Professional Documents
Culture Documents
NSPT CWTS 01 Module
NSPT CWTS 01 Module
LESSON 1. INTRODUCTION
TOPICS
1. Course Description and Grading System
2. Gender and Development
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. recognize the GAD implementation in the Philippines;
2. apply gender equality as a fundamental value that
should be reflected in development choices; and
3. identify the relative position of men and women in the
society.
COMPONENT PERCENTAGE
Activities 40%
Exam 60%
Total 100%
FINAL GRADE
Mid-tem Grade 40%
Pre-final Grade 60%
CWTS 1 Page 1
Total 100%
Unlike WID, the GAD approach is not concerned specifically with women, but
with the way in which a society assigns roles, responsibilities, and expectations to both
men and women.
GAD applies gender analysis to uncover the ways in which men and women work
together, presenting results in neutral terms of economics and competence.
Philippine Plan for Gender and Development, 1995-2025, is a National Plan that
addresses, provides and pursues full equality and development for men and women.
Approved and adopted by former President Fidel V. Ramos as Executive No. 273, on
September 8, 1995, it is the successor of the Philippine Development Plan for Women,
1989-1992 adopted by Executive No. 348 of February 17, 1989.
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Three years after, DENR Administrative Order No. 98 – 15 dated May 27, 1998
came up as the Revised Guidelines on the Implementation of Gender and Development
(GAD) Activities in the Department of Environment and Natural Resources (DENR) in
order to strengthen the DENR GAD Focal Point System and accomplishing the GAD
vision “Partnership of Empowered Men and Women for Sustainable Development”.
Republic Act No. 9710, otherwise known as the Magna Carta of Women was
approved on August 14, 2009 which mandates non-discriminatory and pro-gender
equality and equity measures to enable women’s participation in the formulation,
implementation and evaluation of policies and plan for national, regional and local
development.
A Memorandum Circular No. 2011 – 01 dated October 21, 2011 was released
addressing to all Government Departments including their attached agencies, offices,
bureaus, State Universalities and Colleges (SUCs), Government-Owned and Controlled
Corporations (GOCCs) and all other government instrumentalities as their guidelines and
procedures for the establishment, strengthening and institutionalization of the GAD
Focal Point System (GFPS).
Gender Equality
Gender equality refers to the principle asserting the equality of men and women
and their right to enjoy equal conditions realizing their full human potentials to
contribute to and benefit from the results of development, and with the State
recognizing that all human beings are free and equal in dignity and rights.
Gender Equity
Gender equity refers to the policies, instruments, programs, services, and actions
that address the disadvantaged position of women in society by providing preferential
treatment and affirmative action. Such temporary special measures aimed at
accelerating de facto equality between men and women shall not be considered
discriminatory but shall in no way entail as a consequence the maintenance of unequal
or separate standards. These measures shall be discontinued when the objectives of
equality of opportunity and treatment have been achieved.
Gender Socialization
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Sex vs. Gender
The terms sex and gender are often used interchangeably. However, in a
discussion of gender socialization, it’s important to distinguish between the two.
Sex is biologically and physiologically determined based on an individual's
anatomy at birth. It is typically binary, meaning that one's sex is either male or female.
Individuals develop their own gender identity, influenced in part by the process
of gender socialization.
Task/Activity
1. From the animated movie Mulan (1998) site the hardship/s that the main
character have experienced. Write your answer on the space provided.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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3. From the illustration (next page), choose the number that best describe the
following: (a) equality, (b) equity and (c) justice. Explain your answer and write it
on the space provided.
1 2 3
(Source:http://www.theinclusionsolution.me/equity-vs-equality-eliminating-opportunity-gaps-education/)
Equality - ____________________________________________________
____________________________________________________
____________________________________________________
Equity - ____________________________________________________
____________________________________________________
____________________________________________________
Justice - ____________________________________________________
____________________________________________________
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. summarize Republic Act 10627, or “Anti-Bullying Act;”
2. intensify awareness on the effects of bullying; and
3. intensify awareness on the relationship between
bullying and suicide.
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TOPIC 1: THE ANTI-BULLYING ACT
Introduction
Republic Act 10627, or the Anti-Bullying Act (the “Act”), aims to protect children enrolled
in kindergarten, elementary, and secondary schools and learning centers (collectively, “Schools”)
from being bullied. It requires Schools to adopt policies to address the existence of bullying in
their respective institutions.
What is Bullying?
Bullying, as defined under the Act, is any severe or repeated use by one or more students of
a written, verbal or electronic expression, or a physical act or gesture, or any combination
thereof, directed at another student that has the effect of actually causing or placing the latter in
reasonable fear of physical or emotional harm or damage to his property; creating a hostile
environment at school for the other student; infringing on the rights of the other student at
school; or materially and substantially disrupting the education process or the orderly operation
of a school; such as, but not limited to, the following:
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Social bullying, or any deliberate, repetitive and aggressive social behavior intended
to hurt others or to belittle another individual or group.
Gender-based bullying, or any act that humiliates or excludes a person on the basis
of perceived or actual sexual orientation and gender identity.
As such, any person who commits any of the foregoing acts, is considered a
bully. Furthermore, any act of retaliation against a person who reports bullying, who provides
information during an investigation of bullying, or who is a witness to or has reliable information
about bullying, is likewise prohibited.
School grounds;
Property immediately adjacent to School grounds;
School-sponsored or School-related activities, functions or programs whether on or off
School grounds;
School bus stops;
School buses or other vehicles owned, leased or used by a School; or
School buses or School services privately-owned but accredited by the School.
Bullying may also occur at unrelated locations, functions or programs, through the use of
technology or an electronic device or other forms of media, regardless if such is owned, leased,
or used by the School.
Bullying can affect everyone—those who are bullied, those who bully, and those
who witness bullying. Bullying is linked to many negative outcomes including impacts on
mental health, substance use, and suicide. It is important to talk to kids to determine
whether bullying—or something else—is a concern.
Kids who are bullied can experience negative physical, social, emotional,
academic, and mental health issues. Kids who are bullied are more likely to experience:
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Depression and anxiety, increased feelings of sadness and loneliness, changes in
sleep and eating patterns, and loss of interest in activities they used to enjoy.
These issues may persist into adulthood.
Health complaints
Decreased academic achievement—GPA and standardized test scores—and
school participation. They are more likely to miss, skip, or drop out of school.
A very small number of bullied children might retaliate through extremely violent
measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of
being bullied.
Kids who bully others can also engage in violent and other risky behaviors into
adulthood. Kids who bully are more likely to:
Bystanders
Media reports often link bullying with suicide. However, most youth who are
bullied do not have thoughts of suicide or engage in suicidal behaviors.
Although kids who are bullied are at risk of suicide, bullying alone is not the
cause. Many issues contribute to suicide risk, including depression, problems at home,
and trauma history. Additionally, specific groups have an increased risk of suicide,
including American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual,
and transgender youth. This risk can be increased further when these kids are not
supported by parents, peers, and schools. Bullying can make an unsupportive situation
worse.
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Task/Activity
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. have knowledge on the legal basis of the National
Service Training Program (NSTP);
2. be familiar on the components of NSTP;CWTS 1 Page 9
3. be aware on the programs of NSTP; and
4. be familiar on the 7 Dimensions of NSTP-CWTS
TOPIC 1: LEGAL BASIS OF THE NSTP
The National Service Training Program (NSTP) Law or RA 9163 also known as “An
Act Establishing the National Service Training Program (NSTP) for tertiary level students,
amending for the purpose Republic Act No. 7077 and Presidential Decree No. 1706, and
for other purposes.” was enacted last January 2002 to amend the Expanded ROTC.
What is NSTP?
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• Literacy Training Service [LTS] – is a program designed to train the students to
become teachers of literacy and numeracy skills to school children, out-of-school
youth and other segments of society in need of their service.
