NSTP - PDFCOFFEE.COM (2024)

Module 1 – Citizenship Training

Lesson 1 - Historical and Legal Bases of NSTP Learning Objectives At the end of the topic, students are expected to: a) recognize how NSTP started b) identify pertinent laws in relation to the creation of NSTP

Learning Content Meaning of Service • it is doing something for the benefit of others. • the action of helping or doing work for someone. • it can be VOLUNTARY. The Traditional Filipino Service BAYANIHAN - This tradition among Filipinos shows community participation, democracy and cooperation. It may be for the benefit of an individual member of the community or the community as a whole. Spanish Colonial Administration Polos y servicios – During the Spanish period, these policy or practice were used to compel the Filipinos to work in public works. The polistas constructed churches, casas reales, roads, and built or repaired ships. Able-bodied men 16-60 years of age were obliged to render services as polistas. The Constitutional Mandate The prime duty of the Government is to serve and protect the people. The Government may call upon the people to defend the State and, in fulfillment thereof, all citizens may be required, under conditions provided by law, to render personal military or civil service. (1987 Constitution, Article 2, Section 4) The State recognizes the vital role of the youth in nation-building and shall promote and protect their physical, moral, spiritual, intellectual, and social well-being. It shall inculcate in the youth patriotism and nationalism, and encourage their involvement in public and civic affairs. (1987 Constitution, Article 2, Section 13) Through the above legal provisions, national service comes into existence specifically NSTP BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

The National Service Training Program (NSTP), is a civic education and defense preparedness program students instituted by the Government of the Philippines on 5 January 2000 by virtue of Republic Act9163, otherwise known as the "National Service Training Program (NSTP) Act of 2001." Under the NSTP Program, both male and female college students of any baccalaureate degree course or technical vocational coursein public or private educational institutions are obliged to undergo one of three program components for an academic period of two semesters. The students, however, are free to choose which particular program component to take. The three NSTP Program components are:[1] • Civic Welfare Training Service (CWTS) This program component is designed to provide students with activities contributory to the general welfare and betterment of life of the members of the community especially those developed to improve social welfare services. •

Literacy Training Service(LTS) This program component is designed to train students in teaching literacy and numeracy skills to schoolchildren and out-of-school youths. The hope is to continue learning on a peer - to - peer interaction.

Reserve Officers' Training Corps(ROTC) This program component is designed to provide military education and trainingfor students to mobilize them for national defense preparedness. This is also a glimpse for young people to see how military life is and encourage them into service.

Graduates of the ROTC program component are organized into the Citizen Armed Force, while graduates of the LTS and CWTS program components are organized into the National Service Reserve Corps(NSRC) administered by the Department of National Defense, the Commission on Higher Education and Technical Education and Skills Development Authority. There have been several legal precedents to the National Service Training Program (NSTP) Act of 2001. These include: • Commonwealth Act No. 1 Commonwealth Act No. 1, otherwise known as the "National Defense Act of 1935", was enacted by the National Assembly of the Philippineson 21 December 1935. It provided for obligatorymilitary servicefor all male citizens of ages between 18 and 30.[2] • Presidential Decree No. 1706 Presidential Decree No. 1706, otherwise known as the "National Service Law", was signed into law on 8 August 1980. It made national service obligatory for all Filipino citizens and specified three categories of national service: civic welfare service, law enforcement service and military service.[3] •

Republic Act 7077

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

Republic Act 7077, otherwise known as the "Citizen Armed Forces of the Philippines Reservist Act", was enacted by the 8thCongress of the Philippineson 27 June 1991. The Reservist Act provided for organization, training and utilization of reservists, referred to in the Act as "Citizen Soldiers". The primary pool of manpower for the reservist organization are graduates of the Reserve Officers' Training Corpsbasic and advance courses.[4]

Learning Activity Directions: Look for the article in the internet about the case of the ROTC in University of Sto. Tomas (UST). Look also on the story of Mark Chua, a student of the same university. Make an article or write up that relate the story on the establishment or creation of NSTP as academic requirement for all tertiary or college students.

Learning Assessment Directions:Among the three components of NSTP, which do you think is BEST to take by the first year students in order to help the country in the present crisis. Support your answer by identifying and discussing some practical solutions.

Learning References 1. Labuguen, Florida C.; et al. (2012). Understanding the National Service Training Program. Mutya Publishing House. p. 11. ISBN 978-971-821-289-9. 2. National Assembly of the Philippines. "CA No. 1". Retrieved 28 June 2013. 3. Ferdinand E. Marcos. "PD No. 1706". Retrieved 28 June 2013. 4. 8th Congress of the Republic to the Philippines. "RA 7077". Retrieved 28 June 2013.

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Module 1 – Citizenship Training

Lesson 2 - Philippine Constitution, Preamble and Bill of Rights Learning Objectives At the end of the lesson, the students are expected to: 1. analyze the preamble of the 1987 Philippine Constitution. 2. recognize and acknowledge the duties and obligations of Filipino citizens. 3. cite activities in order to further promote and inculcate nationalism among the youth.

Learning Content Preamble of the 1987 Philippine Constitution “We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and humane society and establish a Government that shall embody our ideals and aspirations, promote the common good, conserve and develop our patrimony, and secure ourselves and posterity the blessings of independence and democracy under the rule of law and regime of truth, justice, freedom, love, equality, and peace, do ordain and promulgate this constitution”. Bill of Rights (from Article III of 1987 Phil. Constitution) 1. No person shall be deprived of life, liberty, or property without due process of law, nor shall any person be denied the equal protection of the laws. 2. The right of the people to be secure in their persons, houses, papers, and effects against unreasonable searches and seizures of whatever nature and for any purpose shall be inviolable, and no search warrant or warrant of arrest shall issue upon probable cause to be determined personally by the judge after examination under oath or affirmation of the complaint and the witnesses he may produce, and particularly describing the place to be searched and the persons or things to be seized. 3. The privacy of communication and correspondence shall ne inviolable except upon lawful order of the court, or when public safety or order requires otherwise as prescribed by law. 4. No law shall be passed abridging the freedom of speech, of expression, or of the press, or the right of the people peaceably to assemble and petition the Government for redress of grievances. BatStateU - National Service Training Program 1 – CWTS/LTS

5. No law shall be made respecting an establishment of religion, or prohibiting the free exercise thereof. 6. The liberty of abode and of changing the same within the limits prescribed by law shall not be impaired except upon lawful order of the court. 7. The right of the people to information on matters of public concern shall be recognized. 8. The right of the people, including those employed in the public and private sectors, to form unions, association, or societies for purposes not contrary to law shall not be abridged. 9. Private property shall not be taken for public use without just compensation. 10. No law impairing the obligation of contracts shall be passed. 11. Free access to the courts and quasi-judicial and adequate legal assistance shall not be denied to any person by reason of poverty. 12. Any person under investigation for the commission of an offense shall have the right to be informed of his right to remain silent and to have competent and independent counsel preferably of his own choice. 13. The right to bail shall not be impaired even when the privilege of the writ of habeas corpus is suspended. Excessive bail shall not be required. 14. No person shall be held to answer for a criminal offense without due process of law. 15. The privilege of the writ of habeas corpus shall not be suspended except in cases of invasion or rebellion when the public safety requires it. 16. All persons shall have the right to a speedy disposition of their cases before all judicial, quasi-judicial, or administrative bodies. 17. No person shall be compelled to be a witness against himself. 18. No person shall be detained solely by reason of his political beliefs and aspirations. 19. Excessive fine shall not be imposed, nor cruel, degrading or inhuman punishment inflicted. Neither shall death penalty be imposed, unless for compelling reasons involving heinous crime, the Congress hereafter provide for it. 20. No person shall be imprisoned for debt or non-payment of a poll tax. 21. No person shall be twice put in jeopardy of punishment for the same offense. 22. No ex post facto law or bill of attainder shall be enacted. Duties and Responsibilities of Filipino citizens Among others, the more important duties and obligations of every citizen in a democratic society are the following: 1. To be loyal to the Republic. This means faith and confidence in the Republic and love and devotion to the country. The citizen must be proud of his country, its custom, traditions, language, and institution. He must share in its glories and feel sad in its misfortunes.

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2. To defend the state. Since the citizens of the Republic receive benefits and protection from the State of which they are apart, in return, it is their primary and honorable duty to defend it against any peril, whether from within or from without. 3. To contribute to the development and welfare of the State. This should be the concern of every citizen for he will be the first to enjoy the benefits thereof. He can contribute to the development and welfare of the state by paying taxes willingly and promptly, by cooperating in its activities and projects such as the preservation of peace and order, conservation of the natural resources and the promotion of social justice by patronizing local products and trades and by engaging in the productive work. 4. To uphold the constitution and obey laws. Since the constitution is the expression of the sovereign will of our people. 5. To cooperate with duly constituted authorities. 6. To exercise rights responsible and with due regard for the rights of others. 7. To engage in gainful work. Every citizen must consider his own responsibility and should strive to become a useful and productive member of society to assure not only himself but, more importantly, his family a lot worthy of human dignity.Every citizen should bear in mind that only hard and sustained work can mend a nations live and survive. 8. To register and vote. It is through suffrage that the will of the people is expressed. The quality of public officials and the policies of government, the success or failure of government depend, directly and indirectly, upon the voters.Voters must be discriminating in evaluating the credentials of candidates and not be satisfied with only their physical attributes and data.

Duties and Rights of the Filipino People 1. Duties of the People The people of the Philippine Republic must understand that they have certain duties or obligations to perform. These duties are the price of freedom and of the rights which people enjoy a. to vote honestly and wisely b. to obey the laws of the land c. to respect public authority d. to be loyal to the Republic e. to defend the Motherland f. to pay taxes to the government g. to take active interest in local, national and international affairs

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2. Rights of the People a. Natural rights – rights conferred upon human beings by God which cannot be taken away Example: right to life, right to love, right to marry b. Civil rights – rights granted by the State for the promotion of common welfare of individual citizens Example: right to own property, right to seek justice in the courts c. Political rights – rights conferred by the state to the people so that they may participate in government Example: right to citizenship, right to suffrage, freedom of speech d. Constitutional rights – rights recognized and protected by the constitution and part of the fundamental law of the land Example: freedom from slavery, freedom to choose one’s residence e. Statutory rights – rights conferred by statutes or law promulgated by a lawmaking body and can be abolished by the same body Example: right to inherit property, right to minimum wage, right to go to strike for higher wages

Learning Activity Directions: 1. Relate thePanatangMakabayan and PanunumpasaWatawat ng Pilipinasto the Preamble of the 1987 Philippine Constitution by discussing its relationship in developing strong nationalism and patriotism among the Filipino. 2. In relation to PanatangMakabayan, what is your reaction to some Filipinos who stayed long in other countries like USA and changed their citizenship? Comment on their sense of nationalism and patriotism.

Learning Assessment Directions: Answer the following questions below. Write your answer and submit to your Instructor or facilitator. 1. How do you internalize the Preamble of our Constitution?

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2. Think of other possible activities to demonstrate nationalism in your barangay.

Learning References 1. 1987 Philippine Constitution 2. Guillo, RM Jr. and De Chavez, F. I. Civic Welfare Training Service Towards Responsive Community Organization and Development. Morlanda Publishing. Manila. 2009. 3. Lee, Sergio J. National Service Training Program, Civic Welfare Training Service, Literacy Training Service: A Source Book 3rd Edition. C 7 E Publishing, Inc. Quezon City 2013. 4. Modules on 16 Good Citizenship Values: Reference for Values Formation by Good Citizenship Movement, EPPC in partnership with CHED. Institution Building Team EDSA People Power Commission. 2010.

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Module 1 – Citizenship Training

Lesson 3 - United Nations Principles on Human Rights Learning Objectives Learning Objectives At the end of the topic, students are expected to: a. recognize human rights as tool for equality and cooperation; b. identify and explain each provision of the United Nations Declaration of Human Rights; c. reflect on the human rights condition in the country; d. promote human rights awareness.

Learning Content Universal Declaration of Human Rights The issue of human rights remains relevant as of this day. Every individual is entitled to his rights in consonance with the existing laws and policies of his ethnicity. In 1948, the United Nations General Assembly adopted and proclaimed the Universal Declaration of Human Rights which was translated into 360 languages – the most translated document in the world. Although the declaration does not guarantee that no human rights abuse will happen, it serves as guide to every country in crafting their laws and policies concerning human rights. It is composed of thirty articles from which the world based its decision to discern what is right and what is wrong. Thus, the Universal Declaration of Human Rights is defined as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. Preamble Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people, Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law, Whereas it is essential to promote the development of friendly relations between nations, Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, Whereas Member States have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms, Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge. Article 1 - All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. Article 2 - Everyone is entitled to all the rights and freedoms set forth in the Declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Article 3 - Everyone has the right to life, liberty and security of person. Article 4 - No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms. Article 5 - No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. Article 6 - Everyone has the right to recognition everywhere as a person before the law. Article 7 - All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.

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Article 8 - Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law. Article 9 - No one shall be subjected to arbitrary arrest, detention or exile. Article 10 – Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him. Article 11- (1) Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence. (2) No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed. Article 12 - No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks. Article 13 – (1) Everyone has the right to freedom of movement and residence within the borders of each State. (2) Everyone has the right to leave any country, including his own, and to return to his country. Article 14 – (1) Everyone has the right to seek and to enjoy in other countries asylum from persecution. (2) This right may not be invoked in the case of prosecutions genuinely arising from non- political crimes or from acts contrary to the purposes and principles of the United Nations. Article 15 – (1) Everyone has the right to a nationality. (2) No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality. Article 16 – (1) Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution. (2) Marriage shall be entered into only with the free and full consent of the intending spouses.

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(3) The family is the natural and fundamental group unit of society and is entitled to protection by society and the State. Article 17 – (1) Everyone has the right to own property alone as well as in association with others. (2) No one shall be arbitrarily deprived of his property. Article 18 – Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance. Article 19 – Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers. Article 20 – (1) Everyone has the right to freedom of peaceful assembly and association. (2) No one may be compelled to belong to an association. Article 21 – (1) Everyone has the right to take part in the government of his country, directly or through freely chosen representatives. (2) Everyone has the right to equal access to public service in his country. (3) The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures. Article 22 – Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international cooperation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality. Article 23 – (1) Everyone has the right to work, to free choice of employment, to just and favorable conditions of work and to protection against unemployment. (2) Everyone, without any discrimination, has the right to equal pay for equal work. (3) Everyone who works has the right to just and favorable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection. (4) Everyone has the right to form and to join trade unions for the protection of his interests. BatStateU - National Service Training Program 1 – CWTS/LTS

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Article 24 – Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay. Article 25 – (1) Everyone has the right to a standard of living adequate for the health and wellbeing of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. (2) Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection. Article 26 – (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children. Article 27 – (1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits. (2) Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author. Article 28 – Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized. Article 29 – (1) Everyone has duties to the community in which alone the free and full development of his personality is possible. (2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society. (3) These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.

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Article 30 - Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein. Issues of Human Rights in the Philippines 1. Philippine War – Drug Campaign - human rights groups and activists are accusing the Duterte government of extra-judicial killings. 2. Death Penalty – many representatives filed bills seeking to reinstate the Death Penalty which were strongly opposed by the Catholic Church 3. Lowering the Age of Criminal Liability – the constitution provides that children are 18 years below. Lowering the criminal liability is a violation of children’s rights. 4. Freedom of Expression – the closure of ABS-CBN and veteran journalist Maria Ressa were categorized by their supporters as violation of human rights. 5. Rights of the members of the LGBTI Community – the controversial SOGIE Bill divided the opinions of Filipinos about human rights. Additional Information of the Human Rights in the Philippines 1. Human rights can be classified as individual, collective, civil, political, economic, social and cultural. 2. Article III of the 1987 Constitution also called as the Bill of Rights provides Filipino citizen’s rights, protection and privileges. 3. In 2014, nearly 75,000 people filed for recognition as victims of human rights violations during the implementation of the Martial Law. For more information on Human Rights Issues in the Philippines, you may visit: https://www.amnesty.org/en/countries/asia-and-the-pacific/philippines/reportphilippines/?fbclid=IwAR08Y2g2Zlb9trelKj5RGQ-h2W2zVib4VRDHSgoVlgpyHjMkmpbn4eHaN4

Learning Activity Directions:Interview someone who had experienced Martial Law. Let them compare the human rights situation then and now. Report the report of your interview. BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

Learning Assessment Directions:Answer the following questions 1. What is human rights and how does it affect our daily living?

2. What can you say on the human rights situation in the Philippines? Expand your answer.

3. How will you promote human rights awareness?

Learning References July 21, 2020https://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf July 21, 2020 https://www.amnesty.org/en/countries/asia-and-the-pacific/philippines/reportphilippines/?fbclid=IwAR08Y2g2Zlb9trelKj5RGQ-h2W2zVib4VRDHSgoVlgpyHjMkmpbn4eHaN4 July 21, 2020 https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-therepublic-of-the-philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-iii/

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Module 1 – Citizenship Training

Lesson 4 - Flag Heraldic Code of the Philippines Learning Objectives At the end of the topic, students are expected to: a. recognize R.A. 8491 and its provisions; b. explain the importance of flag and other national symbols; c. identify the steps on how to properly fold the Philippine flag; d. promote nationalism among youth. For students and instructors’ material, please access at https://drive.google.com/file/d/1AYaGyMZcT32gj1N8APqMcEgo2yG8Wzhv/view?usp=sharin g

Learning Content Salient Feature of RA No. 8491 of 2002 (Flag and Heraldic Code of the Philippines) Philippine Flag Our national flag is the symbol of our country. It shows our unity as a people. It stands for our high ideals and noble heritage. Therefore, when you show respect for the flag, you also show respect for our country and people. One way to show respect is to handle the flag properly. A flag is a sacred and respected feature of the nation which it represents. Each nation’s flag has a specific way in which it should be displayed and folded. The Philippine national flag is said to be the primary symbol of the nation’s camaraderie, sovereignty, solidarity and unity. It is therefore, the symbol of nationalism and patriotism in our country. Flag History The national flag of the Philippine is a horizontal bicolor with equal bands of blue and red, and white equilateral triangle based at the hoist side, at the center of the triangle is a golden yellow sun with eight primary rays (which signifies eight provinces) each containing three individual rays; and at each corner of the triangle is a five-pointed golden yellow stat. The sun with eight rays in the Philippine flag represents the first eight provinces (Manila, Bulacan, BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

Pampanga, Nueva Ecija, Tarlac, Laguna, Batangas and Cavite) that revolt and fought for independence from the Spanish-rule. The flag was conceptualized by Emilio Aguinaldo. The first flag was sewn in Hongkong by Marcela Agoncillo, her daughter Lorenza, and Dona DelfinaHerbosa de Natividad, niece of Jose Rizal. The flag is displayed with the blue field on the top in times of peace, and with red field on top in times of war. The flag is unique in the sense that it can indicate a state of war when the red field is displayed on top or on the observer’s left when the flag is displayed vertically, with the white equilateral triangle at the top end.

Flag Construction The flag’s length is twice its width, which translate into an aspect ratio of 1:2. The length of all sides of the white triangle is equal to the width of the flag. Each star is oriented in such manner that one of its tips points towards the vertex at which it is located. Flag Protocol The flag should be displayed in all government buildings, official residence, public plazas, and schools every day throughout the year. The days of the 28th of may (national Flag day) and 12th of June 9Independence day) are designated as flag days, during which all offices, agencies and instrumentalities of government, business establishments, institutions of learning and private homes are enjoined to display the flag. In Section 9 of RA 8491, the Philippine flag must be permanently hoisted and illuminated at night at the following locations: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Malacaňang Palace, The Congress of the Philippine buildings (Senate and House of Representatives) Supreme Court of the Philippine Building The Rizal Monument Aguinaldo Shrine in Kawit, Cavite Barasain Shrine in Malolos, Bulacan Tomb of theUnknown Soldiers in La Union, Libingan ng mgaBayani in Makati) Mauseleo de losVeteranos de la Revolucion All international ports of entry

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10. All other places as may be designated by the National Historical Commission of the Philippines (NHCP). Half-mast The flag may be flown at half-mast as a sign or mourning. Upon the official announcement of the death of the president or a former President, the flag should be flown at half-mast for 10 days. The flag should be flown at half-mast for seven (7) days following the death of the Vice President, the Chief Justice, the president of the Senate or the speaker of the House of the Representatives. The flag may also be required to fly at half-mast upon the death of other persons to be determined by the NHCP, for a period less than seven days. The flag shall be flown at half-mast on all the buildings and places where the decedent was holding office, on the day of death until the day of interment of an incumbent member of the Supreme Court, the Cabinet, the Senate or the House of Representative, and such other persons as may be determined by the NHCP. When flown at half-mast, the flag should be first hoisted to the peak for a moment then lowered to the halfmast position. It should be raised to the peak again before it is lowered for the day.

Folding the Flag 1. Hold the flag at each of its four corners and pull it taut. The folder holds the corners at the end with the blue and red fields. 2. Fold the flag in half, lengthwise, with red field covering the blue field. Pull it taut again making sure the open side’s edges are flush with one another. 3. Fold it in half again, the closed side over the open side, again maintaining the flattening tension and parallel, flush edges on the open side. The blue field should now be displayed face up. 4. Take the closed side’s blue field corner and fold it over the open side such that what was the bottom edge is now parallel and flush with open side forming a right triangle (with 900). 5. At the right angle, fold the flag again such that a new right triangle is formed, still keeping the open edges parallel. 6. Fold the right –angled corner of the new triangle over such that it forms a new right triangle with what had been the bottom edge now flush with the side of the flag below it. BatStateU - National Service Training Program 1 – CWTS/LTS

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7. Continue this sequence of folds creating right triangle until the flag is completely folded into right triangle bundle. The white field and yellow sun should now predominate in the visible areas of the flag. Prohibited Acts In Section 34 of RA 8491, the flag cannot be used in the following rationales: 1. Defacing or ridiculing the flag by dipping the flag as a salute, or adding additional marks on the flag; 2. As a drapery, festoon, tablecloth, a covering, or as part of a costume or a uniform; 3. As a trademark or for commercial or agricultural labels or designs; 4. As part of merchandise or in any advertisement or infomercial; and 5. As a pennant in the hood, side, back and top of motor vehicles.

Other Rules on the Display of the Philippine Flag 1. On board naval vessels, the flag shall be displayed on the flagstaff at the stern when the ship is at anchor. The Flag shall be hoisted to the gaff at the aftermast when the ship is at sea. 2. On all aircraft with Philippine registry, the Philippine Flag shall be prominently displayed horizontally on its fuselage with the hoist side pointing the forward direction. 3. The flagpole must not be of equal height or higher than the Independence Flagpole at the Rizal Park, Manila (107ft).

Learning Activity Directions:Conduct an interview or research on how to properly dispose the Philippine Flag. Report your work through video presentation.

Learning Assessment Directions:Answer the following questions. 1. Is the provisions of RA 8491 very clear to you? Explain it. 2. Using a graphic organizer, make a timeline of the history of the Philippine flag. 3. Make a two – minute infomercial promoting nationalism and respect to Philippine flag.

Learning References RA 8491 BatStateU - National Service Training Program 1 – CWTS/LTS

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July 25, 2020 https://www.slideshare.net/ejentero/flag-and-the-heraldic-code-of-the-philippines

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Module 1 – Citizenship Training

Lesson 5 - Good Citizenship Values Learning Objectives At the end of the topic, students are expected to: a. analyze the preamble of the 1987 Philippine Constitution; b. give the duties and obligations of Filipino citizens; c. cite activities in teachingnationalism.

Learning Content Developing Good Citizenship Every right has a corresponding responsibility. Next to the right to live is the right for citizenship. It provides man the necessary protection of the state, identity, education, job opportunities, securities and all other rights provided by existing laws.

To the students and instructor, you may access the diagnostic test on Philippine Citizenship at https://www.proprofs.com/quiz-school/story.php?title=philippinecitizenship-test-practice. Preamble of the 1987 Constitution We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and humane society, and establish a Government that shall embody our ideals and aspirations, promote the common good, conserve and develop our patrimony, and secure to ourselves and our posterity, the blessings of independence and democracy under the rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain and promulgate this Constitution. Citizenship Citizenship is a term denoting membership of a citizen in a political society, which membership implies, reciprocally, a duty of allegiance on the part member and duty of protection on the part of the State.

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

Citizen A citizen is a person having the title of citizenship. He is a member of a democratic community who enjoys a full civil and political rights and its accorded protection inside and outside the territory of the State. Article IV, Section 1 of the 1987 Constitution identifies the following as citizens of the Philippines: 1. 2.

3.

Those who are citizens of the Philippines at the time of the adoption of said Constitution; Those whose fathers or mothers are citizens of the Philippines; those born before January 17, 1973, of Filipino mothers, who elect Philippine Citizenship upon reaching the age of majority; and Those who are naturalized in accordance with law.

Great ideal in the life of every citizen The greatest ideal in the life of every citizen must be patriotism or love of country. This achieved through the exercise the positive nationalism and the defense of our sovereignty when it is threatened by outside and inside forces. Next to loyalty to God is loyalty to country which is sealed by a pledge of allegiance such loyalty is neither through compulsion of force, as motivated by certain material considerations. Filipino citizen’s loyalty As a citizen, we have several objects of loyalty in our country, superiors or duly constituted authorities, principle, our flag, our word of honor. Filipino may differ in physical features but they are bound by their love for the country they call their own. They are proud of the cultural heritage and prouder still to belong to a race of people known for their courage and love of freedom. Loyalty must be inspired by the respect and faith in the cause to which we subscribe. It should not be servility or fanaticism. Loyalty is based on love of country, respect for superiors, belief in the cause and principle, reverence for national symbols and loyalty to one’s world of honor. Acquiring Citizenship 1.There are two principles of citizenship in the world, “jus solis” (by blood) and “jus sanguinis” (by birth). 2. A baby who was born within the air space or within 12 nautical miles from the boarder of the United States will automatically have US citizenship regardless of the parent’s nationality. BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

3. Commonwealth Act No. 473 provides the qualifications and processes for acquiring Filipino citizenship.

Learning Activity Directions:Compose a three –stanza poem encouraging good citizenship (English or Filipino). Record yourself while reciting it.

Learning Assessment Directions:Answer the following questions: 1.

How do you internalize the Preamble of our Constitution?

2.

Think of other possible activities to demonstrate the inculcating of nationalism.

Learning References 1. 1987 Philippine Constitution 2. Commonwealth Act No. 473 3. GuilloJr.,Romeo M, Content Standards of Literacy Training Service, Morlanda Publishing, 2011 4. July 25, 2020 https://thepointsguy.com/2018/01/what-is-the-citizenship-of-ababy-born-on-an-airplane/ 5. July 25, 2020 https://www.proprofs.com/quiz-school/story.php?title=philippinecitizenship-test-practice.

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Module 1 – Citizenship Training

Lesson 6 – Voter Citizenship Education Learning Objectives At the end of the topic, students are expected to: a) recognize the duties and responsibilities as voter; b) inspire to participate actively in activities whether in national or local elections

Learning Content The Filipino citizen-voter education cover the political and electoral system, human rights, and governance that serve to contribute to efforts at developing matured and informed political attitudes and decisions of Filipino citizen-voters. 1. What is election? Election is the means by which the people choose their officials for definite and fixed periods 2. What are the different types of electoral exercises? The two (2) types of electoral exercises are: a) regular elections (national, local, barangay, ARMM, SK) b) special elections (plebiscite, referendum, initiative, recall) 3. What is the right of suffrage? Suffrage is the human right to vote to which, in the Philippines, is embodied in three documents: a) The Universal Declaration of Human Rights (UDHR) b) The International Covenant on Civil and Political Rights; and c) The 1987 Philippine Constitution. These documents all call for universality of the right; equality in access to public service; and secrecy of voters. The political choice and decision you make will determine the kind of government that will serve the country. The will of the people, then, will be best expressed in clean, orderly and honest election. 4. Who are qualified to vote in Philippine elections? a) Citizens of the Philippines; b) Those who are 18 years old and above on the day of elections; c) A resident of the Philippines for one year and in the city or municipality wherein he/she proposes to vote for at least six months before the elections. 5. Who are qualified to vote under the Overseas Absentee Voting Law? a) Filipino citizen abroad BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

b) Those who are 18 years old and above on the day of elections c) Immigrants with affidavit to resume residence in the Philippines d) Permanent residents with affidavit of intent to resume residence in the Philippines. 6. Who are disqualified by law to vote in Philippine elections? a) Persons sentenced to be imprisoned for not less than one year b) Persons who committed rebellion, sedition, violation of the anti-subversion and firearms law, or any crime against national security or disloyalty to the government c) Insane or incompetent persons 7. How often are the elections held? a) Every 2nd Monday of May for national and local election National and local elections are held on the second Monday of May every third year starting 1992. The presidential and vice presidential elections are held every six years. Election Days in which the president and vice president and barangay officials are not elected are called "midterm elections"; Election Days in which the president and vice president are elected are called "presidential elections". Barangay-level officials, although are currently elected in the same year as the other officials, are elected separately the succeeding months. b) Every last Monday of October, every 3 years for barangay and SK officials Barangay-level elections, starting from 2007, are to be held every three years during the last Monday of October, although these elections are frequently postponed (and incumbents' terms are extended) as a cost-saving measure. c) Every 3 years from March 1993 – ARRM elections Elections for the positions in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), starting from 2011, are to be held every three years during the second Monday of May. 8. What are the actions points for citizen-voters in exercising the right of suffrage? a) Before elections Prepare to exercise the right of suffrage and the right to an informed and free choice.  Register during the period allowed for voter registration.  Be informed of the issues, platforms, and personalities of the political candidates.  Set specific guidelines in choosing government leaders in terms of the candidate’s social affiliations and interests, competence, lifestyle, and performance records.  Conduct/participate in public debates that would inform citizens and gain the commitment of the candidates to integrate, foremost, the interests and welfare of the citizen in their program of government. b) During elections Exercise vigilance and the right to vote.  Vote according to your conscience BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

 Protect the integrity of your own vote from any other undue influence  Volunteer in organizations that work for clean and peaceful elections  Watch out for instance of cheating in the elections and inform authorities and the rest of the electorate of such activities. c) After elections Practice continued vigilance and participate in governance.  Be vigilant in the counting and canvassing of votes  Attend consultations and public hearings, and participate in local special bodies.  Legislate advocacy – s process where citizens talk with lawmakers and other implementers in the government to ensure that the concerns and welfare of the general public are included in the discussion and making of laws. d) The Election process These are the steps in the election process:  Registration day  Revision day  List of votes  Casting of votes  Counting of votes  Preparation of election returns and other reports  Distribution of election returns • Board of Canvassers (for President and Vice President • Board of Canvassers (for Senators) • Board of Canvassers (for Provincial/City/District/Municipal)  Proclamation of winning candidates e) Citizen-voter participation in Political affairs  Initiation and Referendum Through the system of initiative and referendum, the people can directly propose, exact, and reject laws at the local level. Citizens may directly propose amendments to the Constitution by a petition of at least 12% of the total number of registered voters where three (3) % of registered voters in each legislative district are presented  Plebiscite Through plebiscite, the people approve or reject the call for a Constitution, approve or reject proposed changes in the Constitution and, at the local level, express their will on certain local issues.  Sectoral Representation The party-list system of representation gives sectors the chance to be represented in Congress together with Congressmen/women or Representative. The Constitution and the 1991 Local Government Code (LGC) allow for representation of sectors in the local legislature or Sanggunian.  Local special Bodies Ordinary citizens are called to sit in local special bodies such as the local health boards, school boards, peace and order councils, and

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

developmentcouncils for consultation. The barangay assembly has the power to hear and judge the report of Sangguniang Barangay’s (SB) performance.  Absentee Voting system Republic Act 9189 or the Absentee Voting Law provides for a system which allows qualified Filipinos abroad to vote in national elections in the Philippines.

Learning Activity Directions: Interview any of the following: a) a former barangay official b) an incumbent barangay official c) three (3) members of the community who cast their votes three (3) times already. Ask them how the election mean for them; how active are they before, during and after election. For non-barangay officials, ask their participation after the election. Record your interview and make a report or narrative.

Learning Assessment Directions: Answer the following test items. 1. What do you call to the right of every citizen in legal age to elect their government official? _______________________ 2. Qualified Filipino citizen shall register for election at the barangay office. True _____ or False _____ 3. President of the Republic of the Philippines are elected every three years. True _____ or False _____ 4. Governor and Mayors are elected at the same election period. True _____ or False _____ 5. Judicial positions are also elected officials of the government. True _____ or False _____ 6. According to the election code, election for barangay officials and SanguniangKabataan (SK) officials are held at the same time. True _____ or False _____ 7. Registered and qualified Overseas Filipino Workers (OFW) are allowed to cast their votes. True _____ or False _____ 8. All Filipino citizens are qualified to vote. True _____ or False _____ 9. The following are the qualified to vote in Philippine elections except one. a) A resident of the Philippines for one year and in the city or municipality wherein he/she proposes to vote for at least six months before the elections. BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

b) Filipino citizen with dual nationality c) Citizens of the Philippines; d) Those who are 18 years old and above on the day of elections; 10. Who among the following Filipino citizen are not granted to exercise their right to vote by law during elections? a) Insane or incompetent persons b) Persons who committed rebellion, sedition, violation of the anti-subversion and firearms law, or any crime against national security or disloyalty to the government c) Persons sentenced to be imprisoned for not less than one year d) Persons sentenced to be imprisoned for lifetime.

Learning References 1. Modules on 16 Good Citizenship Values: Reference for Values Formation by Good Citizenship Movement, EPPC in partnership with CHED. Institution Building Team EDSA People Power Commission. 2010. 2. Soriano (SR), L.E. RA (Commissioner Chairperson) Modules on Good Citizenship Values Good Citizenship Movement, Institution Building Team EDSA People Power Commission. 2004. 3. Your Vote. Our Future: Citizen Participation in Election 2003 (A Primer)

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Module 2 - Drug Education

Lesson 7 - Drug Education Learning Objectives At the end of the lesson, students are expected to: 1. be familiar of the terms: drug education, drug abuse, drug dependence, drug user, etc. 2. give the classifications of drug and their effects. 3. enumerate the roles of schools, community and parents in preventing drug abuse. 4. participate in the government campaign against prohibited drugs.

Learning Content Legal Bases for Drug Education Republic Act (R.A.) 9165 is an act instituting the Comprehensive Dangerous Drug Act of 2002, repealing RA No. 6425 known as the Dangerous Drug Act of 1972. This Act serves as guide in the implementation of dangerous drug prevention and control in the country. It guides in the right approach towards issues geared against drug activities. RA 9165, Article IV mandates the following: 1. Provide continuing in service training for teachers on the effective utilization and support to instructional materials and on teaching strategies on drug education 2. Continuously monitor and evaluate the effectiveness and overall impact of drug education 3. Secure funds from local and foreign donors for the implementation of drug education programs. Drug Education The number of drugs used today is vast and is steadily increasing as new drugs are developed and new uses are found for old drugs, several drugs still used by the doctor such as the active principle in aspirin, have been used clinically for many hundreds of years. Drug - It is a substance that affects the function of living cells, used in medicine to diagnose, cure, prevent the occurrence of diseases and disorders and prolong the life of patients with incurable conditions. Since 1990, the availability of new and more effective drugs such as antibiotics, which fight bacterial infections and vaccines, which prevent diseases caused by bacteria and viruses, has increased the average of Filipino’s life span from about 60 years to about 75 years. Drugs have vastly improved the quality of life. Today, drugs have contributed to the eradication of once widespread and sometimes fatal diseases such as poliomyelitis and smallpox.

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Module 2 - Drug Education Drug abuse is the overuse of a drug without due regard to accepted medical practice resulting in the individual’s physical, mental, emotional or behavioral impairment. Drug dependence is a compulsive behavior brought about by drug abuse. In 1987, the American Medical Association declared all drug dependencies to be diseases. When chemical dependencies are viewed as diseases, their treatment and understanding are facilitated. Such a view also reduces the guilt and blame traditionally associated with chemical dependency Drug user is another term for “drug addict” which refers to an individual who is dependent on a certain drug or drugs. Smith et al. (1986) define addiction as a pathological process involving a compulsion to use a psychoactive drug, loss of control over use of the drug and continued use of the drug despite adverse consequences. Common signs of drug abuse 1. 2. 3. 4.

5. 6. 7. 8.

Change in attendance at work or school Change from normal capabilities (work habits, efficiency, etc.) Poor physical appearance, including in attention to dress and personal hygiene Constant wearing of sunglasses at inappropriate times (for instance, indoors or at night not only to hide dilute or constricted pupils but also to compensate the eyes’ inability to adjust to sunlight). Marijuana causes bloodshot eyes Unusual effort made to cover arms in order to hide needle marks Association with known drug abusers Stealing items that can be readily sold for cash (to support a drug habit) Change in mood, depending on the drug taken

Classifications of drugs and their Effects 1.

Alcohol liquor, which is extracted from chemical compound as ethyl and hydrocarbon, is a dangerous chemical substance that triggers the central nervous system and may damage vital human organs. Effects of Alcohol Use • Give a feeling of relaxation and loss of inhibition • A sense of excitement due to the release of inhibitions • Disrupted motor activity, motor skills and coordination • Deep intoxication that causes disturbance in bodily processes • Dilated superficial blood vessels causing warm feeling • Deep intoxication that can lead to “coma” and “death” • Warning consciousness, causing mental dullness • Loss of self-control resulting in violent behavior

googleimagesalcohol.com

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Module 2 - Drug Education 2. Marijuana (Cannabis Sativa), is annual plant that grows wild in many temperate parts of the world. Effects of Marijuana • Throat intoxication and coughing • Increased heartbeat and pulse rate • Reddening of the eyes, dizziness, bodily incoordination • Sleepiness and decreased physical activity • Possible chronic bronchitis and asthma googleimagesmarijuana.com • Feeling of excitement and friendliness • Distortion of time and space perception • Disturbance of brainwave activity, causing of impairment of skills leading to abnormal behavior 3. Stimulants are drugs used to increase mental activity, relieve fatigue, increase alertness and offset drowsiness. a) Amphetamines b) Cocaine googleimagesstimulant.com c) Shabu (methamphetamine, HCL) Effects of Stimulants • Feeling of being stronger, more decisive and self-possessed • Extended wakefulness and increased mental alertness • May include irritability, anxiety and fear • Loss of appetite resulting in decreased body weight • Pregnant women who abused “shabu” can cause mental retardation to their unborn babies • Loss of sexual desire and interest towards work • “Schizophrenia” or split personality, leading to violent behavior • Loss of memory by chronic users • Chronic snorters from irritation of the nose leading to frequent nose bleeding • Injecting “shabu” using dirty needles can lead to various infections such as Hepatitis B, blood poisoning and AIDS 4. Cough syrups are also called over the counter colds/cough preparations. a) Ephedrine, pseudoephedrine, phenylephrine and phenylproppanolamine for nasal decongestion b) Clorophenamine maleate for allergic asthma, nocturnal cough c) Dextromethorphan is cough suppressant; codeine has an anti-tussive effect

googleimagescoughsyrup.co m

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Module 2 - Drug Education 5.

Depressants are usually known as “downers”. These drugs act on the nervous system, promoting relaxation and sleep. a) Barbiturates b) Mathaqualone googleimagesdepressant.c

Effects of Depressants A usual dose of barbiturates causing a calming, relaxing effect that promotes sleep. Other notable reactions are given. • Relief of anxiety and excitement • Reduce mental and physical activity • A marked decreased in breathing 6. Barbiturates are used to reduce the frequency of convulsions in epileptics. An overdose of barbiturate produces the following reactions. • Unconsciousness and decrease in breathing • Deepening unconsciousness leading to “coma”

googleimagesbarbiturates.com

7. Hallucinogens (Psychedelics) are drugs that can produce changes in mood and behavior. They can produce delusions and hallucinations. They induce a state of excitation of the central nervous system, shown by changes in mood. Hallucinogens disorient the sense of direction, distance and time of a person. A user may speak of “hearing” colors, “seeing” sounds. a) Mescaline b) LSD c) Psilocybin d) Phencyclidine Effects of Hallucinogens • Increased heartbeat and pulse rate googleimageshallucination.com • Elevated or increased blood pressure • Increase activity of the body due to the effect of the brain • Enlarged or dilated pupils of the eyes • Increased body temperature • Paleness of the face and skin of the body 8. Tranquilizer is a drug used to treat nervous disorders, calm psychotic patients. They are not habit-forming but when taken in large numbers will produce deep unconsciousness, a drop in blood pressure and finally respiration stops leading top death.

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Module 2 - Drug Education While the margin of safety associated with these drugs is considerable, overdose can occur and continuous use can lead to dependence. googleimagestranquilizer.co a) Meprobamate b) Diazepam Effects of Tranquilizer • Physical weakness and sleepiness • Induced mental and psychological dullness • It calms the nerves and relieves tension and anxiety • Overdose can lead to “coma”, respiratory failure and death Narcotics, in medicine, refer to opium, morphine, codeine, heroin and hydromorphone. googleimagesnarcotics.com

Effects of Narcotics • Reduced size of the pupils of the eyes and reduced vision • Drowsiness and decreased physical activity • Nausea, vomiting and difficulty in breathing if taken in larger dosage • “Tolerance”, which finally leads to “drug dependence” • Induced “come” with slow, shallow respiration • Convulsions, followed by the stopping of breathing that can lead to death if overdosed 9. Inhalants are volatile substances derived from ether or chloroform. It is an inhalator through the nose to experience intoxication. Recently, inhalation of different substances known as “glue sniffing” has become popular among young people in their early teens. These substances include the following: a) Quick-drying glue or plastic cement, like rugby b) Paint remover and lacquer, such as thinner and solvent c) Gasoline and other gasoline-based products d) Kerosene or commonly known as gaas e) Nail polish and cuticle remover f) Lighter-fluid and dry-cleaning fluid Effects of Inhalants • Unsteadiness and restlessness • Drunkenness with depression leading to unconsciousness googleimagesinhalants.com • Irritability and highly agitated condition • Initial excitement thereby losing emotional control • Irritation of the throat and nasal passages. Sometimes inhalants contain toxic elements that are harmful to the heart and can cause sudden death when inhaled

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Module 2 - Drug Education What are the reason behind these drugs? The most common reason why drugs are abused are as follows:  For relief from problems – personal, family, school or work  To experience its effect on the mind and body  To ease depression, boredom, pain or misery  Giving in to pressures from “peers” or other drug users  For curiosity, due to misinformation from acquaintances  For security feelings – with drugs, they have self-confidence  Some of the preventive measures for drug abuse Drug abuse must be avoided from the start before problems set in. There are several basic ways to do this, namely: a) Improvement in family relations. The parents and children must communicate with each other and strengthen their ties to combat drug addiction; b) Direct and sincere action on the part of the government to address the growing problems of drug abuse; c) Clear and noticeable reforms in the environment and economy to provide everyone with a bright future and good life; d) Strict enforcement of drug laws against violators and traffickers; e) Establishment of a dedicated judiciary so as to facilitate the delivery of aid of victims of drug abuse; f) Complete “crackdown” against drug pusher and syndicates; and g) Instituting heavy penalties, specifically the “death penalty’ for drug-related crime and serious drug violators Roles of school, the community, youth and parents in preventing drug abuse School Every school must formulate a “drug policy “designed to help students and all school personnel fight drug abuse. Also, the school can initiate “drug awareness” program and realistic prevention efforts that will benefit the entire community. All students must take an active part in making this program a success. Community The community, as a whole, must work toward eradicating the drug menace by:  conducting an anti-drug campaign, cooperating with authorities in the arrest of the drug pushers;  helping drug users get treatment from drug rehabilitation centers, dismantling the drug-based network existing in the community through police action;  planning a community action program involving young people, civic welfare, and religious organizations in tackling the drug problem; and  organizing worthwhile and constructive activities such as recreational, social, and economic projects that will serve as a positive alternative to drug abuse.

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Module 2 - Drug Education Youth The role of the youth in nation building is crucial and important. They are problem solvers, have positive influence in other young people and the nation, and are extremely ambitious. They have the ability to create and identify themselves and move the nation forward positively. As responsible youth of today, be strong and always remember: S - steadfast personality T – trustworthy in words and actions R – respectable in relating with others O – open-minded in facing situation N – noble character G – gusty actions and ideals Ten (10) ways to say NO to Drugs 1. be vocal, just say NO to drugs and mean it. 2. Project an image of a clean living for yourself. 3. Get into sports. 4. Choose your friend and influence them positively. 5. Get involved into community-based activities. 6. Join organizations or youth club or form your interest group (church, school or social) 7. Learn how to manage stress. 8. Join seminars on anti-drug abuse prevention. 9. Talk to your family, listen to the problems of your siblings. 10. Enhance your talents and skills by taking part on workshops, trainings or seminars. Parents Parents must serve as a model to their children through the following:  If parents use medicines improperly and in large dosages, children will imitate this bad example. This should be avoided.  Parents must teach their children not to use drugs indiscriminately so as to develop in their children the correct drug attitude.  Parents should advice their children on their choice of friends and inculcate the basic knowledge about drug abuse.  If parents discover their son or daughter is into drugs, they must face the problem and seek professional help at once.  Parents must create a happy family life and maintain an open communication between them and their children. What are some pieces of helpful and timely advice for these problems?  Maintain good physical and mental health.  Use drugs properly. Most drugs are beneficial when used under medical advice.  Understand your own self. Accept and respect yourself for what you are.  Develop your potentials. Engage in wholesome, productive and fulfilling activities.  Learn to relate effectively with others. Have somebody to whom you can communicate your problems and other stresses without the use of drugs.

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Module 2 - Drug Education  

Seek professional help if you cannot cope with your problems anymore. Develop strong moral and spiritual foundation in life.

Learning Activity

Google Images Google Images

Activity #1: In a clean white paper, create a promotional poster concerning drug education in our country along with this is a simple slogan on the bottom of your art.

Activity #2: Prepare an inspirational quote to promote a drug free world. (minimum of three (3) quotes) Note: please make it an eye catcher.

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Module 2 - Drug Education

Formative Evaluation 1.

Define/Describe related terms to drug education.

2.

Why do you think prohibited drugs should be avoided by individuals?

3.

Why do you think individual turn themselves in the use of these prohibited drugs?

Faustino I. De Chavez, Ed. D. and Romeo M. Guillo Jr. Ed. D CWTS (NSTP) Book Revised Edition Philippines Copyright ©2013

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Module 3 – Disaster Awareness Preparedness and Management

Lesson 8 - Philippine Disaster Risk Reduction and Management System Learning Objectives At the end of the lesson, students are expected to: 1. discuss some important provision of the RA 10121 2. recognize government efforts and activities in the disaster risk reduction activities.

Learning Content Salient Provisions of Republic Act 10121 or the PDRRM Law Republic Act 10121 or the Philippine Disaster Risk Reduction and Management Act of 2010 is entitled as, “An Act Strengthening the Philippine Disaster Risk Reduction and Management System, providing for the National Disaster Risk Reduction and Management Framework and Institutionalizing the National Disaster Risk Reduction and Management Plan, appropriating funds therefor and for other purposes”. This was signed into law on May 27, 2010 and the Implementing Rules and Regulation (IRR) was approved three months later on September 27, 2010. This revolutionary law defines the disaster management system in the Philippines.

Figure 1: Cover Photos of Republic Act 10121 & IRR 1. Section 5 provides for the creation of the National Disaster Risk Reduction and Management Council (NDRRMC) which is formerly known as the National Disaster Coordinating Council but its membership and functions have increased to cope with complexities of disasters at present times. The NDRRMC is headed by the Secretary of the Department of National Defense (DND) as Chairperson with the Secretary of the Department of the Interior and Local Government (DILG) as Vice Chairperson for Disaster Preparedness, the Secretary of the Department of Social Welfare and Development (DSWD) as Vice Chairperson for Disaster Response, the Secretary of the Department of Science and Technology (DOST) as Vice Chairperson for Disaster Prevention

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Module 3 – Disaster Awareness Preparedness and Management

and Mitigation, the Director-General of the National Economic and Development Authority (NEDA) as Vice Chairperson for Disaster Rehabilitation and Recovery, and the Administrator of the Office of Civil Defense (OCD) as the Executive Director, and 39 members as shown in Figure 2.

Figure 2 Organizational Chart of NDRRMC The members of the NDRRMC are composed of fourteen line departments (DA, DBM, DENR, DEP ED, DOE, DOLE, DFA, DOF, DOH, DOJ, DPWH, DOT, DTI, DOTC ), Office of the Executive Secretary, Office of the Presidential Adviser on Peace Process (OPAPP), Chairman of the Commission on Higher Education (CHED), Chief of Staff of the Armed Forces of the Philippines (AFP), Chief, Philippine National Police (PNP), The Press Secretary, the Secretary General of the Philippine Red Cross (PRC), Commissioner of the National AntiPoverty Commission-Victims of Disasters and Calamities Sector (NAPC-VDC), Chairperson of the National Commission on the Role of Filipino Women, Chairperson of the Housing and Urban Development Coordinating Council (HUDCC), Executive Director of the Climate Change Office of the Climate Change Commission, two government funding institution namely PHILHEALTH and Government Service Insurance System (GSIS) together with Social Security System (SSS) which is a private insurance entity, five (5) local leagues such as Union of Legal Authorities of the Philippines (ULAP), League of Provinces of the Philippines (LPP), League of Cities of the Philippines (LCP), League of Municipalities of the Philippines (LMP) and League of Barangays (LMB), four representatives from the Civil Society Organizations who will focus on Preparedness, Response, Prevention and Mitigation and Rehabilitation and Recovery. There is also one member who will represent the private sector. The NDRRMC being empowered with policy-making, coordination, integration, supervision, monitoring and evaluation functions shall carry out 17 responsibilities as stipulated in the law. The NDRRMC Chairperson may call upon other instrumentalities or entities of the

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Module 3 – Disaster Awareness Preparedness and Management

government and nongovernment and civic organizations for assistance in terms of the use of their facilities and resources for the protection and preservation of life and properties in the whole range of disaster risk reduction and management. This authority includes the power to call on the reserve force as defined in Republic Act No. 7077 to Assist in relief and rescue during disasters or calamities. 2. Section 8 of the law stipulates that the Office of Civil Defense (OCD) shall have the primary mission of administering a comprehensive national civil defense and disaster risk reduction and management program by providing leadership in the continuous development of strategic and systematic approaches as well as measures to reduce the vulnerabilities and risks to hazards and manage the consequences of disasters. The Administrator of the OCD serves as the Executive Director of the National Council and, as such, shall have the same duties and privileges of a department undersecretary. All appointees shall be universally acknowledged experts in the field of disaster preparedness and management and of proven honesty and integrity. The National Council shall utilize the services and facilities of the OCD as the Secretariat of the National Council. The OCD has 19 functions, duties and responsibilities as stipulated in the law. It is further provided for in the law that the NDRRMC shall establish an Operations Center. This is the 24/7 facility for monitoring and coordination. It is where we disseminate situation reports, alerts and communications to all Council members and various stakeholders. It is also a venue for us to facilitate effective management of the consequences of disasters. 3. Section 10 of RA 10121 provides for the creation of the Regional Disaster Risk Reduction and Management Council (RDRRMC), formerly known as Regional Disaster Coordinating Council (RDCC). RDRRMC coordinates, integrates, supervises, and evaluates the activities of the local Disaster Risk Reduction and Management Councils (LDRRMCs). The RDRRMC is responsible in ensuring disaster sensitive regional development plans, in case of emergencies; RDRRMC shall convene the different regional line agencies and concerned institutions and authorities. Under the law, the RDRRMC shall establish an operating facility known as the Regional Disaster Risk Reduction and Management Operations Center (RDRRMC OpCen) whenever necessary. The civil defense officers of the OCD who are or may be designated as Regional Directors of OCD serves as chairpersons of the RDRRMCs. Its Vice Chairpersons shall be the Regional Directors of DSWD, the DILG, the DOST, and the NEDA. The existing regional offices of the OCD shall serve as secretariat of the RDRRMCs. The RDRRMCs are composed of the executives of regional offices and field stations at the regional level of the government agencies. 4. Section 11 provides for the organization at the Local Government Level. The Provincial, City and Municipal Disaster Risk Reduction and Management Councils are mandated to be organized at the local levels. In the case of the Barangays, a Barangay Disaster Risk Reduction and

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Management Committee which is mandated to be organized and shall operate under the Barangay Development Council (BDC). The Local DRRMCs shall be chaired by the local chief executives, the Governor for the provincial level, the mayor for the city and municipal levels and the barangay captain for the barangay level. The members are the heads of various offices assigned at the local levels together with the four (4) members from the CSOs and one (1) private sector representative. The LDRRMCs shall have the following functions: a) Approve, monitor and evaluate the implementation of the local DRRM Plans and regularly review and test the plan consistent with other national and local planning programs; b) Ensure the integration of disaster risk reduction and climate change adaptation into local development plans, programs and budgets as a strategy in sustainable development and poverty reduction; c) Recommend the implementation of forced or preemptive evacuation of local residents, if necessary; and, d) Convene the local council once every three (3) months or as necessary.

