NSTP-REVIEWER-1 PDF

LESSON 1 Implementing Rules and Regulations “National Service Training Program” (NSTP) – refers to the program aimed at enhancing civic consciousness and defense preparedness in the youth, by developing the ethics of service and patriotism while undergoing training in any of the thr...

LESSON 1 Implementing Rules and Regulations “National Service Training Program” (NSTP) – refers to the program aimed at enhancing civic consciousness and defense preparedness in the youth, by developing the ethics of service and patriotism while undergoing training in any of the three (3) Program components, specifically designed to enhance the youth’s active contribution to the general welfare; Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training Program (NSTP) Act of 2001 Commission on Higher Education (CHED) Technical Education and Skills Development Authority (TESDA) Department of National Defense (DND) Philippine Association of State Universities and Colleges (PASUC) Coordinating Council of Private Educational Associations of the Philippines (COCOPEA) Non-Government Organizations (NGOs) Section III. Definition of Terms “Program Component” – refers to the service components of NSTP as defined herein; “Clustering” – refers to the grouping of students enrolled to different schools and taking up the same NSTP component into one (1) group under the management and supervision of a designated school; “Cross Enrollment” – refers to a system of enrollment were a student is officially enrolled in an academic program of an origin school but is allowed to enroll in the NSTP component of another accepting school; “Non-Government Organization” (NGO) – refers to any private organization duly accredited by CHED or recognized by TESDA. Section IV. Coverage a. Mandatory NSTP: Starting SY 2002-2003, all incoming first-year students (male and female) enrolled in baccalaureate or at least two-year technical-vocational/associate courses must complete one NSTP component of their choice for graduation. Exceptions include: Students who already graduated from a degree or two-year course pursuing another. Students who have already completed an NSTP component but shifted to a new course. Foreign or alien students. b. Institutional Requirement: All higher education and technical-vocational institutions must offer at least one NSTP component. c. State Universities and Colleges (SUCs): Must offer ROTC and at least one other NSTP component. d. Exemptions: The PMA, PMMA, PNPA, and similar institutions are exempt from NSTP, subject to approval by the Department of National Defense. e. ROTC in Private Institutions: Private institutions with at least 350 student cadets may offer ROTC and maintain a Department of Military Science and Tactics (DMST) under AFP regulations. Section V. Program Components 1. “Reserve Officers’ Training Corps” (ROTC) – refers to the Program component, institutionalized under Sections 38 and 39 of Republic Act No. 7077, designed to provide military training to tertiary level students in order to motivate, train, organize and mobilize them for national defense preparedness; 2. “Literacy Training Service” (LTS) – refers to the Program component designed to train the students to teach literacy and numeracy skills to school children, out-of-school youths and other segments of society in need of their services; 3. “Civic Welfare Training Service” (CWTS) – refers to the Program component or activities contributory to the general welfare and the betterment of life for the members of the community or the enhancement of its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation and moral of the citizenry and other social welfare services; Section 6: Duration and Equivalent Course Units NSTP components span two semesters, with 3 units per semester and 54-90 training hours. A One-Summer Program (OSP) can replace two semesters with approval from DND, CHED, and TESDA. NSTP units are not included in the GPA of graduating students. Section 7: Clustering and Cross-Enrolment Students from different institutions can be clustered for NSTP during semester or summer periods, considering logistics and location, with the host school managing the program. Schools unable to meet the student count for ROTC or other NSTP components must allow cross-enrollment to institutions offering the required components, regardless of affiliation with CHED or TESDA, or ROTC branches of service. Cross-enrolling students must follow the rules of both the originating and accepting schools. Section 8: Monitoring and Evaluation A. Management  Schools have academic and administrative oversight of NSTP implementation and must establish an NSTP office, headed by a Director. ROTC requires joint supervision by school authorities and DND. Schools working with CHED-accredited or TESDA-recognized NGOs must jointly oversee NSTP programs. Guidelines for accrediting NGOs and training modules will be issued by CHED, TESDA, and DND. B. Monitoring CHED, TESDA, and DND will monitor NSTP activities and submit reports to their respective central offices. CHED officials may conduct spot visits. Schools must submit annual reports to CHED, detailing graduates, activities, and financial statements, with consolidated reports for universities with multiple campuses. Sanctions may be imposed on schools and NGOs that violate NSTP guidelines. Section 9: Fees No additional fees for NSTP components except for basic tuition, capped at 50% of the usual charges. NSTP tuition forms a trust fund for program operations. NSTP funds can support unplanned activities, and unspent funds carry over to the next