Programs of NSTP
• All incoming freshmen students, male, female, starting school year (SY) 2002-
2003, enrolled in any baccalaureate and in at least two (2) year technical-
vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement;
• All higher and technical-vocational education institutions must at least offer one
(1) of the NSTP components.
• All incoming freshmen students, male, female, starting school year (SY) 2002-
2003, enrolled in any baccalaureate and in at least two (2) year technical-
vocational or associate courses, are required to complete one (1) NSTP
component of their choice, as a graduation requirement;
• All higher and technical-vocational education institutions must at least offer one
(1) of the NSTP components.
• Private higher education and technical-vocational education institutions with at
least 350 student cadets, may offer the ROTC component and consequently
establish / maintain a Department Of Military Science and Tactics (DMST),
subject to the existing rules and regulations of the Armed Forces Of The
Philippines (AFP).
What is the duration and equivalent course unit of each of the NSTP Component?
TOPIC 3: 7 NSTP – CWTS DIMENSIONS OF DEVELOPMENT
Each of the NSTP component shall be undertaken for an academic period of two
(2) semesters for 54 to 90 training hours per semester. It shall be credited for three (3)
units per semester.
What fees shall be charged to students taking any of the NSTP components?
No other fees shall be collected except basic tuition fees, which should not be
more than 50% of the charges of the school per academic unit.
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component of the training, shall exercise joint supervision over its
implementation.
• Schools who have contracted CHED accredited or TESDA-recognized Non-
Governmental Organizations (NGOs) to formulate and administer training
modules for any of the NSTP components shall jointly exercise academic and
administrative supervision with those NGOs.
• CHED Regional Offices, TESDA, Provincial/District Offices and DND-AFP (through
the Major Service Reserve Commands), shall oversee and monitor the
implementation of the NSTP under their respective jurisdiction, to determine if
the trainings are being conducted in consonance with the objectives of the NSTP
Law.
1. Safety and Security - This area involves disaster preparedness during fire,
earthquake or other calamity that needs immediate response from any trained
civilians during emergency situations. Basic life saving seminar, fire drill and the
like are some of these examples.
2. Education - This area involves enhancement of institutional support materials
and facilities for the community and school such as providing materials
containing basic literacy skills for preschoolers, alternative learning system for
out-of-school youths and adults, mathematics and science tutorials and
extended services of skilled students.
3. Recreation - This area involves sports fest, parlor games for street children and
painting that enrich youth’s capacities to relate with one another in the
community
Task/Activity
4. Values Formation and Moral Recovery - This involves the development of youth
to be good leaders, responsible individuals imbued with good moral values and
active agent of development of the community.
5. Industry and Entrepreneurship - This area includes programs and activities that
are vital to economic growth. CWTS students demonstrate technical skills in
communities like meat processing, silkscreen making and how to establish small
business.
6. Care for Health - This area aims to give knowledge on medical-related fields and
extend health services needed in the community. It includes medical services
like first-aid operation, vaccination, info dissemination, basic life saving seminars,
heath / nutrition technical assistance and training of youth to be first aid
assistants.
7. Environment - This area inculcates environmental awareness and its contribution
to health and related fields. It involves management of waste, environmental
protection, dissemination and application of technologies supportive of the
community needs and livelihood activities related to environment and other
related fields supportive of the national thrust.
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S-afety and Security
E-ducation
R-ecreation
V-alues Formation and Moral Recovery
I-ndustry and Entrepreneurship
C-are for Health
E-nvironment
Make a sample program/project for the community that will cover one or more
of the seven NSTP – CWTS dimensions. Write it on clean sheet of bond paper (A4).
Specific Objectives: What are your specific objectives, give 3-4 statements?
Rationale :
Nutrition is a function of children’s dietary habits and the kind of food they eat. However,
many families, particularly in rural areas, do not have access to nutritious food, which
leads to malnutrition among school children.
Since the 1970s, the Philippine government has been promoting vegetable gardening
among elementary students to address malnutrition and promote vegetable production
and consumption among pupils.
Objective :
The main focus of this proposal is to address the malnourishment problems of elementary
school children and to become a model garden for every households .
Specifically;
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MODULE 2
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify the different natural disasters in the
Philippines; and
2. develop readiness when disaster hits.
A. Typhoons
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Typhoons are both the most common and most destructive natural disasters in
the Philippines. Historically, the Philippines have been vulnerable to extreme weather.
Typhoons Haiyan, Thelma, Ike, Fengshen, Washi, Durian, Bopha, Trix, Amy, and Nina
were the ten deadliest typhoons on record to impact the Philippines from 1947 to 2014.
Typhoon Haiyan (Yolanda) resulted in more than 6,300 lost lives, over four million
displaced citizens, and US$2 billion in damages in 2013.
Annually, an average of twenty tropical cyclones enters the waters surrounding
the Philippines. Approximately eight or nine tropical cyclones make landfall and cause
loss of life and extensive damage. Over the last ten years, tropical storms in the
Philippines have become more frequent and more severe. The Philippines lacks natural
barriers, and there is practically nothing buffering the Philippine islands and the sea.
This further intensifies the damage caused by typhoons.
(Source:https://thediplomat.com/2014/01/philippines-typhoon-haiyan-aftermath-part-ii/)
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(Source:http://bagong.pagasa.dost.gov.ph/learning-tools/public-storm-warning-signal)
(Sourcehttps://www.officialgazette.gov.ph/how-to-make-sense-of-pagasas-color-coded-warning-signals/)
(Sourcehttps://www.officialgazette.gov.ph/how-to-make-sense-of-pagasas-color-coded-warning-signals/)
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C. Volcano
D. Earthquakes
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of Volcanology and Seismology (PHIVOLCS) has recorded twelve destructive
earthquakes from 1968-2017.
E. Floods
F. Tsunamis
G. Landslides
10/31/18/philippines-races-to-free-30-trapped-in-
landslide) CWTS 1 Page 18
Palawan regions, are highly susceptible to landslides. Landslides are commonly
generated by a volcanic eruptions, earthquakes, and typhoons or increased monsoon
rainfall. Landslide hazards are most common in the mountainous and inland regions of
the islands and tend to impact rural populations most heavily.
H. Droughts
Task/Activity
Give at least three (3) Do’s and Don’ts on the following disaster:
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LESSON 5. BASIC LIFE SUPPORT
TOPICS
1. Basic First Aid for Medical Emergencies
2. Not Breathing
3. Bleeding
4. Shock
5. Heart Attack
6. Choke
7. Electrical Shock
8. Injury/Eye Injury
9. Burns
10. Exposure to Hazardous Materials
11. Broken Bones
12. Heat Stroke
13. Fainting
14. Epileptic Seizure
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. demonstrate knowledge about the basic life support
in different cases; and
2. apply the basic life support if needed.
When a serious injury occurs, you have to think and act quickly. Medical
assistance may be only minutes away, but sometimes seconds count. What you do in
those first few seconds and minutes can make the difference between life and death.
Quick, calm, and correct action can make all the difference.
“First aid” is emergency care given to the sick or injured before medical
personnel arrive. That is why a knowledge of first aid and CPR (cardiopulmonary
resuscitation) is so important.
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Task/Activity
Before we get started, let us see how much you already know about first aid.
Decide if each of the statements on the screen is true or false.
• After an accident, immediately move the victim to a comfortable
position.
– This is false.
• If a person is bleeding, use a tourniquet.
– This is also false.
• Signs of a heart attack include shortness of breath, anxiety,
and perspiration.
– This is true.
• All burns can be treated with first aid alone;
no emergency medical attention is necessary.
– This is false.
Just imagine:
• A co-worker is hurt in an accident and blood is gushing from the wound.
• One of your friends chokes on a piece of food and cannot breathe.
