority (TESDA), and Department of National Defense
(DND), in consultation with concerned government agencies,
the Philippine Association of State Universities and Colleges
(PASUC), Coordinating Council of Private Educational
Associations of the Philippines (COCOPEA), Non-Government
Organizations (NGOs) and recognized student organizations,
hereby jointly issue, adapt and promulgate the following
implementing rules and regulations in implementing the
provisions of the Act.
RULE I
Guiding Principles
Section 1. Guiding Principle.
While it is the prime duty of the government to serve
and protect its citizens, in turn it shall be the responsibility of
all citizens to defend the security of the state, and in
fulfillment thereof, the government may require each citizen
to render personal military or civil service.
Section 2. Role of the Youth
a. In recognition of the vital role of the youth in
nation-building, the state shall promote civic consciousness
among them and shall develop their physical, moral, spiritual
and social well-being. It shall inculcate the ideals of
patriotism, nationalism, and advance their involvement in
public and civic affairs.
b. As the most valuable resource of the nation, they
shall be motivated, trained, organized and involved in
military, literacy, civic welfare programs and other similar
endeavors in the service of the nation.
RULE II
Definition of Terms
Section 3. As used in this Implementing Rules and
Regulations (IRR), the following terms shall mean:
a. “National Service Training Program” (NSTP) – refers to
the program aimed at enhancing the civic consciousness and
defense preparedness in the youth, be developing the ethics of
service and patriotism while undergoing training in any of the
three (3) program components, specifically designed to
enhance the youth’s active contribution to the general
welfare;
b. “Reserve Officer Training Corps” (ROTC)- refers to the
program component, institutionalized under Sections 38 and
39 of Republic Act No. 7077, designed to provide military
training to tertiary level students in order to motivate, train,
organize and mobilize them for national defense
preparedness;
c. “Literacy Training Service” (LTS) – refers to the program
component designed to train students to teach literacy and
numeracy skills to school children, out-of-school youths and
other segments of the society in need of their services;
d. “Civic Welfare Training Service” (CWTS) – refers to 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 and moral of the
citizenry and other social welfare services;
e. “Program Component” – refers to the service components
of NSTP as defined herein;
f. “Clustering” – refers to the grouping of students enrolled to
different schools and taking up the same NSTP component
into one (1) group under the management and supervision of
a designated school;
g. “Cross Enrollment” – refers to a system of enrollment
where a student is officially enrolled in an academic program
of an origin school but is allowed to enroll in the NSTP
component of another accepting school;
h. “Non-Government Organization” (NGO) – refers to any
private organization duly accredited by CHED or recognized
by TESDA; and
i. “Student Cadet”- refers to a student enrolled in the ROTC
component.
RULE III
Program Implementation
Section 4. Coverage.
a. All incoming students, male and female, starting
School Year (SY) 2002-2003, enrolled in any baccalaureate
and in at least two (2) year technical-vocational or associate
courses, are required to complete one (1) NSTP component of
their choice, as a graduation requirement.
The above provision, however, does not cover
the following:
a.1 Students who finished or
graduated from a baccalaureate degree or
two-year technical-vocational or associate
course and pursuing or enrolled in another or
additional baccalaureate degree or two-year
technical-vocational or associate course in SY
2003-2004;
a.2 Students who completed any of the
three NSTP components but considered
freshmen to the course where they transferred
or shifted, and;
a.3 Foreign students or aliens.
b. All higher education institutions including State
Universities and Colleges (SUCs) and technical-vocational
education institutions must offer upon enrollment, all three
(3) NSTP components. However, State Universities and
Colleges (SUCs) are required to maintain and provide the
ROTC component. In cases that the enrollment of ROTC Cadets
is less than 350, then the provisions of clustering in Section 7
of NSTP IRR (RA9163) should be followed.
c. Program of study (syllabus) and enrollment forms
shall bear the name “NSTP” without stating therein the three
components. There shall be an orientation for all NSTP
enrollees to be jointly conducted by the ROTC, CWTS, and LTS
coordinators/ implementers. Students enrolled in the first
semester of the freshmen year shall be made to undergo a
common module phase for a 25-hour training period. Subjects
covered are: citizenship training; drug education; disaster
awareness, preparedness and management; environmental
protection; and the other national security concerns. Upon
completion of the common module phase, the student must
select the specific NSTP program component that he/she will
pursue.
d. The Philippine Military Academy (PMA), Philippine
Merchant Marine Academy (PMMA), and Philippine National
Police Academy (PNPA) are exempted from the NSTP in view
of the special character of these institutions. Other State
Universities and Colleges of similar nature will be exempted
subject to approval of the Department of National Defense.
e. Private Higher Educational Institutions (HEIs) and
technical-vocational education institutions with at least 350
student cadets, must establish/maintain a Department of
Military Science and Tactics (DMST), subject to existing rules
and regulations. For previously approved and activated DMST,
it shall retain the status regardless of the number of cadets.
However, for DMST that has been created after approval of
this IRR, there must be a minimum of 350 cadets. In cases
where the number of cadets will be less than 350, clustering
of ROTCU will be undertaken with ROTCU of the State
University and Colleges within the nearest environ with the
lead role.
Section 5. Program Components
a. The NSTP shall have the following components
which the students can choose from as defined in Rule II,
Section 3 hereof: The Reserve Officers Training Corps (ROTC),
Literacy Training Service (LTS), and Civic Welfare Training
Service (CWTS).
b. All program components; the ROTC in particular,
shall give emphasis on citizenship training and shall instill
patriotism, moral virtues, respect for the rights of civilians
and adherence to the Constitution.
c. The CHED, TESDA in consultation with the DND,
and PASUC, COCOPEA and other concerned government
agencies, may design and implement such other non-military
training components as may be necessary in consonance with
the provisions of R.A. 9163.
d. Within thirty (30) days from the approval of this
revised IRR, the CHED, TESDA, and the DND shall jointly issue
the minimum standards for the three (3) NSTP components
which shall form part of these guidelines.
Section 6. Duration and Equivalent Course Unit.
a. Each of the aforementioned NSTP components shall
be undertaken for an academic period of two (2) semesters. It
shall be credited for three (3) units per semester, for fifty-four
(54) to ninety (90) training hours per semester.
b. A One (1) Summer Program (OSP) in lieu of the
two- (2) semester program may be designed, formulated and
adopted by the DND, CHED and TESDA, subject to the
capability of the school and the AFP to handle the same.
c. Earned NSTP units shall not be included in the
computation of Grade Point Average (GPA) grades of college
graduating students.
Section 7. Clustering and Cross-Enrolment
a. Clustering of students from different education
institutions during semestral or summer periods may be done
for any of the NSTP components, taking into account logistics,
branch of service and geographical locations. The host school
shall be responsible in managing the Program.
b. The school must allow any NSTP student to cross-
enroll in any CHED/TESDA recognized institution. In cases
that the enrollment of ROTC Cadets is less than 350, then the
provisions of clustering in Section 7 of NSTP IRR (RA9163)
should be followed.
c. Students intending to cross-enroll shall be subjected
to the existing rules and regulations of the school of origin and
the accepting school.
Section 8. Monitoring and Evaluation
A. Management
a.1 The school authorities shall exercise academic and
administrative supervision over the design, formulation,
adoption and implementation of the different NSTP
components in their respective schools, subject to the
provision of this IRR.
a.2 There should be an NSTP Office in each school or
college/university headed by an NSTP Director or its
equivalent position responsible for the implementation of the
Program. Each of the NSTP components is considered a
distinct and/or separate unit under the NSTP office, and the
head of the unit shall report directly to the NSTP Director or
its equivalent position.
a.3 A functional chart of the NSTP Office shall be
structured based on the capability of the institution to sustain
the component program being offered based on the number of
enrollees.
a.4 In the case of ROTC, the school authorities and
DND, subject to the policies, regulations and programs of DND
on the military component of the training, shall exercise joint
supervision over its implementation.
a.5 NGOs contracted by the school must secure a joint
accreditation from CHED, DND and TESDA to formulate and
administer training modules for CWTS and LTS components.
CHED, DND, and TESDA shall jointly exercise such academics
and administrative supervision with those NGOs. Within
forty-five (45) days from approval and issuance of this IRR,
the CHED, TESDA, and DND shall issue the necessary
guidelines for the accreditation of non-government
organizations (NGOs) and training modules to be utilized by
these NGOs.
a.6 The DND shall formulate and administer training
modules for the ROTC program.
B. Monitoring
b.1 An NSTP Joint Committee at provincial, regional
and national levels shall be created by Tripartite agreement
for monitoring all the program components in the various
institutions.
b.2 CHED/ TESDA Regional Offices, and DND-AFP
(through the Major Service Reserve Commands), shall oversee
and monitor the implementation of the NSTP under their
respective jurisdiction, to determine if the trainings
conducted are in consonance with the Act. These offices shall
submit periodic reports to the NSTP Joint Coordinating
Committee.
b.3 An annual NSTP Performance Evaluation (ANPE)
shall be conducted towards the end of the school year to
evaluate and determine the achievement of training objectives
of the NSTP three program components.
CHED, TESDA, and DND (through Major Service Reserve
Commands) shall formulate respective evaluation parameters
on program administration and implementation which shall
jointly form part in the minimum standards.
b.4 At the end of every school year the Higher
Education Institution shall submit an Annual Report to the
CHED Regional Office; at the same time, the copy furnished to
the Office of Student Services in electronic template shall
indicate the following:
b.4.1 Names who finished under each NSTP
component,
b.4.2 The programs, projects and activities
undertaken with pictorials and documentation as
much as possible, and
b.4.3 Financial statements on the funds
collected, allocated and utilized.
The annual report on NSTP by the university
or college shall be made available to faculty, students
and the general public in the NSTP Office.
In regions with universities and colleges
having two or more campuses, the university
concerned shall consolidate the report before
submission to the CHED Regional Offices.
b.5. In cases of violations of guidelines, warnings
and/or sanctions may be imposed to schools and accredited
NGOs that disregarded or grossly violated the provisions of
this Implementing Rules and Regulations.
RULE IV
Fees and Incentives
Section 9. Fees.
a. No fees shall be collected for any of the NSTP
component except basic tuition fees, which should not be
more than fifty (50%) percent of the charges of the school per
academic unit. NSTP Fees collected shall constitute a Trust
Fund, which shall be exclusively used for the operation of the
Program.
b. NSTP fees collected shall constitute a Trust Fund,
70% of which shall be exclusively used for the operation of
the Program. The remaining 30% retained by the school shall
serve as contingency fund especially in support of un-
programmed activities not originally included in the program
of expenditures prepared by the ROTC Commandant or
CWTS/LTS Coordinator and approved by the school head.
c. NSTP funds derived from NSTP-related operations
shall serve as augmentation to sustain un-programmed
activities of NSTP.
d. The unexpended fund balance shall be carried over
to the next semester; provided, however, NSTP funds shall not
be converted into savings at the expense of the proper
implementation of the program.
e. Subsidies from the government, any legal agency or
institution appropriated for NSTP shall be included in the
preparation of the program of expenditure and report on the
utilization of funds.
f. Expenditures/disbursements shall be subjected to
periodic audits by the proper school authorities and
concerned NSTP officers.
g. NSTP Component (ROTC/CWTS/LTS) coordinators
shall submit a comprehensive report on the utilization of the
NSTP Directors two (2) weeks after the end of every semester.
ROTC Commandants shall submit the same report to their
respective Major Service Reserve Commands.
h. The NSTP Director or its equivalent shall submit a
comprehensive report on the utilization of the NSTP Funds by
program component to the school head, within 30 calendar
days after the end of every semester.
i. Rental space of school and other similar expenses
shall not be charged to NSTP
Section 10. Incentives, Insurance and Protection
A. Incentives
a.1 A program of assistance/incentives for ROTC
students shall be provided and administered by DND, in
accordance with existing laws and regulations and subject to
the availability of funds.
a.2 A Special Scholarship Program and other forms of
assistance and incentives for qualified NSTP students shall be
administered by CHED and TESDA, with funds for the purpose
to be included in the annual regular appropriations of the two
agencies, subject to the availability of funds.
a.3 The college or university may provide scholarship
and other forms of assistance and incentives to qualified and
deserving NSTP students, the funding of which shall come
from available NSTP funds of the school.
a.4 Personnel involved in the NSTP shall be provided
honorarium and other incentives based on the standard policy
set forth by the HEIs.
B. Insurance and Protection
b.1 School authorities concerned, CHED and TESDA
shall ensure that health and accident group insurances are
provided for students enrolled in any of the NSTP
components.
 b.2 Schools that already provide health and accident PART 4. NATIONAL SERVICE TRAINING PROGRAM AT
group insurance and collect the necessary fees for the purpose DE LA SALLE LIPA
from their students as of the effectivity of these Rules, are
deemed to have complied with this requirement. 1. The Mission and Vision of DLSL-NSTP

