NYC Mandate/ Description

“ The State recognizes the vital role of the youth in nation-building and shall promote and protect their physical, moral, spiritual, intellectual and social well-being. It shall inculcate in the youth patriotism and nationalism; and encourage their involvement in public and civic affairs. ”

- 1987 Philippine Constitution

The Law Behind the Creation of NYC: Republic Act 8044

(Youth in Nation-Building Act)

The National Youth Commission was established by virtue of Republic Act 8044, or the Youth in Nation-Building Act, which was enacted in 1995. This bill provided for the creation of a National Comprehensive and Coordinated Program on Youth Development.

The NYC operationalized this provision through the creation of a Medium-Term Youth Development Plan (MTYDP) 1999-2004, of which all youth programs and projects implemented by all government agencies are strategically evaluated and monitored for their specific role in involving and enabling the youth as able partners towards national development.

The Role of NYC Towards Nation-Building

The NYC provides the youth with opportunities to be an active partner in nation-building through youth programs and projects that will develop and harness their potentials and enable them to be of great service to their country and community.

The creation of new policies and advocacies for youth development also allows the NYC to push for reforms and the creation of new measures to implement better services for the youth and the communities.

NYC Vision

Moving force in Filipino youth development

NYC Mission

Ensure the convergence of youth policies

Mobilize resources for youth development

Provide support to youth and youth serving organizations, and

Demonstrate and advocate effective programs, projects, and practices in youth development

NYC Core Functions

Research, policy formulation and advocacy

Monitoring and evaluation of youth programs,

projects and activities

Resource mobilization, networking, and partnership-building

Social Marketing, public and media relations

Education, training / institution-building

Major Programs of the NYC

Medium Term Youth Development Program

In line with its function to formulate a national framework for youth development, the NYC came up with the Medium Term Youth Development Plan. The Plan identify indicators for program implementation, veering away from the broad strokes approach.

The MTYDP serves as a guide for government agencies to utilize in the proposal or implementation of youth-related programs.



Youth Organizations’ Registration Program

Pursuant to RA 8044, otherwise known as the “Youth in Nation-Building Act” the National Youth Commission shall register, help and facilitate the establishment of Youth Organizations and Youth Serving Organizations.

Through the nationwide registration of youth and youth serving organizations, the Commission links up with the youth and facilitates a more active participation in its programs.

Ship for Southeast Asian Youth Program

The Ship for Southeast Asian Youth Program (SSEAYP) is an annual cultural exchange program that started in 1974 as a joint statement between ASEAN member countries and Japan. Participated by young people from ASEAN member countries and Japan, the program’s objective is to promote friendship and mutual understanding among them and the local youth in their respective countries.

Ten Accomplished Youth Organizations

The Ten Accomplished Youth Organizations (TAYO) is an annual search and recognition program for outstanding contributions made by youth and youth serving organizations nationwide. The awardees receive prizes that would enable them to sustain their current efforts or develop and implement new programs.



Government Internship Program

NYC serves as the secretariat of this program, which started off as a summer work program for students.



Enrolled in the Kapit Bisig Laban sa Kahirapan (KALAHI) program of the administration, it is NYC’s contribution to the poverty alleviation program of the government. NYC arranges for other government agencies and private companies to hire out-of-school, unemployed youth as interns who receive a monthly stipend that is 75% of the minimum wage.

National Youth Parliament

The NYP is a 3-day convention of youth leaders every two years wherein policy recommendations are formulated to address youth issues, and serve as government’s guide in policy formulation and program development. Started in 1996, youth leaders gather every two years to share ideas and gain valuable insights and networks to aid them in their youth development efforts.



Local Youth Development Program

The program aims to strengthen NYC’s linkage with its clientele in the grassroots level by beefing up its current set up by advocating for the establishment of Local Youth Development Councils.

Once established, the LYDCs shall be responsible for the formulation of policies and implementation of youth development programs in their localities in coordination with various government and non-governmental organizations.