• Someone goes into cardiac arrest right at his workstation.
Any one of these things is possible, and it could happen any time. If it did, you
would have to act fast. A few critical minutes one way or the other could make the
difference between life and death. Would you be ready to act with speed and
competence in a workplace in case of medical emergency?
There are medical emergencies in workplaces across the country every day.
Situations calling for first aid range from burns to cuts and amputations, eye injuries,
chemical over-exposures, and much more.
Practical Test
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Describe the procedure for reporting workplace accidents and the information trainees
should be prepared to provide about the incident.
Every medical emergency is different, of course, but there are four basic rules
that apply to all medical emergencies.
•
•
•
•
•
•
•
•
•
•
•
•
One, call for medical help immediately. An
employee on the scene should call 911
while another certified in first aid and
CPR tends to the victim. If you make the
call, explain the kind of injury and where
the victim is located.
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When the situation is not life threatening, there are multiple injuries, or when
there are multiple victims, take a few moments to assess the scene to make sure it is
safe for you and other helpers and to be certain you know what type of first aid is
required:
•
•
•
•
•
•
•
•
•
•
•
•
•
Evaluate the scene for number of injured and nature of the event.
• Move the victim only if necessary to prevent further injury from a hazard at the
scene.
Now let us look at some specific medical emergencies. We will begin with no
breathing. When a person is unconscious and not breathing, irreversible brain damage
occurs within 3 minutes. You have to act very fast.
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• Someone trained in cardiopulmonary resuscitation, or CPR, should lay the person on
his or her back while someone else calls 911. Loosen the clothes around the neck
and make sure nothing is blocking the mouth or throat.
• First, give 30 chest compressions by
placing both hands in the center of the
victim’s chest with one hand on top of the
other and pressing down with the heel of
your hand 1½ to 2 inches. Press quickly at
a rate of about 100 compressions a
minute. Next, open the airway by tilting
the head slightly and lifting under the
chin. Do not move the victim’s head back
if you suspect a neck injury.
• Form a seal around the mouth and pinch
the nose. Use a pocket mask if you are trained in its proper use. Breathe two slow
breaths into the person’s mouth—enough to make the chest rise and fall. Then,
continue chest compressions.
• Once you begin CPR, continue until EMS personnel arrive.
TOPIC 3: BLEEDING
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applying pressure to the wound, have someone else place the amputated part in
a plastic bag with ice. Make sure to wrap the severed part so that it doesn’t
directly touch the ice. Give the package to EMS personnel or rush it to the
hospital. In many cases, severed limbs can be reattached.
TOPIC 4: SHOCK
CWTS 1 Page 25
chest, radiating down either arm, or in the jaw; ashen color to skin (cyanosis), and
perspiration, nausea, or vomiting. First aid for heart attacks begins with calling 911,
• Then make the victim comfortable, either
lying down or sitting,
• Loosen tight clothing at the waist and
neck,
• Ask the victim if he or she has heart
medication,
• Don’t let the victim move around, and
• Finally, do not give the person any
stimulants like coffee or tea.
If the heart stops beating, begin CPR.
However, if the heart is beating and the person is breathing, CPR is not necessary. Just
keep him or her comfortable until EMS personnel arrive.
TOPIC 6: CHOKING
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– Pull in and up sharply and repeat if necessary to dislodge whatever is
stuck in the throat.
• Repeat the sequence of 5 back blows and 5 abdominal thrusts until the object is
cleared.
If the sequence of back blows and abdominal thrusts does not clear the object,
and the victim becomes unconscious:
• Call 911 and follow their instructions. If you
can’t speak with anyone, further quick
action is needed.
• Try a “finger sweep” if the object in the
throat is clearly visible and accessible with
your fingers. Use gloves if possible. Use your
index and middle finger to grasp the object.
Don’t try the finger sweep if there’s a
chance you’ll push the object further down
the throat.
• Lay the person down on his or her back, and
perform 5 abdominal thrusts by placing
your hands one on top of the other and push the heel of your hand in and up sharply
on the abdomen just below the rib cage.
• Once the object is cleared, check the “ABCs” (airway, breathing, and circulation).
• If the person is not breathing, perform CPR until medical help arrives.
• The first rule of dealing with electrical shock is not to touch a person who is in
contact with a live electrical current. If you do, the current can pass right through
the person to you and cause the same injury.
• So the first thing you should do is to turn off the power to the electrical equipment
involved.
• Then call 911. Electrical shocks can be life threatening. You want to get EMS
personnel on the scene quickly in case the victim has stopped breathing.
• If you have to remove a person from a live wire, be very careful so you don’t get a
shock, too. Stand on something that’s an insulator, like a rubber mat; wear rubber
gloves; and use a dry stick, wooden broom handle, or board to push the person
away from the wire. Don’t use anything metal, wet, or damp.
• Once the victim is safe, check for breathing. Begin CPR if the person is not breathing.
• Once the victim is safe, check for breathing. Begin CPR if the person is not breathing.
Eye injuries are a common workplace medical emergency. Eye protection can
prevent most injuries. But just in case, you should be familiar with first aid for different
kinds of eye injuries.
• For chemical splashes, flush eyes for at
least 15 minutes with water, and then
close the eyes and cover them with a
clean cloth. Get immediate medical
attention.
CWTS 1 Page 28
• For solids (particles, dust, powders, etc.) in the eye, flush with water until
particle comes out. If it won’t come out, cover the eye and seek medical
attention. Don’t let the victim rub the eye.
• For a blow to the eye, apply cold compresses for 15 minutes to reduce pain and
swelling. Get medical attention.
• For cuts near the eye, bandage loosely and get medical attention. Don’t let the
victim rub the eye.
• For objects that penetrate the eye, don’t try to remove, move, or put any
pressure on the object. Immobilize it by placing a paper cup or soft, bulky
dressing around it, secured with tape. Bandage the other eye so that the victim
will keep the injured eye still. Get immediate medical attention.
TOPIC 9: BURNS
Burns are another common workplace hazard. You can be burned by hot
surfaces, hot materials, or by the properties of certain materials. First aid for burns
depends on the degree of the burn.
• First-degree burns are the least severe. They just involve the top layer of skin,
which becomes reddened and painful.
• Second-degree burns are more serious and
include blistering in addition to reddened
skin and pain. First- and second-degree
burns may be treated with cold, running
water for relief of pain. Then cover the
burned area with a moist, sterile dressing.
Don’t break blisters on second-degree
burns.
• Third-degree burns are the most serious
and can even be life threatening. With third-degree burns the skin is destroyed,
you see charring and deep tissue damage. You may even see exposed bones. For
third-degree burns, call 911 immediately, and keep the victim comfortable until
help arrives.
Always get immediate medical attention for all burns, especially those that are severe
and those that cover large areas of the body.
CWTS 1 Page 29
Unprotected exposure to hazardous materials can sicken or even kill a person.
These are the basic first-aid procedures for these exposures.
• For exposures to the eyes, flush with
water for 15 minutes and get medical
attention.
• For exposures to the skin, flush with
water for 15 minutes and get medical
attention for burns and other damage.
• For inhalation of vapors or gases, move
the victim to fresh air immediately.
Administer CPR, if necessary.
• For ingestion, have a co-worker call 911.
Another employee can also call your local poison center for more first-aid
information, if necessary.
The rule for treating people who may have broken bones is never to move them
unless it’s necessary for their safety. Neck and back injuries are especially risky. The
wrong move could cause paralysis or death. If
you suspect broken bones, call for emergency
medical assistance, and instruct the victim not
to move.
• Then look for swelling and deformity.
•
•
•
•
•
•
•
Ask the victim to rate the pain, explain how the injury happened, and if he or
she can move the injured limb.
• Treat for shock if the person shows symptoms.