Figure 3. DRRM Network Hence, to bring DRRM down to the grassroots, RA 10121 further provides for the establishment of the “DRRM Network”, or the replication of the NDRRMC from the national down to the regional, provincial, city, municipal and barangay levels as shown in Figure 3. 5. Section 12 provides for the Local Disaster Risk Reduction and Management Office (LDRRMO). It is also mandated that the local government units shall establish an LDRRMO in

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every province, city, and municipality, and a Barangay Disaster Risk Reduction and Management Committee in every barangay. The LDRRMOs shall be responsible for setting the direction, development, implementation and coordination of disaster risk management programs within their territorial jurisdiction. The LDRRMOs are permanent offices under the office of the governor, city or municipal mayor and the punong barangay (barangay captain) in case of the BDRRMC. The LDRRMOs have twenty-five (25) functions, duties and responsibilities under this law given that the local government units are the first line of defense in every disaster or emergency. Thus, they shall act as front liners of all disaster risk reduction and management plans, programs, projects and activities. 6. Section 15 provides for the coordination during emergencies. The LDRRMCs are mandated to take the lead in preparing for, responding to and recovering from the effects of any disaster based on the following criteria as shown in Figure 4. Barangay Development Council 1 barangay affected City/Municipal DRRMC 2 or more barangays affected Provincial DRMMC 2 or more cities/municipalities affected Regional DRMMC 2 or more provinces affected National DRRMC 2 or more regions affected Figure 4. Criteria on coordination during emergencies 7. Section 21 provides for the Local Disaster Risk Reduction and Management Fund (LDRRMF) which is not less than five percent (5%) of the estimated revenue from regular sources shall be set aside as the LDRRMF to support disaster risk management activities such as, but not limited to, pre disaster preparedness programs including training, purchasing life-saving rescue equipment, supplies and medicines, for post-disaster activities, and for the payment of premiums on calamity insurance. The LDRRMC shall monitor and evaluate the use and disbursement of the LDRRMF based on the. LDRRMP as incorporated in the local development plans and annual work and financial plan. Upon the recommendation of the LDRRMO and approval of the sanggunian or council concerned, the LDRRMC may transfer the said fund to support disaster risk reduction of other LDRRMCs which are declared under state of calamity. Of the amount appropriated for LDRRMF, thirty percent (30%) shall be allocated as Quick Response Fund (QRF) or stand-by fund for relief and recovery programs in order that situation and living conditions of people in communities or areas stricken by disasters, calamities, epidemics, or complex emergencies, may be normalized as quickly as possible. Unexpended LDRRMF shall accrue to a special trust fund solely for the purpose of supporting disaster risk reduction and management activities of the LDRRMCs within the next five (5) years. Any such amount still not fully utilized after five (5) years shall revert back to the general fund and will be available for other social services to be identified by the local sanggunian. 8. Section 22 of RA 10121 provides for the National Disaster Risk Reduction and Management Fund. (a) The present Calamity Fund appropriated under the annual General Appropriations Act shall henceforth be known as the National Disaster Risk Reduction and Management Fund (NDRRM Fund) and it shall be used for disaster risk reduction or mitigation, prevention and preparedness

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activities such as, but not limited to, training of personnel, procurement of equipment, and capital expenditures. It can also be utilized for relief, recovery, reconstruction and other work or services in connection with natural or human-induced calamities which may occur during the budget year or those that occurred in the past two (2) years from the budget year. (b) The specific amount of the NDRRM Fund and the appropriate recipient agencies and/or LGUs shall be determined upon approval of the President of the Philippines in accordance with the favorable recommendation of the NDRRMC. (c) Of the amount appropriated for the NDRRM Fund, thirty percent (30%) shall be allocated as Quick Response Fund (QRF) or stand-by fund for relief and recovery programs in order that situation and living conditions of people in communities or areas stricken by disasters, calamities, epidemics, or complex emergencies, may be normalized as quickly as possible. (d) All departments/agencies and LGUs that are allocated with DRRM fund shall submit to the NDRRMC their monthly statements on the utilization of DRRM funds and make an accounting thereof in accordance with existing accounting and auditing rules. (e) All departments, bureaus, offices and agencies of the government are hereby authorized to use a portion of their appropriations to implement projects designed to address DRRM activities in accordance with the guidelines to be issued by the NDRRMC in coordination with the DBM. Notably, the special provisions for the NDRRM Fund under the General Appropriations Act No. 10964, provided for the aid, relief and rehabilitation services to communities / areas affected by human-induced and natural calamities, and repair and reconstruction of permanent structures, including other capital expenditures for disaster operation, and rehabilitation activities with a total budget amounting to Nineteen Billion Six Hundred Million Pesos (P19.6 B). In addition to the NDRRM Fund, the amount of Seven Billion Six Hundred Million pesos (P7.6B) is used for the Quick Response Fund of various agencies such as the Departments of Social Welfare and Development, National Defense, Health, Public Works and Highways, Education, and Agriculture, as well as National Electrification Administration and National Irrigation Administration. Release of funds for other agencies in need of QRF shall be subject to the submission of a favorable recommendation of the NDRRMC and approval of the DBM. 9. Section 23 of the law also specifies funding of the OCD as lead agency to carry out the provisions the Philippine Disaster Risk Reduction and Management Act of 2010. The OCD shall be allocated a budget of one billion pesos (PhP1,000,000,000.00) revolving fund starting from the effectivity of this Act. The National Council, through the OCD, shall submit to the Office of the President, the Senate and the House of Representatives, within the first quarter of the succeeding year, an annual report relating to the progress of the implementation of the NDRRMP.

Learning Activity BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

Directions: Visit your barangay hall and take a picture of the organizational chart. If the situation will not permit you to visit, ask somebody else to the task. In the chart or picture, take notice the in-charge of the barangay’s disaster risk reduction management. Interview or someone how the disaster risk reduction management system in your barangay works. Make a report or summary of the interview. Submit the report to your class facilitator.

Learning Assessment Directions:Write your reflection orthoughts on the following issuesor challenges regarding disaster risk reduction management in the country. 1. Establishing a course program in the tertiary level as major or bachelor degree 2. Select one (1) particular section or provision from the law which you think is very much important or necessary in order to ensure safety among the Filipinos.

Learning References 1. RA.10121 - Philippine Disaster Risk Reduction and Management Act of 2010 2. unisdr.org/files/68265_682308philippinesdrmstatusreport.pdf Retrieved July 28,2020

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Lesson 9 - Geographic Profile of the Philippines Learning Objectives At the end of the lesson, students are expected to: 1. describe Philippine as archipelago 2. increase awareness on the possible disaster in their own community and take actions to lessen the vulnerability.

Learning Content General Information The Philippines, located in Southeast Asia (SEA), is one of the largest island groups in the world with 7,107 islands and islets lying about 500 miles (800 kms) off the coast of Vietnam. Outstanding physical features of the Philippines include the irregular configuration of the archipelago, the coastline of some 22,550 miles (36,290 km), the great extent of mountainous country, the generally northward trend of the river systems, and the spectacular lakes. The islands are composed primarily of volcanic rock and coral, but all principal rock formations are present. The archipelago has a total land area of 120,000 sq miles (300,000 sq km) and stretches about 1,150 miles (1,850 km) from north to south, and its widest east-west extent, at its southern vase, is some 7000 miles (1,130 km). It is further divided into three (3) major groups of islands namely, Luzon, Visayas and Mindanao. Luzon is the biggest island group while Visayas is a melting pot of Spanish, Chinese, and Indo-Malayan cultures; and Mindanao where Chinese and Muslims are predominant. There are 17 administrative regions, namely: National Capital Region (NCR); Ilocos Region (Region I); Cordillera Administrative Region (CAR); Cagayan Valley (Region II); Central Luzon (Region III); CALABARZON (Region IV-A); MIMAROPA (Region IV-B); Bicol Region (Region V); Western Visayas (Region VI); Central Visayas (Region VII); Eastern Visayas (VIII); Zamboanga Peninsula (Region IX); Northern Mindanao (Region X); Davao Region (Region XI); SOCCSKSARGEN (Region XII); Caraga Region (Region XIII); and, Autonomous Region in Muslim Mindanao (ARMM). Figure 1 below illustrates the map of the Philippine Islands. Manila is the capital city but outside Manila there are also diverse centers of commerce and industry, culture, the arts, and education. Meanwhile, Quezon City is the largest and mostpopulous city. The country has a total population of 100,981,437 based on the 2015 Census of Population (POPCEN 2015). The Filipino is basically of Malay stock with a sprinkling of Chinese, American, Spanish and Arab blood, and other ethnic minorities. The system of Government is Democratic with our current President, His Excellency Rodrigo RoaDuterte. 1 BatStateU - National Service Training Program 1 – CWTS/LTS

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Map of the Republic of the Philippines

The climate of the Philippines is tropical and maritime. It is characterized by relatively high temperature, high humidity and abundant rainfall. It is similar in many respects to the climate of the countries of Central America. Temperature, humidity and rainfall are the most important elements of the country’s weather and climate. 2 BatStateU - National Service Training Program 1 – CWTS/LTS

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Based on the average of all weather stations in the Philippines, excluding Baguio, the mean annual temperature is 26.6oC. The coolest months fall in January with a mean temperature of 25.5oC while the warmest month occurs in May with a mean temperature of 28.3oC. Rainfall is the most important climatic element in the Philippines. Rainfall distribution throughout the country varies from one region to another, depending upon the direction of the moisture-bearing winds and the location of the mountain systems. The mean annual rainfall of the Philippines varies from 965 to 4,064 millimeters annually. Baguio City, Eastern Samar, and Eastern Surigao receive the greatest amount of rainfall while the southern portion of Cotabato receives the least amount of rain. At General Santos City in Cotabato, the average annual rainfall is only 978 millimeters. Using temperature and rainfall as bases, the climate of the country can be divided into two major seasons: (1) the rainy season, from June to November; and (2) the dry season, from December to May. The dry season may be subdivided further into (a) the cool dry season, from December to February; and (b) the hot dry season, from March to May. Based on the distribution of rainfall, four climate types are recognized, which are described as follows:

Climate Map of the Philippines based on the Modified Coronas Classification

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Learning Activity Directions: Draw the map of the Province of Batangas in a short coupon bond, add legend and describe the climate characteristics of the province. Give specific details on your own community.

Learning Assessment Directions: All community or barangay has its own hazards. Describe your community or barangay by identifying what are the possible hazards present like flooding, fire, flashflood, or collapse of a building to name a few. As member of your barangay, what you should do to prevent the possible disaster and lessen the vulnerability of your community? Submit your output to your facilitator.

Learning References 1. Ms. Janice Montes Padagdag Civil Defense Officer II Office of Civil Defense Department of National Defense (OCD-DND) https://www.adrc.asia/countryreport/PHL/2018/Philippines_CR2018B.pdf Retrieved July 27, 2020: 2.

https://www.indexmundi.com/philippines/geography_profile.htmlRetrieved 2020

July

27,

3.

https://en.wikipedia.org/wiki/Geography_of_the_Philippines Retrieved July 27, 2020

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Lesson 10 - Disaster Risk Profile of the Philippines Learning Objectives At the end of the lesson, students are expected to: 1. describe Philippines as disaster prone country. 2. highlight the socio-economic and physical impact of disaster community members

Learning Content A. Natural Hazards Likely to Affect the Country The Philippines is prone to almost all types of natural hazards because of its geographical location and geotectonic setting.

Figure 1: Map showing the Pacific Ring of Fire In addition, the Philippines is situated along the highly-seismic Pacific Ring of Fire as shown on Figure 1 above. This is the area where the Philippine Sea and Eurasian Tectonic Plates meet and is prone to occurrences of earthquakes, tsunamis and volcanic eruptions. In fact, there are 300 volcanoes in the country and 22 are active. Figure 2 shows the distribution of active faults and trenches in the Philippines which are found in several areas of the country. 1 BatStateU - National Service Training Program 1 – CWTS/LTS

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Figure 2. Map showing the Distribution of Active Faults and Trenches in the Philippines

Moreover, Figure 3 presents the seismicity or the frequency of occurrence of earthquakes, almost all parts of the country experience earthquakes. Generally, we encounter an average of 20 earthquakes a day, per latest figures from the Philippine Institute of Volcanology and Seismology (PHIVOLCS). Earthquake disasters are not as frequent as the typhoons and flooding that take place in the Philippines.

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Figure 3. Map showing the Seismicity of the Philippines Nevertheless, the impact generated on affected communities is usually massive and devastating. Earthquake-induced disasters were few in numbers and in terms of casualties. According to the Annual Report by the PHIVOLCS, in 2017, six (6) damaging earthquakes hit the country commencing with the magnitude 6.7 earthquake in Surigao del Norte on 10 February. A series of earthquakes were recorded in Mabini, Batangas Province from April to 3 BatStateU - National Service Training Program 1 – CWTS/LTS

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August 2017. A major event in the earthquake swarms had a magnitude of 5.5 on 04 April. Two (2) more strong earthquakes occurred on 08 April, the first with magnitude 5.6, succeeded by another with magnitude 6.0. On 12 April, a magnitude 6.0 earthquake occurred with epicenter near Wao, Lanao del Sur. On the 29th of the same month, a magnitude 7.2 earthquake happened offshore of Saranggani, Davao Occidental. On 25 May, a magnitude 5.4 earthquake happened near the vicinity of San Marcelino, Zambales. Lastly, Ormoc City, Leyte and vicinity were shaken by the magnitude 6.5 earthquake on 06 July (PHIVOLCS Annual Report, 2017). The strong ground shaking subsequently caused liquefaction, earthquake-induced landslides, and damages to buildings and other infrastructures. Areas transected by the active faults that moved and generated the earthquakes were also affected by ground rupture. Aside from being situated in the Pacific Ring of Fire shown on Figure 4 below, the country is also located along the Pacific Typhoon Belt. This explains the occurrences of different weather disturbances such as typhoons. The Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) reports that every year, an average of twenty (20) tropical cyclones enter the Philippine Area of Responsibility (PAR) and five (5) of which shall be most destructive. Tropical cyclones and its sequential effects of rain and windstorms, as well as floods are the most prevalent types of hydrometeorological hazards in the country.

Figure 4. Photo showing Pacific Typhoon Belt In fact, the Philippines can also be called “Exporter of Typhoons”. Figure 5 below illustrates the tracks of Tropical Cyclones in the Western North Pacific Period from 1948 to 2010 based on the records of the Japan Meteorological Agency (JMA).

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Figure 5. Tracks of Tropical Cyclones in the Western North Pacific Period from 1948 to 2010 Between 1997 and 2007, eighty-four (84) tropical cyclones entered the Philippine Area of Responsibility (PAR). These typhoons resulted to a total of 13,155 in human casualty and more than 51 million families have been affected. Economic losses due to typhoon damages in agriculture, infrastructures and private properties are estimated to reach P158.242-B. Some of the most devastating floods and landslides are triggered by these typhoons that happened also within this period. The El Nino Southern Oscillation which is a periodic disaster recorded high economic costs in just a single occurrence. In 2010, out of the almost PhP 25-M worth of damages to properties caused by natural disasters, tropical cyclones contributed to more than half. These affected more than 3 million people in that year alone. As shown on Figure 6, the intensity scale classification of tropical cyclone by the Philippine Atmospheric Geophysical and Astronomical Services Administration (PAGASA), have developed the category for Super Typhoon, with sustained winds of greater than 220 km per hour. In the past years, the country does not have the category for Super Typhoon. However, because of Typhoon Yolanda, the PAGASA had the realization that the strength of typhoons can go beyond the country’s existing threshold.

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Figure 6: PAGASA’s Tropical Cyclone Intensity Scale In addition, Philippines also has to contend with the irreversible impacts of climate change that is characterized by the increasing global temperatures as illustrated on Figure 7.

Photo credit: Google Images

Figure 7: Schematic Presentation showing Climate Change 6 BatStateU - National Service Training Program 1 – CWTS/LTS

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Amongst these natural hazards, the Philippine government has to deal with internal disputes and threats of terrorism in some areas making us also vulnerable to this kind of political and human-induced hazards. Environmental factors such as denuded forests aggravate flood risks. The pace of deforestation since the 1930s accelerated in the 1950s and 1960s, before falling slightly in the 1980s. Even now, the effects of loose soil and reduced forest cover from past forestry activities are felt in frequent landslides and floods. Recent events show that the annual monsoon season in the country has brought severe flooding in most areas. Based on the data from the National Disaster Risk Reduction and Management Council (NDRRMC), a total of 302 natural incidents were monitored for the period CY 2014-2017. Of the natural incidents monitored, flashfloods topped the list with 119 or 39.2% incidents followed by landslides with 29 or 9.6% and tornado with 28 or 9.2%. B. Recent Major Disasters: 1. Naga Landslides (September 2018) A landslide incident occurred in SitioSindulan, Barangay Tinaan, Naga City, Cebu. The City of Naga was declared under State of Calamity thru Resolution No. 001-A-2018 on 21 September 2018 due to damages brought by the occurrence of a massive landslide. It affected 1,972 families or 8,252 persons in barangays, with 77 dead, 7 injured and 57 missing. 2. Typhoon Mangkhut (September 2018) Typhoon Mangkhut, locally known as Typhoon Ompong entered the Philippine Area of Responsibility (PAR) on 12 September 2018 and has made landfall in Baggao, Cagayan on 15 September 2018. The typhoon caused widespread damage across Northern and Central Luzon due to its intense nature and large size (~900km). Interaction with the rugged terrain of Northern Luzon have aggravated the nature of rainfall, which caused flooding and landslides especially in the mountainous Cordillera Administrative Region. It affected a total of 730,596 families or 3,029,062 persons in 5,917 barangays with 82 dead, 138 injured and 2 missing. It destroyed 210,500 houses and damaged a total estimated amount of P7.2B on infrastructure and P26.8B on agriculture. 3. Volcanic Activity (January 2018) Mayon Volcano (BulkangMayon), also known as Mount Mayon, is an active volcano in the Province of Albay. Mayon is the most active volcano in the Philippines having erupted over 49 times in the past 400 years. On 13 January 2018, a phreatic eruption occurred in Mayon Volcano. Per PHIVOLCS Eruption Notification, the estimated height of grayish ash plume is at 2,500 meter that drifted towards the Southwest. Traces of ashfall were found in the Municipalities of Camalig, Guinobatan, Daraga and Ligao City.

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DOST-PHIVOLCS raised the alert status of Mayon Volcano from Alert Level 2 (increasing unrest) to Alert Level 3 (increased tendency towards hazardous eruption). This means Mayon was exhibiting relatively high unrest and that magma is at the crater. On 16 January 2018, the Albay Province was declared under the State of Calamity thru Resolution No. 00670-2018. NDRRMOC raised the alert status from Blue to Red and conducted continuous monitoring and coordination with other member agencies and response clusters. On 22 January 2018, PHIVOLCS raised the Alert Level of Mayon Volcano to Alert Level 4 (hazardous eruption imminent). The Danger Zone was extended to 8 kilometers radius from the summit vent. The public was strongly advised to be vigilant and desist from entering this danger zone. Civil aviation authorities advised pilots to avoid flying close to the volcano’s summit as ash from eruptions can be hazardous to aircraft. A total of nine (9) international flights and sixteen (16) were cancelled due to volcanic activity. Then, on 6 March 2018, a notice for lowering of Mayon Volcano’s status from Alert Level 4 (hazardous eruption imminent) to Alert Level 3 (decreased tendency towards hazardous eruption). On 07 March 2018 as per Situational Report No. 57 issued by the NDRRMC, a total of seventy-six (76) volcanic earthquakes and thirteen (13) rockfall events were recorded by Mayon’s seismic monitoring network. Sulfur dioxide emission was measured at an average of 4,459 tonnes/day on 06 March 2018. Deflation of the lower slopes that began on 20 February is still being recorded by electronic tilt and by Precise Levelling (PL) surveys. A total of 16,380 families were pre-emptively evacuated in Region V due to Mt. Mayon phreatic eruption. A total of 23,705 families / 90, 742 persons were affected in 61 barangays in the municipalities /cities of Bacacay, Camalig, Guinobatan, Ligao City, Daraga, Tabaco City, Malilipot, Santo Domingo (Libog), and Legazpi City in the Province of Albay (Region V). 4. Typhoon Hagupit (December 2014) Typhoon Hagupit, locally known as Typhoon “Ruby” entered the Philippines on 4 December 2014 at 4:00AM with maximum winds of 175kph and gustiness of 210kph and is moving West Northwest at 25kph. Typhoon Hagupit is being compared to last year’s Super Typhoon Yolanda that also enters PAR on the last quarter of the year. A total of 944,249 families or 4,149,484 persons were affected in Regions III, IV-A, IVB, V, VI, VII, VIII, CARAGA and NCR. There were 18 fatalities and 916 injured persons and damaged 290,670 houses. Furthermore, it damaged infrastructure and agriculture amounting to Php5,090,265,462.00. 5. Super Typhoon Yolanda (November 2013) Super Typhoon Haiyan, locally known as Typhoon Yolanda entered the Philippine Area of Responsibility PAR on 6 November 2013 and made landfall on (1) Guiuan, Eastern Samar; (2) Tolosa, Leyte; (3) Daanbantayan, Cebu; (4) Bantayan Island, Cebu; (5) Conception, Iloilo; and finally (6) Busuanga, Palawan and left the Philippines on 9 Nov 2013.

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The wrath of “Yolanda” affected a total of 3,424,593 families or 16,078,181 persons in 12,139 Brgys in 44 Prov, 591 Mun, 57 Cities in the Regions of IV-A, IV-B, 5,6,7,8,10,11 &Caraga. A total of 1,140,332 houses were damaged and killed 6,318 individuals, 28,689 were injured and 1,061 went missing during the onslaught. The dreadful event left a total of PhP89,598,068,634.88 worth of damages to infrastructure, productive, social and cross-sectoral sectors. Due to the massive destruction and immense effects of TY Yolanda, the President issued Presidential Proclamation No 682 declaring a state of national calamity on 11 Nov 2013 and Presidential Assistant for Recovery and Rehabilitation (PARR) was designated to oversee the TY Yolanda Reconstruction and Rehabilitation. 6. Earthquake in Central Visayas (October 2013) An earthquake of tectonic origin with 7.2 magnitude occurred in Region VII on 15 October 2013 at about 8:12AM with an epicenter at Sagbayan, Bohol and recorded 3,198 aftershocks and 94 of which were felt. It causes 222 fatalities, 976 were injured, and 8 were missing. Secondary to the quake, landslide incidents occurred in different municipalities in Bohol. Stampede occurred at Barba Sports Complex in Toledo City and Pinamungahan Auditorium both in Cebu. A ground subsidence was also reported by Mines and Geosciences Bureau (MGB) at Purok 7 and 8 Barangay Poblacion I, Tagbilaran City, Bohol and residents nearby were advised to preemptively evacuate. A total of 671,103 families / 3,221,248 persons were affected in 1,527 barangays in 60 municipalities and 6 cities in 6 provinces of Regions VI and VII. A total of 73,002 houses, 41 bridges and 18 roads were damaged. A total of PhP2,257,182.90 worth of damaged roads, bridges, flood control, school buildings, hospitals. 7. TaalVolcno Eruption (January 2020) The eruption of Taal Volcano in Batangas, Philippines on January 12, 2020, was a phreatomagmatic eruption from its main crater that spewed ashes across Calabarzon, Metro Manila, and some parts of Central Luzon and Ilocos Region, resulting in the suspension of school classes, work schedules, and flights in the area. The Philippine Institute of Volcanology and Seismology (PHIVOLCS) subsequently issued an Alert Level 4, indicating "that a hazardous explosive eruption is possible within hours to days.” By January 26, 2020, PHIVOLCS observed an inconsistent, but decreasing volcanic activity in Taal, prompting the agency to downgrade its warning to Alert Level 3. It was until February 14, 2020, when PHIVOLCS finally decided to downgrade the volcano's warning to Alert Level 2, due to consistent decreased volcanic activity.

Learning Activity

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Directions: From the disasters that occurred in the country as mentioned above, collect pictures from the internet or any other sources. Compile the pictures and put some captions. Submit the softcopy of the compilation by taking pictures of them. You can add more pictures from the disasters that happened in the Philippines particularly in Batangas Province

Learning Assessment Directions: Write your reflection orthoughts on the topic below in relation to disaster risk reduction management in the country. Discuss your level of agreement whether there is a need to create or not a new department to look into the affairs and welfare of the Filipino on matters related to disasters • Creation of Department of Disaster Resilience (DRR) as separate national agency

Learning References 1. Ms. Janice Montes Padagdag, Civil Defense Officer II Office of Civil Defense Department of National Defense (OCD-DND) https://www.adrc.asia/countryreport/PHL/2018/Philippines_CR2018B.pdfRetrieved July 27, 2020 2. Doroteo, Harold James E (2015). https://www.researchgate.net/publication/287817230_Disaster_Risk_Profile_and_Disaste r_Risk_Management_Framework_of_the_Philippines_Natural_Disasters Retrieved July 27, 2020 3. https://www.unisdr.org/files/68265_682308philippinesdrmstatusreport.pdf Retrieved July 27, 2020 4. Alert Level 3 raised as Taal volcano manifests steam-driven explosion". Manila Bulletin. January 12, 2020. Archivedfrom the original on January 12, 2020. Retrieved January 13, 2020. 5. "PHIVOLCS warns of 'hazardous explosive eruption' of Taal Volcano soon". cnn. Archivedfrom the original on January 14, 2020. Retrieved January 13, 2020.

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Lesson 11 – Four Thematic Areas of Philippine Disaster Management System Learning Objectives At the end of the lesson, students are expected to: 1. explain the four important thematic areas of disaster management in the Philippines 2. identify the government agencies in charge of each areas of disaster management 3. assess necessary actions and response in time of disaster preparedness, mitigation, response and or rehabilitation.

Learning Content Four Thematic Areas PDRRM In accordance with the NDRRMF, through the NDRRMP, the country envisions a “Safer, adaptive and disaster resilient Filipino communities towards sustainable development.” This will be achieved through the four distinct yet mutually reinforcing priority areas, namely, (a) Disaster Prevention and Mitigation; (b) Disaster Preparedness; (c) Disaster Response; and (d) Disaster Recovery and Rehabilitation. As shown on figure below, each priority area has its own long term goal, which when put together will lead to the attainment of the country’s over goal/vision in DRRM.

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Module 3 – Disaster Awareness Preparedness and Management

Four DRRM Thematic Areas These priority areas are not autonomous from the other nor do they have clear start and end points. The four (4) priority areas are NOT seen as a mere cycle which starts in prevention and mitigation and ends in rehabilitation and recovery. They... (a) mutually reinforce each other and are interoperable. This means that whatever we do in one aspect will have a direct or indirect effect on the activities identified under the other aspects. Furthermore, this means that it is assumed that the level of preparedness and intensity of response activities we conduct are lessened because proper prevention and mitigation activities have been done already. (b) DO NOT, SHOULD NOT and CANNOT stand alone. Because they are inter-linked, one cannot just focus on one aspect without considering the others. (c) have no clear starting nor ending points between each of the aspects and overlaps are to be expected. There are some areas which are divided very thinly by gray areas. These are activities which need to be smoothly integrated into two aspects. The overlapping activities were put into the specific aspect which could better capture its essence using the lens of that specific DRRM area and to correspond to the given parameters within which these aspects focus on. The significant activities under the four (4) thematic areas include: 1) Disaster Prevention and Mitigation  Early warning systems  Flood forecasting and monitoring  Hazard and risk mappings  Structural and non-structural interventions 2) Disaster Preparedness  Contingency planning  Prepositioning and stock-piling  Capacitating and organizing responders  Training, drills and exercises  Pre-Disaster Risk Assessment 3) Disaster Response  Rapid Damage Assessment and Needs Analysis (RDANA)  Issuance of advisories and situation reports  Activation of Response Clusters and Incident Command System (ICS)  Mobilization of responders  Humanitarian assistance (e.g. relief distribution)  Provision of financial assistance  Management of evacuation centers BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

4) Disaster Rehabilitation and Recovery  Post-Disaster Needs Assessment (PDNA)  Enhancement of policies and plans  Reconstruction using “build back better” approach  Resettlement  Provision of new sources of livelihood

Learning Activity A. Directions:From among the thematic areas of disaster, identify which government agancies are in-charge in the operation and administration before, during and after the disaster. Use the template below in writing your task for this lesson Disaster areas Prevention or Mitigation Preparedness

Chair

Vice Chair

Members

Response Rehabilitation

B. Directions: Watch the video clip. Go to the URL: youtube.com/watch?v=y16aMLeh91Q List down the 10 things you shpuld know about disaster risk reduction 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

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Module 3 – Disaster Awareness Preparedness and Management

Learning Assessment Directions: Identify what thematic areas are the following by writing the corresponding letter on the space provided A. Prevention or Mitigation B. Preparedness C. Response D. Rehabilitation ___ 1. Building or establishing evacuation areas ___ 2. Buying of canned goods for the coming typhoon ___ 3. First aid training for the students ___ 4. Relief operation ___ 5. Weather forecasting ___ 6. Evacuation of informal settlers from esteros ___ 7. Tree planting activities ___ 8. Establishing 10 kilometers danger zone ___ 9. Riprapping of mountain slope ___ 10. Posting of telephone hotlines in conspicuous areas

Learning References 1. http://www.ndrrmc.gov.ph/attachments/article/41/NDRRM_Plan_2011-2028.pdf Retrieved July 28, 2020 2. https://www.researchgate.net/figure/The-Four-4-DRRM-Thematic-Areas-Descriptionsand-the-Mandated-Vice_tbl1_335096282 Retrieved July 28, 2020

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Module 3 – Disaster Awareness Preparedness and Management

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

Lesson 12 - Role of Youth in Disaster Preparedness and Management (DPR) Learning Objectives At the end of the lesson, students are expected to: 1. identify their roles in decreasing the vulnerability of their community; 2. make an active participation in various disaster risk reduction activities in the community to strengthen resiliency.

Learning Content Introduction Disaster management is very important to survive in the case of a natural or a major human-induced disaster and can be defined as the organization and management of resources and responsibilities for dealing with all humanitarian aspects of emergencies, in particular, preparedness, response, and recovery in order to lessen the adverse impact. Thus, the role of the youth or the students in disaster preparedness and management are very important in their respective school and community. When the studentsare trained well, they can help in the prevention, preparedness, mitigation as well as in rehabilitation and resettlement of victims at times of floods, earthquakes and drought etc. They can spread awareness to all about the precautions to be taken at times of these national natural disasters. They can play a very important role in disaster management A student is a person who is having a great zeal at any subject. All educational system should integrate disaster risk reduction and management in the curricula and provide training programs to the students from school level to raise the helping nature in them at times of need. It needs unity in people to come out of that disaster. When the students are trained well, they are very good source of manpower. Thus disaster management plays a major role and youth plays a vital role in responding in time of needs. 1. They can spread awareness to all about the precautions to be taken at times of disasters. They will help the victims with basic needs and they will do whatever they can at times of these disasters. It is the duty of the teachers and school management to let them understand their duties and responsibilities during and after the disasters. This will minimize the panicking and uncontrolled disaster to the most extent. They should be trainedwith the knowledge of basic first aid to save lives.

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Module 3 – Disaster Awareness Preparedness and Management

2. They can help to minimize the potential risks by developing early warning measures. It helps to prepare and implement developmental plans to provide flexibility to such disasters and also to mobilize activities including communication and medical services. The students with effective managing role help in rehabilitation and post-disaster reconstruction. 3. Keep other students or youth informed. Students are often the best source of information for other students. The student disaster management team can put together information to pass on to other students and create posters to hang in the school hallways reminding students of rules and emergency exits. Have them perform skits or presentations to educate their classmates on proper behavior in case of an emergency. Some other roles of the youth 1. Students could create pamphlets and fliers that spell out proper emergency procedures and why they should be followed. 2. Hold workshops to inform and teach others ways to avoid crisis situations or how to diffuse a high-stress situation. 3. Youths could also set up information booths during lunchtime to answer questions about crisis management and provide further information about their program. 4. Involving in conducting drills. Students can prepare for disasters by holding drills. Students could distribute information informing the school about drills and how to properly act or evacuate.During these drills, students can assist teachers by retrieving or delivering class lists, taking attendance and helping maintain order. 5. Students can also assist in disaster cleanup and preparations for continuing classes elsewhere while the building returns to normal. Through these drills, students prepare themselves for how to behave properly if a real crisis should occur. Students have a major role to play in managing disasters. 6. Organize mock camps in holidays in neighboring villages to train people to cope-up with disasters like earthquakes 7. Be part of ’emergency rescue teams’ – mostly the training goes side by side along with some military training programs. The basic role of the student is AWARENESS of what to do before, during and after disasters. This would lessen panicking, paranoid and uncontrollable people running around. Knowing what to do when disaster strikes will also lessen the death toll.

Learning Activity Directions:Create or design an infographic about encouraging the youth in your community to take part in the disaster risk reduction activities. You can design it using the computer applications or by using drawing materials available in your house. BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

Learning Assessment Directions:Write an articlewith the title The Youth; The Catalyst for Community Resiliencewith not less than 300 words. Include introduction, body and conclusion in your discussion. Submit or send your output to your Instructor or Facilitator.

Learning References 1. Ms. Janice Montes Padagdag Civil Defense Officer II Office of Civil Defense Department of National Defense (OCD-DND) July 27, 2020 retrieved: https://www.adrc.asia/countryreport/PHL/2018/Philippines_CR2018B.pdf 2. https://reliefweb.int/report/philippines/youth-take-active-role-disastermanagementRetrieved July 29, 2020 3. https://newyorkessays.com/essay-role-of-students-in-disaster-management/LCULATE Retrieved July 29, 2020

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Module 3 – Disaster Awareness Preparedness and Management

Lesson 13 - Basic First Aid and Basic Life Support Learning Objectives At the end of the lesson, students are expected to: 1. acquire knowledge and skills in assessing person with cardiopulmonary problems 2. perform basic operation in doing the cardiopulmonary resuscitation (CPR); 3. identify person that needs first aid assistance and respond with necessary action

Learning Content Basic Life Support Basic Life Support (BLS) is an emergency procedure consists of recognizing respiratory or cardiac arrest or both and the proper application of cardiopulmonary resuscitation (CPR) to maintain life until a victim recovers or advanced life support is available. BLS sustains a non-breathing victim with rescue breathing or the breathing and circulation of a cardiac arrest victim with cardiopulmonary resuscitation (CPR). Cardio refers to heart and pulmonary refers to the lungs. Proper and prompt CPR serves as a holding action until more advanced life support (defibrillation, oxygen, medication) can be provided. Cardiac arrest victims have a good chance of surviving if CPR is started within four (4) minutes of the arrest and advanced cardiac life support is received within eight (8) minutes of the heart stoppage. Advanced Cardiac Life Support This is the use of special equipment to maintain breathing and circulation for the victim of a cardiac emergency Chain of Survival 1. The First Link (Early Access) - It is the event initiated after the patient’s collapse until the arrival of emergency medical services (EMS) personnel prepared to provide care. 2. The Second Link (Early CPR) – It is started immediately after the victim collapse. The probability of survival approximately doubles when it is initiated before the arrival of EMS personnel. 3. The Third Link (Early Defibrillator) – It is most likely to improve survival. It is the key intervention to increase the chances of survival of patient with out-of-hospital cardiac arrest. 4. The Fourth Link (Advance Care) – It is provided by highly trained personnel like paramedics providing the advance care outside the hospital. BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

Adult Rescue Breathing and CPR If you see a motionless person… 1. Check responsiveness by tapping or gently shaking the victim. 2. Activate the EMS system for help. Activate by calling local emergency hotline or telephone number. 3. Roll person onto back. Ig head or neck injury is suspected, move only if absolutely necessary. 4. Open airway. Use the head-tilt/chin-lift method. Lift the chin gently with one hand while pushing down on the forehead with the other hand. If a neck is suspected, do not victim’s head or neck. Lift up the jaw with your fingers just below ears. 5. Check for breathing (10 seconds). Put your ear over victim’s mouth and nose while keeping airway open. Look at victim’s chest to check for rise and fall; listen and feel for breathing. 6. Give two (2) slow breaths. While using the head-tilt/chin-lift to keep airway open, pinch the nose shut. Take a deep breath and seal your lips tightly around victim’s mouth. Give 2 slow breaths (2 seconds each), pausing between them to take a breath. Watch chest rise to see if breaths go in. If neither of these 2 breaths goes in, retilt the head and try 2 more breaths. If still unsuccessful, suspect choking (foreign body airway obstruction) and use appropriate procedures. 7. Check circulation (10 seconds). While keeping victim’s head lilted back, check for movement, coughing, or breathing in response to your two (2) breaths. 8. Perform rescue procedures based upon what you found or knew. If signs of circulation exist but no breathing, give one (1) rescue breath every 4-5 seconds. Every minute stop and recheck circulation. If there are no signs of circulation, give CPR. Find the proper hand position by placing the heel of one (1) hand on the lower half of the sternum between nipples. Place the other hand on top and using both hands give 15 compressions, pushing breastbone straight down 1 ½ to 2 inches. Count as you push down: “one, two, three, four, five,six,… fifteen.” Follow compression with two (2) slow breaths., Continue cycles of 15 compressions to 2 breaths. Recheck circulation every few minutes. If still no signs of circulation, restart CPR with chest compressions. Continue until relieved by trained help, you are completely exhausted, or victim is revived. Adult Choking Choking occurs when the upper airway becomes blocked and the victim cannot breathe. How to recognize choking: BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

Partial airway obstruction: • Good – indicated by coughing forcefully by conscious victim. • Poor – indicated by weak, ineffective cough; high pitched noise; blue, gray, or ashen skin, lips and under fingernails Complete airway obstruction: • Unable to speak, breathe, or cough • Clutches neck with one (1) or both hands (known as the “universal distress signal fr choking) • Unconsciousness First Aid for Conscious Choking Adult: If a person is conscious and cannot speak, breathe, or cough…  Give abdominal thrusts: Stand behind victim; wrap your arms around victim’s waist. Make fist with one (1) hand and place it just above the victim’s navel and well below the tip of the breastbone with the knuckles up. Grasp fist with your other hand. Press fist into victim’s abdomen with quick, upward thrusts. Each thrust should be a separate and distinct effort to dislodge object.  Repeat abdominal thrusts until victim coughs up object, start to breathe or coughs forcefully, you are relieved by EMS or other trained person, or victim becomes unconscious (then use methods for unconscious victim) For a late-stage pregnant woman or obese person, stand behind the victim, place your arms under the victim’s armpits, and encircle the chest. Place a fist on the middle of the victim’s breastbone with your knuckles up. Grasp your fist with your other hand and press backward with quick thrusts. First Aid for Unconscious Choking Adult If a person is unconscious and your two (2) breaths have not gone in, and after retilting the head two (2) more breathes have not gone in…  Begin CPR. Each time you open the airway to give a breath, look for an object in the throat. If seen, remove it.

Child Basic Life Support Basic life support for a child aged one (1) to eight (8) is the same as for an adult with these exceptions: •

Activate the EMS system after one (1) minute of resuscitation (in adults, activate EMS system immediately after determining unresponsiveness).

For rescue breathing: 1. Give 1 to 1½ second breaths (in adults give 1 ½ to 2 seconds breathes)

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Module 3 – Disaster Awareness Preparedness and Management

2. Give 1 breath every 3 seconds (in adults give 1 breath every 4 to 5 seconds) •

For CPR: 1. Give chest compressions with one (1) hand while keeping other hand on child’s forehead (adult requires 2 hands on victim’s chest for compressions). 2. Compress breastbone 1 to 1 ½ inches (adult requires 1 ½ to 2 inches) 3. Give 1 breath after every 5 chest compressions. (Adult CPR requires 2 breaths after every 15 compressions).

Infant Basic Life Support Basic life support for an infant (under 1 year of age) is the same as for a child, with these exemptions: •

For rescue breathing: 1. Cover the infant’s mouth and nose with your mouth while giving rescue breaths (child requires covering only victim’s mouth). For CPR 2. Locate the proper hand position by placing 2 fingers on the breastbone 1 finger’s width below the imaginary line connecting the nipples (child uses 1 finger’s width above the notch where breastbone and rib meet). 3. Depress the infant’s breastbone with 2 fingers (child uses heel of hand). 4. Depress the infant’s breastbone ½ to 1 inch (child requires 1 to 1 ½ inches). 5. Give chest compressions at the rate of at least 100 per minute (child requires 100 per minute) For choking (foreign body airway obstruction), use cycles of up to 5 back blows and up to 5 chest thrusts (child uses abdominal thrusts).

First Aid This is the immediate care given to an injured or suddenly ill person. First aid does not take place of proper medical treatment. It consists only of furnishing temporary assistance until competent medical care, if needed is obtained, or until the chance for recovery without medical care is assured. Most injuries and illnesses require only first aid care. Scene Survey The first step in any emergency situation is to do a scene survey. The following guidelines apply in most cases: 1. Take charge of the situation. 2. Shout for help to attract bystanders. 3. Scan for hazards. If the scene is unsafe, make it safe. If you are unable to make the scene safe, do not enter. 4. Determine the number of victims. 5. Determine the likely cause of the injury or nature of the illness for each victim. 6. Identify yourself as a first aider. Offer to help and obtain consent. BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

Victim Assessment After sizing up an emergency situation initially and deciding if it safe to provide first aid for the victim there, the first aider can then find out what is wrong and how serious it is by following a systematic approach known as victim assessment. Victim assessment of an injured or an ill person consist of:  Initial assessment  Physical exam and history  Initial assessment – the initial assessment covers these areas in this order: A – Airway open? B – Breathing normal? C – Circulation normal? The initial assessment finds and corrects life-threatening conditions. Airway. Ask yourself: Does the victim have an open airway? If the person can talk or is conscious, the airway is open. Take proper precaution if a spine injury is suspected. Breathing. Ask yourself: Is the victim breathing? Conscious victims are breathing, but look for any breathing difficulties or unusual breathing sounds. For an unconscious victim, keep the airway open and look for the chest to rise and fall, listen for breathing, and feel the air coming out of the victim’s nose and mouth. Circulation. Ask yourself: Is the unconscious victim’s heart beating? Determine this by checking for signs of circulation such as movement, coughing, and breathing. A conscious victim’s heart is obviously beating. Also ask for yourself: Is the victim bleeding heavily? Check for severe bleeding by looking over the victim’s entire body for blood-soaked clothing.  Physical exam and history-Having completed the initial assessment and attended to any life-threatening problems, take a closer look at the victim to discover problems that do not immediately threaten life but may do so if they remain uncorrected. Physical examination – check the victim from head to toe. • Head and neck. Check the scalp for bleeding or deformity (‘goose egg” or depression). Do not move the head during this procedure. Check the ears and nose for a clear fluid of bloody discharge. Look in the mouth for blood or foreign materials. • Eyes. Notice whether pupils are constricted or dilated. Cover the eyes then uncover to see if the pupils react. Look for unequal pupils, since a difference in their size almost always means a medical emergency. • Chest. Check the chest for cuts, bruises, penetrations, and embedded objects. • Abdomen. Check for penetrating objects and protruding organs. Ask the victim to point to where it hurts. • Extremity assessment. Check the arms and legs by feeling and looking for injury, deformity, and tenderness. Compare one side of the body with the other.

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Module 3 – Disaster Awareness Preparedness and Management

Back. In victims with possible spinal injury as well as those with suspected stroke, check sensation and strength in all extremities by pressing a foot against your hand and having them squeeze your hand with theirs.

SAMPLE History Important information about the victim’s condition can be collected from the victim, and possibly family members, by following a simple questioning technique known as SAMPLE history. Also look for a medical alert tag, worn as a necklace or bracelet that may identify a victim’s problem. Important Questions – SAMPLE History Description Sample Questions S – Symptoms What’s wrong? (known as the chief complaint) A – allergies Are you allergic to anything? M – Medications Are you taking any medications? P – Past medical history Have you had this problem before? Do you have other medical problems? L – Last oral intake When did you last eat or drink anything? What was it? E – Event leading up to the Injury: What led to this problem? illness or injury

Learning Activity Directions: 1. Watch the video clips on “How to do CPR” https://www.youtube.com/watch?v=hizBdM1Ob68 2. You can also watch on some other video clips aside from the above link on how to do CPR 3. Make a simple video clip on CPR following the proper procedure YOU as the one doing it with a dummy. (You can use pillow as your dummy) 4. Once done, submit or send your output. (to your Instructor)

Learning Assessment Directions: Multiple Choice. Choose the correct or best answer by encircling the corresponding letter. 1.

When performing CPR on an infant, what you should use? A. Your palm B. Your 2 fingers

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Module 3 – Disaster Awareness Preparedness and Management

2. Personal protective equipment (PPE) is use to protect A. Medical equipment B. Head, arms hands C. Patient D. All of the above 3. The depth of compression for a child during CPR is A. 1 to 1 ½ inches B. 1 to 2 inches C. 1 ½ to 2 inches D. At least 2 inches 4. Is the unconscious victim’s heart beating?This question is asked during initial assessment. This is for: A. Airways B. Breathing C. Circulation 5. During initial assessment of the victim, physical examination is done from: A. Head to toe B. Shoulder to knee C. Toe to head D. Head to affected area 6. What is the recommended BLS sequence? A. Airway, breathing check pulse B. Compression, airway, breathing C. Airway check pulse, breathing D. Airway, compression, breathing 7. BLS considers an infant to be on what age? A. Less than one year B. 2 years old C. 3 years old D. 4 years old 8. Which step is not part of adult chain of survival? A. Early access B. Early CPR C. Advance care D. Rapid defibrillator 9. It is started immediately after the victim collapse A. Early access B. Early CPR BatStateU - National Service Training Program 1 – CWTS/LTS

Module 3 – Disaster Awareness Preparedness and Management

C. Early Defibrillator D. Advance care 10. The first step in any emergency situation is to do a scene survey. A. True B. False

Learning References 1. (2012). Emergency Medical Services NC II Modules, Asian Center for Emergency Preparedness Inc.Quezon City, 2. Scotese, Barbara A. (2005) First Aid Guide Fourth Edition. American Academy of Orthopedic Surgeons. Jones and Barlett Publishers. 3. https://www.youtube.com/watch?v=hizBdM1Ob68 4. https://www.aclsmedicaltraining.com/bls-and-acls-surveys/ Retrieved July 29, 2020

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Module 4 - Environmental Protection

Lesson 14 - Environmental Education, Protection and Management Learning Objectives At the end of the lesson, students are expected to: 1. discuss the meaning, goal and objectives of environmental education 2. cite common environmental problems and their causes. 3. suggest solutions to identified environmental problems.

Introduction In the Philippines today as well as all over the world, the alarming rate of environmental degradation brings havoc and poses a very serious problem. The adverse environmental issues and problems our world is experiencing nowadays necessitate a drive for environmental movements toward environmental conservation and sustainable development. This means that the people must collaborate, cooperate and work hand and hand in order to save our Mother Earth in great tragedy of havoc. Environmental awareness, consciousness and understanding are public concerns for the adoption of new values, change of habits and lifestyles towards the preservation and conservation of our environment. The people must provide solutions to any environmental problems of this community and inculcate in their minds to love, care, and nurture our environment. Thus, environmental education, information and advocacy activities are deemed necessary to provide solution to environmental crisis. Definition of Environmental Education It a process of teaching and learning, helping to acquire understanding, skills and values that makes them active and informed citizens in the development and maintenance of an ecological, sustainable and socially just society. Goal and Objectives of Environmental Education Environmental education had been introduced in the Philippine Educational System for many years, but it was never been properly and strongly addressed to all to ensure functional environmental programs. The goal of environmental education is to have environmentally literate and responsible citizenry who will ensure the protection and the improvement of the environment and bring about sustainability, social equity and economic efficiency in the use of the country’s natural resources. The people must develop a sympathetic attitude

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Module 4 - Environmental Protection towards the diversity and sustainability of resources on earth for the survival and stability of life. The specific objectives of environmental education can be attained in terms of the learners’ awareness, knowledge, attitudes, skills and participation to the resolution of environmental problems, issues and concerns. The learners must consider the environment in its totality-natural and built, technological and social (economic, political, cultural, historical, moral and aesthetic). Environmental education must be a) action-oriented – it should involve finding solutions to real environmental problems and issues. b) Experiential – it should use variety of approaches and environments c) future-oriented – it must be concerned with the present and future generations d) globally-oriented – it must consider the whole earth as one ecosystem e) holistic – it must deal with the natural and man-made aspect of the environment f) interdisciplinary – it must relate to all disciplines g) issue-oriented – it must deal with local, regional, national and global perspective. Classification and Sources of Pollution Pollution is defined as the alteration of our surroundings, wholly or largely as a product of man’s actions, through direct or indirect effects of changes in every patter of chemical and physical constituents of organisms. A. Air Pollution The problem of air pollution has become a worldwide phenomenon. If left unabated it can cause major health problem and even death. In metro Manila air pollution had reached the alarming levels with a total suspended particles (TSP) as much as five times greater that the World Health Organization (WHO) guidelines of particulate matters of 10 microns (PM 10) and the lead levels even higher as two times the guidelines. Air pollution is defined as physical and chemical alteration of the properties of air, which is harmful to human health, vegetation and animals.

Major Types of Air Pollution 1. Outdoor Pollution is a type of pollution derived from the mixture or collection of additional loads of chemical produced by natural events and human activities which react with the natural components of the atmosphere thereby producing harmful effects to living system

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Module 4 - Environmental Protection

The following are the major sources of outdoor pollution: ♦ Burning of fossil fuels for power consumption ♦ Photochemical and industrial smog ♦ Volcanic eruption to emit sulfuric dioxide and suspended particulates ♦ Forest fire, kaingin ♦ Evaporation of volatile organic compounds from decaying organic matters ♦ Natural radioactive 22-gas from Uranium deposits Classes of Air Pollutants Pollutants Carbon Oxide (CO)

Nitrogen Oxide (NO)

VOC’s (Volatile Organic Compound) SPM (Suspended Particulates Matter)

Liquid Droplets Photochemical Oxidants

Common members Carbon monoxide (CO) Carbon dioxide (CO 2 ) Sulfur dioxide (SO 2 ) Sulfur Trioxide (SO 3 ) Nitric oxide (NO) Nitrogen oxide (NO 2 ) Nitrous oxide (N 2 0) Methane (CH 4 ) Butane (C 4 H 10 ) Dust, soot (Carbon) Asbestos, Lead (Pb) Chromium (Cr) Arsenic (As) Sulfuric acid (H 2 SO 4 ) Nitric acid (HNO 3 ) DDT, malathion, etc. Ozone (O 3 )

2. Indoor Air pollution – a type of pollution derived from the accumulation or build up of chemical, SPM, VOC’s inside the office, buildings, houses, school, commercial store that are harmful top health. Sources Aerosol sprays Chlorine treated water Air freshener crystal and moth balls Tobacco and cigarettes Carpets and plastic products Paint stripper and thinner Gas stove, kerosene, heater, woodstone

Class/Type Trichloroethane Chloroform Par-chlorobenzene

Health Threat Breathing difficulty Cancer Cancer

Nicotine Styrene Methylene Nitrogen oxide

Lung cancer, heart disease Liver and kidney damage Diabetes and nerve disorder Respiratory disorder

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Module 4 - Environmental Protection Dry cleaning fluids

Tetrachloroethylene

Nerve, liver and kidney damage

B. Water Pollution Water pollution is defined as the physical or chemical changes in the surface and ground water caused by pollutants that can adversely affect living organisms. Every year 14 billion pounds of sewage, sludge, and garbage are dumped into the world’s oceans. The problem of ocean pollution affects every nation around the world. This is true because water is able to transport pollution from one location to another. As the world has industrialized and its population has grown, the problem, of water pollution has intensified. Major Sources of Water Pollution 1. Point Source – a source of pollution that discharges pollutants or any affluent, such as waste water, through pipes, ditches and sewers into bodies of water to specific location. Sources: sewage treatment plants of factories, electric power plants, abandoned underground coal oil tanker offshore oil wells and mine 2. Non-point Source – sources of pollution that are widely scattered and discharges pollutants over a large area. Sources: run off into surface water, seepage into ground water in urban and suburban lands, construction areas and roadways, etc. Common Types of Water Pollutants and its Sources     

Disease causing organism (bacteria, viruses protozoa and parasites) Oxygen demanding wastes (domestic sewage, animal manure) Water soluble inorganic chemicals (acids, slats, toxic metals, etc.) Inorganic plant nutrients (water soluble nitrate and phosphate salt) Organic chemicals (insoluble and water soluble oil, gasoline, plastic, pesticides, solvents, etc.)  Sediments of suspended matter (insoluble pesticide of soil, salt and other inorganic and organic materials that can remain suspended in water.)  Radioactive substances (Radon 222 and uranium) C. Solid Wastes/Land Pollution This type of pollution is referring to the presence in land of any solid waste in such quality, of such nature and duration, and under such conditions that would injurious to human health or welfare, animal or plantlike or property. Solid waste disposal is an issue for all countries. Most countries produce millions of tons of household wastes and industrial toxic wastes from factories, industries and hospitals.