Rule V
Organization of NSTP Graduates 2. MISSION
The National Service Training Program
Section 11. Organization of NSTP Graduates (NSTP) aims for a holistic formation of Lasallian
a. Graduates of the non-ROTC components of the students through
NSTP shall belong to the National Service Reserve Corps community service learning.
(NSRC) and could be tapped by the State for literacy and civic It upholds the concept of “learning by
welfare activities, especially in times of calamities through the serving” through molding students to become
joint efforts of DND, CHED and TESDA, in coordination with Doers, Learners, Sharers and Leaders.
DILG, DSWD and other concerned agencies/associations.
VISION
b. The CHED, TESDA and DND, in consultation with
We, at NSTP, envision students to carry on
other concerned government and non-government agencies,
shall issue the necessary guidelines for the establishment, the flame of community service even after taking the
organization, maintenance and utilization of the National course.
Service Reserve Corps. Programs/Projects of DLSL-NSTP
Year School Year Programs
c. Graduates of the ROTC program shall form part of 1 2002 – 2003 Student Initiated
the Citizen Armed Forces pursuant to RA 7077, subject to the Projects
requirements of DND. 2-3 2003 – 2005 DLSL-DENR tie-up
projects
4 2005 – 2006 CRP, BMS, SWMS
Rule VI 5 2006 – 2007 CRP, HeN, Green
Miscellaneous Provisions Builders
6 2007 – 2008 CRP, HeN, Green
Section 12. Certificate of Completion. Certificate of Builders, EnviPro
Completion with corresponding serial number issued by 7 2008 – 2009 CRP, HeN,
Pagtibayan,
CHED, TESDA or DND, shall be awarded to students who have
Advocacy Campaign,
successfully complied with the program requirements. EnviPro
8 2009 – 2010 CRP, HeN,
Section 13. Information Dissemination. The CHED, TESDA Pagtibayan, EnviPro
and DND shall provide information on these Act and IRR to all 9 2010 – 2011 CRP, HeN, CLP
concerned publics through different modes of disseminating 10-12 2011 – 2014 CRP, HeN, CT, SIKAT
13-14 2014-2016 CRP, HeN, CT, Green
information.
Advocacy
15-16 2016-2018 CRP, HeN, CT,
Section 14. Amendatory Clause SIKAT
a. Section 35 of Commonwealth act No.1, Executive
Order No. 207 of 1939, Section 2 and 3 of presidential Decree Legend: SIKAT - Si Kristo At Tayo
No. 1706,and Sections 38 and 39 of Republic Act No. 7077, as BMS - Biodiversity Monitoring DENR - Department of
well as all laws, decrees, orders, rules and regulations and System Environmental and
other issuances inconsistent with the provisions of the Act are SWMS - Solid Waste Management Natural Resources
System Pagtibayan - Program for Special
hereby deemed amended and modified accordingly.
CRP - Community Reading Children
Program Green Builders - Gawad Kalinga
b. These Rules may be amended, modified, or replaced HeN - Health and Nutrition (GK) Program
jointly by CHED, TESDA and DND, in consultation with PASUC, EnviPro - Environmental Advocacy Campaign - Anti-
COCOPEA, NGOs and recognized student organizations. Protection Smoking Advocacy
CLP - Computer Literacy Program Campaign
CT - Computer Tutorials Green Advocacy - Lasallian
Section 15. Separability Clause. If any section or provisions
Programs for PWDs
of this IRR shall be declared unconstitutional or invalid, the
other sections or provisions not affected thereby shall remain 3. DLSL-NSTP Pledge of Commitment
in full force and effect.
I, ___________, as a valuable source of our nation, hereby pledge to be
Section 16. Effectivity. These rules shall take effect 15 days a more effective and productive youth inspiring others to lead
after publication in a newspaper of general circulation and meaningful lives.
shall remain in force and effect until revoked or amended. I shall be responsible in my studies and in my role as a member of
my family.
I shall also remain vigilant in issues concerning our country.
I shall promote peace and order by being a law abiding citizen
recognizing the value of truth, justice and commitment.
I promise to be of service to others especially the less fortunate, the
poor, abused, and abandoned by striving to develop and thus share
my talents and gifts.
I shall be a proud Filipino dedicating myself in service of others
with God as a source of wisdom and strength.
So help me God.

4. DLSL-NSTP Lasallian Graduate Attributes /

Institutional Learning Outcomes (ILO)
a. Christ-centered individual
b. Socially Responsible citizen
c. Competent professional
d. Critical & Innovative thinker
e. Life-long learner

Part 5. Post – Discussion Activity

Access the post-discussion questions which have been posted
on Canvas. Answer each one completely, and submit your
work online.

Part 6. References
1. CHED, DND and TESDA. The National Service Training
Program Primer
2. DLSU Dasmariñ as NSTP Module.
3.http://www.lawphil.net/statutes/repacts/ra2002/ra_9163_
2002.html
4. www.upv.edu.ph/nstpcwts/?dl_id=8
5. www.dlsu.edu.ph/offices/sps/.../briefing-manuscript-
RA91632.pdf
6. Labuguen, F.C, et.al. Understanding the National Service
Training Program: A Modular Worktext for NSTP1 (Focusing
on the Common Modules Topics per Revised 2010 IRR of RA
9163). Mutya Publishing House, Inc., 2012.

MODULE 2 : CITIZENSHIP TRAINING

Part 1. Self-Concept
Part 2. Seven Habits of Highly Effective People and the 8th
Habit Self-confidence paves the way to productivity because the
Part 3. Leadership and the Youth person believes in his potentials.
Part 4. Good Citizenship Values  He allows these potentials to develop by trying.
Part 5. Flag and Heraldic Code of the Philippines  He is not afraid of making a mistake.
Part 6. Voter’s Education  He does not fall into the trap of “being perfect”.
Part 7. Gender and Development Mainstreaming  The development of his abilities is measured within his
own standards of development.
PART 1. SELF-CONCEPT
Because he does not believe in himself, his potential seldom
Paradigms and Principles flourishes and grows. Common roots which affect a person’s
What is a Paradigm? confidence level are:
 A paradigm is the way you see something, your point  too much stress on achievement
of view, frame of reference or belief.  perfection as a standard
 Paradigms are like glasses. When you have  comparing oneself with others
incomplete paradigms about yourself or life in general,
 fear of making mistakes or grades
it’s like wearing glasses with the wrong prescription.
These factors make the person less courageous to try out his
Kinds of Paradigms potentials and abilities.
1. Paradigm of self
2. Paradigm of others 1.3. Self-esteem - Our perceptions and feelings about our
3. Paradigm of life worth with regard to our lovability. This relates to our basic
ability to love and be loved.
1. Paradigm of self
A person with high self-esteem…
 Understanding about self-concept helps us assess our
paradigm of self. Positive self-paradigms can bring out  believes he is lovable;
the best in us. Negative self-paradigms can put  does not reject and put down himself even when
limitations on us. others seem to reject him;
 Self-concept refers to our conscious and unconscious  does not subject his lovability with conditions, such as
perceptions and feelings about ourselves with regard believing he is only lovable only if he is good or if he is
to our worth as persons. good-looking or if he can achieve;
 A person is said to have a low, poor or negative self-  can love more freely and spontaneously; and
concept when he sees that he has little or no worth or  believes in his lovable nature as a creature of the
feels unhappy about himself. loving God;
 A person is said to have a high, good or positive self-
concept when he sees himself to have worth and he A person with low self-esteem…
feels good about himself.  does not love himself;
 Self-concept serves both as a mirror and a filter.  may doubt the love of others or may feel he has to
 It serves as a mirror because it reflects to us a picture work extra hard to earn other people’s love; and
of ourselves, which in turn affects us either positively  is the first to reject himself.
or negatively. We are happy or miserable depending
on the mirror image that our self-concept presents to It is said that people have four (Johari’s) “windows” which
us. define who we are as persons.
 It filters our experiences so that we interpret them
according to our existing perceptions of ourselves. KNOWN TO SELF NOT KNOWN TO
SELF
Three Dimensions of Self-Concept:
KNOWN TO 1 2
1.1 Self-image - our perceptions and feelings about our worth OPEN BLIND
with regard to our physical and social appearance. OTHERS
 Physical – genetic inheritance such as sex and race, NOT KNOWN TO HIDDEN UNKNOWN4
3
and physical attributes such as height, build, weight OTHERS
and others.
 Social appearance – name, roles, status and titles 2. Paradigm of others
 Seeing things from a different point of view can help us
-A person who feels he suffers from some form of physical or understand why other people act the way they do.
social handicap usually develops a low self-image.
3. Paradigms of life
-A person with a positive self-image recognizes some of his According to Covey, the most important thing for each person
physical and social limitations but does not allow these to deter is the thing you spend the most time thinking about and is
him from feeling good about how he appears and has learned driving your choices. These become your life-centers. All of
to acknowledge and accept his limitations and therefore feels them have good points, but they are not enough to be
at home with himself. complete.

1.2. Self-confidence - our perceptions and feelings about our

worth with regard to our capabilities. This involves our ability to Popular life centers for teens:
do things, to achieve, and to develop more competencies.  Friend-centered
  Stuff-centered
 Boyfriend/Girlfriend-Centered
 School-centered
 Parent-Centered
 Other Possible Centers
Principle-centered – the real thing

PART 2. SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE

AND THE 8TH HABIT
 The Seven Habits constitute a principle-centered
paradigm. Principles are guidelines for human
conduct that are proven to have enduring, permanent
value -- they are fundamental. Principles never fail.
Examples of principles are honesty, service, love, hard
work, respect, gratitude, moderation, fairness,
integrity, loyalty, and responsibility.

Habits Defined
 Habit is a recurrent, often unconscious pattern of
behavior that is acquired through frequent repetition. It
is an established disposition of the mind or character.
 Our character is a composite of our habits. Changing a
habit is hard, but it can be done by tremendous
commitment.
 A (good) habit can be defined as the intersection of
knowledge, skill and desire. Change is a cycle of being
and seeing (visualization). Knowledge is a theoretical
paradigm – “what to do and why.” Skill is the “how to
do it.” Desire is the motivation, the “want to do it.” In
order to make something a habit in our lives, we need
to have all three.
Seven Habits of Highly Effective People
HABIT ONE (1) –BE PROACTIVE
“Principle of Personal Vision”
 Habit 1 says you are the driver of your life.
 Change starts from within. Highly effective people
make the decision to improve their lives through the
things that they can influence rather than simply
reacting to external forces.
 Reactive people make choices based on impulse
while Proactive people make choices based on
values.

Just Push Pause

 Sometimes life is moving so fast that we instantly react
to everything out of sheer habit. If you can learn to
pause, get control, and think about how you want to
respond, you’ll make smarter decisions.
 While your life is on pause, open up your tool box and
use your four human tools to help you decide what to
do. The following are the four power tools:
From Dependence to Interdependence
1. Self-awareness : I can stand apart from myself and observe
my thoughts and actions.
Maturity Continuum
1. Dependence 2. Conscience : I can listen to my inner voice to know right
from wrong.
 Habits 1, 2 and 3 (Be Proactive, Begin with The End In
Mind, Put First Things First) deal with self-mastery. 3. Imagination : I can envision new possibilities.
They are the "private victories" required for character 4. Willpower : I have the power to choose.
growth. Private victories precede public victories.
2. Independence
 Habits 4, 5 and 6 are the more personality-oriented
"public victories" of Teamwork, Cooperation and
Communication
3. Interdependence
 Habit 7 is the habit of Renewal, creating an upward
spiral of growth.

Between stimulus and response, you have the freedom to

choose. This is your greatest power. One of the most important
things you choose is what you say. A proactive person uses
proactive language. A reactive person uses reactive language.
HABIT TWO (2) -BEGIN WITH THE END IN MIND
“Principle of Personal Leadership”
 Developing a clear picture of where you want to go
with your life
 Deciding which values are helpful in goal-setting
 Habit 1 says you are the driver of your life, not a
passenger. Habit 2 says that since you’re the driver,
decide where you want to go and draw a map to get
there.
 Simply thinking beyond today and deciding what
direction you want to take with your life, so that each
step you take is always in the right direction
Begin with the End in Mind is based on imagination. It is the
ability to envision, see the potential, and create with our minds
what we cannot at present see with our eyes and conscience.
When we begin with the end in mind, we have a personal
direction to guide our daily activities, without which we will
accomplish little toward our own goals. Beginning with the end
in mind is part of the process of personal leadership and taking
control of our own lives.
THREE WATCH OUTS
1. Negative Labels- are ugly forms of prejudice.
2. It’s-all-over syndrome- When you’ve made a mistake and
feel so bad about what you’ve done.
3. Wrong wall- You worked really hard to get something you
wanted only to find out that when you got it, you feel empty
inside.
GO FOR THE GOAL
1. Count the cost
2. Put It in Pen - A goal not written is only a wish.
3. Just Do it - “Do” or “do not.” There is no trying.
4. Use Momentous Moments- Utilize “memorable” moments for
goal setting.
5. Rope Up- You’ll accomplish more in life if you’ll rope up and
borrow strength from others.
HABIT THREE (3) - PUT FIRST THINGS FIRST
“Principle of Personal Management”
 It’s all about learning to prioritize and managing your
time so that your first things come first, not last.
 In habit 2, you decided what your first things are. Habit
3, then, is putting them first in your life.
 The habit of will-power (the strength to say yes to your
most important things) and won’t-power (the strength
to say no to less important things and to peer
pressure).
 Habit 1 says, “You are the driver, not the passenger”.
Habit 2 says, “Decide where you want to go and draw
a map to get there”. Habit 3 says, “Get there! Don’t let
roadblocks knock you off course”.
Important- your most significant things, your first things,
activities that contribute to your mission and your goals
Urgent- pressing things, in-your-face things, activities that
demand immediate attention
Time Quadrants
1. The Procrastinator- thrives under pressure
2. The Prioritizer- the quadrant of excellence
3. The Yes-Man- trying to please people
4. The Slacker- category of waste and excess
The results of too much time in each quadrant are:
Q1 : Stress and anxiety, burnout, mediocre performance
Q2 : Quadrant of excellence
Q3: Reputation of being a “pleaser,” lack of discipline, feeling
like a doormat for others to wipe their
feet on
Q4: Lack of responsibility, guilt, flakiness
The Other Half
Time management isn’t all there is to Habit 3. It’s only
half of it. The other half is learning to overcome fear and peer
pressure. It takes courage and guts to stay true to your first
things, like your values and standards, when the pressure is
on.
1. The Comfort Zone and the Courage Zone
2. Never let your fears make your decisions
3. Winning means rising each time you fall
4. Be Strong in the Hard Moments
5. Overcoming Peer Pressure
In the final analysis, putting first things first takes discipline.
HABIT FOUR (4) – THINK WIN-WIN
 Life is an all-you-can-eat buffet.
 is an attitude toward life, a mental frame of mind that
says, “I can win and so can you.”
 The foundation for getting along well with other people
 It begins with the belief that we are all equal, that no
one is inferior or superior to anyone else, and no one
really needs to be.
1. WIN-LOSE - THE TOTEM POLE
2. LOSE-WIN - THE DOORMAT
3. LOSE-LOSE - THE DOWNWARD SPIRAL
4. WIN-WIN - THE ALL-YOU-CAN-EAT BUFFET
WIN-LOSE ATTITUDE
• Using other people, emotionally or physically, for your own
selfish purposes
• Trying to get ahead at the expense of another
• Spreading rumors about someone else (as if putting
someone else down builds you up)
• Always insisting of getting your way without concerning
yourself of the feelings of others
• Becoming jealous and envious when something good
happens to someone close to you
LOSE-WIN is weak. It’s easy to get stepped on. It’s easy to be
the nice guy. It’s easy to give in, all in the name of being a
peacemaker. With a Lose-Win attitude, you’ll find yourself
setting low expectations and compromising your standards
again and again. Giving in to peer pressure is Lose-Win.
LOSE-LOSE. Examples of Lose-Lose are war and revenge.  Explain “my way.” (Seek to be understood by sharing
Lose-Lose also happen when two Win-Lose people get your ideas.)
together.  Brainstorm (Create new options and ideas.)
WIN-WIN. You care about other people and you want them to  Form the “High way.” (Find the best solution.)
succeed. But you also care about yourself, and you want to
succeed as well. Win-Win is abundant. It’s not either you or Teamwork and Synergy
me. It’s the both of us.  Great teams are usually made up of five or more
different types of people, with each member playing a
HOW TO THINK WIN-WIN different but important role.
1. Win the Private Victory First
2. Avoid the Tumor Twins : competing and comparing - Plodders. Sure and steady, they stick to a job until it’s
done.
HABIT FIVE (5) - SEEK FIRST TO UNDERSTAND, - Followers. Very supportive of leaders; if they hear a
THEN TO BE UNDERSTOOD great idea, they can go with it.
 This habit is the key to communication, and to having - Innovators. The “creative idea” people; they offer the
the power to influence other people. sparks in the group.
- Harmonizers. They provide unity and support and are
Why is this habit the key to communication? It’s because the great synergizers as they work with others and
deepest need of the human heart is to be understood. encourage cooperation.
- Show-offs. Fun to work with, they can be tough at
FIVE POOR LISTENING STYLES times. They often add the spice and momentum
1. Spacing out needed to bring the team’s over-all success.
2. Pretend listening
3. Selective Listening HABIT SEVEN (7) –SHARPEN THE SAW (IT’S ME
4. Word listening TIME)
5. Self-centered listening  It is all about keeping your personal self sharp so that
you can better deal with life.
Empathic listening is the highest form of listening with the  Regularly renewing and strengthening the four key
intent to understand. It is the ability to project oneself into the dimensions of your life
personality of another person in order to better understand that 1. Body: The Physical Dimension
person's emotions or feelings. 2. Brain: The Mental Dimension
3. Heart: The Emotional Dimension
GENUINE LISTENING 4. Soul: The Spiritual Dimension
1. First, listen with your eyes, heart and ears because only 7%
of communication is contained in the words we use, 53% from BALANCE IS BETTER!
body language, and 40% from tone or feeling. Why is balance so important? It’s because how you do in one
2. Second, stand in their shoes. dimension of life affects the other three.
3. Third, practice mirroring.
PRINCIPLES EMBODIED IN THE 7 HABITS
HABIT PRINCIPLE
HABIT SIX (6) –SYNERGIZE (THE “HIGH” WAY)  Be Proactive  Responsibility/ initiative
A. Alone, we can do so little; together, we can do so  Begin with the end in  Vision/ values
much. mind
 Put First Things First  Integrity/ execution
Synergy  Think win-win  Mutual respect’s benefit
 Is achieved when two or more people work together to  Seek first to understand,  Mutual understanding
create a better solution than either could do alone then to be understood
 It’s not your way or my way, but a better way – a  Synergize  Creative cooperation
“higher way.”  Sharpen the saw  Renewal

