National Security and Peace Education PDF

National Security Concerns and Peace Education I.​ OBJECTIVES: At the end of this module, the students are expected to: 1.​ articulate the concept of national security and peace in the promotion of national development; 2.​ identif...

National Security Concerns and Peace Education I.​ OBJECTIVES: At the end of this module, the students are expected to: 1.​ articulate the concept of national security and peace in the promotion of national development; 2.​ identify the values that must be developed and strengthened among students in the furtherance of national security and peace building; and 3.​ manifest concrete actions in forging national security and peace in the country 4.​ identify the importance of belonging to the National Service Reserve Corps after completing the NSTP course II.​ ALLOTTED TIME:​ Lecture and discussion :​ 2 ½ hours Group Dynamics​ :​ 30 minutes III.​ PRE-DISCUSSION ACTIVITY: Part of a documentary about New People’s Army will be shown in class. After watching the video, the following questions may be posed to the students: 1.) What must be the reasons why people are enticed to join the New People’s Army, despite the glaring sacrifices that they have to make? 2.) Do you think that the New People’s Army possesses full right in fighting for its principles? IV.​ CONTENTS Part 1. Concepts of National Security A.​Introduction B.​National Security in the Philippines C.​Threats to National Security D.​Types of threats E.​ Internal threats and external threats Part 2. Understanding Values of Peace A.​Introduction B.​Definitions of Peace C.​Levels of Peace D.​Challenging the War System through Peace Education Part 3. Resolving Conflicts Peacefully (included with permission from the Center for Peace Education, Miriam College) A.​The Nature of Conflict B.​The Nature of Anger C.​Nonviolent Conflict Resolution Part 4. The National Service Reserve Corps: the Youth’s Response to the Clamor for National Security and Peace A.​ Introduction B.​ Mission C.​ Functions D.​ Composition E.​ Organization of NSTP Graduate F.​ Inter-Agency Relationship of the NSRC Concerned Agencies G.​ Duties and Responsibilities of NSRC Members  PART 1. CONCEPTS OF NATIONAL SECURITY A.​INTRODUCTION We are entering a new era of human security where the concept of security will change, and change dramatically. Security will be interpreted as: 1.​security of people, not just of territory; 2.​security of individuals, not just of nations; and 3.​security through development, not through arms. Security is a national concern that every Filipino must consider to ensure peaceful existence of the state. It shall be the State’s primordial concern as well to secure its constituents. It is a condition or state of being where the Filipino peoples’ values, way of life, institutions, welfare and well-being, sovereignty and strategic locations are protected and enhanced. B.​NATIONAL SECURITY IN THE PHILIPPINES Commonwealth Act No. 1, also known as the National Defense Act, is the original policy basis of the national security program of the Republic of the Philippines. The 1987 Constitution mandates civilian control of the military and establishes the President as commander-in-chief of the Armed Forces. The President also heads the National Security Council, the policy-making and advisory body for matters connected with national defense. The council itself is composed of the President and at least nine others: ​ Vice President ​ AFP chief of staff ​ National Security Council director ​ Executive Secretary ​ Secretary of Foreign Affairs ​ Secretary of National Defense ​ Secretary of Interior and Local Government ​ Secretary of Justice ​ Secretary of Labor and Employment Responsibility for national security was vested in the Department of National Defense. The principal functions of the department in 1991 were to defend the State against internal and external threats and, through the Philippine National Police, to maintain law and order. The Secretary of National Defense, by law a civilian, was charged with advising the President on defense matters and developing defense policy. In 2002, then President Gloria Macapagal-Arroyo won crucial backing from her cabinet and the Congress for the deployment of US soldiers in the country as part of the war on terrorism. There are seven fundamental elements that lie at the core of, and therefore further amplify our definition of national security. At the same time, they constitute the most important challenges we face as a nation and people. 1.​ Socio-Political Stability - the government and the people must engage in nation-building under the rule of law, Constitutional democracy and the full respect for human rights. 2.