Youth Legal Aid Program

YLAP seeks to provide legal assistance to youth with meritorious cases who are deprived of their right to competent legal representation merely because of their indigence. It is also designed to address the current problem of the Filipino youth who are maltreated and oppressed and the compelling necessity to shield the youth against drug abuse and exploitation.

Kabataan sa Mindanao Natin

A comprehensive advocacy-training program on the culture of peace, human rights and the indigenous peoples.



It aims to advance the promotion of peace, racial and cultural tolerance, respect for the environment, rights of children, youth, women and the indigenous peoples.

phoenecian alphbet

This is the Phoenician alphbet...
there also called the boat maker there  houses are build near the shore they don't want war but they know how to bargain and sale item from the sea..

                    Phoenician History

Gold plates with Phoenician and Etruscan writing You might imagine that something as simple and basic as the alphabet would have been around forever.  But of course it hasn't.  As you may well know, the elaborate pictures of Egyptian hieroglyphics and the intricate reed-poked-into-clay marks of Mesopotamian cuneiform used to be the way people communicated in writing.  Gradually these were simplified into syllable symbols instead of word symbols, but were still fairly daunting and only a few scholars ever learned to write. We are often told that the Phoenicians invented the alphabet, though some debate this.  Regardless of who put pen to papyrus to create it, the Phoenician contribution was none-the-less major and critical.  They were the major sea-traders of the Mediterranean, and they went everywhere. Every country which had a seashore seems to have done trade with them. When the Phoenicians began using the alphabet as a simple and easy way to keep track of their trades, it was exposed to everyone.  And since money and wealth were involved, people were highly motivated to learn the system and make sure it was being accurately written down.  This new method proved to be so much better than previous methods that it soon was being used by many people and many languages.  It had been given so much momentum that it could not be stopped. An excerpt on alphabet from the book First inventions are sometimes a little rough and need to get the bugs worked out, and so it was with this new alphabet which the Phoenicians made popular.  It consisted of 22 consonants . . . but no vowels.  The reader was assumed to speak the language, so they would know what sound to put between the consonants.  Of course, looking back at their inscriptions a few thousand years later, it is not so obvious.  That is one reason why you will see different spellings for the same word or name.  The ancient and modern-day translators just did the best they could. Phoenician Alphabet Phoenician alphabet -- note their writing reads right to left, and that some symbols were later  re-used and made into vowels. The Greeks adopted this Phoenician alphabet, and added vowels to it.  The refined combination worked very well.  It enabled the philosophy of Socrates and the theater plays of Euripides -- among many other great works of literature -- to be passed down to us. Writing On the Incirli Stela, Greek writing  (deep incisions) was cut into the earlier Phoenician text The Etruscans in Italy were familiar with the Phoenician alphabet, as shown on the Pyrgi gold plates at the top and bottom of this page.  Their plate on the left was written in Phoenician, and the other one in Etruscan.  After the Etruscans adopted and modified the Greek alphabet, they passed it along to Rome.  The Romans made their own refinements to it, and this led to the alphabet we use today. A fairly eye-opening account of how -- and why -- the alphabet and early writing came into being is described in Phoenicians: Lebanon's Epic Heritage.  Other great events in the ancient Mediterranean are also explored, using the interaction of the Phoenicians, Greeks, Romans and Egyptians to provide a clearer and more revealing picture of these formative times.

JULY 17, 2010

LAAG SA G-MALL

   AKO AT ANG 3 KONG KAKLASE AY NAG ABSENT KASI ANG ISA SA MIN AY MAY BIBILHIN SA G-MALL.....

  MARAMING NANGARI DON NA NAKAKATUWA. DAHIL MULA SA SCHOOL AY MATAGAL KAMI NAKASAKAY NG ULAS PATUNGU SA G-MALL. NANG NAKARATING NA KAMI DON AY NAGLIBUT-LIBUT PA KAMI.... TSAKA LAGI NAMING KINUKULIT ANG MALIIT NAMING KASAMA.