SYNERGY IS SYNERGY IS NOT

Celebrating differences Tolerating differences DEVELOPING THE FIVE MAIN COMPONENTS OF
Teamwork Working independently EMOTIONAL INTELLIGENCE (EQ) THROUGH THE 7
Open mindedness Thinking you’re always right HABITS
Finding new and better ways Compromise Self- awareness  Be Proactive
Personal Motivation  Begin with the end in
FINDING THE HIGH WAY mind
 Synergy is more than just compromise or cooperation. Self- regulation  Put First Things First
 It is creative cooperation, with an emphasis on the  Sharpen the saw
word creative. Empathy  Seek first to understand,
then to be understood
 The whole is greater than the sum of its parts.
Social skills  Think win-win
 Seek first to understand,
Getting to Synergy Action Plan
then to be understood
 Define the problem or opportunity.
 Synergize
 Listen to “their way.” (Seek first to understand the
ideas of others.)

THE 8TH HABIT: FROM EFFECTIVENESS TO
GREATNESS
 Why are the 7 habits still relevant in today’s new
reality? The greater the change and the more difficult
the challenges are, the more relevant they become.
 The call and need for new era is greatness.
 The 8th habit is to Find Your Voice and Inspire
Others to Find Theirs.
Voice is a unique personal significance that is revealed as we
face our greatest challenges and which makes us equal to
them.
Voice lies at the nexus of:
 Talent - natural gifts and strengths
 Passion - those things that naturally energize, excite,
motivate and inspire you
 Need - including what the world needs enough to pay
you for
 Conscience - that still, small voice within that assures
you of what is right and that prompts you to actually do
it
When you engage in work that taps your talent and fuels your
passion – that rises out of a great need in the world that you
feel drawn by conscience to meet – therein lies your voice,
your calling, your soul’s code.
Find Your Voice – The pathway is to:
I. Discover your voice by coming to understand your
true nature.
 The power to discover your voice lies in the potential
that was bequeathed us at birth.
Three most important gifts:
o Freedom and power to choose
o Natural laws or principles, which are universal
and never changing, such as fairness,
kindness, respect, honesty, integrity, service
and contribution
o Four intelligences/ Capacities
1. Mental intelligence (IQ) - ability to analyze, reason, think
abstractly, use language, visualize and comprehend
2. Physical intelligence (PQ)
3. Emotional intelligence (EQ) - self-knowledge, self-
awareness, social sensitivity, empathy and the ability to
communicate with others
4. Spiritual intelligence (SQ) – drive for meaning and
connection with the infinite
II. Express your voice by cultivating the highest
manifestations of these human intelligences.
Two roads diverged in a wood, and I –
I took the one less traveled by,
And that has made all the difference.
Robert Frost
Inspire Others to Find Their Voice – The leadership
challenge
“Leadership is communicating to people their worth and
potential so clearly that they come to see it in themselves.”
PART 3. LEADERSHIP AND THE YOUTH
 Leadership is the highest potent quality of an individual
to be greatly successful in life. It is the key dynamic
factor that can encourage one to actively participate in
many ventures that lead to the attainment of goals. It is
also the key force to developing teamwork to ensure
completion of common goals or purpose.
 It is in this premise that the youth, in their role as
nation-builders, must develop leadership potentials
such as knowledge, skills and positive attitude to
ensure efficiency and effectiveness in meeting their
goals and develop the spirit and ethics of service for
the good of others. Hence, the need for training the
youth to be servant leaders is very essential.
Leadership Defined
 Leadership is a process of giving control, guidance,
headship, direction and governance to a group of
organization. It is a key dynamic factor that motivates
and coordinates organizations to accomplish their
objectives. Without being inspired by a leader, the
whole organization or a specific department might drift
along with no definite focus on key objectives such as
trying to improve the worker’s safety.
 Leadership is the art of influencing and directing others
to do the assigned tasks or goals, in such a way as to
attain them. There is obedience, respect, loyalty, and
cooperation. Leadership can be exercised by anyone
irrespective of the framework of command. Also, it is
the process of guiding and directing the behavior of
the people in the work environment.
o Leadership is the ability to inspire, to build
confidence, and gain support among the
people to attain organizational goals.
o Leader as a Guide is one who assumes the
role of a director, organizer, mentor, guru, or
adviser.
o Leader as a Frontrunner is one who can
spearhead, shading light, a trailblazer, and
groundbreaker.
o Leader as a Head is one who can be called as
chief, manager, superior, principal, boss and
superior.
Servant Leadership is a kind of servanthood and is done as a
sense of vocation. It also implies the stewardship of good
citizenship and community. It is a means of serving others
more than oneself.
April et al. (2000) support the notion of servant
leadership in complex organizations, where a major role of the
leader is to synthesize and develop a sense of community in
the organization with shared power and decision-making and
group-oriented approaches. Servant leadership has a long
pedigree of religion and involves a sense of servanthood with
leadership as a state of being (sense of vocation). It also
implies stewardship (a recognition of shared ownership and
interdependence rather than personal ownership of the
organization), one consequence of which is a sense of
citizenship and community. The servant leader facilitates the
surfacing of other ideas and networks, and helps to create their
futures.
Principles of Servant Leadership
According to Spears (2002), the following are the principles
underpinning servant leadership:
1. Listening. The servant leader seeks to identify the will of
the group and helps clarify that will. He or she will seek to
listen receptively to what is being said.
2. Empathy. The servant leader strives to understand and
empathize with others. People need to be accepted and
recognized for their special unique spirits.
3. Healing. One of the greatest strengths of a servant leader is
the potential of healing oneself and others because many
people have broken spirits and have suffered from a variety of
emotional hurts.
4. Awareness. It aids one in understanding issues involving
ethics and values and viewing most situations from a more
integrated and holistic position.
5. Persuasion. Another characteristic of a servant leader is
the primary reliance on persuasion rather than positional
authority in making decisions within an organization.
6. Conceptualization. Servant leaders seek to nurture their
abilities to “dream great dreams”. The ability to look at
problems from a conceptualized perspective means that one
must think beyond today’s realities.
7. Foresight. This enables the servant leader to understand
the lessons from the past realities to the present and the likely
consequence of a decision for the future.
8. Building Community. Servant leadership suggests that the
true community can be created among those who work in
business and in other institutions.
Qualities of Servant Leaders
The following are the qualities of a servant leader.
1. Puts others ahead of his own agenda. The first mark of
servanthood is the ability to put others ahead of yourself and
your personal desires.
2. Possess the confidence to serve. The real heart of
servanthood is security. Show me someone who thinks he is
too important to serve and I’ll show you someone who is
basically insecure. How we treat others is really a reflection of
how we think of ourselves. Philosopher-poet Eric Hoffler
captured that thought:
“The remarkable thing is that we really love our neighbor as
ourselves, we do unto others as we do unto ourselves. We
hate others when we tolerate ourselves. We forgive others
when we forgive ourselves. It is not love of self but hatred of
self which is at the root of the troubles that afflict our world.
The Law of Empowerment says that only secure leaders give
power to others. It is also true that only secure leaders exhibit
servanthood.”
3. Initiates service to others. It is a way of serving without
being compelled to do so. It manifests one’s concern to do
things for others especially during crisis. You can really see the
heart of someone who initiates service to others. Great leaders
see the need, seize the opportunity and serve without
expecting anything in return.
4. Is not position-conscious. Servant leaders don’t focus on
rank or position. They are persons trying to help other people.
They have a greater sense of the obligation to serve.
5. Serves out of Love. Servanthood is not motivated by
manipulation of self-promotion. It is fueled with love
(willingness to serve). In the end, the extent of your influence
depends on the depth of your concern for others. That is why it
is important for leaders to be willing to serve.
PART 4. GOOD CITIZENSHIP VALUES
NSTP as a citizenship training scheme focuses on translating
the good citizenship values as reflected in the Preamble of the
Constitution into concrete action in building a better
Philippines.
What is a Constitution?
Constitution refers to “that body of rules and maxims in
accordance with which the powers of sovereignty are
habitually exercised.
What is the Constitution of the Philippines?
The Constitution of the Philippines may be defined as that
written instrument by which the fundamental powers of the
government are established, limited and defined and by which
these powers are distributed among the several departments
or branches for their safe and useful exercise for the benefit of
the people.
What is a preamble?
The term preamble is derived from the Latin word
“preambulare” which means “to walk before”. It is a preliminary
introduction to a statute or constitution (usually explaining its
purpose).
Preamble of the 1987 Philippine Constitution
“We, the sovereign Filipino people, imploring the aid of
Almighty God, in order to build a just and humane society
and establish a Government that shall embody our ideals
and aspirations, promote the common good, conserve and
develop our patrimony, and secure to ourselves and our
posterity the blessings of independence and democracy
under the rule of law and a regime of truth, justice, freedom,
love, equality and peace, do ordain and promulgate this
constitution.”
How can we become Good Citizens?
 We can become good citizens by living in accordance
with the good citizenship values which we can derive
from the preamble of the Constitution such as: 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, Concern for the Environment and
Order.
 The good fruit of good citizenship actions will not only
benefit us personally but will benefit our country as
well. The good fruit of good citizenship is what
contributes to nation-building. Through good
citizenship, we show our love for our country and we
develop our sense of nationhood.