​ Territorial Integrity - we must ensure the permanent inviolability of our national territory and its effective control by the Government and the State. This includes the preservation of our country’s Exclusive Economic Zone (EEZ) and its protection from illegal incursions and resource exploitation. 3.​ Economic Solidarity and Strength - we must vigorously pursue a free-market economy through responsible entrepreneurship based on social conscience, respect for the dignity of labor and concern for the public interest. 4.​ Ecological Balance - national survival rests upon the effective conservation of our natural environment in the face of industrial and agricultural expansion and population growth. 5.​ Cultural Cohesiveness - our lives as a people must be ruled by a common set of values and beliefs grounded on high moral and ethical standards, drawn from our heritage and embodying a Filipino standard, drawn from our heritage and embodying a Filipino identity transcending religious, ethnic and linguistic differences. 6.​ Moral-Spiritual Consensus - we must be propelled by a national vision inspired, and manifested in our words and deeds, by patriotism, national pride and the advancement of national goals and objectives. 7.​ External Peace - we must pursue constructive and cordial relations with all nations and peoples, even as our nation itself must chart an independent course, free from external control, interference or threat of aggression. C.​THREATS TO NATIONAL SECURITY Many security threats to the Philippines are non-military in nature. Pressing security concerns like terrorism, poverty, and environmental degradation, needs to be addressed in an informed and intelligent manner. In its internal aspect, national security relates to the defense of the nation’s government against hostile local elements seeking its replacement with their own government. In this sense, national security refers to the measures aimed at countering domestic or internal challenges to the existing political and socio-economic order. In its external aspects, national security is concerned with safeguarding the state against outside or foreign forces, pressures, or influence designed to conquer it or undermine its sovereignty, or placing under the domination or control of some foreign state or states. In this sense, national security embraces the defense arrangements directed at insuring the safety of the state against foreign intervention or domination. D.​TYPES OF THREATS There are six common types of threats that undermine security: Rebellion or Insurrection a refusal of obedience or order. It may, therefore, be seen as encompassing a range of behaviors from civil disobedience and mass nonviolent resistance, to violent and organized attempts to destroy an established authority such as the government. Terrorism the systematic use of terror especially as a means of coercion. Common definitions of terrorism refer only to those violent acts which are intended to create fear (terror), are perpetrated for an ideological goal, and deliberately target or disregard the safety of non- combatants (civilians). Murder as defined in most countries, is the unlawful killing of another human being with intent (or malice afterthought), and generally this state of mind distinguishes murder from other forms of homicide. Kidnapping and Serious Illegal Detention 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. This may be done for ransom or in furtherance of another crime, or in connection with a child custody dispute. Hijacking/Highway Robbery 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. In common law, robbery is defined as taking the property of another, with the intent to permanently deprive the person of that property, by means of force or fear. Crimes involving destruction It may apply either as a measurable degree of damage up to and including a state beyond use or repair, or it may indicate a state wherein such damage is occurring and continuing. Ex. self-destructive behaviors, suicide, demolition E.​ INTERNAL THREATS AND EXTERNAL THREATS INTERNAL THREATS Our national security is infused with four important dimensions. Internal threats to our national security make up the first dimension. Moro Islamic Liberation Front (MILF) and Abu Sayyaf Group (ASG) The main internal threat arises from the Moro Islamic Liberation Front (MILF) which, in open rebellion against the government, has the avowed objective of establishing an independent Islamic state in southern Philippines. Hand-in-hand with this security problem is the threat from the Abu Sayyaf Group (ASG), a small band of highly mobile terrorists with suspected links to international networks. Communist Party of the Philippines / New People’s Army / National Democratic Front (CPP / NPA / NDF) These three