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Module 4 - Environmental Protection These wastes are polluting the air, soil and water because most countries and communities do not have means of safety disposing it. When solid wastes are burned, toxic gases spread into the air, causing air pollution. The dumping of some waste can be dangerous for public health because acids and non-decomposable organic materials seep through the soil and contaminate the drinking water and pollute farming land. As a result waste or garbage causes dangers to public health. Solid waste takes up space and produces unpleasant smells. Citizens should divide their waste and garbage into four categories: 1) 2) 3) 4)

combustibles non-combustibles recyclable hazardous wastes

Solid Waste and its Disposal There are only three places for wastes to end up:  in the ground  in the air  some of our waste end up in each place  Landfills – sanitary landfills are designed to reduce the amount of waste that leaks out into the environment. It protects the environment from pollution and uses the methane produced in the landfill to generate electricity. Water dissolves pollutants out of the garbage forming a solution known as leachate.  Incineration – reducing solid waste by burning it first and this causes fly ash, gases and particulate matter to the air.  Ocean dumping – about 50 million tons of waste a year are discharge into the ocean; 300 kilometers offshore. Disease-causing organisms and heavy metals have destroyed numerous fisheries. Simple and Effective Ways of 4 R’s (Personal Waste Management) • • • • • • •

Avoid over-packed goods Avoid disposable goods such as throw-away razors, pens, diapers, and lately, even disposable cameras Buy food in bulk. Patronize whose contents are refillable. Practice composting (e.g. yard clipping and leaves) Patronize recycled and recyclable goods. (avoid PVC containers) Patronize products that are made from renewable, rather than non-renewable resources When buying products, such as shampoos and other toiletries, choose those with little packing as possible

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 4 - Environmental Protection • •

In cases of cardboard packaging, choose products, which come in brown, gray, or those that specify that they are made from recycled materials Recycle paper.

The 4R’s of Ecology: Strategy in Attaining Ecological Sustainability at School-Community Based Projects School-community can suffer from the same pollution problems as homes. A school-community administrator has many needs to attend but in spite of these, he must be able to “green up” environment by sponsoring and supporting to Cleaning, Greening and Beautifying Program. When it comes to attaining Ecological sustainability, the “Four R’s” – reduce, reuse, recycle and repair as strategies have to be learned and practiced in the communities and schools by the community officials, residents, students, teachers as well as concerned parents in solving about the “garbage overload”. To reduce means to reasonably limit or conserve the use of materials for more important projects. To reuse is to “use again” the materials that are non-degradable, reusable and recyclable To recycle is to reuse after the materials had been reprocessed either to new products or similar functional products. To repair is to reconstruct/restructure and reinstall equipment/appliances/gadgets that are still repairable to its functional state. The school-community can spend as much money disposing its trash as it does on buying textbooks. The amount of trash created in community has grown steadily as marts and canteens have switched to serving more and more meals and snacks on paper and plastics and throw away plastics, styrofoam plates and cups instead of reusable conventional tablewares, glass, forks, and spoons. Earth Charter for a Sustainable Environment Development In recognition of World Environmental Month, environmental leaders from around the world seek to implement the Earth Charter for sustainable development and living and to spread the word about environmental awareness. The Charter comprises a set of broad principles designed to guide all humans towards a sustainable way of life. The Charter contains 16 general principles and 60 supporting principles, or ways to implement the principal guidelines. It is designed to serve as a universal code of conduct to guide people and nations toward sustainable development. They are: 1. Respect earth and life in all its diversity. 2. Care for the community of life with understanding, compassion and love.

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Module 4 - Environmental Protection 3. Build democratic societies that are just, participatory, sustainable and peaceful 4. Secure Earth’s bounty and beauty for present and future generations. 5. Protect and restore the integrity of Earth’s ecological system, with special concern for biological diversity and the natural processes that sustain life. 6. Prevent harm as the best method of environmental protection and, when knowledge is limited, apply a precautionary approach. 7. Adopt patterns of production, consumption and reproduction that safeguard Earth’s regenerative capacities, human rights and community well being. 8. Advance the study of ecological sustainability and promote the open exchange and wide application of the knowledge acquired. 9. Eradicate poverty as an ethical, social, and environmental imperative. 10. Ensure that economic activities and institutions at all levels promote human development in an equitable and sustainable manner. 11. Affirm gender equality and equity as prerequisites to sustainable development and ensure universal access to education, health care and economic opportunity. 12. Uphold the right of all, without discrimination, to a natural and social environment supportive of human dignity, bodily health and spiritual well being, with special attention to the plight of indigenous peoples and minorities. 13. Strengthen democratic institutions at all levels, and provide transparency and accountability in governance, inclusive participation in decision-making, and access to justice. 14. Integrate into formal education and lifelong learning the knowledge, values and skills needed for a sustainable way of life. 15. Treat all living beings with respect and consideration. 16. Promote a culture of tolerance, nonviolence and peace.

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Module 4 - Environmental Protection

Directions: Read the given task below and follow the instruction carefully. Activity #1: “Pollution can also end up in food chains, including our own, which can have a negative on health and wellbeing. This activity is a great way to kick off a discussion about pollution and food chains. It involves creating a simple model that demonstrates how pollution can be drawn up into plants.” • To do this activity, Place a piece of celery in a jar or beaker of diluted food dye. Over time, the food dye moves up the celery, and there it remains. The food dye represents pollution, and the celery could represent any number of plants that are used for food. (make a presentation of it prepare a simple clip then send it to me via messenger.)

Activity #2: “In your own place, start to practice the four R’s of ecology, prepare an outline from day one (1) of this lesson up to the end of the semester (until you and the entire family adopted it) make a documentation of this activity. this will be a part of your grade. “

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Module 4 - Environmental Protection

Directions: Explain each question, before you begin writing, read the question carefully and plan what you will write. Your essay should be as well organized and as carefully written as you can make it. You can use white paper (bond paper) for your answers. 1. Why do you think environmental education is a basic concern of government?

2. How can you help solve environmental problems in your own place?

3. What projects can be initiated by you as student of CWTS to do away of environmental problems?

Faustino I. De Chavez, Ed. D. and Romeo M. Guillo Jr. Ed. D CWTS (NSTP) Book Revised Edition BatStateU - National Service Training Program 1 – CWTS/LTS

Module 4 - Environmental Protection Philippines Copyright ©2013

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 4 - Environmental Protection

Lesson 15 - Seven Environmental Principles and Laws Learning Objectives At the end of the lesson, students are expected to: 1. recognize the Seven Environmental Principles; 2. enumerate the importance of each principles and laws; 3. appreciate the role of education in sustaining the preservation of mother earth.

The Seven (7) Environmental Principles (EPs) The seven (7) environmental principles (EPs) or core messages are an encapsulated explanation of environmental phenomena, issues and problems. While the science of ecology reveals the intricate relationships among living and non-living components of the environment, the EPs capture these relationships as easy-to-remember slogans. At the same time, they serve as behavioral guide so that each person may do his/her part in preventing further deterioration of the environment. It is not enough to know the science of nature; environmental protection must be a personal commitment. Below are the 7 EPs, articulated in 3 similar ways. 1. Balance of Nature Nature Knows Best (Ang Kalikasan ang Mas Nakakaalam) 2. Biodiversity All forms of Life Are Important (Ang Lahat ng May Buhay ay Mahalaga) 3. Interconnectedness Everything is Connected to Everything Else (Ang Lahat ng Bagay ay Magkakaugnay) 4. Change Everything Changes (Lahat ay Nagbabago) 5. Materials Cycles Everything Must Go Somewhere (Ang Lahat Ay May Patutunguhan) 6. Finiteness Ours Is a Finite Earth (Ang Lahat Ay May Hangganan) 7. Stewardship Nature Is Beautiful and We are All Stewards of God’s Creation (Ang Kalikasan ay Maganda at Tayo ang Tagapangalaga ng Nilikha ng Diyos)

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For each EP, the first phraseology gives the scientific concept. The second is more layman, more graphic and is the mode that is easier to grasp and remember. The third phraseology, in our native language, stirs emotive response and is more appropriate for certain groups. For purposes of this course, the discussion below will utilize the second phraseology. The 7 EPs are explained in a summary from the Environmental Education continuum prepared by Miriam College Public Education and Awareness Campaign for the Environment (Miriam P.E.A.C.E) 1. Nature Know best This principle is the most basic and in fact encompasses all the others. We have to abide by nature’s rules. We must not go against natural processes if we want to ensure a continuous supply of resources. Nutrient cycling or the biogeochemical cycles illustrate the perfect orchestration of processes that yields all organism that needs for food and metabolic functions. Nature has built – in mechanism to maintain balance, a phenomenon known as homeostasis. The availability of nutrients, conduciveness of the environment for growth and reproduction and the feeding relationships that exist among organism serve as control for population and ecosystem processes, Interference in these processes have caused ecological backlashes. 2. All forms of life are important Each organism performs a fundamental role in nature. When we lose any species, we are breaking one bond in the web of life. Although extinction is natural, the “normal” rate in the past has been around one species per century. This is nature’s way of allowing for ecosystem adaption; the rate of loss is small enough for the community of species to fill in the gap some way or other; Nowadays, with human activities, we are losing species at the rate of one a day! 3. Everything is connected to everything else From the community of Organisms associated with one single tree to the community in an ecosystem to processes among ecosystems to the global community of life and the air, water and land that support it, the interactions are intricate and far – reaching. NO phenomenon can be considered isolated. 4. Everything changes Nature is constantly changing but the changes are like a coordinated symphony. Changes in the environment cause changes in plants which are accompanied by changes in animals and microorganisms, etc. Cyclic, linear and random changes

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Module 4 - Environmental Protection describe the processes in nature. Problems arise when human ways accelerate, inhibit or introduce alien changes. 5. Everything must go somewhere The environment – air, water land- has the ability to absorb waste and recycle them to become useful resources. But if we do not manage waste properly, it either becomes a nuisance or a poison. Furthermore, it does not go back to the resource cycle. 6. Ours is a Finite Earth Non- renewable resources are finite in amount. Renewable resources are finite in the rate at which they can be renewed. The absorptive capacity of the environment is likewise finite. We must honor these limits if we are not to turn this richly blessed Earth into wasteland. 7. Nature in Beautiful and We are Stewards of God’s Creation Sometimes there is no other practical reason why we should protect a piece of nature except that it is beautiful. Take the sunset of Manila Bay or in any seashore in Western Philippines. It is breathtaking and inspires the heart to sing God’s praises, Kawasan Falls in Cebu or any of our strong waterfalls that shouts of the omnipotence of the Creator. Blocking the view of such majestic sights should not be allowed. The grand experience should not be denied anyone. The landscapes and seascapes are a reflection of the Lord’s majesty, just like all of the myriad of plants, animals, insects, bacteria, fungi which are each one unique and serve a purpose in the web of life. For practical and spirituals reasons, we should preserve and conserve nature for the enjoyment of the coming generations.

Man’s excessive and destructive ways springs from his consumerist attitude. Humans are destructive by nature. People always bite more than they could swallow Environmental protection is an indispensable obligation Human decisions and actions have environmental consequences

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IMPORTANT ENVIRONMENTAL LAWS R.A. 9003 – Ecological Solid Waste Management Act of 2000 In partnership with stakeholders, the law aims to adopt a systematic, comprehensive and ecological solid waste management program that shall ensure the protection of public health and environment. The law ensures proper segregation, collection, storage, treatment and disposal of solid waste through the formulation and adaptation of best eco-waste products. R.A. 9275 – Philippine Clean Water Act of 2004 The law aims to protect the country's water bodies from pollution from land-based sources (industries and commercial establishments, agriculture and community/household activities). It provides for comprehensive and integrated strategy to prevent and minimize pollution through a multi-sectoral and participatory approach involving all the stakeholders. R.A. 6969 – Toxic Substances, Hazardous and Nuclear Waste Control Act of 1990 The law aims to protect the country's water bodies from pollution from land-based sources (industries and commercial establishments, agriculture and community/household activities). It provides for comprehensive and integrated strategy to prevent and minimize pollution through a multi-sectoral and participatory approach involving all the stakeholders. R.A. 8435 – Agriculture and Fisheries Modernization Act of 1997 It establishes that the Department of Agriculture, together with other appropriate agencies, should take into account climate change, weather disturbances and annual productivity cycles in forecasting and formulating appropriate agricultural and fisheries programs. R.A. 8749 – Clean Air Act of 1999 This moves for an effective air quality management program that will mitigate the worsening problem of air pollution in the country. R.A. 9512 – National Environmental Awareness and Education Act of 2008 This promotes national awareness on the role of natural resources in economic growth and the importance of environmental conservation and ecological balance towards sustained national development. R.A. 9513 – Renewable Energy Act of 2008 It promotes the development, utilization and commercialization of renewable energy resources. BatStateU - National Service Training Program 1 – CWTS/LTS

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Directions: Read carefully and follow the instruction. Activity #1: You will prepare a simple clip in this activity. Try to be more creative this time. •

Create your own “JINGLE” regarding our topic. The Seven Principles of Environment.

Click the link below and you will know how to form your own jingle. This is fun. Try it.

https://www.youtube.com/watch?v=-4-C7KURvqw

Activity #2: Watch this short clip, then in a white paper (bond paper) put your reaction regarding this clip. •

This episode talks about the Seven Environmental Principles that should help students understand nature. It also tackles the status of forests in the Philippines and the keystone species within them.

https://www.youtube.com/watch?v=tc2lT9iKwQE

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Learning Assessment Direction: Explain each question, before you begin writing, read the question carefully and plan what you will write. Your essay should be as well organized and as carefully written as you can make it. You can use white paper (bond paper) for your answers.

1. Choose three (3) environmental principles then explain why did you choose it? Expand your answer.

2. Why do you think environmental laws are needed? Justify your answer.

3. As an CWTS student how will you motivate others to increase awareness regarding environmental principles and laws. Expand your answer.

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Learning References 1. Environmental Awareness and Education Act of 2008 2. Environmental Modules for Project ECOCORPS. Department of Environment and Natural Resources and Philippine Association of Tertiary Level Education, Institutions in Environmental Protection and Management. 3. http://www.wetlands.ph/wp-content/uploads/2017/07/Handout-1_Module-1-TheSeven-Environmental-Principles.pdf 4. https://www.senate.gov.ph/republic_acts/ra%209512.pdf 5. Republic Act 9512

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Lesson 16 - Forestry Protection, Conservation and Development Learning Objectives At the end of the lesson, the students are expected to: a. define and internalize concepts of urban forestry. b. appreciate the benefits derived the urban forestry. c. Identify what urban forestry does to the environment. d. equip with the basic laws governing urban forestry. e. select appropriate species for urban parks. f. Internalized the general prescriptions / requirements for urban greening. g. able to recommended plant species for planting.

Introduction Urban Forestry in the Philippines can be traced back over a hundred years ago as manifested by the remnants of so many century -old trees that once marked the streets and parks of so many old cities especially of old Manila and highly urbanized municipalities and provinces. How these big old trees are carefully lined and aesthetically arranged in parks, roadsides and other places indicate system used which is, no doubt, the basis of today’s system and practices. The principles behind the establishment, cultivation and management of these various plants forms and species fall under a specialized “branch” of forestry called Urban Forestry. Sometimes, the term urban forestry is used interchangeably with Urban Greening which is basically the process of planting trees and other ornamentals plants such as palm/bamboos, shrubs, vines ferns, grasses and other vegetative ground covers. Therefore, urban greening is actually the application or practice of urban forestry. KEY CONCEPTS AND PRINCIPLES What is Urban Forestry? Urban Forestry is a specialized ‘branch’ of forestry that deals with the cultivation and management of trees and other plants forms for their present and potential contribution to the physiological, ecological, aesthetic and economic well- being of urban society. In simpler terms, it is the introduction of trees, shrubs, vines, herbs, grass and animal life singly, wholly or in combination that will blend and enhance the aesthetic value of the environment, safeguard the populace from various forms of hazards and for productive purposes.

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Module 4 - Environmental Protection The Master Plan for Forestry Development of the Department of Environment and Natural Resources (1990) defines Urban Forestry as: • •

The establishment and management of forests in urban environments for the physiological and psychological well- being of the people. A deliberate process of cultivating trees, shrubs, or ornamental plants to affect the effects of pollution and at the same time provide aesthetic and scenic surroundings in an otherwise drab and dreary landscape of concrete and steel structures, asphalt roads, walks parking lots, and shanties along railroad tracks; A forest park, a nature center, a green belt, a boulevard lined with trees or flowering plants or even coconuts; a street with trees and other plants in the island or sidewalks; and vacant lot planted to trees and other green plants, a school or hospital or a factory yard with trees; or A greening movement a people – oriented forestry designed to raise the quality of the environment of the people in Urban centers.

In Metro Manila, urban forests include urban parks, thoroughfares, islands, boulevards, and other areas planted to trees and other plants. They are mostly viewed as man-made urban parks. The Luneta Parks, the Ninoy Aquino Parks and Wildlife Center and the Nayong Pilipino are examples of Urban forests. The Concept of Urban forestry How did Urban Forestry originate? The term Urban Forestry is derived from two – urban which carries the characteristics of a city; and forestry which carries the characteristics of a forest. Since a forest is an association of plants predominantly of trees and other woody vegetation, one may wonder how a forest will ever exist in a city because foremost in his mind is a jungle teeming with trees, vines, shrubs and possibly a roaring wild bar and tweeting birds roaming around in wild abandon. Truly, the city like the Metropolitan Manila and Metro Cebu, among others, is not anymore a jungle teeming with plants and animals but a jungle of cement and asphalt, of buildings, and of millions of people scampering for space and fresh air to breath. Progress has its price and it is always in the form of environmental degradation. Metro Manila suffers the most among the progressive urban centers of the Philippines. It is therefore for the serious issues mentioned above that Urban Forestry was conceived. The concept is influenced largely by the purposes wherein its various segments are intended to serve such as for shade and aesthetic. And the city dwellers find it very important. The trees provide shade, beauty, and a long list of other benefits. In most cases, these benefits are taken for granted attributed to the urban dwellers lack of basic knowledge on the uses and importance of trees in environmental amelioration.

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Module 4 - Environmental Protection History of Urban Forestry in the Philippines  1988 – President Corazon C. Aquino issued Memorandum Oder No. 198 establishing the Metro Greening Program and known as the “Luntiang Kamaynilaan” Program.  1989 – The “Hardin ng Bayan” was conceptualized. It was primarily created to transform Metro Manila into a four (4) persons per tree for the more 8 million Metro Manilans. Subsequently, the first “Hardin ng Bayan” was inaugurated in the Freedom Park, Makati.  1992 – President Fidel V. Ramos launched the Clean and Green Program thru Memorandum Circular No.5  1993 – President Fidel V. Ramos also launched the Ecological Revolution (EcoRev 9398). Executive Order No. 199 was also issued directing all government offices and agencies to adopt a street/park nationwide in all urban centers and assume the responsibility of greening them.  1993 – The Department of Education, Culture and Sports (DECS) launched their nationwide tree planting drive mobilized millions of grade and high school students from more than 33,000 public and private schools throughout the country.  1988 – Secretary Antonio H. Cerilles launched the Let’s Go Green Program with the component projects such as OPLAN SAGIP PUNO and the Green Scout Movement.  Issuances related to Environmental Protection- P.D 953 which require planting of trees and other plants in certain places and penalizing and unauthorized cutting, destruction, damaging and injuring of trees, plants and vegetation.

Benefits derived from Urban Forestry A lot of benefits can be derived from the introduction of forest in Urban communities. In general, it makes the city environment a better place to live in. Benefits include: modification of temperature, protection from wind, erosion control, watershed protection, abates, noise, protection from gas and particulate pollutants, control glares and reflection of solar radiation, screens objectionable views from the landscapes like junkyards and slums; and privacy control which secludes a particular area from its surrounding. Raw materials derived from the wood is also beneficial. With all these benefits, there is really a need to establish urban forest to improve physiological, sociological and economic well-being of the urban society. The various benefits that can be derived from Urban Forestry may be grouped under the following categories. 1. 2. 3. 4.

Climatic Amelioration Engineering uses Architectural uses Aesthetic uses

Climatic Amelioration. Trees, shrubs and grass ameliorates air temperature by controlling solar radiation. Leaves of trees intercept, reflect, absorb and transmit solar radiation. Trees and other vegetation also aid in ameliorating summer air temperature through evapotranspiration. Trees have been called natures “air conditioner “. Single isolated tree may

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Module 4 - Environmental Protection transpire approximately 400 liters of water per day to which is comparable to 5 air conditioners each with a capacity of 2500 kw/hr. running 20 hours’ day. Architectural Uses. Trees and shrubs can be used to perform the following functions: space articulation, screening, privacy control and anticipation enhancement. Aesthetic Uses. Trees and shrubs in frame views soften architectural lines, enhance and complement architectural elements unify divergent elements and introduce a naturalness to otherwise stark setting. Engineering Uses. Trees and plants are also used in solving environmental engineering problems involving not only landscaping but also for soil erosion, air pollution, noise abatement, traffic control and glare and reflection reduction. How Trees Abate Pollution Particulate air pollutants are reduced by the presence of trees and other plants in several ways. They aid in the removal of airborne particulates such as sand, dust fly ash, pollen and smoke. Leaves, branches, stems and their associated surface structures tend to trap particles that are later washed by precipitation. Trees also aid in the removal of airborne particulate matter by air washing. Transpiration increases humidity thus adding in the setting out of airborne particles. How Trees Abate Noise Excessive or unwanted noise are pollutants often referred to as the “Invisible pollution”. Noise involves both physical and physiological effects. The physical effects deal with transmission of sound waves through the air, while the physiological effects involve the human response to sound. Sound waves are absorbed by the leaves, branches and twigs of trees and shrubs. These plant parts are light and flexible. Properly planted trees and shrubs can reduce sound waves by as much as 50%. How Trees Help in Traffic Control Trees and plants besides being used to enhance beauty in an area in a definite pattern can be used to direct or channel vehicular, pedestrian and animal traffic. How Trees Abate Glare or Control Reflection In Metro Manila we are surrounded by a myriad of shinning surfaces such as glass, steel, aluminum, concrete and water all capable of reflecting light. During daytime we experience discomfort when the sun`s ray is reflected towards us by these surfaces. At night, we experience the same discomfort with glare from automobile headlights, streetlights, buildings and advertising signs. Plants can be used to soften and screen glares by proper placement of trees and shrubs on center islands and side streets around terraces, patios and windows to protect driver vision. What forestry does to the environment  Trees contribute positively to the urban environment by providing green space screening and habitat for urban wildlife. They help to ameliorate noise and air pollution. They

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contribute to modify urban microclimate, add values to urban properties and provide aesthetic enhancement to what could otherwise be a total asphalt and arid environment. Trees may contribute up to 25% of the value of unimproved land suitable for housing development and up to 12% of the value of half-acre properties with houses (Driver and Rosenthel, 1978). Trees can modify the urban micro-climate by (1) their shading effect; (2) increasing longwave radiation; (3) reducing wind speed; (4) intercepting rain; (5) cooling the air by evapotranspiration; and (6) possibly raising the humidity of the air. Vegetation can also help conserve energy. Strategically placed shade trees around small homes can significantly decrease energy required for space cooling up to 80%. In hot climate areas, reduction in wind velocity and air infiltration rates by vegetation may produce additional energy savings. Windbreaks lessen heating energy needs by lowering air infiltration rates. However, such is only adequate under conditions when air infiltration is controlled at least in part by wind pressure forces. Research reveals that properly located windbreak plantings may reduce energy requirements for heating houses by 10 to 25% annually and by over 50% for cooing where houses are shaded. Narrow dense belts of trees are effective barriers to noise. The principal mechanism of insertion loss in vegetative barriers is acoustic scattering by the holes and large branches and acoustic absorption by the porous ground. Planting for noise abatement requires more land that is not available in many urban location, although trees are efficacious screens against noise if sufficient space is available. Trees and other vegetation in combination with constructed noise barriers may offer noise relief. Aesthetic and other non-physical benefits must be considered as justification for urban trees. The primary way that vegetation removes gases from the atmosphere is the uptake through the stomates. Uptake by plant surface and bark pores and adsorption of gases to the surface of plant parts also contribute. Small branches were found to be more efficient particle collectors than large branches, pollutants are absorbed most efficiently by plant foliage near the canopy surface where light mediated metabolic and pollutant diffusivity rates are greatest. Aesthetically, trees and shrubs provide their own inherent beauty in all settings. They enframe views, soften architectural lines, enhance and complement architectural elements, unify divergent elements and introduce naturalness to otherwise stark settings. They provide movement and pleasant sounds the rustling of leaves and the whistling of wind through the canopy. In addition, plants augment our aesthetic enjoyment by enhancing the environment in which our urban wildlife live. Trees and shrubs are important in the hydrologic cycle. They intercept precipitation and slow its descent to the soil surface, interception of rainfall by conifers (40%) is greater than the hardwoods (20%) because leaf structure of conifers enables better entrapment of water droplets. This can increase in infiltration and decrease runoff and soil erosion. They may also reduce soil moisture evaporation. Economic benefits both direct and indirect can be realized from urban forests. The direct benefits include increased property values while the indirect benefits involve increase income when such amenity resources help attract new industry. It is a common practice to place higher valuation on subdivided land if the development includes or is near a part or other public green areas. The market value`s often 15-20%

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Module 4 - Environmental Protection higher. Other studies found that the presence of trees in developed residential lot contributed to 12% and up to 25% of the estimated market value in undeveloped land. Target Areas for Urban Forest Development The following areas may be targeted for planting: 1. Parks These include provincial, city, municipal, and barangay public parks, playgrounds, and other areas devoted to public recreation. Most parks are publicly owned and managed by local government units, while others are on private areas owned by churches, industries, and other institutions and organizations. The arrangement of trees and shrubs has to follow the rules of modern landscaping as an “expressive, harmonious, and refine imitation of nature” (Dawning, 1859 as cited by Agapaoa et al., 1975). Emphasis is on group planting with irregular spacing. The relative position of the individual trees and shrubs has to be varied as much as possible. There may be single trees neighboring small groups of the same species, but an intimate mixing of single trees and shrubs of different species has to be discouraged. If the space is limited, mainly shrubs and only a few trees should be chosen. 2. Street Right-of-Way These are strips adjacent to streets between divided boulevards which are often called trees lawns, pathways or parking strips. They vary in width and often provide space for sidewalks. There is usually space for a single row of trees, shrubs and other landscape design features. The most suitable forms of trees for street side situation include oval, round, upright oval and irregular as compared to pyramidal and weeping forms. Pyramidal and weeping forms occupy space often needed for vehicular and pedestrian movements as well as create visual obstructions. Pyramidal form can be used only in some instances to reduce glare and provide visual screen because of their low and dense characteristics. The size of trees in these areas should be small (less than 10m) and medium (10-20m). It is not advisable to use large trees because of the presence of overhanging electric lines and observed breakage in sidewalks and curbs, obstruct views and create traffic hazards. 3. Public Buildings and Grounds Grounds adjacent top public buildings such as schools, colleges, hospitals, auditoriums, museum, penal institutions and courthouses are important parts of the urban forest. It also includes military installations, cemeteries, airports, golf courses and nurseries which are managed by the government. The development of these public grounds is similar with that of the parks and street right-of-way. 4. Extraterritorial Lands The urban forest often goes beyond the populated limits of the city. Shelterbelts, groves, forest reserves and even vegetated landfills are part of the urban forest. These forests provide watershed protection, recreation, scenery, place for the disposal of waste products and the source of raw materials for community use.

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Module 4 - Environmental Protection In the protection and improvement of watershed areas, broad-leaved and deciduous tree species are most preferable. Broad-leaved trees protect the soil from splash erosion due to greater leaf interception area. The use of deciduous species however has something to do with the amount of water loss from the watersheds. Deciduous species consume less water for transpiration during the dry season than evergreen species. In the development of shelterbelts, shrubs should be approximately 65% and 35% for trees, which further subdivided into 15% tall and 20% medium sized tree. The seedlings are planted in groups of 2-7 plants of the same species and large trees are planted in small clusters and small trees and shrubs in larger groups. The most effective is a mixture of medium to tall trees in the center and small trees and shrubs on the outside of the belt so that the shelterbelt assume a triangular cross-section. 5. Riparian Areas These areas refer to riverfronts, canals, channel diversions, lakeshores and even seashores, which are also part of the urban forest. These are often developed as areas for recreation, greenbelts and open spaces within cities. The development of these areas usually is similar with that of parks and other recreational areas. 6. Private Lands Private lands refer to all kinds of residential, commercial and industrial lands which are also target for urban forest development. Contribution of private land area to urban forests depend upon the size and available space and the extent of the tree planting conducted by the owner. The development of private lands is mainly dependent on the purpose of the owner towards the land. Characteristics of Tree Species for Urban Forest Development Species for urban plantings must be properly selected. These must have the capacity to withstand the harsh condition of the urban areas. According to Collins (1978) the target species for urban plantings should have the following qualities: a. b. c. d. e. f.

The capacity to grow and develop within the assigned space limitations. Resistant to pests and diseases. Adaptable to the existing and expected environmental stresses of the site. It is culturally a low maintenance species. It has satisfactory growth rate. Ability to fill the functional use in the urban areas as buffer, shade, shelter, and aesthetics. g. It has reasonably effective lifespan. h. It has acceptable percentage survival that normally occur after transplanting or planting.

Some Species Suitable for Urban Planting Species for urban plantings should be suitable to the planting site and at the same time can provide social and ecological benefits to urban areas:

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Module 4 - Environmental Protection Some of the common trees, shrubs, and palms that are adaptable to a variety of climate and soil conditions in the urban areas are as follows: 1. Trees with bright colors Bottle brush (Callistemon lanceolata) Banaba (Largerstroemi speciosa)* Dapdap (Erythrina orientalis)* Fire tree (Delonix Regia)* African Tulip (Spathodea campanulata) Golden shower (Cassia fistula) * Anchoan dilao (Cassia spectabili) Thailand shower (Cassia siamea) 2. Trees with beautiful foliage or needles Norfolk pine (Araucaria excelsa) Japanese cypress (Cryptomeria japonica) Agoho (Casuarina equisetifolia) Silky oak (Grevillea robusta) Buri Palm (Corypha elata) Bunga or Betelnut palm (Areca cathecu) Pugahas (Caryota cumingii) Royal palm (Roystonia regina) 3. Shrubs with bright flowers or colorful foliage Poinsettia (Euphorbia pulcherrima) Gumamela (Hibiscus spp.) Yellow bell (Solandra hartwegii)* Other species observed to be performing well in the urban environment are: 1. Rain tree (Samanea saman) 2. Mahogany (Swietenia macrophylla) 3. Manila palm ( Vietchai merrillii) 4. Narra (Pterocarpus indicus) 5. Rubber tree (Hevea brasilliensis) 6. Star apple (Chrysophyllum cainito) 7. Talisai (Terminalia catappa) 8. Japanese acacia (Acacia auriculiformis) 9. Ipil-ipil (Leucaena leucocephala) 10. Yemane (elina arborea) 11. Adelfa (Neriu oleander) 12. Nangka (Artocarpus heterophylla) 13. Neem (Azadirachta indica) 14. Mango (Mangifera spp.) 15. Duhat (Syzgium cuminii) 16. Macopa (Syzgium samaragense) 17. Camachile (Pithecollbium dulce)

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Module 4 - Environmental Protection 18. Datiles (Muntingia calabura) 19. Tambis (Syzgium equeum) 20. Indian tree

CASE STUDY OPLAN SAGIP PUNO Trees in the urban areas like the Metro Manila are subjected to all kinds of environmental hazards. Trees, if not cut, suffers from natural and man-made destruction which cause the reduction in their natural life spans. A tree that would live 80 years in the forest is expected to live less in the urban areas. The project, OPLAN SAGIP PUNO, aims to raise the level of awareness of Metro Manila residents on the urgent need to save damaged and injured growing trees and to identify all kinds of trees that need to be treated and saved. It was first launched at the PHIL-AM LIFE Subdivision, Quezon City and highlighted by the signing of the Memorandum of Agreement. After its successful implementation, a seminar workshop was conducted for DENR, MMDA, Philippine Safety College and LGUs to equip them to the basic knowledge and skills on the tree surgery and other silvicultural treatments and practices. Thus, a replication of the project is in the works in other urban areas in Davao and Cebu. COMMON IDENTIFIED DEFECTS AND ABNORMALITES OF TRESS IN METRO MANILA       

Cavities Injury by Root curling Gas Poisoning Catface/Scars Abnormality Formed Due to Nails Injuries and Defects Inflicted by Man Injuries Caused by Bumps of Reckless Drivers

OBJECTIVES OF THE OPLAN SAGIP PUNO PROGRAM  Undertake measures to save trees instead of cutting/burning them  Undertake inventory/assessment of all living trees in Metro Manila particularly those injured and/or diseases trees in major thoroughfares, parks and sidewalks that need to be treated and saved.  Encourage the participation of all stakeholders (LGUs, NGOs, civic clubs, religious groups and POs) in technical training/seminars of saving trees to serve as counterparts in their respective areas.  Provide inputs for a master plan for urban greening to identify appropriate planting sites and right trees and plants species needed. BENEFITS AND SOCIO-ECONOMIC IMPACT OF THE RPOGRAM

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Module 4 - Environmental Protection This program will sustain the sustain the existence and improve the life span of trees so that residents and the general public will continue to enjoy fresh, clean air, shade and recreational value of trees. Saving and protecting the trees will lessen the burden of spending more for replanting and in the maintenance of existing growing trees. General Prescriptions/Requirements for Greening Everybody is encouraged to grow trees in cities. Greening the metropolis should be part of our commitment. The following are recommended general prescriptions/requirements for a more successful implementation or the urban greening activities. 1. Conservation of existing flora Unless it is necessary existing flora especially trees must be conserved in any development activity in private or public area. Replacement of trees found not suitable to the area shall be removed gradually so as not to create adverse impact on the microclimate of the area. 2. For all lands in Metro Manila Whenever possible it is highly recommended that all lands whether private or public must allocate 30% of the area as green spaces. In addition, the existing laws and regulations on zoning should be properly observed and that all construction of buildings and structures must be set back at least 2.0 meters from the boundary to the edge eaves of the roof or the edge of the floor whichever is larger. The setback line must be turfed or landscaped or planted with trees wherever possible. Planting verge/planter of at least 2.0 meters wide must be provided along all buildings. For commercial areas landscaped promenades would enhance the environment within the commercial district. 3. For water bodies This refers to water courses such as rivers, canals, streams, drains, lakes, esteros reservoir and ponds. Easement of water bodies must be freed from any form of development that do not conform with the greening objectives. Development of water bodies can be in the form of: a. Constructing promenade along the banks; b. Greening the banks by encouraging the growth of plants in perforated slabs or similar materials; c. Landscaping of the area with flowering plants and infrastructure like railings benches; d. Hard surfaces around water bodies such as concrete walls, stones, bricks, etc. should be camouflaged with greenery; and e. Drainage canal can be covered and converted into a landscaped promenade. 4. As screen for unsightly areas Unsightly areas such as workshops, storage areas, bin centers, substation, power houses, etc. within land parcels, private or public can be screened to a height of at least 2.0 meters with trees, palms, hedges and other appropriate plants. 5. Screening of Walls All walls can be screened from sight to a height of at least 2.0 meters with trees, palms, hedges, creepers, or climbers whichever is appropriate to the land. A planting strip of at least

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Module 4 - Environmental Protection 30mm must be provided for screening purposes. Boundary walls should not exceed 1.8 meters in height and if the boundary wall is solid it should not exceed 2.8 meters. 6. For car parks All open car parks whether public or private can be planted with trees with a wide crown to provide shade. Aeration slabs covering 35% of the entire area can be provided and turfed with grasses. All the void areas can also be planted to maintain aeration, drainage and greenery. The trees must be properly spaced and provided with tree guards to prevent damage from careless drivers. 7. For roadside planting Generally, almost all roads in Metro Manila are not provided with green spaces for planting. Even sidewalks are occupied illegally for other purposes, mostly vendors. Roads are also subjected most often than not to widening or renovation. It is then highly suggested that the following be undertaken or be incorporated in the development planning. a. Provision of planting verge for the planting of shade and ornamental trees which are properly turfed or landscaped. b. Where there is insufficient land along narrow roads to accommodate planting verges, at least one side of the road should be provided to maintain greenery and shade. c. Center islands with the widths of more than 2 meters can be planted with shade trees and trees with colorful flowers. All center islands can also be turfed or landscaped. However, if there are possible expansion to ease heavy traffic in the future, think shrubs can be planted and can be easily removed in case of road widening. d. An avenue of single species of usually smaller trees should be planted along short roads and streets. For roads such as expressways, highways, etc. species of bigger trees should be varied at least every kilometer to provide visual variety during long distances travels and to prevent potential epidemic attacks of pests or diseases. Palms can be substituted for small trees when there is insufficient depth to support the standard requirement for small trees. e. All trees planted along roadsides should have a characteristics of high branching of at least 5.0 meters’ clear trunk. f. Small trees can also be planted along roads which are close to buildings or congested with overhead services to reduce the necessity of constant pruning of branches. g. Tree positions on one side of the road should be as far as possible and alternate with those on the other side. h. Trees should be planted 1 meter away from the road curb; 6 meters away from lamp posts and 6 meters away from traffic signs. 8. For special planting places and other hard surfaces a. Overpasses and flyovers can be screened with plants from the ground to at least 2.0 meters in height with built-in planters from the sides b. Planting areas should be required below overpasses and flyovers including staircases to allow the growth of climbing plants and creepers. All structures below deck level should have rough finish to facilitate the growth of creepers.

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Module 4 - Environmental Protection c. Where it may not be practical to existing overpasses and flyovers to be treated with a rough finish, a mesh structure should be constructed around the columns to allow for the climbing of climbers. d. Ground soil should be provided around columns, staircase. etc. for planting to soften the visual impact of the structure. e. Whenever possible the space under the structure should be covered with soil, at least turfed or provided with plants in planters. f. Where possible the DPWH, DOTC and other agencies responsible in the construction of overpasses, flyovers, etc. should be requested to include built-in planters that can accommodate trees, palms, and other plants in the design before the construction. g. Where it is applicable all planted areas should incorporate means of aeration and selfwatering system from rainwater channeled from roof gutter to planting through. 9. For plazas, walkways, pedestrians, promenades a. All plazas, whether public or private, should incorporate provisions for tree planting. Trees planted must have an aeration of 20 square meters with an area of 1.5 meters by 1.5 meters around the roof collar and it must also be turfed. b. Besides tree planting and landscaping, amenities such as footpaths, park shelters, park lightings, play equipment, etc are to be provided and maintained in all public plazas parks. hnh c. Walkways of at least 2.0 meters wide should be provided for all plazas, parks and prom enade areas. Aeration slabs should be used to construct walkways that are not pre-casmmted or treated with architectural finishes. And as in car parks, all the gaps and joints slabs should be turfed, whenever possible. d. Pedestrian lanes should be provided with aeration slabs or railings to protect green areas, which are frequently damaged by pedestrian traffic. e. Promenades developed within commercial district and waterfronts can greatly enhance the environment. The width should be at least 8.0 meters wide and planting verges of at least 2.0 to 4.0 meters should be provided along both sides if the promenades. 10. For planters/planting troughs a. The use of planters or planting troughs is necessary when it is not possible to plant directly on the ground. b. The size of the planters/planting troughs should be proportional to the type of planting materials to be planted. c. Large planters with at least 1.0-meter internal width and 1.2 meters’ internal depth are ideal for small trees and palms. d. Planters with minimum internal depth and width of 5.0 meter are ideal for shrubs. e. Planters with at least 0.2-meter internal depth and width are for creepers. f. A drainage system must be provided for planting troughs. This system is basically a perfected overflow pipe laid along the span of the planting trough to channel water to the nearest drainage outlets.

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Module 4 - Environmental Protection

Learning Activity Directions: Watch this simple clip, then on a white paper (bond paper) write your reaction regarding this clip/s. Activity #1: Do you love the trees in your neighborhood? We do! In fact, we love trees in all neighborhoods. Why? Urban forests are essential to our health, happiness, well-being, state of mind and sense of community. In this video, you'll meet some people who know what they're talking about with trees. They'll tell you why they love their urban forests -- and what they're doing to protect and restore them. Please share and embed this video! Help us spread the word about why urban forests make such a difference to us all. https://www.youtube.com/watch?v=jlz_rZH1lYk

Activity #2: Directions: •

Collect some forest treasures and paint with nature. Make leaf and bark rubbings to observe differences from tree to tree. Preserve tree leaves with glycerin to keep a leaf journal. Make a woodland creature mask and act out what it would be like living in a forest.

Here is my sample. What’s yours? Try to be creative and make your own idea.

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Module 4 - Environmental Protection

Directions: Explain each question, before you begin writing, read the question carefully and plan what you will write. Your essay should be as well organized and as carefully written as you can make it. You can use white paper (bond paper) for your answers.

1. Give some example why forestry is important specially in this generation. Expand your answer.

2. What are some ways in which an urban forest can benefit a community?

3. Give some advantages of having urban trees in our community. Expand your answer.

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Module 4 - Environmental Protection

Bagayan J.L. and R. L. Baggayan Jr. (1995) Guide to Urban Forest Development and Management. Vol. 6 No. 7 Ecosystems Research & Development Service. Region 7, Banilad, Mandaue City. Denr. 2003 (Reprint). Urban Greening Primer. DENR, National Capital Region, Congressional Plaza Bldg., Congressional Avenue, Quezon City. Driver, B.L., D. Rosenthal and G. Peterson. (1978) Social Benefits of Urbana Forests and Related Green Space in Cities. In: Proceedings of National Urban Forestry Conference. Vol. 2. Washington D.C. pp. 98-113. Grey, G.W. And F.J. Deneke. (1993) Urban Forestry. John Wiley & Sons. Consultancy Services of the Urban Forestry Project for Metro Manila, Philippines. Vol. 3. Environmental Modules for Project ECOCORPS. Department of Environment and Natural Resources and Philippine Association of Tertiary Level Education, Institutions in Environmental Protection and Management.

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Module 4 - Environmental Protection

Lesson 17 - Water Resource Management, Sanitation and Conservation Learning Objectives At the end of the session, students are expected to: 1. internalize the importance of water resources to life; 2. acquire clear understanding the “tragedy of the commons” as a contrast to sustainable development; 3. recognize the necessity of water conservation and prevention of water pollution to our various water sources.

Learning Content Increasing pressures from population and economic activities continued to take their toll on the country’s coastal waters. While there have been noted improvements in some areas which have been the subject of intense rehabilitation efforts by both government and the private sectors alike. Safe water supply and environmental sanitation are two important factors in the prevention of diseases, improvement of living conditions and enhancement of the environment. Without these, people, particularly the poor and disadvantaged, are more prone to infectious diseases such as diarrhea, hepatitis, typhoid, schistosomiasis and other ailments brought about by contaminated drinking water, poor personal hygiene and environmental sanitation. Human settlements, industry and agriculture have considerable polluted both inland and coastal waters. Domestic sewage still contributes approximately 52% of the pollution loads while the industry contributes the remaining 48%. This continuing pollution could seriously compromise the country’s water resources’ potential for domestic, agricultural and industrial uses. The role of the state and the Filipino people to mitigate water pollution is equally important as our adherence to the cause of improving out air quality or the resolve to implement an ecologically-sound solid waste management. Thus, a concrete action plan, especially from the academe, is being called for. The role of the academe in this endeavor is essential in effecting the paradigm shift and the further promotion of environmental literacy among the generation that will eventually inherit the earth. Sources of Freshwater Fresh water is one of those very-important-but-often-taken-for-granted things that we can’t live without. Its specific uses are far too many to count, and there’s just no easy way to BatStateU - National Service Training Program 1 – CWTS/LTS

Module 4 - Environmental Protection accurately quantify value in our lives. The sad truth, however, is that human activities continue to threaten both the quality and abundance of water resources worldwide. To raise awareness on the need to protect and properly manage this valuable resource, the United Nations General Assembly has proclaimed year 2003 as the International Year of Freshwater. In our country, we receive on the average some of 1.8m of good quality rain water – on a yearly basis. Although Nature takes 50% for its own purpose and people cannot for irrigation. On the other hand, domestic use for drinking, cooking, washing clothes, and sanitation accounts for only about 8 percent. Industry is the second largest user guzzling up to 23 percent of annual water withdrawals. Again, the averages typically vary a great deal among countries. Industrial water consumption is actually as high as 59% in the developed countries and only about 8 percent in low-income countries. Companies from various industry sectors use Freshwater is also indispensable as cooling water, and it is valuable for electric power generation. Just as farms and households need a clean water supply, industries certainly can’t operate without access to enough freshwater. Overall, it is estimated that we are already using more than half-specifically 54 percent of the freshwater in the world. As the number of people continues to rise and as industrial output and agricultural production are increased to supply the needs of this growing population, experts say that humans could be using more than 70 percent of all available freshwater by 2025. The big challenge is in how to meet the world’s rising water requirements with the available water supply. Issues in Water Resources Management The estimated national water resource potential is 226,430 MCM. Of this, 91 percent comes from surface water and 9 percent from groundwater. Demand for water is less than one third of the renewable water available nationally. Yet in 1995, as national water crisis was declared to address the increasing water resources management challenge. Problems include the lack of comprehensive and cross-sectoral strategy for development and protection of water resources; fragmented water management; weak law enforcement and inadequate water resources data on which to base rational planning and development. 1. Water problems…. As it is, due primarily to geographical and climatic factors, water scarcity now affects some 450 million people in 29 countries. Eventually, however, as the demand for water continues to expand, severe water shortages will extend to many other countries, not just those in arid regions. The UN estimates that about 5.5 million people or as much as two-thirds of the world’s populations is in danger of facing inadequate water supplies by 2025. The problem on water scarcity is made worse by the destruction of natural ecosystems that are vital for the replenishment of freshwater supplies. Portions of many rivers and lakes are now drying up for most of the year as a result of human abuses. Marshes, swamps, and other freshwater wetlands are also being converted into aquaculture farms or drained to create BatStateU - National Service Training Program 1 – CWTS/LTS

Module 4 - Environmental Protection additional farmlands. What’s more, water supplies are falling retrieved the rest with 100% efficiency, Cebu Island could supply 30 million people. Imagine on Cebu, 10 people for every person you see there today. The quality of rain water is excellent. Thus, when there are problems, then they are related to the availability. Or they are caused by man-man pollution. The third item (volume) is beyond our powers; volume depends on area and rainfall. In our climate, we seldom experience a steady rain. Rain nearly always comes in showers. In this way, we have twice as much rain and twice the hours of sunshine than in Europe. We even have a dry season, very much expressed in Ilocos, not so extreme anymore. But according to our memory, the river that we had known from our childhood, we always had water. With such irregular rain, how is it possible that the rivers had water? The answer is simple. Nature had draped a spongy layer over our hills and mountains. That porous material quickly absorbed much water and very slowly released it again. So the river had water, even days or weeks after the last rain. We know the absorbing layer and we even may have seen it: loose soil covered with thick forest. Groundwater is our storage for the dry season. This storage is made and maintained by nature. With water covering over 70 percent of Earth’s surface, it certainly seems like there should not be a problem at all in water supply. But as you well know, most of it (up to 97 percent) is in the oceans, too salty to be used for anything. By some cruel twist of fate, over 99 percent of the small fraction of freshwater in the world is locked up in glaciers and ice sheets. An additional percentage exists as groundwater that is too deep and too expensive to extract. Only a tiny volume of the water in the world is easily accessible to us as freshwater in rivers, lakes, and underground aquifers. This limited supply is not evenly distributed among and within countries. Some, particularly Iceland and Canada, have abundant water resource, while a number of regions including the Middle East and North Africa experience chronic water shortages. According to the UN’s World Water Assessment Programme, the main use of water worldwiderepresenting nearly 70 percent of all freshwater for human use is revenue water ranges from 30 percent for some of the Water Districts to 55 percent for areas served by the Metropolitan Water Sewerage System (MWSS) 2. Groundwater extraction rising - The percent production of groundwater in the Philippines is estimated at about 2,518 MCM/year. As much as 65 percent of groundwater abstraction may be carried out without the required permit. Furthermore, with no metering system in place and no effective monitoring, those with permits generally withdraw 20-60 percent more than their allowable levels. Only 6 percent of those monitored are found to be in compliance with their permit restrictions. In additions, abstraction for use is controlled and requires no permit from the government. Increasing groundwater use and declining aquifer recharge rates have led to saline intrusion (in Metro Manila and Metro Cebu) and pollution of groundwater from domestic sewage, factory wastes and agriculture chemicals.