   TAPOS PARANG NAPAGUD SYA. KAYA UMINUM MINA KAMI NG SOFTDRINK.... KAMING APAT NG GUSTO NG UMUWI NUNG MALIIT NAMING KASAMA AY GUSTO KO SYANG SAMAHAN TAPOS PUMAYAG SYA NUNG GUSTO NA NAMING MAGHUWALAY NA SASAKYAN AY UNG DALAWA NAMING KASAMA AY HINDI ALAM ANONG SASAKYAN NILA KAYA SUMABAY NA LNG KAMI. PERO ANG PAMASAHI AY UNG GUSTONG BUMILA NG SAPATOS KAYA NAKALIBRE KAMI NG PAMASAHE........ 

TAPOS NAKABILI NA SYA NG SAPATOS  SA MAY MGA KOREANA. TAPOS PUMONTA KAMI SA NCCC-MALL UYANGUREN.. KASI MAY BILHIN ANG KASAMA NAMIN UNG MALIIT... NG COLOGNE AT MGA BEAUTY PRODUCT....

TAPOS UMUWI NA KAMI SUMAKAY KAMI NG PUAN.. TAPOS NAG KULITAN SA SASAKYAN.... TOPIC NAMIN KUNG AALIS UNG MALIIT NAMING KASAMA MAY MALULUNGKOT NA DALAWANG TAO,,, SABI NYA SI JOHN GIPOLA... TAPOS UNG ISA AY HINDI NYA ALAM.... PERO OK LNG KASI AKO YUNG ISA NA MALULUNGKOT..

                       THAT ALL!!! EXAM NA SA JULY 19,20,21, 2010(PRELIM NAMIN...!!!)

EUTHINICS

Euthenics 

deals with human improvement through altering external factors such as education and the controllable environment, including the prevention and removal of contagious disease and parasites, environmentalism, education regarding home economics, sanitation, andhousing.

The term was derived in the late 19th century from the Greek verb "euthenein": "thrive", "flourish". Ellen Swallow Richards (1842–1911) was one of the first writers to use the term, in The Cost of Shelter (1905), with the meaning "the science of better living".

Euthenics is distinguished from eugenics primarily in that the latter is concerned with the improvement of the human species through the manipulation of genetic inheritance (using various techniques of selective breeding), while euthenics is concerned with uninheritable improvements in human beings at a particular time and place, though this can have genetic consequences. For example, while eugenics would typically deal with the problem of an inheritable disease such as thalassemia by sterilising sufferers, or by limiting their reproductive rights through legislation, euthenics would approach the problem through allocating more resources to screening for the disease and by education, giving sufferers the chance to make informed decisions about whether or not to have children.

The result of the euthenics approach would thus have long-term, genetic effects, but would achieve them very differently from eugenics.

Many who support eugenics believe that euthenics is ultimately pointless, or at least less effective than eugenics, because it deals with the consequences of a problem rather than the problem itself. Those who support euthenics argue that eugenic approaches work by taking choices – and especially reproductive choices – away from people, while euthenics allows people to make better-informed decisions, as in the example of genetic diseases.

Life of Sir Isaac Newton

(short life)

Sir Isaac Newton FRS (4 January 1643 – 31 March 1727 [OS: 25 December 1642 – 20 March 1726])^[1] was an English physicist, mathematician, astronomer, natural philosopher,alchemist, and theologian who is considered by many scholars and members of the general public to be one of the most influential people in human history. His 1687 publication of the Philosophiæ Naturalis Principia Mathematica (usually called thePrincipia) is considered to be among the most influential books in the history of science, laying the groundwork for most of classical mechanics. In this work, Newton describeduniversal gravitation and the three laws of motion which dominated the scientific view of the physical universe for the next three centuries. Newton showed that the motions of objects on Earth and of celestial bodies are governed by the same set of natural laws by demonstrating the consistency between Kepler's laws of planetary motion and his theory of gravitation, thus removing the last doubts about heliocentrism and advancing thescientific revolution.