continue to pose a serious threat to national security, although presently weakened in comparison with their peak strength in the 1985-87 period. During the past two years, there has been an incipient increase of underground activities in the urban areas and a slight upward trend in isolated terrorist acts in the countryside. Organized Crime The challenge of illegal drugs, in particular, has grown into a major threat to the national community. Of the 42,979 barangays nationwide, about 12 per cent are affected in varying degrees. The anti-drug campaign is a major cornerstone of the government’s law and order drive, involving the police, the Local Government Units and the private sector, and focusing on a tripartite strategy of reducing drug supply and demand as well domestic and international cooperation. Grave Incidence of Poverty This is also a serious threat to national security, especially to the extent that it breeds and abets rebellion, crime and dissidence. Poverty incidence affects about one-third of Filipino families nationwide. Consequently, the distribution of wealth has been skewed in favor of a wealthy minority.  Economic Sabotage Under this category are underground activities such as counterfeiting, money laundering, large-scale smuggling, inter-oceanic poaching and commercial dumping. Graft and Corruption It 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. It has also become a disincentive to investment. Severe Calamities They cause serious food shortages, abet hoarding and profiteering and cause hunger, disease and deprivation. Over the past ten years, the disaster toll stands at more than 13,000 lives lost and P179 Billion worth of property destroyed. The National Disaster Coordinating Center (NDCC) ensures the focused, coordinated and systematic application of government and private manpower and resources to the tasks of disaster mitigation, and community rehabilitation and reconstruction. Persistent Environment Degradation This poses a long-term security threat. The attrition of forests and watersheds, air-land- water pollution and the proliferation of toxic substances are a cause of sickness, death and the diminution of national productivity and well-being. EXTERNAL THREATS The growing uncertainties that lie in the regional and global milieu make up the second dimension of our national security concerns even as threat of external aggression against our country remains in the remote horizon. Multilateral dispute over the Spratlys Islands This is a source of intermittent tensions, owing to the build up of structures, believed to be military-oriented, by some claimant countries in the area. Smuggling of firearms and contraband, illegal migration and the occasional movement of foreign terrorists through the porous borders of our southwestern frontier Philippine law enforcement agencies work closely with international police organizations, bilaterally and multilaterally, to check these activities. Lingering effects of the currency crisis affecting the countries within the Association of Southeast Asian Nations (ASEAN) These are causes of regional anxieties, which tend to aggravate political instabilities and socio-economic dislocations involving the poorest people.  Serious economic disparity between rich and poor nations This keeps the world in a state of instability and virtually on the brink of war in many places. Local or regional shortages of fresh water, arable land, food, fisheries, and energy are already causing tensions. Ethnic, religious and cultural conflict This pervades many regions and nations, including our own. It is constantly exacerbated by mass poverty, limited access to resources, denial of human rights, lack of national integration and international issues. Proliferation of weapons of mass destruction (WMD) This is a threat to global security. Nuclear materials and technologies are more accessible now than at any other time in history. The relative ease of production of both chemical and biological weapons has made these attractive to terrorists. Transnational organized crime This has proliferated in the era of globalization. The International Monetary Fund estimates that global drug trafficking now accounts for two percent of the world economy, excluding illicit capital flight and money-laundering activity. There are links among drug trafficking, terrorism, smuggling of illegal aliens, massive financial and bank fraud, arms smuggling and political corruption. Natural disasters and environmental issues They will continue to pervade the global security agenda. Mankind’s global activities – particularly population growth, resource consumption, pollution, urbanization, industrialization, desertification and deforestation – will increasingly impact on climate and weather patterns, strain fragile ecosystems, and put more pressure on health and social support systems. Cybernetic crime This 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. Many vital decision-making processes of our Government are now electronically-based and therefore vulnerable to this threat. PART 2. UNDERSTANDING VALUES OF PEACE A.