semester. Subsidies from the government or other agencies must be included in the program budget. Funds and expenses will be audited, and a report on fund use will be submitted at the end of each semester. School rental expenses cannot be charged to NSTP. Section 10: Incentives, Insurance, and Protection A. Incentives ROTC students will receive assistance and incentives from DND based on availability. Special scholarships and other assistance for NSTP students will be administered by CHED and TESDA, depending on available funds. Schools may provide scholarships and incentives for deserving NSTP students from available funds. NSTP personnel will receive honoraria based on institutional policies. B. Insurance and Protection Schools, CHED, and TESDA must ensure health and accident insurance for NSTP students. Schools that already provide insurance for students are considered compliant. Section 11: Organization of NSTP Graduates  Graduates of non-ROTC components join the National Service Reserve Corps (NSRC) and can be mobilized for literacy and civic welfare efforts, especially during calamities. Guidelines for the NSRC will be set by CHED, TESDA, and DND, with input from other agencies. ROTC graduates become part of the Citizen Armed Force under RA 7077, managed by DND. Section 12: Certificate of Completion Graduates who fulfill the NSTP requirements will receive a certificate with a serial number issued by CHED, TESDA, or DND. Section 13: Information Dissemination CHED, TESDA, and DND will ensure that information on NSTP and its rules is provided to the public through various channels. Section 14: Amendatory Clause Certain laws, such as parts of Commonwealth Act No. 1, Executive Order No. 207, and RA 7077, are amended or modified to align with the NSTP Act. The rules may be revised by CHED, TESDA, and DND in consultation with relevant stakeholders. Section 15: Separability Clause If any part of these rules is declared invalid, the remaining sections will still be effective. Section 16: Effectivity The rules take effect 15 days after publication in a general newspaper and will remain effective until amended or revoked.  LESSON 2 Leadership LEADERSHIP - The process to individuals or group to achieve one specific goal - Fielder (1967), leadership is used to:; distinguish people in a group or organization ; an ability ; a relationship L - Listener E - Empathy A - Accountable D - Determined E - Empower R - Respect Functions of a Leader As Peter Drucker pointed out, a leader has followers and the ‘GOAL’ of leadership is to get results. 1. Providing Vision - As a leader, it is expected of you to develop a vision for the organization through participatory management. 2. Achieving Goals - To make your vision a reality, it is very essential that you and your coworkers set goals or objectives. It is your task to see to it that the objectives you have set are achieved. 1. Develop a Plan 2. Take Action 3. Keep Perspective 4. Identify potential obstacle 3. Initiating Camaraderie and Smooth Relationship All organizations cannot avoid conflicts or disagreements, because of the presence of individual differences. It is the task of the leader that this misunderstanding be immediately resolved, so that it will not become worse. Leadership Styles 1. Participative - Also known as Democratic Leadership - Employees are encourage to participate and - Decisions are made through group Pros: Encourage Awareness Connectivity Cons: Time consuming 2. Situational Leaders use their leadership skills in different method depending on situation 3. Laissez - Faire This type is largely hands-off with minimal direction and supervision from the manager to the staff. Pros: Cons: Employees are likely to feel confusion empowered ineffective reduce productivity no direction 4. Autocratic A leadership where one person has control of the overall decision. Pros: Quick decision-making Cons: Clear direction Lack of employees involvement Reduced Creativity 5. Transactional It is a style of leadership in which leaders promote compliance by followers through both rewards and punishments. Pros: Rewarded Cons: Productive Too much focus on short term goals Punishment Qualities of a Leader 1. Adaptability - Adjustable to changing situations 2. Dignity - Quality of being honorable of excellent 3. Faith - A belief without evidence; confidence or dependence on a person 4. Justice - Impartially righteousness (Equality vs. Equity) 5. Strong Personality - That which distinguish and characterized a person as having strong characteristic that could easily influence others 6. Unselfishness - Not regarding self more than others 7. Integrity - Uprightness of Character 8. Initiative - Does not wait to be told, but does what is proper under circumstances 9. Judgment - Decision reached 10. Tact - A quick or intuitive appreciation of what is fit, proper, or right especially to avoid offending or disturbing other people. STRENGTH AND WEAKNESSES STRENGTH 1. Pakikipagkapwa-tao (regards for others) 2. Family Orientation 3. Joy and Humor 4. Flexibility, Adaptability and Creativity 5. Hard Work Industry 6. Faith and Religiosity 7. Ability to Survive WEAKNESSES 1. Extreme Personalism ★ Tendency to prioritize personal relationships and connections over formal institutions, rules and procedures. (example: backer, biased, nepotism)  ★ Take things personally, cannot separate objective tasks from emotional involvement. 