CWTS 1 Page 30
If it seems that a person might have a
broken bone, apply ice wrapped in a towel or
cloth to the area, and keep the victim
comfortable until help arrives.
Working in a hot environment or on a hot day can be very stressful for your
body, especially if you’re not used to the heat.
Heat exhaustion may start out as discomfort and fatigue but can quickly develop into
something more serious. Symptoms of heat exhaustion include pale or flushed
appearance, weakness, heavy sweating, headache, moist and clammy skin, dizziness,
and sometimes, nausea or a slight fever.
First aid for heat exhaustion involves these
steps:
• Move the victim to a cool place;
• Have the person lie down;
• Elevate feet 8 to 10 inches;
• Loosen clothing;
• Give the victim water and encourage him
or her to drink slowly; and
• Apply cool compresses to the head and
body.
Do not administer “salt tablets,” as these are a high blood pressure risk.
CWTS 1 Page 31
body gets so hot that it can’t cool down. Signs of heatstroke include very hot and dry
skin, extreme tiredness, and confusion.
• You have to act fast in cases of
heatstroke. Immediately call 911.
• While you’re waiting for help to
arrive, cool the person down by
hosing his or her body with cool
water or by fanning the body.
• Monitor the victim to make sure the
airway remains open, the person is
breathing, and the person has a
pulse.
If you work in a hot environment or if you exercise or work outdoors on hot
days, you should recognize the symptoms of heatstroke and take precautions to prevent
overheating.
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TOPIC 15: EPILEPTIC SEIZURE
Practical Test
CWTS 1 Page 33
c. Do nothing
3. If you inhale vapors and gases, what you should do?
a. Induce vomiting
b. Move to fresh air
c. Wear face mask
4. Best thing to do if you or someone is experiencing heatstroke?
a. Call 911
b. Don’t call 911
c. Pour cold water
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. demonstrate knowledge about NCov 19; and
2. practice of self-hygiene.
TOPIC 1: OVERVIEW
The best way to prevent and slow down transmission is be well informed about
the COVID-19 virus, the disease it causes and how it spreads. Protect yourself and others
CWTS 1 Page 34
from infection by washing your hands or using an alcohol based rub frequently and not
touching your face.
At this time, there are no specific vaccines or treatments for COVID-19. However,
there are many ongoing clinical trials evaluating potential treatments. WHO will
continue to provide updated information as soon as clinical findings become available.
TOPIC 2: PREVENTION
Wash your hands regularly with soap and water, or clean them with alcohol-
based hand rub.
Maintain at least 1 meter distance between you and people coughing or
sneezing.
Avoid touching your face.
Cover your mouth and nose when coughing or sneezing.
Stay home if you feel unwell.
Refrain from smoking and other activities that weaken the lungs.
Practice physical distancing by avoiding unnecessary travel and staying away
from large groups of people.
TOPIC 3: SYMPTOMS
COVID-19 affects different people in different ways. Most infected people will
develop mild to moderate illness and recover without hospitalization.
fever
dry cough
tiredness
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diarrhea
conjunctivitis
headache
loss of taste or smell
a rash on skin, or discoloration of fingers or toes.
Serious symptoms:
Seek immediate medical attention if you have serious symptoms. Always call
before visiting your doctor or health facility.
People with mild symptoms who are otherwise healthy should manage their
symptoms at home.
On average it takes 5–6 days from when someone is infected with the virus for
your symptoms to show, however it can take up to 14 days.
Task/Activity
Enumerate and discuss the most common measures practice in your community
to combat Corona Virus (please refer to your barangay captain and/or health workers).
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MODULE 3
LESSON 7. NATIONAL SECURITY CONCERN
TOPICS
1. Defining National Security
2. Nation Security Vision
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify the major pillars of national security in the
country; and
2. deepen understanding about the country’s vision.
“There can never be real, tangible and felt development without making
our people feel secure.”
The concept of national security has changed, evolved and expanded in immerse
ways over time. No longer does it exclusively refer to the traditional notions of internal
and external defense, but now also encompasses virtually every aspect of national life
and nation-building. In the new framework, economic development and security are
inextricably linked and mutually reinforcing concepts. Development, or economic and
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social well-being, is a precondition for national, internal and external security – and vice
versa. Prosperity leads to a greater social peace and stability, and greater peace and
stability leads to more progress.
For the Philippines and the Filipino people, national security is defined as “a
state or condition wherein the people’s welfare, well-being, ways of life; government
and its institutions; territorial integrity; sovereignty; and core values are enhances and
protected.”
1. Safeguarding the Philippines’ national unity, its democracy and its social
institutions.
2. Ensuring the security of the State and preserving and protecting its sovereignty,
territorial integrity, and institutions.
3. Protection of properties, infrastructures and keeping the people safe from all
forms of threats, both here and abroad, and to the extent possible, creating jobs
in order to bring back home overseas Filipino workers where their physical safety
can be fully guaranteed by our Government.
“My dream is that all Filipinos will say they are Filipinos. No longer from
left or right, Moro rebels or terrorists, and live in peace.”
PRESIDENT RODRIGO R. DUTERTE
Business Forum, Davao City
21 June 2016
“We will strive to have a permanent and lasting peace before my term
ends. That is my goal, that is my dream.”
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The Government envisions a Philippines that by 20200 shall become “a secure
and prosperous nation wherein people’s welfare, well-being, ways of life and core
values; government and its institutions; territorial integrity and sovereignty are
protected and enhanced and confident of its place in the community of nations.”
This is in line with Executive Order No. 5 (s. of 2016) regarding Filipinos’ Vision:
“In 2040, we will all enjoy a stable and comfortable lifestyle, secure in the
knowledge that we have enough for our daily needs and unexpected expenses, that
we can plan and prepare for our own and our children’s future. Our family lives
together in a place of our own, and we have the freedom to go where we desire,
protected and enables by a clean, efficient and fair government.”
This NSP establishes the Philippines’ national security goals and strategic
objectives with primary focus on the political, economic, socio-cultural, technological,
environmental, informational, diplomatic and military aspects, which are vital to nation-
building.
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. identify and understand the eight National Security
Interests.
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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.”
The most fundamental duties of the State are to ensure public safety, maintain
law and order, and dispense social justice within the purview of the constitutionally
enshrined principles of democracy, rule of law and respect for human rights. The
Governments seeks to enhance its ability to execute the above mandate by
strengthening the five pillars of the criminal justice system – law enforcement, the
courts, prosecution, penology and the community. Central to this goal is the concept of
participatory governance, in which all sectors are fully engaged in a meaningful
partnership with the Government for the task of building a safer and more tranquil
society. It speaks of collaborative relationship between the Government and the people
particularly with respect to public safety issues involving the protection of human lives,
private property, public assets and critical infrastructure.
This is a condition where peace prevails even in diversity and where cooperation
and support exists between government and the people under an atmosphere of
mutual respect and empathy, bound by a strong notion of nationhood and sense of duty
to respect the rule of law and serve the common good.
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economic initiatives at the community level. It encourages community groups and
grassroots organizations to organize themselves around a framework of solidarity and
self-reliance to confront their problems and satisfy their needs.
This condition ensures that the territory of the country is intact and inviolable,
and under the effective control and jurisdiction of the Philippine Government. Within
the bounds of pertinent international laws, this involves the exercise of sovereign rights
over land, aerial domain and maritime territories within the Philippines’ exclusive
economic zone (EEZ) and continental shelf. This includes the right of the Philippines
government to protect and defend all land, marine and sub-marine features and
resources within its territory from invasion and illegal incursions and resource
exploitation.
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National unity is an essential cornerstone of nationhood and national survival.