​INTRODUCTION “Since wars begin in the minds of men (and women), it is in the minds of men (and women) that the defenses of peace shall be constructed” Humankind needs to take lessons from its past in order to build a new and better tomorrow. One lesson learned is that, to prevent our violence-ridden history repeating itself, the values of peace, non-violence, tolerance, human rights and democracy will have to be inculcated in every woman and man- young and old, children and adult alike. The most significant way of promoting a culture of peace is through peace education. Peace education needs to be accepted in all parts of the world, in all societies and countries as an essential element in creating culture of peace. To meet effectively the challenges posed by the present complexity of our time, the young of today deserves a radically different education- “one that does not glorify war but educates for peace nonviolence and international cooperation.” They need the skills and knowledge to create and nurture peace for their individual selves as well as for the world they belong to. B.​PEACE DEFINED The concept of peace varies according to the people who give meaning to it, based on the work they do and the cultural context they come from. Some of these concepts are; 1.​ “Peace is not just the absence of war. It is the wholeness of life where every person can live with dignity.” (Mindanao Church Peace Congress, 1996) 2.​ “The new name of peace is development.” ( Pope Paul VI, Populorum Progressio) 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, as positively defined, means the presence of harmony, understanding, tranquility, social justice, respect, and tolerance- meaning the enhancement of life. In other words, it is the general well-being of the individual. Toward a Holistic Concept of Peace and Violence  Johan Galtung explains that peace is the absence of violence, not only personal or direct but also structural or indirect. The manifestations of structural violence are the highly uneven distribution of wealth and resources as well as the uneven distribution of power to decide over the distribution of the said resources. Hence, he says that peace is both the absence of personal / direct violence and the presence of social justice. C.​LEVELS OF PEACE Peace should be viewed at different levels: 1.​ Personal Peace refers to the development of inner harmony or integration characterized by such qualities as self-respect, self-confidence, ability to cope with negative feelings (fear, anger, insecurity, and shame), and developing positive attitudes such as cheerfulness and optimism. 2.​ Interpersonal Peace is manifested by the relationship of an individual with one another. The interpersonal level peace can be shown in terms of: a.​ Assertiveness. The capacity of an individual to express one’s views or exercises one’s rights without being aggressive (injuring or violating the rights of others) or submissive (denying one’s own views or rights). b.​ Respect.​ To recognize the worth of others regardless of differences in social position, culture, origin, ethnic grouping or gender. c.​ Concern for others. An awareness and understanding of their needs, feelings, and condition and extending appropriate consideration for such. d.​ Cooperation. The capacity and willingness to work with others to achieve a  common goal. e.​ Open-Mindedness. The willingness to approach difficult sources of information, people, and events with a critical but open mind. f.​ Humility. The virtue to accept and recognize that others may have the ability similar or maybe more than you have and that recognition enables you to accept your own limitations. 3.​ Intergroup / Social Peace is a addressing issues that affect society and it’s 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. a.​ Social Responsibility. An awareness of one’s responsibility for the common welfare and the willingness as well as the readiness to work for it. b.​ Interdependence. An awareness of the impact of the decisions and actions of individuals and groups on one another. c.​ Social justice. Requires an awareness and recognition of the civil, political, economic, social, and cultural rights, especially of the more marginalized sectors of society and the willingness to promote and defend them. 4.