Communication 160

Development
Communication

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 CHAPTER 1
DEVELOPMENT
Rationale
Chapter 1 will enable you to learn development as it presents the
definition, stages and kinds of development and relate these alongside the
principles and types of community development.

Learning Objectives
At the end of Chapter 1, the learner should:

a. explain the definition of development;

b. enumerate the kinds of development;
c. discuss areas of development; and
d. demonstrate the ability to relate these in community development.

General Objective
The learner should be able to explain and understand development in the
context of community development.

Schedule of Class Discussion for Chapter 1

Date Covered Topic Output Task Deadline

September 3 Introduction - -
September 8 Development - -
September 10 Measures - -
September 15 Paradigms - -
September 17 Community - -
Development
September 22 Of Different Worlds - -
September 24 Exam Long Exam 1 September 24

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 Welcome to Comm160 Development Communication
A pleasant day to everyone!
Today, we shall start our class in Comm 160 Development
Communication.

What is Development?

Development is a process that creates growth, progress, positive change or the

addition of physical, economic, environmental, social and demographic
components (Israel, 2018).

The purpose of development is a rise in the level and quality of life of the
population, and the creation or expansion of local regional income and
employment opportunities, without damaging the resources of the environment
(Ibid.). Development is visible and useful, not necessarily immediately, and
includes an aspect of quality change and the creation of conditions for a
continuation of that change (Ibid.).

From the definition above, we can get keywords which we associate

development with:

1. growth
2. progress
3. positive change
4. addition

These words reflect that which we consider as ‘in the process of development’ or
‘developed’. Therefore, development entails ensuring all criteria are met, with no
concept left behind for us to gauge something as developed.

However, this definition is still based on the condition of the ‘speaker’ or to whom
development is focused on.

I will forward therefore that TRUE development should cater to all species, all
environments, and across all borders.

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Development Stages

Learning and development shape the activities and experiences that we regard
to as opportunities which enabled us to grow. These stages of development has
started since we were children (Flicklearning, 2016).

I believe however, that these stages continue to shape us until now, which
dictates who we act, see, behave, and construct the world we live in.

1. Communication and language development

• Express ourselves through language and sounds.

• Discourses
• Exchange of ideas
• Interaction

2. Personal, social and emotional development

• Self-confidence and self-awareness

• Reflective
• Managing feelings and behavior
• Forming relationships

3. Literacy development

• Hearing and listening

• Reading and writing

4. Mathematics

• Skills with numbers and computations

• Shapes, spaces, and measurement

5. Understanding the World

• Observing
• Exploring
• Making sense
• Nature
• Technology and its use

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 6. Expressive arts and design

• Drawing and painting

• Sculpting
• Music and instruments
• Self-expression

Kinds of Development

Now we further discuss the different kinds of development, and how these
manifest in us and in our world.

The 40 Developmental Assets® framework was created by Search Institute

consisting of preventative measures, positive experiences, and qualities that
young people need to grow up healthy, caring and responsible (Hagen, 2020).

Assets are concrete, positive, common sense experiences and qualities that
(Ibid.):

1. Provide understanding of what people need to succeed and be healthy;

2. Focus on solutions rather than problems;
3. Are powerful predictors of behavior;
4. Protective factors that inhibit behaviors;
5. Enhancement factors that promote positive development; and
6. Resiliency factors that help people to cope with and avoid difficult
situations.

External Assets

Support
1. Family Support
2. Positive Family Communication
3. Other Adult Relationships
4. Caring Neighborhood
5. Caring School Climate
6. Parent Involvement in Schooling

Empowerment
7. Community Values Youth
8. Youth as Resources

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 9. Service to Others
10. Safety

Boundaries and Expectations

11. Family Boundaries
12. School Boundaries
13. Neighborhood Boundaries
14. Adult Role Models
15. Positive Peer Influence
16. High Expectations

Constructive Use of Time

17. Creative Activities
18. Youth Programs
19. Religious Community
20. Time at Home

Internal Assets

Commitment to Learning
21. Achievement Motivation
22. School Engagement
23. Homework
24. Bonding to School
25. Reading for Pleasure

Positive Values
26. Caring
27. Equality and Social Justice
28. Integrity
29. Honesty
30. Responsibility
31. Restraint

Social Competencies
32. Planning and Decision Making
33. Interpersonal Competence
34. Cultural Competence
35. Resistance Skills
36. Peaceful Conflict Resolution

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 Positive Identity Positive Identity
37. Personal Power
38. Self-esteem
39. Sense of Purpose
40. Positive View of Personal Future

From our discussions, we have come to realize the tri-fold concept

of development:

Self Social World

We are able to conclude now that development entails affecting all three
concepts so that we may be able to truly impart growth, progress, positive chance
and add significantly to what is already existing.