The Basic Values of the Filipino People
 The Filipino people possess certain values, shared
perceptions on what we hold dear, what we regard as
most important to us. These sixteen values are
enshrined in the above Preamble of our 1987
Philippine Constitution. These are unity, patriotism,
faith in Almighty God, respect for life, respect for
law and Government, work, truth, justice, freedom,
love, equality, peace, promotion of the common
good, concern for the environment, and order.
These values of the Filipino people serve as the
guiding principles in our life as a nation and provide
the underlying framework for all the provisions of the
Constitution.
 For Adults, these basic values can be seen in their
outward manifestations as well as in decision-making.
There is always a consistency on what they think, how
they feel and what they say.
 Every Filipino child needs to be helped to form his own
values consistent with the basic Filipino values, if he is
to grow into a citizen who is “maka-Diyos, maka-tao,
maka-bayan, and maka-kalikasan.”
The 16 Basic Values of the Filipino People enshrined in the preamble
of the 1987 Philippine Constitution are clustered into four:
Pagkamaka-Diyos
 faith in the Almighty God
 respect for life
 order
 work
 concern for the family and future generations
Pagkamaka-Tao
 love
 freedom
 peace
 truth
 justice
Pagkamaka-Bayan
 unity
 equality
 respect for law and Government
 patriotism
 promotion of the common good
Pagkamaka-Kalikasan
 concern for the environment
PART 5. FLAG AND HERALDIC CODE OF THE
PHILIPPINES
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 1. Short title. — This Act shall be known as the “Flag
and Heraldic Code of the Philippines.”
Sec. 2. Declaration of policy. — Reverence and respect shall
at all times be accorded to 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.
Salient Provisions of the Flag and Heraldic Code of the
Philippines (as embodied in Republic Act No. 8491)
The Philippine Flag
 A flag is the sacred and respected feature of the nation
which it symbolizes. Each nation’s flag has a specific
way in which it should be displayed and folded.
 Our national flag is the symbol of our country. It shows
our unity as a people. It stands for our high ideals and
noble heritage. Therefore, when you show respect to
the flag, you also show respect to our country and
people. One way to show respect is to handle the flag
properly.
 The Philippine National Flag is said to be the primary
symbol of the nation’s camaraderie, solidarity and
unity. It is therefore the symbol of nationalism and
patriotism in our country. And so, let us learn more
about its history and origin.
 The national flag of the Philippines is a horizontal
bicolor flag with equal bands of blue and red, and with
a white equilateral triangle based at the hoist side; in
the center of the triangle is a golden yellow sun with
eight primary rays, each containing three individual
rays; and at each corner of the triangle is a five-
pointed golden yellow star.
 The flag was first conceptualized by Emilio Aguinaldo.
The first flag was sewn in Hong Kong by Marcela
Agoncillo, her daughter Lorenza, and Doña Delfina
Herbosa de Natividad, niece of Jose Rizal, the
Philippines’ national hero. The flag is displayed with
the blue field on top in times of peace, and with the red
field in times of war. The Philippine flag is unique in
the sense that it can indicate a state of war when the
red field is displayed on top or on the observer’s left
when the flag is displayed vertically, with the white
equilateral at the top end.
Flag Protocol
The flag should be displayed in all government
buildings, official residences, public plazas, and schools every
day throughout the year. The days of the 28 th of May (National
Flag Day) and the 12th of June (Independence Day) are
designated as flag days, during which all offices, agencies and
instrumentalities of government, business establishments,
institutions of learning and private homes are enjoined to
display the flag. But in recent years, the flag days are now from
May 28 to June 30 yearly. By law, the Philippine flag must be
permanently hoisted and illuminated at night at the following
locations:
1. Malacañang Palace
2. Congress of the Philippines building
a. Senate of the Philippines building
b. House of Representatives of the Philippines
Building (Batasang Pambansa Complex)
3. Supreme Court building
4. Rizal Monument in Luneta, Manila
5. Aguinaldo Shrine in Kawit, Cavite
6. Barasoain Shrine in Malolos, Bulacan
 7. Tomb of the Unknown Soldier, Libingan ng mga International Covenant on Civil and Political Rights
Bayani and 1987 Philippine Constitution. These documents
8. Musoleo de los Beteranos dela Revolucion call for universality of the right; equality in access to
9. All International Ports of Entry public service and secrecy of voters. The political
10. All other places as may be designated by the Institute choice every Filipino make will determine the kind of
government that will serve the country. The will of the
Prohibited Acts people, then, will be best expressed in clean, orderly
According to Republic Act 8491 itself, the flag cannot be used and honest elections.
in the following rationales:  Suffrage is defined as a right and obligation to vote of
1. Defacing or ridiculing the flag by dipping the flag as salute, qualified citizens in the election of certain national and
or adding additional marks on the flag; local officers of the government and in the decision of
2. As a drapery, festoon, tablecloth, a covering, or as a part of public questions submitted to the people. It includes
a costume or a uniform; election, plebiscite, referendum, initiative and recall. It
3. As a trademark of/for commercial or agricultural labels or is a privilege and right given to every Filipino citizen.
designs; More than anything else, it is a responsibility that every
4. As a part of merchandise or in any advertisement or Filipino is expected to fulfill in earnest.
infomercial; and
5. As a pennant in the hood, side, back and top of motor Who are qualified to vote in the Philippine elections?
vehicles. 1. Citizens of the Philippines
2. 18 years old and above on the day of the elections
Moreover, the flag may not be displayed “horizontally face-up, 3. A resident of the Philippines for one year and in the
or under any painting, picture or platform”. It may not be city or municipality wherein he proposes to vote for at
displayed in “discotheques, cockpits, night and day clubs, least six months before the election
casinos, gambling joints and places of vice or where frivolity 4. Those not disqualified by law
prevails”.
Under the Overseas Absentee Voting Law
Pledge Republic Act 9189 or the Overseas Absentee Voting Law
The pledge of Allegiance to the Phiippine flag, provides for a system, which allows qualified Filipinos abroad
“Panunumpa sa Watawat” (distinct from the Patriotic Oath of to vote in national elections in the Philippines.
Allegiance, “Panatang Makabayan”) should be recited while Qualifications:
standing with the right hand with palm open raised shoulder 1. Filipino citizens abroad
high. Individuals whose faith or religious beliefs prohibit them 2. 18 years old and above on the day of elections
from making such pledge are permitted to excuse themselves, 3. Immigrants with affidavit of intent to resume residence
but are required by law to show full respect when the pledge is in the Philippines
being rendered by standing at attention. 4. Permanent residents with affidavits of intent to resume
residence in the Philippines
FILIPINO ENGLISH TRANSLATION
Ako ay Pilipino I am Filipino Who are disqualified to vote in the Philippine elections?
Buong katapatang I pledge my allegiance The following are disqualified (by law) from voting:
nanunumpa 1. Any person who has been sentenced by final judgment
Sa watawat ng Pilipinas To the flag of the Philippines to suffer imprisonment for not less than one year.
At sa bansang kanyang And to the country it However, he/she may reacquire the right to vote upon
sinasagisag represents expiration of five years after service of sentence.
Na may dangal, katarungan With honor, justice and 2. Any person who has been adjudged by final judgment
at kalayaan freedom by competent court or tribunal of having committed
Na pinakikilos ng Put in motion by one nation any crime involving disloyalty to the duly constituted
sambayanang government such as rebellion, sedition, violation of the
Maka-Diyos For God anti-subversion and firearms laws, or any crime
Maka-tao For the people against national security, unless restored to his full civil
Makakalikasan at For Nature and and political rights in accordance with law: Provided,
Makabansa For the Country that he shall regain his right to vote automatically upon
expiration of five years after service of sentence.
3. Insane or incompetent persons as declared by
The law makes no statement regarding the language in which competent authority
the pledge must be recited, but the pledge is written (and
therefore recited) in the Filipino language. What election practices and irregularities should the
citizens watch out for?
The National motto shall be “Maka-Diyos, Maka-tao, Bribery, intimidation, and various forms of cheating,
Makakalikasan at Makabansa”. particularly:
1. Registering in several names and/or several precincts;
PART 6. VOTERS’ EDUCATION 2. Vote-buying/vote-selling/paid not to vote;
3. Flying voters;
What is the right of suffrage? 4. Voting in the name of other persons/dead persons or
relatives;
 Suffrage is the human right to vote which in the
5. Threat to supporters, voters and members of election
Philippines is embodied in three documents namely
inspectors;
Universal Declaration of Human Rights (UDHR),
6. Lanzaderal ballot-switching and ballot box-snatching;

What are the efforts to modernize election process in the
Philippines?
Republic Act 8436 or the Election Modernization Act of
1997 calls for the use of automated election system in the
country as early as the May 1998 elections. This system will
make use of appropriate technology for voting and electronic
devices to count and canvass votes. Automated election had
its debut in the Philippines in 2010.
Implementation of RA 8436 through COMELEC Resolution
020170 (Phases of Modernization)
Phase 1: Voter Registration and Validation System
Phase 2: Automated Counting and Canvassing Machine
Phase 3: Electronic Transmission of Election Results
PART 7. Gender and Development Mainstreaming
What is development?
 Any discussion on gender and development inevitably
starts with situating the context of development.
Traditionally, development is defined in economic
terms and focuses on such concerns as market
growth, modernization, infrastructure improvement,
trade and employment, among others. However, there
is an alternative view of development that highlights a
people centered- perspective. It promotes people
participation and empowerment and strives to meet
basic needs and interests. Development, in this sense,
means development of the political, economic, social,
cultural, and other dimensions of an individual’s life.
 Development is the sustained capacity to achieve a
better life for all. This means that an individual is able
to live longer and can enjoy good health and nutrition,
education, satisfying job, a legal system that works,
participation in political activities and governance,
among others. Development, thus, provides
opportunities to broaden and individual’s capacity to
do and capacity to be.
 The capacity to do refers to how individuals are able
to perform the things they want to do in pursuit of a
better life. It is a power of ability to:
o Do productive and satisfying work
o Have control over one’s income and benefit
from it
o Enjoy nature and the natural environment
o Procreate and rear children
o Care for others
o Travel in search of opportunities
The capacity to be gives them the opportunity and resources
to attain their aspirations for a better life such as:
• Being knowledgeable and skillful
• Being well-nourished
• Being confident of one’s own abilities
• Being comfortable with one’s achievements,
independence and power
Development is for all, and as such, it is everybody’s
concern. Everyone in society, regardless of age, sex, religion,
ethnicity, class, has the right to equal opportunities to achieve
a better life.
However, certain conditions in society generate inequality
in opportunities. Despite government efforts and good
intentions, not everybody enjoys equal access to opportunities
and resources for a better life. Society divides people
according to the privileged and the discriminated, the powerful
and the powerless, shaping women’s and men’s position in
society as well.
This division or segregation by society resulted to
differences in opportunities between women and men is
inextricably linked to concepts of sex and gender.
Any discussion in gender and development starts with the
difference between sex and gender.
Sex and Gender
Sex is a natural distinguishing variable based on biological
characteristics of being a woman or man. It refers to physical
attributes pertaining to a person’s body contours, features,
genitals, hormones, genes, chromosomes and reproductive
organs. Sex differences between man and women and men
are natural.
Gender, on the other hand, refers to the socially
differentiated roles, characteristics and expectations attributed
by culture to women and men. It is created, produced,
reproduced and maintained by social institutions. It is a set of
characteristics that identifies the social behavior of women and
men and the relationships between them. Gender roles and
attributes are not natural nor biologically given.
Gender roles, expectations and perceptions box
women and men to situations that constrain their capacity to
do and capacity to be, hindering, in turn, their potentials to
attain a full and satisfying life. Because of gender, certain
traits, characteristics and roles are ascribed distinctly and
strictly to women and men. As a result of this gender
stereotyping, gender bias and or the marginalization of women
occurs.
Gender subordination adversely affects women, as
evidenced by the issued cited by the Philippine Plan for
Gender Responsive Development (PPGD) for 195-20125 such
as economic marginalization, political subordination, gender
stereotyping, multiple burden and violence against women.
These gender issues, if left unattended, will keep most women
out of the development process and will result in a
development that does not respond to the needs and concerns
of half of nation’s population.
What is gender and development mainstreaming?
Gender and development is a development
perspective that recognizes the legitimacy of gender equality
as a fundamental value that should be reflected in
development choices. It questions society’s social, economic,
and political structures and the validity of the gender roles they
ascribe to women and men. It contends that women are active
agents of development and not just passive recipients of
development assistance. It also stresses the need for women
to organize themselves and participate in political processes to
strengthen their legal rights.
Gender and development is perspective about
removing explicit, implicit, actual and potential gender biases
within organizations and programs, projects and activities of
those who are concerned with development.
Gender mainstreaming is an approach to development
that looks more comprehensively at the relationships between
women and men in their access to and control over resources,
decision making, benefits and rewards in society. It is an
approach that situates gender equality issues at the center of
broad policy decisions, institutional structures and resource
allocations, and includes women in making decisions about
development goals and processes. It aims to secure
recognition of gender issues by government agencies on a
sustained basis. It seeks to achieve equality between women
and men in aspects of life through equity. It is an assessment
of the implications for women and men of such planned
government actions as policies, legislations and programs and
projects. Lastly, it is a strategy to integrate women and men’s
concerns and experiences in the design, implementation,
monitoring and evaluation of policies, programs and projects in
all political, economic and social agenda.
Gender mainstreaming is a strategy to ensure that the
concerns for gender equality is considered in the mainstream.
The end goal of gender mainstreaming is to enable both
women and men to equally contribute to and benefit from the
fruits of development.
The gender mainstreaming strategy is not an end in
itself. It is a strategy to transform society and its institutions so
they could work for gender equality.

The international mandates include the following

• The United Nations Convention on the Elimination of
All Forms of Discrimination Against Women (UN-
CEDAW) which promotes equality in all fields,
affirmative action for women and protection of women
from violence;
• Beijing Platform for Action (PFA) of the Fourth World
Conference on Women (FWCW) which calls for
actions on12 areas of concern affecting women; and
• Commitments made in such global meetings as the
UN Conference on Women, Internation Conference on
Population and Development, the World Summit for
Social Development and Habit Conference.

The national mandates for gender mainstreaming are:

