OTHER NATIONAL

SECURITY CONCERN
OTHER NATIONAL SECURITY CONCERN

• Throughout its history the United States has acted to protect its territories, citizenry, and
interests at home and abroad. The terrorist events of September 11, 2001, heightened
public interest in national security matters, and the U.S. government has asked all
Americans to be watchful, suspicious, and alert to signs of danger or potential security
threats. Since September 11, 2001, rarely does a day pass without media attention
focused on national security issues.
• As new conflicts emerge and power shifts occur worldwide, America's role and
responsibilities in terms of ensuring its own and other nations' security is evolving. As a
global leader, the United States is challenged to continually revisit its fundamental values
and to reset its national security agenda accordingly.
 NATIONAL SECURITY

• At the beginning of the twenty-first century, the term national security is used in the United States to describe both
the concept and philosophy of protecting and defending the nation and as well as the specific programs and
actions undertaken to achieve this important goal. The concept of national security has been defined in different
ways throughout the years. However, most definitions of national security center not only on building and
supporting the capacity to safeguard U.S. citizens but also on maintaining public confidence in the government's
ability to defend against threats to national values, integrity, and property. In 1962 Arnold Wolfers wrote in Discord
and Collaboration (Baltimore, MD: Johns Hopkins University Press) that "Security, in an objective sense, measures
the absence of threats to acquired values, in a subjective sense, the absence of fear that such values will be
attacked." More than three decades later, Sam Sarkesian observed in U.S. National Security: Policy Makers,
Processes, and Politics (Boulder, CO: Lynne Reiner Publishers, 2nd ed., 1995) that "National security is the
confidence held by the great majority of the nation's people that the nation has the military capability and effective
policy to prevent its adversaries from effectively using force in preventing the nation's pursuit of its national
interests."
 INTELLIGENCE AND COUNTERTERRORISM

• National Security Agency

• The NSA, which has a longer formal title (the National Security Agency/Central Security
Service (NSA/CSS)) is tasked with two primary responsibilities: information assurance
and signals intelligence.
 NSA IS ORGANIZED AS FOLLOWS:

• The Information Assurance Directorate (IAD) operates under the authority of the secretary of
defense and ensures the availability, integrity, authentication, confidentiality, and nonrepudiation of
national security and telecommunications and information systems (national security systems). The
IAD is dedicated to providing information assurance solutions that serve to protect US information
systems from harm. This mission involves many activities, including the following:
• Detecting, reporting, and responding to cyberthreats
• Making encryption codes to securely pass information between systems
• Embedding information assurance measures directly into the emerging global information grid
• Building secure audio and video communications equipment
• Making tamper-proof products
• Providing trusted microelectronics solutions
• Testing the security of its partners’ and customers’ systems
• Providing operational security assistance
• Evaluating commercial software and hardware against set standards
• The Signals Intelligence Directorate is responsible for understanding end users’ intelligence
information needs, and for the collection, analysis and production, and dissemination of SIGINT.
The NSA’s SIGINT mission provides military leaders and policymakers with intelligence to ensure
national defense and to advance US global interests, and the information attained is specifically
limited to that focuses on foreign powers, organizations, or persons, and international terrorists.
• The Central Security Service (CSS) oversees the function of the military cryptologic system,
develops policy and guidance on the contributions of military cryptology to the Signals
Intelligence/Information Security (SIGINT/INFOSEC) enterprise, and manages the partnership of
the NSA and the Service Cryptologic Components. The NSA as a whole is known as “NSA/CSS.”
• The NSA/CSS Threat Operations Center (NTOC) monitors the operations of the global network
to identify network-based threats and protect the United States and allied networks.
• The National Security Operations Center (NSOC) is a 24 hours a day/7 days a week operations
center that, on behalf of the NSA/CSS, provides total situational awareness across the NSA/CSS
enterprise for both foreign signals intelligence and information assurance, maintains cognizance
of national security information needs, and monitors unfolding world events.
• The Research Directorate conducts research on signals intelligence and on information
assurance for the US government.
 CONCEPT OF NATIONAL SECURITY

• The concept of national security has changed over time. It has evolved and expanded to include not only
national defense but also the development of the nation and improvement of the aspect of well-being of its
citizens. The change and expansion of scope and focus of national security was primarily driven from
concept of human security where security is interpreted as:
• a. security of people, not just of territory;
• b. security of individuals, not just of nations; and
• c. security through development, not through arms.
• Bavier (2005) asserted that the Philippine archipelagic security consists both of state security and human
security interests and that the State security cannot be advanced without giving due attention to human
security needs.
 TRADITIONAL DEFINITION AND TRANSITION

• The protection of the nation’s people and territory from physical assault
• Equated with national defense
• Threats that emanate from outside territorial boundaries
➢ President Fidel Ramos (1992-1998): “as a state or condition wherein the people’s way of life and
institutions, their territorial integrity and sovereignty, and their welfare and wellbeing are protected
and enhanced” (Almonte, 1992).
➢ President Noynoy Aquino (2010): “a state or condition wherein the country’s interests, its
sovereignty, territorial integrity and democratic institutions, and the people’s way of life, cherished
values, welfare and well-being are preserved.” (NSC, 2010)
 INTERNAL THREATS SITUATION

