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ACTIVITY 1
1. Describe the earlier practice of management.
Answer:
In the earlier practice of Management people didn’t really become a subject of scientific study until
the turn of twentieth century, when researchers began to understand that there was more to the
motivation and hard work of an employee than just a paycheck. During the industrial revolution at the
turn of 19th century, the United States entered a phase where significant changes occurred in the areas
of transportation, agriculture, and manufacturing , allowing us to produce goods quickly and
efficiently . James watt invented the steam engine , which shortened transportation times and allowed
us to move goods faster ELI whitsey invented the cotton gin opening the door to quicker more
efficient cotton harvesting.

2. differentiate the study of henry fayol from study of Frederick taylor.

ANSWER:
Defference between the two greatest of all time Fayol F.W taylor and henry fayol are associated with
the classical management theory both of them contributed immensely towards the study of
management as a disciple . the principle’s of taylor and fayol are mutual complementary to each
other , taylors principle and techniques are concerned with workers efficiency , while fayols are
concerned with the overall efficiency of management and both taylor and fayol advocated the
division of work and specialization . taylors techniques follow bottom upward approach , whereas
fayols are based on the top downward approach activities whereas fayols have relevance in all
functional areas . and taylor started with improving the efficiency of operational workers at the shop
level and and later gave the principles of scientific management, while fayol began by describing the
function of top management and then proceed downward.
TRUE OR FALSE
1. FALSE 8. TRUE 15.FALSE
2. TRUE 9. TRUE 16. FALSE
3. TRUE 10. FALSE 17. FALSE
4. FALSE 11. TRUE 18. TRUE
5. TRUE 12. FALSE 19. TRUE
6. FALSE 13. TRUE 20. BUNOS QUESTION
7. TRUE 14. FALSE

MULTIPLE CHOICE
1. E 11. D
2. E 12. E
3. A 13. C
4. E 14. A
5. A 15. E
6. D 16. E
7. B 17. A
8. A 18. D
9. C 19. E
10. A 20. E

Discuss the 14 principles of management according to henri fayol.

ANSWER :
Henry Fayol, also known as the ‘father of modern management theory’ gave a new perception of the
concept of management. He introduced a general theory that can be applied to all levels of management
and every department. The Fayol theory is practised by the managers to organize and regulate the
internal activities of an organization. He concentrated on accomplishing managerial efficiency. The
fourteen principles of management created by Henri Fayol are explained below. Division of Work Henri
believed that segregating work in the workforce amongst the worker will enhance the quality of the
product. Similarly, he also concluded that the division of work improves the productivity, efficiency,
accuracy and speed of the workers. This principle is appropriate for both the managerial as well as a
technical work level. Authority and Responsibility These are the two key aspects of management.
Authority facilitates the management to work efficiently, and responsibility makes them responsible for
the work done under their guidance or leadership. Discipline Without discipline, nothing can be
accomplished. It is the core value for any project or any management. Good performance and sensible
interrelation make the management job easy and comprehensive. Employees good behaviour also helps
them smoothly build and progress in their professional careers.Unity of Command This means an
employee should have only one boss and follow his command. If an employee has to follow more than
one boss, there begins a conflict of interest and can create confusion. Unity of Direction Whoever is
engaged in the same activity should have a unified goal. This means all the person working in a company
should have one goal and motive which will make the work easier and achieve the set goal easily.
Subordination of Individual Interest This indicates a company should work unitedly towards the interest
of a company rather than personal interest. Be subordinate to the purposes of an organization. This
refers to the whole chain of command in a company. Remuneration This plays an important role in
motivating the workers of a company. Remuneration can be monetary or non-monetary. However, it
should be according to an individual’s efforts they have made. Centralization In any company, the
management or any authority responsible for the decision-making process should be neutral. However,
this depends on the size of an organization. Henri Fayol stressed on the point that there should be a
balance between the hierarchy and division of power. Scalar Chain Fayol
on this principle highlights that the hierarchy steps should be from the top to the lowest. This is necessary
so that every employee knows their immediate senior also they should be able to contact any, if needed
Order A company should maintain a well-defined work order to have a favourable work culture. The
positive atmosphere in the workplace will boost more positive productivity. Equity All employees should
be treated equally and respectfully. It’s the responsibility of a manager that no employees face
discrimination. Stability An employee delivers the best if they feel secure in their job. It is the duty of the
management to offer job security to their employees. Initiative The management should support and
encourage the employees to take initiatives in an organization. It will help them to increase their interest
and make then worth. Esprit de Corps is the responsibility of the management to motivate their
employees and be supportive of each other regularly. Developing trust and mutual understanding will
lead to a positive outcome and work environment.