2. Extreme Family Centeredness ★ Excessive concern for family means using one’s office and power to promote family interests and thus factionalism, patronage, political dynasties and protection of erring family members. ★ It results in lack of concern for the common good, and acts as a block to national consciousness 3. Lack of Discipline ★ A casual attitude toward time and space manifested in lack of precision and compulsiveness,in poor time management and procrastination. ★ Aversion to following procedures strictly results in lack of standardization and quality control. 4. Passivity and Lack of Initiative ★ Waiting to be told what to do, reliance on others (leaders and government), complacence, lack of sense of urgency. ★ There is a high tolerance of inefficiency, poor service, and even violations of one’s right. 5. Colonial Mentality ★ Lack of patriotism, or of an active awareness, appreciation and love of the Philippines and an actual preference for things foreign. 6. Kanya-kanya syndrome, talangka (crab) mentality ★ Done by tsismis, intriga, unconstructive criticism, it is evident in the personal ambition that is completely insensitive to the common good. ★ Example: the lack of a sense of service among people in the government bureaucracy. ★ This results in dampening of cooperative and community spirit, and in trampling upon other's rights. 7. Lack of self-analysis and self-reflection ★ The tendency to be superficial and somewhat flighty. ★ In the case of serious personal and social problems, there is a lack of analysis or reflection, and instead satisfaction with superficial explanations and solutions. 8. Emphasis on porma rather than substance ★ This lack of analysis and emphasis on form is reinforced by an educational system that is more form than substance 9. Filipino Indolence ★ FIlipinos were called indolent by Spaniards which means lazy and lack of initiative and ambition. 10. Mañana Habit (bahala na attitude) ★ The regular tendency or practice of putting off until tomorrow what can be done today. 11. Fiesta Syndrome ★ Filipinos have many happy celebrations and occasions that create group cohesion or family unity, but may also incur debt, especially in a poor family who feels obligated to hold a party to mark the particular day in a special way, whether they can afford it or not. 12. Hospitality ★ Visitors are offered the best food and even to the extent of depriving themselves just only to please their visitors.  LESSON 3 RIGHTS OF THE CITIZEN, VALUES FORMATION, AND PERSONALITY DEVELOPMENT RIGHTS OF THE CITIZEN Basic Characteristics of Human Rights 1. Inherent - Human rights are a natural part of being human and do not require permission or approval. (example: Right to Life) 2. Inalienable - These rights cannot be taken away from any individual, regardless of circumstance. (example: Freedom of Speech) 3. Universal - Human rights are recognized across all nations and cultures, meant to protect and defend everyone equally. (example: RIght to Education) Basic Principles of Human Rights (PANEL) Participation – everyone is entitled to active participation in decision-making processes which affect the enjoyment of their rights. Accountability – duty-bearers are held accountable for failing to fulfil their obligations towards rights-holders. There should be effective remedies in place when human rights breaches occur. Non-discrimination and equality – all individuals are entitled to their rights without discrimination of any kind. All types of discrimination should be prohibited, prevented and eliminated. Empowerment – everyone is entitled to claim and exercise their rights. Individuals and communities need to understand their rights and participate in the development of policies which affect their lives. Legality – approaches should be in line with the legal rights set out in domestic and international laws. Classification of Human Rights Civil and Political Rights - rights that ensure individual’s freedom and participation in civic and political life of the country. Enshrined (mostly) in the Article III of the 1987 Philippine Constitution. Civil Rights Right to privacy, communications, or correspondence. Right against involuntary servitude. Right against unreasonable searches and seizures.  Free access to court. Right against imprisonment debt. Non-impairment of contacts. Liberty of abode, and travel. Political Rights 1. Right to Vote Citizens have the right to participate in free and fair elections to choose their representatives. 2. Right to Run for Office Citizens can stand for election to public office and participate in governance. 3. Freedom of Speech Individuals can express their opinions about politics and government without fear of censorship or punishment. 4. Freedom of Assembly Individuals can join or form political parties, organizations, or groups to advocate for their interests. 5. Right to Petition Citizens can petition the government to address grievances or request changes in policy. 6. Right to Access Information Citizens have the right to access information about government activities and policies. 