• A useful starting point would be a definition of “national security” or at least to

differentiate between the various types of threat
• Sir, In the field of national security it would be hard to name anyone more experienced or
distinguished than the three signatories of the critique of the Liberal Democrats’ policies (
letter, May 4). It is a pity, therefore, that their letter does not take as a starting point a
definition of “national security” or differentiate more clearly between the various types of
threats of which they are only too well aware.
 EXTERNAL THREATS SITUATION

• External threats come from bad actors- individual or organization- outside of your
organization whose aim is to exploit the vulnerabilities in your system for illicit access.
What they do with that access varies greatly, from installing various types of malware
(such as malware, ransomware, or a virus) to simply attacking your system until
something breaks (such as DDoS or Brute Force attacks). A common goal for a
cyberattack is to gain access to sensitive data and resell it on the dark web. After
infiltrating your system, the attackers may remain undetected for a long time, with a
report starting that it takes 280 days on average to identify and contain a data breach.
 PEACE EDUCATION

• What is peace education? -Peace education is a participatory holistic process that includes
teaching for and about democracy and human rights,non violence,social economic
justice,gender equality, environmental sustainability,desarmament, traditional peace
practices, international law and human security.
• -aspires to enable students to become responsible citizens who are open to differences,
capable of empathy and solidarity, both within and across borders and social groups, and
who can deconstruct the foundations of violence and take action to advance the prospects
of peace.
 WHAT ARE THE MAIN REASONS OF PEACE
EDUCATION?
• To provide students the values they have to sustain peace.
• To handle the after effects of war and conflict
• To develop social responsibility that is needed in 21st century
• To provide hope and future for younger generation
• To value the concept of peace to understand war behavior
 BASIC ASSUMPTIONS OF PEACE EDUCATION

• These are:
• 1.Conflict resolution
• 2.Violence Prevention
• 3.Promoting Non-Violence
• 1.Conflict resolution
• -it is the act of finding an answer or solution to a strong disagreement .
• 2.Violence Prevention
• -it is an act stopping violent behavior before it begins.Or simply preventing a violent
action to start.
• 3.Promoting Non-Violence
• -is the refusal to do harm to other humans as life is scared and is an absolute value.
 TYPES OF PROMOTING NON-VIOLENCE

• Non-Violence direct action Occurs when a group takes an action which is intended to
reveal an existing problem without causing any harm Example: Rallies
• Non-Violence Protest and Persuasions Seeks to produce awareness of the dissent
Example: Lobbiying, Petitions
• Non-Violence Cooperation -present the opponent with difficulties in maintaining the
normal operation of the system. Ex.General strikes,boycott
CULTURE OF PEACE
PEACE IS……….

• Peace cannot be kept by force;

• It can only be achived by understanding.

• -Albert Einstein
 WHAT IS CULTURE OF PEACE

• A culture of peace is an integral approach to

preventing violence and violent conflicts,
and an alternative to the culture of war and
violence.
 LEVELS OF PEACE

Personal and inner peace

Social peace
Peace with nature
Peace with the supreme being
AIMS OF CULTURE
OF PEACE
• The aims of culture of peace is an integral
approach to preventing violence and violent
conflicts.
• THEORETICAL VIEWS ON PEACE
EDUCATION
 INTERACTIONIST VIEW

• Interactionist believe that like many things in

life, peace education starts at home, developed
through socialization or interactions with
significant persons in one’s life.
 FUNCTIONAL PERSPECTIVE

• Believes that school plays a crucial role in

attaining peace from personal level to global
level. Education has a huge role to play in
promoting the ideals of peace, freedom, and
social justice.
 CONFLICT PERSPECTIVE

• The asserted role of education in promoting

solidarity, peace, and harmony is one of the
great self-illusions of education.
 CRITICAL PERSPECTIVE

• Peace education is a tool Wester countries

use to cover up the injustices and oppression
they have caused the world, especially to the
world countries.
 THE ROLE OF THE
YOUTH IN NATIONAL
SECURITY
 NATIONAL YOUTH COMMISION (NYC)

• Republic Act 8044 founded on June 30, 1995

• The Youth in National-Building Act
• An act creating National Youth commission establishing a National Comprehensive and
Coordinated Program on Youth Development, Appropriating Funds Therefore, and for
other Purposes.
• The NYC is the Philippine government’s sole policy-making body on youth affairs, but
also coordinates and implements programs designed to respond to and raise awareness on
youth issues .
• Its mandate is enshrined in the 1987 Philippine
• Constitution: “The State recognizes the vital role of the youth in nation-building and shall
promote and protect their physical, moral, spiritual, intellectual and social wellbeing.
• It shall inculcate in the youth patriotism and nationalism; and encourage their
involvement in public and civic affairs.
 Leader:
Jingle Pedroche Rhea Princess
Liezel Penuliar
Rosario

John Michael
Rosario
Jefferson
Mapanao

Instructor: Joey Ramos

Ariel Marc John Vincent

Edwin Mel Lloyd Paz
Melendez
Racho Vino
Perreras