​ Global Peace is similar to the social and national level peace is concerned with attaining related issues that have global impact or racial discrimination, terrorism, militarization, environmental degradation, xenophobia, and others. a.​ Respect for the environment. The value of recognizing the importance of the resources in the environment as indicated by the act of preserving and conserving them. Also, the efforts initiated to protect the resources of the environment. b.​ Unity in the oneness of Humankind. The value of recognizing the importance of being one with other humans as the semblance of God’s power and love. It is recognition that everyone is as important as the other. c.​ Religious Appreciation. The ability to respect and appreciate the presence of people with the religious beliefs other than his own. This recognition brings us into realization that we have different ways of expressing our faith but we have common aspiration to be pleasing to the Creator. d.​ Cultural Appreciation. A recognition of the presence of different cultures and such differences give us the opportunity to learn from one another. 5.​ Peace between Humans and the Earth and Beyond refers to a higher level of peace that is characterized by the harmony of man with nature and to a Supreme Being. D.​CHALLENGING THE WAR SYSTEM THROUGH PEACE EDUCATION The word “war” is from the Frankish-German word “werra,” which means confusion, discord, or strife. Possible Causes of war A lack of tolerance for differences is an emerging source of conflicts. Differences may be in nationality, clan membership, ethnicity or religious affiliation. Oftentimes, though, differences only aggravate an ongoing conflict which is normally caused by other factors such as land disputes and political or economic repression. Ideological or power struggles are sources of war in various countries. An ideology is a set of beliefs which serves as guide on how power should be allocated or how a society should function. Conflicts can also be caused by competition for resources, extreme abuse of human rights, desire of leaders to stay in power, narrow or extreme nationalism, and sympathy for kin across borders. The Effects of War The most horrible effect of war is death. WHO (2002) reports that one person die every 100 seconds each day as a result of armed violence. The Penguin Atlas of War and Peace (2003) indicates that approximately 75% of those killed in wras today are civilians or non-combatants. Other sources estimate civilian deaths to even be higher, as many as 90% casualties. Wars also result in the commitment of atrocities which are acts that go beyond what is tolerable because of the commonly held notion that in war, anything goes. Massacres, tortures, disappearances, sexual violence including rape, executions, assassinations, bombing, burning and kidnapping, are examples of atrocious acts. Wars cause people to flee their homes. It also causes weapons to proliferate. The total number of identified nuclear weapons in the world is 26,000, of which 12,000 are actively deployed with nine known countries in possession. THE TOP ARMS EXPORTERS (2001 – 2008) USA – 41% Russia – 17% France – 8% UK – 7 % Germany – 4% China – 3% Italy – 3% Other European Countries – 11% Others – 6% Peace Education and the War System The UNESCO Preamble states that “if wars begin in the minds of men, then it is in the minds of men that the defenses of peace must be constructed. Peace education is one concrete pathway to challenge war. Peace education can help challenge thoughts that the world is divided into “good guys and bad guys” and that winning over the “bad guys” is the way to go. Peace education seeks to teach the concept of oneness of the human race. Education should also help alter thoughts with regard to the inevitability of war. Humans should understand that waging war is a choice, not a manifest destiny. Teaching students peaceful conflict resolution skills will also help learners understand that conflicts may be approached constructively and that there are better workable alternatives to aggression. PART 3. RESOLVING CONFLICTS PEACEFULLY (included with permission from the Center for Peace Education, Miriam College during the National Peace Education Seminar-Workshop for Philippine Colleges of Education last March 22 and 23, 2018) A.​THE NATURE OF CONFLICT conflictus (Latin) – striking together with force Forsyth, 1990 – occurs when one’s actions or beliefs is unacceptable to – and hence resisted by the other Conflict – an incompatibility of behaviors, cognitions, and/or affect among individuals of groups that may or may not lead to aggression B.