Newton built the first practical reflecting telescope^[7] and developed a theory of colourbased on the observation that a prism decomposes white light into the many colours that form the visible spectrum. He also formulated an empirical law of cooling and studied thespeed of sound.

In mathematics, Newton shares the credit with Gottfried Leibniz for the development of thedifferential and integral calculus. He also demonstrated the generalised binomial theorem, developed Newton's method for approximating the roots of a function, and contributed to the study of power series.

Newton remains uniquely influential to scientists, as demonstrated by a 2005 survey of members of Britain's Royal Society asking who had the greater effect on the history of science and had the greater contribution to humankind, Newton or Albert Einstein. Royal Society scientists deemed Newton to have made the greater overall contribution on both.^[8]

Newton was also highly religious, though an unorthodox Christian, writing more on Biblical hermeneutics and occult studies than the natural science for which he is remembered today. The 100 by astrophysicist Michael H. Hart ranks Newton as the second most influential person in history (below Muhammad and above Jesus).^[9]

this subject is all about civil services at the community

Man, Family, Community

What is man? "The dignity of man requires obedience to a higher law, to the strength of the spirit." - Mohandas K. Gandhi "Try not to become a man of success but rather try to become a man of value." - Albert Einstein Man, or a human being, is said to be a Moral Being. He/She is able to distinguish between right and wrong, and choose a course of behavior based on this distinction. Human beings have the intellectual capability or the power to reason. Man is an element of society. The composition of man Spiritual sphere – soul and spirit Sphere of the mind – endowed with reasoning ability Body organization – a physical being with human needs In summary, a human being is a being with a mind, a body, and a soul. Man and society Each person has a role to play in the society. There is interplay between the individual and society. The very first society that a person encounters is the family. This is the first society of which a person is a member. The family represents the primary cell of social life; it is the basic element of society wherein some attributes of human nature is developed. Family is the training ground of society. Within it, a person learns and is socialized. Within a family, certain characteristics are needed for the members to thrive. These are: Autonomy – must be integrated and presented within the family for the members to feel and experience the individualization process. Liberty – every member of the family must have a freedom to choose for himself who he wishes to be. Responsibility - every member must be given a responsibility at home to prepare them for a bigger responsibility. Tolerance – as a member he must be taught how to accept individual differences. Trust – must be developed within the family so that members will learn to trust other people as well. Sociological perspectives about the family Functionalist theorists seek to identify a number of recurrent functions families typically perform. Reproduction. If society is to perpetuate itself, new members have to be created, and the family is the only institution in charge of reproduction. No institution has given permission for procreation. Socialization. At birth, children are uninitiated in the ways of culture, through the process of socialization, children become inducted into their society’s ways, and it is the family that usually serves as the chief culture-transmitting agency. The family functions as an intermediary in the socialization process between the larger community and the individual. Care, protection, and emotional support. Throughout the world, the family has been assigned the responsibility for shielding, protecting, sustaining, and maintaining children, the infirm, and other dependent members of the community. The family provides an important source for entering into intimate, constant, face-to-face contact with other people. Healthy family relationships afford companionship, love, security, a sense of worth, and a general feeling of well being. Assignment of status. The family confers statuses that 1) orient a person to a variety of interpersonal relationships, including those involving parents, siblings and kin 2) orient a person to basic group memberships, including racial, ethnic, religious, class, national, and community relationships. The conflict perspective on the family Many conflict theorists have seen the family as a social arrangement benefiting some people more than others. Friedrich Engels, close associate of Karl Marx viewed the family as a class society in miniature, with one class (men) oppressing another class (women). He contented that marriage was the first form of class antagonism in which the well-being of one group derived from the misery and repression of another group. Psychoanalyst Sigmund Freud and Georg Simmel also advanced a conflict approach to the family. They contended that intimate relationships inevitably involve antagonism as well as love. Sociologists like Jetse Sprey contended that all institutions are engage in conflicting battles. They see family members as confronting demands: to compete with one another for autonomy, authority, and privilege, and simultaneously to share one another’s fate in order to survive and even flourish. The family is a social arrangement that structures close interpersonal relationships through ongoing processes of negotiation, problem solving, and conflict management. The interactionist Perspective on the Family Symbolic interactionists emphasize that human beings create, use, and communicate with symbols. They interact through role taking, a process of reading the symbols used by others and attributing meaning to them. Interactinists portray humans as a unique species because they have a mind and self. The mind and self arise out of interaction and provide the foundation for enduring social relationships and group life. The symbolic interactionist perspective is a useful tool for examining the complexities of a relationship. Thus, should the roles of one family member change; invariably there are consequences for the other family members as well. Functionalist theorists focus on the structural properties and functions of family systems. Community Community refers to a group of people who interact and share certain things as a group, but it can refer to various collections of living things sharing an environment, plant or animal. From the perspective of sociology: German sociologist Ferdinand Tonnies presented a concise differentiation between the terms “community” and “society.” Tonnies argued that, “community is perceived to be a tighter and more cohesive social entity within the context of the larger society, due the presence of “the unity of will.” He added that family and kinship were the perfect expression of community. The Essence of Community The development of personal and cultural values. A worldview and attitude towards a larger society. Develop emotional bonds. Intellectual pathways. Enhanced linguistic abilities. Higher capacity for critical thinking. McMillan and Chavis identify four elements of “sense of community” - Membership - Influence - Integration and fulfillment of needs - Shared emotional connection. The development of a sense of community 1. In times of glory 2. In times of chaos, crisis or defeat. Community Service It is usually performed by nonprofit organization, or undertaken under the auspices of the government, one or more businesses or by individuals. Types of Community Based on Location a) Municipality b) Neighborhood c) Planned community Based on Identity a) Professional community b) Virtual community Overlaps a) Retirement community b) International community