MULTIPLE CHOICE TRUE OR FALSE

1. E 11. B 1. False 11. False
2. E 12. E 2. True 12. True
3. E 13. A 3. True 13. True
4. A 14. B 4. True 14. False
5. B 15. C 5. True 15. True
6. A 16. D 6. True 16. False
7. B 17. A 7. True 17. False
8. C 18. C 8. True 18. True
9. 19. D 9. True 19. True
10. E 20. D 10. False 20. Bonus
1. What are those work of Jose Rizal that are still being acknowledge up to present cite at least
four?
Answer :
Noli me tangere
El filibusterismo
Goodbye to Leonor
The young women in malolos
Kundiman
2. Why do we need to know the R.A 1425 and study the life works of Jose Rizal ?
explain briefly .
ANSWER :
To recognize the important of Rizal’s ideals and teaching in relation to present condition and
situation In the society . because its ok to important to study the social political context of the
century and to encourage people to develop and understanding society . and it is meet that in
honoring them . particularly the national hero and patriot Jose Rizal , we remember with special
fondness and devotion their lives and works.
1. Explain the rational of the RA 1425
ANSWER :
The Rizal law , also known as RA 1425 mandates the study of Rizal life and works as show on
section 1, this republic act calls for an increased sense of nationalism from the Filipinos during a
time of a dwindling Filipino identity.
2. Explain the history of Rizal law and its important provisions.

Answer ;
The full name of the law is an act to include in curricula of all public and private schools .colleges
and universities courses on the life .works and writing of Jose Rizal particularly his novels Nole
me tangere and el filibusterismo authorizing the printing and distribution thereof and for other
purpose .
3. Identify different issues and criticism arouse in relation to the law
Answer:
 Department of literature are discounting literary criticism and scholarship in favor of cultural
studies ,the rise of the law and literature movement is a welcome affirmation of literature
relevance to the larger society .I then turn to the work of two theorist who evaluate literary
criticism for insight into The interpretation of legal texts.
4. Examine the setting of the Philippines in the 19th century.
Answer:
In the 19th century saw large amount of first and second industrial revolution which also overlap
with the 18th and 20th centuries .respectively led to massive urbanization and much higher level
of productivity profit and prosperity.

5. Appreciate the link between individual and society.

Answer:
It has been noted that an individual is formed and shaped in relation to the society in which he or
she grows in the society provides the undivided of the individual to use these necessities in the
most reasonable way without explanation .

1. FALSE
2. TRUE
3. FALSE
4 .TRUE
5. TRUE
6. FALSE
7. TRUE
8. TRUE
9. TRUE
10. FALSE

ACTIVITY 2
1. What triggered the revolution around the world ? who is the
main cause of these movements?
Is it the political and power hungered individuals or the
careless society?
Answer :

Traditionally, social scientists have looked at factors such as a

country’s economic situation or the strength of the government in
power to predict where revolutions will happen and why.

However, such methods have not been very successful in predicting

revolutions. For example, virtually no one predicted the “color”
revolutions that took place in Eastern European countries in the
early 2000s.  

Eric Selbin, a political science professor and University Scholar at

Southwestern University who studies revolutions, believes social
scientists have been overlooking a key indicator: the power of
cultural factors such as storytelling and the use of symbolism.

That’s the theme of his latest book, Revolution, Rebellion,

Resistance: The Power of Story. The book is based on more than 20
years of research in countries such as Nicaragua, Grenada, Mexico,
Spain and France.

In doing his research, Selbin says he was struck by how many times
people told him stories. “I was taking stories and trying to reduce
them to data instead of listening to their stories,” he says. “As I
reflected more and more on this, I realized the stories matter just
as much or more than what the economic situation was or whether the
regime was strong or weak.”

Selbin says stories allow us to imagine the transformation of our

lives and our world. “If you have people who can animate a powerful
and compelling story about revolution, then suddenly it becomes a
possibility,” he says. “Stories…can obviate economic disadvantage,
surmount socio-cultural mores and even triumph over military might.”

And if we can get a sense about what a population’s attitude is

toward such stories, we have a better chance of predicting whether
revolutions are more likely there. Selbin says this helps explain
why revolutions have not occurred in places where the economy is
bad, such as Haiti, Honduras and Somalia.

“Revolutions are more likely to occur in places where it is lauded

as grand, glorious and noble than in places where it is seen as a
bad idea and a cause of trouble,” he says. In Haiti, for example, he
says revolution is regarded negatively because that country
witnessed one of the world’s greatest revolutions, but it failed.

Selbin notes that stories also can help sustain people during the
challenging times of a revolution. “We can never underestimate how
much people are willing to struggle so their children can have a
better life,” he says.