​THE NATURE OF ANGER Anger – a strong emotion of displeasure that may take the form of verbal or physical attack, rage or animosity When can anger be destructive? ​ when we express it in a way that will create harm, hatred or alienation ​ when we repress it; it can make us sick ​ when we can no longer function normally Coping with anger ​ Recognize that you are angry. ​ Express anger in indirect ways. Shout, cry, hit a pillow Write it down Draw, paint Engage in physical activities Physically relax the body ​ Calm your mind. Talk to yourself Count to 10 for adrenaline level to go down Change cognitions vs. labeling, overgeneralization, mental filtering, jumping to conclusions C.​NONVIOLENT CONFLICT RESOLUTION Dr. Marshall Rosenberg’s Nonviolent Communication (NVC) 1.​ Describe the behavior that angers you. 2.​ Describe how you feel about the behavior. 3.​ Describe the reason for your feeling. 4.​ State your request. Dialoguing Tips for Nonviolent Conflict Resolution 1.​ Be specific. Avoid using global words. 2.​ Speak in a gentle, non-threatening manner.  3.​ Avoid using words that would elicit anger. 4.​ Use the I-message. 5.​ The person and the action are two different things. Thus be tough on the problem, and not the person. It’s not “you vs. me” but “you and me vs. the problem.” 6.​ Be willing to tell the person what is good about him/her. 7.​ Show positive regard and respect. 8.​ Listen. Show the other person that you are hearing his/her point of view. Listen with the intent to understand, not to respond. This unlocks right vs. wrong thinking, of ego and power. 9.​ Listen with empathy. Try to stand in the shoe of the other. 10.​Paraphrase and clarify when needed. 11.​Admit your own responsibility to the conflict. 12.​Be open to criticisms of your ideas and behavior. 13.​Distinguish between your demands and true interests. Options in Dealing with Conflict Option 1: AVOIDANCE (Flight) We move away or withdraw from the situation or conflict. Option 2: AGGRESSION (Fight) We move against the opponent or try to overpower the adversary and force him/her to yield. Option 3: PROBLEM-SOLVING (Face) We move towards the adversary and dialogue/negotiate for a mutually beneficial solution. Option 4: ACCOMMODATION (Give up) We give up our goals to maintain “harmony” in the relationship. We give in because we realize the other person is right. We concede because we have very little chance of winning. Option 5: COMPROMISE (Give Half) We find the middle ground. VOIDANCE (FLIGHT) move away or withdraw I have no power to change the situation.  AGGRESSION (FIGHT) move against, try to overpower the other, The issue is important, and I think I am right. force the other PROBLEM-SOLVING (FACE) dialogue, negotiate The issue is important and so is our relationship. ACCOMMODATION (GIVE UP) give up, concede S/he has a point, and I don’t want to ruin our relationship. COMPROMISE (GIVE HALF) find the middle ground We each can’t get everything we want, so each of us has to give way. adapted from the original diagram by Thomas Killman Roger Fisher’s Approach to Influence PART 4. THE NATIONAL SERVICE RESERVE CORPS: THE YOUTH’S RESPONSE TO THE CLAMOR FOR NATIONAL SECURITY AND PEACE A.​ INTRODUCTION  Every student who has completed the National Service Training Program which is a requisite for graduation as stipulated for graduation as stipulated under republic Act no. 9163 known as the “National training Service Program (NSTP) Act of 2001,” expectedly known the provision which states as: Sec. 11. Creation of the National Service Reserve Corps - There is hereby created a National Service Reserve Corps, to be composed of the graduates of the non- ROTC components. Members of this Corps may be tapped by the State for literacy and civic welfare activities through the joint effort of the DND, CHED and TESDA. As one becomes a part of the NSCR, the responsibility to keep abreast of significant trends, events, issues and information that effect his duty as reservist becomes more urgent. Related to the earlier provision, the member knows that the Commission on Higher Education (CHED)- the Supervisory lead agency in the implementation of the Act; the Department of National Defense (DND); and technical Education and Skills Development Authority(TESDA), have formulated the Guidelines for the Establishment of the National Service Reserve Corps that took effect on the Summer of 2003. Consequently, the pioneering members of the Corps are those who complied with the requirement of the Act during the school-year 2002-2003 and are enlisted in the Corps on the Summer of 2003. B.​ 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.” C.​ FUNCTIONS ❖​ to assist in the disaster preparedness, mitigation, response and rehabilitation programs ❖​ to serve as an auxiliary to the Disaster Coordinating Council (DCC) response units; ❖​ to assist in the promotion of civic welfare activities; ❖​ to assist in the implementation of literacy program ❖​ to assist in socio-economic development; ❖​ to assist in environmental protection; and ❖​ to perform other similar endeavors. D.