Without it, there is no future for the country. Filipinos must continue to embrace the
values and belief systems, the moral and ethical standards, the traditions and cultural
heritage which have made them truly distinct and earned a respected place in the
community of nations. Amid, diversity such qualities have served as the invisible but
potent force that teaches the Filipino to care and work for the common good and to
help their fellow Filipinos especially during times of tragedies and disasters. The
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. develop a high sense of understanding that confronting
the society.
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“There are many amongst us
who advance the assessment
that the problems that bedevil
our country today which need to
be addressed with urgency, are
corruption, both in the high and
low echelons of government,
criminality in the streets, and the
rampant sale of illegal drugs….
For I see these ills as mere
symptoms of a virulent social
disease that creeps and cuts into
the moral fiber of Philippine society. I sense a problem deeper and more serious
than any of those mentioned or all of them put together. Erosion of faith and
trust in government – that I the real problem that confronts us.”
The Philippines has grappled for years with a serious peace and order problem.
The national crime rate, considered as one of the highest in Southeast and East Asia. Has
posed a significant deterrent to investments as well as constrained the country’s overall
development potential. While the number of reported crimes has been rising, the ability
of the police to solve crime has decreased. The twin scourge of corruption and
patronage politics plaguing law enforcement institutions and Government sector as a
whole has made it extremely hard, if not impossible , to bring the crime rate down.
Clearly, ensuring public security and enforcing the rule of law is one of the key
governance challenges confronting the Philippine Government. This has amplified the
need to undertake crucial reforms aimed at cleansing and strengthening the five pillars
of criminal justice system, namely: law enforcement, the courts, prosecution,
correctional institutions, and the community.
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The communist rebellion being waged by the Communist Party of the
Philippines and its armed wing, the New People’s Army (NPA), continues to pose
serious peace and order problems in the country. The insurgency is one of Asia’s longest
running conflicts and has claimed an estimated 30,000 lives since the 1960s. While the
NPA is believed to have fewer than 4,000 soldiers now, down peak of 26,000 in the
1980s, it retains support among the extremely poor in the rural Philippines. There are
persistent challenges to the tree-decade old peace negotiations with the communists,
but the Government will keep forging on until both parties agree to end the fighting.
The Muslim separatist struggle being waged by non-state armed groups and
extremist movements remains a major source of instability in resource-rich but
impoverished parts of the southern Philippines (Mindanao). The on-and-off peace
process with the Moro Islamic Liberation Front (MILF) – the largest and most organized
of the myriad radical groups operating in Mindanao – made a promising breakthrough
when finally a peace deal was signed in March 20214. A draft Bangsamoro Basic Law
(BBL), which forms the backbone of the 2014 peace accord, is pending approval by
Philippine Congress
The Philippines faces continuing threats from terrorism, both foreign and
domestic origin. The Abu Sayyaf Group (ASG) remains as the foremost terror group
actively inflicting severe socio-political and economic disruptions. The ASG is an
extremist organization known for its bandit-like tactics and notorious for beheadings
and kidnap-for-ransom activities in Mindanao.
The problem of transnational crimes has become more pressing. Given its
archipelagic attributes, the Philippines’ borders are porous and vulnerable to the
activities of international crime syndicates. These illegal transborder activities include:
drug trafficking; human trafficking of children, women, illegal migrants and labor; illegal
fishing/poaching; arms smuggling; and money laundering.
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Poverty remains pervasive and is not expected to change significantly in the near
future. As the population continues to grow, more Filipinos are expected to join the
ranks of the poor so long as the poverty rate remains largely unchanged.
Income inequality between the rich and the poor and between urban and rural
areas has remains high and will likely persist into the future. The poorest 20% of
Filipinos own less than 5% of the country’s total income and the richest 10% of the
population accumulate income 2.7 times more than that of the poorest 40%. Moreover,
average yearly unemployment and underemployment rates for the past five years
remains steady at around 6% and 18%, respectively. In absolute terms, about 2.8 million
Filipinos were unemployed and 6.4 million Filipinos were underemployed (PSA January
2017).
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The slowdown in major economies of the world such as US, China and the
European Union will have an impact on virtually every country in the world
including the Philippines. Economic downturns abroad could temper demand
for Philippines exports, slow down foreign investments and hurt the overall
business climate in the country.
Conflicts abroad and other emerging global security threats pose a direct
danger to overseas Filipinos workers (OFWs), who contribute significantly to
the national economy, accounting for most of the country’s net factor
income from abroad (NFIA) through their remittances.
Nuclear weapons
Chemical warfare agents
Biological warfare agents
a. Rising Threat of Cybercrime – credit card fraud, ATM theft, call center scams,
and other computer or web-based forms of deception schemes and identity
theft.
b. Climate Change – There are five channels through which climate change could
affect security:
i. threat to the well-being of the most vulnerable communities,
ii. impact to economic development --- halting or significantly slowing-down
growth thereby worsening poverty and increasing desperation,
iii. second-order effect of unsuccessful adaptation in the form of
uncoordinated coping or survival strategies of local population,
iv. threat posed by climate change to the viability and even survival of a
number of sovereign states,
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v. availability or access to natural resource and the resultant competition
and possible territorial disputes between countries.
Task/Activity
2. Is corona virus can be considered as national security issues? Explain and write
your answer on the space provided.
3. As a citizen of this country, what can you contribute to help the Government
attain its vision? Write your answer on the space provided.
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MODULE 4
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. demonstrate deep understanding about the issue of
mental health; and
2. perceive that there is no good in drugs.
“Mental health is not a destination but a process. It’s about how you
drive, not where you’re going.”
NOAM SHPANCER, PhD.
What is Mental Health?
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Factors Contribute to Mental Health
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Make meaningful contributions to
their communities
Task/Activity
True or False. Read the statement below carefully. Place a T on the line if you think
the statement is True and F if you think the statement is False.
_____ 1. Children do not experience mental health problems.
_____ 2. People with mental health problems are violent and unpredictable.
_____ 3. Personality weakness or character flaws are the causes of mental health
problems.
_____ 4. There is hope for people with mental health problems.
_____ 5. Therapy and self-help cannot help treating mental health.
_____ 6. It is impossible to prevent mental illnesses.
_____ 7. Mental illnesses is a form of intellectual disability or brain damage.
_____ 8. Mental health problems cannot affect me.
What is drug?
It is a chemical substance that is intended to be taken or administered for the
purpose of altering, sustaining or controlling the recipients’ physical, mental, or
emotional state (PDEA, 2010).
As Dictionary.com defines it, drug is a habit-forming medicinal or illicit
substance, especially a narcotic.
What is drug abuse?
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Drug abuse, as defined by PDEA (2010), is the use of any chemical substance, licit
or illicit, resulting to individual’s physical, mental, or social impairment.
Drug abuse may refer to any of the following practices (PDEA, 2010):
Using, useful drugs, which have the capacity to alter the mood or behavior
without benefit or prescription.
Using drugs and substances for a purpose different from the one from which the
drug has been prescribed.
What is drug addiction?
According to WebMD (2018), addiction is a disease that affects the brain and
behavior. When one is addicted to drugs, he or she can’t resist the desire to use them,
no matter how much harm the drugs may cause. At first, one may choose to take a drug
because of the way it makes him or her feel. One might think it’s controllable to use that
specific drug for but over time, it will bring change on how the brain works and later on,
it will make one lose self-control which can lead to negative or unlikeable behaviours.
B. Pharmacological
1. Stimulants
2. Depressants
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3. Hallucinogens
1. Stimulants
Any of a group of drugs that excite the central nervous system and are also
known as “uppers”. It increase alertness, alleviate fatigue, reduce hunger and
provide a feeling of satisfaction and well-being. Its examples are cocaine,
methamphetamine (shabu).
2. Depressants
Any drug or chemicals that decrease the activity of any bodily function and are
also called as the downers or barbs. The term is most often used to refer to drugs
that reduce the activity of the central nervous system. Examples are sedatives,
sleeping pills, tranquilizers, alcohol.