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 4 - Environmental Protection 3. Watershed management - Watersheds comprise about 70 percent of the country’s total land area –covering 421 river basins, of which 18 are considered major. The drainage areas of these watersheds range from 5,000 to 2.5 million hectares. Many of the major basins are now considered in critical condition due to over-exploitation and mismanagement. Their degradation has resulted in accelerated soil erosions, surface drought and other imbalances in the ecosystem. There are 119 watersheds covering, 1.36 M hectares that have been proclaimed as watershed reservations. However, most of these watersheds are subject to various forms of cultivation and settlement and are actually considered degraded. 4. Coastal and Marine Resources - The Philippines marine territorial waters cover about 2.2 million square kilometers – including the Exclusive Economic Zone (EEZ) of 1.9 million square kilometers (88 percent) of ocean waters and 267,000 square kilometers (12percent) of coastal waters. About 55 percent of the population resides in some 10,000 coastal barangay and large urban centers. The coral reefs, seagrass beds and mangroves support 80 percent of all commercial species of fish and shellfish. 5. Coral reefs in poor conditions - The Philippines has one of the largest coral reef areas in the world-covering about 27,000 square kilometers. Nearly one third of all fish species live on the reefs, while others are dependent on them and on seagrass beds at various stages in their life cycles. Almost 55 percent of fish consumed in the country depends on coral reefs. It is estimated that 10-15 percent of total marine fisheries production is contributed by coral reefs. Despite their importance, the latest inventory shows that only 4. 3 percent of the reefs are in excellence condition due to the denudation of watersheds, land areas that absorb rainfall and deliver water into rivers and lakes. To further complicate the situation, human activities are severely degrading the quality of freshwater. About half of the world’s 500 major rivers are now seriously polluted, and state of the world’s lakes isn’t any better. Although agricultural runoff and domestic wastes are said to be responsible for most water contamination, the contribution of industries is significant as well. By regularly discharging tons of organic substances and toxic materials into bodies of water, a single industrial firm can do more damage than 50 farms or a hundred households. As a result of these problems, did you know the one-fifth of the world’s freshwater fish species are presently threatened with extinction? Did you know that half of the world’s wetlands have already been lost, with most of the destruction taking place over the past 50 years? Were you aware that all rivers running through Asian cities are badly polluted? The impact of poor water quality is particularly severe on human health. The statistics were staggering. The UN points out that up to 2.3 billion people worldwide are affected by water- related diseases such as cholera, typhoid fever, malaria and dysentery. More than 5 million, most of them children, die each year from diarrhea and other infections ailments spread is very serious in poor countries due mainly to the lack of safe water supplies and proper sanitation facilities. 6. Water demand growing rapidly - Water demand nationwide is expected to grow from 43.000 MCM/year in 2000 to 88, 400 MCM/year by 2025. In Metro Manila, water demand for BatStateU - National Service Training Program 1 – CWTS/LTS

Module 4 - Environmental Protection all users increased by over 200 percent between 1981 and 1997, from 2,000 to 4,100 million liters/day. This is projected to grow by 23 percent to 5,000 MLD by 2001. Based on 1996 data, Metro Manila water supply in 1996 was 2,500 MLD compared to a demand of 3, 400 MLD. In 1995, the Metro Cebu Water District was only able to serve 36 percent of total demand. In Baguio City, about 80 percent of service connections are provided with water on a four-hour thrice a week schedule only. The water “supply-demand” mismatch is often due to lack of infrastructure. 7. Agricultures use dominates - Agriculture accounts for 86 percent of water use, while industrial and domestic usage are limited to 7 percent each. In the agriculture sector, irrigation is the biggest water user, accounting for 72. 6 percent of total water (25,000 MCM in 1996) The fishery sub-sector accounts for 27 percent while livestock / poultry accounts for under 0.5 percent. Irrigation systems serve about 15M hectares, or 48 percent of the irrigable areas that produce about 70 percent of all rice in the country. Only 1.2 percent of this comes from the groundwater. 8. Access to water supply varies - One study reported that as of 1995, 72 percent of all Filipino were served by a public water system, with 68 percent in Urban areas and 75 percent in rural areas. However, service levels vary greatly. It is estimated that non the population of the Philippines as of May 1, 2000 is roughly 76.5 M persons. This represents an increase of 11.5 percent from the 1995 census count of 68.6 million persons. The populations grew at the rate of 2.36 percent annually between 1995 and 2000 which is slightly higher than one growth rate during the nineties (2.34 percent). The Southern Tagalog is the most populated region of the country closely followed by the National Capital Region. However, the NCR remains the most densely populated region with 15, 617 persons occupying a sq. km. of land. This man-land ratio is 61 times the national figure of 225 persons per sq. km. The other five most densely populated regions are Central Luzon (Region III), Central Visayas (Region VII), Ilocos (Region I), Western Visayas (Region VI) and Bicol (Region V) The country’s economic profile is largely the agricultural sector with an estimated employment of 40%. Agricultural products include rice, corn, sugarcane, coconut, bananas, pineapples, mangoes, pork, eggs, beef and fish. With respect to the industries, there are about 15,000 manufacturing firms in the Philippines mostly located in Metro Manila. The main manufacturing industries are textiles mills, pharmaceuticals, chemicals, wood products, food processing, electronics assembly and petroleum refining. Sources of Water Pollution Water pollutants generally come from the five sources. These are: 1. domestic sewage, 2. industrial wastewater, 3. agricultural run-off, 4. storm–water run-off and 5. naturally- occurring sources. BatStateU - National Service Training Program 1 – CWTS/LTS

Module 4 - Environmental Protection

These water pollutants can be either be point or on-point sources. Point source pollution is defined as those entering the entering environment from a fixed source. Water pollutants of point sources are more manageable because these are normally concentrated limited to a few points and can be treated prior to discharge. Non-point sources are those which continuously deposit extraneous materials into watercourses from a widely spread area. Domestic sewage is defined as wastewater discharged from residential commercial, institutional, recreational and industrial facilities where wastes are generated through the use of dining facilities, shower rooms and toilets. Commercial sources are hotels, restaurants and malls, while institutional sources are hospitals and schools. Sewage from industrial sources of wastewater because such facilities employ large number of employees. Industrial wastewater, a principal example of a point source, is discharged by industries after water has been utilized in production processes. Industries such as canneries, chemical plants, food and beverage plants, pulp and paper factories and textile mills often discharged industrial wastewater laden predominantly with organic load as well as chemicals and solids. Agricultural and storm-water run-off are examples of non-point sources. Agricultural run-off is wastewater from farms which often carries fecal materials, soil particles, fertilizers (phosphates and nitrates), and pesticides. Storm-water run-off results from rainfall and may cause turbidity and contamination of receiving water bodies. Surface Water Quality Issues and Concerns 1. Untreated domestic sewage: a leading contributor to water pollution. While it is true that many industrial discharges are also to blame for water quality deterioration, several studies show that domestic sewage is the biggest water pollution problem the country is facing today. 2. Industrial wastewater pollution. Pollution from industrial wastewater is another major contributor to surface water pollution. This type of wastewater comes mainly from manufacturing processes. 3. Threats from non-point pollution sources. Non-point sources are those contribute extraneous materials into watercourses from an extensively wide area thus making it much harder to control. Examples of non-point sources are agricultural and forest run-off and urban storm water run-off. 4. Inefficient solid waste management. A serious concern from inefficient solid waste management is its contribution to water quality deterioration. The indiscriminate dumping of solid wastes particularly in urban areas creates aesthetic, nuisance and health problems

BatStateU - National Service Training Program 1 – CWTS/LTS

Module 4 - Environmental Protection including clogging of already inadequate drainage systems creating stagnant water for insect breeding and flooding during rainy seasons. Causes and mechanism of water sources degradation Degradation of water sources refers to degradation of quantity of water as well as quality of water. The sources could be atmospheric (rain) water, surface water or groundwater. The following are some causes and mechanism of water sources degradation. • • • • • • • • • • • • •

logging of forest kaingin (slash and burn) farming mining activities transportation routes accidental leaks or spills of chemicals cattle grazing, piggery and poultry farming pesticide and fertilizers from agricultural lands human settlements and sewage disposal systems garbage open dumpsite and sanitary landfills underground storage tanks salinity intrusion into coastal aquifers recreation instream and lakes areas river quarrying of gravel and sand

Countermeasures to be done for maintaining good water quality To ensure availability and sustainability of freshwater, the following countermeasures need to be instituted. • • • • • • • •

water conservation at home, in schools, offices and other places increasing the efficiency of irrigation system safeguarding all wetlands from destructive systems development of crop varieties that need less water or drought-resistant crops large scale reforestation of denuded watersheds cleaner production in industries (recycling wastewater, good housekeeping) provision of clean water for underdeveloped localities enactment of appropriate laws.

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Module 4 - Environmental Protection

Learning Activity Directions: Watch this simple clip, then on a white paper (bond paper) write your reaction regarding this clip/s.

Activity #1: •

According to this video by National Geographic, to support the average American lifestyle today takes about twice the global average and we are using water resources in ways that are unsustainable. It also mentions the fact that the mighty Colorado River no longer reaches the sea. (2:29) https://www.youtube.com/watch?v=Fvkzjt3b-dU

Activity #2: •

Almost a billion people live without clean drinking water. We call this the water crisis. It's a crisis because it only starts with water -- but water affects everything in life. Health. Education. Food security. And the lives of women and children, especially. We can end the water crisis in our lifetime. But first we have to let everyone know it's happening. Learn how water changes everything -- and share this with everyone you know. https://www.youtube.com/watch?v=BCHhwxvQqxg

Activity #3: •

Water is the fundamental ingredient for life on Earth. Looking at our Earth from space, with its vast and deep ocean, it appears as though there is an abundance of water for our use. However, only a small portion of Earth's water is accessible for our needs. How much fresh water exists and where it is stored affects us all. This animation uses Earth science data from a variety of sensors on NASA Earth observing satellites as well as cartoons to describe Earth's water cycle and the continuous movement of water on, above and below the surface of the Earth. https://www.youtube.com/watch?v=oaDkph9yQBs

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Module 4 - Environmental Protection

Learning Assessment Directions: Answer the following questions. Read the question carefully and plan what you will write. Your essay should be as well organized and as carefully written as you can make it. You can use white paper (bond paper) for your answers or encode then submit to your instructor. 1. State some important things that you can contribute to prevent water pollution? Expand your answer. 2. What projects can be initiated by you as a student of CWTS to help address the water problems? 3. State some problems in our country affecting our water. Discuss how this problems arises.

Learning References 1. Environmental Modules for Project ECOCORPS by Department of Environment and Natural Resources (DENR) Philippine Association of Tertiary Level Education Institutions in Environment Protection and Management (PATLEPAM)

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Module 5 – Other National Security Concerns

Lesson 18 - National Security Concerns Learning Objectives At the end of the lesson, students are expected to: a)recognize the National Security Council and the National Security Policy 2017-2022; b) enumerate the internal and external threats to national security; c)appreciate therole of education in promoting peace for national security.

Learning Content The Philippines’ national security according to National Security Council (NSC) is “a state or condition where our most cherished values and beliefs, our democratic way of life, our institutions of governance and our unity, welfare and well-being as a nation and people are permanently protected and continuously enhanced” (Banloi, 2010). The National Intelligence Coordinating Agency (NICA) defines national security as “the state or condition wherein the people’s way of life and being are protected and/or advanced”. It is the primary concern of the state to ensure the welfare and well-being of every Filipino. Functions of National Security Council The NSC’s function is to advise the President with respect to the integration of domestic, foreign and military policies relating to national security. The NSC also serves as the President’s principal arm for coordinating these policies among various government departments and agencies in matters involving national security. Internal and External Threats Internal Threats 1. The main internal threat arises from the Moro Islamic Liberation Front (MILF), Abu Sayaf Group (ASG) which, in open rebellion against the government, has the avowed objective of establishing an independent Islamic state in the Southern Philippines. 2. The Communist Part of the Philippines/New People Army/ National Democratic Front (CCP/NPA/NDF) continue to pose a serious threat to national security, although presently weakened in comparison with their peak strength in the last two decades. 3. Organized crime is a national security concern. The challenge of illegal drugs, in particular, has grown into major threat to the national community. 4. Grave incidence of poverty is also a serious threat to national security which breeds and abets rebellion, crime, and dissidence. Poverty incidence affects about one-third of Filipino families nationwide.

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Module 5 – Other National Security Concerns

5. Economic sabotage undermines the market economy, the financial system, and the nation’s resources. 6. Graft and corruption has become another threat to our national security by virtue of the huge scale by which it saps public resources, undermines the morale of the civil service and affects the delivery of quality basic services. 7. Severe calamities cause serious food shortages and hoarding and profiteering resulting in hunger, disease and deprivation. 8. Persistent environment degradation poses a long-term security threat. External Threats 1. The multilateral dispute over Spratly Islands and other islands in the West Philippine Seais a source of intermittent tensions, owing to the building of structures, believed to be military-oriented by some claimant countries in the area. 2. The smuggling of firearms and contraband, illegal migration, and the occasional movement of foreign terrorists through the porous borders of our southwestern frontier have elicited transnational concern. 3. The serious economic disparity between rich and the poor nations keeps the world in a state of instability and virtually on the brink of war in many places. 4. Ethnics, religious and cultural conflicts pervade many regions and nations, including in the country. 5. The proliferation of weapons of mass destruction (WMD) is a threat to global security. Nuclear materials and technologies are more accessible now than before. 6. Transnational organized crime has proliferated in the era of globalization. 7. Natural disaster and environment issues will continue to pervade the global security agenda. 8. Cybernetic crime is a growing global threat, as experienced with computer viruses such as Melissa and Chernobyl, which have attacked isolated or networked information systems through the internet or through software carriers and devices.

Types of Security Threats (Labuguen, et al., 2010) The following are types of security threats that could be minimized by having good citizenship values and commitment to support and act on issues related to national security concern. 1. Rebellion or insurrection is an open, armed and organized resistance against a constituted authority. 2. Terrorism is the systematic use of terror especially as a means of coercion. 3. Crime applies to a measurable degree of damage or destruction up to and including a state beyond use or repair, or it may indicate a state wherein such damage is occurring and continuing. 4. Murder is defined in most countries as the unlawful killing of another human being with intent (or malice), and generally this state of mind distinguishes murder from other forms of homicide. BatStateU - National Service Training Program 1 – CWTS/LTS

Module 5 – Other National Security Concerns

5. Hijacking/Highway robbery is the crime of taking or attempting to take something of value by force or threat of force and/or by putting the victim in fear. 6. Kidnapping or serious illegal detention is the taking away or transportation of a person against the person’s will, usually to hold the person in false imprisonment, a confinement without legal authority. Role of schools in promoting peace for national security 1. 2. 3. 4. 5.

Peaceful pedagogies or strategies in teaching Disarmament education, discourage parent from buying war toys. Avoid sexist education, language curriculum Encourage students’ cooperative and collaborative activities rather than competitiveness. Encourage students to discuss the roots of conflict so they can prepare alternative ways of solving them peacefully. 6. Encourage students to undertake activities that promote intercultural dialogue to develop intercultural understanding and tolerance. National Security Policy 2017-2022 The NSP 2017-2022 is a declaration of the Government’s commitment to continuously develop a national security system that is rules-based, able to effectively respond not only to security threats but also to opportunities beneficial to the national interest. Enhancing the process, scope and organizational cohesiveness of the national security system is imperative toward the implementation of the 12 – point national security agenda which includes the following: • • • • • • • • • • • •

Human and Political Security Health Security Economic and Financial Security Food and Water Security Military and Border Security Socio-Cultural Security Environment and Disaster Security Energy Security Maritime and Airspace Security International Security Information and Cyber Security Transportation and Port Security

The concept of national security has eventually changed overtime. No longer does it exclusively refer to the traditional notions of internal and external defense but to the economic development and social well – beingfor progress and nation building.

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Module 5 – Other National Security Concerns

Learning Assessment The international criminal court favored the arbitration case filed by the Philippine government versus China on the claims at the West Philippine Sea. However, the present administration failed to execute the rulings, allowing the Chinese government to build artificial islands, destroy natural habitat and harass Filipino fishermen. Do you believe that this pose a security threat to the Philippines? Make a simple position paper following this format: I. Introduction - which identifies the issue that will be discussed and states the author’s position on that issue. II. Body - which contains the central argument and can be further broken up into three unique sections: a. Background information b. Evidence supporting the author’s position c. A discussion of both sides of the issue, which addresses and refutes arguments that contradict the author’s position III. Conclusion - restating the key points and, where applicable, suggesting resolutions to the issue.

Learning References August 1, 2020 National Security Policy, 2017- 2020 http://www.nsc.gov.ph/attachments/article/NSP/NSP-2017-2022.pdf August 1, 2020 Thurgood Marshall Online Library, Bowie State University https://bowiestate.libguides.com/c.php?g=442189&p=3014828#:~:text=The%20classic%20position%20p aper%20contains,author's%20position%20on%20that%20issue.&text=A%20Conclusion%2C%20restatin g%20the%20key,suggesting%20resolutions%20to%20the%20issue.

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Module 6 – Self and Filipino Society

Lesson 19 - Nature of Selfand Self-Awareness Learning Objectives At the end of the lesson, students are expected to: a)define self-awareness; b) do self-analysis and explain the rationale of who you are; c)recognize and use Johari Window Self Identification; d) promote self- awareness among youths.

Learning Content “Every man is three men: the man he thinks he is, the man others think he is, and the man he really is.” - Anonymous Since early civilization, the questions of our existence and self-conception co – exist with the continuous spinning of time. Knowing oneself opens the door for greater opportunities, harmonious relationship and effective decision making skill that can help to ensure success in life.

Self-Awareness Self-awareness is knowing your motivation, preferences, personality and understanding how these factors influence your judgement, decisions and interactions with other people. It comprises the feelings and thoughts, interests, strengths and limitations, values, skills, goals, abilities, leadership orientation and preferred communication style. It is the starting point for effectiveness at work. As John Maxwell said, “I have to know me to grow me.” The benefits of self-awareness are: • • • • • • • •

Understanding yourself in relation to others. Developing and implementing a sound self-improvement program. Setting appropriate life and career goals. Developing relationship with others. Understanding the value of diversity. Managing others effectively. Increasing productivity. Increasing your ability to contribute to organizations, your community and family.

Self-awareness can help you decide on which best suits your abilities particularly in selecting your career and profession that can be both personally and financially satisfying. It will help you know where you belong and how you can control yourself in times of needs. Self-awareness can also help you understand why people behave “like this or like that.” Managers who can relate to or empathize with co-workers tend to be more trusted and are BatStateU - National Service Training Program 1 – CWTS/LTS

Module 6 – Self and Filipino Society

perceived as being more competent and can create a trusting and productive work environments, thereby increasing the managerial and organizational effectiveness.

How to Gain Self-awareness One can gain self-awareness through different processes which includes recognizing our strengths, weaknesses, biases, attitudes, values, and perceptions. Some of these include analyzing our own experiences, looking at ourselves through the eyes of others, self-disclosure, acquiring diverse experiences, and increasing our emotional intelligence.

Self-analysis Self-analysis is the examination of oneself after experiencing a particular situation or event. It requires a person to reflect on the negative impact that may have influence behaviors, attitudes, thoughts or interactions. This is not an easy process, yet if done religiously, could help you become effective decision maker when situation arise. One could do self – analysis through analyzing the behavior, personality, attitudes and perceptions.

Self-discovery Self-discovery is the process of forming an accurate, realistic view of yourself which is necessary to take charge of your future. There are six components of the process of selfdiscovery which comprise of the following: a. Characteristics – it pertains to your qualities. b. Interest – it is what you enjoy doing. c. Aptitudes – what are you good at. d. Values – things that are important to you. e. Needs – what do you need to have a satisfying life. f. Choices – it pertains to your priorities.

Behavior Behavior is defined as the way we carry ourselves – the way in which we act. It is influenced by our feelings, judgements, beliefs, motivations, needs, experiences, and opinion of others. Patterns of behavior develop through our reactions to events and actions over a period of time. Behavior consists of four components which includes the following: 1. Motivation – is what makes you act in order to gain satisfaction. It could be intrinsic or extrinsic in nature. Having been aware of your core drivers, those things that motivate you – positively and negatively – can help you understand the roots of your behavior and make adjustment as necessary to modify your behavior. 2. Modes of thinking –is the way your brain process the information it receives and make judgement. You may process the information through reflective thinking and out loud talking. BatStateU - National Service Training Program 1 – CWTS/LTS

Module 6 – Self and Filipino Society

How you take in and make sense of information can help you understand how you make judgements and decisions. 3. Modes of acting – is the course of action that you apply in a given situation. It is how you react with respect to stimuli, events, news, people, thoughts and feelings. Knowing your mode of acting can help you choose alternatives when situation arise. 4. Modes of interacting – is the way you communicate and share ideas, opinions and feelings with others. Whom or what are you comfortable with? Knowing your preference of interaction can help you deal with your environment effectively and productively.

Importance of Self- awareness Knowing yourself better can help you understand why you view yourself as you do. The better you understand yourself, the better you can work well with others. Selfawareness can help you identify your potentials and improve your weaknesses. Psychologists Joseph Luft and Harry Ingram developed the Johari Window of Self to help us become more aware of ourselves. It focuses on understanding what’s visible (or not) to us and others.

https://liberationist.org/the-johari-window/

The Johari Window has four quadrants that represents oneself. These are: Quadrant 1. The Open Self. The area of free activity, or open area. This refers to what you and others know about you. Quadrant 2. The Blind Self. The blind area refers to your description based from others assessment which you are completely unaware. Quadrant 3. The Hidden Self. The hidden area refers to the things that we want to be kept hidden to others. Quadrant 4. The Unknown Self. This is the part of ourselves which neither you nor others know. As times go by and in different situation, we may realize that these characteristics are existing and are actually influencing us. Values and Value Formation

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Module 6 – Self and Filipino Society

Self-awareness plays a vital role in choosing courses, career paths, vocations and life decisions. Value is defined as a principle or belief that a person prizes and publicly affirms with conviction, acts on consistently, and chooses from among the alternatives. Values are shaped through school, work place, religious affiliation, mass media and the person’s upbringing from the family and friends. Values formation is a continuous process. It may be divided into three categories which comprised the following:  Choosing. Values must be chosen freely. The person makes a free choice and is totally accountable for the choice he makes. It must be chosen from alternatives, hence, if there are no alternatives, there would be no free choice, so the person must face squarely the situation. A choice which are made impulsively, without thought, would not constitute a valuing process.  Prizing. A value that has been chosen should be prized and cherished. It should be affirmed and the person should admit it publicly.

 Acting. Values should be reflected by our actions. There must be commitment – inaction which would change one’s behavior. Values may be classified in terms of the following: Personal Values – self- respect, health, privacy, peace of mind, independence Family Values – close family ties, family happiness Spiritual Values – religious commitment, personal relationship with God Work Values – competence in the workplace, industry, resourcefulness Career Values – personal growth, professional advancement Social and Humanitarian Values – service to others, patriotism and nationalism Cultural Values – utangnaloob, pakikisama, giving high regard to authorities

Personal Development Plans It is a plan designed to achieve your personal and professional goals considering a priority. It is based on the “HOW” and the tools to use. It is NOT a career plan oriented to progress on a hierarchy or salary related. BatStateU - National Service Training Program 1 – CWTS/LTS

Module 6 – Self and Filipino Society

Sample Template for Personal Development Plan

Learning Activity Directions:Think about yourself and your experience. Check the column that best represents your situation. Write a paragraph of your self- analysis and what did you discover. My experience Knowledge, skills and abilities Identifying my own strengths, interests & Setting a goal for myself Making a plan to reach a goal Following the steps of a plan Paying attention to progress on following the plan and achieving the goal. Understanding different ways of learning new skills and ideas Identifying and using strategies to help me learn better

1 I don’t have any experience doing this.

2 I have very little experience doing this

Learning Assessment BatStateU - National Service Training Program 1 – CWTS/LTS

3 I have some experience doing this.

4 I have a lot of experience doing this.

Module 6 – Self and Filipino Society

Directions:Answer the following questions in paragraph form. 1. How can self- awareness and self- concept differ?

2. Why do we need to be self-aware and in what way it can help you?

3. Make a graphic organizer of value formation and explain it.

4. Make your personal development plan.

Learning References Guillo, Jr., Romeo, Content standards of literacy training service, 2011 Bennett, Andrew, 25 Business stories, 2008 August 1, 2020 https://www.slideshare.net/DatioBD/pdp-your-personal-development-plan July 29, 2020 http://thefilipinodiasporas.blogspot.com/2011/02/meaning-of-personality.html?m=0

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Module 6 – Self and Filipino Society

Lesson 20 - Roots of Filipino Character Learning Objectives At the end of the lesson, students are expected to: a) review the roots of Filipino Character b) explain why Filipinos have mixed characters c) enumerate Filipino character that affect our progress, unity and success as a nation d) appreciate being a Filipino

Learning Content Roots of the Filipino Character The Philippines has a rich and vast history so as its people. Having been colonized by the Spaniards for three – hundred and thirty tree (333) years, the Commonwealth for more than a decade and the most brutal Japanese occupation made Filipinos adapt and internalize the traits shown by the invaders. The strengths and weaknesses of Filipino character was influenced by the following factors as identifies by Shahani (1993) which comprised: 1. Family and home environment - Filipinos are known to have a very close family tie. Parents believe on the notion that the more children they will have, the bigger the chance they can alleviate their life from poverty. Child rearing is also encouraged by the church, however, as the condition of living becomes harder, Filipinos are now practicing family planning to control the population. Too much closeness of the family leads to high nurturance, over- protecting and lowdiscipline. 2. Social Environment - The social environment of the Filipino is characterized by a feudal structure with great gaps between the rich minority and the poor majority. 3. Culture and language – Language and culture cannot be separated. As an archipelago, the Philippines has a very rich cultural structure, beliefs, dialects and traditions that are both beneficial and challenging at times. 4. History – We are the product of our colonial history, which is regarded by many as the culprit behind our lack of nationalism and our colonial mentality. Colonialism developed a mind-set in the Filipino which encouraged us to think of the colonial power as superior and more powerful. 5. Educational system- Aside from the problems inherent in the use of a foreign language in our educational system, the educational system leads to other problems for us as a people. The lack

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Module 6 – Self and Filipino Society of suitable local textbooks and dependence on foreign textbooks, particularly in the higher school levels. 6. Religion – Religion is the root of Filipino optimism and its capacity to accept life's hardships. However, religion also instils in the Filipino attitudes of resignation and a preoccupation with the afterlife. We become vulnerable also to being victimized by opportunism, oppression, exploitation, and superstition. 7. Economic environment- Many Filipino traits are rooted in the poverty and hard life that is the lot of most Filipinos. Our difficulties drive us to take risks, impel us to work very hard, and develop in us the ability to survive. 8. Political environment – The Philippine political environment is characterized by a centralization of power. Political power and authority is concentrated in the hands of the elite and the participation of most Filipinos often is limited to voting in elections. 9. Mass media - It is the primary means of communication used to reach the vast majority of the general public. 10. Leadership and Role Model - Filipinos look up to their leaders as role models. Political leaders are the main models, but all other leaders serve as role models as well. Thus, when our leaders violate the law or show themselves to be self-serving and driven by personal interest-when there is lack of public accountability--there is a negative impact on the Filipino. Filipino Character 1. Pakikisama – Is giving to the will of the bulk merely so to acquire along with everybody and avoid marks of struggle. 2. Bahalana Attitude – Leaving matters/ things as they are because nature will take it class. 3. Bayanihan or Team Spirit – This is the Filipino value of chumminess or assisting one another in clip of demands. 4. UtangnaLoob or Reciprocity/ Debt of Gratitude – Portrays our true individuality based on concern and response to others particularly in our pattern of pagpapakatao and pakikipagkapwa – tao. 5. Bukas-loobnaPagtanggap or Hospitality – It is a welcoming attitude which is a strong Filipino trait where they open their Black Marias to aliens and visitants and offer them the best in their places. 6. Gulong ng Palad – Life’s ups and downs. 7. Tsamba – Undeserved success brought about by fortune. 8.Tadhana – Decried by destiny. 9. Swerte or Buenas – Good fortune. BatStateU - National Service Training Program 1 – CWTS/LTS

Module 6 – Self and Filipino Society 10. Faith and Religiosity – Faith in God and having a high regard to religious institution and doctrine.

Learning Activity Directions: Choose a partner and have a ten - minute debate on the following topic. Save your debate in google drive and send the link to your teacher for checking. The rubrics for grading are: Substance – 70 , Clarity of Speech – 30. 1. Life is a destiny. 2. Feasts should be celebrated at all costs. 3. Population should be controlled. 4. Favor is a way to show debt of gratitude.

Learning Assessment Directions: Answer the following in a short paragraph. 1. Do you think values are taught? Or caught? Why do you say so?

2. What are your concept of Filipino values?

Learning References 1. Guillo Jr., Romeo M. Content Standards of Literacy and Training Service, (2011) Morlanda Publishing. 2. August 8, 2020 Moral Recovery Program, Dumayac Levi, slideshare.net https://www.slideshare.net/levodumayac/roots-of-filipino-characters

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Module 6 – Self and Filipino Society

Lesson 21 - Nationalism and Patriotism Program and Good Citizenship Learning Objectives At the end of the lesson, students are expected to: a) differentiate nationalism from patriotism; b) identify the ways in showing nationalism; c) use social media to promote nationalism; d) value being a Filipino.

Learning Content Nationalism and Patriotism Nationalism and patriotism are often used interchangeably. Nationalism means love, care for, preservation and patronage of one’s native land and everything in it—the country of birth of a national, whether it be Filipino or otherwise. It Is an attitude of mind that values and places the welfare of the country over that all of others. Patriotism is the willingness and determination to lay down one’s life for the fatherland— the constant resolve to sacrifice one’s life and limb for the preservation of the State. It is the total realization of that love for the country, which is nationalism. In other words, to be patriotic is to be nationalistic. The lack of unity and division of political ideas were the reasons why any attempt to liberate the Philippines through bloody battle was a failure. It is clear in our history as a nation that many are patriotic but failed to show real nationalism. The Filipino Civic Code General 1. Faith in Divine Providence – guides the destinies of men. 2. Patriotism – love of country. 3. Love of fellowmen – love fellowmen as brother or companion in life’s journey. 4. Respect for Parents and Elders – Honor your parents and elders, serve them dutifully. 5. Reverence for heroes – venerate the memories of nation’s heroes. Individual BatStateU - National Service Training Program 1 – CWTS/LTS

Module 6 – Self and Filipino Society

1. Honor – value your honor as you value your life. 2. Devotion to truth – being truthful and honest 3. Fortitude – bear suffering with fortitude. 4. Self – reliance – confidence in your own capability 5. Humility – accepting your faults and weaknesses 6. Self- Control – controlling your temper 7. Frugality – living within your means. 8. Purposeful Living – always live with honorable purpose 9. Perseverance – being persistent 10. Punctuality – doing work on time 11. Cleanliness – cleanliness in mind, heart, words, spirit 12. Appreciation of the Beautiful – learning to appreciate beauty in nature or art Social 1. Industry – being productive. 2. Interest in Education – developing faculties through study without departing from the path of virtue. 3. Respect for Law and Authority – always obey the laws and rules of the land 4. Sense of Duty and Responsibility – contribute to the common good. 5. Justice and Righteousness – striving to be fair and just 6. Civic Courage – vigilant against oppression or injustice 7. Judicious Imitation – internalize good customs and practices 8. Sportsmanship – observe rules of sportsmanship in any field. 9. Good Breeding – treat everybody with courtesy. 10. Tolerance – respect the opinions, beliefs and ways of others. Filipino Citizens’ Loyalty Filipinos may differ in their physique but are bound by their love for the country. They are proud of their heritage and also to belong to a race of people known for their courage an love of freedom.

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Module 6 – Self and Filipino Society

Loyalty must be inspired by the respect and faith in the cause to which we subscribe. It is based on love for country, respect for superiors, belief in the cause and principle, reverence for national symbols and loyalty to one’s word of honor. Good Citizenship Values based on 1987 Constitution Showing nationalism is not only by giving your life for the sake of the country or your countrymen. There are many ways from which one can show nationalism, from the simple act of throwing garbage into the right bin or obeying pedestrian signs, a person can be considered as nationalistic. The Patriotic Oath (PanatangMakabayan) tells it all. IniibigkoangPilipinas, akinglupangsinilangan, tahanan ng akinglahi; kinukupkopako at tinutulungang magingmalakas, masipag at marangal. DahilmahalkoangPilipinas, diringginkoangpayo ng akingmagulang, susundinkoangtuntunin ng paaralan, tutuparinkoangtungkulin ng mamamayangmakabayan: naglilingkod, nag-aaral at nagdarasal nangbuongkatapatan. Iaalaykoangakingbuhay, pangarap, pagsisikap sabansangPilipinas. 1. Pagkamaka- Diyos– Faith in the Almighty, respect for life, order, work, concern for the family and future generations. 2. Pagkamaka- Tao – Love, freedom, peace, truth, justice. 3. Pagkamaka – Bayan – Unity, equality, respect for law and government, patriotism, promotion of the Common Good. 4. Pagkamaka- kalikasan– concern for the environment.

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Module 6 – Self and Filipino Society

Learning Activity Directions: Draw a poster promoting Nationalism. Upload it in your facebook with an explanation of its meaning. Ask your facebook friends to comment their realization upon seeing your poster and reading your explanation. (50 points) Criteria – Drawing (50 %) Substance (30%) Comments and Reactions ( 20%)

Learning Assessment Directions: Match Colomn A with Column B. Write only the letter of the correct answer on the space provided before each number. A _____1. Respect others’ beliefs and ways of life.

B A. Pagkamaka-kalikasan

_____ 2. Respect for purity in mind, heart, word and spirit. B. Pagkamaka- Diyos _____ 3. Respect for everybody with utmost courtesy.

C. Tolerance

_____ 4. Love for God’s creation

D. Cleanliness

_____ 5. Concern for the Family and future Generations

E. Good Breeding

Directions: Answer the question in a short paragraph. How will you show nationalism in the present situation of our country? Cite examples.

Learning References 1. Guillo Jr., Romeo M. (2011) Content Standards of Literacy Training Service, Morlanda Publishing, 2. DedEd Order No. 54, S. 2001

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Module 7 – Volunteerism

Lesson 22 -Concepts and Elements of Volunteerism Learning Objectives At the end of the topic, students are expected to: a) recognize how volunteerism is important nowadays b) to identify importance and benefits of volunteerism c) to identify different types of volunteerism d) to know the impact of volunteerism in the world, how to be a volunteer and how to encourage others in giving their time to make a world a better one.

Learning Content Introduction The Philippines is a fast-growing country in Southeast Asia, with multiculturalism and rich biodiversity that makes it an exciting and dynamic place to learn and grow.Since 1964, thousands of volunteers of varied nationalities have worked with partners in government, nongovernment and people’s organizations in the Philippines, while more than 1,600 Filipino volunteers have been deployed to various countries. Volunteers have worked in a wide range of professions and expertise including health, education, livelihoods, gender and development, helping community organizations and government agencies towards the achievement of development goals.Volunteering for development is guaranteed to be a life-changing experience. The experience of volunteers in the Philippines has been fulfilling for many, as touching lives creates deeply inspiring memories. Volunteerism has been part of the Filipino culture for centuries ago.This can be traced back in Filipino’s bayanihan system even before the Spanish period. Volunteeringprovides many benefits to both mental and physical health.Volunteeringhelps counteract the effects of stress, anger, and anxiety. The social contact aspect of helping and working with others can have a profound effect on someone’s overall psychological well-being. Based on RA 9418 or known as Volunteer Act of 2007, it is the intend of the law to promote the participation of the various sectors of the Filipino society, and as necessary, international and foreign volunteer organizations in public and civic affairs, and adopt and strengthen the practice of volunteerism as a strategy in order to attain national development and international understanding. The inculcation of volunteerism as a way of life shall rekindle in every Filipino the time-honored tradition of bayanihan to foster social justice, solidarity and sustainable development. The profile of the volunteer in the modern world has changed. Nowadays, a big percentage of volunteers came from the working class. Men, women, single parents, students, BatStateU - National Service Training Program 1 – CWTS/LTS

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Module 7 – Volunteerism

and survivors of all kinds are well presented in the volunteer sector. More people are also beginning to welcome the concept of doing volunteer service on top of their duties and responsibilities. How valuable is volunteer work in man’s search for a meaningful life? Volunteerism opens wide the doors of opportunities for other things. Serving others can lead an individual to new avenues where he can gain valuable experiences in life. Through volunteer work, one can expand his horizon and learn how to live with other people and can even gain new friends. The experience of living in a new environment can make him more understanding and compassionate, while at the same time learning new skills to develop his selfesteem and interpersonal skills. Serving others through volunteer work can challenge one to top his resources, get in touch with his inner self and discover latent abilities he never thought he had. Given the responsibilities of a volunteer, many people have discovered their deep sense of commitment and the heart to help others. Definition •

Volunteerism refers to an act involving a wide range of activities, including traditional forms of mutual aid and developmental interventions that provides an enabling and empowering environment both on the part of the beneficiary receiving and the volunteer rendering the act, undertaken for reasons arising from socio-developmental, business or corporate orientation, commitment or conviction for the attainment of the public good and where monetary and other incentives or reward are not the primary motivating factors. (Source: RA No. 9418) It is the practice of providing time and skills for the benefit of other people and causes rather than for financial benefit. In an employment-related context, volunteerism is concerned with the methods and tools employers use to support employees that want to volunteer.

Volunteeringis about giving, contributing and helping other individuals and the community. Volunteering means working with others to make a meaningful contribution to a better community. Volunteer refers to an individual or group who for reasons arising from their sociodevelopmental, business and corporate orientation, commitment or conviction, contribute time, service and resources whether on full-time or part time basis to a just and essential social development cause, mission or endeavor in the belief that their activity is mutually meaningful and beneficial to public interest as well as to themselves. (Source: RA No. 9418) Volunteer Service Organization refers to a local or foreign group that recruits, trains, deploys and supports volunteer workers to programs and projects implemented by them or by other organizations or any group that provides services and resources, including but not limited to, information, capability building, advocacy and networking for the attainment of common good. (Source: RA No. 9418)

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Many organizations provide time-off for volunteering, often a paid day or on holidays. The company may also mobilize its own resources to allow the entire company to volunteer for a good cause e.g. a relief operation in the evacuation center after disaster events, tree-planting activities, etc.) Community Volunteeringis the way in which a group of individuals from a communitypartake in social, charitable and environmental activities on a voluntary basis. Importance and benefits of Volunteerism Volunteeringprovides many benefits to both mental and physical health. • Volunteering helps counteract the effects of stress, anger, and anxiety. • The social contact aspect of helping and working with others can have a profound effect on one’s psychological well-being. • Volunteering increases self-confidence. • Itcan provide a healthy boost to your self-confidence, self-esteem, and life satisfaction. • It provides a natural sense of accomplishment when doing good for others and the community. • The role as a volunteer can also give a sense of pride and identity.

Philosophical-Theological Foundation of Service The word ‘service’ has a significant relationship to ‘ministry’. The word ministry is not a clear-cut term with well-defined meanings. Philosophers and theologians are currently studying the biblical background and historical development of this concept. The best place to begin is the ministry of Jesus. In Him we find the basic pattern of all other forms of apostolate, service and ministry both derived from Him. Jesus’ life demonstrates how He understood His mission and carried it out. It is hoped that like Jesus, when someone start visiting communities, he be will be armed with a clear understanding of his ministry/service in that particular community. A double proclamation initiates the ministry of Jesus: The Kingdom of God is at hand – be converted and believe the Good News! The Gospel tells how he continued to proclaim and act upon that basic message throughout His public life. In the same way, when someone are already doing his immersion activities, he must have the basic knowledge and skills to be of service to our people. “Ministry” refers to specific means for accomplishing the mission, which is to foster the emergence of God’s reign. All ministry or community service finds its model in the ministry of Jesus, as sketched for example, in Peter’s address Cornelius’ household: “…God anointed with the Holy Spirit and power. He went about doing good works and healing all who were in the grip of the devil, and God was with him” (Acts 10:38) NSTP-CWTS aims to share and continue the ministry of Jesus. When we serve our communities, our presence must spell a new life in the form of healing, environmental BatStateU - National Service Training Program 1 – CWTS/LTS

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consciousness, healthy living, and liberation from poverty, peace and love with one another. To be effective, we must embrace discipleship with Jesus Christ and join the efforts of our government and our school in delivering total human development for the Filipino people. Becoming a Volunteer How does one start doing volunteer work? The key is to clarify his goals for wanting to do the work. Is it to make an impact in your life and those of others? Is it to gain some experiences which you are considering for shaping up an eventual career? Is it because you have ‘no choice’ but to do it’ because it is part of the National Service Training Program? The reason may also be because you want to get to know yourself more. Some talents and traits come to the surface only when challenged by a call to render service to others. More often, doing volunteer work is about man’s desire to move into his “life work” or mission. For some reason, we may be unable to move into our life work immediately. In the meantime, we can be a volunteer worker and gain some experiences, which can be valuable in the future. Some Tips on Volunteerism  Get involved in doing direct hands-on service like caring for the sick and the dying, or even street kids at a community shelter.  If you have talent in public relations, you may want to conceptualize and implement fundraising projects to support the cause you have chosen. What is important is to immerse yourself first until you find that unique role where you can contribute.  Make a self-inventory from time to time and evaluate your own efforts. In what areas have you contributed so far? In what other ways can you serve? This will definitely lead to getting to know yourself deeply.  Cultivate your potential to be more effective as a volunteer worker. Every gift or talent you possess has a potential receiver.  For more encouragement, call on others to work with you. Get others involved – your family, friends and even those you do not know but may have the same desire to serve as you do.  Be creative. Think of different ways to serve. Everyone can make a difference: each one of us can touch the lives of others. But the journey begins once we have learned to surrender to a calling that leads us to the path of love through service. Everyone knows that volunteering is a “good thing to do”. But its also much more than that. Volunteers – people willing to take action to build the kind of community they want to live in- are exactly what our society needs right now.

TIPS for Youth Volunteers 1. Choose a job that interest you  Pick a volunteer job that enjoy or one where you can do

Volunteer Act 2007

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something important to you and more fulfilling.  Choose what kind of job would be right for you 2. Be realistic about your time  Figure out how much time you have, when you are available.  It is a good idea to start with small commitment. 3. Consider transportation  Your volunteer job needs a transportation to get there. Do you plan to walk? Drive? Take bus? etc. 4. Explore your options  Find organization that will take you as volunteer in the community project.  The more people you ask; the more options you’re going to have. 5. Call some organizations  Call up some organizations that are interesting. Tell them that you want to join as volunteer implementers.  Introduce yourself telling yourself that you are interested in learning about volunteer opportunities. 6. Check things out first  You are not obligated to work at an organization just because you call up.  You should see the place first before you make a commitment. 7. Make a decision  After you visit an organization, decide whether you want to work there. If you do set up a date and time to start. What do you want from Volunteering? You may not realize it, but you are going to get something out of volunteering – new friend, emotional satisfaction, new skills or something also important to you. Here are eight (8) of the thingspeople frequently say they hope to get from volunteering: 1. 2. 3. 4. 5. 6. 7. 8.

A chance to make a difference A chance to use a skill or talent Professional experience or contacts A way to express religious faith A chance to meet people Personal growth and self-esteem A more balanced life A chance to give something back

Volunteer Act 2007

Here are ten (10) things that will help make your volunteer experience a good one. 1. Make it a commitment BatStateU - National Service Training Program 1 – CWTS/LTS

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2. Get a job description 3. Ask for feedback 4. Be aware of your own boundaries 5. Create a support system 6. Expect an adjustment 7. Be realistic 8. Pace yourself 9. If it doesn’t work out… “Don’t be a martyr.” 10. Recognize when it’s time to move on

Volunteer Act 2007

Types of Volunteerism

Service-Based Volunteerism Service-based volunteering provides manpower resources to a social service agency to complement the practitioners. Some examples include befriending and mentoring, Seniors' Activity Centers and for programs for youths-at-risk, persons with disabilities (PWD) and caregiver support. Skills-Based Volunteering Skills-based volunteering is where professionals use their talents, experiences and resources to strengthen the capabilities of social service agencies. Social service agencies or groups may not have access to resources or expertise to manage corporate functions such as communications, website design and fundraising. Yet, these functions are instrumental in helping them operate more efficiently and effectively. Events-Based Volunteering Volunteering at one-time activities such as fundraising events, fun runs or bringing service users for an outreach activityare examples of events-based volunteering. BatStateU - National Service Training Program 1 – CWTS/LTS

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Other Types of volunteering In contemporary society, there's a multitude of ways in which individuals volunteer or engage with community There are five models of volunteer engagement, which reflect the diversity of volunteers and volunteering in modern times. These models promote social inclusion and diversity of engagement.Many nonprofits have a variety of volunteers working across the scope of the organization and use more than one model.For example, most nonprofits would have a management committee (governance model) but also have volunteers engaged in formal and project models. It’s essential that nonprofits recognize the various ways in which individuals are choosing to volunteer in contemporary society, and offer a variety of models to address their cause. Doing so will ensure an inclusive, vibrant and sustained volunteering future. These types of programs tend to be organized around volunteer involvement in the delivery of services They involve defined supervision structures and the organization of work into structured roles involving long term, regular attendance. There is often a strong emphasis on policies and procedures and quality management of the services being delivered.

FIVEcategories of volunteer work •

Formal– formal volunteeringprograms and activities are structured and supervised

Governance –volunteersin governance work provide leadership and direction to an organization

Non-formal - non-formal volunteer work is different from informal volunteerwork

Social action - volunteers are engage in social activities

Project based - volunteers provide services using their skills and in a defined time frame

There are many ways to help and volunteer your time. You can provide manual labor or you can mentor, sell, teach, plan, organize, manage, and even entertain. There are short-term volunteer jobs that you do for a few weeks or even just for a day. On the other hand, long-term jobs like advocacy work can span a lifetime. All of these admirable tasks fall into these five general categories: 1. Formal BatStateU - National Service Training Program 1 – CWTS/LTS

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Formal volunteering programs are structured and supervised. These are long term programs that also involve long term, regular attendance from the volunteers. Formal volunteering programs usually have managers or coordinators that recruit, train, supervise, and check volunteers’ work outcomes. These programs have a strong emphasis on policies, procedures, and quality management of services being delivered. Example positions: Tour guide or docent, hospital volunteer, or fundraiser for large charities. Sample activities: Greeting visitors, giving directions, serving meals to patients, printing out and mailing letters.

Formal volunteering programs tend to have a business management structure, with managers of volunteers working, resourcing, supervising and checking outcomes.

Some examples of formal volunteering include: • • • • • •

Volunteering for the library trolley in a large metropolitan hospital Delivering meals to elderly through services such as Meals-on-Wheels Providing activities and outing support in aged care facility Volunteer driver for service organization Volunteer animal career for organizations such as RSPCA Volunteering in tourism, museums, large charities and emergency services

2. Governance Volunteers in governance work provide leadership and direction to an organization. They help in the planning and decision-making involved in various aspects of an organization’s operations. Those who fit in this type of work usually have career experience or advocacy related to the organization’s main focus. Example positions:Member of the Board of Directors of a not-for-profit, member of a parish administration board, treasurer for the PTA Sample activities:attending regular meetings, taking minutes of the meeting, basic accounting. Governance volunteering is when individuals volunteer as board members or on management committees. These volunteers provide leadership and direction for the organization.Governance volunteers work in clearly defined roles, and adhere to RA 9814 or Volunteer Act of 2007. These volunteers often carry high levels of responsibility and accountability, having specific systems and procedures to follow in terms of transparency and reporting to stakeholders.

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Governance volunteers may also be involved in volunteering in other areas of the organization depending on the size, scope and structure of the organization.

Some examples of governance volunteering include: • Secretary for the local soccer club • President of a services club such as RSL • Volunteer Treasurer for a mother’s group 3. Non-formal Non-formal volunteer work is different from informal volunteer work. Non-formal volunteer work is usually done in local communities in unfunded and unstructured settings. Informal volunteer work, on the other hand, are voluntary acts of helping and kindness (like buying an elderly lady neighbor’s grocery or babysitting for a friend). Those who join nonformal programs often think of themselves as members or friends rather than volunteers. Example positions: Guest instructor, member of a neighborhood safety patrol or street clean-up. Sample activities: Teaching arts and crafts, going with a group around the neighborhood to keep it safe, picking up trash.

Non-formal volunteering occurs in a range of settings, but predominantly transpires in local communities to address specific social needs. Volunteers are generally community members who come together around a shared interest, and work largely in unfunded, less structured settings. These volunteering programs are often relatively unstructured and may have only a few defined roles. The activities may be undertaken by whoever has the time and interest. There is unlikely to be a volunteer manager, but may well be coordinators for various activities who organize and support members working with them. Motivation for joining these community organizations tends to be about sharing experiences or mutual assistance and people are likely to think of themselves as members or friends rather than volunteers. Some examples of non-formal volunteering include: • Volunteering for a neighborhood group • Running the canteen for a sporting or recreational group • Coordinating the sale of merchandise for a self-help group • Volunteering for a specific hobby group • Providing services or support through a mutual support group

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Non-formal volunteering differs from informal volunteering which is a term used to describe voluntary acts of helping and kindness.

4. Social action Social action volunteers are joined together by common advocacy or goal. And like nonformal volunteers, they regard each other as friends or comrades. A social action volunteer program can have structure, for example having a coordinator or leader, but some do not. Volunteers do not usually have regular hours of volunteer time. But volunteers make up for it since they are usually very passionate and motivated about the cause and work hard towards achieving specific social change. Example positions:lobbyist for political groups, campaigner for environmentalism, advocate for research/studies on a certain illness or disease. Sample activities:Attending rallies, talking to people about issues, making placards, gathering signatures, making phone calls.

Social action groups are similar to non-formal groups in that people come together around a shared interest, but differ in that social action groups have an interest and passion for bringing about defined changes. These groups may be relatively unstructured like non-formal groups, but often the need to achieve particular outcomes will drive a level of structure and specific roles. People may see themselves as comrades rather than as volunteers. Some groups have a volunteer coordinator, but volunteers are more likely to work under an activity coordinator in areas of interest and skill. Social action groups are often driven by the motivation and interests of their volunteers, who are frequently passionate about the cause. Volunteers in social action groups may vary significantly in the amount of time they have available, but are no less committed in bringing about defined social changes. Some examples of social action volunteering include: • Volunteering for an environmental group • Political lobbying groups • Volunteering for a community action group • Lobbying for change for a specific target group of people or cause 5. Project based In this type of volunteer work, volunteers provide their services for projects that have defined time frames. This requires volunteers to have specific skills to contribute to clearly defined goals to be delivered at defined schedules. Project-based work can exist within a BatStateU - National Service Training Program 1 – CWTS/LTS

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formal program or can be a standalone project. It can have leaders or coordinators but they are not expected to manage the volunteers but work with them. Example positions:Folklorama volunteer, member of a committee planning the anniversary of your town Sample activities: Welcoming visitors, drafting a communications plan, soliciting advertisers for a commemorative book.

Project based volunteering is becoming increasing popular in our contemporary society, reflecting our time conscious, but outcomes-driven way of life. Volunteers often have specific periods of time available, and therefore seek out volunteer projects that have clearly defined timeframes. Projects are frequently characterized by high levels of volunteer involvement over a short time period. The focus may be on skills that people have to offer rather than formalized volunteering roles, so it’s common for project-based opportunities to utilize volunteers’ specific skills for projects. Project based volunteer programs may exist within formal programs, but may also be set up exclusively to deliver a specific outcome, for example a community festival may be planned by a group of interested community members. Project volunteers operating alongside formal volunteers in a specific program, may not be bound by the same parameters as other volunteers. Individual volunteers may want to develop their own ‘project’ in consultation with the volunteer coordinator. The volunteer coordinator in this situation may require an approach that is characterized by ‘working with’ and empowering the individual, rather than managing. Some examples of project volunteering include: • Volunteering to oversee the plan and construction of a new building • Running or assisting a specific event • Redesigning the website for an organization • Volunteering to write a marketing plan for a community group Project based volunteering is particularly suited to a range of demographics including professionals, students, baby boomers and corporate volunteers. Other types of volunteerism You may have heard of internship year or gap year volunteering and volunteerism. These types of volunteer work are usually geared for students or young people who want to experience working for a non-profit or for an NGO. Volunteers are expected to work within a specific time frame during which they are given the opportunity to experience local culture while providing services like teaching a language or assisting the organization in various tasks.

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With recent technological advances, online volunteering and micro volunteeringhave become common. Online volunteering work can range from mentoring to helping design websites or assisting in social media campaigns Meanwhile, micro-volunteering consists of small actions done online that support a cause. Examples are donating through crowdfunding sites or joining campaigns by providing your digital signature via email or social media. These types of volunteering provide opportunities for those who have no time, unable to be physically present, housebound, or are in far off places. As long as you’re willing to help, you can get involved! Four Pillars of the International Year of Volunteers (IYV) Objectives of IYV 2001 The IYV 2001 had four primary goals: promotion, recognition, facilitation and networking of volunteer service. Recognition Governments and local authorities could ensure that they have mechanisms for drawing the voluntary sector into the consultation process. Recognition will be ensured by a country study which will describe and quantify the contribution of the voluntary sector to national welfare and advance; by awards instituted for the best examples of individual, small group, local community and national NGOs -- and perhaps also international -- volunteer action. Facilitation Each society is best placed to define what would encourage or inhibit volunteer action among its people, so that the following are no more than examples of measures, which might commend them in different circumstances. The State might put its training facilities at the disposal of volunteer efforts on a concessional basis, to encourage technical competence, sound management and accountability in the voluntary sector. It could ensure that volunteers from duly recognized bodies are afforded legal status, insurance cover and social welfare protection on a par with other workers. Public servants and private sector employees might be accorded special leave of absence to undertake volunteer service. Tax deductibility might be extended to taxpayers supporting voluntary initiative. Volunteer service might be accepted under appropriate conditions as an alternative to military service. A proportion of resources -- such as cement, roofing, textbooks, medical supplies and funding -- might be set aside for use specifically by volunteer bodies. Networking Television, radio, the print media and electronic media could assist in relating and exchanging the achievements of volunteers, thereby enabling "best practice" and best procedures to be replicated, and avoiding the need for each local community to reinvent the wheel. This exchange can be local of course, but is also feasible at provincial level and with immediately neighboring countries, and internationally, too, with the assistance of electronic media. Promotion The effort might be aimed at attracting more requests for the deployment of volunteers, at attracting offers of service from new candidates with a view to enhancing operational activities, and generally creating a climate of public and official opinion even more supportive of voluntary action. This can also be linked back to some of the activities suggested under recognition, notably awards schemes, and under networking, notably in terms of media features. The BatStateU - National Service Training Program 1 – CWTS/LTS

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competence and professionalism of volunteers might be stressed. The benefits accruing to society from their activities (such as blood donation, literacy campaigns and environmental clean-up drives) can also be underscored.

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Learning Activity “Did you know that every single act you do is a way of volunteerism?” Now imagine some simple things or act did you do first thing you woke up? Cleaning your bed? Right? Simple as that.

Activity #1: Directions:Prepare a whole white paper (bond paper), a pen or other coloring materials and decorative design, using a “word collage” describe volunteer/s or volunteerism.