7. Right to Fair Trial Ensures that individuals have access to a fair judicial process, particularly in cases involving political rights. Economic, Social and Cultural Rights - rights that ensure individual’s access to essential services and opportunities for a dignified life. Recognized in Articles XIII, XIV and XV of the 1987 Philippine Constitution and are also consistent with International Human Rights Frameworks like the International Covenant on Economic, Social and Cultural Rights (ICESCR) of the United Nations. Economic Rights Freedom from hunger Right to Employments with Decent Living Wage Right to Autonomous Economic Development Right to Just Compensation for Private Property taken for Public Use Rights to Form Unions, Association or Societies for Purposes not Contrary to Law. Social and Cultural Rights 1. Right to Dignity 2. Right to Property 3. Right to Identity 4. Right to Self-Determination 5. Right to Education 6. Right to Health and Services 7. Right to Decent Standard of Living 8. Right to be with One's Family 9. Right to Thought, Conscience and Religion 10. Right to an Autonomous Sociocultural and Development Collective Rights - rights held by groups of people, particularly marginalized and Indigenous Communities, rather than individuals alone. It recognizes that certain groups have unique needs and must be protected to ensure their survival, development and dignity. Consists of Three Basic Rights to healthy environment to development of indigenous people SELF - DETERMINATION 1. Equal Sovereign Affairs and International Affairs and International Organizations. This right can be understood as the right for all members of a collective to have an equal voice in matters related to national sovereignty and international relations. 2. Freedom from all Forms of Racial Discrimination. This right is straightforward and refers to the right of individuals to be protected from discrimination on the basis of their race, color, descentor, national or ethnic origin. 3. Political Independence This right refers to the right of a people or nation to govern themselves and make their own political decisions without interference from outside forces. 4. Freedom from: Colonialism: This refers to the subjugation and exploitation of a country by a foreign power. Neo Colonialism: This refers to the continuation of colonial practices by former colonial powers, even after the official end of colonization. For example, some former colonial powers have continued to exert their influence and power over former colonies through economic control, debt, and political interference. Alien Domination and Intervention in National Affairs: This refers to the influence and interference of foreign powers in the internal affairs of a country. 5. Sovereignty over Natural Resources and Economic Activities This right refers to the right of a collective to have control over its natural resources and economic activities. 6. Freedom to Choose or Change Social, Political, Economic and Cultural Systems It refers to the ability of individuals and groups within a society to express their preferences regarding their governance, economic organization, social structures, and cultural identities. DEVELOPMENT 1. The right to choose the goals and means of development to industrialize the economy: This right refers to the ability of a nation or community to set its own economic development goals and determine the methods and policies to achieve those goals. This can include decisions on industrial policies, investment, and the allocation of resources. 2. The right to social and economic reforms: This right refers to the ability of a nation or community to implement reforms in their social and economic systems in order to improve the living conditions and quality of life of their citizens. 3. Benefits and Contribute to Scientific and Technological Advances in the world This right refers to the ability of a nation or community to benefit from and contribute to scientific and technological advancements in the global community. This can include access to new technologies, participation in global research and development efforts, and the ability to share scientific and technological knowledge and discoveries with the world. 4. Retribution and Reparations for Exploitation This right refers to the right of a nation or collective to seek reparations and retribution for any harm caused by exploitation from other nations or communities. Individual Rights - In the Philippines, it refers to the fundamental rights and freedoms guaranteed to each person, ensuring their autonomy and dignity. These rights also cannot be interfered with or denied by the government or other individuals. 1.) Health This right encompasses access to healthcare services, essential medicines, and healthy living conditions. 2.) Own Property This refers to the legal and moral entitlements of a person to possess, use, manage, and dispose of their property. 3.) Work These rights entitles individuals to seek, obtain, and maintain employment. This right encompasses various dimensions that protect workers and promote fair labor practices.  4.) Form Trade Unions/ To strike This refers to the legal rights of workers to organize themselves into unions for collective representation and to withdraw their labor to advocate for better working conditions, wages, and other employment issues. 5.) Social Security These are the rights that give access to financial support and protection against economic risks such as unemployment, illness, disability, and old age. 6.) Rest and Leisure This refers to the rights of workers to have adequate time away from work for relaxation, recreation, and personal activities. This right is aimed at promoting well-being and a healthy work-life balance. 7.) Move Freely (within the country, leave and return freely) These are the rights of individuals to travel, reside, and migrate within the country without undue restrictions. This right is essential for personal freedom, social interaction, and economic opportunities. 8.) Marry These rights allow an individual to enter into a marital union, thereby forming a family and enjoying the associated rights and responsibilities. This right is recognized and protected by the law, promoting personal autonomy and social recognition of relationships. 