3. Hallucinogens
Any natural or synthetic psychoactive drug that produce marked distortion of the
senses and the changes in perception. This was also called as “psychedelics”. This
type of drug was originally developed as an appetite suppressant. Examples are
MJ, LSD, ecstacy and ketamine.
1. Legal- for examples are tobacco, caffeine, and alcohol. These may be subject to
restrictions based on age, location of use, and driving regulations.
2. Illegal- for examples are cocaine and heroine. These are not subject to quality or
price controls and the amount of active ingredient varies.
Commonly Abused Drugs
1. Methamphetamine Hydrochloride or
Shabu
Shabu is another name for
methamphetamine hydrochloride, also known
as crystal meth or simply meth and ice. It is a
highly addictive stimulant that causes its user
irreversible harm, physically and mentally.
Shabu can be snorted, smoked, injected and
dissolved in water. (Source:https://www.thecabinchiangmai.com/blog/
shabu-use-in-the-philippines/
Contents:
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Ephedrine- (classified as dangerous drugs) its main ingredient which can cause
brain damage
Toluene- chemical used for paints, adhesives, etc.
Acetone- nail cleaner
Lithium batteries- cancer-causing components
Battery acid- corrosive chemical
Drain cleaner- liquid soap
Hydrochloric acid- muriatic acid
Chloroform-cancer-causing solvent
Immediate effects:
Illusions or hallucinations
(Source: https://www.ddb.gov.ph/newsroom/46-
sidebar/58-facts-on-drugs)
Irregular or fast heart beat and pulse
rate
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Bloodshot eye, blurred vision and rapid eye movement
Dry mouth and throat
Forgetfulness and inability to think
Altered sense of time or disorientation
Impaired reflexes coordination and concentration
Acute panic anxiety & sleepiness
3. Inhalants
These are volatile chemical substances that contain
psycho-active vapors producing a state of intoxication.
Examples are glue and adhesive cement, rugby, super glue
and thinner.
philippines.com/2013/02/philippine-drug-
issue.html)
Immediate effects:
4. Methylenedioxymethamphetamine or Ecstacy
It is a synthetic (man-made) drug made in
laboratory which comes in different colors and are
sometimes marked with cartoon-like images. Ecstasy
is often called as “the love pill” because it heightens
perceptions of sound and color and amplifies
sensations especially when one touches or caresses
another. This often contains hallucinogens, which
(Source:
https://www.drugabuse.gov/publications/dru are drugs that act on the mind and cause people to
gfacts/mdma-ecstasymolly)
see or feel things that are not really there. Mixing it
with alcohol is extremely dangerous and are oftentimes lethal.
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Immediate effects:
long-lasting and perhaps permanent damage to the brain affecting the person’s
judgment and thinking ability.
Common reasons why people turn to drugs
1. Family problems
2. Peer pressure
3. Weak personality, desire to escape from reality
Common signs of drug abuse
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the protection of the citizens, especially the youth, from the harmful effects of
dangerous drugs on their physical and mental well-being. This law also stated the re-
organization of the Philippine Drug Enforcement System. It includes the new Dangerous
Drugs Board (DDB) as the policy and strategy formulating body and the creation of the
Philippine Drug Enforcement Agency (PDEA). PDEA is a regular law enforcement agency
which is an implementing arm of DDB. It was responsible for efficient and effective law
enforcement of all provisions on any dangerous drug and/or controlled precursor and
essential chemicals.
Global Health Program of the Association of Pacific Rim Universities (APRU), a
non-profit network of 50 universities in the Pacific Rim called on to the government to
address the root causes of the illegal drug problem in the Philippines. They wanted to
relay to the leaders, policymakers, healthcare professionals, and human rights
advocates in the region to work together to protect and promote health and well-being
of all populations in the region (Simbulan, Estacio, Maligaso, Herbosa, & Withers, 2019).
Drug Education in the Philippines
According to the Drug Free World (2020), the best solution is to reach young
people with effective, fact-based drug education—before they start experimenting with
drugs. The main focus of substance abuse education is teaching individuals about drug
and alcohol abuse and how to avoid, stop or get help for substance use disorders. Teens
and young adults who know the facts about drugs are much less likely to start using
them and before they destroy their health and as well as their lives.
Importance of Drug Education
Knowledge is power, and with accurate information about the topic, a person
will be more likely to make a factual information that will lead to informed
decision.
People would be aware of the damage that all drugs and other substance
have which can potentially harm the body, mind, and relationship with other
people.
The information and insights that the student will learn can also be shared to
other people.
Many misconceptions will be avoided about commonly used legal and illegal
substances, such as alcohol and marijuana. Ensuring that students are
educated about drugs can help prevent them from using these, especially the
ones that are made to sound harmless, but in reality are very addictive or
dangerous to the body.
It will shape the future of the next generation of Filipinos and will dramatically
transform the landscape of Philippine security.
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Effective drug education is important because young people are faced with many
influences and pressure to use both legal and illegal drugs. llicit drug production,
trafficking, and use remain a matter of shared concern among citizens since they hinder
development and pose a threat to security among countries. Health, a crucial
qualification for development of a person and a nation, is undesirably affected as drug
use causes many health problems or worse, death. It has also been shown to be
associated with other risky behaviors such as drunk-driving, unprotected sex, rape and
needle-sharing, which can lead to hepatitis and HIV-AIDS (Dangerous Drugs Board,
2018).
Thus, investing in efforts that would deter people, especially the youth, from
using dangerous drugs would greatly benefit the society. Drug abstinence can lead to
better learning outcomes, healthier families, more productive workforce, safer
communities, and longer life expectancy according to Dangerous Drugs Board (2018).
Important things to remember about drugs
Drug addiction is a chronic disease characterized by seeking of drugs and it
becomes uncontrollable or compulsive despite its harmful consequences.
Drug addiction is also a deteriorating disease since the brain changes which
occur over time because of the abuse of drugs challenge the self-control of the addicted
person and interfere with his or her ability to resist intense urges to take drugs.
Relapse is the return of a person to using drug after initially attempting to stop.
Relapse also indicates that there is a need for more or different treatment.
Most drugs affect the brain's reward circuit by flooding it with the chemical
messenger dopamine. Surges of dopamine in the reward circuit cause the reinforcement
of pleasurable but unhealthy activities, leading people to repeat the behavior again and
again.
Over time, the brain adjusts to the excess dopamine, which reduces the high that
the person feels compared to the high they felt after taking a drug for the first time. This
is an effect known as tolerance. And because of this, they might take more of the drug,
trying to achieve the same dopamine high.
No single factor can predict whether a person will become addicted to drugs. A
combination of genetic, environmental, and developmental factors influences are
considered risk of a person’s addiction. The more risk factors a person has, the greater
his or her chance of taking drugs which can lead to addiction.
Drug addiction is treatable and can be successfully managed.
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More good news is that drug use and addiction are preventable. Teachers,
parents, and health care providers have crucial roles in educating young people to
prevent them from drug use and addiction.
Task/Activity
1. In your own way, how can you avoid using illegal drugs? Explain your answer.
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. heighten awareness on the issues of climate change;
and
2. demonstrate environmental awareness by being part
of the solution.
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Climate change refers to significant, long-term changes in the global climate.
The global climate is the connected system of sun, earth and oceans, wind, rain and
snow, forests, deserts and savannas, and everything people do, too. The climate of a
place, say New York, can be described as its rainfall, changing temperatures during the
year and so on.
Natural Causes
1. Continental drift - You may have noticed something peculiar about South America
and Africa on a map of the world - don't they seem to fit into each other like
pieces in a jigsaw puzzle?