Activity #2: Direction:Imagine yourself, you are a leader, aninfluential one who can make your place a healthier one, using your ability to speak and talent to mold others, make a simple speech how to convince your people to be a volunteer. (use white paper in this activity)

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Learning Assessment Directions: Explain each question, before you begin writing, read the question carefully and plan what you will write. Your essay should be as well organized and as carefully written as you can make it. You can use white paper (bond paper) for your answers. 1. Why do you think Volunteerism is more applicable in today’s generation? 2. As a CWTS student can you be a volunteer? How? 3. Given a chance to handle a Foundation what will be your goal and your mission to sustain it? Expand your answer.

Learning References https://livelearn.ca › article › community-circles › 5-types-of-volunteer-work Allport, G. W. (1954). The nature of prejudice. Reading 1954, in: Lough, BenjaminJ.;Mati, Jacob Activism and Public Space in Egypt. Washington DC and Cairo: ICP and AUC. Kimenyi, M. S.; Kimenyi, I. W. (2011): Peace interventions and prospects for reconciliation in the Rift Valley Province of Kenya, Unpublished manuscript, in: Lough, Benjamin J.; Mati, Jacob Mwathi(2012): Volunteerism for Peace in East Africa, St. Louis 2012, in:http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.370.478&rep=rep1&type=pdf. “Lam, David. (2006). The Demography of Youth in Developing Countries and its Economic Implications. Policy Research Working Paper; No. 4022. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/9009 License: CC BY 3.0 IGO.” Mercy Corps (2012). Civic Engagement of Youth in the Middle East and North Africa: An Analysis of Key Drivers and Outcomes. Portland: Mercy Corps. Parajon, Lacayo; Francis, Lourenco; Mirta, Adams, David (1996): The UNESCO Culture of Peace Programme in El Salvador: An Initial Report, in: International Journal of Peace Studies, Vol. 1, Nr.2,pp.1-20.SC/RES/2250 (2015)

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Lesson 23 -Role of the Youth in Strengthening Volunteerism Learning Objectives At the end of the topic, students are expected to: a) know what are the role of the youth in strengthening volunteerism b) emphasize the impact of a volunteer in the society and influencing others c) recognize contribution of volunteerism to peace and security

Learning Content UN Volunteers

www.unv.org/swvr/resilientcommunities

“Whether we are looking at development issues, peace and security, tackling Climate Change, on all these fronts we need to engage young people because they are capable, ready and very much able to do the heavy-lifting in implementing the SDGs” (UN Youth Envoy).

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Youth volunteerism as an asset for peace and development “There are more young people in the world than ever before, creating unprecedented potential for economic and social progress” (UN Youth Envoy). Many of the 1.8 billion youth aged 10-24 are located in developing countries, with these same countries the most likely to see continued youth growth beyond 2030. The policy challenges of these demographics are not insignificant for example, providing these generations of children and youth with health care, education, and employment opportunities, including in the poorest countries and groups, will be critical for peace and the successful implementation of Agenda 2030. Yet at the same time, young people constitute a significant and valuable resource for peace and development which is still not fully and consistently explored in peace and development discourse. Meanwhile, people everywhere increasingly expect to be agents of change, and drivers of their own development. The relationships, spaces and mechanisms required to facilitate this will no doubt constitute an important building block for sustainable peace and security. Agenda 2030 stakeholders are looking at new ways of doing business, to engage people in development processes to tackle the scale and scope of global challenges to peace that confront us. Within this, if social and political structures can be created to shift from addressing youth as a ‘burden’ to recognizing youth as a ‘development asset’ - not only in numbers but in the unique perspective and distinctive value that they bring - there is the potential to position youth at the forefront of solutions that work not only for themselves, but that also enrich the communities and societies around them. Volunteerism has an important role in this landscape, as a people-centered approach to development, based on voluntary participation in the support of others. Volunteering seeks to solve problems through “interpersonal engagement and action, human relationships, and participatory decision-making in local communities”. Volunteerism has the capacity to transform bystanders and observers, including among the younger population, into active agents of change.6 Under the right conditions, it can create the structures, networks and platforms for the involvement of various groups. This is especially significant for young people, since volunteering will usually be their first experience of civic action and engagement. Global estimates of the numbers of young people volunteering are difficult to produce. Based on Youth Development Index global participation rates of 21%, that would suggest around 230 million young people aged 15-24 actively volunteering through organizations in 2016.Furthermore, based on 52% average reporting ‘helping a stranger’ in the past month this would translate to around 570 million young people doing so at a global level. Beyond regional variations it is difficult to break down these youth participation rates further in terms of demographics, however in more developed economies across all age groups there is generally

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Module 7 – Volunteerism parity in formal volunteering rates, whereas in developing contexts men still report slightly higher participation in organizational volunteering. The impact of volunteerism on individuals themselves is shown to depend on age, social status and the socio-economic environment in which they act. Overall, however, youth volunteers report that they gain valuable experience, self-esteem, awareness, voice, social status, and larger and more diversified social networks. As we will see below, these networks can play an important role in overcoming ethnic, religious, and other social divides. The contributions of youth volunteerism to peace and security Young people not only constitute an important resource in terms of numbers but several evaluations of youth participation interventions as well as UN Volunteers’ own research demonstrates the distinctive contributions of youth and the impact that this can have in addressing conflict and fragility. The below outlines five areas where youth volunteerism is already contributing to sustainable peace. Ownership, Innovation and Influence “We rely on youth Local Red Cross Representative, Burundi State of The World’s Volunteerism Report 2018 Field Research

In many instances, volunteerism provides entry points for young people to determine their own priorities, set their own agendas and engage with young people or other actors. Volunteering may be a catalyst, particularly for young people, to participate in the political realm. For example, a 2012 Mercy Corps report suggests that expanding participation of young people in local groups nurtured greater electoral and political participation. Youth often engage in volunteering through peer groups rather than as individuals; such groups can become brokers of engagement, connecting institutional initiatives with volunteer action at community level to ensure that their interests are reflected. Thus under the right conditions, youth volunteering brings together different components of social action, for example combining direct action and service provision with online and in-person advocacy and representation. The latter roles have potential for building ownership, leadership and contributing to the development of inclusive institutions in the longer-term. For example, youth played an important leadership role beyond their own communities in mass movements such as those active in the Arab Spring in North Africa and the Middle East. This included a wider range of innovative forms including establishing virtual forums, real-time organization and other forms of protest.

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Module 7 – Volunteerism The role of youth in influencingsocial norms varies by context and by issue, but there is evidence to suggest that young people are able to push adults to challenge traditional practices or ways of thinking.14 As research on social norms and adolescent girls in Nepal has shown, youth are important agents of change when they become local leaders, heads of peer groups, government representatives or local teachers.15 Young people can provide role models for others and form positive networks and environments to ensure that vulnerable groups are not drawn into conflict.

The Youth-Mullah Volunteer Caravan on Gender Equality and Rights in Afghanistan project by UNV and UNDP started in 2016 and aims to promote a culture of peace by enhancing gender equality and empowering women and girls. It utilizes volunteerism and creates ministry-supported volunteer networks as a tool for wide gender equality and awareness campaigns in Afghanistan, thereby strengthening the role of young people as leaders in advancing the course for gender equality and women’s rights. The project brings together youth and mullahs and uses their networks, mobilizing youth volunteers to advocate for change at the local level.

More broadly, UNV’s recent field research did find examples where formal volunteering increased opportunities for women’s participation and leadership in their communities. Whether this translated into women’s empowerment and gender equality however was unclear. For example, women’s participation in non-traditional roles could come under suspicion from leaders as disrupting the status quo.16 As such it should be noted that this ‘challenge’ aspect to existing ways of doing things could also potentially be a source of inter-community conflict. Furthermore, wider evidence suggests that shifts in gender norms through volunteering is complex, for example communities’ own responses to crises may be a catalyst for positive and negative changes in gender roles – while at the same time, formal organizations and schemes have not always worked to empower women through participation in volunteering activities. Since both informal and formal volunteers can have important roles to play in supporting peace and development, there is more work to be done to understand how each of these might foster shifts towards gender equality.

Addressing drivers of Conflict Across diverse contexts, youth volunteers are addressing the root causes of conflict around structures, power and resources - issues that have the potential to cause or exacerbate instability and fragility. This is an area where spontaneous, informal, bottom up volunteering contributes, particularly in fragile contexts. Volunteers, including young people in youth and mixed age groups, address deficits in service provision in conflict and fragile settings, address violence against women and children, and more broadly strengthen the social capital required for lasting peace.

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A Preventative Approach In Sudan, UNV and UNDP implement the “Youth Volunteers Rebuilding Darfur Project” that places young Darfuris at the center of development in that region. The conflict in Darfur has had destructive effects on lives and livelihoods, and a whole generation of youth has suffered from diminished educational and developmental opportunities. The failure to provide educational opportunities, in combination with youth being cut off from their traditional livelihoods due to displacement, creates a double disadvantage for them. While young people have a great potential to help build peaceful and prosperous communities, the pressure to make a living can become a destabilizing factor fueling violence and criminality. The Project trains young volunteers in key business and environmental skills so that they can then share their knowledge to their local communities, with the goal of rebuilding Darfur in a peaceful manner. The project seeks to ensure that youth in Darfur have opportunities for self-empowerment to support their communities. The project has set up a sustainable volunteer scheme integrated in the national framework. UNV believes that by improving the skills and building new opportunities for youth, they will provide the building blocks to rebuild Darfur.

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Fostering Trust and Cohesion Effective peacebuilding requires trust to ensure open dialogue between stakeholders, a sense of community ownership in the rebuilding process and feelings of self-reliance and empowerment among members of the community. There is extensive evidence to demonstrate that volunteerism generates forms of social capital that are indispensable to peacebuilding. While volunteers promote and contribute to peace through their professional skills and competencies, it is often their status as volunteers, and their values, attitudes and behaviors, that can most positively influence social cohesion and peace processes. Volunteerism can be perceived as a neutral force for positive change by motivated individuals, helping unite people who are otherwise divided, improve cooperation and dialogue and galvanize wider community participation. Governments have often partnered with volunteers to create safe spaces for exchanging views and addressing concerns as part of healing societal fractures. For example, truth and reconciliation commissions are largely made up of volunteers with some degree of independence from government. Seeing young people volunteering without direct personal interest for the benefit of others in an inclusive manner often plays a powerful role in questioning conflict and hate mechanisms. An important contextual basis for building social cohesion is that “mutual understanding is more likely when people in contact have the perception of relatively equal status”. In many cases, relationships among volunteers and between volunteers and other community members have the potential to be much more egalitarian. “The majority of service projects are designed for

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Module 7 – Volunteerism volunteers to come together on equal ground – offering their hands and hearts to accomplish a common goal”. However, power dynamics dictate the relationships between types of volunteers (for example, insiders vs outsiders), as well who can participate in types of volunteer opportunities. Young people’s access and benefits of such opportunities will be gendered and are also likely to depend on other socio-economic factors such as ethnicity, class and status. As such, trust-building and solidarity through volunteerism requires careful consideration of the type and nature of activities, the profile of volunteers and in many cases greater attention to ensuring more open and inclusive forms of volunteering. Building Networks, Platforms and Relationships Across Groups A study of peace interventions in the Rift Valley showed that the idea of reconciliation was significantly more popular among youth than among older people.24 Youth from different tribes participated in joint peace initiatives and thus learned to accept each other and become less suspicious of members from other ethnic groups and “stronger in their belief that the different communities can live together peacefully”. The older generation, on the other hand, were more reticent in overcoming hate and distrust toward other tribes.

“Youth are often among the first to offer the hand of reconciliation, and overcome territorial and behavioural barriers in post-conflict regions. Thus, young volunteers can be particularly effective in building peace.” State of The World’s Volunteerism Report, 2015

Depending on the setting, volunteers may be involved in collaborating across ethnic, tribal, and political divides. Research on volunteerism repeatedly confirms the benefits of intergroup contact stating that “increased contact between diverse groups has the potential to reduce inaccurate perceptions of the other, thereby increasing intergroup tolerance and understanding. In addition, according to Mead´s theory of social roles, engagement in human-helping positions may increase people´s empathy and enhance their ability to change perspectives. This may help fighting prejudices and intolerance which are a root cause of violence.

Prevention and Protection Finally, youth volunteers can play a more direct role in fostering peace and security, including leading and supporting violence prevention and protection mechanisms. Young people can also play vital roles in helping other youth find an off-ramp from violence, by providing networks, solidarity and promoting positive norms among their peers.

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For example, UN Volunteers’ research in Madagascar showed that young men had organized into security patrols to combat cattle theft from their communities under a broader initiative. For others, these roles may be seen as apt for young people, particularly young men, based on perceptions about strength, energy, flexibility and free time.

“Between young people and older people, the old people give ideas and we carry out the work.” Group of Men, Madagascar State of the World’s Volunteerism 2018 Field Research

However, it should be noted that wider evidence points to the limited ability of community-led protection by volunteers to keep communities safe, including protection of women from genderbased violence, without the required external support from others, particularly in conflict contexts. As such volunteerism can be effective when part of a broader strategy or intervention developed by stakeholders working to uphold rights. Many countries now have a significant policy focus targeted at the very small numbers of young people that do participate in violent extremism. Yet the vast majority of young people in all societies are not involved in such violence. Furthermore, youth can, and do play an important role in combatting such extremism directly and indirectly. From monitoring and reporting concerning activities online, to providing important ‘off-ramps’ from violence for their peers through creation of positive networks, friendships and role modelling, both young women and men have a much more proactive and positive role that could be maximized for peace and stability.

An Enabling Environment for Youth Volunteerism UNV’s own research suggests that a number of factors are likely to influence the contribution and impact of young people’s volunteerism. Empowerment Evidence suggests that a number of factors are likely to influence the contribution and impact of young people’s volunteerism. Volunteerism makes it possible for youth to work together with others, to show leadership and to gain skills and experience through their actions. However, to make sure that voicesof youth can be heard, there must be an enabling environment for youth to articulate their opinions, beliefs or concerns.

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Module 7 – Volunteerism This is particularly important for young women, and women’s ownership and participation is crucial to build sustainable peace.29 Though men and women can have similar same rates of participation in (particularly informal) volunteer work, the roles and benefits of such work are largely determined by gender roles and norms in community and society. UNV’s recent field research did find examples where formal volunteering through organizations did increase opportunities for women’s participation and leadership in their communities. Whether this translated into women’s empowerment and gender equality however was unclear. The issue of transforming norms through volunteering roles is complex for example communities’ own responses to crises may be a catalyst for positive and negative changes in gender roles – while at the same time, formal organizations and schemes have not always worked to empower women through participation in volunteering activities. Since both informal and formal volunteers can have important roles to play, there is more work to be done to understand how each might foster shifts towards gender equality. Yet within communities, tensions can arise around the role of young people around the participation and leadership of youth. For example, In Myanmar, research for the State of the

World’s Volunteerism Report 2018 (forthcoming) found that youth play a strong role in social and religious volunteering, but face challenges in seeking to move outside traditional volunteering roles and gain support for youth-focused priorities and plans. Volunteerism was also mentioned as a source of tension between young and old in one community in Madagascar: “The local administration did not encourage an active and influential youth group. In the end the youth leader himself decided to leave his position as youth group leader.” Community members, Madagascar State of the World’s Volunteerism Report 2018 Field Research

“Before it used to be easier to organize ourselves, the older people command and make decisions, and the others execute, without discussion. But now the young people ask too many questions before executing. They bring new and good ideas but they also ask questions the elder have difficulty to find answers to.” Community Elder, Madagascar State of the World’s Volunteerism Report 2018 Field Research

Beyond community level, these tensions have been replicated on a wider scale when young people come together to show active engagement on the issues that matter to them:

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Module 7 – Volunteerism

The patterns of youthful civic engagement we identified in Egypt (through research) are being repeated with variations across the Middle East and North Africa. More and more young people engage in public spaces through virtual forums, innovative artistic expression and realtime organizing. In each country, the government response is different, and that dynamic is determining whether the largely peaceful mass demonstrations that characterized Tunisia and Egypt are replaced by violent protracted conflict. This is a historic narrative of youth civic engagement across a huge geographic swath of the Middle East that is still being written. ICP and the American University of Cairo (2011), cited in the State and the World’s Volunteerism Report 2015

Furthermore, narratives around young people in relation to peace and security can still veer towards the negative. For example, despite very low levels of participation, the role of young men and young women in crime, conflict and violent extremism can be emphasized in the media. On the other hand, many of the grievances that fuel conflict and violent extremism are tied to exclusion and marginalization, including that of young people, in many contexts. As such, the question of how to harness the potential of youth action within a participatory, gender sensitive, inclusive and human rights-based framework is a key-challenge in our societies, and particularly in fragile contexts. Inclusion A crucial precondition for lasting peace can be widespread participation and room for all voices. Paragon et al. suggest that building a culture of peace is a multi-layered task which involves all sectors of society. Involving young people will contribute to long-term stability through improving social integration and sense of belonging.32 Yet young people are not a homogenous group, and it should be recognized that the opportunities and benefits of volunteerism will not be distributed equally.

Volunteerism can in some cases provide a rare opportunity and a space for inclusion of diverse actors, including increasing the role and status of women and minorities in peacebuilding processes. For example, volunteers may be able to forge alliances across clans, religions and nations, and claim spaces within exclusionary and restrictive socio-political systems to get their voices heard. 33 However, some degree of openness and responsiveness from government is usually a prerequisite for widespread participation and widening participation through volunteerism.

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“The Government of Togo established a national programme for the promotion of volunteering in 2011, PROVONAT. A positive secondary effect of the programme comes from its ability to bring volunteers from the south of the country to the north, and vice versa. This is important in Togo, where there have historically been political tensions between the two regions.” State of the World’s Volunteerism Report 2015

Newer forms of volunteering, such as online volunteering have the potential to increase participation from some groups. For example, UNV’s own online volunteering service has more significant participation of persons with disabilities than onsite volunteering. 35 Online volunteering may also be a good option for people with less time and location flexibility. However, such opportunities will also of course exclude others particular if they are technologybased and require infrastructure and resources. A wide range of opportunities meeting different needs and with the relevant support will always be required to ensure inclusive volunteering opportunities for all Support Structures In many cases, national and international schemes and volunteerism programs are an important mechanism for enhancing youth experience, fostering communication and mutual understanding between people, thus ensuring sustainable peace. Such programs can also confirm young volunteers’ status, security, and enhance their recognition in their sphere of intervention

The success of the Dinabe [youth-led security patrols initiative] is not only because its young people involved, it's because it's a State initiative. But it's not something the State has imposed on the community; the community was involved. So, it's the collaboration between the State and the community that has ensured the success of the Dinabe. If it had come from the young people only, it wouldn't be effective. Group of Young Men, Madagascar State of the World’s Volunteerism Report 2018 Field Research

Where specific objectives are developed, formal volunteering schemes can also support more inclusive volunteering, for example by specifically providing opportunities and incentives for marginalized groups to participate.

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Module 7 – Volunteerism

“One of the potent means for governments to leverage volunteerism is to create structures and institutional mechanisms for volunteerism to thrive and for it to contribute to national development goals. Having frameworks of laws and institutions in place, provides volunteers with ready opportunities and structures to volunteer within. It enables governments to mobilize and deploy volunteers systematically. Putting these legal and institutional mechanisms in place also enables governments to draw on specific target groups – for example, youth – as volunteers for a range of purposes such as increasing social cohesion by providing a space for them to explore issues of difference and identity, to build new national commitments for their voices to be heard, and to increase their participation in decision-making processes. State of the World’s Volunteerism Report 2015: Transforming Governance

At the same time, since the majority of volunteerism happens informally, and this type of volunteering also brings unique and distinctive benefits, there is equally a need to provide support particularly to ensure that access and benefits are equitably shared. Policies, frameworks, investment and access to training and support, leadership opportunities are just some of the ways in which other actors can engage with informal volunteerism for peace and development outcomes. Volunteering can provide the channels, platforms and spaces for young people to participate effectively in their societies. For example, a number of countries have national youth councils, national youth volunteer agencies and various national or subnational bodies that can be used to ensure that volunteers’ voices are effectively heard. And these in turn can feed into global mechanisms.

The most effective forms of global volunteer action align efforts at local, national and regional levels, ensuring that they are mutually reinforcing.184 Local informal volunteer groups championing concerns for women, indigenous people, small rural farmers and youth, have linked to platforms across borders and engaged in international dialogues to make their recommendations known. Since the 1992 Earth Summit, the UN has recognized the need for participation by diverse sectors of society and types of people. Nine “Major Groups” and other stakeholders engage with intergovernmental processes at the UN, including those on sustainable development and the post-2015 framework. Such forums enable the merging of local, national and global voices and participation. In turn, intergovernmental and international resolutions, conventions, frameworks and agreements can add legitimacy and potential for alliances of local and national campaigns for accountability and responsiveness. State of the World’s Volunteerism Report 2015: Transforming Governance

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However, across the evidence, we continue to see a greater need for engagement - by all stakeholderswith the widespread volunteerism that already exists among young people in their communities, to ensure that they can manage risks, receive training and support and to achieve their objectives. Volunteering may be a lower-cost- or cost-effective means of implementation for the SDGs, but it does require investment. Furthermore, where young people are taking an active role in addressing development challenges, there is still much more to be done to ensure that they are involved in planning, implementation and monitoring of development initiatives and frameworks in line with their responsibilities. Not only is this an opportunity to join up policy and planning with concrete actions and priorities on the ground, it is imperative to avoid any potential for the frustration and disengagement of young people as they play an increasingly active role in countries’ peace and development pathways. After all, young people are hopefully only at the start of a lifetime of contribution through voluntary action. Conclusion and Policy Implications Youth volunteerism both directly contributes to peace and security in the short-term, while addressing drivers of conflict and building foundations for peaceful and inclusive societies. However, meaningful youth participation for peace and security as intended by Resolution 2250 requires the creation of an enabling environment. Member States and other Peace and Security actors can support this through: Conducting national and sub-national analysis on the contribution of (different types of) volunteering, including where youth volunteers can best add value in the context of sustainable peace and within national peace and development frameworks (for example in relation to systems reform, service delivery, leadership, social norms and or fostering social integration through cross-community initiatives). Ensuring that such analysis looks at the gendered nature of volunteering in the contexts and that policy responses provide opportunities for the empowerment of women and marginalized groups. Developing context-specific national youth volunteering policies and frameworks where these are not already in place, including leadership opportunities for young people, training and support, but also securing young volunteers from personal insecurity, risk, exploitation and other abuse. Incentivising the positive contributions that so many young people (250 million globally) are making through volunteerism, rather than focusing on the small minority engaged in conflict and

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Module 7 – Volunteerism violence. For example, providing opportunities for young people to participate in national and sub-national volunteering schemes and programmes, specifically supporting inclusion of marginalized youth. Training, education, vouchers, recognition and discount programs for example are good ways to leverage a greater investment in volunteering activity. Creating, engaging and/or supporting (youth) volunteering platforms (virtual and physical) and networks to increase voice and representation of youth volunteers working on the issues that affect them, in their communities and societies. Allowing space for, and conferring legitimacy on, youth-led initiatives as a valuable resource including changing attitudes, better public recognition, inclusion in decision-making processes and generally finding ways to the value of such contributions as a building block for sustainable peace.

Learning Activity Directions:On a sheet of white paper (bond paper) prepare this activity.Using your Internet connection/mobile data or any other communication that is available in your place,

Activity #1: •

Cite three (3) organization that is promoting volunteerism and give your own opinion regarding their works and platforms.

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Activity #2: •

Given a chance to handle a group of volunteers, make your own advocacy and explain why did you choose it, then prepare a simple logo/symbol of your own group that will be your identity to be known by others.

Learning Assessment Directions: Explain each question, before you begin writing, read the question carefully and plan what you will write. Your essay should be as well organized and as carefully written as you can make it. You can use white paper (bond paper) for your answers. 1. Why do you think that volunteering is important for the youth? Expand your answer.

2. Give some advantages of volunteerism to the youth? Minimum of five advantages then explain why.

3. As a youth of today’s generation, how can you motivate others to be one of the volunteers in some organization. Expand your answer.

Learning References 1. A full paper on youth volunteerism and peacebuilding will be published in early 2018 as part of the State of the World’s Volunteerism Report 2018 (www.unv.org/swvr/resilientcommunities). 2. UN Volunteers (forthcoming): State of the World’s Volunteerism Report: Resilient communities. Bonn, 2018. 3. UN Volunteers. (2015a): State of the World’s Volunteerism Report: Transforming Governance. Bonn, 2015. 4. United Nations Volunteers (2015b): UNV in Action: Volunteerism in the 2030 Agenda (2015), Bonn2015, in: https://www.unv.org/sites/default/files/Volunteerism_in_the_2030_Agenda_web_0.pdf.

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Module 7 – Volunteerism 5. United Nations, Department of Economic and Social Affairs, Population Division (2017). World Population Prospects: The 2017 Revision. New York: United Nations.

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Module 8 Peace Education

Lesson 24 - Peace Education Learning Objectives At the end of the lesson, students are expected to: 1. recognize the importance of Peace Education concerning different issues in the world; 2. encourageothers to practice peace ordinance in any sector; 3. identify peace education as a tool for justice and collaboration

Peace is not just the absence of war or violence. It is more than just the absence of war because its absence does not always mean peace. Peace can be defined as the presence of harmony, understanding, tranquility, social justice, respect, and tolerance for the enhancement of life. Mindful of the responsibility for the promotion of peace in society, the school system is expected to contribute to the development of understanding, solidarity, tolerance, and harmony among people and promote knowledge, values, attitudes, and skills conducive in respect for human rights and to the building of a culture of peace. Peace should be viewed at different levels: 1. Personal level – it refers to the development of inner harmony or inner integration characterized by such qualities as self-respect, self-confidence, ability to cope with negative feelings and developing positive attitudes such as cheerfulness and optimism. 2. Interpersonal level – It is manifested by the relationship of an individual with one another. 3. Social/national level – This is concerned with addressing issues that affect society and its social, political, and economic components. For example, addressing the issue of social injustice such as land grabbing, forest degradation, water pollution, and others that have a societal impact. 4. Global level – It is similar to the social and national level of peace. Global level peace is concerned with attaining related issues that have global impact such as unfair trade relations, racial discrimination, terrorism, environmental degradation and among others. Peace education is a holistic response as it is concerned with the issues and problems including militarization, structural violence, human rights, cultural solidarity, environmental care, and personal peace (Toh, 1997). It promotes understanding, tolerance, and friendship among all nations, racial, or religious groups. Peace education aims to develop international understanding and universal unity.

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Some countries that have peace education initiatives have common concerns like the following: 1. addressing violence at all levels; 2. providing the individuals with understanding of the forces and factors within the social system; 3. developing a future world that is less violent, more just and secure; 4. promoting the symbolic relationship between human and nature; 5. eliminating the threats of war, violence and environmental destruction; and 6. aiming for a peaceful equitable and ecologically sustainable future. Peace education aims to develop among the students the values of: 1. 2. 3. 4. 5.

understanding multi-cultural society; inculcating peace to the youth and promoting peace among nations; resolving conflict peacefully; love for other persons; self-esteem, cooperation, communication, environmental concerns, and multi-cultural and global awareness; and 6. attaining inner peace.

Importance of Peace Education Strategies for achieving peace fall under three basic categories: peacekeeping, peacemaking, and peacebuilding. Peacekeepinggenerally involves police or military action and strives to achieve peace through strength and force. Peacemakinginvolves communication skills like conflict resolution and mediation strategies for interacting non-violently with others. Both of these categories are reactive approaches that kick in after a violent incident has occurred. Peacebuilding, on the other hand, is a more proactive approach that uses peace education as a means of creating a more stable and peaceful culture, thereby preventing violent incidents from occurring. Peace education is critical to creating a culture that reduces the need for peacemaking and peacekeeping by developing a comprehensive program that teaches people how to interact with others and avoid unnecessary aggression. Let's look at the objectives typically found in peace education. Objectives There are ten primary objectives of peacebuilding, or peace education. These goals rely on the assumption that while violent conflict is unavoidable, there is a process by which we can address conflict and minimize violence. Peace education seeks to reduce violence and promote peacebuilding using the following objectives to inform the instruction. Let's review each one: 1. Appreciate the Concept of Peace This objective is met by studying the arts and humanities as they relate to peace. Literature such as novels and religious text, films, and documentaries; fine art such as paintings and

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photography; and even performance art such as theater and music all provide a rich backdrop for understanding the concept of peace and appreciating the art created in its honor. 2. Address Fears It is in the nature of warmongers to incite fear among people to generate support for their genocide. Dismantling this deeply ingrained fear is one of the goals of peace education. Peace educators are prepared to allay the fears their students have about both major world conflict and war, as well as their own interpersonal conflicts. 3. Provide Information about Security Peace education students need to understand the way national security systems work so they can begin to conceptualize alternatives to war that will keep the nation safer in the future. Peace educators teach about the implications of the arms race and international policy, the nature of the military, the militarization of the police, and the prison industrial complex. 4. Understand War Behavior Another objective of peace education is to understand the behavior of war and the conditions under which a group will seek organized violence as an answer to conflict. Peace education students gain exposure to several peaceful societies as well as the role of individuals like Hitler and Napoleon in historical conflicts. 5. Develop Intercultural Understanding War is often a direct result of otherness, so developing a deep understanding and respect of other cultures is critical to promoting peace. War profiteers who make money from perpetuating destruction have billions of dollars invested in keeping up with the 'us vs. them' mentality, which prevents people from demanding peace and encourages them to support war. 6. Explore the Long-Range View It is important that peace education students see the potential for a future without violence. Peace educators help to promote a good environment on it. Though there are many challenges and barriers in the promotion of culture of peace, there are still strategies to facilitate the progress and integration of peace education in all sectors involved. 1. Constant dialogue among all sectors, institutions, and agencies on the meaning and purpose of peace education, informed by the willingness to learn from the experience of institutions, NGOs, and community organization which may provide lessons from their experiences 2. Coordinating the expansion of peace education programs with adequate training and orientation of decision makers, administrators, citizens, and educators in a holistic framework

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3. Improving coordination mechanisms between government agencies, NGOs, and other institutions seeking to integrate peace education into their activities 4. Setting up of opportunities for sectoral advocates and educators to dialogue and explore the relevance of a holistic peace education framework to their specific work.

Role of Schools in Promoting Values of Peace 1. 2. 3. 4. 5.

Peaceful pedagogies or strategies in teaching Disarmament education, discourage parents from buying war toys. Avoid sexist education, language curriculum Encourage student’s cooperative/collaborative activities rather than competitive one Encourage students to discuss the roots of conflict so that they can propose alternative ways of solving them peacefully 6. Encourage students to undertake activities that promote intercultural dialogue to develop intercultural understanding and tolerance.

Ten (10) Ways to Promote Peace in the Classroom While most teachers are setting up their respective classroom for the school year, they are planning the lessons and its’ corresponding activities for the courses. But one thing they usually forget is to plan for peace education. However, there are ways to integrate peace education. Here are 10 ways to include peace in the curriculum or classroom: 1. Start by defining the word “peace” with students. You can ask them what they think it means; their answers will probably be very enlightening. They are often surprised to realize that peace can be found many places. It doesn’t just refer to “world peace”. They can have a hand in creating a peaceful environment wherever they are. 2. Declare the classroom a “peace zone”. Do not tolerate any kind of bullying. Lay down ground rules at the beginning of the year that are posted for everyone to see. Have all the students agree to the ground rules (even signing the list of rules) and hold them accountable. 3. Teach conflict resolution skills. One way (that students enjoy very much) is through role-playing. Choose a time when everyone is together and there are no unresolved conflicts. Role-play different situations that you notice amongst the children. Talk about peaceful ways to

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resolve the conflict. You can define and discuss compromise, taking turns, and listening skills. 4. If you have an annual event, like a poetry recitation, a musical, or other performance, choose “Peace” as the theme every so often. Challenge the students to find stories, poems, and songs about peace. They may also want to draw or paint pictures of “peace” and what it means to them. Again, much insight can be gained by looking into their responses. 5. Peace education can vary by age; older students will naturally be able to get into the history of peace and conflict by studying different countries and cultures. They can participate at a higher level by researching and writing about peace and peace education. 6. Have students participate in the care of their environment, showing respect for the materials, pets, plants, and other students. 7. When studying geography, history, culture and other social science courses, emphasize respect for the diversity of traditions and customs found around the world. 8. Consider having your school named an international peace site. 9. Be a good example. Don’t argue with parents, your spouse, or other teachers in front of the students. Speak respectfully about other people. Don’t gossip. Show kindness. It can be easy to forget that students are watching your every move, and learn more from what you do than what you say. 10. Establish special holidays and rituals for your school or home. These can include joyful celebrations as well as sad occasions (like the loss of a pet). Everyone can share in the planning, decorating, and celebrating. Some helpful resources: Some Ideas to Share Montessori Services has an entire section about peace and community. It includes games, books, puzzles, and pictures that promote peace and unity. Michael Olaf has a large selection of books about peace, discipline, and character building. This book from the Clio Montessori Series called Education and Peace contains all of Dr. Montessori’s peace-related speeches and lectures. There are many organizations that provide conflict resolution training for teachers and parents. This would make a great parent education night (have the teachers come, too). Do a search for “conflict resolution training”, “conflict mediation training”, or “conflict resolution Montessori” to find resources.

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Learning Activity

1. Directions:In your own perception, express what the picture wants to say. (Write it in a piece of white paper and showcase your talent by giving your own idea) 2. Directions: Make your own in line and décor it. Read the instruction below: In your own ability of Intellect, create a meaningful quote that will inspire others to promote peace. (minimum of three (3) quotes with decoration on it). “Push! you can encourage others the way you reflect”

Learning Assessment Directions: Read the question carefully and plan what you will write. Your essay should be as well organized and as carefully written as you can make it. You can use white paper (bond paper) for your answers. 1. What is Peace Education and how does it affect our daily living?

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2. What can you say about situation of Peace Ordinance in the Philippines? Explain your answer.

3. How will you promote Peace in Society? Give some example.

Learning References https://study.com/academy/lesson/what-is-peace-education-objectives-importance.html http://www.blog.montessoriforeveryone.com/promoting-peace.html

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Module 9 – CWTS: Dimensions of Development

Lesson 25 – Health: Medical and Dental Learning Objectives At the end of the lesson, students are expected to: 1. express opinions on related items: public health, environmental health, dental health. 2. be familiar with tips to keep healthy at home and with the family and community as a whole. 3. suggest community projects related to the enhancement of community health

Definition Public health is the science and art of preventing disease, prolonging life and promoting health through the organized efforts and informed choices of society, organizations, public and private, communities and individuals. It is concerned with threats to the overall health of a community based on population health analysis. The population in question can be as small as a handful of people or as large as all the inhabitants of several continents (for instance, in the case of a pandemic). Public health is typically divided into epidemiology, biostatistics and health services. Environmental, social, behavioral, and occupational health are other important subfields. There are two distinct characteristics of public health: 1. It deals with preventive rather than curative aspects of health. 2. It deals with population-level, rather than individual-level health issues The focus of public health intervention is to prevent rather than treat a disease through surveillance of cases and the promotion of healthy behaviors. In addition to these activities, in many cases treating a disease may be vital to preventing it in others, such as during an outbreak of an infectious disease. Hand washing, vaccination programs and distribution of condoms are examples of public health measures. The goal of public health is to improve lives through the prevention and treatment of disease. The United Nations' World Health Organization defines health as "a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity."[ Environmental health is the branch of public health that is concerned with all aspects of the natural and built environment that may affect human health. Other terms that concern or refer to the discipline of environmental health include environmental public health and environmental health and protection. 1 BatStateU - National Service Training Program 1 – CWTS

Module 9 – CWTS: Dimensions of Development Environmental health is defined by the World Health Organization (WHO) as: Those aspects of the human body human health and disease that are determined by factors in the environment. It also refers to the theory and practice of assessing and controlling factors in the environment that can potentially affect health. Environmental health as used by the WHO Regional Office for Europe, includes both the direct pathological effects of chemicals, radiation and some biological agents, and the effects (often indirect) on health and wellbeing of the broad physical, psychological, social and aesthetic environment which includes housing, urban development, land use and transport. In psychology behavioral health, as a general concept, refers to the reciprocal relationship between human behavior, individually or socially, and the well-being of the body, mind, and spirit, whether the latter are considered individually or as an integrated whole. The term is more commonly used to describe a field of scientific study, academic proficiency and clinical healthcare practice. Like similar terms such as mental health and physical health, behavioral health is a basic English term which derives its meaning from the simple association between noun and adjective. Normal variations in the definition of such terms may be expected, given common variations seen in the component words, "behavioral" and "health". When the term is employed in the scientific or clinical sense, variations in the focus, if not the meaning of the term, have been observed. In 1978 the term behavioral medicine was formally introduced and described as the interdisciplinary field concerned with the development and integration of behavioral and biomedical science, knowledge and techniques relevant to health and illness and the application of this knowledge and these techniques to prevention, diagnosis, treatment and rehabilitation. In 1979 behavioral health emerged as that aspect of behavioral medicine promoting a philosophy of health that stresses individual responsibility in the application of behavioral and biomedical science, knowledge and techniques to the maintenance of health and the prevention of illness and dysfunction by a variety of self-initiated individual or shared activities. Occupational health and safety is a cross-disciplinary area concerned with protecting the safety, health and welfare of people engaged in work or employment. The goal of all occupational health and safety programs is to foster a safe work environment. As a secondary effect, it may also protect co-workers, family members, employers, customers, suppliers, nearby communities, and other members of the public who are impacted by the workplace environment. It may involve interactions among many subject areas, including occupational medicine, occupational (or industrial) hygiene, public health, safety engineering, chemistry, health physics. Dental public health

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Module 9 – CWTS: Dimensions of Development Dental public health is a non-clinical specialty of dentistry. Dental public health is involved in the assessment of dental health needs and improving the dental health of populations rather than individuals. One of the controversial subjects relating to dental public health is fluoridation of drinking water. Commercial mouthwashes have also been a cause for concern, with some studies linking them to an increased risk of oral cancer. Dentistry, which is a part of teratology, is the branch of medicine that is involved in the evaluation, diagnosis, prevention, and surgical or non-surgical treatment of diseases, disorders and conditions of the oral cavity, maxillofacial area and the adjacent and associated structures and their impact on the human body. Dentistry is widely considered necessary for complete overall health. Those who practice dentistry are known as dentists. The dentist's supporting team aides in providing oral health services, which includes dental assistants, dental hygienists, dental technicians, and dental therapists. Water fluoridation is the controlled addition of fluoride to a public water supply to reduce tooth decay. Fluoridated water has fluoride at a level that is effective for preventing cavities; this can occur naturally or by adding fluoride. The practice occurs mainly in Englishspeaking countries, as Continental Europe does not fluoridate public water supplies, although some continental countries fluoridate salt. Fluoridated water operates on tooth surfaces: in the mouth it creates low levels of fluoride in saliva, which reduces the rate at which tooth enamel demineralizes and increases the rate at which it rematerializes in the early stages of cavities. Typically, a fluoridated compound is added to drinking water, Defluoridation is needed when the naturally occurring fluoride level exceeds recommended limits. A 1994 World Health Organization expert committee suggested a level of fluoride from 0.5 to 1.0 mg/L (milligrams per liter), depending on climate. Bottled water typically has unknown fluoride levels, and some domestic water filters remove some or all fluoride. Dental cavities remain a major public health concern in most industrialized countries, affecting 60–90% of schoolchildren and the vast majority of adults. Water fluoridation prevents cavities in both children and adults, with studies estimating an 18–40% reduction in cavities when water fluoridation is used by children who already have access to toothpaste and other sources of fluoride. Although water fluoridation can cause dental fluorosis, which can alter the appearance of developing teeth, most of this is mild and usually not considered to be of aesthetic or public-health concern. There is no clear evidence of other adverse effects. Moderate-quality studies have investigated effectiveness; studies on adverse effects have been mostly of low quality. Fluoride's effects depend on the total daily intake of fluoride from all sources. Drinking water is typically the largest source; other methods of fluoride therapy include fluoridation of toothpaste, salt, and milk. Water fluoridation, when feasible and culturally acceptable, has substantial advantages, especially for subgroups at high risk. The U.S. Centers for Disease Control listed water fluoridation as one of the ten great public health achievements of the 20th century; in contrast, most European countries have 3 BatStateU - National Service Training Program 1 – CWTS

Module 9 – CWTS: Dimensions of Development experienced substantial declines in tooth decay without its use, primarily due to the introduction of fluoride toothpaste in the 1970s. The same study suggests that the use of topical fluorides (such as in toothpaste) to prevent carries among people living in both industrialized and developing countries may supersede the need for fluoridated water. Fluoridation may be more justified in the U.S. because of socioeconomic inequalities in dental health and dental care. The goal of water fluoridation is to prevent a chronic disease whose burdens particularly fall on children and on the poor. Its use presents a conflict between the common good and individual rights. It is controversial, and opposition to it has been based on ethical, legal, safety, and efficacy grounds. Health and dental organizations worldwide have endorsed its safety and effectiveness. Its use began in 1945, following studies of children in a region where higher levels of fluoride occur naturally in the water. Researchers discovered that moderate fluoridation prevents tooth decay, and as of 2004 about 400 million people worldwide received fluoridated water. Health Care at Home and in Community There are ten (10) ways to stay healthy at home with your family. 1. Immunize – Immunization are the best bargain in Health Care. When you immunize, you prevent illness for your family and help prevent epidemics in your community. 2. Keep moving – Fitness is essential to good health. Exercise makes a huge difference both in how you and your family feel and what illnesses you get. 3. Eat right – Eating a well-balanced, low-fat diet wholesome food will keep your family energetic and free of many illnesses. 4. Control Stress – Even with a hectic and hurried lifestyle, your family prevent stress from undermining their health. 5. Be smoke-free – Smokers who quit gain tremendous health benefits so do people who avoid second-hand smoke. 6. Avoid drugs and excess alcohol. When you say ‘no’ to drugs and limit what you drink, you prevent accident and illness and avoid a lot of problem for yourself and family. 7. Put safety First – Safety at home, safety at work, safety at play, Safe driving, firearm safety, and safe sex will all keep you and your family healthy. 8. Pursue healthy pleasures. Take a nap, relax during meals, play with kid, care for a pet they all can add to your health. 9. Think well yourself – A good Self-image is the foundation of good health 10. Promote Peace – Peace on earth begins at home. Seek nonviolent ways of resolving conflicts at home, at work, and in your community. Vital Signs With a few tools and an observant eye, you can help detect and monitor health problems in your family. A normal body temperature ranges from 36.90C to 37.20C or 97.60F to 99.60F and for most people it is 37.50F or 98.60F. Minor changes in temperature are due to the time of day and other factors. Whenever a person feels hot or cold to your touch, it is good idea to measure and record his/her temperature. 4 BatStateU - National Service Training Program 1 – CWTS

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1. 2. 3. 4.

There are four (4) ways to take body temperature: Orally (in the mouth) Rectally (in the anus) Axillary (under the armpit) Using an electronic oral or ear thermometer or temperature strip

1. Oral temperatures are recommended for adults and children ages six years and older. • Clean the thermometer with soap and water or rubbing alcohol. • Hold it firmly at the end opposite the bulb and shake the mercury down to 350C or lower. • Make sure nothing hot or cold has recently been drunk. • Place the bulb of the thermometer under the tongue and close the lips around it. Do not bite it. Breathe through the nose and do not talk. • Wait for three to five minutes. • Read and record the temperature. 2. Rectal temperatures are recommended for children younger than six years or anyone who cannot hold the thermometer in the mouth. Use only a rectal thermometer for this procedure. • Clean the thermometer and shake it down to lower temperature. • Put vaseline or other lubricant on the bulb. • Hold the child bottom up across your lap. • Hold the thermometer one inch from the bulb and gently insert it right at the anus so that it cannot slip in further. • Wait for three minutes. Note: Rectal temperatures are 0.30C to 0.60C (0.50F to 10F) higher than oral temperature. 3. Axillary temperatures are less accurate and about 0.60C or 10F lower than oral. • Use either an oral or rectal thermometer. Shake it down lower than 350C or 950F. • Place the thermometer in the armpit and have the child cross his/her arm across the chest and hold his/her opposite upper arm. • Wait for five minutes. • Read and record the temperature. 4. Electronic thermometers are convenient and easy to use. They are quite accurate but some are expensive. Temperature strips are convenient but should only be used to measure axillary (armpit) temperature. Taking a Pulse Rate The pulse is the rate at which a person’s heart is beating. As the heart forces blood through the body, a throbbing sensation can be felt in the arteries whenever they come close to the skin surfaces. The pulse can be taken at the wrist, neck or upper arm. Certain illness can cause the pulse to increase, so it is helpful to know your resting pulse when you are well. The pulse rate rises 10 beats per minute for every degree of fever. 5 BatStateU - National Service Training Program 1 – CWTS

Module 9 – CWTS: Dimensions of Development 1. Count the pulse after the person has been sitting or resting quietly for 5-10 minutes. 2. Place two fingers gently against the wrist, do not use your thumb. 3. If it hard to feel the pulse in the wrist, locate the carotid artery in the neck, just to either side of the windpipe. Press gently. 4. Count the beat for 39 seconds, then double the result for beats per minutes. Normal Heart/Pulse Rates  Adults 60 to 100 beats/minutes  Children 70 to 150 beats/minutes  Infants 100 to 160 beats/minutes Normal Breathing Rates  Adults  Children  Infants

12 to 20 breathes/minutes 15 t0 30 breathes/minutes 25 to 50 breathes/minutes

Measuring Blood Pressure Blood pressure is the force of the arteries. The pressure when the heart beats is called the systolic pressure (the first number in blood pressure readings). The pressure between the beats, when the heart is at rest is called diastolic pressure. Any blood pressure below 140/90 is considered normal for adults over 18. Blood pressure is measured by a stethoscope and a blood pressure cuff (sphygmomanometer). Electronic blood pressure cuffs are also available, which do not require a stethoscope or good readings. Family Planning Family planning is having the number of children you want, if you are raising a family. Different partners have different reasons for wanting to limit the size of their family. Some young parents may decide to delay having any children until they have worked and saved enough so that they can afford to care for them well. Some parent may decide that a small number of children is enough, but others may want more. Others may want to space their children, so the mothers will be healthier. There are several methods to prevent women from becoming pregnant for as long as they wish. These are called methods of birth control. Husbands and wives should decide together and share responsibility for the method/s that they may adopt. Difference ineffectiveness, safety, convenience, availability and cost should be considered in choosing and using a birth control method. Birth Control Methods 1. The “pill method” is one of the most effective methods for avoiding pregnancy. This should be given by health workers, midwifes, or other trained medical professionals. The pills usually come in packets of 21 to 28 tablets. They are less expensive depending on the brand. 2. The condom is a narrow rubber or latex bag that the man wears on his penis while having sex. Usually, it works in preventing pregnancy. It also helps prevent the spread of venereal diseases, but it is not a complete safeguard. 6 BatStateU - National Service Training Program 1 – CWTS

Module 9 – CWTS: Dimensions of Development 3. The diaphragm is a shallow cup made of soft rubber that a woman wears in her vagina while having sexual intercourse. It should be left inside her for at least six hours afterwards. It should be used together with a contraceptive cream or jelly. Check the diaphragm regularly for holes and get new one each year. This is not expensive method. 4. The contraceptive foam comes in a tube or can. The woman puts inside her vagina with a special applicator. 5. The intrauterine device (IUD) is a plastic (or metal) object that a specially-trained health worker or midwife places inside the womb. 6. The rhythm method is not very sure to prevent pregnancy, but it does not cost anything. This method is effective to women with regular menstrual cycle or regular period which comes more or less once every 28 days. Usually, women have a chance of becoming pregnant only during eight days of her monthly cycle – her fertile days. 7. The mucus method is a variation of the rhythm method that is espoused by some religious groups. It works fairly well for some people. It is not considered to be very effective but is cost nothing to practice it every day. During her period, the woman should take a little mucus from her vagina with a clean finger. Then, she has to examine the mucus by making it stretch between her thumb and forefinger. 8. Withdrawal or pulling out is a method in which the man pulls his penis out of the woman before the sperm comes out. This is disturbing to the couple and does not always work, because some sperm cells escape or often leak out ahead of time, which can cause pregnancy. HIV Infection and AIDS 1. AIDS (acquired immune deficiency syndrome) is caused by the human immunodeficiency virus (HIV). HIV destroys the human immune system, which makes it impossible for the body to fight off diseases or even minor illnesses. AIDS is the last phase in the HIV disease when the body is unable to fight a disease or infection. 2. A person is said to be HIV-positive if antibodies to the virus are detected in his/her blood. It may take up t six months after infection for antibodies to appear. Someone who is HIV-positive may appear to be healthy for ten years or longer before symptoms of AIDS develop. 3. HIV is not spread by getting bitten by mosquitoes, from toilets, being coughed on by an infected person, or having casual contact with someone who is HIV-positive or who has AIDS. 4. HIV is spread only when blood, semen, or vaginal fluids from an infected person enters someone else’s body. The specific behaviors that spread HIV include: • Sharing injection needles and syringes with someone who is HIV-positive. • Unprotected (without a condom) rectal entry intercourse (anal sex) with someone who is HIV-positive. • Unprotected vaginal or oral sexual activity with someone who is HIV-positive. • Babies born to or breastfed by women who are HIV-positive are also high risk of contracting the virus. 5. Being touched, hugged, or lightly kissed by someone who is HIV-positive will not transfer the virus. 7 BatStateU - National Service Training Program 1 – CWTS

Module 9 – CWTS: Dimensions of Development As long as you practice the prevention behaviors, you have virtually no risk of contracting the virus. However, if your behavior puts you at risk for HIV- infection, a blood test should be done six months after the risky behavior. Early diagnosis and treatment of HIV is important even before symptoms develop. A simple, confidential blood test, available at a health center can determine if someone is HIV-positive. Symptoms of HIV Infection and AIDS 1. The early signs of HIV infection are like the symptoms that won’t go away. Common symptoms are: a. rapid unexplained weight loss b. persistent unexplained fever and night sweats c. persistent diarrhea d. persistent severe fatigue e. swelling of glands in neck, armpits, or groin 2. As the immune system deteriorates, a variety of other symptoms may appear, including: a. unusual sores on the skin, in the mouth; white patches in the mouth b. increase outbreaks of cold sores c. unexplained shortness of breath and dry cough d. severe numbness or pain in the hands and feet e. personality change or mental deterioration f. unusual cancers and infections These symptoms are usually caused by many illnesses other than HIV infection or AIDS. However, if any symptom develops or persists without a good explanation, especially if your behavior puts you at risk of HIV infection, consult your doctor. Prevention Only monogamy between uninfected partners or sexual abstinence can completely eliminate the risk of HIV and other sexually transmitted diseases. The following actions will reduce the risk: 1. If you are beginning a sexual relationship, take time before having sex talk about HIV and other sexually transmitted diseases (STDs). Find out if your partner has been exposed to or infected by STDs, or if your partner’s behavior puts him or her at risk for HIV infection. Remember that is it possible to be infected without knowing it. 2. Use condoms with any new partner until you are certain that the person does not have any sexually transmitted disease and you are certain that neither of you will have unprotected sexual contact with anyone else while your relationship lasts.

Learning Activity Directions: From the following tasks, choose one. Make a report or document the activity and submit to your instructor your output. 8 BatStateU - National Service Training Program 1 – CWTS

Module 9 – CWTS: Dimensions of Development A. Interview your barangay health worker and ask the common illnesses or diseases in your barangay. Ask what actions were taken to address the said sicknesses and what are the plans to prevent such case. B. Make an infographic with the theme of promoting healthy life styles in your barangay. C. Make a project proposal that will promote clean environment to ensure healthy community. Part of the proposal are: I. Title II. Introduction III. Beneficiaries (primary and secondary beneficiaries) IV. Description of the project V. Plan of action/ Mechanics of implementation VI. Person in charge of implementation and their tasks VII. Financial plan or budget allocation

Learning Assessment Directions: A. Identify the following. ____________________ 1. It refers to the field of study that the main function is to prevent diseases, prolong life and promote health of the society, organizations, public and private, communities and individuals. ____________________ 2. It refers to a health practice that to prevent women from becoming pregnant. ____________________ 3. What is the normal breathing rates of adults? ____________________ 4. What is the normal range body temperature of an individual? ____________________ 5. What blood pressure is considered high blood already? B. Write T if the statement is True and f if False ____________________ 6. HIV virus can transfer to other through kissing. ____________________ 7. Normal heart beats of an adult are lower than the child. ____________________ 8. Dental assistants, dental hygienists, dental technicians, and dental therapists are also considered as dentists. ____________________ 9. The main function of public health is cure from community diseases. ____________________ 10. Taking the temperature under the armpit is recommended for the child under six years of age.