Now, let us move on and study community development!

What is Community Development?

Community development is a process where community members come

together to take collective action and generate solutions to common problems
(PeerNetBC, n.d.).

Community wellbeing covering economic, social, environmental and cultural,

often evolves from this type of collective action being taken at a grassroots level
(Ibid.).

According to Frank & Smith (n.d.) effective community development should be:

• a long-term endeavor
• well-planned
• inclusive and equitable
• holistic and integrated into the bigger picture
• initiated and supported by community members
• of benefit to the community
• grounded in experience that leads to best practices

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Community development is a grassroots process by which communities (Ibid.):

• become more responsible

• organize and plan together
• develop healthy lifestyle options
• empower themselves
• reduce poverty and suffering
• create employment and economic opportunities
• achieve social, economic, cultural and environmental goals

Community development seeks to improve quality of life and thus, effective

community development results in mutual benefit and shared responsibility
among community members (PeerNetBC, n.d.).

Such development recognizes (Ibid.):

• the connection between social, cultural, environmental and economic

matters
• the diversity of interests within a community
• its relationship to building capacity

Community development helps to build community capacity in

order to address issues and take advantage of opportunities, find
common ground and balance competing interests. It doesn’t just
happen – capacity building requires both a conscious and a
conscientious effort to do something (or many things) to improve
the community.

Frank & Smith (n.d.) explains the two concepts more:

Community

Often when we think of community, we think in geographic terms. Our

community is the city, town or village where we live. When community is
defined through physical location, it has precise boundaries that are
readily understood and accepted by others. Defining communities in terms
of geography, however, is only one way of looking at them.

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 Communities can also be defined by common cultural heritage, language,
and beliefs or shared interests. These are sometimes called communities
of interest.

Most of us belong to more than one community, whether we’re aware of

it or not. For example, an individual can be part of a neighborhood
community, a religious community and a community of shared interests all
at the same time. Relationships, whether with people or the land, define a
community for each individual.

Development

The term “development” often carries an assumption of growth and

expansion. During the industrial era, development was strongly connected
to increased speed, volume and size. However, many people are currently
questioning the concept of growth for numerous reasons – a realization
that more isn’t always better, or an increasing respect for reducing outside
dependencies and lowering levels of consumerism.

The community development process takes charge of the conditions and factors
that influence a community and changes the quality of life of its members.

Community development is a tool for managing change but it is not:

• a quick fix or a short-term response to a specific issue within a community;

• a process that seeks to exclude community members from participating;
or
• an initiative that occurs in isolation from other related community
activities.

Community development is about community building as such,

where the process is as important as the results.

One of the primary challenges of community development is to

balance the need for long-term solutions with the day-to-day
realities that require immediate decision-making and short-term
action.

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Of Different Worlds

For this lesson, we need to study the terminologies we now associate with the
term development. We need to classify countries to First, Second, and Third
World.

Let us study how these classifications came to be (NationsOnline, 2020):

First World Countries

The term First World refers to the developed, capitalist, industrial

countries, generally aligned with NATO (North Atlantic Treaty
Organization) and the USA.

The bloc of countries aligned with the United States after World War II,
which had more or less common political and economic interests, this
included the countries of North America and Western Europe, Japan,
South Korea, and Australia.

There were some "neutral" states in Europe, such as Switzerland, Sweden,

Austria, Ireland, and Finland, but they can be classified as First World in
this context.

First World are industrialized countries, within the Western European and
United States' Sphere of Influence.

NATO Member States during the Cold War

Belgium Canada Denmark

France Germany Greece
Iceland Italy Luxembourg
Netherlands Norway Portugal
Spain (since 1982) Turkey United Kingdom
USA

US Aligned States
Israel Japan Korea (South)

Former British Colonies

Australia New Zealand

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Neutral and more or less industrialized capitalist countries
Austria Ireland Sweden
Switzerland

Second World Countries

The Second World refers to the former communist-socialist, less

industrialized states known as the Eastern Bloc.

The countries in the sphere of influence of the Soviet Union; it included the
Soviet Socialist republics, the countries of Eastern and Central Europe, e.g.,
Poland, East Germany, Czechoslovakia, and the Balkans.

And there were the Asian communist states in the sphere of influence of
China, - Mongolia, North Korea, Vietnam, Laos, and Cambodia.

The term "Second World" refers to the former communist-socialist,

industrial states, the territory and sphere of influence of the Union of
Soviet Socialists Republic (Soviet Union).