About 200 million years ago they were joined
together! Scientists believe that back then,
the earth was not as we see it today, but the
continents were all part of one large
landmass. Proof of this comes from the
similarity between plant and animal fossils
and broad belts of rocks found on the eastern
coastline of South America and western
coastline of Africa, which are now widely
separated by the Atlantic Ocean. The
discovery of fossils of tropical plants (in the (Source: https://www.ck12.org/book/ck-12-earth-
science-concepts-for-high-school/section/6.1/
form of coal deposits) in Antarctica has led to
the conclusion that this frozen land at some time in the past, must have been
situated closer to the equator, where the climate was tropical, with swamps and
plenty of lush vegetation.
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The continents that we are familiar with today were formed when the landmass
began gradually drifting apart, millions of years back. This drift also had an
impact on the climate because it changed the physical features of the landmass,
their position and the position of water bodies. The separation of the landmasses
changed the flow of ocean currents and winds, which affected the climate. This
drift of the continents continues even today; the Himalayan range is rising by
about 1 mm (millimeter) every year because the Indian land mass is moving
towards the Asian land mass, slowly but steadily.
(Source: https://www.visionlearning.com/en/library/Earth-
Science/6/Factors-that-Control-Regional-Climate/255)
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Changes in the tilt of the earth can affect the severity of the seasons - more tilt
means warmer summers and colder winters; less tilt means cooler summers and
milder winters.
Winds push horizontally against the sea surface and drive ocean current
patterns.
Certain parts of the world are influenced by ocean currents more than others.
The coast of Peru and other adjoining regions are directly influenced by the
Humboldt current that flows along the coastline of Peru. The El Niño event in the
Pacific Ocean can affect climatic conditions all over the world.
Human Causes
Greenhouse gas emission is a major human cause of climate change, and their
sources include transportation, electricity, production, burning fossil fuel in
industries, commercial and residential application, agriculture and land use.
These gases include:
Carbon dioxide or Carbon IV Oxide – from burning of fossil fuels like coal, oil
and gas
Methane – from digestive systems of grazing animals, manure management
and rice cultivation
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Nitrous oxide – use of organic fertilizer, nitric acid production, fossil fuel
combustion and burning of biomass
Chlorofluorocarbons – used in home appliances like refrigerator, air
conditioner
Sulphur hexachloride – used in dielectric materials like dielectric liquids and
for special medical procedure
Trees take in carbon dioxide and release oxygen to the atmosphere during
photosynthesis; hence, surplus carbon iv oxide is stored in the plants to help in
growth and development. When we cut trees, their stored CO2 gets emitted to
the atmosphere, which contributes to global warming.
Trees also help in regulating regional rainfall which prevents floods and drought
in the area, cutting down trees influences the rainfall patterns globally.
Deforestation also leads to changes in the landscape and the earth's surface's
reflectivity, which leads to increased absorption of energy from the sun that
results in global warming leading to changes in climate patterns.
3. Agriculture - one of the most common human causes of climate change through
emissions of gases and the conversion of forests to agricultural land.
The modern agriculture practices and food production method using synthetic
fertilizers are great contributors to greenhouse gas emissions, global warming,
and climate change. The introduction of large scale farming has led to
deforestation and machine intensive farming, which contributes to carbon
emissions.
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Manufacturing involves the use of large amounts of power and the alteration of
natural systems; it is directly responsible for domestic emissions and indirect
emissions through electricity and fuel use. The manufacturing operations are
linked to direct greenhouse gas emissions, for instance, in the production of
chemicals, iron, or steel, which are highly energy-intensive.
BARBARA WARD
Task/Activity
Give at least five (5) things that you can do to reduce the emission of GHG, which
is the biggest human causes of climate change. Write your answer on the space
provided.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
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The collecting, treating, and disposing of solid material that is discarded because
it has served its purpose or is no longer useful. Improper disposal of municipal solid
waste can create unsanitary conditions, and these
conditions in turn can lead to pollution of
the environment and to outbreaks of vector-borne
disease—that is, diseases spread by rodents and insects.
The tasks of solid-waste management present complex
technical challenges. They also pose a wide variety of
administrative, economic, and social problems that must
be managed and solved.
(Source: https://www.facebook.com/zerowastephilippinesinc/)
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Solid-waste characteristics vary considerably among communities and nations.
American refuse is usually lighter, for example, than European or Japanese refuse. In the
United States paper and paperboard products make up close to 40 percent of the total
weight of MSW; food waste accounts for less than 10 percent. The rest is a mixture of
yard trimmings, wood, glass, metal, plastic, leather, cloth, and other miscellaneous
materials. In a loose or uncompacted state, MSW of this type weighs approximately 120
kg per cubic metre (200 pounds per cubic yard). These figures vary with geographic
location, economic conditions, season of the year, and many other factors. Waste
characteristics from each community must be studied carefully before any treatment or
disposal facility is designed and built.
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each collection vehicle. These are typically trucks of the enclosed, compacting type, with
capacities up to 30 cubic metres (40 cubic yards). Loading can be done from the front,
rear, or side. Compaction reduces the volume of refuse in the truck to less than half of
its loose volume.
Refuse collection usually occurs at least once per week because of the rapid
decomposition of food waste. The amount of garbage in the refuse of an individual
home can be reduced by garbage grinders, or garbage disposals. Ground garbage puts
an extra load on sewerage systems, but this can usually be accommodated.
Many communities now conduct source separation and recycling programs, in which
homeowners and businesses separate recyclable materials from garbage and place
them in separate containers for collection. In addition, some communities have drop-off
centres where residents can bring recyclables.
2. Transfer stations
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reduce its volume by as much as 50 percent. The stabilized product is
called compost or humus. It resembles potting soil in texture and odour and may be
used as a soil conditioner or mulch.
3. Sanitary Landfill - Land disposal is the most common management strategy for
municipal solid waste. Refuse can be safely deposited in a sanitary landfill, a disposal
site that is carefully selected, designed, constructed, and operated to protect
the environment and public health.
For Solid Waste Management, the priority activities are: (1) closure if dumpsites;
and (2) establishment of material recovery facilities (MRFS).
As the local chapter of TAK, San Jose shall strengthen through an ordinance it
previously issued (Ordinance No. 831 of 2017: An ordinance promoting the use of
reusable and biodegradable plastic bags and prohibiting the use of non-biodegradable
plastic bags in groceries, restaurants and other establishments in the Municipality of San
Jose and providing penalties for violation thereof), waste segregation at source and
prohibition of disposable or single-use plastics including plastic bags, utensils, cups,
straws, and stirrers.
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The ordinance aims to reduce the volume of plastic wastes that eventually
pollute portions of the Mangarin Bay and Pandurucan River, the town’s treasured
bodies of water.
Task/Activity
MODULE 5
Types of Self-Awareness
1. Public Self-Awareness
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This type emerges when people are aware of how they appear to others.
Public self-awareness often emerges in situations when people are at the center
of attention, such as giving presentation or talking to a group of friends.
2. Private Self-Awareness
For example, seeing your face in the mirror is a type of private self-
awareness. Feeling your stomach lurch when you realize you forgot to study for
an important test or feeling your heart flutter when you see someone you are
attracted.
Self-concept vs Self-awareness
Importance of Self-awareness
“In our personal lives, if we do not develop our own self-awareness and
become responsible for first creations, we empower other people and
circumstances to shape our lives by default.”
STEPHEN COVEY
Task/Activity
Answer the following questions. Write your answer on the space provided.
Please take note that there is no right or wrong about your answer. It is only an exercise
of assessing yourself.
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1. What am I good at?
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2. What am I so-so at?
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3. What am I bad at?
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4. What makes me tired?
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5. What is the most important thing in my life?
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6. Who are the most important people in my life?
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7. How much sleep do I need?
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8. What stresses me out?
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9. What relaxes me?
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16. What type of person do I want to be?
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What is leadership?
Leadership is a process by
which an executive can direct, guide
and influence the behavior and work
of others towards accomplishment of
specific goals in a given situation.