• Section 14, Article II of the 1987 Philippine
Constitution which states that “the State recognizes
the role of women in nation building and shall ensure
fundamental equality before the law of women and
men”;
• Republic Act 7192 or the Women in Development and
Nation Building Act which promotes the integration of
women as full and equal partners of men in
development and nation building;
• Section 28 of the General Appropriations Act (GAA)
from 1995 to 2000 directing government entities to
formulate GAD plan, the cost of which shall not be less
than five percent of their yearly budget, otherwise
known as the GAD Budget;
• Executive Order 273 directing all government agencies
and local levels to “institutionalize GAD efforts in
government by incorporating GAD concerns in their
planning, programming and budgeting process”; and
• Local Budget Memorandum 28 which directs local
government units to mobilize resources to mainstream
and implement gender and development programs
using 5% development plan.
MODULE # 3 COMMUNITY DEVELOPMENT
Part 1. Concepts of Community Development
A. Community and Community Development
The word "community" is derived from Latin and has
been used in the English language since the 14th century. It
refers to both the development of a social grouping and also
the nature of the relationship among the members. The term is
most often associated with one or more of the following
characteristics:
a. common people, as distinguished from those of rank
or authority;
b. a relatively small society
c. the quality of holding something in common
d. a sense of common identity and characteristics
The concept of community was further developed in the
19th century to contrast the dynamics and relationships of
residents within a local setting to that of larger and more
complex industrial societies. It is related to the terms commune
(French) and Gemeinshaft (German), in terms of denoting
particular kind of relationships. Relationships within a
community were thought to be more direct, holistic and
significant than the more formal and abstract relationships with
the larger society
Three main types of communities
1. Geographic communities share physical space, so
that residents come into contact with each other by
virtue of proximity, rather than intent. However, to be a
"real" community, residents must feel a sense of
belonging and hold at least some values and symbols
in common. For example, a feature of the natural
landscape, such as a river, that is important to many,
or a local claim to fame; such as an internationally
known theatre company. In geographic communities
how power is distributed has a significant impact on
how the community develops.
2. Communities of interest are sometimes referred to
as "communities within communities". Members of
these communities choose to associate with each on
the basis of a common interest (e.g. bike club) or
shared concerns (e.g. poor air quality). Sometimes
communities are formed by self-identified members of
a reference group based on characteristics outside of
their control, e.g. a disability, ethnic group, or low
income, which give them a sense of common identity
and shared concerns.
3. Virtual communities are groups of people that
primarily interact via communication media rather than
face to face. If the mechanism is a computer network,
it is called an online community. Online communities
are "social aggregations that emerge from the Net
when people carry on those public discussions long
enough, with sufficient human feeling, to form webs of
personal relationships"
Community development
"Community Development (CD) is a process designed to
create conditions of economic and social progress for the
whole community with its active participation and fullest
possible reliance upon the community's initiative" (Head,
1971:101).
B. Values and Principles of Community Development
Community development is sometimes confused with
community-based programs, community research and other
forms of community interventions. The most significant feature
that distinguishes community development from other
community work is its values and principles:
a. Democratic: The will of the majority must be carried
out, but only after all voices are heard and considered
and minority rights are protected.
b. Inclusive: There are many barriers to participation in
society; poverty, disability, age, race and ethnicity are
some other characteristics that often marginalize
people. A healthy community embraces diversity and
recognizes that all community members have a right to
be heard and participate in processes that affect their
lives.
c. Non-authoritarian: Organizational structures are as
flat as possible, with all participants being seen as
equally important and having equal input.
d. Community self-determination: Community
members come together to discuss their concerns,
assess options and arrive at their own conclusions.
They may seek advice from "experts", but consider it
along with other sources of information and their own
experience and make their own decisions that are right
for them.
e. Community Ownership: Communities thrive when
they develop their own assets, but also when they
"own" their problems and issues. When communities
accept that it is "their" problem, then they are more
likely to work together to develop a solution, and the
solution will be better than one provided solely by an
external "expert".
f. Enhance natural capacities and networks: There
are sources of strength in every community; for
example, informal networks and social support
systems, or certain individuals that have particular
talents or are able to help others in need. A community
developer identifies these existing community assets
and works with them. It is important not to duplicate
existing structures and functions as that may weaken
rather than strengthen the community.
g. Social justice and equity: This is fundamental to
community development and is at least implicit in all
CD work, if not an explicit goal of a CD program.
h. Universality: Services are available to everyone,
without requiring means or needs testing.
i. Service Integration: Often services provided to
persons in need are fragmented, so that one service
provider doesn't know what other services are
available or being used, resulting in gaps, duplications
and sometimes conflicting advice or treatments.
C. Community Development Steps and Strategies
1. Learn about the community – Whether you want to
be an active member of the community, an effective
service provider or a community leader, you will have
 to be familiar with its issues, resources, needs, power
structure and decision-making processes. Your initial
orientation could include reading your local newspaper
regularly, attending community events, reading reports
and familiarizing with available services as well as
community projects and activities. Close observation
of the community as you interact with it will also
provide significant insights into the strengths and
weaknesses of the community.
2. Listen to community members - You won't be able
to learn everything you need to know by reading and
observation. You will need to talk to others about their
interests and perceptions to put it into context. You
can contact community members through formal
channels, such as joining a local organization, or
informally by chatting with people that visit the library
or that you encounter in other situations, such as
shopping at local stores or attending school activities.
By listening to the community, you may identify an
area in which there seems to be a common interest in
making a change.
3. Bring people together to develop a shared vision -
In some circumstances it may be appropriate to invite
representatives of specific organizations or sector to
attend, but more often it would be a public event for a
neighborhood or, for other types of communities, for all
the identified members. The purpose of this gathering
would be to develop a shared "community vision"; i.e.,
through imagining their ideal community and
discussing their ideas together they will determine
arrive at a common vision and some broad strategic
directions that all are committed to working towards.
You may also use this gathering to ask for support for
the initiative, elicit community input or invite members
to join a steering committee or help in other ways.
4. Assess community assets and resources, needs
and issues - It is extremely helpful to undertake a
comprehensive community assessment which will
collect both qualitative and quantitative data on a
wide range of community features.
5. Help community members to recognize and
articulate areas of concern and their causes – It is
the community members that are most familiar with the
situation and, in many cases, have knowledge and
wisdom that an “external” experts lacks. By providing
tools, resources, meeting space, and facilitation,
community developer empowers the community to
start take ownership of the issues and the
development of solutions.
6. Establish a “vehicle for change” – In most
circumstances it will be necessary to create a "vehicle
for change" for an organizational change, which in
most cases will start as a steering committee. A group
of people ranging from a few unaffiliated individuals or
a coalition of organizations and institutions. There is a
wide range of activities that the steering committee will
need to undertake to ensure that it will be able to plan,
organize, implement and evaluate the initiative
effectively, including developing a charter or terms of
reference, establishing governance policies, obtaining
sufficient resources to carry out the work and
identifying potential partners who can contribute to its
success.
7. Develop an action plan - a well thought out plan that
is easily comprehended by community members,
clearly links activities with objectives and indicates
responsibilities, time frames and resources required.
8. Implement action plan – mobilization of all resources
to take actions such as but not limited to: working with
community workers to identify needs and appropriate
services; developing informational brochures; eliciting
support from targeted organizations; distributing the
brochures to the organizations; and meeting with
organizational representatives to provide further
information.
9. Evaluate results of action – so check whether you
have not caused any harm to others through your
actions. Other reasons to evaluate may be to
demonstrate the effectiveness of the initiative so that it
will be continued, to satisfy funder requirements and to
provide information that will be useful to others or to
subsequent initiatives.
10. Reflect and regroup - Allow time for the group to
catch its breath before embarking on the next initiative.
Thank everyone that contributed. Celebrate success.
Reflect on disappointments.
D. Immersion as Component of Community Development
A strategy of transforming DDU (deprived, depressed
and underserved) communities and trainees into self-
sustaining ones as men for others imbued with good
citizenship values of being: MAKADIYOS, MAKATAO,
MAKABAYAN, & MAKAKALIKASAN.
Objectives:
- to expose NSTP trainees in DDU communities and marginalized
groups of our society;
- to appreciate the values of community immersion as a means of
developing themselves as citizens and helping people improve their
way of life and in alleviating their living conditions
- to enhance civic consciousness and defense preparedness; and
- to develop ethics of service imbued with good citizenship values.
Forms of Integration in Community Immersion
- Home visits
- Living with selected families preferably with key informants
- Informal discussions with individuals or groups
- Sharing in household and community activities
- Attendance in social gatherings (fiestas, etc.)
- Assistance in production work (selling, farming)
Whom do you immerse in the community?
- the student-trainees together with the community partners:
parents, youth, the differently-abled constituents,
professionals, members of people’s organizations and other
formal/informal groups
What are the personal gains a student gets from
community immersion?
- Opportunity to comprehend other people’s lives
- Social acceptance from community relations and the right to
offer service
- Enhance experiences in conducting asset mapping B. Steps Involve in conducting CNA
- Establish rapport and relationship with different people 1. Identify the goals of needs assessment
- Develop their conscientization ability – realizing issues that Eg.
will help solve problems in the community  New possible community program
- Acquire first-hand experiences in dealing with community  Additional support community program
works  Evaluation of current or existing
- Chance to learn life skills that will enrich and better mold community service program
persons
2. From and establish a needs assessment committee
and develop an plan of action
E. Do’s and Don’ts of Community Immersion
3. Determine the community to be assessed
Before the conduct of community immersion Eg.
a. o DLSL adopted communities
b. o Any marginalized group

4. Identify the population to be surveyed (whom to be the

respondents)

5. Determine the information that is needed (Primary

data and Secondary data)
Eg.
 Description of community
 Needs identified by the community leaders
 Current action being taken (if there is any)
to meet the needs
 Local resources
 Opportunities
 Challenges
 Involvement of the community

6. Conduct a review of past and current programs and

activities
 successful and not successful programs
 to check overlapping services and programs

7. Select a community needs assessment tool

 Survey
 Interviews
 Focus group discussion
 Public forum
 Youth forums
 Secondary data analysis
 Asset mapping
 Consultation
 Tests and Direct observation

Part 2. Community Needs Assessment (CNA) 8. Identify existing community resources

Eg.
A. Overview of CNA  Human Resources
A community needs assessment provides community  Financial resources
workers with a snapshot of local policy, systems, and  Equipment and materials
environmental change strategies currently in place and helps  Community organizations/groups
to identify areas for improvement. With this data, communities
can map out a course for improvement by creating strategies 9. Develop a pretest questionnaire
to make positive and sustainable changes in their
communities. 10. Gather and collect key information from and about the
A community needs assessment identifies the target audience
strengths and resources available in the community to meet
the needs of children, youth and families. The assessment 11. Synthesize and analyze all assembled data
focuses on the capabilities of the community, including its
citizens, agencies, and organizations. 12. Implement assessment using the selected tool/s and
analyze the data results
 13. Prepare report derailing the results and use the report
to determine appropriate community intervention/s
program
14. Report the results
15. Identify possible solution and growth opportunities
16. Generate and communicate your developed
community program
C. ORID Focused Conversation Method
The ORID (Objective, Reflective, Interpretive,
Decisional) method is a form of a structured conversation led
by a facilitator. The method was developed by the Institute for
Cultural Affairs as a means to analyze facts and feelings, to
ask about implications and to make decisions intelligently. It
employs series of questions until the stage of decision making.
The phrasing and constructions of questions are crucial in this
method in order to maintain the focus of discussion.
O = objective questions which identify facts relevant to the
topic. The most important question is what do we know about
this (topic)? and should not discuss feelings and opinions.
Content of discussion are plainly factual information based on
what has been observed, heard, read, etc.
R = reflective questions which aim to discuss about people’s
feelings and perceptions about the topic. The most important
question is how do you feel about this? Positive and
negative feelings might come out and not necessarily based on
facts. But this is also significant in comprehending the topic.
The purpose is to identify feelings and not to analyze them.
I = interpretive questions are meant to analyze the meaning
and impact of the topic to the person, organization, of
community. The key question is what does it mean for
me/you/organization etc.?
D = decisional questions are meant to come up with the
decision based on the information coming from the previous
stages of questioning. It is important to recap what has been
discussed from the previous stages. This decision stage
emphasizes the future, the best course of action to be done
and the achievable and positive outcomes to consider. The
significant question to consider is what are we going to do?
D. Checklist for Selecting Community
1. Willingness to collaborate
- Available for regular communication (i.e., phone calls,
meeting)
- Responsive to mutual problem solving
- Open to meeting both student needs and School goals
- Ability to supervise and interact with college students
2. Congruence of learning and service goals
- Interest in learning objectives of class or program
- Flexibility in adjusting service projects to meet learning goals
3. Intercultural sensitivity of School and community
- Demonstrates culture of respect for diversity
- Receptive to working with students of different backgrounds
and abilities
- Provides orientation to culture and traditions of agency
4. Accessibility
- Near public transportation
- Location is convenient for students
- Appropriate compliance with CHED and or similar policies
and guidelines
E. General Guidelines for Conducting Interviews
A. Preparation for Interview
 Choose a setting with little distraction. Avoid loud
lights or noises, ensure the interviewee is
comfortable (you might ask them if they are), etc.
Often, they may feel more comfortable at their own
places of work or homes.
 Explain the purpose of the interview.
 Address terms of confidentiality. Note any terms of
confidentiality. (Be careful here. Rarely can you
absolutely promise anything. Courts may get
access to information, in certain circumstances.)
Explain who will get access to their answers and
how their answers will be analyzed. If their
comments are to be used as quotes, get their
written permission to do so. See getting informed
consent.
 Explain the format of the interview. Explain the
type of interview you are conducting and its
nature. If you want them to ask questions, specify
if they're to do so as they have them or wait until
the end of the interview.
 Indicate how long the interview usually takes.
 Tell them how to get in touch with you later if they
want to.
 Ask them if they have any questions before you
both get started with the interview.
 Don't count on your memory to recall their
answers. Ask for permission to record the
interview or bring along someone to take notes.
B. Conducting Interview
 Occasionally verify the tape recorder (if used) is
working.
 Ask one question at a time.
 Attempt to remain as neutral as possible. That is,
don't show strong emotional reactions to their
responses. Patton suggests to act as if "you've
heard it all before."
 Encourage responses with occasional nods of the
head, "uh huh"s, etc.
 Be careful about the appearance when note
taking. That is, if you jump to take a note, it may
appear as if you're surprised or very pleased about
an answer, which may influence answers to future
questions.
 Provide transition between major topics, e.g.,
"we've been talking about (some topic) and now I'd
like to move on to (another topic)."
 Don't lose control of the interview. This can occur
when respondents stray to another topic, take so
long to answer a question that times begins to run
 out, or even begin asking questions to the
interviewer.
C. Immediately After Interview
 Verify if the tape recorder, if used, worked
throughout the interview.
 Make any notes on your written notes, e.g., to
clarify any scratchings, ensure pages are
numbered, fill out any notes that don't make
senses, etc.
 Write down any observations made during the
interview. For example, where did the interview
occur and when, was the respondent particularly
nervous at any time? Were there any surprises
during the interview? Did the tape recorder break?
Part 3. Project Formulation and Management
This is the aspect where all studies, assessments and
plans will be made into realization. The life and success of the
community service depends on the kind and degree of the
project the group will embark. The objective of community
service will only be achieved through a careful planning and
good management of the project.
Phase 1. Idea Generation and Development of Project
Concept
Eg.
o Literacy or education
o Partnership
o Feeding
o Medical and/or dental mission
o Recreational activities
o Tree planting
NB. Depending on the result of CNA
Project Proposal
A project proposal is a guide for both students and
mentors in attaining tasks while they are in community project
implementation. It serves as a basis of designing the program
of activities and key instruments and inputs in monitoring and
evaluating the projects to be undertaken in the community.
Purpose of a Project Proposal
 It guides students and mentors in designing a program
for their clientele.
 It facilitates implementation, monitoring and evaluation
of the projects.
 It serves as a data base in making reports as a
requirement to the course.
 It makes work easier for it serves as a reference for
students to give the right information needed for the
project.
 It serves as a ready source of data for research work
Parts of a Project Proposal
A. The title. The title of the project must capture the
need and present the name of the clientele to be served. It
must be catchy to the readers. It must be written in capital
letters, bold and centered.
B. Project Proponents. This part enumerates the
names of persons to be involved in the project, their year level
(if students), rank (if mentors), contact numbers, and address
or college. If there are several activities that require several
readers in every undertaking, names must be specified per
activity.
C. Project Duration. Specify days, weeks and months
needed to complete the project. Specify when the project will
commence and when it will be finished.
D. Objectives of the Project. The objectives of the
project must be written in operational terms on what you intend
to do to solve the identified problems related to the project.
The characteristics of the objectives must be specific,
measurable, attainable, realistic, and time bound (SMART).
State properly by using the right verbs that describe what you
want to address in relation to the underlying problems within a
certain period of time.
E. Project Description. The following standards must
be observed in writing the project description in facilitating the
drafting of the proposal:
a. Background
 describe the modifying issues/ problems that have
influenced the identification of the project
(specifically from the result of needs assessment)
b. Justification
 discuss the importance of the prepared project in
solving or providing action to help solve existing
problems inherent to the project. Give the
expected output of the project the benefits derived
from it, and the most probable recipients of the
benefits of the project
c. Benefits
 list down the advantages or benefits that the
activity will bring about when it is implemented. If
possible, it should mirror the outcomes or the long-
term results people will receive
d. Coverage
 identify area or vicinity covered by the project in
the type of clients to be served should be reflected
in the proposal. This gives focus to whom the
project is for and the extent of its implementation
F. Methodology. This part cites the activities &
strategies that should be undertaken in order to achieve the
objectives of project. It should describe the general approach
of the project, agency counterpart in case of partnership,
responsibilities and obligations, manpower requirement and
the manner on how the specific activity will be undertaken if
the project calls for it.
G. Detailed Budgetary Requirements. In preparation
of the project, the budgetary requirement of all activities must
be considered. The amount varies depending on the extent of
the project coverage. For most instances, the bigger the
project, the larger the budget required. In many cases, budget
depends on the size of expenditures needed. Sources of fund
must also be specified
H. Detailed Schedule of Activities (The following
example assumes a prior communications/coordination and
ocular visit with the partner community).
Phase 2. Preparation for Project Implementation
 Brief the team. It is good to have the team to be
informed of the right attitude toward the activity,
the objectives and the expected outcome.
 Identify training requirement
 Develop and establish a control procedure
 Determine and decide for the frequency of team
meetings