In his book, for example, Selbin recalls how in 1958, when the
revolutionary struggle in Cuba still seemed to hang in the balance,
revolutionary leader Fidel Castro drew on a story from Cuba’s 1895
war of independence from Spain. The story tells about how two of the
struggle’s greatest heroes set fire to the island’s profitable sugar
cane fields as a signal of commitment, defiance and the readiness of
the Cuban people to sacrifice everything for their independence from
Spain. Castro had two of his lieutenants replicate the famous
“incendiary march.”

“It proved to be a brilliant tactical stroke which succeeded on

several levels: militarily, psychologically and culturally,” Selbin
says.
Similarly, he says a Nicaraguan revolutionary from the earliest
years told him how he and others were inspired by “the triumph” in
Cuba.

“Circumstantial evidence suggests that when people do choose to

resist, rebel or take up the revolutionary banner, it is in part
because they are aware that other people in other places at other
times under other circumstances have done so,” Selbin says.

Since its publication in January 2010, Selbin says the book has
gained an audience much larger than he ever expected. The book has
already been published in German, and translations into Arabic,
Spanish and Turkish are in the works.

“It’s a reminder that the topic of revolution still catches people’s

ear,” he says.

Selbin says his theory is not meant to replace traditional social

science methods, but rather to supplement them.

“We still have to be systematic and rigorous, but we need to look at

the whole picture,” he says. “Stories are another tool of the trade
that can be turned to building a better understanding of who we are
and where we are going.”

Selbin says student researchers can be some of the best story-

gatherers because they often go abroad and come back with stories.
The Internet also has made it easier to gather stories.

Selbin says he hopes his book will change how people teach about
revolutions. He says some chapters of his book are already being
assigned to students in graduate classes that focus on revolutions.

He also says his ideas can be applied to current situations such as

the rise of the Tea Party movement in the United States, which he
notes is more a case of resistance or rebellion than revolution.

“If we want to understand the Tea Party movement, we need to

understand their stories,” he says.

2. What is the difference and similarities between reform

through non violent means and reform through revolution?
Answer :
The concepts of reform and revolution bring about the idea of social
change and innovation. The key difference between the two processes
lies in the way in which goals are achieved.
Reforms usually imply that changes are made to the existing
structure – mainly the government structure – while revolution often
entails the complete disruption and the radical change of the status
quo. Reform and revolution aim at changing (generally improving)
political and social conditions of groups of individuals.
For instance, during the 18th century and the industrialization
period in many parts of Europe, reforms were made to improve
workers’ conditions and workers’ rights – but those changes did not
entirely change the political structure of European countries.
Conversely, revolutions such as the famous French revolution of 1789
often lead to radical changes in the country’s power structure. In
addition, reforms usually have a positive connotation as change is
achieved in a peaceful way, whereas revolutions often entail a
certain degree of violence. The term “reform” is used frequently by
politicians, social groups and masses who wish to achieve political
and social changes by improving the status quo, but without
necessarily overthrowing the existing order. Reforms can take
different approaches to reach their goal, but generally envisage the
modification of existing laws, policies, practices and institutions,
with such changes being achieved through peaceful and constructive
discussions and confrontations. Promising reforms and changes is a
key strategy of many politicians who wish to gain more votes by
addressing insecurities and complaints of unhappy masses.
The 18th century was the key century of reforms and social changes
all across Europe, but reforms continue to happen all over the
world, as governments and institutions try to adapt to social
changes and innovations. Every new government – in all parts of the
world – usually seeks to reform and improve existing policies, in
order to promote its perspectives and its ideals. For instance, in
the United States, during the entire electoral campaign and after
having won the latest Presidential elections, Donald Trump has vowed
to reform, inter alia, the existing health care system and
immigration laws – thus gaining the support of citizens tired of the
existing order and policies. In the same way, in Italy and many
European countries, populist and right wing governments are
obtaining great support by promising to reform the current
immigration policies and to strengthen the individual countries’
role within the European Union.

3. Does the separation of church and state being practiced until

today? How so?
Answer :
The separation of church and state was one of the legacies of the
American and French revolutions at the end of the 18th century. It
was achieved as a result of ideas arising from opposition to the
English episcopal system and the English throne as well as from the
ideals of the Enlightenment. It was implemented in France because of
the social-revolutionary criticism of the
wealthy ecclesiastical hierarchy but also because of the desire to
guarantee the freedom of the church. The French state took
over education and other functions of a civic nature that had been
traditionally exercised by the church.
Beginning in the late 18th century, two fundamental attitudes
developed in matters related to the separation of church and state.
The first, as implied in the Constitution of the United States, was
supported by a tendency to leave to the church, set free from state
supervision, a maximum freedom in the realization of its
spiritual, moral, and educational tasks. In the United States, for
example, a comprehensive church school and educational system has
been created by the churches on the basis of this freedom, and
numerous colleges and universities have been founded by churches.
The separation of church and state by the French Revolution and
later in the Soviet Union and the countries under the Soviet Union’s
sphere of influence was based upon an opposite tendency. The attempt
was not only to restrict the public role of the church but also to
work toward its gradual disappearance. The church was to be replaced
with a secular ideology.