Filipino Values and Traits

In defining Filipino values and traits, it is essential to know first the influencing factor/s that could be traced to the beginning and development of Filipino values and traits, factors that influenced the people to adopt such kind of practice/s. What is culture? Culture is a way of life shared by the members of society. It has a powerful effect on the person’s daily life. It shapes us but we also shape culture. The characteristics of culture Culture is learned – an individual bases his culture on his experience. The action is guided by the absorbed habit, traits, and values through interaction. Culture is transmitted – it is transmitted from one generation to the next. Culture is shared – it unites people. It is a guideline of society. Culture is patterned and integrated – it is patterned in a unified whole through its people and incorporated in school, work place and in our laws. Culture is adaptive and maladaptive – no culture is static and each individual must cope to the changing society. The elements of culture Beliefs Values Norms Mores Laws What are values? Values are abstract and shared ideas about what is desirable, good and correct –they represent the ideals of the culture. The basis of Philippine value orientation. Here are some cultures that influenced Filipino culture. Aeta Chinese Indonesian Spanish Malayan Americans Hindu The Filipino Values Cultural Values: Pakikisama- is yielding to the will of the majority or the leader of the group. It could result in both positive and negative behavior. Euphemism-is stating an unpleasant truth, opinion or request as pleasantly as possible. It is the use of white lies to please another person. The use of the go-between-is another means of preserving or restoring smooth interpersonal relations. Hiya- It means the uncomfortable feeling of shame and the awareness of having committed something against the mores or standards of the group. Nepotism-the act of appointing or employing relatives or kin to a certain position. Personalism- this emphasizes the importance of the person with whom one has immediate face-to-face contact over the abstract rule of law or the common good. Ningas Cogon- everyone shows a lot of interest for a new project but interest dies down and the project is neglected. Manana Habit- to put off for tomorrow what can be done today. Hospitality-they welcome visitors with warmth and enthusiasm often inviting them to their homes to share whatever they have to offer. Filipino Traits Openness Highly personalized approach at relationship Freedom of expression Strong family orientation Adherence to gender role Bayanihan spirit Facility at conflict resolution Passion for creative expression Resilience Flexibility