Phase 3. Project Implementation

 Implement the project
 Monitor the implementation
 Capture performance and document the project
 Create status/progress report
 Prepare and conduct project closure

Phase 4. Project Evaluation

 Prepare the information needed for the project
evaluation (feedback report, objective evaluation)
 Analyze the information available (inputs from
community)
 Compile a project report.
MODULE # 4: ENVIRONMENTAL AWARENESS AND
PROTECTION
PART 1. INTRODUCTION
 Environmental education refers to the organized
efforts to teach about how natural environments
function and, particularly, how human beings can
manage their behavior and ecosystems in order to live
sustainably.
 The term is often used to imply education within the
school system, from primary to post-secondary.
However, it is sometimes used more broadly to
include all efforts to educate the public and other
audiences, through print materials, websites, media
campaigns, etc. Related disciplines include outdoor
education and experiential education.
 Environmental education is a learning process that
increases people's knowledge and awareness about
the environment and its associated challenges;
develops the necessary skills and expertise to address
these challenges; and fosters attitudes, motivations,
and commitments to make informed decisions and
take responsible actions
 Environmental education is a process which is very
useful to human beings in order to manage well their
environment and instill the right behavior that serves
as the key to sustainable development. It is also an
opportunity especially for the youth to participate
actively in making their respective locality clean and
green, and a pleasant place to live in. Through
relevant undertakings, the youth becomes a great
force to combat the ill effects of climate change
(Labuguen, et.al., 2010).
 Environmental protection is a practice of protecting
the environment on individual, organizational or
governmental level, for the benefit of the natural
environment and (or) humans. Due to the pressures
of population and our technology the biophysical
environment is being degraded, sometimes
permanently. This has been recognized and the
government began placing restraints on activities that
caused environmental degradation. Since the 1960s,
activisms by environmental movements have created
awareness on the various environmental issues. There
is not a full agreement on the extent of the
environmental impact of human activity and
protection measures are occasionally criticized. Thus,
one must be knowledgeable and informed about the
present situation in terms of protecting the
environment.
PART 2. PHILIPPINE ENVIRONMENT CODE and NATIONAL
ENVIRONMENTAL AWARENESS AND EDUCATION
Presidential Decree No. 1152 (August 8, 1977)
Purpose:
 To achieve and maintain such levels of air quality as
to protect public health and to prevent to the
greatest extent practicable, injury and/or damage to
plant and animal life and property, and promote the
social and economic development of the country.
Control Area: Nationwide
Overview:
 The broad spectrum of the environment has become
a matter of vital concern to the government.
 The national leadership has taken a step towards this
direction by creating the National Environmental
Protection Council.
 It is necessary that the creation of the Council be
complemented with the launching of the
comprehensive program of environmental protection
and management.
 Such a program can assume tangible and meaningful
significance only by establishing specific environment
management policies and prescribing environment
quality standards in a Philippine Environment Code.
Features:
 Provided a comprehensive program of environmental
protection and management. The Code established
specific environment management policies and
prescribed environmental quality standards.
 Prescribed management guidelines to protect and
improve water quality through: classification of
Philippine waters, establishment of water quality
standards, protection and improvement of the quality
of the Philippine water resources, and responsibilities
for surveillance and mitigation of pollution incidents
 Set guidelines for waste management with a view to
ensuring its effectiveness, encourage, promote and
stimulate technological, educational, economic and
social efforts to prevent environmental damage and
unnecessary loss of valuable resources of the nation
through recovery, recycling and re-use of wastes and
wastes products, and provide measures to guide and
encourage appropriate government agencies in
establishing sound, efficient, comprehensive and
effective wastes management covering both solid and
liquid wastes.
  The Philippines is prone to natural disasters,
Republic Act No. 9512 (December 12, 2008)
AN ACT TO PROMOTE ENVIRONMENTAL AWARENESS
THROUGH ENVIRONMENTAL EDUCATION AND FOR OTHER
PURPOSES
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 4. Environmental Education and Activities as Part of
National Service Training Program. - The CHED and the TESDA
shall include environmental education and awareness
I. Pollutions
programs and activities in the National Service Training
 Pollution is defined as the alteration of our
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.
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.
PART 3. ENVIRONMENTAL CHALLENGES
 Environmental challenges or problems in the
developed and developing countries worldwide are
among the important concerns facing people and
their governments. These problems include
population growth; poverty; deforestation; pollution
of water, air, and soils; waste disposal; and loss of
species.
 There are risks associated with all of these problems
that affect almost every activity in life. There are risks
of environment degradation and overexploitation of
natural resources brought about by the ever-
increasing human and animal population. The risk that
“Mother earth” is facing is not only a national concern
but also a global one.
particularly typhoons, floods, landslides, volcanic
eruptions, earthquakes, and tsunamis, lying as it does
astride the typhoon belt, in the active volcanic region
known as the “Pacific Ring of Fire,” and in the
geologically unstable region between the Pacific and
Eurasian tectonic plates. The Philippines also suffers
major human-caused environmental degradation
aggravated by a high annual population growth rate,
including loss of agricultural lands, deforestation, soil
erosion, air and water pollution, improper disposal of
solid and toxic wastes, loss of coral reefs,
mismanagement and abuse of coastal resources, and
overfishing. According to Greenpeace SouthEast Asia,
the Philippines major historical river, the Pasig River is
now biologically dead due to negligence and
industrialization. Currently, the Philippines'
Department of Environment and Natural Resources
has been busy tracking down illegal loggers and has
been spearheading projects to preserve the quality of
many remaining rivers that are not yet polluted.
These environmental challenges become issues for all
of us to solve and be concerned about.
surroundings, wholly or largely as a product of man’s
actions, through direct or indirect effects that change
every pattern of chemical and physical constituents of
organisms.
A. Air Pollution
 Air Pollution is the physical and chemical
alterations of the properties of air which
render the air harmful to human health,
vegetation, and animals.
 The problem of air pollution has become a
worldwide phenomenon. If left unabated, it
can cause major health problems and even
death. In Metro Manila, air pollution has
reached an alarming level with a total
suspended particles (TSP) five times greater
than the World Health Organization (WHO)
guidelines of particulate matters of 10
microns (PM 10) and the lead levels even
higher or twice the WHO guidelines.
Major Types of Air Pollution
 Outdoor Air Pollution is a type of pollution
derived from the mixture of additional loads
of chemicals produced by natural events and
human activities which react with the natural
 components of the atmosphere, thereby  Damages to materials are discoloration of clothing
producing harmful effects to living systems. materials and cars
 Depletion of the ozone layer leads to increase global
warming caused by “greenhouse effect”.

The following are the major sources of outdoor pollution:

• burning of fossil fuels for power consumption What can the NSTP students do to help clean the air?
• photochemical and industrial smog
• volcanic eruption that emits sulfur dioxide and suspended NSTP students can conduct information campaign on how the
communities can help clean the air. CWTS students can help
particulates
educate the people in the community by relaying to them the
• forest fire, “kaingin” or the St. Elmo’s Fire and Lightning
following suggestions to help clean the air.
• evaporation of volatile organic compounds from decaying 1. For vehicle owners/ motorists:
organic matters  Maintain vehicle by changing oil regularly (every
• natural radioactive 222- gas from uranium deposits 5,000 kilometer-mileage).
 Keep the engine well-tuned based on the owner’s
 Indoor Air Pollution is a type of pollution derived manual.
from the accumulation or build up of chemicals, SPM,  Keep tires properly inflated.
and VOCs inside offices, buildings, houses, schools,  Plan trips and observe proper driving habits.
and commercial stores. This chemical build-up is  Remove unnecessary things from the trunk. Don’t
harmful to health. Table 1 shows the sources, types of overload and travel only at the speed required by
indoor pollutants, and the threat these pollutants traffic regulations and road conditions.
pose to health. 2. For commuters:
 Try talking to the jeep/bus/ tricycle drivers about
Table 1. Sources and Classes of Indoor Pollutants and the the high health risks of poor vehicle maintenance.
Health Threats They Pose  Patronize mass transits such as buses and trains
(MRT, LRT).
Sources Class Type Health Threat 3. For office workers:
Aerosol sprays Trichloroethane Breathing difficulty  Reduce the use of air conditioning units.
Chlorine treated Chloroform Cancer  Make sure that lights are energy-efficient.
water
Air freshener Par-chlorobenzene Cancer  Use company vehicles wisely.
crystal and moth  Use natural lighting by opening window curtains
balls at daytime.
Tobacco and Nicotine Lung cancer, heart 4. At home:
cigarettes disease
Carpets and plastic Styrene Liver and kidney  Use low-watt bulbs or energy saving lights.
products damage  Limit the use of air-conditioning units.
Paint stripper and Methylene Chloride Diabetes and  Do not burn garbage.
thinner nerve disorder  Avoid using aerosols.
Gas stove, Nitrogen oxide Respiratory
kerosene , heater, disorder  Properly dispose refrigerant, refrigeration
wood, stone equipment and used coolants.
Dry cleaning fluids Tetrachloroethylen Nerve, liver, and 5. For everyone:
e kidney
 Talk to people on what they can do about air
pollution.
Effects of Air Pollution
 Report smoke-belchers to LTO, MMDA, and/or
Air pollution is responsible for major health problems. It has
the appropriate local government units.
ruined or endangered the health of countless people.
 Damages to human health include:  Walk or ride the bike.
 Over loading and degrading of body’s defense  Take the bus or ride mass transit transportation.
mechanisms;  Do not burn garbage in the community.
 Chronic bronchitis;  Plant trees.
 Emphysema (rapture of lung air sacs); and  Do not smoke in public places.
 Lung cancer
 Damages to plants include dehydration and inhibition Philippine Clean Air Act Of 1999 (June 23, 1999)
of photosynthesis
The Clean Air Act (taken from the Primer on the Clean Air Act
of DENR)