9.) Establish a family This refers to the rights of individuals to form familial bonds, whether through marriage, cohabitation, or other recognized relationships. This right encompasses the ability to create and nurture a family unit, fostering emotional and social support. 10.) Exercise Parental Rights These rights and responsibilities of parents to make decisions regarding the upbringing, welfare, and education of their children. These rights are designed to protect the family unit and ensure the best interests of the child. Values Formation Values are a set of beliefs or ideals that a person or group consider to be of highest importance. They are principles or standards that guide an individual's decision-making, behavior and actions. Values are often related to qualities such as honesty, respect, kindness, loyalty, hard work, and fairness. Values differ from one culture to another and from one person to another, and they are often shaped by upbringing, culture, experiences and religion. Seven General Steps of the Valuing Process 1. It is freely and willingly chosen without pressure from others. 2. It has other alternatives to offer. 3. It has been chosen carefully with consideration on its possible consequences. 4. It is well appreciated and prized. 5. It is properly acknowledged in public. 6. It is displayed in your behavior. 7. It is a lifetime value and not a fancy act. Types of Valuing Process 1. Universal Values - A set of core principles or beliefs that are shared by people across different cultures, societies, and historical periods. 2. Cultural Values - Those which are dependent upon the social norms, religious beliefs, and other environmental situations that a group of people find themselves in. 3. Personal Values - Personal values are the beliefs and principles that guide an individual's behavior and decision-making. They reflect what a person considers important in life and can influence their relationships, goals, and overall worldview. - Those which are worthwhile to a particular individual and will differ from person to person. ★ Integrity: Valuing honesty and strong moral principles. ★ Respect: Treating others with dignity and valuing their opinions and rights. ★ Responsibility: Acknowledging and accepting the consequences of one's actions. ★ Compassion: Showing empathy and concern for the well-being of others. ★ Fairness: Believing in justice and equity for all individuals. ★ Loyalty: Valuing commitment to family, friends, or causes. ★ Courage: Standing up for what one believes in, even in the face of challenges. ★ Growth: Prioritizing personal development and lifelong learning. ★ Freedom: Valuing independence and the ability to make one’s own choices. ★ Community: Valuing connection and contribution to the welfare of others. Where do our values come from? 1. Culture: From the shared beliefs, practices, customs and social behavior of a particular group or society. With sources such us Traditions and Customs, Religion and Spirituality and Family and Media. 2. Media Outlets: From shared type of media, namely the Television, Social Media and Print Media 3. Family: Families provide the first foundation of our moral and ethical values, influencing what we consider right and wrong. 4. Friends: Social circles, especially during adolescence and adulthood, shape our perspectives on life and often challenge or reinforce our beliefs. 5. Teachers: Teachers guide us by instilling values through education, critical thinking, and moral lessons Personality Development Personality development is how a person's personality changes and grows over time. It involves the formation of traits, behaviors, and attitudes. Personality - refers to the unique patterns of thoughts, feelings, and behaviors that characterize a person. The study of personality focuses on two broad areas: 1. Understanding individual differences in particular personality characteristics such as sociability and irritability. 2. Understanding how various parts of a person come together as a whole Components of Personality 1. Spiritual Values - relationship with God. Examples: Bible Reading, Praying, Worship, Coming Together with Fellow Christians, Help Others, Sharing the God’s Gospel. 2. Moral Values - guidelines that assist a person in deciding between right and wrong. Examples: religiosity, honesty, generosity, sincerity, responsibility, keeping of promise, punctuality, devotion to duty, absence of anti-social tendencies, etc. 3. Psychosocial traits - characteristics that influence an individual's behavior, thoughts, and feelings in social contexts. ❖ Emotional Intelligence - Ability to recognize and manage your own emotions and understand the feelings of others. ❖ Self-Esteem - Confidence in your own worth and abilities; how you feel about yourself. ❖ Resilience - Capacity to recover quickly from difficulties and adapt to change. ❖ Empathy - Ability to understand and share the feelings of others. ❖ Social Skills - Skills needed to interact effectively with others, such as communication and active listening. ❖ Coping Strategies - Methods used to handle stress, like seeking support or practicing mindfulness. ❖ Attachment Style - The way you form emotional bonds and relationships with others, such as secure, anxious, or avoidant. ❖ Assertiveness - Ability to express your thoughts and feelings confidently and respectfully. ❖ Cultural Awareness - Understanding and respecting different cultural backgrounds and perspectives. ❖ Moral Values - Principles that guide your behavior and decisions, such as honesty, integrity, and fairness. These traits influence how we interact with others and how we cope with challenges in our lives. Factors Influencing Psychosocial Traits: ❖ Biological Factors- Genetics and hormonal differences can play a role. ❖ Socialization - Cultural norms and expectations often shape how boys and girls are encouraged to express emotions, communicate, and engage socially. ❖ Individual Experiences - Personal experiences, upbringing, and environment heavily influence the development of psychosocial traits. 