Rights, Duties and Responsibilities of the Youth

Presidential Decree 603 - The Child and Youth Welfare Code This code shall apply to persons below twenty- one years of age. Rights of the Child and the Youth 1. Right to dignity 2. Right to wholesome family that will provide him love, care, understanding and guidance. 3. Every child has the right to be brought up in an atmosphere of morality and rectitude. 4. Right to be educated commensurate of his/her abilities. 5. Has the right to protection against all forms of exploitation. Responsibilities of the Child and the Youth 1. Strive to lead an upright virtuous life in accordance with the tenets of law. 2. Love, respect and obey his parents. 3. Develop his potentialities for service particularly by undergoing a formal education. 4. Respect the customs and traditions of our people, the memories of our heroes, the laws of our country and the principles and institutions of democracy. 5. Participate actively in the promotion of the general welfare. 6. Help in the promotion of individual rights and the strengthening of freedom. Why do we need to know the rights and responsibilities of the youth? Studying the rights of the child can build a sense of responsibility and purpose that extends beyond the walls of the classroom both in space and time. Young people who are knowledgeable about human rights may feel a greater commitment to improving society and may be able to avoid repeating some mistakes that previous generations have made. The birth of the convention on the rights of the child In December 1989, the convention on the rights of the child was adopted by the United Nations. This convention has begun to affect the lives of children throughout the world, in small ways and large. The convention on the rights of the child is one of the many human rights treaties adopted by the United Nations. Of the 187 states, which belong to the United Nations, 181 are states parties to the convention- more than any other human rights treaty. The convention is not only one of the newest and most widely accepted human rights treaties, it is also the longest. Does everyone have the same rights? The idea that human rights are a part of human nature suggests that all persons should have the same rights. Most articles of human rights treaties begin with the phrase “every person has the right to…? Human rights treaties are full of statements, which emphasize that all persons are equal in their rights. Some rights apply to persons in specific situations. Persons in prison have the right to humane treatment, for example, and persons accused of a crime have the right to a fair trial. Human rights treaties also define certain rights as belonging to adults, such as the right to marry and begin a family, the right to be a candidate for political office and to vote in elections. The right to work is a basic human right for adults, with very limited application where children are concerned. The right to a public trial is a peculiar example: not only do children not have it, they have a right which is the exact opposite –the right to a trial that is closed to the public. Rights and Duties In law, there is a saying that for every right there must be a corresponding duty or obligation. For example, if a tenant has a right to live in a rented house, the landlord must have an obligation to allow the tenant to live there. State parties must look at the way public institutions work- public hospitals and clinics, schools, homes for orphans, courts, and etc.- to see if their policies and routines respect the rights of children. The state does not have the sole responsibility for protecting the rights of the children. The convention emphasizes that it is the family, not the state, which has the primary responsibility for making sure that children are able to enjoy their rights. However, since the convention is a treaty, and can create duties only for states, it is up to the government to see to it that the national law tells parents what their duties are. When there is a danger to the child that is serious enough to outweigh the family’s privacy should the appropriate government agency become involved. Rights and duties go together because the enjoyment of rights goes hand in hand with assuming responsibility for protecting the rights of others. The rights of children are not only violated by adults; they can also be violated by other children. On the other hand, children can be a positive force for improving the world we live in, when they help protect the environment, or assist those affected by disasters or poverty. Who is a child? The word “child” is normally used to mean someone who is older than a baby, but not yet a teenager. The convention on the rights of the child applies not only to this group, however, but also to everyone who is an adult. The very first article says that every person under the age of 18 should have the rights contained in the convention. However, the question was controversial that it continued to be debated until the final draft was agreed upon in 1989. The only solution was to leave each country the right to decide whether a child’s rights should be protected from conception or at some later time. In the Philippines A person is considered a child until he or she reaches the age of majority, which is 18. The right to have one’s views taken into account Once a child is old enough to form an opinion about something, which will affect him or her personally, he or she must be given a chance to express his/her views, and the person making the decision has to take them into account. Taking the child’s views into account does not necessarily mean that the child has the final word; the views of the child should depend on his/her age of maturity. In