Republic Act No. 8749, otherwise known as the Philippine
Clean Air Act is a comprehensive air quality management
policy and program that aim to achieve and maintain healthy
air for all Filipinos. The guiding principles of the Clean Air Act
(CAA) provide that the state shall:
 Protect and advance the right of the people to a
balanced and healthful ecology in accord with the
rhythm and harmony of nature;
 Promote and protect the global environment while
recognizing the primary responsibility of local
government units to deal with the environmental
problems;
 Recognize that the responsibility of cleaning the
habitat and the environment is primarily area-based;
and
 Recognize that a clean and healthy environment is for
the good of all and should therefore be the concern of
all.
Coverage of the Clean Air Act
 All potential sources of air pollution (mobile, point,
and area sources) must comply with the provisions of
the law. All emissions must be within the air quality
standards.
 Mobile sources refer to vehicles like cars, trucks,
buses, jeepneys, tricycles, motorcycles, and vans.
 Point sources refers to stationary sources such as
industrial firms and the smoke stacks of power plants,
hotel, and other establishments.
 Area sources refer to sources of emission other than
those mentioned above. These include smoking,
burning of garbage, and dust from construction,
unpaved ground, and so forth.
B. Water Pollution
Water pollution is defined as the physical or chemical
changes in the surface and ground water caused by pollutants
which can adversely affect living organisms. Every year, 14
billion pounds of sewage, sludge, and garbage are dumped
into the world’s oceans. The problem of ocean pollution
affects every nation around the world. This is true because
water is able to transport pollution from one location to
another. With industrialization and rapid population growth,
the problem of water pollution has intensified.
Causes of Water Pollution
One of the reasons for the severity of the problem on
water pollution is the unmonitored dumping of pollutants into
bodies of water. Sewage, sludge, garbage and even toxic
pollutants are all dumped into the water. Across the world,
about half of all sewages are dumped into bodies of water in
their original form. No efforts are made to disinfect the
sewage or to remove especially harmful pollutants.
Effect of Water Pollution
The main problem caused by water pollution is the
destruction of water-based ecosystems. Dead fish and much
of marine life often wind up on beaches killed by pollutants in
their habitat. Eventually, humans are affected by this process
as well. People can get diseases such as hepatitis by eating
seafood that has been poisoned. Death may result by eating
seafood infected by red tide, for example.
Republic Act No. 9275 (March 22, 2004)
AN ACT PROVIDING FOR A COMPREHENSIVE WATER
QUALITY MANAGEMENT AND FOR OTHER PURPOSES
SECTION 1. Short Title. - This Act shall be known as the
"Philippine Clean Water Act of 2004."
SECTION 2. Declaration of Policy. - The State shall pursue a
policy of economic growth in a manner consistent with the
protection, preservation and revival of the quality of our
fresh, brackish and marine waters. To achieve this end, the
framework for sustainable development shall be pursued. As
such, it shall be the policy of the State:
a) To streamline processes and procedures in the
prevention, control and abatement of pollution of the
country's water resources;
b) To promote environmental strategies, use of
appropriate economic instruments and of control
mechanisms for the protection of water resources;
c) To formulate a holistic national program of water
quality management that recognizes that water
quality management issues cannot be separated from
concerns about water sources and ecological
protection, water supply, public health and quality of
life;
d) To formulate an integrated water quality
management framework through proper delegation
and effective coordination of functions and activities;
e) To promote commercial and industrial processes and
products that are environment friendly and energy
efficient;
f) To encourage cooperation and self-regulation among
citizens and industries through the application of
incentives and market-based instruments and to
promote the role of private industrial enterprises in
shaping its regulatory profile within the acceptable
boundaries of public health and environment;
g) To provide for a comprehensive management
program for water pollution focusing on pollution
prevention;
h) To promote public information and education and to
encourage the participation of an informed and active
public in water quality management and monitoring;
i) To formulate and enforce a system of accountability
for short and long-term adverse environmental
impact of a project, program or activity; and
j) To encourage civil society and other sectors,
particularly labor, the academe and business
undertaking environment-related activities in their
efforts to organize, educate and motivate the people
 in addressing pertinent environmental issues and
problems at the local and national levels.
SECTION 3. Coverage of the Act. - This Act shall apply to water
quality management in all water bodies: Provided, That it shall
primarily apply to the abatement and control of pollution
from land-based sources: Provided, further, That the water
quality standards and regulations and the civil liability and
penal provisions under this Act shall be enforced irrespective
of sources of pollution.
C. Land Pollution
Land pollution basically is about contaminating the
land surface of the Earth through dumping urban waste
matter indiscriminately, dumping of industrial waste, mineral
exploitation, and misusing the soil by harmful agricultural
practices. Land pollution includes visible litter and waste along
with the soil itself being polluted. The soil gets polluted by the
chemicals in pesticides and herbicides used for agricultural
purposes along with waste matter being littered in urban
areas such as roads, parks, and streets.
Land pollution refers to the presence of any solid
waste in the land in such quality, of such nature and duration,
and under such conditions that are injurious to human health
and to the existence of plants.
Land Pollution Comprises Solid Waste and Soil Pollution.
1. Soil Pollution: Soil pollution is chiefly caused by chemicals
in pesticides, such as poisons that are used to kill agricultural
pests like insects and herbicides that are used to get rid of
weeds. Hence, soil pollution results from:
• Unhealthy methods of soil management.
• Harmful practices of irrigation methods.
2. Solid Waste: Semisolid or solid matter that are created by
human or animal activities, and which are disposed because
they are hazardous or useless. These are known as solid
wastes. Most of the solid wastes, like paper, plastic
containers, bottles, cans, and even used cars and electronic
goods are not biodegradable, which means that they do not
get broken down through inorganic or organic processes.
Thus, when they accumulate, they pose a health threat to
people, plus, decaying wastes also attract household pests
and result in urban areas becoming unhealthy, dirty, and
unsightly places to reside in. Moreover, they also cause
damage to terrestrial organisms, while also reducing the uses
of the land for other, more useful purposes.
Solid waste disposal is an issue in all countries. Most
countries produce millions of tons of household wastes and
industrial toxic wastes from factories, industries, and
hospitals. These wastes pollute the air, soil, and water
because most countries and communities do not have safe
means of disposing them. When solid wastes are burned,
toxic gases spread into the air, causing air pollution. Some
wastes are dangerous to public health because acids and non-
decomposable organic materials seep through the soil, thus
contaminating the drinking water and polluting farmlands.
Solid wastes take up space and produce unpleasant smell.
Wastes or garbages can be divided into four categories: (a)
combustibles, (b) non-combustibles, (c) recyclable, and (d)
hazardous wastes.
Sources of Garbage (Solid Wastes)
 “Throw-away and disposable society”
 Overpopulation of the earth
 Over production of packaging materials, bottles,
diapers and other non-degradable materials
 Over production of newspapers, plastic bags and
containers made up of Styrofoam or polysterene foam
which are difficult to recycle.
 Lawn clipping which make up about a fifth of all
garbage in landfills
 Medical wastes or infectious wastes (“red bag”)
 Tires that are designed to last due to their durability;
burning tires that create harmful fumes
 Household wastes (both degradable and non-
biodegradable) thrown everywhere
Garbology: Garbage Management and Disposal Activities:
What the NSTP Students can do
 Reuse items whenever possible.
 Encourage source reduction.
 Compost the natural degradable organic wastes.
 Reuse and recycle plastics.
 Reuse returnable and refillable glass bottles.
 Wash and reuse plastic and silverware plates. Use
paper plates instead of Styrofoam.
 Save paper whenever possible, reuse paper bags, and
use scrap paper for notes.
 Reuse paper and plastic bags.
 Share newspapers and magazines with others.
 Conduct garage sale or charity pick-ups.
 Carry your own clean cups, forks, knives, spoons and
plastic straw.
 Do not use an incinerator.
 Save magazines, Styrofoam and the like for children’s
arts.
The 4Rs of Waste Management: A Guiding Principle
REDUCE- avoid wasteful consumption of goods. Begin by
asking the question: “Do I really need it?” In doing so, wastes
can be minimized and our natural resources can be
conserved. Conservation is like charity that begins at home.
REUSE- Whenever practicable, reuse useful items instead of
throwing them away. It would greatly help if reusable goods
are patronized.
RECYCLE- Wastes can be valuable resources. Items that are
useless or of very little value to someone who wants to
dispose them may still have significant value to others. The
process of sorting out and using these wastes into something
beneficial is called recycling.
REPAIR- Have items repaired to make them functional and
reusable. Avoid throwing them.
Republic Act 9003 (January 26, 2001)
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
What is R.A. No. 9003?
Improper solid wastes disposal is probably the most
important environmental concern facing local governments.
This is particularly true in the Philippines. In response to a
garbage crisis, the first that then Philippines President Gloria
Macapagal-Arroyo signed into law in 2001 was Republic Act
No. 9003 or “Ecological Solid Waste Mangement (ECOSWAM)
Act”, which requires municipalities to dispose of wastes in a
sanitary and environmentally friendly manner.
The Act created the National Solid Waste
Management (SWM) Commission and prescribed the
establishments of a SWM board in each local government unit
(LGU), (i.e., province, municipality, city and barangay) and the
formulation of ten-year local ECOSWAM plans. The Act states
that the LGUs shall be primarily responsible for the
implementation of ECOSWAM services. It authorizes the local
SWM Board to impose fees on the SWM services that the LGU
or any authorized organization provides and pool these fees
into a solid waste management fund.
Republic Act No. 9003 provides the legal framework
for the country’s systematic, comprehensive and ecological
solid waste management program that shall ensure protection
of public health and the environment. It underscores, among
other things, the need to create the necessary institutional
mechanisms and incentives, as well as imposes penalties for
acts in violation of any of its provisions.
The implementing rules and regulations of RA 9003
are contained in DENR Administrative Order No. 2001-34.
II. Climate Change
Climate Change
Climate Change is any change in climate over time
whether due to natural processes or as a result of human
activity.
It is a change of climate which is attributed directly or
indirectly to human activity that alters the compositions of
global atmosphere and which is, in addition to natural climate
variability, observed over comparable time periods. Climate
change is caused by the increasing volume of greenhouse
gases (GHG) in the atmosphere.
Global Warming
Global warming is the rise in temperature of the
earth’s atmosphere primarily due to the so-called
“greenhouse effect”. Global warming, as an issue for global
concern, started in the 19th century with the news about the
thinning of the ozone layer, the earth’s natural shield from the
sun’s direct radiation, being a direct result of this
phenomenon. The badly affected areas are countries in the
tropics, subtropics, and developing countries. It is expected to
bring heavy rainfall in dry months and more frequent tropical
cyclones in the area.
Global warming is the scientific evidence that temperatures of
the near surface Earth atmosphere are rising, and that higher
temperatures threaten dangerous consequences on planet
Earth - drought, disease, floods, and loss of ecosystems.
Greenhouse Gases
Greenhouse gases are gases that absorb and re-emit
infrared radiation, warming the earth’s surface and
contributing to climate change. These gases are water vapor,
methane, carbon dioxide, nitrous oxide, ozone,
hydrofluorocarbon, perfluorocarbon, and sulfur hexafluoride.
When these gases increase in volume, more solar heat will be
trapped resulting to a warmer atmospheric condition. This
phenomenon is known as the greenhouse effect.
The El Niño and the La Niña Phenomena
“El Niño” was first used by a fisherman in Peru in the
late 1800s to describe the warm current appearing off the
western coast of Peru during December. “El Niño” means little
boy in Spanish. Today, just like a little child, this phenomenon
refers to the disruption of the ocean-atmospheric system in
the tropical Pacific that brings increased rainfall and heavy
flooding in one part of the world while drought and wild fires
in the other.
“La Niña,” a term that means “little girl,” is also
known as El Viejo. Anti-El Niño or simply, a “cold event or
episode.” This was felt during December 1998 when a cold
tongue was felt, cooler by 3 degrees centigrade. The cold La
Niña sometimes follows a hot El Niño.
REPUBLIC ACT NO. 9729
AN ACT MAINSTREAMING CLIMATE CHANGE INTO
GOVERNMENT POLICY FORMULATIONS, ESTABLISHING THE
FRAMEWORK STRATEGY AND PROGRAM ON CLIMATE
CHANGE, CREATING FOR THIS PURPOSE THE CLIMATE
CHANGE COMMISSION, 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 “Climate
Change Act of 2009”.
Section 2. Declaration of Policy. – It is the policy of the State
to afford full protection and the advancement of the right of
the people to a healthful ecology in accord with the rhythm
and harmony of nature. In this light, the State has adopted
the Philippine Agenda 21 framework which espouses
sustainable development, to fulfill human needs while
maintaining the quality of the natural environment for current
and future generations.
Towards this end, the State adopts the principle of
protecting the climate system for the benefit of humankind,
on the basis of climate justice or common but differentiated
responsibilities and the Precautionary Principle to guide
decision-making in climate risk management. As a party to the
United Nations Framework Convention on Climate Change,
the State adopts the ultimate objective of the Convention
which is the stabilization of greenhouse gas concentrations in
the atmosphere at a level that would prevent dangerous
anthropogenic interference with the climate system which
should be achieved within a time frame sufficient to allow
ecosystems to adapt naturally to climate change, to ensure
that food production is not threatened and to enable
economic development to proceed in a sustainable manner.
As a party to the Hyogo Framework for Action, the State
likewise adopts the strategic goals in order to build national
and local resilience to climate change-related disasters.
Recognizing the vulnerability of the Philippine
archipelago and its local communities, particularly the poor,
women, and children, to potential dangerous consequences of
climate change such as rising seas, changing landscapes,
increasing frequency and/or severity of droughts, fires, floods
and storms, climate-related illnesses and diseases, damage to
ecosystems, biodiversity loss that affect the country’s
environment, culture, and economy, the State shall cooperate
with the global community in the resolution of climate change
issues, including disaster risk reduction. It shall be the policy
of the State to enjoin the participation of national and local
governments, businesses, nongovernment organizations, local
communities and the public to prevent and reduce the
adverse impacts of climate change and, at the same time,
maximize the benefits of climate change. It shall also be the
policy of the State to incorporate a gender-sensitive, pro-
children and pro-poor perspective in all climate change and
renewable energy efforts, plans and programs. In view
thereof, the State shall strengthen, integrate, consolidate and
institutionalize government initiatives to achieve coordination
in the implementation of plans and programs to address
climate change in the context of sustainable development.
Further recognizing that climate change and disaster risk
reduction are closely interrelated and effective disaster risk
reduction will enhance climate change adaptive capacity, the
State shall integrate disaster risk reduction into climate
change programs and initiatives.
Cognizant of the need to ensure that national and
subnational government policies, plans, programs and
projects are founded upon sound environmental
considerations and the principle of sustainable development,
it is hereby declared the policy of the State to systematically
integrate the concept of climate change in various phases of
policy formulation, development plans, poverty reduction
strategies and other development tools and techniques by all
agencies and instrumentalities of the government.
III. Flooding and Deforestation
A. Flooding
Floods often occur after continuous heavy rain. When
it rains, some of the water are retained by soil, some are
absorbed by vegetation, some evaporate, and the remainder
which reach river channels, are called run-off.
Today, every time that there is a heavy downpour,
many streets in Metro Manila and in other parts of our
country become flooded. Floods are a yearly problem that we
have to face. This condition brings a lot of problems – schools;
government offices, factories, and even the transport system
have to suspend their operation because of the flood. There
are days when 50 percent of Metro Manila is submerged in
water due to continuous rain and high tide. The clogged
drainage system due to the indiscriminate garbage disposal
and irregular collection schedule of garbage trucks in some
areas contribute to floods that usually recede after a long
time.
B. Deforestation
This is also a serious national problem. Some causes
of deforestation are the following:
1. Illegal Logging. This is a problem which the
government cannot succeed to solve. If this cannot be
stopped, our forest will get denuded.
2. Charcoal Making. This is not being paid attention to
but sometimes this is worse than illegal logging. In
illegal logging, only the big trees are cut down but in
charcoal making, even the young trees are cut down
to be burned into charcoal.
3. Kaingin system. This practice is worse than the first two. In
this practice, the hillsides or mountainsides are cleared
thoroughly. All trees, big or small, are cut down and burned.
The place is then planted with rice, corn and vegetables. After
two or three years, the cleared hillsides or mountainsides
become barren wastelands. This is so because the fertile
surface soil has been washed down by rain. The Kaingero
leaves the barren hillsides and finds other hillsides to clear.
This is the reason why the hillsides and mountainsides that we
see from the lowlands are barren.
NEGATIVE EFFECTS OF DEFORESTATION
1. Flash Floods
2. Air pollution
3. Eyesore
4. Ecological imbalance
Executive Order No. 579 (November 30, 2006)
ENCOURAGING THE FORMULATION AND IMPLEMENTATION
OF GREEN PHILIPPINES PROGRAMS THROUGH THE
NATIONAL SERVICE TRAINING PROGRAM (NSTP)
WHEREAS, the Philippines is a young nation; our people are
young, those under 30 years old make up sixty-five (65%)
percent of the population;
WHEREAS, it is the youth of this nation who have the energy
to make their visions come true;
WHEREAS, it is the time for the younger generation to be
actively involved in civic life, and be responsible for their own
future;
WHEREAS, the Arroyo Administration is calling for a New
Vision for Young Nation;
Section 1. The National Service Training Program (NSTP) shall
endeavor to build a new quality of life that will keep the
nation young and beautiful. In order to ensure its realization,
all students under NSTP, Reserve Officers' Training Corps
(ROTC), Literacy Training Services (LTS), and Civic Welfare
Training Service (CWTS), shall be involved in Green Philippines
Activities which include among others:
a) Taking back our forests and replenishing fallen trees
with new, protected forests;
b) Beautifying our barangays and cities;
c) Building more urban parks and recreation areas;
d) Purifying our water;
e) Cleaning up industrial sites;
Section 2. At least 36 hours per semester or 72 hours in case
of one summer program shall be dedicated for the
implementation of the activities enumerated under Section 1
hereof.
Section 3. The Chair of the Commission on Higher Education
(CHED) shall act as the Lead Implementor of this Order,
assisted by the Chair of the National Youth Commission (NYC).
Section 4. The Department of Environment and Natural
Resources and the Local Government Units (LGUs) shall assist
the schools in identifying the areas where the Green
Philippines Activities of the NSTP shall be implemented.
IV. The Seven Environmental Principles
The key to understanding the environmental problems that
we encounter today is to learn about our ecosystem. This
section highlights the basic environmental principles, varied
types of ecosystem, current environmental issues,
anthropogenic activities that threaten the environment and
the role of youth in protecting our environment.
1. Nature knows best. This principle is the most basic and in
fact encompasses all the others.
Humans have to understand nature and have to abide by the
rules nature dictates. In essence, one must not go against the
natural process if one would like to ensure a continuous and
steady supply of resources.
One natural process that needs serious attention is nutrient
cycling. In nature, nutrients pass from the environment to the
organisms and back to the environment. Any disruption in the
cycle can bring about imbalance.
History and our experiences are full of examples to prove the
validity of this principle. In fact, this principle only surfaced
when many of the detrimental effects of technology were
recognized and coined thereon as “ecological backlash.”
2. All forms of life are important. Each organism plays a
fundamental role in nature. Since such occupational or
functional position, otherwise known as niche, cannot be
simultaneously occupied by more than one specie, it is
apparent that all living things must be considered as
invaluable in the maintenance of homeostasis in the
ecosystem.
3. Everything is connected to everything else. This principle is
best exemplified by the concept of the ecosystem. In an
ecosystem, all biotic and amniotic components interact with
each other to ensure that the system is perpetuated. Any
outside interference may result in an imbalance and the
deterioration of the system.
4. Everything changes. It is said that the only permanent thing
is change. As a general classification, change may be linear,
cyclical or random. As example of linear change is evolution of
species, which has brought about higher and more complex
types of organisms. Cyclical change may be exemplified by
seasons and the rhythms in floral and faunal life stages that go
with the seasons. An example of random change is the
eruption of Mt. Pinatubo, which brought about great
upheaval in many parts of Luzon and changes in the
topography of the land.
The environment is constantly changing. Organisms also
evolve through time. However, human technology has
affected these natural changes often to a problematic extent.
Although mutation is a natural change, pesticides have
induced insect mutations, which are not matched by natural
checks and balances.
Humans should rethink their relationship with the techniques to reject those that degrade and promote those
environment. Changes that they think may be beneficial to that elevate the human condition.
the environment often turn out to be disastrous.
Environmental technologies should be given priority if
humans would want more positive changes in the
environment.