4. Temperament: Refers to the innate characteristics of a person, such as emotional reactivity and behavior. It influences how we respond to different situations and people, shaping the way we develop over time. ❖ Easy Temperament: A child who is generally cheerful, adaptable, and has regular sleeping and eating patterns is considered to have an easy temperament. ❖ Difficult Temperament: A person who is often irritable, reacts intensely to stimuli, and struggles with change may have a difficult temperament. ❖ Slow-to-Warm-Up Temperament: Someone who is cautious, shy, and takes time to adjust to new environments or people could be categorized as having a slow Freud’s Structure of Personality Sigmund Freud's theory of personality, which is foundational to understanding human behavior and psychology. Freud proposed that our personality is structured into three distinct parts: the id, the ego, and the superego. Each component plays a crucial role in shaping our thoughts, feelings, and actions. The Id (Devil) The most primitive of the three structures, is concerned with instant gratification of basic physical needs and urges. It operates on the "Pleasure Principle" The Ego (You) The ego plays a vital role in shaping identity, behavior, and interactions with the world. Understanding its nuances can lead to greater self-awareness, healthier relationships, and a more balanced approach to life. The Superego (Angel) The superego is concerned with social rules and morals-similar to what many call their “conscience” or their “moral compass”. It develops as a child learns what their culture considers right and wrong. LESSON 4 R.A. 8491 Flag and Heraldic Code of the Philippines REPUBLIC ACT NO. 8491 "FLAG AND HERALDIC CODE OF THE PHILIPPINES. An act prescribing the code of the national flag, anthem, motto, coat-of- arms and other heraldic items and devices of the Philippines. 1. National Flag 2. National Anthem 3. National Motto 4. Coat of Arms 5. The Great Seal Section 3: Definition of Terms whenever used in this act, the terms: a. "Military" shall mean all branches of the armed forces of the Philippines including the Philippine National Police (PNP), The Bureau of All Jail Management and Penology, and The Bureau of Fire Protection. b. "Festoon" shall mean to hang in a curved shape between two points as a decoration. c. "Flag" shall mean the Philippine National Flag, unless stated otherwise; d. "Fly" shall mean the part of the flag outside the hoist or length; e."Symbol" shall mean any conventional sign which reveals man's achievement and heroism (for orders and decorations), identification, authority and a sign of dignity (for coat-of-arms, logo and insignia); f. "Half-Mast" shall mean lowering the flag to one-half the distance between the top and bottom of the staff; g. "Hoist" shall mean the part of the flag nearest the staff or the canvastp which the halyard is attached; h. "Inclement Weather" shall mean that a typhoon signal is raised in the locality; i. "National Anthem" shall mean the Philippine national anthem. j) "Official Residences" shall mean Malacañang, and other government-owned structures where the President resides, and other structures occupied by the Philippine Consulate or Embassies abroad; k) "Places of Frivolity" shall mean places of hilarity marked by or providing boisterous merriment or recreation; and l) "Institute" shall mean the National Historical Institute. Section. 4. The flag of the Philippines shall be blue, white and red with an eight-rayed golden-yellow sun and three five-pointed stars, as consecrated and honored by the people. White triangle Blue Stripe Red Stripe Equality Peace, Truth, and Justice Patriotism and Valor Eight Sun Rays Manila, Bulacan, Pampanga, Cavite, First eight provinces in the Philippines that Batangas, Laguna, Tarlac, and Nueva revolted against Spanish colonization. Ecija Three Stars Main islands of the Philippines: Luzon, Visayas and Mindanao Emilio Aguinaldo designed the flag in Hong Kong during exile. Marcela de Agoncillo, her daughter Lorenza, and Josefina Herbosa de Natividad (Rizal’s niece) sewed the first flag out of silk. During the Spanish-American War, Aguinaldo returned to the Philippines with it. It was first flown in 1898 and has since been declared the national flag of the Philippines. Section 5. The flag shall be displayed in all public buildings, official residences, public plazas, and institutions of learning every day throughout the year. Section 6. The flag shall be permanently hoisted, day and night throughout the year, in front of the following places and shall be properly illuminated at night. 