In contrast to this, the attitude of National

Socialism in Germany under Hitler was contradictory. On the one
hand, Nazi ideology allowed no public role for the church and its
teaching. On the other hand, Hitler was concerned not to trigger an
outright confrontation with the church. The concordat concluded in
1933 between Germany and the Roman Catholic Church illustrates this
policy of official neutrality.

In Germany state-church traditions had been largely eliminated in

1918 with the establishment of the Weimar Republic; the abolition of
the monarchical system of government also deprived the territorial
churches of their supreme Protestant episcopal heads.
The Weimar Constitution sanctioned the separation of church and
state. State-church traditions were maintained in various forms in
Germany, not only during the Weimar Republic but also during the
Hitler regime and afterward in the Federal Republic of Germany.
Thus, through state agreements, definite special rights, primarily
in the areas of taxes and education, were granted to both the Roman
Catholic Church and the Evangelical (Lutheran-Reformed) churches of
the individual states.

Even in the United States, however, the old state-church system,

overcome during the American Revolution, still produces aftereffects
in the form of tax privileges of the church (exemption from most
taxation), the exemption of the clergy from military service, and
the financial furtherance of confessional school and educational
systems through the state. These privileges have been questioned and
even attacked by certain segments of the American public.

ACTIVITY 3.1
What was the significance of the fable the moth and the flame in
Jose Rizal’s life?

Answer:

Of all the persons who had the greatest influence on Rizal’s

development as a person was his mother Teodora Alonso.  It was she
who opened his eyes and heart to the world around him—with all its
soul and poetry, as well as its bigotry and injustice.  Throughout
his brief life, Rizal proved to be his mother’s son, a chip off the
old block, as he constantly strove to keep faith the lessons she
taught him.

      His mother was his first teacher, and from her he learned to
read, and consequently to value reading as a means for learning and
spending one’s time meaningfully.  It did not take long before he
learnt to value time as life’s most precious gift, for she taught
him never to waste a single second of it.  Thus as a student in
Spain he became the most assiduous of students, never missing a
class despite his activities as Propaganda leader, or an
examination, despite having to take it on an empty stomach.  By his
example, he inspired his compatriots – those who had sunk into a
life of dissipation, wasting time and allowances on gambling and
promiscuity- to return to their studies and deserve their parents’
sacrifices back home.

      From his mother he learnt the primacy of improving oneself-

thus growing up he took pains to comprehend the logic of
mathematics; to write poems; to draw, and sculpt; to paint.  Sadly,
for all these he earned not only glory but also the fear of myopic
souls.

      By taking the lead in running the family’s businesses- farms,

flour and sugar milling, tending a store, even making fruit
preserves, aside from running a household, Teodora imbibed in him
the value of working with one’s hands, of self-reliance and
entrepreneurship.  And by sharing with others she taught him
generosity and helping to make the world a better place for those
who had less in the material life.  All these lessons he applied
himself during his exile in Dapitan, as he improved its community by
building a dam; encouraging the locals to grow fruit trees,
establishing a school, even documenting the local flora and fauna.

     

What was the messege of the poem sa aking mga kababata?

Answer :
In this stanza, Rizal gives emphasis that long at a very young age,
he already held the importance of one’s mother tongue as important.
Moreover, he expressed that a nation’s love for the native langue is
directly related to its pursuit of liberty and likened it to a bird
soaring freely. Here, language is compared to people who were born
free. In his time, Filipinos were under the rule of the Spaniards
with many of his countrymen made as slaves. However, Rizal believes
that if a nation loved their native language, it could be a symbol
of freedom and identity. The message of the poem written by the
philippine national hero (Jose Rizal), is that it gaves lesson to
the reader and also it says that we should let our "wika" or
language be more culturable and let this also be part of other
people so that our culture and religion could improve.

How did the first sorrow of rizal affect him?

Answer :

The Hero's First Sorrow  Jose loved most the little Concha

(Concepcion). He was a year older than Concha. He played with her
and from her he learned the sweetness of a sisterly love. 
Unfortunately, Concha died of sickness in 1865 when she was three
years old.

ACTIVITY 3.2

1.jose protacio Rizal mercad y Alonso realonda

2.june 19 1861
3.Calaba

4.paciano Rizal

5.Aya nurse maid

6.Teodora Alonso

7.Concepcion Rizal

8.Paciano

9.Domingo Lam-co

10.leon Monroy

11.Sa Aking mga kabata

12.Maestro Justiniano Aquino Crus

13.Gregorio de Quintos Alonzo

14.Pedro

15.Rufino Collantes