5. Everything must go somewhere. When a piece of paper is

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

6. Ours is a finite earth. The earth’s resources can be

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

Although renewable resources can be replenished, it

is important to note that these are renewable only as long as
they are not overused nor destroyed from such factors such
as pollution. To ensure that these resources will be continually
replenished, it is essential to know how much of a resource
can be consumed at a given time to balance the rate of
exploitation with the rate of replenishment.
Just how long would the earth be able to sustain
demands on its resource?
This is a question that needs serious reflection. Unless
the factors of population growth, lifestyles, and polluting
technologies are checked, the collapsed of the earth might be
inevitable.
Awareness of the earth’s limited resources leads to a
conscious effort to change one’s consumerist attitude as well
as to develop processes and technology that would bring
about effective recycling of a great number of resources.

7. Nature is beautiful and we are stewards of God’s creation.

Among all creatures, humans are the only ones made in God’s
image and have been given the right to have dominion over
all His creations. Being the most intelligent and gifted with no
reason, humans are capable of manipulating creation to their
own advantage. Yet, creation exists not to be ravaged or
abused but to be taken care of. Humans cannot exist without
nature. They are co-natural with the environment they live in.
If the environment they live in is destroyed, with it will go
Homo Sapiens.

This principle is inherent in all religious and tribal

beliefs. Teachings of Christianity, Buddhism, and Islam enjoin
everyone to respect all life and the order of nature. Words of
Chief Seattle, Macli-ing Dulag, and Chito Mendez point to our
duty to discern the true worth of modern systems and

MODULE # 5: DRUG EDUCATION
PART 1. INTRODUCTION
 It is the policy of the State to safeguard the
integrity of its territory and the well-being of its
citizenry particularly the youth, from the harmful
effects of dangerous drugs on their physical and
mental well-being, and to defend the same
against acts or omissions detrimental to their
development and preservation. The government
shall pursue an intensive and unrelenting
campaign against the trafficking and use of
dangerous drugs and other similar substances.
The State needs to enhance further the efficacy
of the law against dangerous drugs, they being
one of today’s more serious social ills.
 The youth of today are the most vulnerable
group that can be affected by prohibited drugs
that are commonly abused. According to General
Edgar C. Galvante, Ret. Executive Director of
Dangerous Drugs Board, most drug users start
their habit early, usually during their teenage
years. They are particularly susceptible to the
drug experience because adolescence is the
period of experimentation, exploration, curiosity,
and search for identify. It is believed that young
people with problematic backgrounds are more
vulnerable and are more likely to continue
abusing drugs, once they have started, and to
develop other aggravating problems, if not
processed. These young people in difficult
circumstances are associated with poverty, family
disintegration, relocation, discrimination, and
lack of suitable alternative activities.
 Studies from the University of the Philippines
presented data showing how serious the problem
of the Philippines regarding prohibited drugs. The
latest official estimate of drug users in the
country is 1.3 million as of 2012. The number of
drug-related raids and arrests in 2014 were the
highest in a decade. Rehab patients tend to be
male, poor, and addicted to shabu.
 Drug abuse prevention, done through problem
awareness, education and strategy
implementation, is very vital to the success in
controlling and stopping drug abuse. Positive
behavior, including the constructive handling of
feelings and responsibilities, should be installed
and encouraged in our own families during the
early life of young family members and carried on
up to the later stage of life. These should be
nurtured by a caring and understanding
community.
 Everyone should be vigilant and responsible in
alerting our family especially the youth, our
school officials and community members on the
telltale signs of drug abuse so that the problem
can be addressed before it gets worse.
A. An Overview of the Drug Problem in the Philippines
PART 2. BASIC KNOWLEDGE ON DANGEROUS DRUGS AND
DRUG DEPENDENCE
 A 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
excess. Some drugs can also be harmful if taken in
dangerous combinations or by hypersensitive
(allergic) persons in ordinary or even small amounts.
 The World Health Organization defines a drug as “any
substance that, when taken by or into a living
organism, may modify one or more of its functions. It
refers to any absorbed substance that, by virtue of its
chemical nature, alters the structure or changes and
enhances any physical function of a living organism.
This term covers pharmacologically all foreign
substances taken into the body from simple pain
killers (aspirin) and vitamins to more complex
 preparations used in the treatment of infections and
related metabolic disturbances.”
 Drug misuse occurs when a person uses a drug for the
purpose of fulfilling a need that the drug cannot
pharmacologically fulfill. An example of drug misuse is
one in which an athlete takes steroids or
amphetamines to improve his skills or when a young
prostitute takes marijuana or “shabu” in order to have
more self-confidence and guts.
A drug is “abused” when a person uses it excessively and
indiscriminately, beyond its real medicinal purpose, thus,
beginning to interfere with the individual’s health or his social
behavior. Drug abuse is the use of any chemical substance,
licit or illicit, which results to an individual’s physical, mental
or social impairment.
It may refer to any of the following practices:
1. using, without benefit or prescription, useful drugs
which have the capacity to alter the mood or behavior
of a person;
2. using drugs and substances for a purpose different
from the one for which the drug has been prescribed;
and
3. using drugs and substances having no legitimate
medical application for purposes other than research.
 A dangerous drug is a drug whose use is attended by
risk and therefore unsafe, perilous and hazardous to
people and/or to a society. A drug is any substance,
vegetable, mineral or animal in origin, used in the
composition or preparation of a medicine or any
substance used as a medicine.
 The Dangerous Drug Act has classified drugs which are
subject to control into prohibited drugs and regulated
drugs. It did not define what is prohibited or what a
regulated drug is. It merely enumerates the drugs
which are included in the category of prohibited and
those considered regulated drugs for the purpose of
graduating penalties.
1. Prohibited Drugs – include all drugs that produce
psychological effects of narcotics or those that relieve pain
and induce sleep (Ex. Cocaine, LSD, marijuana, opium and its
derivatives).
2. Regulated Drugs – include self-inducing sedatives like
barbiturates or any similar to amphetamines or any hypnotic
drugs or compounds producing the same psychological
effects.
Any drug or group of drugs included in the
classification may cause a user to be drug dependent. Drug
dependence means a state of psychic or physical
dependence, or both, on a dangerous drug, arising in a person
following administration or use of that drug on a periodic or
continuous basis. Drug dependence may either be a condition
of drug addiction or drug habituation.
1. Drug addiction is a state of periodic or chronic intoxication
produced by a repeated consumption of a drug, whether
synthetic or natural, and found to be detrimental to the
individual and to the society (WHO).
Characteristics of Drug Addiction
a. An overpowering desire or need (compulsive) to
continue taking the drug or to obtain it by any means;
b. A psychological and physical dependence on the
effects of the drugs; and
c. A detrimental effect to the society and to the individual.
2. Drug habituation is the desire to have continuous use of
the drug but with the capacity to refrain physically from using it.
Characteristics of Drug Habituation
a. The desire to use the drug is not compulsive but
merely physical;
b. There is a little or no tendency to increase the dose;
c. The dependence is not physical but merely psychical;
and
d. The detrimental effect, if any, is primarily on the
individual.
Commonly Abused Drugs/ Substances
Drugs that are commonly abused depending on their
pharmacological effects may be classified into:
a. Stimulants (“Uppers,” Pep Pills, Speed,
“Bonnies”) – drugs which increase alertness and physical
disposition. They may also suppress appetite (diet pills), cause
arousal, suppress fatigue, and have an immediate sensual
effect. Examples: Amphetamine, Methamphetamine, Cocaine,
Caffeine, Nicotine
b. Hallucinogens (Psychodelics) – drugs which
affect sensation, thinking, self-awareness, and emotion.
Changes in time and space perception, delusions (false
beliefs) and hallucinations may be mild or overwhelming,
depending on dose and quality of the drug. Examples: LSD;
Mescaline and Marijuana
c. Sedatives (Depressants or “Downers”) – drugs
which may reduce anxiety and excitement. They can sedate
and induce sleep. Examples: Tranquilizer, Alcohol,Valium
d. Narcotics – drugs that relieve pain and often induce
sleep. If taken in large doses, they can produce stupor, coma,
and death. Examples: Opium, Morphine, Codeine, Heroine.
e. Inhalants – volatile chemical substances that
contain psycho-active (mind/mood-altering) vapors which
produce a state of intoxication. They are usually inhaled or
sniffed through the nose. Examples: rugby or solvent
f. Anabolic Steroids – chemical substances taken
orally or injected into the body that temporarily enhance
physical and mental performance and develop muscles
(bodybuilders). However, such substances may have serious
side effects to the internal organs like the liver and kidneys.
Examples: Dianabol
PART 3. SIGNS, EFFECTS AND PREVENTIVE MEASURES
AGAINST DRUG ABUSE

A. Observable Signs and Symptoms
1. Changes in behavior – Persons who were obedient, kind
and courteous before become irritable, discourteous, defiant,
and aggressive.
2. Changes in appearance – Persons who are neat and well-
groomed become unconcerned with their grooming and
become slovenly. They usually wear dark glasses and long-
sleeves, which they did not do before. If previously they were
healthy-looking, they become thin, emaciated and pale.
3. Changes in mood – During the effect of the drug, they may
be euphoric or exhilarated. Sometimes they go into
uncontrollable fits of laughter or giggling.
4. Changes in Interest – Persons who have been good
employees and who have been doing well with their work
become idlers, lose interest in their work, and become
dependent on others. Students who are coping well in school
become disinterested, truant, and their grades deteriorate.
B. Stages or Patterns of Drug Abuse
C. Common Causes of Drug Abuse
Drug abuse is both a serious national and international
problem. Some of the causes are:
1. Membership in a “Barkada”. If the members of a
barkada are drug addicts, any incoming member will eventually
become a drug addict too because of the influence of the old
members.
2. Overuse. A drug may be taken by a patient as a
pain reliever but because of constant use, the patient becomes
addicted to the drugs.
3. Curiosity. Some persons, especially the young
ones, are curious about the effects of a drug and they
experiment using it. Later, they become habituated to the use
of the drug.
4. Frustration. Some persons who are highly
frustrated may take drugs to lessen the impact of their
disappointment and depression. The frustrations may be
caused by broken homes, parental problems, soured love
affairs, failure to find a job, etc. Before it is too late, they
become addicted.
5. Victim of Pusher. Some persons, especially
women and children, become victims of pushers. The pusher
gives them free food and drinks under the guise of friendship
and kindness until they become habituated to the drug.
6. Removal of inhibition. Some persons may be
inhibited to do something under their normal consciousness;
consequently, they take drugs to weaken the inhibition. Some
actors and actresses cannot act according to the demands of
the scene and they take drugs to be able to act accordingly.
Likewise, some doctors cannot operate unless they are under
the influence of a drug. Later, they become addicted.
7. Boredom. This is especially true with rich people
who have high incomes from their investments or inheritance.
They do not need to work and are idle most of the time.
Because of idleness, they become bored and to lessen their
boredom, they take drugs.
8. Ignorance. Ignorance of the evil effects of drugs
may lead a person to take drugs to enjoy the feeling of being
“high” until he becomes addicted. This is especially true with
people of low level education.
9. Easy access to drugs. When drugs are easily
available, some people are tempted to try taking them.
Consequently, they become addicted to them.
10. Influence of Mass Media. Young people blindly
imitate what they see on television or in the movies, especially
if they have this misconception that using drugs is “cool” and
part of the rites of passage of every person.
D. Effects of Drug Abuse
A. Mental Health
1. Disturbance in Perception (hallucination)
2. Disturbance in Orientation (disorientation)
3. Disturbance in Memory (poor memory)
4. Disturbance in Judgment (delusion)
B. Physical Health
1. Systemic
a. Cardiac (Heart) Pathology
b. Pulmonary (Lung) Illness
c. Hepatic (Liver) Problems
d. Renal (Kidney) Disease
2. General Health
a. Malnutrition
b. Infections
c. Blood transmitted disease
d. Accidents
E. Strategies to Address Drug Problems
5 Pillars of Action
a. Drug Supply Reduction- The aim is to take away
the drugs from the person through market denial operations
and prevention of diversion from the licit to the illicit market.
b. Drug Demand Reduction- The aim is to take away
the person from drugs and reduce his desire to abuse drugs.
c. Alternative Development- The aim is to reduce the
production of marijuana and eventually eliminate its cultivation
through sustainable rural development and alternative
livelihood programs.
d. Civic Awareness and Response- Conducting
special events to increase civic awareness like International
Day Against Drug Abuse and Illicit Trafficking of Drugs every
26th of June and Drug Abuse Prevention and Control every 3 rd
week of November.
 e. Regional and International Cooperation- The
intent is to forge and foster cooperation with regional and
international agencies by adhering to treaties, formulating
agreements, conducting tie-up projects, attending foreign
conferences, exchanging drug reports, hosting study tours and
filed visits, sharing of best practices, and contributing to drug-
related international efforts.

Counter Actions of individual citizen like students against

Substance abuse

1. BE INFORMED. Accurate information can help you

understand the drugs that you can or should not use. Knowing
the negative effects of drug addiction can “shock therapy” for
those who are planning to take drugs.
2. LOVE YOURSELF. If you do not know how to love
yourself, who will?
3. TALK. Friends and family will always be there to
support and care for you. Just like what Michael Jackson’s
song said: “you are not alone…”
4. LOOK FOR ALTERNATIVES. Remind yourself and
even encourage others to indulge in healthy and fun activities.
Keep yourself busy with productive and beneficial endeavors.
Understand that many problems like stress, anxiety, even
physical pain can be relieved without using drugs.
5. BE PROACTIVE. Spread the word. Be involved in
the fight against drugs. After all, you will inherit the earth (or
what’s left of it…).
6. SEEK ADVICE AND HELP. If you’re into IT, there is
still hope. All you’ve got to do is reach out and tell yourself that
there is always a second chance for a better life.