Reviewer in NSTP PDF

Module 1 – Citizenship Training Historical and Legal Bases of NSTP 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 tradition am...

Module 1 – Citizenship Training Historical and Legal Bases of NSTP 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 tradition among Filipinos that shows community participation, democracy and cooperation. Spanish Colonial Administration Polos y servicios these policies 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. to render personal military or civil service. State recognizes the vital role of the youth in nation-building. National Service Training Program (NSTP) a civic education and defense preparedness program students instituted by the Government of the Philippines. On January 5, 2000 by virtue of Republic Act 9163, otherwise known as the "National Service Training Program (NSTP) Act of 2001." both male and female college students of any baccalaureate degree course or technical vocational course in 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: 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 school children and out-of-school youths. The hope is to continue learning on a peer - to - peer interaction. BatStateU - National Service Training Program 1 – CWTS/LTS Module 1 – Citizenship Training Reserve Officers' Training Corps(ROTC) This program component is designed to provide military education and training for 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 organized into the Citizen Armed Force Graduates of the LTS and CWTS 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 otherwise known as the "National Defense Act of 1935" enacted by the National Assembly of the Philippines on December 21, 1935. it provided for obligatory military service for all male citizens of ages between 18 and 30. Presidential Decree No. 1706 otherwise known as the "National Service Law" signed into law on August 8, 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. Republic Act 7077 otherwise known as the "Citizen Armed Forces of the Philippines Reservist Act" was enacted by the 8th Congress of the Philippines on June 27, 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 Corps basic and advance courses. BatStateU - National Service Training Program 1 – CWTS/LTS Module 1 – Citizenship Training United Nations Principles on Human Rights Universal Declaration of Human Rights 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. It is defined as a common standard of achievement for all peoples and all nations. 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 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. BatStateU - National Service Training Program 1 – CWTS/LTS Module 1 – Citizenship Training 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. 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. BatStateU - National Service Training Program 1 – CWTS/LTS Module 1 – Citizenship Training (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. (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. BatStateU - National Service Training Program 1 – CWTS/LTS Module 1 – Citizenship Training 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. 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. BatStateU - National Service Training Program 1 – CWTS/LTS Module 1 – Citizenship Training 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. 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. BatStateU - National Service Training Program 1 – CWTS/LTS Module 1 – Citizenship Training Flag Heraldic Code of the Philippines Salient Feature of RA No. 8491 of 2002 (Flag and Heraldic Code of the Philippines) Philippine Flag National flag 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. Flag is a sacred and respected feature of the nation which it represents. 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, 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 Delfina Herbosa 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. BatStateU - National Service Training Program 1 – CWTS/LTS Module 1 – Citizenship Training 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 (Independence 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. Malacaňang Palace, 2. The Congress of the Philippine buildings (Senate and House of Representatives) 3. Supreme Court of the Philippine Building 4. The Rizal Monument 5. Aguinaldo Shrine in Kawit, Cavite 6. Barasain Shrine in Malolos, Bulacan 7. Tomb of theUnknown Soldiers in La Union, Libingan ng mgaBayani in Makati) 8. Mauseleo de losVeteranos de la Revolucion 9. All international ports of entry 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. BatStateU - National Service Training Program 1 – CWTS/LTS Module 1 – Citizenship Training 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. 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. BatStateU - National Service Training Program 1 – CWTS/LTS Module 1 – Citizenship Training 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 flag staff at the stern when the ship is at anchor. The Flag shall be hoisted to the gaff at the after mast 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). BatStateU - National Service Training Program 1 – CWTS/LTS Module 2 - Drug Education Voter Citizenship Education The Filipino citizen-voter education covers 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 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 BatStateU - National Service Training Program 1 – CWTS/LTS Module 2 - Drug Education 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. BatStateU - National Service Training Program 1 – CWTS/LTS Module 2 - Drug Education b) During elections Exercise vigilance and the right to vote. Vote according to your conscience 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 – 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 BatStateU - National Service Training Program 1 – CWTS/LTS Module 2 - Drug Education 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 development councils 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. BatStateU - National Service Training Program 1 – CWTS/LTS Module 2 - Drug Education Drug Education Legal Bases for Drug Education Republic Act (R.A.) 9165 ▪ 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. 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. Drug abuse ▪ 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 ▪ a compulsive behavior brought about by drug abuse. BatStateU - National Service Training Program 1 – CWTS/LTS Module 2 - Drug Education Drug user ▪ 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. Change in attendance at work or school 2. Change from normal capabilities (work habits, efficiency, etc.) 3. Poor physical appearance, including in attention to dress and personal hygiene 4. 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. 5. Unusual effort made to cover arms in order to hide needle marks 6. Association with known drug abusers 7. Stealing items that can be readily sold for cash (to support a drug habit) 8. 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 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 BatStateU - National Service Training Program 1 – CWTS/LTS Module 2 - Drug Education Reddening of the eyes, dizziness, bodily incoordination Sleepiness and decreased physical activity Possible chronic bronchitis and asthma Feeling of excitement and friendliness Distortion of time and space perception Disturbance of brainwave activity, causing of impairment of skills leading to abnormal behavior googleimagesmarijuana.com 3. Stimulants are drugs used to increase mental activity, relieve fatigue, increase alertness and offset drowsiness. a) Amphetamines googleimagesstimulant.com b) Cocaine 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 BatStateU - National Service Training Program 1 – CWTS/LTS 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. googleimagesbarbiturates.com Unconsciousness and decrease in breathing Deepening unconsciousness leading to “coma” 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. BatStateU - National Service Training Program 1 – CWTS/LTS 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 gas e) Nail polish and cuticle remover f) Lighter-fluid and dry-cleaning fluid Effects of Inhalants Unsteadiness and restlessness googleimagesinhalants.com Drunkenness with depression leading to unconsciousness Irritability and highly agitated condition BatStateU - National Service Training Program 1 – CWTS/LTS Module 2 - Drug Education 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 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; BatStateU - National Service Training Program 1 – CWTS/LTS Module 2 - Drug Education ▪ 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. 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. BatStateU - National Service Training Program 1 – CWTS/LTS  Module 2 - Drug Education 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. ▪ ▪ Seek professional help if you cannot cope with your problems anymore. ▪ Develop strong moral and spiritual foundation in life. BatStateU - National Service Training Program 1 – CWTS/LTS  Module 3 – Disaster Awareness Preparedness and Management Four Thematic Areas of Philippine Disaster Management System 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. Four DRRM Thematic Areas 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. BatStateU - National Service Training Program 1 – CWTS/LTS  Module 3 – Disaster Awareness Preparedness and Management (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 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 BatStateU - National Service Training Program 1 – CWTS/LTS Module 10 – Introduction to Community-Based Management Basic First Aid and Basic Life Support 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. ▪ 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. Adult Rescue Breathing and CPR If you see a motionless person… 1. Check responsiveness by tapping or gently shaking the victim. 1 BatStateU - National Service Training Program 1 – CWTS Module 10 – Introduction to Community-Based Management 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: 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 2 BatStateU - National Service Training Program 1 – CWTS Module 10 – Introduction to Community-Based Management 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) 2. Give 1 breath every 3 seconds (in adults give 1 breath every 4 to 5 seconds) 3 BatStateU - National Service Training Program 1 – CWTS Module 10 – Introduction to Community-Based Management 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. 4 BatStateU - National Service Training Program 1 – CWTS Module 10 – Introduction to Community-Based 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. 5 BatStateU - National Service Training Program 1 – CWTS Module 10 – Introduction to Community-Based Management 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. 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 6 BatStateU - National Service Training Program 1 – CWTS