​ COMPOSITION The NSRC shall be composed of the graduates of the CWTS and LTS components of NSTP.In accordance with the Memorandum From the Chairperson, Commission on Higher education being issued on March 18,2003,the NSRC has been established effective Summerof 2003.Graduates of the CWTS and LTS for SY 2002-2003 are the pioneering members of the NSRC. To sum up, students who will be completing the NSTP requirements during the school year 2007-2008, shall belong to the 6th batch of graduates since the implementation of republic Act No. 9163 known as the “National Service Training Program (NSTP) Act 2001” in the academic year 2002-2003. E.​ 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 DCC structures at all levels. National Center ◊ based at NDCC Disaster Preparedness Center, Camp General Emilio Aguinaldo, Quezon City. Secretariat shall be organized and composed of representatives from CHED and TESDA RULE V. SECTION 11.Organization of NSTP Graduates Paragraph a. “Graduates of the non-ROTC components of the NSTP shall belong to the NSRC and could be tapped by the State for literacy and civic welfare activities, through the joint efforts of DND, CHED and TESDA, in coordination with DILG, DSWD, and other concerned agencies/association.” As quoted above, it is clear that members of the NSRC could be tapped to render services to communities in need of assistance and support during disasters and calamities, or other activities and programs that are contributory to general welfare, through DND, CHED, and TESDA, in coordination with the DILG which has jurisdiction to all localities; the DSWD which has the function in looking into the welfare and development of social needs; and other concerned agencies or associations, in order to facilitate the extending of immediate needs and services. F.​ INTER-AGENCY RELATIONSHIP OF THE NSRC CONCERNED AGENCIES G.​ DUTIES AND RESPONSIBILITIES OF NSRC MEMBERS 1.​ 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/PDCC/CDCC/MDCC/BDCC) nearest the member’s residence and/or workplace at the time of the call 2.​ Register at the said Center and get instructions/briefing for specific duties and responsibilities.  The members of the NSRC have the duty and responsibility to report and respond immediately for utilization in cases of disasters/ calamities and other relevant socio- economic service concerns as the needs arise, through it’s Centers nearest the member’s residence and/or workplace at the time of the call of the NSRC. In the presentation and discussions on the guidelines of the National Service Reserve Corps, the potential members are provided supplemental informations and clarifications on some issues relative to the provisions of the NSTP Act specifically the creation of the National Ser vice Reserve Corps (NSRC). Furthermore, with the establishment of the NSRC, having well-trained, motivated and organized members of the non-ROTC components of NSTP, who are also called “RESERVISTS,” give hope to improving the Filipino communities or nation as a whole. “We are addressing youth today, because youth have placed themselves on the top of ​ the agenda.” - Ban Ki - moon, Secretary General of the United Nation. 1.Know your rights. Read up, get informed and practice your right!! The youth can maximize their rights if they are well-informed. The existing rights are only of value to the youth if they are understood, observed and used. 2.Learn about local issues. What are the concerns plaguing your community? How are the concerns affecting you and your immediate environment? Knowing the problem can lead to possible solutions and the youth’s role in the grand scheme of things. 3.Speak out. Don’t be afraid to speak your mind either online, through social media, and offline, gatherings and meetings. Be assertive and express your interests. Someone is bound to read or to listen to it. However, be responsible of what you aired and support it with facts. Also, respect the views of others regardless if it agrees or disagrees with you. 4.Network. There is strength in numbers. Reach out to them and learn their efforts and initiatives. It could pave way to bigger things for you. 5.Spread the word. Talk to your friends and family about the concerns and issues you see as important. You can provide a voice to unaddressed issues, educate and influence the people around you. 6.Join campaigns. Be one with the people having the same vision and initiative as you. Create solutions and actions that can be done in your community. 