1. Malacañang Palace 2. Congress of the Philippines building 3. Supreme Court building 4. Rizal Monument in Luneta, Manila 5. Aguinaldo Shrine in Kawit, Cavite 6. Barasoain Shrine in Malolos, Bulacan 7. Tomb of the Unknown Soldier, Libingan ng mga Bayani 8. Musoleo de los Beteranos dela Revolucion 9. All International Ports of Entry and all other places as may be designated by the Institute. Section 7. The flag shall also be displayed in private buildings and residences or raised in the open on flag-staffs in front of said buildings every: 1. April 9 (Araw ng Kagitingan) 2. May 1 (Labor Day) 3. May 28 (National Flag Day) to June 12 (Independence Day) 4. Last Sunday of August (National Heroes Day) 5. November 30 (Bonifacio Day); and December 30 (Rizal Day) 6. And on such other days as may be declared by the President and/or local chief executives. The flag may also be displayed throughout the year in private buildings or offices or raised in the open on flag-staffs in front of private buildings: Provided, That they observe flag-raising ceremonies in accordance with the rules and regulations to be issued by the Office of the President. Section 10. The flag, if flown from a flagpole, shall have its blue field on top in time of peace and the red field on top in time of war; if in a hanging position, the blue field shall be to the right (left of the observer) in time of peace, and the red field to the right (left of the observer) in time of war. Section 11. If planted on the ground, the flagpole shall be at a prominent place and shall be of such height as would give the flag commanding position in relation to the buildings in the vicinity. If attached to a building, the flagpole shall be on top of its roof or anchored on a sill projecting at an angle upward. If on a stage or platform or government office, the flag shall be at the left (facing the stage) or the left of the office upon entering. The flagpole that is planted on the ground must be straight and slightly tapering at the top. The minimum length of the National Flag is one- fourth (1/4) the height of the flagpole, while maximum length of the National Flag is one-third (1/3) the height of the flagpole. Section 14. A flag worn out through wear and tear, shall not be thrown away. It shall be solemnly burned to avoid misuse or desecration. The flag shall be replaced immediately when it begins to show signs of wear and tear. Section 15. The flag shall be raised at sunrise and lowered at sunset. It shall be on the mast at the start of official office hours, shall remain flying throughout the day. Section 16. The flag may be displayed: a) Inside or outside a building or on stationary flagpoles. If the flag is displayed indoors on a flagpole, it shall be placed at the left of the observer as one enters the room; b) From the top of a flagpole, which shall be at a prominent place or a commanding position in relation to the surrounding buildings; c) From a staff projecting upward from the window sill, canopy, balcony or facade of a building; d) In a suspended position from a rope extending from a building to pole erected away from the building; e) Flat against the wall vertically with the sun and stars on top; and f) Hanging in a vertical position across a street, with the blue field pointing east, if the road is heading south or north, or pointing north if the road is heading east or west. The flag shall not be raised when the weather is inclement. If already raised, the flag shall not be lowered. Section 17. The flag shall be hoisted to the top briskly and lowered ceremoniously. The flag shall never touch anything beneath it, such as the ground, flood, water or other objects. After being lowered, the flag shall be handled and folded solemnly as part of the ceremony. Section 18. All government offices and educational institutions shall henceforth observe the flag-raising ceremony every Monday morning and the flag lowering ceremony every Friday afternoon. The ceremony shall be simple and dignified and shall include the playing or singing of the Philippine National Anthem. Section 20. The observance of the flag ceremony in official or civic gatherings shall be simple and dignified and shall include the playing or singing of the anthem in its original Filipino lyrics and march tempo. Section 22. During the flag lowering, the flag shall be lowered solemnly and slowly so that the flag shall be down the mast at the sound of the last note of the anthem. Those in the assembly shall observe the same deportment or shall observe the same behavior as for the flag-raising ceremony. Section 23. The flag shall be flown at half-mast as a sign of mourning on all the buildings and places where it is displayed, as provided for in this Act, on the day of official announcement of the death of any of the following officials: a) The President or a former President, for ten (10) days; b) The Vice-President, the Chief Justice, the President of the Senate and the Speaker of the House of Representatives, for seven (7) days; and c) Other persons to be determined by the Institute, for any period less than seven (7) 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 Representatives, and such other persons as may be determined by the Institute. The flag when flown at half-mast shall be first hoisted to the peak for a moment then lowered to the half-mast position. The flag shall again be raised to the peak before it is lowered for the day. Section 24. The flag may be used to cover the caskets of the honored dead of the military, veterans of previous wars, national artists, and of civilians who have rendered distinguished service to the nation, as may be determined by the local government unit concerned. In such cases, the flag shall be placed such that the white triangle shall be at the head and the blue portion shall cover the right side of the caskets. The flag shall not be lowered to the grave or allowed to touch the ground, but shall be folded solemnly and handed over to the heirs of the deceased. Section 25. The following shall be the Pledge of Allegiance to the Philippine flag: Ako ay Pilipino Buong katapatang nanunumpa Sa watawat ng Pilipinas At sa bansang kanyang sinasagisag Na may dangal, katarungan at kalayaan Na pinakikilos ng