Learning References 1. Emergency Medical Services NC II Modules, (2012). Asian Center for Emergency Preparedness Inc. Quezon City. 9 BatStateU - National Service Training Program 1 – CWTS

Module 9 – CWTS: Dimensions of Development 2. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service Towards Responsive Community Organization and Development. Morlanda Publishing. Manila. 3. Labuguen, Florida C. et al. (2010). NSTP-CWTS-LTS Student Guide. BAF Printing Press. Ermita, Manila. 4. Lee, Sergio J. (2013). National Service Training Program, Civic Welfare Training Service, Literacy Training Service: A Source Book 3rd Edition. C 7 E Publishing, Inc. Quezon City. 5. Scotese, Barbara A. (2005). First Aid Guide Fourth Edition. American Academy of Orthopedic Surgeons. Jones and Barlett Publishers.

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Lesson 26 - Entrepreneurship Learning Objectives At the end of the lesson, the students are expected to: 1. gain knowledge/concepts on terms like: entrepreneur, entrepreneurship. 2. identify good habits, traits and skills of an entrepreneur. 3. enumerate the stages involved in community based enterprises growth.

Learning Content Entrepreneur •

Entrepreneur is the one who organizes, manages and assumes the risk of a business/enterprise or community business. He/she is a member of certain types of communities. Studies reveal that entrepreneurs are self-confident. They are optimistic; they believe in the possibility of change or mastery of the environment, through themselves.

Entrepreneurs are dynamic leader. They are creative, innovative, versatile, flexible and receptive to the changes in their dealing with the environment. They accomplish things through initiative and resourcefulness.

There are habits and traits common to entrepreneur. If you’re an entrepreneur, you must be: a. a good administrator b. a good leader c. a good planner d. a good negotiator e. a good communicator f. a good negotiator g. a good decision maker h. a good follower

An entrepreneur is also:  Aggressive  Competitive  Customer-Oriented  Determined  Discipline  Efficient  Enthusiastic  Energetic BatStateU - National Service Training Program 1 – CWTS

Industrious Innovative Optimistic Patient Productive Reputable Resilient Resourceful

Module 9 – CWTS: Dimensions of Development       

Flexible Happy Hardworking Healthy Helpful Humble Trustworthy

Self-Confident Self-Motivated Self-Reliant Tactful Tenacious Versatile Thrifty Visionary

Entrepreneurship According to Prof. N. Left, entrepreneurship is the capacity for innovation, investment and expansion in new market, products and techniques. It implies that an enterprise is at work, if tan individual takes the risk to invest resources to make something new and design a new way to create new markets. “Entrepreneurship is more than a word. It is a mission.” We must perceive opportunities inherent in change; we must create a desire for pursuing the opportunities that arise; and we must create an environment in which success is possible and the consequences of failure are tolerable. Social Entrepreneurship • Peter Drucker (1986) states that entrepreneurship is a result oriented attitude. It must have strong values to accomplish what society needs that a value-driven innovator who enhances society should be an equally important as the entrepreneur who enhances economic growth. •

Drucker also cites the role of social entrepreneurship and the particular demand for learning and renewal of knowledge throughout one’s life. He states the entrepreneurship is a result-oriented attitude. He asserts that an entrepreneur must have strong values to accomplish what society needs and that a value-driven innovator who enhances society should be as equally important as the entrepreneur who enhances economic growth.

Social entrepreneurship often requires the involvement or support of business and government in education, health, security, housing, as well as a myriad of other social needs. Thus, it possesses social mobilization characteristic and qualities.

Social Entrepreneurship often requires the involvement or support of business and government in education, health, security, housing, as well as myriad of other social needs.

Social Entrepreneurs are hunter-gatherers of our culture. They look around, see where the food is, and go get it. The skill of teaching, sensing, hunting and harvesting are very much alive much alive in the entrepreneur. They don’t change themselves to fit their environment- instead; they use the environment to meet their needs. People, who start their own business, or entrepreneur, are a strange breed. They will give up almost anything to have the right to make their own choices,

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Module 9 – CWTS: Dimensions of Development decisions, opportunities and mistakes even when they known that many of those choices and decisions may turn out to be bad one. Stages of Community-Based Enterprises Growth ( Revita-Arriola et.al 1996) To graduate out of poverty means to move up the continuum and eventually out of it. Not all that are poor can completely move out from poverty. There are three stages that can gradually builds up poor people’s capacity to manage and establish a variable enterprise. First Stage: Augmenting income and setting the stage for enterprise creation. This involves interventions that aim to promote self-reliance; enabling beneficiaries of program to start becoming participants who can shape their own future. Second Stage: Promoting the growth of community based enterprise. This answer the need for greater and multiplies effects of livelihood programs and project. This is a crucial to organized group of poor people engaged in business to increase to stabilize and start the business operations. The second stage has following sets of interventions. •

Strengthening of organization as business undertaking, through training and organizational development, etc.

Financial intermediation. This is concerned with the financing schemes and other training interventions package of assistance to build the organizations’ capacity to engage in business undertakings.

Entrepreneurship development, produce development and promotion.

This set of interventions aims to upgrade entrepreneurial skill of those who will be directly involved in managing the business. This will include training and consulting services on entrepreneurship, technology transfer and linkages, etc. Third Stage: The final stage is mainstreaming of Community based enterprises. Mainstreaming is the crucial stage for development organizations. This is a process of self-reliance based on internally achieved stability. This is when the community-based enterprises become mature, self-reliant and dynamic business enterprises. The third stage has the following sets of interventions: • • • •

Upgrading of leadership and management skills Development of capital markets Market and Product Diversification Divestment of processing center

Magna Carta for Small Enterprises: Primer R.A. 6977, otherwise known as the Magna Carta for Small Enterprises is an Act to promote, develop, and assist small and medium enterprises through the creation of a

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Module 9 – CWTS: Dimensions of Development Small and Medium Enterprise Development Council and establishment of a Small Business Guarantee and Finance Corporation, the mandatory allocation of credit resources to small enterprises and the rationalization of government assistance program and agencies concerned of the development of SMEs. Small-Medium Enterprises Skill Training Program The program provides a continuing training of would-be small and medium business entrepreneurs to improve and develop the production processes and conduct forum for exchange of experience among small and medium entrepreneur with expert and consultants from private and government agencies. Among the SME Skill and Management Trainings that can be effectively transfer to be community through a Seminar-workshop projects of NSTP are: For SME Skill Training Programs: • Food Processing • Meat and Fish Processing • Wine and Vinegar Processing • Skill upgrading on: Knitting, leather craft, shell craft, coco midrib, etc. • Bamboo Furniture and Craft • Poultry Raising • Speed Sewing • Salt Making • Basic Carpentry Training • Basketry • Embroidery • Stuffed Toy Training • Candle Making For the SME Management Training Programs • Simplified Bookkeeping • Financial Management • Business Management • Marketing Management • Production Management • Strategic Marketing • Product Costing and Pricing • Basic Exporting • Symposium on Livelihood Projects • Starting a Small Business • Value Formation Seminar • Team Building • Leadership Training Programs • Advertising and Promotion • Entrepreneurship Development Seminar

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Module 9 – CWTS: Dimensions of Development Determinants of Successful Entrepreneurship (Feliciano R. Fajardo, 1994) The entrepreneur must have the following Managerial skills for him/her to succeed in business enterprise. • • • •

Ability to conceptualize and plan Ability to manage others Ability to manage time and to learn Ability to adopt to change

Social Impact In the pursuit of an individual to perfect truth and goodness, he acquires certain values/habits which are shown by his actions. His action/works in turn are manifested through his/her social interactions with members of society. After all, an individual is also a member of the larger group of individuals—society as a whole. Society is both a recipient and a reinforcer of the interaction of the virtuous individual with the other members of society. It is a recipient because it benefits from the impact of the virtuous individual’s action/works towards other. Such interactions could contribute to the partial happiness of other individuals who are recipients of the said interactions. On the other hand, society as a whole is also a proactive reinforcer of the virtuous individual’s actions/works. Through social consensus, given that society positively benefits from the interactions, it reinforces further the virtuous individual. Thus, the individual’s pursuit of truth and good can lead to social impact. Finally, the pursuit of happiness, or the purpose of men, is achieved through the work he commits himself to.

Learning Activity Directions: Among many individual or person, it is you who knew very well own community. You know the INs and OUTs of it. You can describe best your very own community. Because of this, what do you think is best entrepreneurial activities that will help improve the socio-economic status of the members of your barangay. Support your recommendation.

Learning Assessment Directions: Answer the following questions and submit your answer to your Instructor. 1. Based from the concepts learned, do you think you can be a good social entrepreneur? Why do you think so? Discuss or support your answer.

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Learning References 1. Gonzales, Vivian A. (2003). Trainer’s Handbook Students’ Transformation and Enrichment for Truth - Values Integration and Promotion (STET-VIP) National Service Training Program. Sikap/Strive Foundation Inc. Laguna. 2. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service Towards Responsive Community Organization and Development. Morlanda Publishing. Manila.

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Lesson 27 - Recreation and Other Social Welfare Concerns Learning Objectives At the end of the lesson, students are expected to: 1. appreciate the benefits of various physical activities through recreation 2. increase awareness on social concerns and welfare for the community 3. actively involve self in available recreational and social welfare activities in the community

Learning Content Physical Activities as Recreation Physical activity or play is a primitive drive that we all possess and when fulfilled leads to sensations of vitality and exhalation. The sensation of letting go and exerting our muscles or a steady three-mile run can provide exciting moments of physical joy that makes us feel young and energetic. All areas of the sports and recreation industry are becoming more popular nowadays. Enrollment in local health or fitness clubs which emphasize calisthenics, aerobics, zumba or ballroom dancing is popular. Significantly, in recent years, people were eager to spend time and money to participate in these activities. The Filipino is currently experiencing an unprecedented obsession with physical fitness. This interest has definitely passed the fad stage and is now evidenced by the staggering growth in all areas of sports and recreation. Exercise and sports can provide a unique opportunity for finding achievement and reward. It improves mental fitness by helping people cope with stress in their lives. A good exercise program may revolve around just one sport, or it may include two or three sports done on different days or at different times of the year. Some people even enjoy mixing sport during each session, for example, jumping rope for 10 minutes, running for 10 minutes followed by swimming for 10 minutes. Values of Recreation 1. Psychological aspects – recreation has been recognized as an important tool in the prevention of mental illness and in the rehabilitation of mentally ill patients. 2. Physical aspects – recreation in the form of sports, games, and moderately strenuous outdoor pastimes can make an important contribution to the physical well-being. 1 BatStateU - National Service Training Program 1 – CWTS

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3. Social aspects – recreation can provide the opportunity for group experiences that meet fundamental human needs Exercise Exercise is necessary for good health. The body is used to prevent physical atrophy. Life will be enhanced through the prudent, regular and systematic use of the body. Greater sense of well-being, far greater energy, and a calmer, more relaxed attitudes are experienced. Exercise increases the formation of new blood vessels leading to the heart, thus providing a natural counterpart of a coronary bypass operation. Regular sustained aerobic exercise may increase the diameter of the large blood vessels. Exercise increases the number of capillaries; hence, the amount of oxygen that can reach the heart is also increased. Exercise also increases another cholesterol fraction – the high-density lipoprotein. Walking/Jogging/Running Walking, jogging, and running are most popular for those who want to improve cardiorespiratory endurance (CRE) and body composition. Exercise on foot is by far the most common form of CRE training. Walking, jogging, and running require no special skills, nor expensive equipment facilities. Comfortable clothing, well-fitted walking or running shoes, and a stopwatch or ordinary watch with second hand are all you need. Discontinuous Sports Most game sports such a basketball, volleyball, and tennis are discontinuous sorts. During the paly, the intensity of exercise varies: one moment you are sprinting for the ball, the next moment you are standing still. The fitness benefits from these on/off style exercise are not comparable to those of continuous sports. Fitness is not guaranteed just because you play a recommended sport. You must put enough effort into it, and sustained effort generally requires at least a minimal amount of skill. Basic instructions should be first step in an exercise program using a discontinuous sport. While you are developing your skills, use one of the continuous sports, like running, walking for fitness. Continuous Sports Continuous sport is one that demands steady, continual muscular action. Running, cycling, and swimming are prime example. These sports are very time-efficient where expending 300 calories may take only 20-30 minutes. The main advantage of continuous sports is the control of exercise intensity. Organizing Sport Tournament in the Community There is a lot of fun and challenges in organizing and sponsoring a sport competition in the community level. Coordination with the barangay chairperson must be properly negotiated and established. Organizing basketball team and volleyball teams of out-of- and in—school youth, and adults is not so difficult since there are existing teams already organized in the community.

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Sponsoring agencies should be tapped for possible financial assistance to subsidize the players’ uniforms. Sport objectives, rules, and regulations for the participants must be ensured to establish camaraderie among the participants and organizers of the tournament. NSTP studenttrainees as organizers are expected to do all the best for the community sport participants. Harmonious relationship should be observed in order to effectively implement the projects. Among the many types of sport tournament that can be organized by the student-trainees in the community are basketball, volleyball, among others. Physical exercise of all kinds including tournament can motivate the youth and adults to develop their physical and mental health. The Young Athlete’s Bill of Rights 1. The right to have the opportunity to participate in sports regardless of one’s ability level. 2. The right to participate at a level commensurate with the child’s development level. 3. The right to have qualified adult leadership. 4. The right to participate in a safe and healthy environment. 5. The right of each child to share leadership and decision making. 6. The right to play as a child and not as an adult. 7. The right to proper preparation for participation in sports. 8. The right to equal opportunity to strive for success. 9. The right to be treated with dignity by all involved. 10. The right to have fun through sports. Social Welfare Social welfare programs were created to organize resources and focus attention on specific problem areas or to help prevent the deterioration of conditions necessary for the successful functioning of individuals, families and communities. Developmental social welfare is a pro poor strategy which strives to promote a welfare system that facilitates the development of human capacity and self-reliance within a caring and enabling socio-economic environment. Social welfare program, any of a variety of governmental programs designed to protect citizens from the economic risks and insecurities of life. The most common types of programs provide benefits to the elderly or retired, the sick or invalid, dependent survivors, mothers, the unemployed, the work-injured, and families. Methods of financing and administration and the scope of coverage and benefits vary widely among countries. Social Welfare System A social welfare system provides assistance to individuals and families in need. The types and amount of welfare available to individuals and families vary depending on the country. The benefits that an individual or family receives as part of a social welfare system will vary by state, as will the eligibility requirements. How a Social Welfare System Works? 3 BatStateU - National Service Training Program 1 – CWTS

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Social welfare systems provide assistance to individuals and families through programs such as health care, food stamps, unemployment compensation, housing assistance, and child care assistance. In the Philippines, a barangay health worker or social service worker is assigned to each individual or family applying for benefits to determine and confirm the applicant's needs. The benefits available to an individual vary. Eligibility is determined based on factors surrounding the person’s financial status and how it relates to the minimum acceptable levels. The factors involved can include the size of the family unit, current income levels, or an assessed disability among others. Social welfare systems may go by different names, but they often serve similar functions. This can cause confusion when attempting to compare one state's program to another. Additionally, the requirements to qualify also vary, depending on the poverty line in a particular state. This allows for adjustments based on items such as cost of living that are not standardized across the country. • • •

A social welfare system offers assistance to individuals and families in need, with such programs as health care assistance, food stamps, and unemployment compensation. Lesser known parts of a social welfare system include disaster relief and educational assistance. Eligibility for benefits is based on a number of factors, including income levels and family size.

Benefits of Social Welfare Systems Available benefits usually (in the forms of cash and other services) here in the Philippines generally cover assistance for food, housing, child care, and medical care. These funds may be used for cash assistance, allowing a household to spend the funds as it deems necessary to meet its needs and obligations. Some available housing benefits go beyond locating suitable and affordable properties and providing housing cost assistance. A household may qualify for assistance to complete certain energy efficiency upgrades. It may also receive funds to help pay utility bills. Benefits around health and nutrition can include access to affordable medical care. Food and nutrition programs may supply funds, to provide easier access to basic needs like food in general. Additional nutritional assistance through the Women, Infants and Children (WIC) program provides food-specific benefits to ensure pregnant women and young children have access to healthy food options to promote growth and development. Other programs that are parts of the social welfare system include disaster relief assistance, educational assistance, agricultural loans, and services specifically for veterans.

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Directions: Interview one elected SK officials and one of the member of the elected Barangay Council. Make a narrative report on your interview. A. For the SK official ask about the recreational activity that was held or to be conducted as part of the plan of activities. Ask how they prepare, plan and how they will execute their plan. Ask what are the objectives and benefits of doing such project or activity. B. For the Barangay official, ask about their activities related to social welfare of the members of the community. Interview him/her regarding their planning, implementation, monitoring and why they conducted or why they will implement such activity or project.

Learning Assessment Directions: Answer the following questions related to the social welfare or social concerns in your barangay. 1. What is the most serious social concern or issues in your barangay? 2. Why do you think that situation happened? 3. What activities or projects do you think will address the problem? 4. How would you like to propose and implement that activities or projects? Share your initiatives or measures on how it will be materialized.

Learning References

1. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service Towards Responsive Community Organization and Development. Manila. Morlanda Publishing.

2. Lee, Sergio J. (2013). National Service Training Program, Civic Welfare Training Service, Literacy Training Service: A Source Book 3rd Edition. Quezon City. C 7 E Publishing, Inc. 3. https://socialwelfare.library.vcu.edu/programs/ August 1, 2020 Retrieved 4. https://www.investopedia.com/terms/s/social-welfare-system.asp August 1, 2020 Retrieved

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Lesson 28- Emergency Response Training Learning Objectives At the end of the lesson, students are expected to: 1. increase awareness on different emergencies and its immediate home remedies; 2. perform first aid task related to common experienced emergencies 3. perform bandaging with accuracy and confidence

Learning Content Emergency Medical Services – This is a system consists of a team of health care professionals, who, in each area of jurisdiction, are responsible for and provide emergency care and transportation to the sick and injured. History of Emergency Medical Services (EMS) • Emergency care developed during the warfare at the beginning of the 20th century. • By the 1960s, domestic emergency care lagged behind. • Staffed emergency departments were often limited to large urban areas. • Publication of Accident Death and Disability: The Neglected Disease of Modern Society (1966) with some recommendations:  Development of training  Development of guidelines and policies  Provide emergency care and transport  Establish staffed emergency departments • Highway Safety Act and the emergency Medical Act was created and funded • Development of first National Standard Curriculum for training EMT’s in the early 1970s. • EMS was established in most of the United States by 1980. Levels of Training for Emergency Medical Services 1. Emergency Medical Responder (EMR) 2. Emergency Medical Technician (EMT) 3. Advanced Emergency Medical Technician (AEMT) 4. Paramedics Components of the EMS System 1. Access – easy access in an emergency is essential. 2. Communication – information provided by a caller.

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3. Human Resources – concept is to encourage the EMS system that provides an environment where talented people want to work and turn their passion into a rewarding career. 4. Medical direction and control – each EMS must have a medical director. 5. Legislation and regulation – EMT practices must conform to the EMS legislation, rules, regulations, and guidelines adopted by each country. 6. Integration of health services – Pre-hospital care that is being administer is coordinated with the care administered at the hospital. 7. Evaluation – it is needed to determine ways to limit or eliminate human error. 8. Information system – allows EMS providers to document the care that has been done. 9. System finance – all EMS departments need funding system that allows them to continue to provide care. 10. Education system – the instructors who are responsible for coordinating and teaching the EMT course and continuing education courses are approved and licensed by the country. 11. Prevention and public education – prevention and public education are aspects on EMS where the focus is on public health. 12. EMS research – tools and techniques that EMS providers use are borrowed from the other health care setting without ant research proving their effectiveness.

The STAR of LIFE 1. Early detection 2. Early reporting 3. Early response 4. On scene care 5. Care in transit 6. Transfer to definitive care

Source:pinterest.com

Roles and responsibilities of the EM Responders and Technicians 1. Personal safety 2. Patient assessment 3. Lifting and moving patient safely 4. Transport and transfer of care 5. Record keeping/data collection 6. Patient advocacy/confidentiality Professional attribute of the EMRs/EMTs a) Puts patient’s needs as a priority without endangering self b) Maintains professional appearance and manner c) Performs under pressure d) Treats patients and families with understanding, respect and compassion e) Respect patient confidentiality. 2 BatStateU - National Service Training Program 1 – CWTS

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First Aid Safety Guides and Measures First aid is the immediate and temporary care given to a victim of an accident or sudden illness until the service of a professional medical provider or physician can be obtained. Proper first aid reduces suffering and makes the physician’s task easier when he/she assumes the care of the patient. The responsibilities of the first aider stop when the medical help provider starts doing the medical procedures and care. The following are some of the common emergencies that needs immediate action to prevent the victims be in danger. 1. Animal Bites – when bitted by an animal, most people want to know if they need a rabies shot. The main wild animal carriers of rabies are bats, mice, foxes, etc. Pet dogs and cats that have been vaccinated rarely have rabies. However, stray animals are often not vaccinated. Rabies is quite rare, but is fatal if not treated. The treatment is no more painful than typical injection. Bites that break the skin often cause bacterial infections. Cat and human bites are particularly prone to infection. Snakebites – Controversy exist about proper first aid procedures for snakebites. The following steps represent the most widely accepted first aid procedures: First aid  Get victim away from the snake. Snakes have known to bite more than once.  Keep the victim quite. Do not allow victim to increase the heartbeat rate – if possible, carry a victim during transportation. If alone, walk very slowly to help.  Gently wash bitten area with soap and water.  Quickly transport all snakebite victims to a medical facility for antivenin (must be given within hours)  Do not apply cold on a snakebite.  Do not use electric shock on a snakebite.  Do not apply a tourniquet.  Do not cut since damage to underlying structure (i.e., blood vessels, tendons and nerves) can result.  Do not use suction. Spider Bites First aid  If possible, catch the spider to confirm its identity. Even the body is crushed, save it for identification.  Clean bitten area with soap and water or alcohol.  Place an ice pack over the bite to relieve the pain.  Keep the victim quiet and monitor the airways, breathing and circulation (ABCs).  Seek immediate medical attention. An antivenin for black widow bites is available. Scorpion Sting – A scorpion sting causes immediate pain and burning around the sting site, followed by numbness or tingling. Severe cases may include paralysis, spasm, or respiratory difficulties. First aid 3 BatStateU - National Service Training Program 1 – CWTS

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 Monitor the ABCs.  Clean the sting site with soap or ribbing alcohol.  Apply an ice pack over the sting site. 2. Burns – burns are classified as first, second or third degree depending on their depth, not on the amount of pain or the extent of the burn. First degree burns – It involves only the outer layer of the skin. The skin is dry, painful, and sensitive to touch. Cold water from most faucets is usually cold enough. Ice is not needed. The time recommended for cold applications varies from 10 minutes to 30 minutes or until the pain does not recur after cold is stopped. Frostbite can happen when excessive cold is used. First aid  Do not apply ice directly to the burn area  Protect the skin by wrapping the ice in a cloth. Second degree burns – (small area) Its involves several layers of skin. The skin becomes swollen, puffy, weepy or blistered. Firs aid  Apply cold as you would for a first-degree burn.  Do not break any blisters. Third degree burns – (large second degree burns) It involves all layers of skin and any underlying tissues or organs. The skin is dry, pale, white or charred black, swollen, and sometimes it breaks open. Nerves are destroyed or damaged, so there may be little pain except on the edge where there is a second-degree burn. First aid  Check ABCs immediately. Give rescue breathing and CPR if necessary.  Treat shock by elevating the legs 8 to 12 inches and keeping the victim warm.  Do not open any blisters (they offer an infection-free cover) or remove pieces of tissue from the burned skin.  Do not apply cold to a third degree burn, since cold may induce hypothermia.  Apply sterile dressing or, if they are not available, clean cloths.  Elevate burned arms or legs to reduce swelling and pain.  Seek medical attention. Chemical burns First aid  Quickly flood the skin with large quantities of water if burned with liquid acids, alkalis, and caustic chemicals.  Remove contaminated clothing to take any absorbed chemicals away from the skin. Do this while washing the victim.  Brush off a dry or solid chemical substance before flushing the skin with water.  When a chemical agent gets wet, it becomes activated and will cause more damage to the skin than when it is dry.  Do not attempt to neutralize a chemical because heat may be produced, resulting to more damage. 4 BatStateU - National Service Training Program 1 – CWTS

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 Call a poison control officer to find out other first aid procedures and seek medical attention.  If the chemical is in the eye, flood with more water than seems necessary. Use very low pressure. Remove any contact lenses. 3. Electrical Injuries – If electrical injury is caused by contact with a downed power line, the power must be turned off before a rescuer approaches anyone who may be in contact with the wire. Leave cutting and disconnecting of wires to trained personnel with the proper equipment. Prevent bystanders from entering the danger area. First aid  Check and treat the ABCs.  Check for burns and treat for shock by elevating the legs 8 to 12 inches and keeping the victim warm. Most of the electrical burns are third-degree burns, so cover them with sterile dressing and elevate the part.  All victims of electrical shock should receive immediate attention. 4. Heat-related Emergencies Heat Stroke – This is true emergency. If normal temperature is not quickly restored, the victim will die or be permanently disabled. Signs and symptoms  Unresponsive  Hot-skin – may be dry or wet  High blood temperature  Rapid pulse and breathing  Weakness, dizziness, headache First aid  Move the victim to a cool place. Remove heavy clothing; light clothing can be left in place.  Immediately cool the victim by any available means. Because ice is rarely available, an effective method is to wrap the victim in wet towels or sheet, and fan him or her. Keep the cloths wet with cool water.  Ice packs can also be placed at areas with abundant blood supply (e.g., neck, armpits, and groin).  Monitor the ABCs and treat accordingly  If seizures occur, care for them.  All heat stroke victims need immediate attention. Take them to a hospital as fast as possible.  Continue cooling en route. Heat Exhaustion Signs and symptoms  Heavy sweating  Weakness  Fast pulse 5 BatStateU - National Service Training Program 1 – CWTS

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 Normal body temperature headache and dizziness  Nausea and vomiting First aid  Move the victim to a cool place.  Keep the victim lying down with straight legs elevated 8 to 12 inches.  Cool the victim by applying cold packs or cold wet towels or cloths. Fan the victim.  Give the victim cool water or a sports drink if he or she is fully responsive.  If no improvement is noted within 30 minutes, seek medical attention. Heat Cramps – Heat cramps are painful muscle spasms usually in the arms, legs, or abdomen caused by an excessive amount of body fluid loss through sweating. Signs and symptoms  Severe cramping First aid  Move the victim to a cool place.  Rest the cramping muscle.  Give victim a lot of cool water or commercial sports drink.  Gently stretch the affected area. 5. Fractures – A fracture is a broken bone. In open fractures the overlying skin is lacerated. In the more common closed fracture the skin is not cut. Signs and symptoms  Deformity. This is not always obvious, so always compare the injured part with the opposite, uninjured one.  Open wound with bone protruding  Tenderness or pain. The victim usually can point to the sire of pain. Pain is usually severe and constant and increases if the injured part is moved.  Swelling and discoloration. Caused by bleeding from disrupted blood vessels. Initially, the area will be red, with bruises appearing several hours afterward.  Loss of use. The victim cannot move or refuses to move the injured part. Sometimes movement is possible but produces severe pain. First aid  Treat for shock.  Determine what happened and the location of the injury.  Gently remove clothing covering the injury. Do not move the injured area unless necessary. Cut clothing at seams if necessary.  Control bleeding and cover all wounds before splinting. In dealing with open fractures, do not attempt to push bone ends back beneath the skin surface; cover them with a sterile dressing.  If victim’s hand or foot on an injured extremity is cold, pale, and pulseless, seek immediate medical attention.  Splint all fractures before moving the victim. Immobilize the joints above and below the injury site. Keep the fingers and toes exposed in order to check circulation. 6 BatStateU - National Service Training Program 1 – CWTS

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 Severely deformed fractures should be realigned before splinting if a pulse is absent. This helps preserve or restore circulation. If the victim shows increased pain or resistance, splint the extremity in the deformed position. Do not straighten dislocations or any fractures involving the spine, shoulder, elbow, wrist, knee or hip.  Cover a wound with a clean dressing and apply the appropriate splint.  Immobilize the spine with rolled blankets or similar objects placed on either side of the neck and torso.  If in doubt, splint and treat as if treat as if there were a fracture  Seek medical attention. 6. Spinal Injuries – All unresponsive victims should be treated initially as though they have spinal injuries. All responsive victims sustaining severe injuries (e.g., falls, diving incident, auto collision) should be carefully checked for spine injuries before moving them. Other signs include numbness, tingling, or burning sensation in arms or legs, and inability to move arms and/or legs. If not sure about a possible spinal injury, assume that the victim has one proven otherwise. First aid  Check and monitor the ABCs. Do not use the head-tilt because it would move the neck. Instead, jut the jaw forward by placing the fingers on the corners of the jaw and pushing forward (knows as the jaw thrust). Keep the head and neck still.  First aiders should normally wait for the Emergency Medical Service (EMS) personnel to transport the victim because their training and equipment may be necessary.  Stabilize the victim against any movement. Do not move the neck to reposition it. Only move the victim when danger is present. Bring help to the victim, not the victim to the help.  Tell the victim not to move. Place objects on either side of the head to prevent it from rolling from side to side.  Victims in water with potential neck or back injury must be floated gently to shore. Before removal from the water, the victim must be secured to a backboard. 7. Muscle injuries – Remember the initial RICE First aid  R – Rest. This mean stop moving the injured part.  I – Ice. Methods of applying cold include using crushed ice as an ice pack or immersion in cold water. The application should continue for 20 minutes, three to four times during the first day, and if possible, the second day. Place the ice or cold packs over the injured area. Constant use of an ice pack is not necessary because the lasting effect of cold to body tissue.  C – Compression. Compression (elastic) bandage limits internal bleeding and should be worn continuously for 18 to 24 hours, but loosened at night. Elastic bandages may be applied too tightly. Leave fingers and toes exposed so that changes in color and 7 BatStateU - National Service Training Program 1 – CWTS

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temperature may be seen. Other signs that an elastic bandage is too tight are pain, numbness and tingling.  E – Elevation. Elevating the injured area above the heart or on the same level limits circulation to that area and helps control internal bleeding. 8. Seizure – An uncomplicated seizure is not a medical emergency, even though it looks like one. After a few minutes it stops naturally, without ill effects. The Epilepsy Foundation suggests the following procedures for seizures: First Aid  Cushion the victim’s head with something soft. Do not hold the victim down; Do not put anything between victim’s teeth during the seizure.  Loosen any tight clothing.  Turn the victim onto side.  Look for a medic alert tag. (bracelet or necklace).  As seizure ends, offer help. Most seizures in people with epilepsy are not medical emergencies. They end after a minute or two without harm and usually do not require medical attention. Do not embarrass the victim – clear away bystanders.  Call EMS when any of these exist:  A seizure happens in someone who does not have epilepsy. It could be a sign of a serious illness.  A seizure that lasts more than 5 minutes.  There is no “epilepsy” or “seizure disorder” identification.  Slow recovery, a second seizure, or difficult breathing afterwards.  Any signs of injury or illnesses. First Aid Skills  Bandaging Dressing control bleeding and prevent contamination. They become in many forms. Sterile gauze is most commonly used. When this cannot be found, apply a nonsterile but clean substitute, such as a towel or handkerchief. Bandages hold dressings in place. Self-adhering and form fitting bandages have become popular, but other types also work well. Do not apply bandages too tightly or too loosely. If they are too tight, bandages restrict blood flow. If they are too loose, they fail to hold dressings in place. Signs that a bandage is too tight include pain, skin color change, numbness, and tingling.  Splinting Splinting immobilizes broken bones to prevent or reduce pain, bleeding, tissue damage, and restricted blood flow. Whenever in doubt, splint.  Moving and rescuing Usually you do not have to move severely injured victims. Provide the necessary first aid and, in most cases, wait for the emergency medical service (EMS) system or first 8 BatStateU - National Service Training Program 1 – CWTS

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aiders to respond. However, if there is an immediate danger, move the victim immediately, for example, if: • There is a fire or danger of fire. • Explosives or other hazardous materials are involved. • The accident scene cannot be protected. • It is impossible to gain access to other victims needing life-saving care.

Learning Activity Directions: Visit the following site and watch the video related to bandaging and splinting. After watching the video, make a return demonstration. Video the tasks using your cellphone camera and send or submit to your instructor. Note: You can even watch other video clips related to bandaging and splinting. 1. Bandaging: https://www.youtube.com/watch?v=mUCo4XXzZIE https://www.youtube.com/watch?v=PwfBGkBXkFA

2. Splinting: https://www.youtube.com/watch?v=FEahSIgbQZc https://www.youtube.com/watch?v=ZrhOC8jHeRA

Learning Assessment Directions: Your return demonstration through video clip on bandaging and splinting in this lesson will serve as your assessment. It will be graded by your Instructor. Correctness, accuracy and mastery are some criteria on judging your task.

Learning References 1. (2012). Emergency Medical Services NC II Modules, Asian Center for Emergency Preparedness Inc. Quezon City. 2. Scotese, Barbara A. (2005) First Aid Guide Fourth Edition. American Academy of Orthopedic Surgeons. Jones and Barlett Publishers 3. https://www.aclsmedicaltraining.com/bls-and-acls-surveys/ Retrieved July 29, 2020 9 BatStateU - National Service Training Program 1 – CWTS

Module 10 – Introduction to Community-Based Management

Lesson 29–Analyzing Community Needs Assessment Learning Objectives 1. 2. 3.

At the end of the lesson, students are expected to: share the importance of community needs assessment; enumerate the needed data for community needs assessment; perform some tasks in community needs assessment.

Learning Content Community Needs Assessment defined Community needs assessment is the process wherein problems, issues and concerns of the community are identified through the use of several tools for assessment. It encourages the participation of the community, as they are the stakeholders, to the findings in the assessment. Needs assessment, social analysis or community diagnosis as others refer to, is a concrete base for the formulation of programs. It reflects the sentiments, needs, aspirations and recommendations of the community people. When it is done properly, it will reflect also the trainees’ feeling of oneness with the community. They begin to see that people’s problems also reflect their own. Needs assessment becomes significant when it is conducted through integration with the people. Our analysis and assessment should be done with the people. Hence, it does not merely contain our perceptions, but also of the people’s for it to be genuinely pro-people. Analysis of social situation becomes meaningful if it is used as an instrument for conscientization. Those immersing in the community must not just make the people realize their issues but also make them to act on it. Their realization of the problems should help make the community realize the relation between their local condition and situation of other communities around them. It is important that the people realize that they can do something to change their situation for the better. Assessing the needs of the community is a prelude to effective program offered to clients. This discussion covers the meaning, importance, steps, and exercises in preparing community needs assessment instruments that will equip students to prepare similar tool which utilize in measuring the needs of the community assigned to them. Importance of Needs Assessment 1. Gather information about citizen’s attitudes and options in order of importance. 1 BatStateU - National Service Training Program 1 – CWTS

2. Determine how citizens rank issues, problems and opportunities in order of importance or urgency. 3. Give citizens a voice in determining policies, goals and priorities. 4. Evaluate current programs and policies. 5. Provide speculations about what people are thinking. 6. Provide speculations about what people really want. Importance to be included in assessing community needs 1. Historical Development – this refers to data on how the community became what it is today and provides insights into the kind of resources to collect and weed. 2. Geographical and Transportation Information – this includes information on the community’s patterns and population contributions. 3. Political and Legal Functions – this includes strategies for community based selection (or this may include strategies that community uses for selecting players in the political sphere). 4. Demographic Data – this includes data on age characteristics, size, race, and transience of population. 5. Economic Data – this refers to the economic base, social, cultural, educational, recreational organizations. This includes the values and social pattern. Methods in collecting data for Community Needs Assessment 1. Focused Group Discussion (FGD) with key Informants. The key informants of the community are people who hold socially responsible positions such as educators, public officials, clergy and business representatives or those who are active in community events. These are the people who can provide good information that will guide and give you better understanding on historical issues needed by the community. 2. Community Forum/Assembly. This involves holding of group events that may include the entire community. It gives visibility to the leaders and raises the status of the community but it requires lots of planning and publicity. This meeting can be venue where people can express their needs and be immediately validated by the rest of the attendees; Participator action research effectively uses this method. 3. Public records. Public records like national census will provide data for social and demographic indicators of the community. Data included are age, gender, educational level, locality, etc. that tend to contribute to library use. 4. Survey. Survey and questionnaires involve asking individuals in the community about their everyday needs. This can be implemented through the following:

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a. b. c. d.

Mailing questionnaires to randomly selected members of the community; Performing telephone survey; Handing out surveys while people are in an assembly; and Posting questionnaires on your public access computer catalog. *An example of this is the Minimum Basic Needs (MBN) Form of the DSWD

Steps in Conducting Needs Assessment 1. Establish a working committee to solicit citizen and community involvement and develop a plan of action. 2. List important aspects that are needed to be looked upon. This may also mean identifying the surveyors’ own capability and strength. 3. Identify the population to be surveyed. This also includes making communications with community leaders and authorities of the identified population to facilitate other procedures. 4. Determine the information that is needed. It may be existing information which must be collected or it may be information gathered using a survey. Information like demographic profile may be readily gathered from the barangay, municipal or city records office. 5. Select a random sample of person to survey. A good number of representative population to be surveyed will contribute to the validity of the information. 6. Develop and pretest a questionnaire. Afterwards, if the questionnaire was found to be a valid tool for measurement of data, proceed to distributing the questionnaire for community use. 7. Collate the information. 8. Analyze the data. This may be done together with the core group members of the community. Community participation in analyzing gathered data is also important so that they can feel the ownership of the issues and concerns in their community. 9. Go back to the community for validation of information. This may be done through a community assembly or simple community group discussion. 10. Finalize the document. Make sure there are corresponding recommendations for the issues and concerns found. Community Assistance in Assessing Needs 1. Help identify community groups and citizens to be involved in the working committee. 2. Facilitate group discussion to identify important issues and set priorities. 3. Help select the sample to be surveyed and design a system to identify respondents. 4. Provide tested questions from which the working committees choose questions that address the issues and concerns. 5. Help design a process to distribute and collect survey questionnaires, code, enter and analyze the resulting data. 6. Provide summary reports of data.

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7. Suggest programs to report the results and strategies to solicit community involvement. 8. Work with the citizens to identify courses of action based on the information. Community needs assessment is a means to measure problems, issues and concerns of a specific locality which could be done by interested group with sponsors to establish credibility. It involves steps to follow I order to consider well specific areas which will be included in developing the instruments. It particularly involves the population demographic areas, economic and social level. It is also designed to gather information and help determine how best one can respond to the needs of the community, issues or concerns, and potential areas of intervention. When the needs are identified, the people then must come to an appreciation that there are needs that exist among them and all of them share these needs. They should then visualize their goals and the ideal life they want to achieve and reflect their dreams in life. Needs assessments are a critical part of community organizing practice/ development work. It is essential to ask the following questions: • • • • • • • •

How do you know there is a problem? How do you know there is a need for a particular intervention? Answering this question entails gathering empirical (objective) and perceptual (subjective) data. How serious is the problem/ need? How pervasive is it? How many people do it affect? Who believe there is a problem/ need? Who is defining the problem/ need? Why at this time?

Learning Activity Directions: Think of a possible community project for your barangay. What important information or data do you think necessary to come up into a good project proposal? Discuss why that information are deemed important.

Learning Assessment Directions:Answer the following question and submit to your instructor. 1.

Why is it important to assess the community needs in proposing project?

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2.

How are you going to execute the methods in collecting data of community assessment?

Learning References 1. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service Towards Responsive Community Organization and Development. Manila. Morlanda Publishing. 2. Labuguen, Florida C. et al. (2018) NSTP Understanding the National Service Training Program. Malabon City.Mutya Publishing House, Inc. 3. Labuguen, Florida C. et al. (2019). NSTP 2 Understanding the National Service Training Program. Malabon City. Mutya Publishing House, Inc.

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Module 10 – Introduction to Community-Based Management

Lesson 30 - Social Mobilization Learning Objectives At the end of the lesson, students are expected to: 1. Give emphasis on the meaning of social mobilization. 2. Discuss the concepts and importance of social mobilization. 3. Enumerate the functions and elements of social mobilization. 4. Analyze the components of social mobilization and its strategies. 5. Develop deeper sense of awareness in the community.

Learning Content Social Mobilization and its Importance Influencing people to build capacity to act on their behalf, has been called the “central paradox of social development” (David McClelland, 1970). The top-down-bottom up relationship, designed to empower, is based on unequal power. All communities have individual resources that need to be enhanced and mobilized if development is to be sustainable and in the long run autonomous. All communities also have some organizational resources. The organized people representing different groups/sectors act as a vehicle to develop social harmony and peace, and increase the general capacity of the people for empowerment. Full participation at the grass-root level via the Grass-root Organization is only possible if the rural people are organized. The community people have to be organized to work together in close proximity to share common interests for community development. The Community Organization is a mass coalition of all those residents of the barangay whose continuing economic and social interest are best served by organizing themselves as a group. The ultimate goal is social change through empowerment. Social mobilization is the process of engaging all sectors of society to act and work towards a common goal. Ideally, everyone – from the President to the Senators, the Congressmen to the community social worker, from the government executive to the NGO representatives, from the academicians to the students, the TV newscaster to the parents – should be involved in promoting, informing, and implementing societal programs. Social mobilization as defined by UNICEF, is a broad scale movement to engage people’s participation in achieving a specific development goal through self-reliant efforts. It involves all relevant segment of society: decision and policy makers, opinion leaders, bureaucrats, professional groups, religious associations, commerce and industry, communities and individuals. It is a planned process enlisting the support and active involvement of all sectors 11 BatStateU - National Service Training Program 1 – CWTS

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within a society that can play a role in achieving an agreed social objective, and communities towards the objective. Thereby mobilizing human and material resources to reach it and rooting it in societies and in the community’s conscience to ensure sustainability. Various persons or institutions play an important role in shaping an individual’s values attitudes and behavior. The essential units in the process of socialization are the small groups characterized by intimate face-to-face association and cooperation. They are the primary in the sense that they are the fundamental in forming the social nature and ideals of the individual. Various agencies contribute to personality formation. Socialization starts inn the primary groups like the family and the friendship or peer groups which are called the nursery of human nature. The school is the formal agency impairing knowledge, skills, attitudes and values to the child. Mass media contributes its bit by giving information, entertainment and education. The workplace socializes the individual in accordance with its role expectations. In all these agencies, the individual is oriented into his sex role. The Concept of Social Mobilization The concept of social mobilization emerged from recognition that a genuine participatory approach to development is essential for success and sustainability. Civil society participation in development efforts is therefore increasingly recognized by development agencies and governments as essential for promoting good governance – improving responsiveness of national policies to citizen’s needs. Social Mobilization as an approach in the implementation of NSTP/CWTS requires working hand-in-hand with individual (students), school and communities who can forge a collective identity to achieve common goals. This approach involves planned actions and processes to reach, influence and involve all relevant segments of society across all sectors from the national to community levels in order to effect positive behavior and social change. Effective social mobilization involves community organizations, harnessing the potential and efforts of government, non-government sectors and citizens to work towards sustainable social, economic and political development. Characteristic Features of Social Mobilization 1. Broad scale movement – it engages mobilizing large numbers of people in action for achieving development goal. 2. Planned Process – it seeks to facilitate change and development.

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3. Accountability – it takes into account the felt needs of the people; embraces critical principle of community involvement, seeks to empower individuals to action. 4. Problem recognition – it begins with conscious recognition of problems and seeking for the probable solutions to solve the problems. 5. Problem solving advocacy – building consensus to solve problems of those affected and those who have the solution of the problems for decision making, including allocation of adequate resources. 6. Decision-making – initiations, discussion and decision-making for political will, action and resource commitment. 7. Acceptance/commitment – it generates acceptance of new ideas, attitudes and technologies. 8. Communication resources – it uses all available and potential communication resources for effective networking and active mobilization of information. 9. Network for institutional sustainability – sustains awareness, cooperation, commitment and action to achieve the common goal leading to the attainment of community Vision-Mission-Goal (V-M-G) for the establishment of selfsufficiency. Social Mobilization’s 5 Key Avenue and Goals Key Mobilization Avenue 1. Political

Goals To win political and policy commitment for major goals and source allocation.

2. Government 3. Corporate

To enlist cooperation of service providers. To secure support or resources or endorsements communications. To gain commitment to local, political, religious, social leaders and local organizations. To inform and motivate to take appropriate action.

4. Community 5. Beneficiary

Elements and Processes of Social Mobilization Advocacy It is the element of social mobilization which is focused on various actors who could create/initiate the advocacy program or service delivery. Information, Education and Communication (IEC) These are sets of accurate and consistent information on programs and services as a timely response by those in direct contact with the communities. The information materials include brochures, posters, handouts, newsletters and audio-visual materials. 3

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Community Organization This is the process of uniting all inter-sectoral allies to plan for building the organization to raise people’s awareness of and demand for a particular development program; assist in the delivery of resources and services to individuals and community groups to get a sense of what they can do themselves to improve their situation-building and joining coalitions. Capacity Building This refers to people’s power or a community’s power by doing something from them that they can and ought to do for themselves or for the community. Social mobilization can be attained if the network of advocates and mobilizers are continually expanded through Capacity Building or Coalition Building. Capacity building seeks to improve knowledge, skills and attitudes of service providers as well as beneficiaries for them to do their jobs and to participate actively in the dynamic process of change. The Capacity building key levels of concerns include the system, processes, networks, financial capacity, and physical infrastructure and management resources. Key Elements of Social Mobilization 1. Organizational development – This is a process of community member, especially the poor from their own organizations based on the interests and needs that are best served by organizing themselves as a group. 2. Capital Formation for development through Community Savings – Capital formation through mobilization of savings enhances a community power to realize its full potential. The saving generated by individual members are the assets of the community organization and are the first step towards their self-reliance. Accumulated savings can be used for internal credit with interest for the members borrower to engage in income generating activities. The savings can be serve as the basis for access to external services as micro-finance, which is essential in localities where government capacity to address all social needs of a community are very limited. 3. Training for Human Resource Development – Communities members can maximize their potentials by organizing themselves and upgrading their skills to better manage new business, communities’ initiatives and establish effective linkage with local government and other agencies through ‘change agent’ that supports direct training programs. The training programs include organizational development leadership, saving and credit programs, agriculture, natural resource management, etc. 4. Socio-economic development – Socio-economic development initiatives are great incentive for community members to organize themselves. These initiatives provide supports in the form of grants or access to credit, marketing and other services that will lead to tangible. Improvements on social economic conditions within the community. This will empower people and their organizations. The program helps improve local conditions, increase the institutional capacity, enhanced social status 4

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and voice of disadvantaged people, women, the poor and the youth. This results in motivating people to remain organized and enjoy benefits of collective action that influences change in their communities. Social Mobilization Continuum Social mobilization in general aims at continuum of activities in a broad strategic framework. The process involves dialogue and partnership with a whole spectrum of societal elements. It calls for a journey among partners and results in the successful transformation of development of development goals into societal action. The figure below illustrates the societal mobilization strategy in a social partnership with all the stakeholders. Social Mobilization Continuum Data Information

Behavior/Action

Variables Biological Economic Cultural Political Social

Communication/Dialogue

A &P u a d r i t e n n e c r e s s

Education Training

Political

Families Governmental

Legislators Decision Makers Opinion Leaders

Public Officials Bureaucrats Technocrats Other Sectors

Non-Governmental Social/Civic/ Religious Groups NGO/PVO Professional Associations Commerce & Industry

Community Groups Schools Churches Day Care Centers

Cooks Shoppers Heads of Household

Ling/Apted 1991 Communication Channels *Interpersonal

*Media

*Traditional

*Special Events

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1. Political Sector-Policy maker First column of Social Mobilization continuum names some policy makers. Advocacy with leaders in this group helps foster the commitment that will clear the way for action, and build consensus with sound data, create a knowledgeable and supportive environment for decision-making. This includes the allocation resources. 2. Governmental Sector – Bureaucrats and Technocrats This sector includes desperate groups, each with its own agenda, conflicting interest and concerns. Harmonizing the desperate units is a greatest challenge in development. Policy makers have failed to recognize how difficult to foster unity among government units, the bureaucrats, technical groups, the technocrats, and the service professionals in decision making and implementing the programs. 3. Non-governmental Sector This sector covers a multitude of interest. This includes the non-government organizations (NGO’s) for special purposes, social institutions/associations to represent organized support; religious groups with their ideological bends; commerce and industry that operate on a profit basis, and professional groups for the advancement of their interest. These are important partner and allies to mobilize the civil society for various sound objectives. 4. Community Groups (schools, churches and grass roots groups) Involvement of the communities, schools, churches, mosques leaders and grassroots groups are critical in terms of its participation. It is much needed to help transform development goal into action. None-the-less agencies or groups are often given a voice in identifying and designing solutions to their respective problems. 5. Families (households and individuals) Individual actions are ultimate pay-off to the family problems. There is a need to have a deliberate action to inform and educate individual in the household as to affirm its participation in the community.