7.Host a youth summit. Learn and share your perspectives and views with peers as well as decision makers. Schools and local organizations can be of great support to you in trying to create a forum for the exchange of ideas. Bring together different communities and understand what you have in common, as well as your differences in interests and perspectives.  8.Use your creativity. Use your passion for the arts and your hobbies into a productive action towards your ideals. 9.Join/create. a youth organization. Local youth organizations are great places to expand your knowledge and become an active member of your society. If your community doesn’t have an organization representing youth, create one. Be the trendsetter! 10.follow your passion. Passionate youth will change the world. SOURCE: https://www.undp.org/content/undp/en/home/blog/2015/8/11/10-ways-youth-can-make-an-impact.ht ml Please Read!!! Southern Luzon Command AFP, Facebook Page (July 27, 2020) https://www.facebook.com/SouthernLuzonCommandAFP/ Halfway Houses for Former Rebels continue Amidst Covid Pandemic The global crisis caused by COVID-19 might have put almost everything into a sudden halt but not the full implementation of halfway house projects in Bicol region. With the on-going construction of halfway houses in Camarines Norte and Sorsogon, the government is more than ready to accommodate the growing number of Communist Terrorist Group (CTG) members who are returning to the folds of the law. In Camarines Norte, the construction of the said facility inside Camp Busig-on, Tulay na Lupa, Labo town which started in October 2019 is already 90 percent. The same facility will be constructed in Barangay Cogon, Juban town in Sorsogon province. Halfway houses serve as temporary shelters for former rebels (FRs) as they undergo the process of reintegration to the mainstream society. Right now, halfway house in Camp Bonny Serrano, Masbate province is already operational, which also serves as venue for livelihood and skills trainings provided for former rebels. Alias Raymart, a former rebel who temporarily resides in the said facility along with 17 other FRs and their families, narrated how his life changed when he abandoned the CTG. According to him, the fear of being killed by soldiers while hiding in the mountains and the loneliness of being away from their families are enough reasons to make the life inside the armed movement unbearable. Source:https://www.facebook.com/SouthernLuzonCommandAFP/photos/pcb.2630428970550493/26 30428940550496/ Joint Task Force Bicolandia (JTFB) under MGEN HENRY A ROBINSON JR PA ​ highlighted that these developments are attributed to the earnestness of the ​ Regional Task Force to End Local Communist Armed Conflict (RTF-ELCAC) ​ which aims to fast track the delivery of efficient services to the public. “Ang gobyerno ay hindi tulad ng CTG na mapanlinlang. Itong mga proyektong ​ ito ay patunay lamang kung gaano tayo kaseryoso na tulungan ang mga dating myembro ng CTG na makapagbagong buhay. We know that some of them are ​ hesitant to surrender because they fear for their lives. Halfway houses are also ​ built to ensure their safety,” MGen Robinson said. REFLECTIVE ESSAY. After reading the post, write the answer on the platform provided ​by the ​ teacher. 1.What must be the reasons why there are people joining the NPA group? 2. How can a student like you, contribute to the National Security of the country? Cite only practical and attainable action  POST-DISCUSSION ACTIVITY GROUP ACTIVITY: Creative Photo on Peace 1.) Each NSTP 1 class will be divided into five groups. Each group will be required to produce a creative photo depicting peace. 2.) The theme of the photo is “Partnerships for Peace – Dignity for all” 3.) The photo can be shot anywhere and anyhow, provided that the required element, PINWHEEL, is included in the photo 4.) Photos should be developed raw or unaltered. By this it means that the photo should have not been edited using Adobe Photoshop or other related computer programs 5.) Each group will be required to submit three pictures attached on a short bond paper: (1) final photo and (2) “behind-the-scenes” photos. Photos must be developed on a 4R size. 6.) Final outputs will be submitted a week after. Besides the hard copies of the picture, the five groups will be required to submit a soft copy of the final photo Dela Cruz (2015). NSTP National Development via National Service Training Program (CWTS). Manila: Books Atbp. Documentary/Marawi: 153 Days of War, October 25, 2017. Retrieved at: https://www.youtube.com/watch?v=whi0UE2JefY&has_verified=1, Retrieved on July 26, 2020. 10 Ways Youth Can Make an Impact. UNDP. https://www.undp.org/content/undp/en/home/blog/2015/8/11/10-ways-youth-can-make-an-impact.html. Retrieved on June 8, 2020. https://www.facebook.com/SouthernLuzonCommandAFP/ https://www.facebook.com/SouthernLuzonCommandAFP/photos/pcb.2630428970550493/26304 28940550496