Leadership is the ability of a manager
to induce the subordinates to work
with confidence and zeal.
Characteristics of Leadership
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2. It denotes a few qualities to be present in a person which includes intelligence,
maturity and personality.
3. It is a group process. It involves two or more people interacting with each other.
4. A leader is involved in shaping and moulding the behaviour of the group towards
accomplishment of organizational goals.
5. Leadership is situation bound. There is no best style of leadership. It all depends
upon tackling with the situations.
Importance of Leadership
3. Providing guidance- A leader has to not only supervise but also play a guiding
role for the subordinates. Guidance here means instructing the subordinates the
way they have to perform their work effectively and efficiently.
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A leader has multidimensional traits in
him, which makes him appealing and effective in
behavior. The following are the requisites to be
present in a good leader:
5. Objective- A leader has to be having a fair outlook which is free from bias and
which does not reflects his willingness towards a particular individual. He should
develop his own opinion and should base his judgement on facts and logic.
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9. Humanist-This trait to be present in a leader is essential because he deals with
human beings and is in personal contact with them. He has to handle the
personal problems of his subordinates with great care and attention. Therefore,
treating the human beings on humanitarian grounds is essential for building a
congenial environment.
10. Empathy- It is an old adage “Stepping into the shoes of others”. This is very
important because fair judgement and objectivity comes only then. A leader
should understand the problems and complaints of employees and should also
have a complete view of the needs and aspirations of the employees. This helps
in improving human relations and personal contacts with the employees.
How to be a Good Leader - What makes Leadership Effective ?
Motivation
Commitment
Self-sacrifice
Honesty
Determination
Resourcefulness
Daring
Knowledge
Good communication skills
Passion
Responsibility
Judgement
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Make the goals clear to all.
Support the followers in accomplishing the objectives and in reaching
their potential.
Discover efficient and economical ways of performing the task.
Ensure proper and effective communication with the followers. There
should be no place for misunderstanding and misinterpretations.
Be a trainer and not an opponent/critic.
An effective leader is one who meets the job requirements, team requirements
as well as individual requirements. While concentrating on the job, a leader would
synchronize the departmental goals with the organizational goals. He would ensure that
the employees have the required skills and competencies for performing the job
effectively and efficiently. He would provide the employees the essential resources for
performing the job such as time, knowledge and equipment. He would ensure that
employees have no difficulty in performing the tasks assigned to them. And finally, an
effective leader would review progress and give the employees a feedback of their
performance.
Task/Activity
employees as a team.
Create a mnemonic that best describe a good LEADER.
L -
E -
A -
D -
E -
R -
TOPIC 3: GOOD CITIZENSHIP VALUES
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“We, the sovereign Filipino people, imploring the aid of almighty God, in
order to build a just and humane society and establish a government that shall
embody our ideas and aspirations, to promote the common good, conserve and
develop our patrimony, and secure to ourselves and our posterity the blessings
of independence and democracy, under the rule of law and a regime of truth,
justice, freedom, love equality and peace, do ordain and promulgate this
constitution.”
Task/Activity
Identify the pro-God values that shows on the movie: Miracle from Heaven
(Appendix B). Write it on the space provided below.
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________________________________________________________________________
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Task/Activity
Make a short poem that emphasizes the values included on pro-country. Write
your answer on the space provided.
________________________________________________________________________
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C. Pro – People 1. Love
2. Freedom
3. Peace
4. Truth
5. Justice
Task/Activity
Based on the National Security Policy 2017-2022 that was previously deliberated
on Module 3 identify the pro-people and pro-environment measures that the
government had established. Write you answer on the space provided.
________________________________________________________________________
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REFERENCES
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Department of Environment and Natural Resources Articles
Foroux, D. https://dariusforoux.com/self-awareness/
National Institute on Drug Abuse. (2018). Understanding drug use and addiction.
Retrieved from
https://www.drugabuse.gov/publications/drugfacts/understanding-drug-use-
addiction.
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Philippines: Disaster Management Reference Handbook,
https://relief.int/report/philippines/philippines-disaster-management-reference-
handbook-march-2018
Simbulan, N., Estacio, L., Maligaso, C., Herbosa, T., & Withers, M. (2019). The Manila
Declaration on the Drug Problem in the Philippines. Retrieved from
https://www.researchgate.net/publication/331532147_The_Manila_Declaration
_on_the_Drug_Problem_in_the_Philippines.
Stotts,I. (2017). Shabu – What is it? Side Effects, and Filipino Social Problems. Retrieved
from https://addictionresource.com/drugs/speed/shabu/
https://www.mga.edu/risk-management/docs/training/safety-powerpoints/
Basic_First_Aid.ppt
https://www.guideone.com/my-account/download-safety-national-document/
A1001001A17J16B15723D08741
APPENDICES
A. Full Body Outline – Male
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Full Body Outline - Female
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B. Plot of the movie: Miracle from Heaven (2016)
Set in Burleson, Texas, between 2008 and 2012, the film centers on a 10-year-old girl
named Anna (Kylie Rogers), daughter of Christy Beam (Jennifer Garner). One day, Anna starts to
vomit, and when is examined by her doctor, he does not find anything abnormal. On March 20,
2008, Anna wakes up her family at midnight because of an intense stomach pain, severe enough
that her parents decide to take her to the hospital. Doctors find no signs of illness, except to say
it could be either acid reflux, or lactose intolerance, but Christy is not convinced by this.
The following morning, Christy finally finds a pediatrician in the hospital that is able to
diagnose Anna with an abdominal obstruction, and he tells them he must operate immediately
or she will die. After the emergency surgery is performed, the doctor explains that Anna has
been left with pseudo-obstruction motility disorder and she is unable to eat, so feeding tubes
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are needed for her nutrition. The doctor then tells the Beams about America's foremost
pediatric gastroenterologist, Dr. Samuel Nurko (Eugenio Derbez), who practices in Boston, but
explains it could take months for them to be seen. In January 2009, Christy and Anna travel
to Boston despite not having an appointment with the doctor.
Dr. Nurko has a last minute opening, and when Anna is subsequently examined
at Boston Children's Hospital, the extent of her chronic illness is found. She then goes through
extensive treatment. During this ordeal, Anna and her mother befriend a local Massachusetts
resident named Angela Bradford (Queen Latifah), as well as Ben (Wayne Peré) and his daughter,
Haley (Hannah Alligood) who has cancer.
On December 29, 2011, Anna, along with her bigger sister Abbie (Brighton Sharbino),
climb up to a very high branch of an old cotton tree. While they are on that branch, it begins to
break. Anna goes to the trunk for safety, whereupon stepping on it, she falls in a hole to the
base of the tree. When Christy finds out what has happened, she desperately calls her husband
Kevin (Martin Henderson), as well as the fire department. Anna is then rescued by the
firefighters, who warn Christy to expect the worst by saying that nobody could fall 30 feet
without sustaining a serious injury; broken bones or paralysis. Once out, Anna is airlifted to a
hospital, where a battery of tests are run on her, and all of the tests come back negative. Other
than a minor concussion, Anna is uninjured.
Sometime after the fall, Anna seems to no longer be affected by her illness. When
Christy and Anna go to an appointment with Dr. Nurko, he tells Christy that Anna is miraculously
cured. Anna then recounts with her parents the experience she had during the fall. She
describes how her soul left her body during the fall, and God promised that she would be cured
of her illness upon her return to Earth. At church, Christy shares the story of how God
miraculously healed her daughter with His love. As Christy finishes her speech, one of the
congregation protests, stating that he does not believe Christy. Ben, who has traveled from
Boston upon hearing the story about Anna, believes her and tells her that Haley died peacefully
because Anna gave her faith when in the hospital, making Anna cry because Hayley was her best
friend.
Note:
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