Learning Activity Directions: A. Read the following quotations, anecdotes and stories below. Choose one (1) and make a reflection paper. Discuss how the moral lessons relate to social mobilization in the community. Read first the directions in the Learning Assessment below before you start doing the task. A. Quotations/Anecdotes 6

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“If a kingdom is divided against itself, that kingdom cannot stand. And if a house is divided against itself, that house will not be able to stand.” Mark 3:24-25 “Common good is a ‘substantial and extremely fertile state’, no crowding or diminishment as it is shared with others. – St. Augustine All who believed were together and had all things in common; they would sell their property and possessions and divide them among all according to each one’s need. Acts 2:44-45 B. Story 1 THE FRIENDSHIP RAINBOW Anonymous Once upon a time the colors of the world started to quarrel. All claimed that hey were the best. The most important. The most useful. The favorite. Green said; “Clearly I am the most important. I am the sign of life and of hope. I was chosen for the grass, trees and leaves. Without me, all animals would die. Look over the countryside and you will see that I am in the majority.” Blue interrupted: “You only think about the earth, but consider the sky and the sea. It is the water that is the basis of life and drawn up by the clouds from the deep sea. The sky gives space and peace and serenity. Without my peace, you would all be nothing.” Yellow chuckled: “You are all serious. I bring laughter, gaiety, and warmth in to the world. The sun is yellow, the moon is yellow, the starts are yellow. Every time you look at a sunflower, the whole world starts to smile. Without me there would be no fun. Orange started nest to blow her trumpet: “I am the color of health and strength. I may be scarce, but I m precious for I serve the needs of human life. I carry the most important vitamins. Think of carrots, pumpkins, oranges, mangoes, and papayas. I don’t hang around all the time, but when I fill the sky at sunrise or sunset, my beauty is so striking that no one gives another thought to any of you.” Red could stand it no longer he shouted out: “I am the ruler of all of you. I am blood-life’s blood. I am the color of danger and of bravery. I am willing to fight for a cause. I bring fire into the blood. Without me, the earth would be as empty as the moon. I am the color of passion and of love, the red rose, the poinsettia and the poppy.” 7

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Purple rose up to his full height: He was very tall and spoke with great pomp: “I am the color of royalty and power. Kings, chiefs, and bishops have always chosen me for I am the sign of authority and wisdom. People do not question me! They listen and obey.” Finally Indigo spoke, much more quietly than all the others, but with just as much determination: “Think of me. I am the color of silence. You hardly noticed me, but without me you all become superficial. I represent thought and reflection, twilight and deep water. You need me for balance and contrast, for prayer and inner peace.” And so the color went on boasting, each convinced of his or her superiority. Their quarreling became louder and louder. Suddenly there was a startling flash of bright lightening thunder rolled and boomed. Rain started to pour down relentlessly. The colors crouched down in fear, drawing close to one another for comfort. In the midst of the clamor, Rain began to speak: “You foolish colors, fighting amongst yourselves, each trying to dominate the rest. Don’t you know that you were each made for a special purpose, unique and different? Join hands with one another and come to me.” Doing as they are told, the colors united and joined hands. The Rain continued: “From now on, when it rains, each of you will stretch across the sky in a great bow of color as a reminder that you can all live in peace. The Rainbow is a sign of hope for tomorrow”. And so, whenever a good rain washes the world, and a Rainbow appears in the sky, let us remember to appreciate one another. Moral: There’s unity in diversity. Working together can result to success and better output. C. Story 2 AN EXCERPT FROM “DON’T WE ALL” (Unknown author) I was parked in front of the mall wiping off my car. I had just come from the car wash and was waiting for my wife to get out of work. Coming my way from across the parking lot was what society would consider a bum. From the looks of him, he had no car, no home, no clean clothes, and no money. There are times when you feel generous but there are other times that you just don’t want to be bothered. This was one of those “don’t want to be bothered times.” “I hope he doesn’t ask me for any money,” I thought. He didn’t… 8

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“That’s a very pretty car,” he said. He was ragged but he had an air of dignity around him. I said, “Thanks,” and continued wiping off my car. As the silence between us widened something inside said, “Ask him if he needs any help.” I was sure that he would say ”yes” but held true to the inner voice. “Do you need any help?” I asked. He answered in 3 simple but profound words that I shall never forget. We often look for wisdom in great men and women. We expect it from those of higher learning and accomplishments. I expected nothing but an outstretched grimy hand. He spoke the 3 words that shock me. “Don’t we all?” he said. I was feeling high and mighty, successful and important, above a bum in the street, until those 3 words hit me like a 12-gauge shotgun…. No matter how you have, no matter how much you have accomplished, you need help, too. No matter how little you have, no matter how loaded you are with problems, even without money or a place to sleep, you can give help. Maybe God looked down, called an angel, dressed him like a bum, then said, “go minister to that man cleaning the car, that man needs help.” Don’t we all. Moral: We all need one another and are needed by one another. We need to work together if we are to live life to the fullest. D. Story 3 TEDDY AND MISS BECKY (From the book ‘Laws of the Learner’ by Bruce Wilkinson) Miss Becky was a grade school teacher who every year would say to her students,” Boy and girls, I love you all the same. I have no favorites.” Of course, she wasn’t being completely truthful. Teachers do have favorites and, what is worse, most teachers have students that they simply don’t like. Teddy was a boy that Miss Becky simply didn’t like, and for good reason. He didn’t seem interested in school. He wore a deadpan, blank expression on his face, and his eyes were glassy and unfocused. When Miss Becky spoke to him, he merely shrugged his shoulders. His clothes were mussed and his hair unkempt. He wasn’t an attractive boy, and he certainly wasn’t likeable. Whenever she marked Teddy’s papers, she got a certain perverse pleasure out of putting X’s next to the wrong answers. When she put the F’s at the top of the papers, she did it with flair. She would have known better. She had Teddy'’ records and she knew more about him than she wanted to admit. The records read: Grade 1: Grade 2:

Teddy shows promise with his work and attitude, but poor home situation. Teddy could do better. “Mother is seriously ill. He receives little 9

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Grade 3: Grade 4: interest.

help at home. Teddy is a good boy, but too serious. He is a slow learner. His mother died this year. Teddy is very slow, but well behaved. His father shows no

At Christmas, the boys and girls in Miss Becky’s class brought her presents, piled them on her desk, and crowded around to watch her open them. Among the gifts was one from Teddy. She was surprised that he had brought her a gift. Teddy’s gift was wrapped in brown paper and held together with tape. On the paper were written the simple words, “For Miss Becky. From Teddy.” When she opened Teddy’s present, out fell a gaudy rhinestone bracelet, with half the stones missing, and a bottle of cheap perfume. The other boys and girls began to giggle and smirk over Teddy’s gift, but Miss Becky at least have enough sense top silence them by immediately putting on the bracelet and dotting some of the perfume on her wrist. Holding her wrist up for the other children to smell, she said, “Doesn’t smell lovely?” The other children, taking their cue from the teacher, readily agreed with ‘oohs” and “aahs.” When school was over and the other children had left, Teddy lingered behind. He slowly came over to her desk and said softly, “Miss Becky? Miss Becky, you smell just like my mother … and her bracelet looks real pretty on you too. I am glad you liked my presents.” When Teddy left, Miss Becky got down on her knees and asked God to forgive her. The next day when children came to school, a new teacher welcomed them. Miss Becky had become a different person. She was no longer just a teacher; she had become an agent of God, committee to loving her children and doing things for them that would live on after her. She helped all the children, but specially the slow ones, and specially Teddy. By the end of that school year, Teddy showed dramatic improvement. He caught up with most of the students and was even ahead of some. Once the school year ended, Miss Becky didn’t hear from Teddy for a long time. Then one day she received a note that read: Dear Miss Becky, I wanted you to be the first to know. I will be graduating second in my class. Love, Teddy Four years later, another note came: Dear Miss Becky, 10

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They just told me I will be graduating first in my class. I wanted you to be the first to know. The University has not been easy, but I have a good four years. Love, Teddy And, four years later: Dear Miss Becky, As of today, I am Teddy San Jose, M.D. How about that? I wanted you to be the first to know. I am getting married next month, the twenty-seventh to be exact. I want you to come and sit where my mother would sit if she were alive. You are the only family I have now. Dad died last year. Love, Teddy San Jose Miss Becky went to that wedding and sat where Teddy’s mother would have sat. She deserved to be there; she had done something for Teddy that he could never forget. Moral: No one can tell what one can achieve and accomplish someday thru encouragement & empowerment from others.

Learning Assessment Directions: Based from your reading on the presented quotations and stories, present your output for this the task using this outline. Introduction, reflection or discussion and the summary or conclusion. The output will be submitted to your Instructor.

Learning References 1. Gonzales, Vivian A. (2003). Trainer’s Handbook Students’ Transformation and Enrichment for Truth - Values Integration and Promotion (STET-VIP) National Service Training Program. Laguna. Sikap/Strive Foundation Inc. 2. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service Towards Responsive Community Organization and Development. Manila. Morlanda Publishing.

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Module 10 – Introduction to Community-Based Management

Lesson 31–Formulating Plan for Community Based Projects Learning Objectives At the end of this lesson, students are expected to: 1. acquire working knowledge in making project proposal for community service activities 2. develop implementable project proposal for community welfare and development.

Learning Content Introduction An important part to NSTP community immersion is the development of communitybased projects. In managing NSTP projects, the major functions of management such as planning, organization, staffing, directing and controlling be given due consideration to ensure the success of the implementation of the projects. Project management encompasses project planning, implementation and monitoring and evaluation. Project planning and implementation and monitoring and evaluation will form part in this presentation. Project Planning In the formulation of a project, a planner must take into consideration the needs of the target clients. The trainer or facilitator together with the student-trainees must assist the community in identifying, analyzing and prioritizing the needs, and concerns they must consider. People in the community know more about the project relevant to their needs. Developing them in the course of planning will motivate them to support the projects or activities. Based on the identified needs, projects must be made through a proposal to assess its feasibility, contributions, rationale, and basis for funding and support. Some guidelines in making a project proposal will facilitate work for the trainers and student-trainees in their immersion activities. This will also provide the proper opportunity to prepare right data and direction in the implementation of their plans while doing the actual tasks of the projects. Project Implementation Project implementation involves a series of continuous, often overlapping phases. This cyclical process launches with survey of felt needs in the locality that will serve as baseline information in the formulation of project or setof projects that may be undertaken in an uninterrupted manner. As soon as the project plan has been identified, it is prudent that inventory of resources should be made. Mobilizing the limited resources such as men, materials, methods and moments is a fundamental thing to do. Then, implementation comes with regular monitoring to keep track of the development of the project. Measuring the success of the project 1 BatStateU - National Service Training Program 1 – CWTS

Module 10 – Introduction to Community-Based Management

as an impact evaluation will serve purpose in revisiting the plan of action. Afterward, the cycle goes back to round. Preparing Project Proposal A project proposal has several parts in order to complete the needed information as basis of conducting the project. A project proposal is a guide for both the trainers and student-trainee in attaining tasks while they are in community immersion. It serves as a basis of designing program of activities and key inputs in monitoring and evaluation the projects to be undertaken in the community. Purposes of making project proposal • Its guides trainers and student-trainees in designing a program for their project clientele. • It facilitates implementation, monitoring and evaluation of the projects. • It serves as database in making reports as a requirement to the course. • It makes work easier for it serves as reference for student-trainees’ to give the right information needed for the project. • It serves as a ready source of data for research work. Parts of Project Proposal for NSTP Community Projects There are several formats or template used in preparing project proposal. Below is one of the suggested design. 1. Title of the Project – It must be catchy to the readers and capture the need of the clientele 2. Location – The specific place where the project will be implemented. 3. Duration / Time of Implementation – Specify when the project will start and when it will be finished. Specify the days, weeks and months needed to complete the project. 4. Type of Community Extension Services (Chose from the following and specify the project or activities) A. Capability Building Training 1. Livelihood/Technical/Vocational Skills Training 2. Literacy/Professional Development 3. Technology Transfer B. Food, Health and Sanitation C. Collaborative Manpower Development D. Community Needs Assessment E. Environmental/Ecological Program 1. Environmental Management 2. Solid Waste Management F. Disaster Risk Reduction Management For example: Disaster Risk Reduction Management: Disaster Preparedness through Signages 5. Department /College Involved – This parts identifies the name of the department or college to be involved in the implementation of the project. 2 BatStateU - National Service Training Program 1 – CWTS

Module 10 – Introduction to Community-Based Management

6. Project Proponents – It includes the list of project leaders, coordinators and names and their respective designation, collegeandcontact information 7. Cooperating Agencies / Partners – This includes the list of possible partner agencies inside or outside the educational institutions. 8. Beneficiaries – Theprimary and secondary beneficiaries are determined in this section. These could be the children, out-of-school youths, person with disability (PWDs) senior citizens, among others.

9. Total Cost of the Project–The total cost of the proposed expenditures of the project must be presented here. 10. Rationale of the Project - Discuss thereasons behind why the project will be conducted in the specified community, how will the beneficiaries will benefit from the project. Discuss how will the project provide solutions or alleviate the problems in the community. Include some data or information to support the justification 11. Objectives (General and Specific) – The objectives of the project must be clearly written in operational terms. These are the intent on how to solve the identified problems related to the proposed project. General objectives can be framed as basis of formulating specific objectives of the project. The objectives must be specific, measurable, attainable, realistic and time bounded (SMART). These are stated properly by using the right verbs that describe what you want to address in relation to the underlying problem within a certain period of time. 12. Description of the Project - This includes several paragraph describing the background of the project, benefits derived from the projects and coverage of the project.  Background of the project include the problem scenario of the community, the need to address the existing situation among the clientele.  Justify the project by stating the expected output of the project and the benefits to be gained by the community members and other beneficiaries.  Reflected in the project proposal is the vicinity or area of the project and the types and possible number of clients or beneficiaries to be served. 13. Strategies and Methods / Plan of Action–This part describe the strategies and methodologies that should be undertaken in order to attain the objectives of the project. It should also describe the activities to be undertaken by the proponents and the cooperating partners such as their responsibilities and obligations relative to time reflected in the plan of action. Plan of action are the specific activities to be undertaken by the proponents and the other participants which include date of implementation, specific activities, person/s involved. This can be presented in matrix or table form as shown below. 3 BatStateU - National Service Training Program 1 – CWTS

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Date

Time

Activities

Person/s involved

14. Financial Plan and Proposed Expenditures – Included on the discussion are the budgetary requirement of the project, how to finance the activities and where the financial resources or support will be derived. Part of the discussion and presentation are itemized proposed expenditures such as supplies and materials needed, food, among others. 15. Monitoring and Evaluation Mechanics– The monitoringactivities to be undertakenby the proponentsmust be considered to ensure guided implementation of the activities listed in the plan of action. Scheme of periodic assessment or evaluation must be undertaken while implementing the project. This should be done by the proponents. Documentation process should be considered in this activities 16. Plans for Ensuring the Sustainability of the Project – This includesthe plans on how to make the project be sustainable or maintained after the project has been completed on its prescribed duration. Examples of community -based projects Community welfare • • • • • • • • • • • • • •

OplanLinis (Clean and Green Drive) Tree Planting Medical and Dental Missions Blood Letting Painting of traffic signs Building of canals BantayIlog Program Fund raising Hump painting Fencing of school children Operation Timbang Vaccination Nurseries Coastal clean up

Seminar/Workshop/Orientation • • • • • • • • • • • • •

Gift giving and donation • • • • • •

Trash can Dogs cages Seedling and nurseries Garments/clothes Educational supplies Agricultural supplies

Environmental concern First aid El Nino Leadership training Socio-eco survey Solid waste management Drug education Dengue outbreak Disaster management Voter’s education Handicrafts Livelihood Computer literacy Contest

• • • • • •

Sports Essay writing Poster making Belen making Slogan making Quiz bee 4

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Module 10 – Introduction to Community-Based Management

Christmas gift giving

Fun run

Project Implementation Project implementation deals with the actual execution of the plans. This phase of project development includes making the final arrangement with the target clients/community partners, officials involved in the activities, right schedule of each event, day to day activities and needs of the clients, manpower each day of the program, monitoring and evaluation plan and other requirements like social and recreation activities and the culminating activities of the project. It must be remembered always that the needs of the clients will be the dominant consideration throughout the conduct of the projects. To ensure the success of the community service projects and programs performed by the trainees during their immersion time, the following must be considered: 1. 2. 3. 4. 5. 6.

program must be responsive to the needs of the clients; contribute to the upliftment of the living conditions of the clients; maximize the resources available in the community; tap the potentials of the clients and give due recognition; objectives must be SMART with tangible results that touch the lives of the clients; project must be done systematically to ensure significant contributions from preplanning, planning stages, implementation and evaluation; 7. complete documentation must be observed as basis for reporting and for future studies; 8. projects must be within the capacity and concern of the trainees that will allow them to gain the knowledge, skills and encourage reflective action; and 9. develop shared commitment among the trainees.

Projects must promote civic consciousness imbued with good citizenship values of Pagkamaka-Diyos, Pagkamaka-Tao, Pagkamaka-Bayan and Pagkamaka- Kalikasan. The following flow of activities will guide the student trainees or the implementers in the implementation of the project; • •

Preparation of project proposal based on community needs Approval of the proposal

a. Pre-immersion

Once the project is approved, the trainees will prepare all immersion requirements. a. Letter of request regarding their immersion to the community is the partner agency signed by the trainer/coordinator and approved by the NSTP Director. b. Community responds to the request by signifying their acceptance through a letter. c. Trainees, based on the identified needs, submit a project design to the community for approval. d. Once approved, trainees will submit a detailed program schedule of action. 5

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Module 10 – Introduction to Community-Based Management

b. Actual community immersion

• •

c. Presentation of community service outputs d. Monitoring e. Evaluation

• • •

Based on the detailed program approved, the student- trainees will implement the specifics of the activities as designed. The actual immersion time will last for 8-10 meetings with the clients or partner community. It may also depend on the design of the project. In the course of the actual work, coordination, monitoring and evaluation is done to give immediate actions to problems encountered and make necessary adjustments if needed. During this stage, trainees are required to make and complete their journal of events which serves as a reference in finalizing their tasks. Pictorials are also required to support the activities undertaken. Each group of trainees will make a narrative report. The presentation of documents during the post evaluation of the program is about the community service activities conducted during the immersion time. Continuously done to measure effectiveness of activity. Each group will be rated as part of the final rating given to them. Implementation of the project ends by the time all requirements have been satisfactorily done.

Project Monitoring and Evaluation Project monitoring and evaluation are necessary as management tool in determining the extent of program/project implementation by the NSTP-CWTS/LTS participants at the community. What is Monitoring? Monitoring is an integral part of every project, from start to finish (Philip Bartle) Monitoring is derived from the Latin word “monore” to monitor, one that warns or overseer, instructor assist, and monitoring therefore is a process of periodically gathering pertaining to the status and formation at the extent of project/program implementation. Monitoring program is designed primarily to provide the information concerning the project implementation and to compare the previous accomplishments with the earlier set goals.Monitoring is periodic and continuing process of data collection and information gathering throughout the life cycle of a program or a project. It is an overview of the implementation of programs and projects and establishes the extent to which inputs, work schedules, activities and outputs are proceeding according to plan. It presents early indication of progress – or the lack of it – in the achievement of objectives so that action can be taken to correct deficiencies. A project is a series of activities that aim at solving particular problems within a given time frame and in a particular location. The investments include time, money, human and material resources. Before achieving the objectives, a project goes through several stages. Monitoring should take place at and be integrated into all stages of the project cycle. The three basic stages include: 6 BatStateU - National Service Training Program 1 – CWTS

Module 10 – Introduction to Community-Based Management

Project planning (situation analysis, problem identification, definition of the goal, formulating strategies, designing a work plan, and budgeting); 2) Project implementation (mobilization, utilization and control of resources and project operation); and 3) Project evaluation. Monitoring should be executed by all individuals and institutions which have an interest (stakeholders) in the project. To efficiently implement a project, the people planning and implementing it should plan for all the interrelated stages from the beginning. 1)

Purposes of monitoring the plan are; a) To provide a systematic method of collecting data on the implementation of plan as implementation is taking place b) To generate information that can be used for evaluation of the plan c) To detect problem of implementation as they occur for proper corrective measures. Monitoring indicators are of four types, namely;  Input indicators: describe what goes on in the project (e.g. number of bricks brought on site and amount of money spent);  Output indicators: describe the project activity (e.g. number of classrooms built);  Outcome indicators: describe the product of the activity (e.g. number of pupils attending the school); and  Impact indicators: measure change in conditions of the community (e.g. reduced illiteracy in the community). Tools needed for monitoring purposes Professional community workers do not dare rely on their good memory to record their findings in the community. They use some tools and processes to record, monitor and validate the soundness of the information and activities they have. Some of the helpful tools in monitoring NSTP projects include: 1. Journal or process recording. According to Merriam-Webster On-Line Dictionary, a journal is “a) an account of day-to-day events. b) a record of experiences, ideas, or reflections kept regularly for private use.” Similarly, a process recording is also an account of day-to-day events, but it deals heavily in putting together the pieces of data gathered. A good needs assessment is found on the strength and up-to-datedness of events being monitored. 2. Gantt chart. Created by Henri Gantt to illustrate summary breakdown of work elements, the Gantt chart is useful in monitoring if NSTP projects are being implemented on time. 3. Summary checklist. From the start, the implementers of the project write the indicators that need to be present to check whether there is a progress. Usually, the objectives of the project, tasks, materials and persons involved are written on a checklist. Across these items are columns to be checked whether they have been complied or not. 7 BatStateU - National Service Training Program 1 – CWTS

Module 10 – Introduction to Community-Based Management

What is Evaluation? Evaluation is time-bound exercise that attempts to assess as systematically and objectively as possible what has taken place in order to improve future work.It measures the relevance, performance, and impact of on-going or completed programs and projects in the light of its stated objectives and goals. It is also an action – oriented learning and management tool for improving current and future planning, programming and decision-making activities.Evaluation is the process through which the effectively of services are gauged against the goals which the agency sets out to achieve. It is the heart of program development process and provides a direction for future courses of action. Evaluation needs to be constant process built into all levels of a program; - by the participants in all projects - by the implementers/facilitator/social workers/NSTP volunteers Evaluation also needs to be done at - the end of learning events - at key points in a group, at least once a month - at regular time in a project The value of evaluation includes: - seeing the successes of the program/project implementation - assessing the weakness of the implementation - clarifying what needs to be changed, strengthened/improved Monitoring and evaluation are interactive, complementary, and mutually supportive functions that serve the demands for proper implementation of NSTP program and projects, accountability in the use of resources, and data-based decision-making Importance of evaluation 1. It provides trainers/trainees and other people an idea of the activities’ progress and accomplishments and how they fare well in the achievement of goals. 2. Results serve as basis for empowerment in carrying out activities. 3. It provides an avenue of making program revision and adjustments. 4. It provides opportunity for the trainees to experience and develop skills in conducting evaluation. Classification of Evaluation a) Participatory evaluation – is a process of involving participant in program to reflect critically on their own project, program, aims and leadership. It is a participant-centered evaluation. b) Non-participatory evaluation – evaluation is done by non-participating parties usually the disinterested persons. If evaluation is biased, then it does not reflect or give the real evaluative results. 8 BatStateU - National Service Training Program 1 – CWTS

Module 10 – Introduction to Community-Based Management

Kinds of Evaluation a) Ongoing evaluation – evaluation conducted while the workshop/program is still in progress. • Provides an opportunity to make any changes • Provides ongoing feedback to the trainer • Gives the participants an opportunity to integrate what they have learned. • Gears towards identity whether participants are learning from the workshop or program and enjoying themselves. b) Concluding evaluation – it is a final concluding evaluation. It is essential to evaluate a workshop or program at its end. c) Methods of Evaluation • Written evaluation • Informal oral evaluation • Structures interview • Group discussion method • Observation • Survey • Case study • Slides, photos or drawings Termination of Projects Student trainees are expected to complete their projects in the community in the span of 50-90 hours as prescribe to the CHED- endorsed Program of Instruction for it to be credited in the training course. Right at the very start, the student trainee-implementers must apprise their target participants of the particulars of the projects undertaken especially in terms of period. This will enable their clients or partner community to prepare for any eventualities should the implementers will terminate the project. Trainees are advised to inform them with due respect of the status of the project and other details as may be deemed necessary. Nevertheless, the trainees may decide to continue with the project if the endeavor proves worthy of continuation, follow-up or replication. If the proponents and implementers have decided to pursue and push through with their venture, they can seek the assistance and support of the school’s extension service/ community outreach unit just to sustain the project. If in case trainees lack hours of community immersion or did not perform well, they are bound to receive an unsatisfactory rating; more so, failure of compliance must be noted. If trainees go beyond the required number of hours in the community in their conduct of the project for failure to conform or comply with the requirements of the plan of action formulated, then a similar ’poor’ rating should be accorded. As student trainees, one must learn how to work within the allotted time frame given, for their convenience and also for the community’s sake. If one stays in the community beyond the agreed time, the action can be constructing by the community for something else like, extending more help (intensified volunteerism) to them or that they could still ask for their help even beyond their capability. This might also encourage their dependency on the implementers. 9 BatStateU - National Service Training Program 1 – CWTS

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However, it is not really a problem if trainees want to extend their community services in the community. In fact, student-trainees are encouraged to continue their community work. This time, their services will already be regarded as their personal commitment to doing voluntary work, separate and distinct from the required initiated activities. In step with enjoying student trainees to eventually becoming volunteer workers the school may establish volunteer corps either under the auspices of the respective school’s units or extension services office to ensure the continuity of the immersion program for volunteers.

Learning Activity Directions: Your final task in this course is to prepare a project proposal. Knowing the situations, needs, and other aspects of your community, you are to make a proposal that will help a target community or sector of your barangay. It could be the senior citizens, person with disability (PWD), children, youth, among others. Review the parts of a project proposal as presented in this lesson. Follow the pattern as your format in proposing the community project.

Learning Assessment Directions:From your output on the learning activity above, your Instructor or Facilitator will assess your work. The criteria for assessing your work are as follows: Practicality: 20 Implementability: 30 Need based: 30 Future sustainability: 20 Total 100

Learning References 1. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service Towards Responsive Community Organization and Development. Manila. Morlanda Publishing. 2. Labuguen, Florida C. et al. (2018). NSTP Understanding the National Service Training Program.Malabon City.Mutya Publishing House, Inc.

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Lesson 32 - National Service Reserve Corps

At the end of the lesson, students are expected to: 1. acquire clear concept of the legal mandates and operation of national service reserve corps 2. acknowledge the role of a reservist

Introduction Section 11 of RA 9163 or the National Service Training Program Act of 2001 specifically provides for the creation of a National Service Reserve Corps (NSRC), composed of graduates of the non-military components of NSTP: Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS). Members of the Corps may be tapped by the State for civic welfare and literacy activities through the join efforts of DND, CHEd and TESDA. Mission To provide a trained and motivated manpower pool that can be tapped by the State for civic welfare, literacy and other similar endeavors in the service of the nation. Functions 1. To assist in the disaster preparedness, mitigation, response and rehabilitation programs. 2. To serve as an auxiliary to the disaster coordinating council response units. 3. To assist in the promotion of civic welfare activities. 4. To assist in the implementation of literacy programs. 5. To assist in socio-economic development programs. 6. To assist in environmental protection activities. 7. To perform other similar endeavors. Composition The NSRC shall be composed of the graduates of CWTS and LTS components of NSTP. Organization The NSRC is organized under the umbrella of the National Disaster Coordinating Council (NDCC). It shall have a national, regional, provincial, and city/municipal level of organization parallel to the Disaster Coordinating Council (DCC) structures at all levels. The DCC centers shall serve as the headquarters of the NSRC at the respective level organization. Its national center shall be based at the NDCC Disaster Preparedness center, Camp General 1

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Module 10 – Introduction to Community-Based Management Aguinaldo, Quezon City. A secretariat at all levels shall be organized and composed of representatives from CHEd and TESDA. For purposes of understanding better the organization of NSTP graduates, it is also significant to consider the provision in the IRR of the RA 9163 which states as follows: Rule V. section 11. Organization of NSTP Graduates Paragraph a. “Graduates of the non-ROTC components of the NSTP shall belong to the National Service Reserve Corps (NSRC) and could be tapped by the State for literacy and civic welfare activities, through the join efforts of DND, CHEd and TESDA, in coordination with DILG, DSWD and other concerned agencies/association.”

Inter-Agency relationship of the NSRC Concerned Agencies

NDCC (DND-OCD)

RDCC (DND-OCD RCs

PDCC/MDCC CDCC/BDCC

CHEd and TESDA

CHEDROs and TESDA

HEIs and TESDA PO

TESDA Schools

Legend: RDCC PDCC CDCC MDCC BDCC CHEDRO OCD TESDA RO TESDA PO HEI

– – – – – – – – – –

Regional Disaster Coordinating Council Provincial Disaster Coordinating Council City Disaster Coordinating Council Municipal Disaster Coordinating Council Barangay Disaster Coordinating Council CHED Regional Office Office of Civil Defense TESDA Regional Office TESDA Provincial Office Higher Education Institutions 2

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Duties and Responsibilities 1. NDCC through shall: a. act as lead agency in the administration, training, organization, development, maintenance, and utilization of the NSRC members; b. maintain an official master list of registered NSRC members; c. coordinate with concerned agencies for the efficient and proper administration, training, organization, development, maintenance, and utilization of NSRC members; d. conduct performance assessment of NSRC members mobilized for the purpose, and furnish the three implementing agencies with the result thereof; e. formulate specific guidelines for the administration, training, organization, development, maintenance, and utilization of NSRC members; and f. do related work. 2. CHED/TESDA a. Central Office shall • provide secretariat services for the NSRC; • prepare consolidated national master lists of officially registered CWTS and LTS graduates per school year; • submit official national master list of registered MSRC members, with corresponding centrally-determined serial numbers to NDCC through DND per school year; • assist in the administration, training, organization, development, maintenance, and utilization of the NSRC members; • coordinate with NDCC through DND regarding NSRC concerns and activities; and • do related work. b. Regional offices shall • Prepare consolidated regional list of CWTS and LTS graduates from HEIs, and in the case of TESDA from the Provincial Office to the schools, for submission to CHED/TESDA Central offices; • Coordinate with RDCC (OCD RCs) on matters relative to NSRC concerns; • Maintain a directory of CWTS and LTS graduates for reference; • Prepare report as may be required; and do related work. c. Higher Education Institutions/TESDA Provincial Office and Schools • prepare and submit a certified master list with complete addresses and contact numbers of CWTS and LTS graduates to respective regional offices. In case of TESDA, the same shall be submitted through its Provincial Offices • provide information on CWTS and LTS graduates as may be officially requested by the authorized concerned agencies; • coordinate with PCDD/CDCC/MDCC/BDCC, as the case may be on matters relative to NSRC; and 3

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Module 10 – Introduction to Community-Based Management •

do related work.

d. NSRC Members shall • report to the call of NSRC for training and respond immediately for utilization in cases of disasters/calamities and other relevant socio-economic service concerns as the needs arise, through its centers (RDCC/PCDD/CDCC/MDCC/BDCC) nearest the member’s residence and/or workplace at the time of the call; and • register at the said center and get instruction/briefing for specific duties and responsibilities.

Directions: All students who finished NSTP-CWTS/LTS will becomemember of National Service Reserve Corps (NSRC).If you are called by the government of the country to serve during pandemic or any disaster related crisis as part of national service corps as reservist, what particular service or expertise would you like to serve? Why? How would you help?

Directions:To fully maximize the potentials and capabilities of the youth like you who finished NSTP, what recommendations you can make to have a good collaboration between the NSRC and the Barangay DRRM?

1. Implementing Rules and regulations of (IRR) of National Service Training Program (NSTP) Act of 2001 or RA 9163

4

BatStateU - National Service Training Program 1 – CWTS

Module 9 – Literacy and Numeracy Skills

Lesson LTS 1 - Definition, Purpose and Importance of Functional Literacy and Numeracy Learning Objectives At the end of the topic, students are expected to: a) define functional literacy and numeracy b) explain the roles of teachers in developing literacy and numeracy for nation building c) analyze the literacy and numeracy situation in the Philippines d) appreciate the teaching profession

Learning Content Literacy Literacy has been defined and understood in so many ways. Traditionally, it is viewed as the ability to use language – to read, write, listen and speak. However, literacy involves much more than reading and writing. UNESCO (1999) defines literacy as: the ability to identify, understand, interpret, create communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potentials, and to participate fully in the wider society.” For Heath (1983) literacy in the real world involves such things as reading signs, advertisements, and bumper stickers, writing letters, reading newspapers and magazines, and giving oral and written messages to others or leaving them for oneself. These definitions show that literacy is more than just reading and writing. It is a set of skills and way of being, a manner of carrying gout social transactions and developing oneself required for active citizenship. Numeracy Numeracy is the ability to reason with numbers and other mathematical concepts. To be numerically literate, a person has to be comfortable with logic and reasoning. Some

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of the areas that are involved in numeracy include: basic numbers, orders of magnitude, geometry, algebra, probability and statistics. To be numerate is to have the ability and inclination to use mathematics effectively at home, at work and in the community. Numeracy can be described as the knowledge, skills and appreciation needed for students to understand and utilize mathematical ideas, techniques and applications. Numeracy involves students in integrating such skills as interpreting quantitative information, performing straightforward calculations mentally, estimating values that are known and unknown, and developing intuitive knowledge measurement units. Numeracy covers the ability to:  Understand and use mathematical information;  Calculate and manipulate mathematical information and;  Interpret results and communicate mathematical information. In the United States, numeracy is also known as Quantitative Literacy, and is familiar to math educators and intellectuals. There is also substantial overlap between conceptions of numeracy and conceptions of statistical literacy. The (US) National Center for Education Statistics, in its 1993 Report of the National Adult Literacy Survey defines quantitative literacy as: The knowledge and skills required to apply arithmetic operations, either alone or sequentially, using numbers embedded in printed material (e.g., balancing a checkbook, completing an order form). – National Center for Education Statistics The UK's Department for Children, Schools and Families defines numeracy in their National Strategy documents as follows: Numeracy is a proficiency which is developed mainly in mathematics, but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a skills of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and presented in graphs, diagrams, charts and tables. – Dept. for Education and Skills (UK) There are effective practices from teachers of numeracy according to Askews, et al (2000) and theses are: 1. have high expectations of students’ success in numeracy; 2. emphasize the connections between mathematical ideas;

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3. promote the selection and strategies that are efficient and effective and emphasize the development of mental skills; 4. challenge students to think by explaining, listening and problem solving; 5. encourage purposeful discussion in whole classes in small groups, and with individual students; and 6. use systematic assessment and recording methods to monitor students’ progress and to record their strategies for calculations to improve planning and teaching.

Roles of Numeracy Teachers Effective and efficient numeracy teachers have the following roles, which should be taken seriously, and these are: 1. help students in the value of mathematics in their everyday life and its usefulness; 2. develop in students the numeracy skills, concepts and understanding and attitudes which will enable them to cope confidently with everyday life 3. provide strong mathematical foundation for students; 4. help students to achieve mathematical and statistical literacy needed in a society which is technologically oriented and information rich; 5. help students to be creative by using variety of approaches in solving problems; 6. provide students with the mathematical tools, skills, understanding, and attitudes they will encounter in the world of work; and 7. help to foster and develop math talent. The Literate Those are the people who can do the following, which an illiterate cannot or may not do, though they survive, they are clearly and unquestionably, disadvantaged in relations to those who can read and write, and have access to the world of print: • • • • • • • • • • • • •

read the labels on can and boxes of food read a bus or train schedule look up numbers in a telephone directory read a contract, a health insurance form, a deed or a waiver read a map when they lost read medical directions help their children with their homework read the menu in a restaurant read road signs read warning labels read a letter from a relative or friend and response keep their own accounts and others

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Kind and Levels of Literacy 1. Initial literacy refers to the ability to write one’s own name. It includes an awareness of the learner that written symbols have message to convey. Eg. Andy, a pre-school in a day Care Center, readily associates A N D Y with his name. When he sees this word he blurts out “Ako yun!” 2. Basic literacy refers to ability to read and write, read and interpret a short simple sentence on everyday life. Eg. Berto, a street vendor shows basic literacy skills when he follows street signs as “Bawal Tumawid” or “Tumawid sa Tamang Tawiran” 3. Survival literacy refers to the ability to read, write and comprehend texts on familiar subjects and to understand whatever signs, labels and instructions and directions are necessary to get along within one’s environment. Eg. Danny, a high school dropout, wants to find a job. He bought a newspaper and looked in the Classified Ads section. By doing this, he showed he has survival literacy

4. Functional literacy is the possession of skills perceived as necessary by particular persons or groups to fulfill their own-self determined objectives on a higher level. Eg. Rachel is a high student. She does part-time job in a fast food center. She is a cashier. She can read orders. She can compute. She is functionally literate. 5. Technical literacy is the acquisition of a body of theoretical or technical knowledge and the development of problem-solving capabilities within that specified field like engineering, medicine, education and aeronautics. Eg. Mr. Ilagan is an engineer. He wants to keep on learning about his job as an engineer. He reads books like “Computer Aided Design for Engineers.” He is technically literate. Literacy in the Philippines

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 In 1994 about 85% of all inhabitants in the age of 10-64 years were able to read and write  In the urban areas almost 82% of the persons in the age of 10-64 could write and read simple texts in any language or dialect  Literacy was defined by the Census 2000 to be a person 10 years or older, having the capability to read and write.  The 2000 finding shows that Philippines’ literacy rate was pegged at 92.28%, males at 92.10% and females at 92.47%  The National Capital Region (NCR) ha d the highest literacy rate, which was pegged at 98.14%.  Other regions having literacy rate than the national average were Ilocos Region, 95.23%, Central Luzon, 94.80%, Southern tagalong, 94.01%, Bicol Region, 92.69% and Western Visayas, 93.02%  Two-thirds of the estimated 34,000,000 people who are 6 to 24 years old were attending school from June 2003 to March/April 2004. Types of literacy learners Among the three components of the educative process, namely the learner, learning process and the learning situation, it is the learner which is considered as the center. One task of the teacher or a literacy volunteer depends a lot upon his understanding of the learner learners. Table below shows the literacy learners. They may be attending formal schooling or they may be in non-formal education setting. • •

School-based Preschoolers in day care centers Elementary or high school students who need reading assistance

• • •

Non-school based Pre-schoolers but not enrolled Out-of-school-youth drop-outs Unemployed illiterate adults

1. Pre-schoolers Children in the preschool years are usually 3 to 6 years old until they get to Grade 1. In the Philippines, preschool education particularly in private schools is expensive. Thus, day care centers are sponsored by the Department of Social Welfare and Development (DSWD) for children of low income family for early childhood education. But now, the government considered the preschool or pre-elementary education as part of the basic education. DSWD is the lead agency in the Philippines responsible for early child care and education services. This agency developed a day care program with thrust towards values formation, and socialization for children aged 3 to 6 years old. The Department of Local Government through the Barangay also operates Day Care Centers. The Barangay Day Care Law (Presidential Decree 1567 of 1978) dictates

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that a day care center should be established and maintained in every barangay with at least 100 families. Layunin (Objectives) ng Day Care Service 1. Para matungan ang mahihirap, kapuspalad na pamilya lalo na ang abala sa Gawain. Mabigyan ang kanilang anak ng magandang pagkakatang mahubog sa tamang asal at kahalagahan sa lipunan. 2. Para mahubog ang mga bata sa pagtitiwala sa sarili upang maipahayag ang kanilang nilolob at magkaron ng disiplinang naangkop sa paglaki. 3. Para maintindihan ng bata ang wastong pakikisama sa mga kapatid, magulang, sa kalaro, sa nakatatanda at sa ibang nakapaligid sa kanya. 4. Para mabigyan ang mga bata ng wastong pangangalaga na hindi kaayang gamanan ng ina. 5. Para makatiyak ng pakikilahok ng bata sa katawan, isip, salita at sa gawa maging sa kanilang tahanan. 2. Out-of-School-Youths According to the 2003 Functional Literacy, Education and Mass Media Survey (FLEMMS), the proportion of youth population 7-24 years-old who were out of school and those were unemployed and have not graduated from college increased by 852 thousand, from 3.0 million in 1989 to 3.8 million in 1994. Thus, a significant focus on these groups of learners is usually aimed. Usually, OSY are grouped of: • •

Out-of-school youth who intend to go back to school Out-of-school youth who look for employment

In order to find out how appropriate the lessons for these group of learners, you may ask yourself the following questions: 1. 2. 3. 4. 5. 6. 7.

How relevant is the lesson to the learners’ lives and experiences? Will the learners’ relate to the content? Can they immediately use what they learn? Will they understand the content? Will the sessions interfere with their activities? Will they plan an active part in the lesson? What could be the potential problems that could hinder learning?

Literacy Levels In getting to know your literacy learners, it will help you to know their literacy levels. The checklist that follows will help you. Level 1 – Beginners

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To what extent does the learner show the following:

To much extent

To little extent

To no extent

To much extent

To little extent

To no extent

To much extent

To little extent

To no extent

Oral proficiency in the Filipino language. Knowledge of written symbols for oral language and other conventions of print. Apply decoding skills in making sense of messages with controlled vocabulary, sentence structure, and sentence length. (Can give the appropriate sounds of symbols as used in words, sentences.) Familiar with purpose of oral and written language. Level 2- Fluent Reader To what extent does the learner show the following: Mastery of decoding skills. Use of reading as a tool for learning. Familiarity with other types of selections. Has adequate reading skills to become further literate in different subject areas. Level 3- Proficient Readers To what extent does the learner show the following: Refined reading skills across subject areas. Use reading for a number of purposes. 3. Adults Adult learners may include: 1. mothers who are left at home to take care of the family 2. Any unemployed adult 3. employed adults who want to improved their skills Teaching adults is different from teaching children. Bookfield identified six main characteristics of adults. 1. 2. 3. 4. 5. 6.

They are not beginners, but are in continuing process of growth. They bring with them a unique package of experiences and values. They come to education with intention. They bring expectation about the learning process. They have competing interests – the realities of their lives. They already have their own patterns of learning.

Adult education is therefore most productive when: BatStateU - National Service Training Program 1 – CWTS/LTS

Module 1 – Citizenship Training

• • • • • • •

The learners are engaged in the design of learning The learners are encouraged to be self-directed The educators’ functions as a facilitator rather than a dyadic instructor The individual learners’ need and learning styles ate taken into account A climate conductive to learning is established The learner’s past experiences are used in the learning process Learning activities seem to have relevance to the learner’s circumstances

Basic Uses of Literacy No literacy campaign can be successful unless it is properly disseminated and people responsible are properly motivated. One Schools Division Superintendent once said: “People go through great inconvenience and even great pains to make themselves literate, only if they can see for themselves definite personal advantages in literacy.” The following are representative examples of reading activities in the daily lives of adult learners engaged in reading in a literacy program: 1.

2. 3.

4. 5. 6. 7.

8.

9. 10. 11.

Reading notes or memoranda of important things they wish to remember, like the list of debtors, list of laundry, list of contributions or collections received or paid, etc.; Reading the signs on buses so they may know which ones to take without stopping the bus and inquiring where it is going; Reading signs in streets, buildings, and other public places so as to know there to go or which rooms to enter, or what to do, so that they can transact business without too many useless inquiries which annoy people who would tell them “Can’t you read the sign?”: Reading labels on medicine bottles and other containers so that they may take the right medicine and not make mistakes which may cause sickness or even death; Reading labels of canned or packaged foods so that they may know the good or bad qualities of the things they are buying; Reading bulletin boards, notices, posters, etc. in order that they make take part in community and national movements; Reading movie screens during the showing of films in order that they may understand those that are absolutely essential for the understanding and enjoyment of the story; Reading notices warning the public against possible danger or disaster as when a building is about to collapse, a road or bridge is impassable, a detour is necessary, etc.; Reading the names of candidates during elections so that they may vote properly; Reading pamphlets, leaflets, folders, announcements, etc., in order that they may able to know the latest developments in the community; Reading pamphlets, articles, and other reading matters giving useful information on how to cook tasty dishes, how to increase one’s catch in fishing, or how to increase one’s harvest through methods found effective by others;

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12.

13. 14.

15. 16. 17.

18.

19.

20. 21. 22. 23. 24. 25. 26. 27.

Reading news, articles, stories, poems, etc., in newspapers and magazines when they are not busy working so that they can get useful information or pleasure out of their ability to read; Reading prayers and other religious materials from prayer books and other religious publications in order that one may do one’s spiritual duties properly; Reading about other inspiring lives of great and good men who did great and beautiful deeds, like those of heroes and saints, in order that they may be inspired to lead better and more useful lives; Reading about other lands and other peoples in order that one may know places other than one’s own hometown; Reading ordinances, orders and other materials issued by our government so that they may know what is expected of them as good citizens; Reading newspapers and magazines in order that they may know the developments in the PLO-Israel War, in Congress, and follow other movements and events that affect their daily lives; Reading when they are waiting at a bus station or other places when they are not doing anything in order that the time may pass more quickly or profitably and pleasurably; Reading the books and materials being read by their own children in order that they may able to help them in their studies or else see for themselves if what they are reading is really useful and wholesome; Reading contracts or arrangements before they sign them so that they cannot be cheated; Reading letters of friends or other members of the family; Reading the numbers on radio dials, on electric and water meters, on houses; Reading the denomination of paper bills (money); Reading the calendar, the clock, etc.; Reading to know the value of a check or money order received; Reading to know current prices of articles at fixed-price stores; Reading to enjoy and appreciate humorous anecdotes or jokes.

According to this same outline, the following are the typical writing activities of adults: 1.

2. 3.

4. 5.

Writing down things they wish to remember, like names and addresses of friends and acquaintances, things they should do at some future time, like their collections when they are assigned to do some collections when they are assigned to do some collecting for an association, etc.; Writing down a list of accounts so that they know how much they owe others or how much some other people should pay them; Writing lists of things, they give others (like laundry) so that they can remember to receive items back, or else writing lists of what they receive so that they can give them back; Writing short notes or directions whenever they cannot see a person they wish to contact. Writing their names on important documents, petitions, requests, etc. that need their signature;

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6. 7. 8.

9. 10. 11. 12. 13. 14.

Writing signs or posters which they wish to have other people read, as when they wish to warn them of danger, to announce something they would like to buy; Writing the names of products they are selling or wish to buy, rent, etc.; Writing letters of praise or complaint whenever they feel that they have something important to express, as when they wish to have improvement made in their streets, markets, towns, drainage canals, etc.; Writing the amount of harvest from fields or orchards in terms of canvas, kilos, etc.; Making weekly or monthly budgets; Writing to be able to cash one’s own money order or warrant; Writing to be able to deposit and withdraw money from the bank; Writing the articles they wish to buy before shopping in the market; Writing letters of condolence to bereaved friends or families living in distant places.

Benefits of Literacy and Numeracy 1. Improved levels of literacy and numeracy – enhanced employment prospects for young people; 2. A move towards economic stability – increased take-up of further and higher education; 3. Students better prepared to take up apprenticeships – higher levels of employment; 4. It is widely accepted that the greatest benefits accrue as a result of high quality training and the opportunity to reflect upon and modify one’s own practice. Employing a literacy and a numeracy coordinator to work alongside teachers will give students the opportunity to improve.

Learning Activity Directions: Choose a topic from the list below and research its background and impact to the Literacy and Numeracy Level of the Philippines. Report your work in a 3 - minute presentation video. 1. Education for All (EFA) 2. School to School Partnership (SSP) 3. Mother – Tongue Based Instruction 4. Early Language Literacy and Numeracy (ELLN) 5. Phil - IRI

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Module 1 – Citizenship Training

Directions: Answer the following questions in three – five sentence paragraph. 1. Differentiate literacy to numeracy.

2. Cite importance of literacy in nation building and development.

3. How could you help to increase the literacy rate in the Philippines?

Learning References Cristobal, Lyn “Literacy in the Philippines: The stories behind the number” August 2015 Villaneza, Rosalina “Scaling education programs in the Philippines: A policy maker’s perspective," August 2019

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Module 9 – Literacy and Numeracy Skills

Lesson LTS 2 - Principles on Facilitating Learning and Techniques Learning Objectives At the end of the topic, students are expected to: a) recognize the theories of learning and their proponents; b) explain each theories of learning and how learning takes place; c) make and utilize a flexible learning plan; d) appreciate the role of education in nation – building.

Learning Content Theories of learning are sets of conjectures and hypotheses that explain the process of learning or how learning takes place. There are several learning theories; behavioral, cognitive, cognitive constructivist, and social constructivist theories. Although these theories were developed in western countries, applications to education in the context of Filipino teachers and learners, inside and outside of classroom, will be discuss to facilitate learning. Each of these theoretical views has something to offer. No single learning theory is comprehensive enough to explain all we used to know about how learning and why learning occurs. Cognitive learning theories help us understand the need for developing a broad cognitive structure in coping with specific learning tasks. Behavioral learning theories help us to explain much of human behavior, particularly observable human behavior. A. Behavioral Theories of Learning The systematic body of learning is relatively new. Not until the late nineteenth century was learning studied in a scientific manner. Using techniques borrowed from the physical sciences, researchers began conducting experiments to understand how people and animal learn. Two of the most important early researchers were Ivan Pavlov and Edward Thorndike. Among later researchers, B.F. Skinner was important for his studies of the relationship between behavior and consequences. 1. Pavlov’s Classical Conditioning Theory In the late 1800s and early 1900s, Pavlov and his colleagues studied the digestive process in dogs. During the research, the scientist noticed changes inn the timing and rate of salivation of these animals. Pavlov observed that if meat powder was placed in or near the mouth of the hungry dog, the dog would salivate. Because the meat powder provoked this response automatically without any prior training or conditioning, the meat powder BatStateU - National Service Training Program 1 – CWTS/LTS

1

Module 9 – Literacy and Numeracy Skills

was referred to as an unconditioned stimulus. Similarly, because salivation occurred automatically in the presence of meat, also without the need of any training or experience, this response of salivating is referred to as an unconditioned response. Pavlov’s experiment showed that if a previously neutral stimulus (ringing of the bell) was paired with an unconditioned stimulus, the neutral stimulus becomes a conditioned stimulus and gain the power to prompt a response similar to that produced by to that unconditioned stimulus. In other words, after the bell and the meat are presented together, the ringing of alone causes the dog to salivate. This process is called classical conditioning (Slavin et al, 1995). 2. Thorndike’s Stimulus-Response (S-R) Theory Thorndike, like many of the early behavioral learning theorist, linked behavior to physical reflexes. In his early work he also viewed most behavior as a response to stimuli in the environment. This view that stimuli can prompt response was the forerunner of what became known as stimulus-response (S-R) theory (Elliott et al, 1996). Thorndike went beyond Pavlov by showing that stimuli that occurred after a behavior has an influence on future behaviors. In many of his experiments, Thorndike place cats in boxes from which they had to escape to get food. He observed that over time, the cats learned how to get out of the box more and more quickly by repeating the behaviors that led to escape and not repeating the behavior that were in effective. From these experiments, Thorndike developed his Law of Effect which states that if an act followed by a satisfying change in the environment, the likelihood that the act will be repeated in similar situations increases. According to Thorndike, pupils learn more effectively and easily, and retain that learning longer, if it has pleasant consequences. Thus rewards, successes, or positive reinforcement further learning, while punishment, failure, or negative experiences hinder it. Two other laws of learning formulated by Thorndike were the laws of readiness and exercise. The law of readiness states that when an organism, both human and animal, is ready to form connections to do so is satisfying and not to do so is annoying. Thorndike believed that readiness is an important condition of learning, because satisfaction or frustration depends on an individual’s state of readiness, e.g., a child forced to read before he is ready may acquire skills but may not necessarily develop the desire to read. The Law of exercise states that any connection is strengthened in proportion to the number of times it occurs and in proportion to the average vigor and duration of the connection. Conversely, when a connection is not made between a stimulus and a response for sometime, the strength of the connection decreases. However, Edward Thorndike realized later on that practice alone was not enough for improvement. The connection is to be strengthened through reinforcement, thus the law of effect must also operate. When the students practice, they should be aware of the consequences of what they are doing. Otherwise, practice become ineffective or may be even harmful. 3. B.F. Skinner Operant Conditioning Theory BatStateU - National Service Training Program 1 – LTS

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B.F. Skinner proposed that reflexive behavior accounts for only a small proportion of all actions. He proposed another class of behavior, which he labeled operant behavior because they operate in the environment in the apparent absence of any unconditioned stimuli, such as food. Like Thorndike’s, Skinner’s work focused on the relation between behavior and its consequences. For example, if an individual’s behavior is immediately followed by pleasurable consequences, the individual will engage in that behavior more frequently. The use of pleasant and unpleasant consequences to change behavior is often referred to as operant conditioning. The operant conditioning theory was based on Skinner’s experiment with a hungry rat that was placed in a box. Upon its accidental pressing of a lever in the box, it was rewarded with a food pellet which served as reinforcement to the reinforcing behavior. Reinforced thus, the rat kept on pressing that bar, this time no longer accidentally but intentionally. Skinner has shown that basic to operant conditioning is the use of reinforcement. Reinforcement is defined as any behavioral consequence that strengthens a behavior. The reinforcement increases the likelihood of the recurrence of a particular type if response. By reinforcement, Skinner refers to any event that increases the probability that a particular response will increase in frequency. Responses may be reinforced by the presentation (positive) or removal (negative) of particular consequences. Thus reinforcement may be positive or negative. Positive reinforcers are events that are presented after a response has been performed and that increase the behavior or activity they follow. Examples of positive reinforcers are things given to students such as praise, grades, and stars. Negative reinforcers are escapes from unpleasant situations or ways of preventing something unpleasant from occurring. For example, a parent might release a student from washing the dishes if the student completes his or her homework. If washing the dishes is seen as an unpleasant task, release form it will be reinforcing. As Skinner continued to study behavior, he examined reinforcers more carefully and categorized them as: Primary reinforcers are those that satisfy basic human needs. Some examples are food, water, warmth, security, and sex. Secondary reinforcers are those that acquire reinforcing power because they have been associated with primary reinforcers. For example, money has no value to a young child until the child learns that money can be used to buy things that are themselves called primary or secondary reinforcers. Grades have little value to students unless their parents notice and value good grades, and parents’ praise is of value because it is associated with love, warmth, security, and other reinforcers. Money and grades are examples of secondary reinforcers because they have no value in themselves but have BatStateU - National Service Training Program 1 – LTS

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been associated with primary reinforcers or with other well established secondary reinforcers. 4. Social Learning Theory The social learning theory is a major outgrowth of the behavioral learning theory traditions. Developed by Albert Bandura, the social learning theory accepts most of the principles of behavioral theories but focuses to a much greater degree on the effects of cues on behavior and on internal mental processes, emphasizing the effects of thought on action and action on thought. Bandura noted that Skinnerian emphasis on the effects of consequences of behavior largely ignored the phenomena of modeling – the imitation of others’ behavior – and of vicarious experience – learning from others’ successes or failures. He felt that much of human learning is not shaped by its consequences but is more efficiently learned directly from a model. Bandura’s analysis of observational learning involves four phrases: attention, retention, motor reproduction, and motivational processes. B. Cognitive Theories of Learning Cognitive theories first appeared in the last century but were usurped by behavioral theories earlier this century, only to re-emerge as the dominant force again. They are concerned with the things that happen inside our heads as we learn. They take the perspective that students actively process information and learning takes place through the efforts of the student as they organize, store and then find relationships between information, linking new to old knowledge, schema and scripts. The cognitive approach emphasizes how information is processed. The three researchers Bruner, Ausubel and Gagne take different perspectives but each presents ideas that add to the discussion on how people learn. Ausubel’s advanced organizer is a concept that considers the impact of prior learning. This differs from the behaviorists who do not consider the importance of this factor. Bruner’s work on categorization of the forming of concepts provides a possible set of answers to how the learner derives information from the environment. Gagne looks at the events of learning and instruction as a series of phases, using the cognitive steps of coding, storing, retrieving and transferring information. 1. Bruner’s Cognitive Learning Theory The ideas of Bruner who advocated discovery learning, probably have had greater acceptance, at least in schools, than those of Ausubel and Gagne. In 1996, Jerome Bruner wrote “Toward A Theory of Instruction,” in which he explained how his ideas might be translated into practice in the classroom. A further factor which contributed to the popularity of Bruner’s ideas was that they were very much in tune with the mood of the times. His emphasis on discovery and ‘hands on’ learning was in accord with Piaget’s

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ideas. Certainly the constructivist nature of his theory appealed to teachers and many of the principles are still employed by practicing teachers. Bruner argued that we should teach the ‘structure’ of the subjects. He advocated the introduction of the real process of a particular discipline to students. For example, when learning history, students should become involved in genuine historical inquiry. This might involve examining a bridge, a building, or even a headstone in a cemetery, then using the information acquired to trace the records of various kinds in order to answer the questions generated about the origin, purposes, and history of that structure, or the life of the person concerned. The three stages in Bruner’s theory of intellectual development are: Enactive where a person learns about the world through actions on objects. Iconic where learning occurs through using models and pictures. Symbolic which describes the capacity to think in abstract terms. Bruner’s underlying principle for teaching and learning is that a combination of concrete, pictorial then symbolic activities will lead to more effective learning. The progression is: start with a concrete experience, then move to pictures, and finally use symbolic representation. Bruner’s principle and procedure is suggested in teaching numeracy. Another aspect of Bruner’s theory, which has been included in some teachers’ classroom, is Discovery Learning. Discovery learning is an instructional approach that provides students with data and then requires them to process this information into meaningful abstractions. Through discovery learning, Bruner hoped to make students active inquirers in the subjects they are studying. In a class situation prepared by the teacher, they are led to find answers or solutions to a problem by themselves. In science, the students follow a step-by-step procedure until they discover their own meanings and conclusions. 2. Ausubel’s Meaningful Learning Theory Ausubel’s writings have not attracted the popularity of Bruner’s works. However, because much of his theory has been developed from research in mainstream in cognitive psychology, many of his ideas have survived as part of information processing theory. Ausubel has long been outspoken advocate of meaningful learning, which he defines as the acquisition of new meanings. There are two important ideas contained in this definition. Meaningful learning implies that the material to be learned is potentially meaningful (is appropriate for the student). The acquisition of new meaning refers to the process by which students turn potentially meaningful material into actual meaningfulness. BatStateU - National Service Training Program 1 – LTS

Module 9 – Literacy and Numeracy Skills

Ausubel noted that meaningful learning occurs when the material to be learned is related to what the students already know. If, for example, Mrs. Alicia Reyes, an English teacher is teaching Literature, she could help her students’ attempts to transfer potentially meaningful themes (such as being loyal to others) into actual meaning by relating those themes to their own schemata, such as willingness to be one of their friends or their joining a student club dedicated to fighting the use of drugs. She would then have utilized the important ideas in Ausubel’s definition of new meanings. One of Ausubel’s most important contributions to teachers is that of advance organizer, which he describes as a form of expository teaching, that is, explaining what is to come. Advance organizer is a general overview of new information to be learned that occurs in advance of the actual reading. In teaching “For Whom the Bells Toll,” for example, the teacher could summarize the major features of the novel before her students read the book. She could then lead a discussion of important concepts such as loyalty and steadfastness in terms that her students can understand. The other major contribution which Ausubel has made is his emphasis on the active nature of reception learning. The distinction between rote and meaningful learning is an important one and, too often, we as educators fail to make reception learning as meaningful as possible. The need to require learners to be active by underlining, by completing missing words, by rewording sentences, or by giving additional examples, cannot be overemphasized in this context. 3. Gagne’s Cognitive Learning Theory Robert Gagne built upon behaviorist and cognitive theories to recommend approaches to instruction. Much of Gagne’s early experience as an instructional psychologist was spent tackling practical problems of training air force personnel. He dealt particularly with problems in determining just what skills and knowledge are required for someone to be an effective performer at a given job. Once job requirements were identified, the task then became one of determining how those requirements might best be learned by a person in training for the job. He suggested that a task would be best learned by following a specific sequence of nine events: . . . . . . . . .

gaining attention; informing the learner of the objective; stimulating recall of prerequisite learning; presenting new material; providing learning guidance; eliciting performance; providing feedback about performance; assessing performance; and enhancing retention and recall.