sambayanang Maka-Diyos Maka-tao Makakalikasan at Makabansa. Section 26. The period from May 28 to June 12 of each year is declared as Flag Days, during which period all offices, agencies and instrumentalities of government, business establishments, institutions of learning and private homes are enjoined to display the flag. Section 34. It shall be prohibited: a) To mutilate, deface, defile, trample on or cast contempt or commit any act or omission casting dishonor or ridicule upon the flag or over its surface; b) To dip the flag to any person or object by way of compliment or salute; c) To use the flag: 1) As a drapery, festoon, tablecloth; 2) As covering for ceilings, walls, statues or other objects; 3) As a pennant in the hood, side, back and top of motor vehicles; 4) As a staff or whip; 5) For unveiling monuments or statues; and 6) As trademarks, or for industrial, commercial or agricultural labels or designs. d) To display the flag: 1) Under any painting or picture; 2) Horizontally face-up. It shall always be hoisted aloft and be allowed to fall freely; 3) Below any platform; or 4) In discotheques, cockpits, night and day clubs, casinos, gambling joints and places of vice or where frivolity prevails. e) To wear the flag in whole or in part as a costume or uniform; f) To add any word, figure, mark, picture, design, drawings, advertisement, or imprint of any nature on the flag; g) To print, paint or attach representation of the flag on handkerchiefs, napkins, cushions, and other articles of merchandise; h) To display in public any foreign flag, except in embassies and other diplomatic establishments, and in offices of international organizations; i) To use, display or be part of any advertisement or infomercial; and j) To display the flag in front of buildings or offices occupied by aliens. Section 37. The rendition of the National Anthem, whether played or sung, shall be in accordance with the musical arrangement and composition of Julian Felipe. Section 38. When the National Anthem is played at a public gathering, whether by a band or by singing or both, or reproduced by any means, the attending public shall sing the anthem. The singing must be done with fervor. As a sign of respect, all persons shall stand at attention and face the Philippine flag, if there is one displayed, and if there is none, they shall face the band or the conductor. At the first note, all persons shall execute a salute by placing their right palms over their left chests. Those in military, scouting, citizens military training and security guard uniforms shall give the salute prescribed by their regulations. The salute shall be completed upon the last note of the anthem. The anthem shall not be played and sung for mere recreation, amusement or entertainment purposes except on the following occasions: a) International competitions where the Philippines is the host or has a representative; b) Local competitions; c) During the "signing off" and "signing on" of radio broadcasting and television stations; d) Before the initial and last screening of films and before the opening of theater performances; and e) Other occasions as may be allowed by the Institute. Section 40. The National Motto shall be "MAKA-DIYOS, MAKA-TAO, MAKAKALIKASAN AT MAKABANSA." Section 41. The National Coat-of-Arms (used to identify a Filipino) shall have: Paleways of two (2) pieces, azure and gules; a chief argent studded with three (3) mullets equidistant from each other; and, in point of honor, ovoid argent over all the sun rayonnant with eight minor and lesser rays. Beneath shall be the scroll with the words "REPUBLIKA NG PILIPINAS," inscribed thereon. Eagle - America Lion - Spain Section 42. The Great Seal shall be circular in form, with the arms as described in the preceding Sec., but without the scroll and the inscription thereon. Surrounding the whole shall be a double marginal circle within which shall appear the words "Republika ng Pilipinas." For the purpose of placing The Great Seal, the color of the arms shall not be deemed essential but tincture representation must be used. The Great Seal shall also bear the National Motto. Section 43. The Great Seal shall be affixed to or placed upon all commissions signed by the President and upon such other official documents and papers of the Republic of the Philippines as may be provided by law, or as may be required by custom and usage. The President shall have custody of the Great Seal. (The Great Seal of the Philippines (Filipino: Dakilang Sagisag ng Pilipinas) is used to authenticate official documents of the government of the Philippines.) Section 44. Any government entity, including the military, may adopt appropriate coat-of-arms, administrative seals, logo, insignia, badges, patches, and banners; and initiate awards, citations, orders or decorations; as may be authorized by Congress or the Office of the President. Section 45. Such heraldic devices and items shall be filed with the Institute for recording and evaluation as to precedence, design, customs and traditions. The Institute shall promulgate the corresponding rules and regulations which shall be submitted for approval to the Office of the President or to Congress. Section 46. All government offices including the military are hereby ordered to purchase all heraldic items and devices from manufacturers accredited and authorized by the Institute. Such items and devices shall be subject to inspection by the purchasing agency's internal inspector and the COA representative using the design and specifications approved by the Office of the President or by the Congress, through the Institute.