the Philippines, Filipino parents do not usually take their children’s view into account, even in many adults believe that children should be seen but not heard. Freedom of expression and access to information Freedom of expression is the right to express “information and ideas of all kinds” through speech, writing, publishing, art and “any other media of the child’s choice.” In the Philippines, freedom of speech and expression is protected by the constitution. Freedom of religion Children have freedom of “thought, conscience, and religion.” In general, freedom of religion has three elements: freedom to believe in or belong to a religion; freedom to practice it, and freedom to change from one religion to another. However, there are governments that punish people because of what they believe in, or because they belong to the “wrong” religion. In the Philippines there is no official religion. The constitution recognizes freedom of religion, and religious discrimination is illegal. The right to Privacy The right of children not to have their name or photo published in newspapers or shown on television. People who work with children, such as teachers and social workers, have a duty to keep information about them confidential. Trials involving children, whether they are accused of a crime or are the victim, should be closed to the public. Protection against abuse Government must protect children against neglect and abuse by parents or other caretakers. When a child is hurt or mistreated by the person who has control over him or her, it can be difficult for the child to understand what is happening, and turn to others for help. Children should be given the broadest protection possible. In the Philippines, the “child and youth welfare code” makes it unlawful for parents to punish a child in a way, which is cruel, unusual or humiliating; to say things, which cause embarrassment or humiliation, or to allow a child to handle deadly weapon. The right to health care Every child has the right to the best possible health and to medical care. To make sure that all children have access to medical care. The need to combat malnutrition and disease by making sure that everyone has healthy food and clean water for drinking and washing. In thePhilippines, the law says, “every child has the right to a balanced diet, proper medical attention, and all the basic physical requirements of a healthy and vigorous life. The right to s decent standard of living Every child has the right to a “standard of living” which is “adequate for the child’s physical, mental, spiritual, moral, and social development.” Living conditions which are related to the physical development of children include housing, clothing, food, water and a safe environment. Conditions which are necessary for normal mental development include some of those needed for physical development, especially healthy food and protection against environmental contamination. The right to an education Children have a right to an education. The constitution provides for compulsory education and free tuition for both primary and secondary public school education. Steps should be taken to prevent children from dropping out of school, and to make sure that all children have information about the educational opportunities open to them. States should also take steps to make college or university education available to everyone who is qualified to attend and facilitate access to scientific and technical knowledge at all levels. The right to play The constitution says that the state has the duty to promote sports and physical education, and that all schools must have a sports program. The state shall ensure equal access to cultural activities through the educational system, public cultural entities, and community cultural centers. Parents should encourage their children to spend time with other children, give them opportunities to participate in social, cultural and recreational groups and provide supervision for recreational activities. Child labor Children under 15 years of age are not allowed to work under Philippine law, unless they work for their parents and the work does not interfere with their education. Children under 18 are not allowed to work in hazardous jobs. The Department of Labor and Employment has adopted a list of more than 50 hazardous occupations, including operating wood or metal working machines. Despite these laws, the number of children who work has grown in recent years. Official sources estimate that 1/3 of all children between the ages 10 and 17, or more than two million children, work and that one every five working children work in a job classified as hazardous. Children and armed conflict One of the reasons the United Nations was created shortly after the end of world war 11, was to provide governments with a place where they could discuss their problems, so that wars could be avoided. The law on the protection of children adopted in 1992 contains a long article on the protection of children during armed conflict. It declares that children are to be considered “zones of peace”, which means that they should not be used for military purposes or attacked, and should be given all necessary protection and assistance when their lives are affected by fighting or military operations.

Conclusion

No man can produce everything in order to survive, thus, to be a member of society is an innate capacity of man. The society where he belongs creates the totality of the whole being, thus, it said that man is a reflection of his environment. Rights and responsibilities go hand in hand. The goverment has implied the rights of the citizens and in return, the citizens should also perform their responsibilities to the government to the society.