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Module 9 – Literacy and Numeracy Skills

In addition, he proposed that learning is like a building process which utilizes a hierarchy of skills that increase in complexity. He also identifies five major categories of learning. . . . . . .

gaining attention; verbal information intellectual skills cognitive strategies motor skills attitudes

His notions of task analysis and the importance of correct sequencing of instruction are followed by most mathematics teachers when designing their programs. Gagne’s approach is really that of an instructional designer and, although his ideas have developed quite remarkably over the last quarter of a century, we can still glimpse the skeletons of the principles used when he was designing training systems for World War II pilots. Many of his ideas are readily transferable to computer-assisted instruction. The concept of Gagne’s knowledge hierarchy leads to the assumption that it is important to present all the necessary lower-level facts before proceeding to teach at higher levels. Related to this is the concept that people can reason with higher-level concepts if they have learned all of the prerequisite lower-level information. C. Constructivist Learning Theories Although not supported by everyone, constructivism is one of the most influential educational theories of our time. It is one of the several important theories of learning that have affected educators’ approach to teaching. As its name may imply, constructivism emphasizes the building that occurs in people’s minds when they learn. Constructivism is the label given to a set of theories about learning which fall somewhere between cognitive humanistic views. If behaviorism treats the organism as a black box, cognitive theory recognizes the importance of the mind in making sense of the material with which it is presented. Nevertheless, it still presupposes that the role of the learner is primarily to assimilate whatever the teacher presents. Constructivism, particularly in its social forms, suggests that the learner is much more actively involved in a joint enterprise with the teacher in creating new meanings. We can distinguish between . “cognitive constructivism,” which is about how the individual learner understands things in terms of developmental stages and learning styles, and

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Module 9 – Literacy and Numeracy Skills

. “social constructivism,” which emphasizes how meanings and understanding grow out of social encounters. In these sense, conversational theories of learning fit into the constructivist framework. The emphasis is on the learner as an active “maker of meanings”. The role of the teacher is to enter a dialogue with the learner, trying to help the learner understand the meaning of the material to be learned, and to help him to refine his understanding until it corresponds with that of the teacher. One strand of constructivism may be traced to the work of educational psychologists such as Jean Piaget and William Perry, who demanded an approach to learning theory that paid more attention to what went on “inside the learner’s head” referred to as cognitive constructivism. They developed a cognitive approach that focused on mental processes rather than observable behavior. Common to most cognitive approaches are the idea that knowledge comprises mental representations, such as propositions and images, together with a mechanism that operates on those representations. Knowledge is seen as something that is actively constructed by learners based on their existing cognitive structures. Therefore, it is relative to their stage of cognitive development; understanding the learner’s existing intellectual framework is central to understanding the learning process. Transfer of Learning Imagine that every time that people entered a new environment they had to learn how to behave without the guidance of prior experiences. Slightly novel tasks, like shopping online, would be disorienting and dependent on trial-and-error tactics. Fortunately, people use aspects of their prior experiences, such as the selections of goods and subsequent payment, to guide their behavior in new settings. The ability to use learning gained in one situation to one another is called transfer. Transfer is defined as the extent to which learning in one situation influences learning or performance in another. Learning involves the concept of transfer. Transfer is the key to classroom learning. It takes place when learning task A influences learning task B. when learning A facilitates learning B, positive transfer is said to have taken place. What is learned in class is thought to transfer into later life situations so as to enable learners to earn a living and enjoy a fuller life. Transfer occurs when something learned at one time and place is applied in another setting. When we teach basic skills, we are teaching for transfer; our hope is that mathematics and reading skills will be applied not only in other content areas, but also in everyday life. When we teach science and social studies, we seek not only understanding of the discipline themselves, but the application of these disciplines to the real world. Most of our efforts in teaching is ultimately aimed at transfer.

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Module 9 – Literacy and Numeracy Skills

Transfer has a direct bearing on education. Educators hope that students transfer what they learn from one class to another – and to the outside world. Educators also hope that students transfer experiences from home to help make sense of lessons at school. A major challenge facing every teacher is to teach in such a way that what is learned in our classroom applies to life experiences outside of our classrooms. Not only must we remember that we learn but we must be able to select from our experiences those responses that seem more appropriate in a new setting. When learning carries over into new situations, it is known as transfer or learning. Negative transfer occurs when previous learning interferes with learning something new such as the inability to work on other word problems outside of the exercises given in class or not being able to sound correctly other English words outside of a list given in class. Transfer can either be positive or negative. In case of positive transfer, previous learning is likely to facilitate and enhance subsequent learning. Some examples of positive transfer of learning are – one’s skills in typing on a typewriter is applied on a personal computer, learning to drive one type of car and using the same skills for driving other types, and learning one pattern of sentence structure and using it as a basis for constructing other sentences. These are various theories of transfer of learning. Some of these theories are discussed below. Theories of Transfer of Learning 1. Theory of Mental Discipline. This theory asserts that skill or training gained in the study of one subject will improve the performance of the skill in the study of another subject. For instance, the training gained in memorizing poetry will facilitate the memorizing of other learning materials such as names, dates, events, and other information in history. The reasoning power gained from the study of geometry and algebra can also be used in the study of philosophy, mathematics and social sciences. 2. Theory of Identical Elements. This theory formulated by Thorndike states that the amount of transfer depends upon the identical elements present or are common in both learning situations. The presence of identical elements which may be content, methods, rules or principles facilitate learning. For instance, the study of Mathematics facilitates the study of Physics because the principles used in the solution of verbal problems in Physics are the same principles studied in Mathematics. A study of Latin helps in understanding many English words because many English words are derived from Latin. The transfer is due to identity of content.

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Module 9 – Literacy and Numeracy Skills

3. Theory of Generalization. In Charles Judd’s theory of generalization, experiences in one learning situation can be applied to another learning situation. This theory is similar to the theory of identical elements. However, emphasis is placed on the understanding and recognition of relationships between the generalizations of two learning experiences involved. An illustration of this theory is the study of English and Filipino grammar. The rules and principles of grammar are practically the same in the two languages. A good knowledge of English grammar can be a good basis for studying Filipino grammar and viceversa. 4. Theory of Configuration. This theory is based on the Gestalt theory of learning. It holds that the transfer of learning from one situation to another is the result of the application of the principles of configuration. Configuration refers to the unified or total pattern of organization of a learning situation so that the components or elements lose their identity. The learner sees the learning situation as a whole, not the parts. It is through the combination of the elements of each learning situation that the learner can see the relationship and similarities between two learning situations and hence, transfer of learning will take place. Take the two courses Nursing and Medicine. Medicine as a whole is analyzing an illness and prescribing the cure. Nursing on the other hand is taking care of the sick and administering the cure. Hence, the two courses are allied. So, one who has finished nursing will have an easier time learning medicine. Five Keys to Facilitate Learning People can remember and use very little of what they hear and see, and considerably more of what they hear, see, and do. Typically, one remembers 20% of what one hears, 40% of what one hears and sees, and 80% when hearing, seeing, and doing are involved. By and large, education and training is offered in a “tell them and throw in some visuals” mode. Even much of today’s Web-based training is little more than lecture transferred to a computer screen. And “interactive” is defined too often as “Q” and “A”. This shows that humans are equipped to learn, love to learn, and live to learn. Five keys to facilitate learning were crafted to help educators. Key # 1. Set the Learning Environment Get the room ready. Use color. Have all materials in place. Put on some music. Arrange the setting in a friendly manner. Get the learner’s attention – which is not an easy thing to do. Send a signal that the lesson will be interesting and different. Key # 2. Activate Prior Learning We all learn by applying new information to what we already know. To help the students more easily grasp new information, we can activate what the students already know either directly or in a related way. Such action warms up the brain and fires up its connections, thus making new information easy to absorb.

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Module 9 – Literacy and Numeracy Skills

Key # 3. Use a Variety of Approaches Howard Gardner, who has developed a theory of multiple intelligences, refers to the standard “single chance” mode of education still favored today. Learners receive information typically by hearing it or seeing it and must “get it’. Instead of a single chance, we want our learners to have multiple chances to get it. We accomplish this by using a variety of approaches that appeal to the visual, the auditory, and the kinesthetic preferences of learners. Key # 4. Engage Learners in a Dialogue A dialogue approach is done by talking about what the students are learning so that they can give the new information personal meaning, ground it in their own realities, and make it their own. Key # 5. Reinforce the Learning The teacher should develop activities that will help learners reinforce what they have learned, tie things together, and protect into the future. Remember, students love to learn, and they are well-equipped for it that it takes effort not to learn. Try the keys and tap into that learning power. Flexible Learning Plan / Lesson Exemplar One of the provisions of RA No. 10533 is the review of the curriculum to avoid duplication and proper coordination within the DepEd, CHED and TESDA to ensure that quality education will be given to Filipinos. Due to Covid 19 – Pandemic, DepEd and CHED adjusted the instructional processes and curriculum. Deped launched the “Sulong Edukalidad Program” which aims to promote education amidst the pandemic. A flexible learning plan was devised following the IDEA Lesson Framework as stipulated in DepEd Memo No. 296, s. 2020. Parts of the Lesson Exemplar

Introduction Panimula

General Guide/ Concept

Pangkalahatang Gabay

The teacher utilizes appropriate strategies in presenting the MELC and desired learning outcomes for the day or week, purpose of the lesson, core content and relevant samples. This allows teachers to maximize learners awareness of their own knowledge as regards content and skills required for the lesson.

Gumagamit ang guro ng mga angkop na estratehiya sa paghaharap ng MELC at mga ninanais na outcome ng pagkatuto para sa araw o linggo, layunin ng aralín, pangunahing nilalaman at mga kaugnay na halimbawa. Nabibigyan nitó ng pagkakataon ang mga guro na maipabatid sa mga mag-aaral ang kaniláng sariling kaalaman tungkol sa nilalaman.

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Module 9 – Literacy and Numeracy Skills

Development

Pagpapaunlad

Engagement

Pakikipagpalihan

Assimilation

Paglalapat

The teacher presents activities, tasks, contents of value and interest to the learners. This shall expose the learners on what he/she knew, what he /she does not know and what she/he wanted to know and learn. Most of the activities and tasks must simply and directly revolved around the concepts to develop and master the skills or the MELC.

The teacher allows the learners to be engaged in various tasks and opportunities in building their KSA’s to meaningfully connect their learnings after doing the tasks in the D. This part exposes the learner to real life situations /tasks that shall ignite his/ her interests to meet the expectation, make their performance satisfactory or produce a product or performance which lead him/ her to understand fully the skills and concepts.

Ang guro ay naghaharap ng mga aktibidad, gawain, nilalaman na mahalaga at kawili-wili sa mga magaaral. Ilalantad nitó sa mga mag-aaral sa kung ano ang alam na nilá, ano ang mga hindi pa nilá alam at kung ano ang gusto niyang malaman at matutuhan. Karamihan sa mga aktibidad at gawain ay dapat na uminog lámang sa mga konseptong magpapaunlad.

Pinahihintulutan ng guro ang mga magaaral na makisali sa iba’t ibang gawain at oportunidad sa pagbuo ng kaniláng mga KSA upang makahulugang mapagugnay-ugnay ang kaniláng mga natutuhan pagkatapos ng mga gawain sa D. Inilalantad ng bahaging ito sa magaaral ang totoong sitwasyon/gawain ng búhay na magpapasidhi ng kaniyang interes upang matugunan ang inaasahan, gawing kasiyá-siyá ang kaniláng pagganap o lumikha ng isang produkto o gawain upang ganap niyang maunawaan. The teacher brings the Itinuturo ng guro sa mga learners to a process where mag-aaral ang proseso na they shall demonstrate maipakikita nilá ang mga ideas, interpretation, idea, interpretasyon, mindset or values and create pananaw, o halagahan at pieces of information that makalikha ng mga piraso ng will form part of their impormasyon na magiging knowledge in reflecting, bahagi ng kaniláng relating or using it kaalaman sa pagbibigay ng

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effectively in any situation or context. This part encourages learners in creating conceptual structures giving them the avenue to integrate new and old learnings.

repleksiyon, pag-uugnay o paggamit nang epektibong nito sa alinmang sitwasyon o konteksto. Hinihikayat ng bahaging ito ang mga magaaral na lumikha ng mga estrukturang konseptuwal na nagbibigay sa kanilá ng pagkakataong pagsamahin ang mga bago at lumang natutuhan.

Learning Activity Directions: Design e a draft lesson exemplar and explain in a three – minute video presentation how learning will take place if it will be utilized. Support your claim by stating the theories of learning that you have just learned. Lesson Exemplar Topic

Content Standard

Performance Standard MELC Enabling Competencies ___________________________________________________ References Introduction

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Development

Engagement

Assimilation

Learning Assessment Directions: Answer the following questions. 1. State the differences between behavioral learning theory and cognitive learning theory. 2. What do you think is the best learning theory where learning takes place among the learners?

Learning References Guillo, Jr. Romeo M., (2011) Content Standards of Literacy Training Service, Morlanda Publishing, Bilbao, Purita P. et.al, (2008) Curriculum Development, Lorimar Publishing. RA 10533 DO No. 42, s. 2016 RM No. 296, s. 2020

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Lesson LTS 3 - Principles of Learning Learning Objectives At the end of the topic, students are expected to: a) recognize the domains and principles of learning; b) enumerate the laws of learning and cite situation for each; c) analyze the teaching and learning process; d) appreciate the importance of understanding the laws of learning.

Learning Content The learning process that operates during training is geared toward change - change which can only be beneficial when the right kind of challenge can arouse the right kind of feeling or emotion to initiate the right kind of action. Therefore, the contents of learning must incorporate the objectives of the program and cover the three domains of learning – cognitive, affective and psychomotor. The three domains are distinct but should mutually support each other.  Cognitive (knowing) – means the acquisition of literacy and knowledge. The content can include financial management, project management or knowledge about community management.  Affective (feeling) – means gaining understanding and a positive emotional response or attitude to problems. The content may include personality development or commitment building.  Psychomotor (acting and doing) – means action leading to change or improvement in living conditions. The content may include skills in community building. The learning process is followed by adult learning, which simply means “learning by doing or experiencing.” Confucius succinctly captured the essence of effective learning in this statement: “I hear and I forget I see and I remember I do and I understand.” Tests have shown that people remember 20% of what they hear; 40% of what they hear and see and 80% of what they discover for themselves. Therefore, trainers should not provide all the answers to the trainee’s questions. They need to give the trainees the

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chance to find solutions to their problems before adding important points that had not been mentioned. It is the trainers’ role to provide a framework for learning. Several principles underlie the process of learning that should take place when organizing a community or developing a training course. These principles maintain that learners are “motivated” not “taught” to seek never knowledge, skills and behavior. 1. Learning is an experience activated by and occurring within the learner. An individual must be motivated to learn. The teacher is there to guide what and how an individual can learn. Learning cannot be done by someone for another. 2. Learning is a discovery of a personal meaning and relevance. A person realizes his personality versus himself, versus a group and versus the community. 3. Learning (sometimes) is a painful process. A learning experiences failure or may Give up private or personal matter s (weakness, secrets, and experiences) in order to be more accepted by others, as well as to learn more. 4. Learning is a consequence of experience. It means helping an individual understand his past experiences and learn from that. 5. Learning is a process that is a highly unique and individual. Each learner is recognized as somebody who is different from the rest. One has his own strength, weaknesses, level of learning, understand and beliefs. 6. Learning is a richest resource in the learner’s self. Knowledge is a jewel that one can carry throughout his life, one which cannot be stripped from a person. 7. Learning is a cooperative and collaborative process. Learner and teacher should learn and teach together. The former must recognize the latter’s capability to deliver a concept. 8. Learning is an emotional and intellectual process. Learners are a guided to find meaning and emotional content in what is being shared and learned. 9. Learning is an evolutionary process. Learning is a process. It involves a series of steps, the next far move advanced than the previous one. A learner does not stop acquiring knowledge. Educational psychologists and pedagogues have identified several principles of learning, also referred to as laws of learning, which seem generally applicable to the learning process. These principles have been discovered, tested, and used in practical situations. They provide additional insight into what makes people learn most effectively. Edward Thorndike developed the first three "Laws of learning:" readiness, exercise, and effect. Since Thorndike set down his basic three laws in the early part of the twentieth

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century, four additional principles have been added: primacy, recency, intensity, and freedom. The majority of these principles are widely applied in aerospace instruction, and some in many other fields, as discussed below: Law of Readiness Readiness implies a degree of single-mindedness and eagerness. Individuals learn best when they are physically, mentally, and emotionally ready to learn, and they do not learn well if they see no reason for learning. Getting students ready to learn, creating interest by showing the value of the subject matter, and providing continuous mental or physical challenge, is usually the instructor’s responsibility. If students have a strong purpose, a clear objective, and a definite reason for learning something, they make more progress than if they lack motivation. When students are ready to learn, they meet the instructor at least halfway, and this simplifies the instructor’s job. Since learning is an active process, students must have adequate rest, health, and physical ability. Under certain circumstances, the instructor can do little, if anything, to inspire in students a readiness to learn. Basic needs of students must be satisfied before they are ready or capable of learning. Students who are exhausted or in ill health obviously cannot learn much. If outside responsibilities, interests, or worries weigh too heavily on their minds, if their schedules are overcrowded, or if their personal problems seem insoluble, students may have little interest in learning. Law of Exercise The principle of exercise states that those things most often repeated are best remembered. It is the basis of drill and practice. It has been proven that students learn best and retain information longer when they have meaningful practice and repetition. The key here is that the practice must be meaningful. It is clear that practice leads to improvement only when it is followed by positive feedback. The human memory is fallible. The mind can rarely retain, evaluate, and apply new concepts or practices after a single exposure. Students do not learn complex tasks in a single session. They learn by applying what they have been told and shown. Every time practice occurs, learning continues. These include student recall, review and summary, and manual drill and physical applications. All of these serve to create learning habits. The instructor must repeat important items of subject matter at reasonable intervals, and provide opportunities for students to practice while making sure that this process is directed toward a goal. Law of Effect The principle of effect is based on the emotional reaction of the student. It has a direct relationship to motivation. The principle of effect is that learning is strengthened BatStateU - National Service Training Program 1 – LTS

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when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling. The student will strive to continue doing what provides a pleasant effect to continue learning. Positive reinforcement is more apt to lead to success and motivate the learner, so the instructor should recognize and commend improvement. Whatever the learning situation, it should contain elements that affect the students positively and give them a feeling of satisfaction. Therefore, instructors should be cautious about using punishment in the classroom. One of the important obligations of the instructor is to set up the learning situation in such a manner that each trainee will be able to see evidence of progress and achieve some degree of success. Experiences that produce feelings of defeat, frustration, anger, confusion, or futility are unpleasant for the student. If, for example, an instructor attempts to teach advanced concepts on the initial engagement, the student is likely to feel inferior and be frustrated. Impressing upon students the difficulty of a task to be learned can make the teaching task difficult. Usually it is better to tell students that a problem or task, although difficult, is within their capability to understand or perform. Every learning experience does not have to be entirely successful, nor does the student have to master each lesson completely. However, every learning experience should contain elements that leave the student with some good feelings. A student’s chance of success is definitely increased if the learning experience is a pleasant one. Law of Primacy Primacy, the state of being first, often creates a strong, almost unshakable, impression. Things learned first create a strong impression in the mind that is difficult to erase. For the instructor, this means that what is taught must be right the first time. For the student, it means that learning must be right. “Unteaching” wrong first impressions is harder than teaching them right the first time. If, for example, a student learns a faulty technique, the instructor will have a difficult task correcting bad habits and “reteaching” correct ones. The student's first experience should be positive, functional, and lay the foundation for all that is to follow. What the student learns must be procedurally correct and applied the very first time. The instructor must present subject matter in a logical order, step by step, making sure the students have already learned the preceding step. If the task is learned in isolation, is not initially applied to the overall performance, or if it must be relearned, the process can be confusing and time consuming. Preparing and following a lesson plan facilitates delivery of the subject matter correctly the first time. Law of Recency The principle of recency states that things most recently learned are best remembered. Conversely, the further a student is removed time-wise from a new fact or understanding, the more difficult it is to remember. For example, it is fairly easy to recall a telephone number dialed a few minutes ago, but it is usually impossible to recall a new

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number dialed last week. The closer the training or learning time is to the time of actual need to apply the training, the more apt the learner will be to perform successfully. Information acquired last generally is remembered best; frequent review and summarization help fix in the mind the material covered. Instructors recognize the principle of recency when they carefully plan a summary for a lesson or learning situation. The instructor repeats, restates, or reemphasizes important points at the end of a lesson to help the student remember them. The principle of recency often determines the sequence of lectures within a course of instruction. Law of Intensity The more intense the material taught, the more likely it will be retained. A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. The principle of intensity implies that a student will learn more from the real thing than from a substitute. For example, a student can get more understanding and appreciation of a movie by watching it than by reading the script. Likewise, a student is likely to gain greater understanding of tasks by performing them rather than merely reading about them. The more immediate and dramatic the learning is to a real situation, the more impressive the learning is upon the student. Real world applications that integrate procedures and tasks that students are capable of learning will make a vivid impression on them. In contrast to practical instruction, the classroom imposes limitations on the amount of realism that can be brought into teaching. The instructor needs to use imagination in approaching reality as closely as possible. Classroom instruction can benefit from a wide variety of instructional aids, to improve realism, motivate learning, and challenge students. Instructors should emphasize important points of instruction with gestures, showmanship, and voice. Demonstrations, skits, and role playing do much to increase the learning experience of students. Examples, analogies, and personal experiences also make learning come to life. Instructors should make full use of the senses (hearing, sight, touch, taste, smell, balance, rhythm, depth perception, and others). Law of Freedom The principle of freedom states that things freely learned are best learned. Conversely, the further a student is coerced, the more difficult is for him to learn, assimilate and implement what is learned. Compulsion and coercion are antithetical to personal growth. The greater the freedom enjoyed by individuals within a society, the greater the intellectual and moral advancement enjoyed by society as a whole. Since learning is an active process, students must have freedom: freedom of choice, freedom of action, freedom to bear the results of action -- these are the three great freedoms that constitute personal responsibility. If no freedom is granted, students may have little interest in learning.

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The Principles of Learning are a basic theoretical goal structure for organizing education for maximum effectiveness. They were developed by the Institute of Learning and are currently in use to some extent or other by various credible colleges. The Principles of Learning are divided into nine steps or goals that, when put together, create an effective learning environment not just for the student, but also for the teacher and administration. The first step consists of Organizing for Effort. The emphasis is on how hard one works to achieve, rather than innate ability for a subject. This results in a learning environment that is constantly challenging and has very clear and obvious expectations of hard work from students. The second step is Clear Expectations, which consists of communication between students, school officials, and related individuals such as parents. The concept is one of accountability and transparency in the educational system. This allows everyone to know what’s going on and helps prevent confusion about expectations. Third in the Principles for Learning is Credible Evaluations. This covers the grading systems used and other forms of categorizing the merit of the efforts of the student body. It emphasizes clear standards and a readily apparent method for achieving those standards or exceeding them. Following up the Evaluations step is the Recognition step. This is the step that rewards students for meeting the set goals of the curriculum. It is intended to occur frequently rather than sporadically, and at regular intervals so students can anticipate it and organize their efforts accordingly. Fifth is a Rigorous, Thinking Curriculum. This step involves a creating a learning environment that is relevant and powerful in its educational benefits. The information imparted should progressively increase in depth and complexity, rather than remaining shallow. Accountability is the sixth step. It is the opposite side of Recognition and intends to constantly focus attention on students to make sure they do what they’re supposed to. Students are expecting to participate actively, be attentive, and build on the participation of their fellow students appropriately. Sociable Intelligence is seventh, and a more philosophical step than most. It is the intellectual and emotional recognition of the necessity of utilizing problem-solving skills in a practical environment. Sociable Intelligence concerns itself with habitual efforts of the mind and seeks to train the minds of students to react appropriately. Eight is Self-Management. This is simply the ability of a student to manage his or her own time and energy to learn properly. It concerns both mental habits and physical ones, as well as overall schedules, self-observation, and analysis. BatStateU - National Service Training Program 1 – LTS

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Finally, the last step of the Principles of Learning is Apprenticeship. This is the practice of a student being guided under the wing of a professional in the area in which he or she wishes to become skilled. It places an emphasis on the proper productive mentor-to-apprentice relationship and the ability of the student to learn how to achieve the pragmatic goals set in a real world environment.

Learning Activity Directions: Borrow a lesson plan from an experienced teacher (with 5 years or more in the teaching field). Study very closely and find out what principles or laws of learning was used. Explain why did he/she come up with that principle of learning.

Learning Assessment Directions: Act as you are a teacher. Fill in the matrix with the right activities applying the principles of learning to match teaching and learning. Teaching (Role of the Teachers) Learning (Responsibility of the Learner) Example: Shows the different colors of a Example: Memorize the different colors of rainbow. the rainbow. 1. Takes students on a field trip to a zoo. 2. Organizes class to conduct experiment. 3. Assigns groups to interview different professionals on their contribution to the community. 4. Reads the life of Jose Rizal.

Learning References 1. Guillo, Jr. Romeo M., (2011) Content Standards of Literacy Training Service, Morlanda Publishing. 2. Bilbao, Purita P., et.al. (2008) Curriculum Development, Lorimar Publishing

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Lesson LTS 4 - Nature and Aspects of Learning Process Learning Objectives At the end of the lesson, students are expected to: a) recognize the laws of learning; b) explain how learning takes place; c) enumerate the conditions that affect learning; d) show how learning takes place.

Learning Content Introduction Learning may be defined as a process which brings about a change in the individual’s way of responding as a result of practice or other experience or as a relatively permanent change in behavior. Behavior changes with experience. New patterns of behavior take place when the organism sense its world, interprets it, responds to it, and then responds to the consequences of its own responses. Once the organism has undergone this cycle, it is never again the same. It hereby learns. In studying learning, modern psychologists have come to stress the fact that the learner is a unified organism acting in an environmental situation. This shows that learning situations are complex situations, in which many stimuli play a part. Modern psychology also emphasizes the importance of the learner as an intelligent, purposive organism. In curriculum development, we are interested primarily in the selection of learning experiences that will produce certain desired understandings, abilities, attitudes, habits of behavior or skills. The curriculum maker must see to it that the learner has or will have the experiences that make the acquired responses meaningful. In interpreting learning as the acquisition of adaptations or response patterns of different kinds, we must have in mind that the learner is an individual whose reactions are affected by many factors-his feelings, motives, wants, purposes, and so on-all conditioned by his previous experience. Wheeler has set forth the importance of this consideration in his “law of conscious behavior”: We propose the law that any reaction of the human organism as a whole is a unified response made to a total situation of some kind, and if to a specific detail, always to that detail in relation to other details. We may call this total situation a stimulus pattern or arrangement of stimuli. This is the law of configuration as applied to conscious behavior. BatStateU - National Service Training Program 1 – LTS

Module 1 – Literacy and Numeracy Skills

There are four sets of factors to be considered in every learning situation. They are as follows: 1.

The raw data of sense perception from stimuli of the present situation (data furnished by the eyes, ears, sense of touch, and so on).

2.

The learning attached to these stimuli, coming from the past experiences of the learner.

3.

Data furnished by various organs of the body that are more or less concerned with the learning (movements of arms, legs, trunk, and so on)

4.

Feeling-stone (emotional welling-up) resulting from the above, and feeling connected with the present situation or abilities.

Learning curve To clarify the nature of learning, let us take a look at the learning curve. This was discovered by Bryan while studying people mastering the telegraph code. His findings were the following: a. Learning does not progress smoothly – it has ups and downs; there are good days and poor days. b. Learning is rapid during the first few practice periods, then it slows down as the ultimate skill is approached. c. There is a plateau in learning, a time when the learner does not seem to improve; he may actually slump downward. The course of learning and proficiency can be plotted in learning curves. Then a plateau is reached whereby there is no appreciable gain in the skill. No improvement takes place. The rate of improvement tends to slow down and then rise again toward a physiological limit. The level of skill has been reached as far as the nervous system can aspire to. Once the plateau is reached, the standstill can be broken by keeping confident and encouraged, analyzing for better methods and continue keeping on. At times, the best technique involves giving up the work momentarily, and doing something very different like seeing a movie or working on a hobby. A learner, may avoid the plateau if he maintains the same level of interest, throughout the task, if he employs the same learning procedure until he reaches his limit, and if he does not take in more than what he can in new materials or assignments. A learning curve may be a positively accelerated or negatively accelerated curve. It is positively accelerated if the proficiency of the learner increase with more trials or

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practice. It is negatively accelerated if the change in performed from the current trial to the next, is always less than the previous. This learning curve may be different for the different kinds of learning. Learning curves plot performance. Performance of a skill, may vary with mood or health or motivation or other factors. Laws of Learning Thorndike formulated three laws of learning: the law of readiness, the law of effect, and the law of exercise. The law of effect affirms that if the response is rewarded and the reward is satisfying or pleasant, the connection is strengthened; if the effect is unpleasant or annoying, the connection is weakened. Rewards are important for effective learning because of the simple fact that we learn better when we want to. Rewards are effective for learning only if the rewards are important to the person. Praise received from a respected teacher can be an effective reward. Even appropriate rewards are effective only if given at the proper time. The ideal time to give or to receive a reward is immediately after the right answer or response has been given. The law of readiness states that when the learner is set for action, the activity consonant to the set is satisfying; activity inappropriate to the set is annoying or frustrating. Readiness involves the ability to participate effectively in the desired learning activity. It depends upon the maturity of the individual-physical, mental, emotional, and social – which is a product of inheritance and experience. For example, a learner who does not know the fundamentals of fractions and decimal fractions is not ready for formal instruction in percentage. Such readiness for different kinds of work depends upon both maturity and training. Unfortunately, if we motivate learners to “want to” do work beyond their ability, dissatisfactions will result from their trying to do something for which they are not ready mentally or physically, and learners may become hopelessly discouraged. The law of exercise states that when certain types of response or adaptations have been acquired, they are strengthened by further use other things being equal, the more frequently the reaction is repeated, the more firmly fixed the reaction or habit becomes. Likewise, the more recent the exercise or repetition, the more effective or useful the reaction or habit, unless, of course, it is a bad habit. Various other laws of learning have been proposed by Thorndike and others, among them the law of frequency, the law of regency, the law of continuity, the law of emphasis, the law of cause and effect, and the law of similarity and contrast. Guthrie in his contiguous conditioning theory states that “a combination of stimuli which has accompanied a movement will on its recurrence tend to followed by that movement.” A stimulus response pattern is learned and improved with practice. Mastery of activity forms the habit and thereby gives the customary learning curve. Edward C. Tolman (1886-1959) held that much learning is sign-learning, which is an acquired expectation that one stimulus will be followed by another, provided a familiar behavior route is taken. Sign learning becomes an acquired expectation that one stimulus will be

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followed by another, provided a familiar behavior route is taken. Learning goes on in part through automatic processes with little rational direction from the learner and in part through the process in which the learner perceives relationships and acts with knowledge. The Hull-Spence Theory, a mathematical model formulated by Clark L. Hull (18841952) and Kenneth W. Spence recognized two sets of components in any learned performance: (1) habit strength, as a result of associative learning under reinforcement; (2) non-associative components, of which (3) drive is the most important. This expresses the law of habit formation, which states that, other things being equal, habit strength increases regularly with reinforcement to the maximum of strength. Conditions Affecting Learning Let us enumerate the conditions that affect learning. They are as follows: 1. Learning will be most effective when the learning situations are related to life as realistically as possible. 2. Learning will be most effective when the learner gains confidence in his ability and also acquires favorable attitudes and good work habits. 3. Learning will be most effective when the environment contributes positively to the learning situation. 4. Learning will be most effective when the learning experiences help the learner gain an insight through practical use of the relationship with which he is having experiences. 5. Learning situations will be most effective when they are adapted to the needs, capacities, and interests of learners. 6. Learning will be most effective when the learners feel the need for the experiences and outcomes. 7. Learning will be most effective when the students are free from emotional tensions. 8. Learning experiences will be most effective if they are adapted to the normal growth of the learners. 9. Learning will be most effective in situations that provide satisfactorily for student participation in planning and learning.

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Levels of Learning Briefly, the four levels of learning are as follows: 1)

Motor learning involves muscle control, like learning to jump or run.

2)

Sensorimotor learning is a higher type of learning which requires the cooperation of muscles and senses. Playing the guitar and typing are sensorimotor activities.

3)

Ideomotor learning is the combination of higher thought processes with muscular actions. Stenography and bookkeeping illustrate ideomotor functioning.

4)

Ideational learning is the highest type of learning. It involves the use of ideas and intangible factors and learning to handle people. Muscles are not involved in this type of activity. Philosophizing is a good example of ideational learning.

Experimental Approach to Learning A learning model developed by Kolb, Rubin, and McIntyre is the experimental approach to learning. It focuses on the experiences and reactions of the individuals in the group. The individual learners and not merely the teachers are the sources of data for learning. The emphasis is on the process, not solely on the content; hence, it is a process philosophy of education. There are five factors used in experiential education as criteria to verify whether it is a useful philosophy of education. They are as follows: 1.

Learning must be Current

New ways of doing things are constantly being introduced so that the various disciplines’ focus of interest, techniques and sometimes content are changing. For learning to be current, one must take into account all these things. Furthermore, being current can also mean the recycling and remodeling of old and perhaps forgotten techniques to fit new needs. 2.

Learning must be Eclectic

With the current trend to merge the different disciplines or to use the interdisciplinary approach, there is not one subject matter that can claim that it is the most important of all. It is therefore up to the learner to choose the positive and applicable characteristics from the various disciplines and to merge them into an effective tool.

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3.

Learning must be Inclusive

There is on-going search for new knowledge, hence, all the disciplines must contribute to the discovery of new and more important techniques. 4.

Learning must deal with the Essential, not Structures and Forms Experiential education focuses on-the-spot data and analysis, planning, action and evaluation are done on the here-and- now. Action is the focus of learning while reflection of an action can help one learn more effectively. 5.

Learning must be Dynamic

To be dynamic, one is always growing and alive, hence, learning is an on-going process. Careful planning and control is however necessary for efficient learning.

Learning Activity Directions: Get a copy of a written lesson plan used in demonstration teaching in elementary or secondary school. Read every detail of the lesson plan and look into the following: 1. What are the objectives of the lesson plan? 2. What is the subject matter content? 3. What strategies or methods of teaching are utilized? 4. What evaluation procedure is used? 5. Do the four components fit or match with one another? Explain.

Directions: Do the following as instructed: Write your answer and submit to your instructor. 1. Based from your understanding, define learning clearly. 2. Cite situation when learning takes place best.

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1. Guillo, Jr. Romeo M., (2011) Content Standards of Literacy Training Service, Morlanda Publishing. 2. Bilbao, Purita P., et.al, (2008) Curriculum Development, Lorimar Publishing

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Lesson LTS 5 - Instructional Materials Learning Objectives At the end of the lesson, students are expected to: a) differentiate instructional materials, instructional activities and instructional design; b) select the right instructional materials for a specific lesson; c) make an instructional material; d) value creativity.

Learning Content Instructional materials or audiovisual aids are as items having intellectual content designed to serve as a major tool for assisting in the instruction of a topic, subject or course. These items maybe available in bound, unbound, kit, or package form and may consist of hard backed or soft-backed textbooks, consumable, learning laboratories, manipulative, electronic media, and computer course wear or software. Instructional materials serve as valuable resources to promote student learning and quality teaching. They are carefully selected to assist in making the students learn. Types of Instructional Materials There are some common types of instructional materials that may be the teacher to help his/her learners (especially to literacy learners) to attain the session/course goals. A. Core materials Print or non- print materials used by the learners and teachers as the major resource in a class are considers core materials. These include textbooks, multimedia, non-print materials, and computer software. Core materials are materials that all students and teachers. B. Supplemental materials These are materials in addition to the core materials in order to support, or enrich core materials. Supplemental materials may vary from place to place or according to context. A literacy class in Muslim are area makes use of supplementary materials that may not be the same as those used in class in a slum are in Tondo, Manila. C. Library Media

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Module 9 – Literacy and Numeracy Skills If a library is available to the learners, the materials can be used, too. These are storybooks, novels, non-fictional books, and reference materials, clippings, and others. Materials can be commercially available. Others are teacher made while others are given free by agencies or institutions like the Department of Tourism, UNESCO, etc. Learning aids can be visual (can be seen) or auditory (what learners can hear). A number of learning aids cam be used for different types of learners, e.g. pictures, posters, objectives, stories, songs, recording of conversation, overhead projectors. Trips and excursions can also aid in learning. It has been mentioned that learning aids help in stimulating discussion about the learners’ experiences and needs.

Guidelines Selection of Instructional Materials 1. Objectives - In selecting instructional materials, the teacher must first determine exactly what his objectives are and then select the most appropriate types of media for the task. For example, if the teacher wishes the students to be able to identify species of native birds in their natural habitats, he should probably use colored pictures that display the proportions, relative sizes and habitats of the birds. 2. Emotional behavior - When effective or emotional behaviors are to be elicited, iconic media such as pictures, films, models, and exhibits seem to be rather ineffective when they merely exhibit physical qualities of something. Simulated situations, role-playing, recording and playback techniques using video equipment, visits to institutions such a hospitals and prisons, are useful ways in which attitudes and feeling can be modified. 3. Information - If the objective is to have the student learn factual information, pictures containing certain specific factual material can be used, together with verbal directions to impart information. 4. Students complexity - Knowing the level of sophistications of students will further enable the teacher to select the proper types of media. The vocabulary level should be considered as well as the nature of the pictorial content. 5. Economic - Sometimes teachers will be forced to forgo superior types of materials, simply because they are too expensive. So, cost is another important factor in the selection of materials. 6. Availability - Finally, when selecting media, determine ahead of time if they will be available. In the selection process, don’t completely exclude the idea of homemade materials.

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Module 9 – Literacy and Numeracy Skills Principles in the Selection of Instructional Materials 1. Meaningfulness - The instructional materials should contain purposive activities. They must contribute to the growth and development of learners. 2. Appropriateness - The instructional materials should be appropriate to the level intended in terms of: a) vocabulary level b) difficulty of concepts c) methods of developments d) interest appeal 3. Breath - The instructional materials should encompass all round development of varying group of learners. 4. Usefulness - The instructional materials must be useful to a particular teacher as he/she works for a particular group of learners. 5. Communication Effectiveness - The instructional materials must relay information clearly and effectively. 6. Authenticity - The instructional materials must present accurate up to date dependable information. 7. Responsiveness - The instructional materials must be responsive to the needs and demands of the society/learners. 8. Interest - The instructional materials should: a) catch the interest of the users. b) stimulate curiosity or satisfy the need to know. c) encourage creativity and imaginative response among users. 9. Cost Effectiveness - The cost per student presentation diminishes as the number of students using it increases. According to Garo (2004), the following are some guidelines in the selection of instructional materials or educational media. 1. Size – Is the materials (text or picture) big enough to be seen by the farthest student? Is relativity of size of pictures observed when it is viewed with other materials pictures? Example, the size of the cat compared with the size of a carabao. 2. Color – Is the materials colorful? Pupils are attracted by bright and dark colors. And if so, is the choice of colors life-like and harmonious. Does the color facilitate understanding?

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Module 9 – Literacy and Numeracy Skills 3. Durability – Can the materials stand several uses? Can it be used over and over again? 4. Economy – Is the material stand several uses? Or can a cheaper material in term of time spent in preparing it and it terms of the cash value be used? 5. Easy to handle – Is the material light and easy to manipulate? Is it easy to put up and then store for future use? 6. Relevance – Is the material up to date? Is it related to the lesson in particular and to the specific needs, problems and experiences of the target clientele? 7. Novelty – Does the material possess and element of newness? Can it arouse the curiosity and sense of discovery in the learners? Factors Affecting the Selection of Media for Instruction I. Human factors a) Learners factors – refers to learner differences that can influence media choice. 1. Individual differences Research suggests that learners differ in:  Their preferences for learning by observing (visual learners) or by listening (aural learners)  Their perception of a given message: a factor of past experience, and often a cultural difference exists  Their understanding of the conventions used by various media: language and technical drawing used 2. Attention span Factors that affect how long a learner can attend to one type of task  Age: young children seldom attend to one style of presentation for more than a few minutes, while adults may attend for hours.  Interest: generated either by the content itself or by the style of its presentation.  Learners’ motivation: to achieve the objectives of the learning task presented. 3. Numbers of learners Select media that are well suited to the group size you have or, if this is difficult, modify the group or structure to media you have 4. Physical disabilities of learners Poor vision, hearing, dyslexia, color blindness, etc. b) Teacher factors - refers to those factors that affect the success of media implementation.  Teachers’ skills in handling the technology/media  Teachers’ habits

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Module 9 – Literacy and Numeracy Skills  Teachers’ attitude toward a certain technology/media 2. Instructional method The method of instruction dictates or limits our choice of presentation media. Is it self-regulated learning method or lecture/expository?

3. Practical constraints Administration and economic constraints both limit the choice of methods and media. 1. Objectives. Can the objectives be obtained or presentation be made at more economic price? 2. Availability. Are there available and suitable materials in the market? 3. Time. Can the media be produced early and without delay? 4. Resources. Some practical usage questions are:  Will the media operate in a condition of the area (temperature, humidity, power, sources, transportation?)  Is the environment well adapted to its use?  Is the medium “student proof”?  Will it have a reasonable working life? 4. Instructional objectives/Content  

For information – information may be disseminated unidirectional For instruction – require a two-way communication between the transmitter and the receiver.

5. The instructional media selection process Step # 1. Step # 2. Step # 3. Step # 4. Step # 5. Step # 6.

Determine if the content is instruction or information. Determine transmission method. Determine lesson characteristics. Select an initial class of media Analyze media characteristics. Plan the development testing of the medium and lesson materials.

When to Use Instructional Materials There is no specific time for the use of instructional materials in the teaching learning process. Much will depend upon the following:  teacher  subject matter  students/learner  learning situation

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Module 9 – Literacy and Numeracy Skills How to use learning aids Learning aids must meet the needs of your learners to be an effective learning tool. The learners should be familiar with them and understand their use. Plan in advance about the materials that you may need, how they will be used and where they will be used. Remember to bring them or use them at the right time and the right way to really help your learners. • • •

There are obvious reasons why learning aids are used: To secure interest of the learner To transmit information that is difficult to convey with words. To reinforce information that other teaching methods have given.

Instructional materials and experiences All the experiences that human beings derive are mainly from three sources, namely: 1. direct sensory contact which involves doing 2. pictures or some other forms of representation of objects which involve observing 3. oral or printed words which involves symbolizing. Of these three possibilities, the third is perhaps of least value from the point of view of teaching the younger learner. All the learning experiences which can be utilized for classroom teaching are shown by Edgar Dale in a pictorial device – pinnacle form which is called the ‘Cone of Experience’. If we travel up the pinnacle from its base, everything has been arranged in the order of increasing abstractness or decreasing directness. The ‘Cone’ proposed by Edgar Dale was the earliest attempt to classify the audiovisual according to their effectiveness in communicating ideas. The Cone classifies sensory aids in terms of greater or less concreteness and abstractness as learning experiences. The Cone device should not be construed as an accurate arrangement of the learning experiences systematically from the base to pinnacle. Figure 2 depicts a practical cone classifying different aids with reference to their relative effectiveness. The Cone of experience is thus a pictorial device used to show the progression of learning experiences from direct, first-hand experience participation to purely abstract verbal symbols. At the same time, it classifies various types of instructional materials according to the relative degree of experiential concreteness that each type provides. It also suggests the most appropriate method a teacher can use to teach an abstract concept that will be appropriate to the particular needs and abilities of the learner like, in a social studies class desiring to study the culture or way of life of a particular cultural group. The teacher has a choice of one or a combination of the following media (starting from the top of the cone to the bottom.

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Module 9 – Literacy and Numeracy Skills

Verbal

Word – least effective method

Chalk Board Colored Chalk E F F E C T I V E N E S S

Charts

I N C R E A S E S

Overhead Projector

Teaching aids non – projected

Display Boards Models Working Models Dioramas Slides Filmstrip Projection

Projected aids more effective than non-projected aids

Motion Picture – Silent Motion Picture – Sound Demonstration Experiments Individual Doing Experiment

Direct experience most effective

Projects Field Trip

Edgar Dale’s Cone of Experience Field trip has been classified as an experience involving only observation and hence has been placed much high in the ladder. Actually, field trip provides rich, firsthand experience in some instances and hence should be classified under “direct, purposeful experience. Similarly, projected aids are considered to be more effective in teaching than non-projected aids. But projected aids occupy a top position in the

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Module 9 – Literacy and Numeracy Skills pinnacle, signifying thereby that they are comparatively abstract experiences in relation to direct experience. The teacher’s choice of media and materials will certainly depend on a number of factors namely: • • • •

needs and the nature of the learners practicality in the use of media in terms of learning effectiveness time cost availability and the like.

Within the group of media and materials suggested by Dale, another classification can be made: audio materials, visual materials and audio-visual materials. Examples are: 1. Audio materials – radio, recording, telephone, language laboratories, sound distribution systems 2.

Visual materials – pictures and photographs, flashcards, flip books, charts, maps, poster, exhibits, bulletin boards, dioramas, models, mock-ups, slides, filmstrips, transparencies, chalkboards, cartoons

3.

Audio-visual materials – television, sound films, videotapes, sounds filmstrips, demonstration, study strips, printed materials with recorded sound

The experiences included in the Cone are as follows: 1. Direct, purposeful experience This is seen, handled, tasted, felt, touched and smelt i.e., the experienced that is gained through senses. 2. Contrived experienced It is like a working model, which is an editing of reality and differs from the original either in size or in complexity. The simplification of the real object becomes necessary when real thing cannot be perceived directly. 3. Dramatic participation It is one in which certain real events of the past are represented so that we can get as close as possible. Dramatizations are available in a variety of forms such as puppet show, pageants, pantomimes, tableaux, dialogues, spontaneous acting and mock conventions. There are the carefully rehearsed full-length plays, complete with costumes and scenery. 4. Demonstration experiments The demonstrations may be set up on a demonstration table which is usually kept in an elevated place so that all can closely watch the demonstrations.

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Module 9 – Literacy and Numeracy Skills 5. Field trips These form the connecting link between the school and the community. 6. Exhibitions and museums It is taking the outside world into classroom by means of exhibits and concrete representation of things when if it is not feasible to go out into the community. 7. Television It can bring a dimension beyond the range of motion pictures. It can bring the real event as it actually happens. 8. Motion pictures If these are carefully prepared and properly used in the classroom, the results that are obtained are quite comparable with those of ordinary teaching. 9. Radio and recordings The functions of these as an educational aid are quite numerous and it’s functioning as ‘one-way communication” which is a drawback. 10. Still pictures, pictures, illustrations, stereographs, slides, filmstrips and micro projections These can be either projected on a screen by means of projection machines and accessory equipment or given for individual study. 11. Designed materials Maps, charts, graphs, diagrams, and cartons when properly employed tend to promote a keener interest and a better understanding of concepts. 12. Verbal symbols This is the usual “chalk and talk” method which requires great thinking. The following general principles according to Edgar Dale may however serve as guides to the use of these instructional aids. 1. There are three stages in a learning process when an educational aid is used to supplement the ordinary teaching such as; a) preparing the learners for the learning experience; b) reinforcing the values while the learners are sharing the experience, and c) relating the experience with the lesson and thus stimulating further learning. 2. The aids must be adapted to the intellectual maturity of the learners and to the nature and extent of their previous experience. 3. There is no best aid which has all the advantages. Most visual suffer from some psychological limitations. The teacher should be familiar with the advantages and limitations of the various types of sensory aids.

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Module 9 – Literacy and Numeracy Skills

4. Visual aids should not be considered as substitutes for oral and written methods of acquiring knowledge. They should be used to supplement the classroom teaching. 5. Visual instruction in the classroom should not be confused with entertainment. The effective use depends primarily on careful planning by the teacher. 6. In all cases, the time and effort on the use of a particular aid in preference to others must always be justified.

Learning Activity Directions: From the draft lesson plan that you have made in the previous lesson, make instructional materials to supplement the instructional process. Donate the instructional material to your favorite teacher. Document your work.

Learning Assessment Directions: Answer each question in paragraph form. 1. Explain why “verbal” is said to be the least effective among the Cone of experiences.

2. Which instructional material is better; commercially made or home-made materials?

Learning References Guillo, Jr. Romeo M., (2011) Content Standards of Literacy Training Service, Morlanda Publishing.

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