Second World Country List

Country formerly part of: Region
Albania Southern Europe
Armenia Soviet Union Western Asia
Azerbaijan Soviet Union Western Asia
Belarus Soviet Union Eastern Europe
Bulgaria Eastern Europe
Croatia Yugoslavia Southern Europe
Czech Republic Czechoslovakia Eastern Europe
Georgia Soviet Union Western Asia
East Germany Western Europe
Hungary Eastern Europe
Moldova Soviet Union Eastern Europe
Montenegro Yugoslavia
Poland Eastern Europe
Romania Eastern Europe
Russia Soviet Union Northern Europe/Asia
Serbia Yugoslavia Southern Europe
Slovakia Czechoslovakia Eastern Europe
Slovenia Yugoslavia Southern Europe

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Third World Countries

The Third World was all the other countries. The mainly underdeveloped
agricultural states and nations of Africa, Asia, and Latin America, where the
blessings of civilization benefited only a small ruling elite and the
corporations and upper classes of the former colonial powers.

In principle, the term Third World is outdated but still in use; today, the
politically correct designation would be less developed countries or
developing countries.

What makes a nation Third World?

Nowadays, the term Third World is more often replaced by the terms Least
Developed Countries (UN) or Low-Income Countries (World Bank.)

Whatever term is used, it serves to designate countries that suffer from

high poverty, high child mortality, low economic and educational
development, and low self-consumption of their natural resources.
Countries that are vulnerable to exploitation by large corporations and
industrialized nations.

These are the developing and technologically less advanced nations of

Asia, Africa, Oceania, and Latin America. Third world nations tend to have
economies dependent on the developed countries and are generally
characterized as poor with unstable governments and having high fertility
rates, high gender-related illiteracy and are prone to diseases.

One of the critical factors is the lack of a middle class; there is a huge
impoverished population and a small elite upper class that controls the
country's wealth and resources. Most Third World nations also have very
high foreign debt levels.

The Philippines, as we know well, is classified under the Third

World. Reflect on this for a moment and ask yourself, “How do we
transform from developing to becoming developed?”

There is no answer yet to this question which can be assumed to

be a significant inquiry for the past centuries.

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 Third World Countries in Terms of their Human Development

Human Development Index (HDI): A composite index measuring average

achievement in three basic dimensions of human development-a long and
healthy life, knowledge and a decent standard of living.

Life expectancy at birth: Number of years a newborn infant could expect

to live if prevailing patterns of age-specific mortality rates at the time of
birth stay the same throughout the infant's life.

Mean years of schooling: Average number of years of education received

by people ages 25 and older, converted from education attainment levels
using official durations of each level.

Expected years of schooling: Number of years of schooling that a child of

school entrance age can expect to receive if prevailing patterns of age-
specific enrolment rates persist throughout the child's life.

Gross national income (GNI) per capita: Aggregate income of an economy

generated by its production and its ownership of factors of production, less
the incomes paid for the use of factors of production owned by the rest of
the world, converted to international dollars using purchasing power parity
(PPP) rates, divided by midyear population.

Let’s do a simple exercise.

Forbes (2020) published the net worth of the top 10 richest people on earth.

Rank Name Net Worth 2020* Net Worth 2019*

#1 Jeff Bezos $145B $131B
#2 Bill Gates $104B $97B
#3 Bernard Arnault $92B $76B
#4 Warren Buffett $73B $83B
#5 Mark Zuckerberg $69B $62B
#6 Larry Ellison $66B $63B
#7 Steve Ballmer $63B $41B
#8 Amancio Ortega $61B $63B
#9 Larry Page $58B $51B
#10 Jim Walton $57B $45B

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Now, let’s compare with the figures with the Philippines’ GNI.

1. In 2018, the Philippines had a total of $395.27B GNI. This is equivalent to

the net worth of only the Top 4 richest people on earth.

The Asian Development Bank (2020) published in their website poverty indicators
of the Philippines as follows:

1. In the Philippines, 16.6% of the population lived below the national poverty
line in 2018.

2. In the Philippines, the proportion of employed population below $1.90

(P95.00) purchasing power parity a day in 2019 is 2.7%.

3. For every 1,000 babies born in the Philippines in 2018, 28 die before their
5th birthday.

Scheduled Google Meet

I shall schedule one Google Meetings for our class.

This is for me to explain further the topics covered in this module.

However, it is expected that you have read the topics covered here
before joining the Google meeting.

Session 1: Date _______________ Time __________

Chapter 1: Long Exam – A

You shall be given a link to the online examination which is done via ________.
The following guidelines shall be in-effect for the Long Exam:

1. Please be reminded that you can only access ONCE the online examination.
Once you log-in, you cannot anymore log-out or pause it, otherwise, you
lose the chance to complete the examination. Make sure you are ready
before taking the examination. I will not entertain any excuses on this rule.
In my 8 years as an online student, I have not had any problems with taking
online examinations.

2. The exam has a time limit. When you log-in, the time will automatically
start.

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